i-Learn Smart Start Student Book, Workbook and Teacher's Book Sample Theme

St

ude

nt

k o Bo

Grant Trew Kerry Murphy George Seale Jack Kimber Harry Hodge

CD1

01

Level 3 Hi everyone!

It’s time for Smart Start.

So, let’s get going, sing along with me.

Smart Start!

Hello, hello, ready, set, go!

We’re on the road to English.

Hey! Hey! We’re on our way.

We’re on our way with Smart Start.

Level Three, it’s great to be… …be on the road to English.

Hey! Hey! We’re happy today.

We’re on our way with Smart Start.

We’ll read, write, sing and play.

We’ll talk, we’ll listen.

And learn English day by day.

Smart Start!

Hello, hello, ready, set, go!

We’re on the road to English.

Hey! Hey! We’re on our way.

We’re on our way with Smart Start.

On our way with Smart Start.

Smart Start! Smart Start!

This book belongs to: Name: School: Class: School Year:

Alfie is from planet Alpha.

He always has a lot of questions.

2 This is Tom. He’s nine.

Tom is Alfie’s best friend.

Lucy is twelve years old.

She is Tom’s big sister.

My pet Bean came with me, but now he is lost. Can you help me find him?

3 54 65 776 87 8 89 09 43 43 45 43

lA eif

21

This is Alfie ’s s Alfie can m paceship. ake it ver y small, and put it in his backpack.

Where's Bean?

Lookk for f him hi iin every theme!

3

Scope and Sequence 1.

Numbers Lesson 1

Lesson 2

Lesson 3

Lesson 4

Lesson 5

thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

square, circle, triangle, rectangle, star, oval

What's your phone number?

It's (0791-306-052).

ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty How old is (she)?

(She)’s (twelve) years old.

How old are (they)?

(They)’re (thirteen) years old.

(Twenty-eight) plus (two) is (thirty).

How many (circles) can you see?

I can see (six) (circles).

Math -- Basic calculation robot, doll, action figure, minus, plus, equals How many (robots) does (he) have?

(Five) plus (two) equals (seven). (He) has (seven robots).

I can ask for someone's phone number and say mine.

I can ask and say how old someone is.

I can do basic math.

I can ask and answer about the number of shapes I see.

I can do math and say the number of toys someone has.

zero, one, two, three, four, five, six, seven, eight, nine

2.

School

Lesson 2

Lesson 3

Lesson 4

pencil sharpener, notebook, computer, keyboard, mouse, bookcase There’s (a computer) (in) the (classroom).

There are (two notebooks) (in) the (bookcase).

math, English, music, physical education (P.E.), art

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

draw pictures, read books, spell words, take tests, listen to music, do exercise

Social Studies -- Describing body types tall, short, big, thin, pretty

When do you have (math)?

I have (math) on (Monday).

What do you do in (English)?

I (spell words).

Who’s the (tall) (boy)?

That’s (Ken). (He) likes (art) and (he) likes (to draw picture).

I can say what is in the classroom.

I can ask and answer about favorite subjects.

I can say what I do in different classes.

I can identify and describe people.

3.

What's your favorite subject?

I like (math).

Body and Face Lesson 1

hair, nose, eye/eyes, ear/ears, mouth

What's this?

It's my (head).

What does (she) look like?

(She) has (black) (hair).

I can name parts of the body.

I can describe people.

Clothes Lesson 1

I can talk about school timetable.

Lesson 5

Lesson 3

Lesson 4

Lesson 5

face, tongue, chin, tooth/teeth, cheek/cheeks, lip/lips

taller, shorter, bigger, smaller, thinner

Science -- African animals lion, zebra, elephant, tail, trunk

Touch (its) (chin).

(You're) (taller) than me.

(He's) (shorter) than me.

I can identify parts of the face.

I can compare people by size.

What do (elephants) look like?

They’re (big) and (gray). They have (two big ears).

I can describe animals.

Lesson 2

Lesson 3

Lesson 4

Lesson 5

shirt, shorts, dress, skirt, blouse, clothes

pants, socks, T-shirt, shoes, sneakers, cap

jeans, jacket, hat, scarf, sweater, pajamas

glasses, watch, handbag, boots, gloves

What color (is) (your) (shirt)?

(It’s) (orange).

What color (are) (your) (shorts)?

(They’re) (blue).

What (are) (you) wearing?

(I’m) wearing (a) (white) (dress).

What’s (he) wearing?

(He)’s wearing (green) (shorts).

Is this (your) (jacket)?

(No), it (isn’t).

Are these (your) (jeans)?

(Yes), they (are).

Whose (handbag) is this?

It's (Lucy)'s (handbag).

Whose (gloves) are these?

They're (my) (gloves).

robe, cotton, silk, wool (A kilt) is a type of (skirt) from (Scotland).

It's made of (wool).

I can say what someone is wearing.

I can ask and answer about possession.

I can say what belongs to whom.

I can talk about traditional clothes around the world.

5.

Home Lesson 1

Theme review

Ic

W It'

Lesson 6 Review and test practice Game: Connect three Song: School, School, School

b ta b

Theme review

Ic a

C (Y C (N

Lesson 6 Review and test practice Game: Board Game Song: Shake, Shake, Shake!

the Ca

Theme review

Ic d

Th He

(page 42--53)

Culture -- Traditional clothes around the world

I can say the colors of different clothing items.

a ha

(page 30--41)

Lesson 2

head, body, arm, hand, leg, foot

4.

Lesson 6 Review and test practice Game: Board game Song: How Many?

(page 18--29)

Lesson 1

4

(page 06--17)

Lesson 6 Review and test practice Game: Connect three Song: Whose Clothes Are These?

w b

Theme review

Ic

H Ig H I(

(page 54--65)

Lesson 2

Lesson 3

Lesson 4

lamp, sofa, armchair, TV, next to, between

in front of, under, behind, bed, kitchen, dining room, bedroom, towel, clock, phone, toothbrush, bathroom, living room, garden mirror table, mat

Is the (lamp) (next to) the (sofa)?

(Yes, it is).

Is the (lamp) (between) the (armchair) and the (chair)?

(No, it isn’t).

Put the (lamp) (behind) the (doll), please.

Put the (mat) (next to) the (bed), please.

I can ask and say where I can tell people where to put things are. things.

Where’s (Dad)?

(He)’s in the (garden).

Which (towel) is yours?

The (red) one.

Which (mirror) is yours?

The (big) one.

I can say where people are.

I can say which things are mine.

Lesson 5 Social Studies -- Pets cat, dog, rabbit, cute, friendly, soft (Dogs) are my favorite pets.

(Dogs) are (friendly).

I can talk and write about my favorite pets.

Lesson 6 Review and test practice Game: Block buster Song: Our House

d ho

Theme review

Ic d

W (H si

ct

e?

se

Scope and Sequence 6.

Time

(page 66--77)

Lesson 1 a.m., p.m., (nine) o'clock, half past (seven) What time is it?

It's (half past) (one).

I can say what time it is.

7.

Lesson 2 get up, eat breakfast, eat lunch, eat dinner, do homework, go to bed

morning, afternoon, evening, go to the movies, go to the playground, go to a party

What time do you (go to bed)?

I (go to bed) at (eleven o'clock).

What do you want to do in the (morning)?

I want to (go to the playground).

I can say when I do daily activities.

I can say which activities I like to do at different time of a day.

Sports and Leisure Lesson 1

badminton, hockey, tennis, table tennis, volleyball, basketball Can you play (badminton)?

(Yes, I can).

Can you play (tennis)?

(No, I can't).

I can say what sports I can and can't play.

8.

Lesson 3

Lesson 2

Lesson 3 play the guitar, play the piano, play chess, paint, dance

What can you do?

I can (jump).

Can (you) (play the guitar) well?

Yes, pretty well.

Can (you) (play the piano) well?

No, not very well.

I can say what I can and can't do.

I can talk about people’s ability in different activities.

Lesson 1

Lesson 5

Lesson 6

January, February, March, April, May, June, July, August, September, October, November, December

Culture -- The Lunar New Year eat dumplings, visit my family, get lucky money, watch a lion dance, watch the fireworks

When’s (your) birthday?

It’s in (May).

What are you going to do for the (Lunar New Year)?

I’m going to (eat candy).

Review and test practice Game: Connect three Song: What Do You Do?

I can ask when someone’s birthday is.

I can say what I do for the Lunar New Year.

Lesson 4

Lesson 2

Lesson 3 go to the park, have a picnic, fly a kite, play tag, climb a tree

This is (Jack). (He)'s from (the UK). What do you want to do?

Hello, (Jack). Nice to meet you.

I want to (make a sandcastle).

Do you want to (go to the park)?

Sure, OK. Do you want to (have a picnic)?

No, thanks.

I can introduce people from different countries.

I can suggest outdoor activities.

watch TV/television, play computer games, read comic books, skateboard

Physical Education -- Sports shuttlecock, racket, net, team, player, soccer

Let’s (watch TV).

Yes, I like (watching TV)./ No, I don’t like (watching TV).

What do you need to play (basketball)?

You need (two teams, two nets, and a ball).

I can suggest an activity and say whether I like or dislike it.

I can say what is needed to play a sport.

I can ask someone what they want to do.

Lesson 4

Lesson 5

plant some seeds, pick up the trash, clean the pond, water the plants, help someone

Geography -- Famous places around the world tower, field, mountain, museum, waterfall

What did you do yesterday?

I (planted some seeds).

I can say what I did yesterday.

Transport

(page 102--113)

Lesson 1

Lesson 2

walk, bicycle, motorbike, car, bus

scooter, rocket, racecar, ship, tractor

fire engine, ambulance, police car, van

fly a helicopter, drive a truck, fly a plane, ride a bike

How do you go to school?

I go to school (by bicycle).

How do you go to school?

I (walk to school).

What can you see?

I can see (two) (red) (scooters).

What did you see?

I saw a (red) (fire engine).

Can you (fly a helicopter)?

(Yes), I (can).

I can say how I go to school.

I can talk about the transport I see.

