LEARNING

SAMPLER

FEATURING
THE

A three-level series for very young learners of English

Up to 192 Classroom Hours/Level | Pre-A1
ELTNGL.com/LookandSee
 Picnic Time 10
UNIT

Under the Sea 9

UNIT

LEARNING

A shark in a coral reef

near the Bahamas

Play, learn, make and connect with Look and See,

a three-level series for very young learners of English.

Play and Learn (Games, Songs, Values, and Content)...................2 A sea turtle
near Indonesia

Make and Connect (Projects and Video)...........................................3

Unit Close-Up............................................................................................ 4 A picnic near the beach, Oman

SO SO SO
ES ES ES

6 7 1
VIDEO Content Words: hole, nest, squirrel PROJECT NEW WORD: turtle

Teach Confidently.................................................................................... 6

N
L

L
SO SO SO 1 Look and see. 2 Watch. 3 Watch, point, and say. 1 Make. 1 Look and see. 2 Watch. 3 Listen and say. 4 Listen and do.
ES ES ES
SC: 16 SC: 16 SC: 17 TR: 9.1 TR: 9.2

6 7 1
VIDEO Content Words: beautiful, coral reef, eat PROJECT NEW WORD: picnic
52 53

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1 Look and see. 2 SC: 18 Watch. 3 SC: 18 Watch and say. 1 Make. 1 Look and see. 2 SC: 19 Watch. 3 TR: 10.1 Listen and say. 4 TR: 10.2 Listen and do.
58 59
Experience the Photo Ark......................................................................7
p e t vet

The Big Picture (Product Listing)..........................................................7 Help learners understand how the world
works with photos, video and topics v e t
Scope and Sequences, American English across real-world subject areas.
pet
Level 1...................................................................................................... 8
Level 2.................................................................................................... 10
Mariachi musicians, p e t
Level 3.....................................................................................................12 Mexico
VALUE

v e t
A music class,
Teacher’s Book Support, American English Canada
SO SO
ES ES

4 5
SONG AND VALUE: Work together. PHONICS: pet and vet

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Work together.
Level 1, Unit 9, My Clothes, Student’s Book..................................14
1 TR: 4.8 Listen and point. 2 TR: 4.9 Listen and sing. 3 TR: 4.10 Sing and do. 4 Stick. 1 TR: 4.11 Listen and point. 2 TR: 4.12 Listen and say. 3 TR: 4.13 Listen and chant. 4 Stick and say. Match.
26

guitar violin
Level 1, Unit 9, My Clothes, Activity Book.................................... 28 trumpet

Level 3, Unit 4, Make Some Noise!, Student’s Book..................30

Show children how to work together
Level 1 Formative Assessment Framework....................................44
xylophone
with games, songs and value activities that
piano

promote play, curiosity and understanding.

He can play the piano.
recorder
She can play the guitar.

Photo Ark Alphabet/Sea Lion Poster...............................................46 tambourine I can play the tambourine.

ISBN Listing.............................................................................................. 50
SO SO
ES ES

2 3
NEW WORDS: guitar, piano, recorder, tambourine, trumpet, violin, xylophone STRUCTURE: He can play the piano. She can play the guitar.

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1 TR: 4.3 Listen and point. 2 TR: 4.4 Listen and say. 3 TR: 4.5 Listen and chant. 4 Point and say. 1 TR: 4.6 Listen and follow. 2 TR: 4.7 Listen and say. 3 Play and say.
24 25

With videos that show

children the world up
close and projects that
help them interact with it,
Look and See lets learners
play, learn, make and
connect, and deepens
their understanding of
CLICK HERE FOR BRITISH ENGLISH
the world.
SAMPLE MATERIAL 01
 PLAY MAKE AND CONNECT
Learn to work together and respect others through games, songs, and values. Make meaningful language connections with real-world video lessons.
touch move
A bear, USA

S
seal
UNIT

1
At School
VALUE Look at the paper.
VALUE
Touch your head.
Look at the crayons.
Move your hands.
zebra
Look at the pencils, too.
eet
ES
SO SO SO S SO ES
SO [Chorus]
ES ES NUMBERS: 3, E4
3 4 5
STRUCTURE: Touch your head. Move your hands. SONG AND VALUE: Be curious about animals. LETTERS AND SOUNDS: Ss /s/, Zz /z/
4 5
SONG AND VALUE: Share your toys. Be curious
N

N
N

Be neat in the classroom.

L

L
L

1 TR: 5.6 Listen and point. 2 TR: 5.7 Listen and say. 3 Play and say. 1 TR: 4.8 Listen and point. 2 TR: 4.9 Listen and sing. 3 TR: 4.10 Sing and do. 4 Stick. Share your toys. 1 TR: 4.11 1 TR: 2
Listen and point. Listen
3.8TR: and point.
4.12 Listen. 2 TR:say.
Trace and 3.9 Listen
3 TR:and
4.13 sing. 3 TR:chant.
Listen and 3.10 Sing
4 and
Draw and4 count.
do. Stick. about animals. 1 TR: 3.11 Listen and point. 2 TR: 3.12 Listen. Trace and say. 3 TR: 3.13 Listen and chant. 4 TR: 3.14 Listen and match. Say.
31 26 20 27 21
Let’s be neat today.

Put away the paper.

LEARN
Put away the crayons.
Put away the pencils, too.