I can talk about the transport I saw.

I can talk about things I can do.

Lesson 3

Lesson 4

10.

Work Lesson 1

Lesson 5

Lesson 6 Review and test practice Game: Block buster Song: I Like Sports and Music Theme review

(page 90--101)

the UK, the USA, China, Australia, swim, read, play, make a Canada sandcastle, look for shells

9.

Theme review

(page 78--89)

run, jump, hit, kick, throw, catch

The World Around Us

Lesson 4

Lesson 3

Lesson 4

Where do you want to go?

I want to go to (Nepal) and (see the mountains).

I can talk about places I want to visit.

Lesson 5 History -- Transport horse and cart, steam train, streetcar, steamship What did people do before there were (cars)?

People used to travel by (horse and cart).

I can talk about how people traveled in the past.

Lesson 6 Review and test practice Game: Board game Song: Canada and the UK

Theme review

Lesson 6 Review and test practice Game: Block buster Song: The Trip to the Beach

Theme review

(page 114--125) Lesson 2

doctor, nurse, driver, cleaner, hospital

firefighter, hose, builder, hammer, artist, paintbrush

What's (his) job?

(He)'s a (doctor). (He) (helps sick people).

What does (a) (builder) use?

(A) (builder) uses a (hammer).

I can ask and answer about different kinds of jobs.

I can say what people use for different jobs.

using a computer, building a model, drawing a bridge, talking on the phone What (are you) doing?

(I'm) (using a computer).

What (is Sam) doing?

(He's) (building a model).

I can say what someone is doing.

pilot, soccer player, singer, police officer What do you want to be?

I want to be a (pilot).

I can say what job I want to do in the future.

Lesson 5

Lesson 6

Social Studies -- Shopping euro, fan, poster, postcard, stamp

Review and test practice Game: Connect three Song: What I Want to Be

How much (is) the (stamp)?

(It’s three euros).

I can ask and answer about prices of things.

Theme review

5

LESSON 1

Theme 1

Can you use this...?

NUMBERS A Listen, point, and say.

zero

B

one

two

three

1. Listen and read.

vocabulary: zero, one, two, three, four, five, six, seven, eight, nine useful language: What's your phone number?

It's (0791-- 306-- 052).

CD1

02

four

ďŹ ve

six

seven eight

2. Listen and circle.

CD1

03

THE TEACHER ASKS FOR THE CHILDREN'S HOME PHONE NUMBERS...

AFTER A SCHOOL TRIP...

nine

CD1

04

1 012-584-4509 0125-844-508

2 What's your phone number?

It's 012-- 584-- 4509.

0167-849-126 0167-849-136

3

THE TEACHER CALLS TOM'S DAD...

O

h,

no

!

0737-258-504 0737-258-554

4 WET FLOOR

C Listen then practice.

6

CD2

05

What's your phone number?

It's 0791-- 306-- 052.

0845-052-499 0845-052-459

Sound Changes

D

1. "...your...?" sounds like “…yer…?”

3. Now, listen and repeat.

2. Listen. 06 What's your phone number?

CD1

CD1

06

E

Now, sing a song. Turn to page 129.

F

Point, ask, and answer.

What's your phone number?

1

2

0 1 2 5 -- 8 4 4 -- 5 0 9

5

0 1 2 7 -- 8 4 3 -- 1 3 6

6

Jill 0 8 9 7 -- 1 2 6 -- 4 3 5

It's 0125-- 844-- 509.

3

2Lucy

Nick

CD1

07

4

Dan

Tony

0 7 9 7 -- 5 8 7 -- 1 0 2

7

Tom 0 5 7 2 -- 1 4 8 -- 6 9 3

0 1 3 6 -- 2 2 0 -- 9 8 4

8

Jane

Sam

0 1 3 4 -- 2 8 6 -- 7 9 5

0 9 1 2 -- 3 5 4 -- 8 6 7

G Play the "Magic finger" game.

In pairs, take turns drawing numbers on each other's back and guess the phone number without looking.

What's my phone number?

It's 0148-- 950-- 437.

Now you can do it !

7

LESSON 2

Theme 1

Can you use this...?

NUMBERS A Listen, point, and say.

ten ďŹ fteen

B

CD1

08

eleven

sixteen

twelve

seventeen

1. Listen and read.

vocabulary: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty useful language: How old is (she)?

(She)'s (twelve) years old.

How old are (they)?

(They)'re (thirteen) years old.

thirteen

eighteen

fourteen

nineteen

twenty

2. Listen and write the numbers.

CD1

09

CD1

10

TOM IS ASKING HOW OLD PEOPLE ARE...

1 How old is your sister?

She's 18 ___ years old.

2 She's eighteen years old.

She's ___ years old.

A A A!

3 They're ___ years old.

4 He's ___ years old.

C Listen then practice.

8

CD1

11

How old is she?

How old are they?

She's twelve years old.

They're thirteen years old.

Word Stress

D

1. Numbers from 13-- 19 have stress on the last syllable.

3. Now, listen and repeat.

12

Now, sing a song. Turn to page 129.

F

Practice. Point, ask, and answer.

2

1

ďŹ fteen

13

He's ďŹ fteen years old.

4

sixteen

twelve

eleven

CD1

3

6

5

CD1

CD1

E

How old is he?

2. Listen. 12 He's thirteen years old.

eighteen 8

7

ten

thirteen

twenty

G Play the "Tic, tac, toe" game.

TIC TAC TOE

They're thirteen years old.

- Pairs take turns.

vs.

Pair 1

How old are they?

Pair 2

- Winner goes first.

- Choose a box.

- Use the useful language from the lesson to ask and answer correctly.

- Put an X or an O in the box.

thirteen

eighteen

eleven

twelve

twenty

Win the game Get 3 boxes in a row to win.

sixteen

Tip: Use a pencil and an eraser and play again.

2

seventeen

fourteen

ten

Now you can do it !

9

LESSON 3

Theme 1

Can you use this...?

NUMBERS A Listen, point, and say.

B

vocabulary: thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred useful language: (Twenty-- eight) plus (two) is (thirty).

CD1

14

thirty

forty

ďŹ fty

sixty

seventy

eighty

ninety

one hundred

1. Listen and read.

2. Listen and write the numbers.

CD1

15

CD1

16

THE CHILDREN ARE AT THE SCHOOL FAIR...

Eight plus twelve is twenty.

30 tickets

25

100

It's thirty tickets.

efilA

4321 7776655 3098988 4345434

twelve is _________. twenty 1 Eight plus _________

2 Twenty plus _______ is ________.

3 ________ plus ________ is twenty-eight. 4 Twenty-eight plus ________ is ________.

C Listen then practice.

10

CD1

17

Twenty-- eight plus two is thirty.

Word Stress

D

1. Numbers from 20-- 99 have stress on the ďŹ rst syllable.

3. Now, listen and repeat.

2. Listen. 18 thirty, forty CD1

CD1

18

E

Now, sing a song. Turn to page 129.

F

Write. Ask and answer. mom

CD1

19

aunt

grandfather

How old is Tom's mom?

1

2

3

Ten plus thirty is forty.

His mom's forty years old.

10 + 30 = 40

17 + 14 = ____

35 + 35 = ____

dad

uncle

G

grandmother

4

5

6

24 + 21 = ____

22 + 13 = ____

51 + 14 = ____

Play the "Snake race'' game.

In two pairs, take turns asking and answering until you reach the end.

Twenty-- eight plus two is‌

Pair 1

ST

T R A

Thirty!

vs.

OK! Our turn.

Winner: move 2 spaces Loser: move 1 space

Pair 2

H

IS N I F

.

Now you can do it !

11

LESSON 4

Theme 1

Can you use this...?

NUMBERS A

vocabulary: square, circle, triangle, rectangle, star, oval useful language: How many (circles) can you see?

I can see (six) (circles).

Listen, point, and say.

1

2

square

circle

CD1

20

3

4

triangle

rectangle

B 1. Listen and read.

5

6

star

oval

2. Listen and write the numbers.

CD1

21

CD1

22

1

THE CHILDREN VISIT LUCY'S ART CLASS...

How many circles can you see?

6 7889890343

45434

Alfie

88 89 09 43 43 45

1234556677

43

lA efi

77

76

65

54

32

1

2 I can see six circles.

3

4

89034345434

Alfie

12345566777889

4

898903434543

123455667778

12

Alfie

C Listen then practice.

CD1

23

How many circles can you see?

I can see six circles.

Sound Changes

D

2. Listen. 24 I can see a star.

1. "…can…" often sounds like "…k∂n…"

3. Now, listen and repeat.

CD1

CD1

24

E

Now, sing a song. Turn to page 129.

F

Practice. Count. Ask and answer.

How many rectangles can you see?

G Look at Part

CD1

25

I can see seven rectangles.

F . Play the "Memory" game.

In pairs, take turns trying to remember Part F from the lesson.

How many stars can you see?

I can see seven stars.

Look (10 seconds)

Speak Now you can do it !

13

LESSON 5

NUMBERS

Theme 1

Can you use this...?

MATH

• vocabulary:

robot, doll, action figure, minus, plus, equals

• useful language:

NEW WORDS 1

Listen, point, and say.

2

robot LISTENING

3

doll

How many (robots) does (he) have?

(Five) plus (two) equals (seven). (He) has (seven robots).

CD1

26

4

action figure

5

minus

6

plus

The children are having a math class. Listen and circle.

one

plus

one

equals

two

1. Steve has _______ robots.

four/six

2. Mike has ________ action figures.

thirteen/twenty

3. Lisa has ______ dolls.

nine/eight

4. Jenny has _______ teddy bears.

fifteen/sixteen

USEFUL LANGUAGE

Listen then practice.

CD1

28

How many robots does he have?

Five plus two equals seven. He has seven robots.

14

equals CD1

27

READING

Read about two children in South Korea and their toys. Fill in the blanks.

South Korea

MATH TEST 1 Soo Mi and her brother, Sung Min, live in Seoul, South Korea. They really like toys. Soo Mi loves dolls. She has nine dolls. Sung Min gives her five dolls. How many dolls does Soo Mi have?

Nine ________________ plus ________________ equals ________________.

2 Sung Min has seven robots. His mother gives him three more. How many robots does Sung Min have? ________________ plus ________________ equals ________________.

3 It's Soo Mi's birthday. Her grandfather gives her eight dolls. Soo Mi gives three to her friends. How many dolls does Sung Min have left? ________________ minus ________________ equals ________________.

SPEAKING

Write the numbers. Point and say.

Ten plus five equals fifteen. I have fifteen robots. robot

1

doll

10 + 5 = 15

2

action figure

4

12 + 6 = ____ WRITING

action figure

17 -- 2 = ____

3

doll

robot

5

9 -- 3 = ____

4 + 7 = ____

6

1 + 13 = ____

Write the answers.

1. John has nine robots and his father gives him three robots. How many robots does he have?

Nine plus three equals twelve. John has twelve robots.

2. Emily has fifteen dolls. She gives three to her sister. How many dolls does she have? _________________________________________________________________.

3. Stephen has eight action figures and his grandfather gives him two more.

How many action figures does he have? _________________________________________________________________.

15

LESSON 6

Theme 1

NUMBERS Listen and draw lines.

LISTENING

Example

Review and test practice

1

CD1

29

2

3

4

Look at the pictures.

Look at the letters. Write the words.

READING & WRITING

Example

16

e

l

w

e

t

v

1

w

t

y

n

t

e

2

y

f

f

i

t

3

g

e

i

y

t

twelve

s

h

r

f

x

i

e

n

u

o

n

i

SONG

Turn to page 126. Listen. Sing along.

GAME

Play the board game.

Board Game

Robot

Pair 1

Pair 2

- Winner: move 2 spaces Loser: move 1 space - Look at the shapes.

- Use the useful language from the theme to ask and answer correctly.

- Wrong answer: move back 1 space

Win the game

Go ahead 2 spaces

26 + 57 = ?

vs.

- Pairs take turns.

CD1

30

action figure

12 + 49 = ?

73

69

35 + 41 = ?

42 + 57 = ?

0791-306-052

Get to the FINISH to win.

0845-216-934

doll

0125-844-509

43 0889-268-678

(Twenty-six) plus (fifty-seven) equals (eighty-three).

I have (eighty-three) (robots).

A: What's your phone number?

B: It's (0791-306-052).

A: How many (stars) can you see?

B: I can see (four) (stars).

A: How old is (he)?

B: (He's) (sixty-nine) years old.

I CAN...

I •I •I •I •

can can can can

ask for someone's phone number and say mine. ask and say how old someone is. do basic math. ask and answer about the number of shapes I see.

17

Wo

rkbook

Grant Trew Kerry Murphy George Seale Jack Kimber Harry Hodge

NUMBERS

Theme 1

A

LESSON 1

Circle.

1

2

one two

B

3

one five

4

three five

5

six seven

eight four

Write the words.

1

2

3

zero 4

2

5

smart

C

Look and write.

8

Down

t

Across

1

7 5

5

2

t

6 7

4

8

D 1

6

o

u

2

r i

4 Look and write.

zero, nine, zero, nine, zero, six, four, five, three, eight

zero, three, eight, two, one, 2 four, seven, six, nine, three

What’s your phone number?

It’s

f

n

3

3

1

0909064538

What’s your phone number? .

zero, nine, one, nine, six, five, 3 three, seven, two, four

It’s

4

.

zero, three, eight, one, five, nine, six, four, seven, eight

What’s your

?

?

It’s

.

.

start

3

NUMBERS

Theme 1

A

Write the words.

1

2

3

LESSON 2

4

5

6

ten 7

B

8

9

11

10

Look and write.

5

Down

Across

1

3

3

1

s

i

x

t

e

4

6

t 2

5

n

e

4 2

e

e

e

t

6

4

smart

C

Count and write.

fifteen

1 2 3 4 5

D

Look and write.

1

2

3

4

start

How old is she?

She’s

thirteen

years old.

How old is he?

He’s

.

How old are they?

They’re

.

How old is she? .

5

Theme 1

A

NUMBERS

LESSON 3

Write the words.

1

2

3

6

7

4

thirty 5

B

6

8

Draw lines.

1

one hundred

2

twenty-- one

3

fifty-- one

4

forty-- four

5

thirty-- two

smart

C

Read and write the answers.

1

Thirty plus sixteen is

2

Twenty-- eight plus seventeen is

.

3

Sixty-- two plus twenty is

.

4

Forty-- five plus forty-- six is

.

D 1

forty-- six

Look and write.

2

32 + 21 = 53 fifty-- three

is .

.

4

55 + 19 = 74 Fifty-- five plus

67 + 33 = 100 plus

.

start

40 + 20 = 60 Forty plus

Thirty-- two plus twenty-- one is

3

.

.

7

NUMBERS

Theme 1

A

Complete the words.

1

2

4

B

LESSON 4

1. c i r c l e

3

5

6

2. s

a

3. s

r

4. t

a

l

5. r

t

g

6. o

l 3

Look and write.

2 Down

1

Across

1

4

s

r 4

c

s

i 2

5

5

t

r

a

e

c 3

8

6

6

o

l

g

e

smart

C

Read and circle.

1

2

How many stars can you see?

How many circles can you see?

I can see

I can see

seven/five

stars.

3

three/two circles.

4

How many triangles can you see?

How many ovals can you see?

I can see

I can see eight/ten

D

four/six

triangles.

ovals.

Look and write.

1

2

3

start

How many squares can you see?

I can see four squares

.

How many rectangles can you see? .

? .

9

NUMBERS

Theme 1

A

LESSON 5

1

Look and write.

5

e q u a l s

Across

1

2

3

4

2

s

f Down

5

6

6 3

B

Look, read, and draw lines.

4

1

One plus five equals six.

2

Four plus three equals seven.

3

Two plus two equals four.

4

Two plus three equals five.

10

smart

C

Read and circle.

Koen and his sister, Yara, live in Rotterdam in the Netherlands.

They both love toys.

1. Koen has eleven robots. His uncle gives him five robots.

How many robots does he have?

fourteen fifteen sixteen 2. Yara has three dolls. Her mother gives her six dolls.

How many dolls does she have?

nine ten eleven 3. Koen has seven action figures. He gives two to his friends. How many action figures does Koen have left?

five nine six

D

Look and write.

Niels has four action figures. His friend gives him one 1

teddy bear. How many teddy bea Four plus one equals

rs does he have?

. He has

.

Lena has . Her father gives her 2

. How many

does she have?

. She has

.

Jacob has . He gives 3

to his brother. How many

start

does he have left? . He has

.

11

Theme 1

A

NUMBERS

LESSON 6

Look at the pictures. Look at the letters. Write the words.

Example crilec

circle

Questions

12

1

teraclegn

2

ezor

3

lewvet

4

glnarite

5

neo ndheurd

smart

B

Look and read. Put a tick (

) or a cross (

) in the box.

Examples

54 + 17 = 71

Fifty-- four plus twenty-- one equals seventy-- five.

How old is Jack?

Jack is eleven years old.

Questions 1

50 + 48 = 98

Fifty plus forty-- nine equals ninety-- nine.

2

How many rectangles can you see?

I can see six rectangles.

3

How many ovals can you see?

I can see five ovals.

4

How old is Lucy?

Lucy is twelve years old.

5

My

number

0379 098522

start

What is your phone number?

It is zero, nine, seven, five, two, two, zero, three, seven, nine.

13

Te a

c h e r ’s B

k o o

Grant Trew Kerry Murphy George Seale Jack Kimber Harry Hodge

Scope and Sequence 1.

Numbers Lesson 1

Lesson 2

zero, one, two, three, four, five, six, seven, eight, nine

Lesson 3

Lesson 4

thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

square, circle, triangle, rectangle, star, oval

What's your phone number?

It's (0791-306-052).

ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty How old is (she)?

(She)’s (twelve) years old.

How old are (they)?

(They)’re (thirteen) years old.

(Twenty-eight) plus (two) is (thirty).

How many (circles) can you see?

I can see (six) (circles).

I can ask for someone's phone number and say mine.

I can ask and say how old someone is.

I can do basic math.

I can ask and answer about the number of shapes I see.

2.

School

Lesson 5 Math-- Basic calculation robot, doll, action figure, minus, plus, equals How many (robots) does (he) have?

(Five) plus (two) equals (seven). (He) has (seven robots).

Review and test practice Game: Board game Song: How Many?

I can do math and say the number of toys someone has.

Theme review

Lesson 2

Lesson 3

Lesson 4

Lesson 5

pencil sharpener, notebook, computer, keyboard, mouse, bookcase There’s (a computer) (in) the (classroom).

There are (two notebooks) (in) the (bookcase).

math, English, music, physical education (P.E.), art

Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

draw pictures, read books, spell words, take tests, listen to music, do exercise

Social Studies -- Describing body types tall, short, big, thin, pretty

When do you have (math)?

I have (math) on (Monday).

What do you do in (English)?

I (spell words).

Who’s the (tall) (boy)?

That’s (Ken). (He) likes (art) and (he) likes (to draw picture).

I can say what is in the classroom.

I can ask and answer about favorite subjects.

I can say what I do in different classes.

I can identify and describe people.

3.

What's your favorite subject?

I like (math).

Body and Face Lesson 1

hair, nose, eye/eyes, ear/ears, mouth

What's this?

It's my (head).

What does (she) look like?

(She) has (black) (hair).

I can name parts of the body.

I can describe people.

Clothes Lesson 1

I can talk about school timetable.

Lesson 3

Lesson 4

face, tongue, chin, tooth/teeth, cheek/cheeks, lip/lips

taller, shorter, bigger, smaller, thinner

Touch (its) (chin).

(You're) (taller) than me.

(He's) (shorter) than me.

I can identify parts of the face.

I can compare people by size.

Lesson 5 Science -- African animals lion, zebra, elephant, tail, trunk What do (elephants) look like?

They’re (big) and (gray). They have (two big ears).

I can describe animals.

Lesson 2

Lesson 3

Lesson 4

Review and test practice Game: Connect three Song: School, School, School

b ta b

Theme review

I a

C ( C (

Lesson 6 Review and test practice Game: Board Game Song: Shake, Shake, Shake!

th C

Theme review

I d

Th H

Review and test practice Game: Connect three Song: Whose Clothes Are These?

w b

Theme review

I

glasses, watch, handbag, boots, gloves

Culture -- Traditional clothes around the world

What color (is) (your) (shirt)?

(It’s) (orange).

What color (are) (your) (shorts)?

(They’re) (blue).

What (are) (you) wearing?

(I’m) wearing (a) (white) (dress).

What’s (he) wearing?

(He)’s wearing (green) (shorts).

Is this (your) (jacket)?

(No), it (isn’t).

Are these (your) (jeans)?

(Yes), they (are).

Whose (handbag) is this?

It's (Lucy)'s (handbag).

Whose (gloves) are these?

They're (my) (gloves).

robe, cotton, silk, wool (A kilt) is a type of (skirt) from (Scotland).

It's made of (wool).

I can say what someone is wearing.

I can ask and answer about possession.

I can say what belongs to whom.

I can talk about traditional clothes around the world.

Lesson 1

Lesson 6

Lesson 6

jeans, jacket, hat, scarf, sweater, pajamas

Home

I

Lesson 5

pants, socks, T-shirt, shoes, sneakers, cap

5.

W It

(page 44--55)

shirt, shorts, dress, skirt, blouse, clothes

I can say the colors of different clothing items.

a h

(page 32--43)

Lesson 2

head, body, arm, hand, leg, foot

4.

Lesson 6

(page 20--31)

Lesson 1

2

(page 08--19)

H I H I

(page 56--67)

Lesson 2

Lesson 3

Lesson 4

lamp, sofa, armchair, TV, next to, between

in front of, under, behind, bed, kitchen, dining room, bedroom, towel, clock, phone, toothbrush, bathroom, living room, garden mirror table, mat

Is the (lamp) (next to) the (sofa)?

(Yes, it is).

Is the (lamp) (between) the (armchair) and the (chair)?

(No, it isn’t).

Put the (lamp) (behind) the (doll), please.

Put the (mat) (next to) the (bed), please.

I can ask and say where I can tell people where to put things are. things.

Where’s (Dad)?

(He)’s in the (garden).

Which (towel) is yours?

The (red) one.

Which (mirror) is yours?

The (big) one.

I can say where people are.

I can say which things are mine.

Lesson 5 Social Studies -- Pets cat, dog, rabbit, cute, friendly, soft (Dogs) are my favorite pets.

(Dogs) are (friendly).

I can talk and write about my favorite pets.

Lesson 6 Review and test practice Game: Block buster Song: Our House

Theme review

d h

W ( s

I d

Scope and Sequence 6.

Time

(page 68--79)

Lesson 1 a.m., p.m., (nine) o'clock, half past (seven) What time is it?

It's (half past) (one).

I can say what time it is.

7.

Lesson 2 get up, eat breakfast, eat lunch, eat dinner, do homework, go to bed

morning, afternoon, evening, go to the movies, go to the playground, go to a party

What time do you (go to bed)?

I (go to bed) at (eleven o'clock).

What do you want to do in the (morning)?

I want to (go to the playground).

I can say when I do daily activities.

I can say which activities I like to do at different time of a day.

Sports and Leisure Lesson 1

badminton, hockey, tennis, table tennis, volleyball, basketball Can you play (badminton)?

(Yes, I can).

Can you play (tennis)?

(No, I can't).

I can say what sports I can and can't play.

8.

Lesson 3

Lesson 2

Lesson 3 play the guitar, play the piano, play chess, paint, dance

What can you do?

I can (jump).

Can (you) (play the guitar) well?

Yes, pretty well.

Can (you) (play the piano) well?

No, not very well.

I can say what I can and can't do.

I can talk about people’s ability in different activities.

Lesson 1

Lesson 5

Lesson 6

January, February, March, April, May, June, July, August, September, October, November, December

Culture -- The Lunar New Year eat dumplings, visit my family, get lucky money, watch a lion dance, watch the fireworks

When’s (your) birthday?

It’s in (May).

What are you going to do for the (Lunar New Year)?

I’m going to (eat candy).

Review and test practice Game: Connect three Song: What Do You Do?

I can ask when someone’s birthday is.

I can say what I do for the Lunar New Year.

Lesson 4

Lesson 2

Lesson 3 go to the park, have a picnic, fly a kite, play tag, climb a tree

This is (Jack). (He)'s from (the UK). What do you want to do?

Hello, (Jack). Nice to meet you.

I want to (make a sandcastle).

Do you want to (go to the park)?

Sure, OK. Do you want to (have a picnic)?

No, thanks.

I can introduce people from different countries.

I can suggest outdoor activities.

watch TV/television, play computer games, read comic books, skateboard Let’s (watch TV).

Yes, I like (watching TV)./ No, I don’t like (watching TV).

What do you need to play (basketball)?

You need (two teams, two nets, and a ball).

I can suggest an activity and say whether I like or dislike it.

I can say what is needed to play a sport.

I can ask someone what they want to do.

Lesson 4

Lesson 5

plant some seeds, pick up the trash, clean the pond, water the plants, help someone

Geography -- Famous places around the world tower, field, mountain, museum, waterfall

What did you do yesterday?

I (planted some seeds).

I can say what I did yesterday.

Transport

(page 104--115)

Lesson 1

Lesson 2

walk, bicycle, motorbike, car, bus

scooter, rocket, racecar, ship, tractor

fire engine, ambulance, police car, van

fly a helicopter, drive a truck, fly a plane, ride a bike

How do you go to school?

I go to school (by bicycle).

How do you go to school?

I (walk to school).

What can you see?

I can see (two) (red) (scooters).

What did you see?

I saw a (red) (fire engine).

Can you (fly a helicopter)?

(Yes), I (can).

I can say how I go to school.

I can talk about the transport I see.

I can talk about the transport I saw.

I can talk about things I can do.

Lesson 3

Lesson 4

10.

Work Lesson 1

Lesson 5 Physical Education -- Sports shuttlecock, racket, net, team, player, soccer

Lesson 6 Review and test practice Game: Block buster Song: I Like Sports and Music Theme review

(page 92--103)

the UK, the USA, China, Australia, swim, read, play, make a Canada sandcastle, look for shells

9.

Theme review

(page 80--91)

run, jump, hit, kick, throw, catch

The World Around Us

Lesson 4

Lesson 3

Lesson 4

Where do you want to go?

I want to go to (Nepal) and (see the mountains).

I can talk about places I want to visit.

Lesson 5 History -- Transport horse and cart, steam train, streetcar, steamship What did people do before there were (cars)?

People used to travel by (horse and cart).

I can talk about how people traveled in the past.

Lesson 6 Review and test practice Game: Board game Song: Canada and the UK

Theme review

Lesson 6 Review and test practice Game: Block buster Song: The Trip to the Beach

Theme review

(page 116--127) Lesson 2

doctor, nurse, driver, cleaner, hospital

firefighter, hose, builder, hammer, artist, paintbrush

What's (his) job?

(He)'s a (doctor). (He) (helps sick people).

What does (a) (builder) use?

(A) (builder) uses a (hammer).

I can ask and answer about different kinds of jobs.

I can say what people use for different jobs.

using a computer, building a model, drawing a bridge, talking on the phone What (are you) doing?

(I'm) (using a computer).

What (is Sam) doing?

(He's) (building a model).

I can say what someone is doing.

pilot, soccer player, singer, police officer What do you want to be?

I want to be a (pilot).

I can say what job I want to do in the future.

Lesson 5

Lesson 6

Social Studies -- Shopping euro, fan, poster, postcard, stamp

Review and test practice Game: Connect three Song: What I Want to Be

How much (is) the (stamp)?

(It’s three euros).

I can ask and answer about prices of things.

Theme review

3

Introduction About the course Made for all kinds of classrooms, teachers, and learners i-Learn Smart Start is a five-level course for young learners of English. It was designed by an experienced team of international writers and editors. Our lessons make full use of modern teaching techniques. All of our tasks and activities are appropriate and easy to use within a any style of classroom.

Designed to be super-easy to prepare and teach One of the primary aims of the course is to reduce teachers' workload and keep preparation time to a minimum. i-Learn Smart Start was designed to make lesson preparation smoother and easier for the teacher by having: • Clear and simple tasks – The activities have been designed with clear illustrations and short, simple standardized instructions to make understanding and setting up tasks easy.

• A standard theme/lesson format – Every theme follows basically the same pattern of activities. This allows students and teachers to quickly become familiar with the lesson style and progression.

• An easy-to-refer-to Teacher’s book – The aim of this course is to put all the information teachers need in a very clear and easyto-find layout. Each lesson page is accompanied by a single teacher’s page so that teachers can quickly and easily refer to the task instructions, scripts, and drill patterns in the actual lesson.

The approach to learning The i-Learn Smart Start approach is based on a number of principles: • Vocabulary is the core of language – Grammar is important, but vocabulary carries most of the meaning. For lower levels and young learners, developing vocabulary is a primary focus. In i-Learn Smart Start every theme introduces, offers practice, recycles and reviews 20--30 new words.

• Motivation and interest are keys to learning – Children love engaging stories, games, and music when they study in their first language. i-Learn Smart Start aims to use the same elements to engage their curiosity and make the lessons fun.

• Using an approach that emphasizes clear and noticeable progress – Success is a powerful motivation, but learning language is a long-term process that takes many years of effort. Learners often have difficulty recognizing the progress they are making, and this can often lead to losing motivation. ("I've been studying for years, but I still can't speak"). i-Learn Smart Start overcomes this by breaking the syllabus into clear, practical, and achievable goals.

Key features of the Clear and Noticeable Progress (CNP) approach: LESSON 1 1. Clarify the goals and create a need

Can you use this...?

Each 70--80 minute lesson focuses on a carefully chosen set of • vocabulary: clear, and achievable goals concerning practical things in life, go camping, go to the beach, go to the e.g. describing people's appearance, ordering food in a farm, learn how to cook, learn how to swim • useful language: restaurant, talking about their traditional holidays. These are What did you do in the summer? clearly stated at the start of each lesson in the aims box, and I (went to the beach). are designed to be slightly above the student's current level.

At the start of the lesson, the teacher explains and clarifies the aims (clearly noted in the box at the top of the page) and asks whether students are confident that they can do it.

2. Fill the needs Each stage of the lesson targets a different element of the aims (e.g. relevant vocabulary, grammar, pronunciation features, controlled practice, etc.), to ensure success with the practical communicative speaking activity at the end of the lesson.

3. Provide evidence of success The final stage of each lesson gives learners an opportunity to utilize all the previous knowledge they have learned in completing a practical task that mirrors real life activities (e.g. role plays, discussions, surveys, etc.). It features group and pair activities, and directly addresses the aims noted at the start of the lesson. Progress is monitored by the teacher, who gives assistance as necessary, and ensures that learners are able to achieve a successful outcome.

4

4. Confirm the success The bottom of each lesson page features a final review and confirmation of the language element/function the learners have now mastered. This is in the form of a friendly student who confirms that "Now you can…" In this way, learners accumulate clear evidence of the numerous milestones that they have reached on the road to language proficiency. This continuing series of successes can provide a major boost to learners confidence and motivation.

Pronunciation is important and should be taught early

Speakers who cannot pronounce English correctly will have difficulty in making themselves understood. Equally important, however, is its impact on comprehension. Learners who are unfamiliar with the phonological conventions of the target language will have difficulty understanding the things they hear. Both of these elements need attention.

From the aspect of production, it is also crucial to understand that there is a critical period for learning productive skills in another language. Research (Oyama, 1976) shows that learners who learn pronunciation before puberty almost always attain the ability to produce without noticeable interference from their first language. Those who start to focus on pronunciation after the age of 15, almost always develop accents influenced by their mother tongue.

For this reason, i-Learn Smart Start focuses on all key aspects of pronunciation and systematically developing it from an early age. i-Learn Smart Start divides the elements of English phonology into an inverted "Pronunciation Pyramid" that features four main categories as follows:

Sound -- Focus activities draw attention to elements that learners find challenging, such as final consonant sounds, sentence stress, difficult sounds and intonation changes. They will hear 2--3 different native speakers pronounce the language naturally and then mimic the sounds.

Word Stress activities address the issue of stressing the wrong syllable in a word, which can dramatically affect the meaning or comprehension. i-Learn Smart Start provides guidance on the common patterns for different parts of speech.

The Sound Changes category focuses on the features of connected speech. Many learners do not often realize that the sound of English

words can change completely when used in natural conversation. Sounds may be dropped (elision), changed (assimilation) or linked to other sounds. For example, "Would you…" will sound more like /wʊd ә/). Learners who are unfamiliar with these changes often mistake these sounds as being completely unfamiliar words. By raising their awareness of the common sound changes that occur, i-Learn Smart Start can help learners dramatically improve their comprehension of natural spoken English.

Finally, Intonation and Sentence Stress focus on how placing stress on different words and changing the pitch at the end of the

Intonation teaching focuses on pitch changes in sentences.

Sentence stress is the emphasis of specific words.

Intonation/Sentence Stress Sound Changes Word Stress Sounds

This highlights the ways sounds of English change when spoken with natural rhythm and speed.

This focuses on which syllable is stressed in multi-syllabic words.

This includes the individual phonemes of English.

sentence can affect the whole meaning or the intent of the sentence.

(S.Oyama, "A Sensitive Period for the Acquisition of a Non-native Phonological System" -- Journal of Psycholinguistic Research, 5/3/1976) Early learners need lots of listening – Listening is essential not only as a receptive skill but also pivotal in the development of spoken language proficiency.

1. Listening is vital in the language classroom because it provides input for the learners. Unless learners can understand language as presented in the classroom, learning cannot begin.

2. Listening exercises provide teachers with a means for drawing learners’ attention to new forms (vocabulary, grammar, new interaction patterns) of the language.

3. Natural spoken language presents a challenge for the learner to understand. Lots of exposure in an understandable context is essential to build confidence and comprehension.

5

As with first language learning, providing lots of comprehensible listening input helps students build and understanding of the language.

Build understanding of the target culture – Language is not just words and grammar. Understanding the culture of the language is essential to communication. Smart Start features characters living in a North American town.

Learning about the food they eat, the games they play, the way they interact, etc. help students understand the way English is actually used.

The syllabus The i-Learn Smart Start Syllabus is based on both a typical elementary curriculum and the Cambridge Young Learner’s syllabus. This base syllabus has been extended by adding a range of useful practical phrases as well as contents that relate to things children want to talk about.

i-Learn Smart Start Theme and lesson overview Lessons 1-- 4

Each lesson features a two-page layout with a consistent format. This standardized approach means that students quickly become comfortable with the lesson style and also makes lesson preparation fast and easy for teachers.

Page 1: Lesson aims – A simple summary of the lesson aims (key vocabulary/structure) is shown at the top of the first page.

A. Words (5 -- 8 min) – Pictures and flashcards are used to ntroduce and practice key vocabulary.

B. Story (10 --15 min) – Part B in each lesson from 1-- 4 is an episode in a four-part narrative. These will use the same characters and consistent settings to link the parts together to form a consistent whole story. These stories use comic illustration featuring the characters doing fun, interesting things. These activities aim to:

• Show the target structure in a fun story to motivate students.

• Review the vocabulary introduced in Activity A.

• Develop listening skills using a listening task that helps to exemplify the target structure.

E ach features a brief intro line that is used to set the scene. These lines do not use focus on the target language.

Key story features: - Situations and language are always natural, logical and feature a funny or surprising ending in Part 4.

- S tories are in the form of a comic that clearly illustrates the context, characters’ emotions and background.

C. Useful language – This is found at the bottom of the section. The teacher uses this to explicitly illustrate the key (grammatical/ functional) language. It includes a minute or so of controlled practice to introduce form and usage.

Page 2: D. Pronunciation – Each tip targets a single phonological feature (as noted in the Pronunciation Pyramid, shown above) such as difficult sounds or clusters, word stress, sound changes, sentence stress or intonation that is related to the vocabulary or sentence (patterns) necessary to achieve the lesson aims. i-Learn Smart World deals with these issues using a simple but effective procedure known as IMP. This breaks down as follows:

1. Isolate – Learners attention is drawn to the feature in question and the point is clarified using a simple explanation box.

2. Model – Example words or phrases, taken from the lesson, are played using audio files to clearly exemplify the sound feature. These audio samples feature 3 examples spoken naturally by native speakers of different ages and not level with words above. This allows learners to generalize and become familiar with the feature.

3. Practice – In this stage, learners hear another recorded example and are given opportunity to follow the model to help refine their own pronunciation of the target feature.

It is understood that not all learners will be able to master each phonological feature immediately. Of course, many learners will take time to master this. However, the most important part of learning pronunciation is to help learners become aware of possible issues, as they arise. This will make it easier for learners to fully understand natural spoken English and of course to improve their own speaking.

For lessons that focus on sound changes, a chart showing the English phonemes is provided at the back of the Teacher's book.

E. Mini-Song (5 min) – This activity features a short, fun song that uses music to practice the key structure using natural rhythm stress and intonation. It aims to familiarize and make students more comfortable with the sound patterns of English before they are asked to practice the language.

6

F. Practice (10 min) – This activity provides support for students to practice the key structure/vocabulary. These generally start with a task to review and give extra contextualization to the target structure and vocabulary, and provide a clear practice model to follow.

Teacher encourages students to continue practicing the correct sound and rhythm features.

E. Free(er) production/Personalization (5 min) – When the students are comfortable forming the target language, they are given the opportunity to use the structure to say true things about themselves, things around them, and/or their ideas and feelings. This task directly reflects the aims, and can be used by the teacher to fully assess students' ability regarding the lesson aims.

Lesson 5: Culture and content Lesson 5 in each theme follows a different format.

These lessons focus on a mix of Content subjects (e.g. Math, Science, History, etc) and Social studies topics (e.g. cultural traditions, music , food) related to particular countries around the world. They feature a balance of four skills (listening/reading/speaking and writing). The lessons use a listening task to generally introduce the topic/cultural element, then refine this using a reading passage focusing on a unique example from a particular country.

Students follow up on this with a speaking task that gives them an opportunity to discuss the topic or talk about similarities/differences from their own country. The lesson ends with a related writing task.

Lesson 5 format: New words – Introduce new vocabulary related to the topic.

Listening – Use real photos, includes vocab activities and a clear exemplification of the concept. Listening tasks will mirror the type found in first language content lessons.

Reading – Reinforce the target concept and reviews new vocabulary and features a passage of appropriate length in the format of content subjects. The tasks focus on reading comprehension questions.

Speaking – Follow to the reading passage. Examples of sentence patterns are shown using speech bubbles. The task has students expand on the contents, by giving their own opinions, ideas, or experiences.

Writing – Follow the same focus as the speaking, but with a level-appropriate writing task to help develop writing and fine motor skills.

Lesson 6: Review and practice Regular review and recycling of lesson content is essential. In i-Learn Smart Start, every theme ends with a thorough review of the theme contents.

Lesson 6 in each theme has a number of key aims: • Give test condition practice with the type of questions found in common young learners exams like the CYLET. • Finish the unit with a fun song and communicative game that reinforces and gives practice with the key language and skills found in the theme.

• Review all lesson content and give students a chance to self-analyze their ability using the "I can" statements at the end of the unit.

Each Lesson 6 features the following: Test practice – The left-hand page features test format practice, in a form that mirrors standardized tests like the CYLET. This includes one Listening and one Reading/Writing focus. Helping our learners become familiar with the question types and task language of common exams can help students to relax and feel more confident when they take the actual test. Additional test practice for the TOEFL Primary is included in the Test Pack.

Song – Music can give language a new life, and make it very memorable. These songs provide lively and kinesthetic review of the main vocabulary and structures and events covered in the theme.

Game – The final speaking task of the unit is focused on free (but guided) production of the structures and vocabulary covered in the theme. These activities are in the form of an interactive game, and provide an effective review of the theme for the students. It also allows teachers to evaluate the student’s ability to handle the "I can" aims for the theme.

"I can" statements – Student use "I can…" sentences to show how confident they are with the target ability by marking the number of stars. These also help parents understand what their children have been learning in the lessons and how well they are doing.

7

Theme 1

A

zero

NUMBERS

Listen, point, and say.

one

two

three

four

CD1

02

five

six

seven eight

nine

1. Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

4. Play the game “Heads up. What’s missing?”

B

1. Listen and read.

CD1

03

THE TEACHER ASKS FOR THE CHILDREN'S HOME PHONE NUMBERS...

AFTER A SCHOOL TRIP...

1 0125-844-509 0125-844-508

2 What's your phone number?

It's 0125-- 844-- 509.

0167-849-126 0167-849-136

3

THE TEACHER CALLS TOM'S DAD...

O

h,

no

!

0737-258-504 0737-258-554

4 WET FLOOR

0845-052-499 0845-052-459

1. Introduce the situation: "After a school trip..."

2. Have students call out the numbers and people they can see.

3. Play audio. Have students listen and read.

2. Listen and circle. 04 1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and circle.

3. Play audio again and check answers as a whole class.

CD1

C

Listen then practice.

CD1

05

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

3. Have students practice the useful language.

4. Have students practice using other vocabulary from Part A.

What's your phone number?

It's 0791-- 306-- 052.

8

LESSON 1

Can you use this...?

vocabulary: zero, one, two, three, four, five, six, seven, eight, nine useful language: What's your phone number?

It's (0791-- 306-- 052).

Track 02 1. M: zero 2. M: one 3. M: two 4. M: three 5. M: four 6. M: five 7. M: six 8. M: seven 9. M: eight 10. M: nine 5. Divide the class into two teams.

6. Arrange the flashcards on the board and remove one card when students are not looking.

7. One student from each team calls out the missing flashcard.

Tracks 03 -- 04 Narrator: After a school trip…

Look at the pictures. Listen. There is one example.

The Teacher asks for the children's home phone numbers...

1. Teacher: OK, boys and girls. I'm going to call your parents.

Kids: Yay! Teacher: Cody, what's your phone number?

Cody: It's 0125-844-509.

Teacher: OK. Hello, is this 0125- 844-509?

Cody's mom: Yes, it is…

Narrator: Can you see the circle? This is an example.

Now, listen and circle.

2. Teacher: What's your phone number, Nick?

Nick: It's 0167- 849-136.

Teacher: OK, thanks.

Hello, is this 0167-849-136?

Nick's dad: Yes, that's right. What can I do for you?

3. Teacher: What's your phone number, Jill?

Jill: It's 0737-258-504.

Teacher: Thanks, Jill. Hello, is this 0737-258-504?

Jill's mom: Yes, it is….

Narrator: The teacher calls Tom's dad…

4. Teacher: Tom, what's your phone number?

Tom: It's 0845-052-499.

Sam: Hello. This is 0845-052-499.

Teacher: Hello, Mr. Brown. This is Tom's teacher. The bus is broken.

Sam: What? Oh no. I'm coming…!

Argh!!!

Teacher: Mr. Brown! Mr. Brown! Are you OK? Mr. Brown…?

Track 05 W: What's your phone number?

M: It's 0791-306-052.

D a. Isolate

Focus on the example and briefly explain the sound change.

b. Model

CD1

06

1. Have students listen and notice the pronunciation feature.

2. Play audio and draw attention to the pronunciation feature.

c. Practice

Now, sing a song. Turn to page 129.

CD1

Track 07 What's your phone number?

It's 0791-306-052.

1. Play audio and have students listen.

2. Play audio and have students turn to page 129.

3. Play audio and have students sing the song as a whole class.

4. Divide the class into two groups. Group A sings the questions, and Group B sings the answers.

5. Swap roles and repeat.

Point, ask, and answer.

What's your phone number?

1

2

5

0 1 2 7 -- 8 4 3 -- 1 3 6

6

Jill

4

Dan 0 7 9 7 -- 5 8 7 -- 1 0 2

7

Tom

0 8 9 7 -- 1 2 6 -- 4 3 5

It's 0125-- 844-- 509.

3

2Lucy

Nick 0 1 2 5 -- 8 4 4 -- 5 0 9

G

Track 06 B/G/M: What's your phone number?

07

What's your phone number?

It's 0791306-052.

F

1. "...your...?" sounds like “…yer…?”

CD1

06

Play audio again. Have students listen and repeat with a focus on the feature.

E

Sound Changes

0 5 7 2 -- 1 4 8 -- 6 9 3

Tony 0 1 3 6 -- 2 2 0 -- 9 8 4

Point, ask, and answer.

1. Divide the class into pairs.

2. Have Student A point and ask, and have Student B answer.

3. Swap roles and repeat.

4. Afterwards, have some pairs demonstrate the activity in front of the class.

8

Jane 0 1 3 4 -- 2 8 6 -- 7 9 5

Sam 0 9 1 2 -- 3 5 4 -- 8 6 7

Play the "Magic finger" game.

In pairs, take turns drawing numbers on each other's back and guess the phone number without looking.

What's your phone number?

It's 0148-- 950-- 437.

1. Have students look at the example.

2. Divide the class into pairs.

3. Have Student A draw a phone number on Student B's back.

4. Have Student B guess and write down the numbers.

5. Have students ask and answer about the phone number.

6. Have students swap roles and repeat.

9

NUMBERS

Theme 1 Review

1. Write the vocabulary from the previous lesson on the board.

2. Have students read the words on the board.

3. Write the useful language from the previous lesson on the board.

4. Have students read the sentences on the board.

5. Have some students practice using the vocabulary and useful language in front of the class.

A Listen, point, and say.

08

eleven

fourteen

ten fifteen

sixteen

twelve

seventeen

thirteen

eighteen

CD1

nineteen

twenty

1. Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

4. Play the "Guess" game.

5. Arrange the flashcards on the board and write a number under each card.

6. Have students look at the flashcards for the count of ten.

B

1. Listen and read.

LESSON 2

Can you use this...?

vocabulary: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty useful language: How old is (she)?

(She)'s (twelve) years old.

How old are (they)?

(They)'re (thirteen) years old.

Track 08 1. M: ten 2. M: eleven 3. M: twelve 4. M: thirteen 5. M: fourteen 6. M: fifteen 7. M: sixteen 8. M: seventeen 9. M: eighteen 10. M: nineteen 11. M: twenty Turn the flashcards over to face the board when the students are not looking.

7. Call out a number and have students take turns to guess the face down card. Turn the flashcard over after each guess.

CD1

09

TOM IS ASKING HOW OLD PEOPLE ARE...

1 How old is your sister?

She's 18 ___ years old.

2 She's eighteen years old.

She's ___ years old.

A A A!

3 They're ___ years old.

4 He's ___ years old.

1. Review the story from the previous lesson: "After a school trip."

2. Introduce the situation: "Tom's asking how old people are‌" 3. Have students call out the people they can see.

4. Play audio. Have students listen and read.

2. Listen and write the numbers. 10 1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and write the numbers.

3. Play audio again and check answers as a whole class.

CD1

C Listen then practice.

CD1

11

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

3. Have students practice the useful language.

4. Have students practice using other vocabulary from Part A.

10

Tracks 09 -- 10 Narrator: Tom's asking how old people are‌.

Look at the pictures. Listen. There is one example.

1. Teacher: Cody, your mom and sister are here.

Tom: How old is your sister, Cody?

Cody: She's eighteen years old. Goodbye!

Narrator: Can you see the number? This is an example.

Now, listen and write the numbers.

2. Mai: That's my cousin, Lulu.

Tom: How old is she, Mai? Mai: She's fifteen years old. Bye, everyone.

Tom and Nick: Bye, Mai. 3. Jill: Oh, my big brothers are here.

Tom: How old are they?

Jill: They're thirteen years old.

4. Tom: Is that your brother, Nick? How old is he?

Nick: He's seventeen years old.

Teacher: Tom, your mom's here. Let's go. Goodbye Mr. Murphy.

Driver: Goodbye. Uh! Argh! What's that?

How old is she?

How old are they?

She's twelve years old.

They're thirteen years old.

Track 11 W: How old is she?

W: How old are they?

M: She's twelve years old.

M: They're thirteen years old.

D a. Isolate

Focus on the example and briefly explain the word stress.

b. Model

CD1

12

Word Stress

1. Numbers from 13--19 have stress on the last syllable.

1. Have students listen and notice the pronunciation feature.

2. Play audio and draw attention to the pronunciation feature.

c. Practice

CD1

12

Play audio again. Have students listen and repeat with a focus on the feature.

E

Now, sing a song. Turn to page 129.

CD1

13

How old is she?

She's ten years old.

1. Play audio and have students listen.

2. Play audio and have students turn to page 129.

3. Play audio and have students sing the song as a whole class.

F

Practice. Point, ask, and answer.

How old is he?

He's fifteen years old.

2

1

fifteen

3

eleven

4

sixteen

twelve 6

5

eighteen 8

7

ten

thirteen

twenty

Practice.

1. T: I say, "he." You say, "How old is he?"

T: I say, "they." You say, "How old are they?" OK? T: he Class: How old is he?

T: they Class: How old are they?

Continue whole class/group/individual drills with: • Tom • Lucy • she

G

Play the "Tic, tac, toe" game.

TIC TAC TOE Pair 1

How old are they?

They're thirteen years old.

- Pairs take turns.

vs.

Pair 2

- Winner goes first.

- Choose a box.

- Use the useful language from the lesson to ask and answer correctly.

- Put an X or an O in the box.

thirteen

eighteen

eleven

twelve

twenty

Win the game Get 3 boxes in a row to win.

sixteen

Tip: Use a pencil and an eraser and play again.

2

seventeen

fourteen

Track 12 B/G/M: He's thirteen years old.

ten

Track 13 How old is she?

She's ten years old.

4. Divide the class into two groups. Group A sings the questions, and Group B sings the answers.

5. Swap roles and repeat.

2. Divide the class into Group A and Group B. T: I say, "he/eleven."

Group A, you say "How old is he?"

Group B, you say, "He's eleven years old."

T: I say, "they/four."

Group A, you say, "How old are they?"

Group B, you say, "They're four years old."

T: he/eleven Group A: How old is he?

Group B: He's eleven years old.

T: they/four Group A: How old are they?

Group B: They're four years old.

Continue whole class/group/individual drills with: • he/fifteen • she/nineteen • they/thirteen Point, ask, and answer.

1. Divide the class into pairs.

2. Have Student A point and ask, and have Student B answer.

3. Swap roles and repeat.

4. Afterwards, have some pairs demonstrate the activity in front of the class.

1. Divide the class into groups of four with two pairs in each group.

2. Have pairs play rock, paper, scissors to see which pair goes first.

3. Have the winning pair choose a space, then ask and answer using the picture.

4. Have the pair mark that space as theirs if they use the useful language correctly.

5. Have pairs take turns.

6. The pair that gets three spaces in a horizontal, vertical, or diagonal line wins the game.

11

NUMBERS

Theme 1 Review

1. Write the vocabulary from the previous lesson on the board.

2. Have students read the words on the board.

3. Write the useful language from the previous lesson on the board.

4. Have students read the sentences on the board.

5. Have some students practice using the vocabulary and useful language in front of the class.

A

Listen, point, and say.

thirty

forty

fifty

sixty

seventy

eighty

ninety

one hundred

1. Listen and read.

Can you use this...?

vocabulary: thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred useful language: (Twenty-- eight) plus (two) is (thirty).

CD1

14

1. Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

B

LESSON 3

Track 14 1. M: thirty 2. M: forty 3. M: fifty 4. M: sixty 5. M: seventy 6. M: eighty 7. M: ninety 8. M: one hundred 4. Play the game “Heads up. What’s missing?”

5. Divide the class into two teams.

6. Arrange the flashcards on the board and remove one card when students are not looking.

7. One student from each team calls out the missing flashcard.

CD1

15

THE CHILDREN ARE AT THE SCHOOL FAIR...

Eight plus twelve is twenty.

30 tickets

25

100

It's thirty tickets.

6554321

efilA

76 9898877

30 4345434

1 Eight plus twelve is twenty.

2 Twenty plus __________ is _____________.

3 ___________ plus ___________ is twenty-- eight.

4 Twenty-- eight plus __________ is _____________.

1. Review the story from the previous lesson: "Tom was asking how old people were."

2. Introduce the situation: "The children are at the school fair..."

3. Have students call out the numbers and people they can see.

4. Play audio. Have students listen and read.

2. Listen and write the numbers. 16 1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and write the numbers.

3. Play audio again and check answers as a whole class.

CD1

C

Listen then practice.

CD1

17

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

3. Have students practice the useful language.

4. Have students practice using other vocabulary from Part A.

12

Tracks 15 -- 16 Narrator: The children are at the school fair...

Look at the pictures. Listen. There is one example.

1. Tom: Wow! A big bear for Lucy.

Alfie: It's 30 tickets. I have twelve tickets.

Tom: I have eight. Eight plus twelve is twenty.

Narrator: Can you see the number? This is an example.

Now, listen and write the numbers.

2. Tom: Hey, Ben. How many tickets do you have?

Ben: I have five.

Tom: Twenty plus five is twenty-five.

3. Tom: Nick! How many tickets do you have?

Nick: I have three tickets.

Tom: Twenty- five plus three is twenty-eight.

4. Tom: Cody, how many tickets do you have?

Cody: I have two tickets.

Tom: Twenty- eight plus two is thirty! Let's get the bear!

Huh, huh, huh…

Twenty-- eight plus two is thirty.

Track 17 M: Twenty- eight plus two is thirty.

D

Word Stress

a. Isolate

Focus on the example and briefly explain the word stress.

b. Model

CD1

18

1. Have students listen and notice the pronunciation feature.

2. Play audio and draw attention to the pronunciation feature.

c. Practice

CD1

18

Play audio again. Have students listen and repeat with a focus on the feature.

E

Now, sing a song. Turn to page 129.

Track 18 B/G/M: thirty, forty.

CD1

19

Track 19 Thirty plus three is thirty - three.

Forty plus five is forty- five.

.

Thirty plus three is thirty-three Forty plus fi ve is forty-fi ve.

1. Play audio and have students listen.

2. Play audio and have students turn to page 129.

F

1. Numbers from 20-- 99 have stress on the first syllable.

3. Play audio and have students sing the song as a whole class.

4. Divide the class into two groups. Group A and Group B take turns singing the sentences.

Write. Ask and answer. mom

aunt

grandfather

How old is Tom's mom?

1

2

3

Ten plus thirty is forty.

His mom's forty years old.

10 + 30 = 40

17 + 14 = ____

35 + 35 = ____

G

dad

uncle

grandmother

4

5

6

24 + 21 = ____

22 + 13 = ____

51 + 14 = ____

Write.

1. Demonstrate the activity using the example.

2. Have students read the sums and write the answers.

3. Check answers as a whole class.

Ask and answer.

1. Demonstrate the activity.

2. Divide the class into pairs.

3. Have Student A ask and Student B answer.

4. Swap roles and repeat.

5. Have some pairs demonstrate the activity in front of the class.

Play the "Snake race'' game.

In two pairs, take turns asking and answering until you reach the end.

Twenty-- eight plus two is‌

Pair 1

Thirty!

vs.

OK! Our turn.

Winner: move 2 spaces Loser: move 1 space

Pair 2

RT

A ST

ISH

FIN

1. Divide the class into groups of four with two pairs in each group.

2. Have the pairs play rock, paper, scissors for each turn.

3. The winning pair moves forward two spaces. The losing pair moves forward one space.

4. Each pair must ask and answer. If they answer incorrectly, they must move back one space.

5. The pair that gets to the Finish first wins the game

13

Theme 1 Review

NUMBERS

1. Write the vocabulary from the previous lesson on the board.

2. Have students read the words on the board.

3. Write the useful language from the previous lesson on the board.

4. Have students read the sentences on the board.

5. Have some students practice using the vocabulary and useful language in front of the class.

A

Listen, point, and say.

1

2

square

circle

CD1

20

3

4

triangle

rectangle

5

6

star

oval

1. Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

B

1. Listen and read.

LESSON 4

Can you use this...?

vocabulary: square, circle, triangle, rectangle, star, oval useful language: How many (circles) can you see?

I can see (six) (circles).

Track 20 1. M: square 2. M: circle 3. M: triangle 4. M: rectangle 5. M: star 6. M: oval 4. Play the "Word Tennis" game. Have one student come to the front and play with you.

5. Say a word from the lesson or theme, and pretend to hit a ball to the student. Have the student respond with another word and hit it back to you. Continue until someone repeats a word or can't go.

6. Divide the class into pairs and have them play with each other.

7. Have some pairs demonstrate the activity in front of the class.

CD1

21

1

THE CHILDREN VISIT LUCY'S ART CLASS...

How many circles can you see?

6 4

Alfie

88 89 09 43 43 45

123455667778898903434543

43

lA efi

77

76

65

54

32

1

2 I can see six circles.

3

4

Alfie

1234556677788989034345434

1234556677788989034345434

Alfie

1. Review the story from the previous lesson: "The children were at the school fair."

2. Introduce the situation: "The children visit Lucy's art class..."

3. Have students call out the shapes and people they can see.

4. Play audio. Have students listen and read.

2. Listen and write the numbers. 22 1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and write the numbers.

3. Play audio again and check answers as a whole class.

CD1

C Listen then practice.

CD1

23

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

3. Have students practice the useful language.

4. Have students practice using other vocabulary from Part A.

14

Tracks 21 -- 22 Narrator: The children visit Lucy's art class...

Look at the pictures. Listen. There is one example.

1. Lucy: Hello, Tom. Hello, Alfie.

Alfie: Wow, I like your paintings.

Lucy: Thank you.

Tom: Look, Alfie. How many circles can you see?

Alfie: I can see six circles.

Narrator: Can you see the number? This is an example.

Now, listen and write the numbers.

2. Alfie: Tom, look! How many triangles can you see?

Tom: I can see eight triangles.

3. Tom: How many squares can you see?

Alfie: Hmm, I can see ten squares.

4. Tom: How many stars can you see, Alfie?

Alfie: I can see fourteen stars.

Art teacher: Hello, little blue boy. Can we paint you?

Alfie: Yes, you can!

How many circles can you see?

I can see six circles.

Track 23 M: How many circles can you see?

W: I can see six circles.

D

Sound Changes

a. Isolate

Focus on the example and briefly explain the word stress.

b. Model

CD1

24

1. Have students listen and notice the pronunciation feature.

2. Play audio and draw attention to the pronunciation feature.

c. Practice

CD1

24

Play audio again. Have students listen and repeat with a focus on the feature.

E

Now, sing a song. Turn to page 129.

Practice. Count. Ask and answer.

I can see seven rectangles.

Practice.

1. T: I say, "squares." You say, "How many squares can you see?"

T: I say "circles." You say, "How many circles can you see?" OK? T: squares Class: How many squares can you see?

T: circles Class: How many circles can you see?

Continue whole class/group/individual drills with: • rectangles • ovals

• stars • triangles

G Look at Part

Track 25 How many squares can you see?

I can see six squares.

3. Play audio and have students sing the song as a whole class .

4. Divide the class into two groups. Group A and Group B take turns singing the sentences.

2. Divide the class into Group A and Group B. T: I say "squares/four."

Group A, you say, "How many squares can you see?"

Group B, you say, "I can see four squares."

T: I say "circles/seven."

Group A, you say, "How many circles can you see?"

Group B, you say, "I can see seven circles." OK? T: squares/four Group A: How many squares can you see?

Group B: I can see four squares.

T: circles/seven Group A: How many circles can you see?

Group B: I can see seven circles.

Continue whole class/group/individual drills with: • rectangles/eleven • stars/eighteen • ovals/thirty-five • triangles/sixty-three Count.

1. Have students call out the shapes they can see.

2. Demonstrate the activity using the example.

3. Have students count the number of each shape they see in the picture.

4. Check answers as a whole class.

Ask and answer.

1. Divide the class into pairs.

2. Have Student A ask and Student B answer.

3. Swap roles and repeat.

4. Afterwards, have some pairs demonstrate the activity in front of the class.

F . Play the "Memory" game.

In pairs, take turns trying to remember Part F from the lesson.

How many stars can you see?

I can see seven stars.

Look (10 seconds)

Track 24 B/G/M: I can see a star.

CD1

1. Play audio and have students listen.

2. Play audio and have students turn to page 129.

How many rectangles can you see?

"…k∂n…"

25

e?

How many squares can you se I can see six squares.

F

1. "…can…" often sounds like

Speak

1. Have students look at the example.

2. Divide class into pairs.

3. Have Student A look at Part F for ten seconds.

4. Have Student A close their book.

5. Have Student B ask questions about Part F, using the useful language.

6. Have Student A try to remember and answer the questions correctly.

7. Have students swap roles and repeat.

15

NUMBERS

Theme 1 Review

1. Write the vocabulary from the previous lesson on the board.

2. Have students read the words on the board.

3. Write the structures from the previous lesson on the board.

4. Have students read the sentences on the board.

5. Have some students practice using the vocabulary and structure in front of the class.

NEW WORDS 1

Listen, point, and say.

2

robot

3

doll

4

action figure

6

plus

equals

1. Arrange the flashcards on the board, play audio, and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat, and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

4. Play the "Guess" game.

LISTENING

one

The children are having a math class.

Listen and circle. 27 CD1

plus

one

1. Steve has _______ robots.

equals

2. Mike has ________ action figures.

3. Lisa has ______ dolls.

4. Jenny has _______ teddy bears.

two

four/six thirteen/twenty nine/eight fifteen/sixteen

1. Introduce the topic: "Adding up and taking away."

2. Play audio and demonstrate the activity using the example.

3. Play audio and have students listen and circle.

4. Play audio again and check answers as a whole class.

USEFUL LANGUAGE

Listen then practice.

• vocabulary:

robot, doll, action figure, minus, plus, equals

• useful language:

How many (robots) does (he) have?

(Five) plus (two) equals (seven). (He) has (seven robots).

Track 26 1. M: robot 2. M: doll

3. M: action figure 4. M: minus 5. M: plus 6. M: equals 5. Arrange the flashcards on the board and write a number under each card.

6. Have students look at the flashcards for the count of ten.

Turn the flashcards over to face the board when the students are not looking.

7. Call out a number and have students take turns to guess the face down card. Turn the flashcard over after each guess.

Track 27 Narrator: Look at the pictures. Listen. There is one example.

1. W: OK, listen everyone! Steve has three robots. His mom gives him one robot. How many robots does Steve have?

G: Three plus one equals four. He has four robots.

W: Correct.

Narrator: Can you see the circle? This is an example.

Now, listen and circle.

2. W: Mike has fifteen action figures. His brother gives him five action figures. How many action figures does Mike have?

G2: Fifteen plus five equals twenty. He has twenty action figures.

W: Good job.

3. W: Lisa has eleven dolls. She gives her sister two dolls. How many dolls does Lisa have?

B: Eleven minus two equals nine. She has nine dolls.

W: You're right!

4. W: Jenny has ten teddy bears. Her dad gives her six teddy bears. How many teddy bears does she have?

B2: Ten plus six equals sixteen. She has sixteen teddy bears.

W: Correct.

Narrator: Now, listen again...

CD1

28

1. Have students look at the useful language box.

2. Play audio. Have students listen to the useful language.

3. Have students practice the useful language.

4. Have students practice using other vocabulary from New Words.

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Can you use this...?

CD1

26

5

minus

LESSON 5

How many robots does he have?

Five plus two equals seven. He has seven robots.

Track 28 M: How many robots does he have?

G: Five plus two equals seven. He has seven robots.

READING

Read about two children in South Korea and their toys. Fill in the blanks.

South Korea

MATH TEST 1 Soo Mi and her brother, Sung Min, live in Seoul, South Korea. They really like toys. Soo Mi loves dolls. She has nine dolls. Sung Min gives

1. Have students read the math problems individually.

2. Read the text as a whole class.

3. Demonstrate the activity using the example.

4. Have students read and fill in the blanks.

5. Check answers as a whole class.

her five dolls. How many dolls does Soo Mi have?

Nine ________________ plus ________________ equals ________________.

2 Sung Min has seven robots. His mother gives him three more. How many robots does Sung Min have? ________________ plus ________________ equals ________________.

3 It's Soo Mi's birthday. Her grandfather gives her eight dolls. Soo Mi gives three to her friends. How many dolls does Sung Min have left? ________________ minus ________________ equals ________________.

SPEAKING

Write the numbers. Point and say.

Ten plus five equals fifteen. I have fifteen robots. robot

1

10 + 5 = 15

doll

2

action figure

4

12 + 6 = ____

WRITING

17---- 2 = ____

action figure

3

4 + 7 = ____

6

1 + 13 = ____

doll

robot

5

9 ---- 3 = ____

Write the numbers.

1. Have the students look at the example.

2. Have students look at the sums and write the numbers.

3. Check answers as a whole class.

Point and say.

1. Divide the class into pairs.

2. Have Student A point to a sum.

3. Have Student B say it.

4. Have students swap roles and repeat.

Write the answers.

1. J ohn has nine robots and his father gives him three robots. How many robots does he have?

Nine plus three equals twelve. John has twelve robots.

2. E mily has fifteen dolls. She gives three to her sister. How many dolls does she have? _________________________________________________________________.

3. S tephen has eight action figures and his grandfather gives him two more.

How many action figures does he have?

1. Demonstrate the activity using the example.

2. Have students write the answers.

3. Divide the class into pairs.

4. Have students take turns asking and answering the questions.

5. Afterwards, have some pairs demonstrate the activity in front of the class.

_________________________________________________________________.

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NUMBERS

Theme 1 LISTENING Example

Listen and draw lines.

1

2

CD1

3

4

Track 29 Narrator: Look at the pictures. Listen. There is one example.

G: Who's he?

B: He's Tom. G: How old is he?

B: He's seven years old.

G: Seven?

B: Yeah, that's right.

Narrator: Can you see the line? This is an example.

Now, listen and draw lines.

1. G: What's his name?

B: That's Sam. G: How old is Sam? B: He's forty - four years old.

G: How old?

B: He's forty - four.

2. B: Who's she?

G: She's Lucy's grandmother. She's Grace.

B: How old is she?

G: She's seventy - three years old.

B: Seventy -three?

G: Yeah, that's right.

3. G: What's his name?

B: Oh, that's Dan. G: How old is Dan? B: He's sixty -nine years old.

G: How old?

B: He's sixty - nine.

4. B: Who's she?

G: She's Tom's mom. She's Ann. B: How old is she?

G: She's forty -three years old.

B: Forty - three?

G: Yeah, that's right.

Narrator: Now, listen again.

Look at the pictures. Look at the letters. Write the words.

Example

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Review and test practice

29

1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and draw lines.

3. Play audio again.

4. Play audio again and check answers as a whole class.

READING & WRITING

LESSON 6

e

l

w

e

t

v

1

w

t

y

n

t

e

2

y

f

f

i

t

3

g

e

i

y

t

twelve

s

h

r

f

x

i

e

n

u

o

n

i

1. Demonstrate the activity using the example. Write the mixed up letters on the board, then write the word "twelve" next to the letters. Cross out each letter once they have been put in the correct order.

2. Have students look at the mixed up letters and the pictures of numbers. Have students spell the numbers in the spaces provided.

3. Check answers as a whole class.

4. Afterwards, have some students demonstrate spelling the words in front of the class.

Turn to page 126 . Listen. Sing along.

SONG

CD1

30

1. Have students turn their Student Book to page 126.

2. Read the lyrics as a whole class.

3. Play audio and have students listen.

4. Play audio again and have students listen and sing along.

GAME

Play the board game.

Board Game

Robot

vs.

- Pairs take turns.

Pair 1

Pair 2

- Winner: move 2 spaces Loser: move 1 space - Look at the shapes.

- Use the useful language from the theme to ask and answer correctly.

- Wrong answer: move back 1 space

Win the game

Go ahead 2 spaces

26 + 57 = ?

action figure

12 + 49 = ?

73

69

35 + 41 = ?

42 + 57 = ?

0791-306-052

Get to the FINISH to win.

0845-216-934

doll

0125-844-509

43 0889-268-678

(Twenty-six) plus (fifty-seven) equals (eighty-three).

I have (eighty-three) (robots).

A: What's your phone number?

B: It's (0791-306-052).

A: How many (stars) can you see?

B: I can see (four) (stars).

A: How old is (he)?

B: (He's) (sixty-nine) years old.

1. Divide the class into groups of four with two pairs in each group.

2. Have pairs play rock, paper, scissors for each turn.

3. The winning pair moves forward two spaces. The losing pair moves forward one.

4. Each pair must match the symbol to the useful language and then ask and answer. If they answer incorrectly, they must move back one space.

5. The pair to get to the Finish first wins the game.

I CAN...

I •I •I •I •

can can can can

ask for someone's phone number and say mine. ask and say how old someone is. do basic math. ask and answer about the number of shapes I see.

‘I can' statements 1. Read the statements and give an example for each.

2. In pairs, have students give a few more examples of each aim, then briefly practice.

3. Ask students to color one, two, or three stars to show how well they can perform the tasks. = Great!  = OK  = Needs more study For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM (if they have it).

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