[Chorus]
UNIT

2
Are You Happy?
Give learners a strong language foundation with reading and writing preparation. Are you happy?
No, I’m not.
Are you excited?
No, I’m not.
Are you sad? Are you angry?
Yes, I am. Yes, I am.
I’m sad and I’m sleepy. I’m angry and I’m sle
A fruit market, Indonesia
box He’s sad and he’s She’s angry and she’s

m a n b o x ES
SO sleepy today. sleepy today.
man
7

N
Project

L
SO SO Don’t be sad and sleepy. Don’t be angry and s
ES ES

6 7
VIDEO Content Word: pupa PROJECT Get a good night’s sleep. Get a good night’s sl
v a n f o x

N
L

L
Boys in a
1 Look and see. 2 SC: 20 Watch. 3 SC: 20 Watch, point, and say. 1 Make.
van tent, USA
64 In this lesson, students will:
fox • make a butterfly life cycle diagram.

Help learners create

Recycled Words: egg, leaf, green, yellow, black,
orange, white

m a n b o x
Resources: Video Scene 20, Classroom Presentation Tool,

something and show their

Flashcards 100–106, Activity Book p. 63
VALUE Materials: aprons, paper plates (one per student), a black

6
VALUE

v a n f o x marker, glue, tape, leaves cut from green construction

paper, white pom-poms or cotton balls, squares cut from

n ES

5
SO S SO
PHONICS: Eman and SONG
4
van AND VALUE: Be welcoming. ES

5
SO
PHONICS: box
SO
E Sand fox SONG AND VALUE: Choose healthy food.

4
Choose healthy ES

5
SO
NUMBERS: 5, 6
orange and green tissue paper, black and yellow pipe
cleaners, crayons or markers
learning with Projects.
N

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N

N
N

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L
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1 TR: 2.11 1 TR: 8.82Listen

Listen and point. and
TR: 2.12 and2say.
point.
Listen TR: 8.93 Listen and
TR: 2.13 and3 chant.
sing.
Listen 4 Stick
TR: 8.10 Sing and 4 Match.
do.say.
and Stick. Be welcoming. 1 TR: 8.11 1 TR: 26.8TR:Listen
Listen and point. and point.
8.12 Listen 2 TR:36.9
and say. TR: Listen and sing.
8.13 Listen 3 TR: 6.10
and chant. Sing and say.
4 Stick 4 Stick.
do. Match. food. 1 TR: 6.11 Listen and point. 2 TR: 6.12 Listen. Trace and say. 3 TR: 6.13 Listen and chant. 4 Draw and count.
50 15 38 51 39

See how the world works through photos and videos, across multi-disciplinary topics. Step 1 Step 2

Get Dressed 4
UNIT

Weather 2 Make Some Noise! 4

UNIT UNIT

At the doctor’s office,

Canada A fox out at night and
ducks in the day

Women playing
drums, South Korea
Step 3 Step 4
An orangutan on a
rainy day, Indonesia

A boy with his dog, Russia

SO SO SO
SO SO SO SO ES ES ES

6 7 1
ES ES ES ES VIDEO Content Words: day, night PROJECT NEW WORD: scarf

6 7 1
VIDEO Content Words: help, people PROJECT NEW WORD: drums
N

1
NEW WORD: rainy
L

L
N

N
N

L
L

1 Look and see. 2 SC: 6 Watch. 3 SC: 6 Watch and say. 1 Make. 1 Look and see. 2 SC: 7 Watch. 3 TR: 4.1 Listen and say. 4 TR: 4.2 Listen and do.
1 Look and see. 2 SC: 31 Watch. TR: 2.12 Listen
Look and3 see. and say.3 SC:
SC: 6 Watch. 6 Watch
4 TR: andand
2.2 Listen say.do. 1 Make. 1 Look and see. 2 SC: 7 Watch. 3 TR: 4.1 Listen and say. 4 TR: 4.2 Listen and do.
22 11 22 23 23

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198 UNIT 10 Bugs

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03
 Explore the world through photos and topics across real-world subjects. Question how it works
through games, songs, and value activities. Create something with cross-curricular video and projects.

With lessons for phonemic awareness, grammar preparation, and prewriting practice, Look and See has
everything teachers need to give learners a strong language foundation. sun
umbrellabird

The Student’s Book lessons are easy to teach in any classroom setting: r u n
• 10 units per level • 2 videos per unit U s u
u n run

Uu
VALUE
• 7 lessons per unit • Step-by-step Teacher’s Book and digital
presentation support for every lesson
ES

4
SO
SONG AND VALUE: Dress yourself. ES

5
SO
LETTERS AND SOUNDS: Uu, /ʌ/
r u n

N
L

L
1 TR: 9.8 Listen and point. 2 TR: 9.9 Listen and sing. 3 TR: 9.10 Sing and do. 4 Stick. Dress yourself. 1 TR: 9.11 Listen and point. 2 TR: 9.12 Listen. Trace and say. 3 TR: 9.13 Listen and chant. 4 Draw and say.
56 57
VALUE

s u n
Song and Value, Lesson
4 4
My Clothes 9
UNIT ES
SO
Keep the ES
SO

5
SONG AND VALUE: Keep the beach clean. PHONICS: run and sun

N
L

L
1 TR: 9.9 Listen and point. 2 TR: 9.10 Listen and sing. 3 TR: 9.11 Sing and do. 4 Stick. beach clean. 1 TR: 9.12 Listen and point. 2 TR: 9.13 Listen and say. 3 TR: 9.14 Listen and chant. 4 Stick and say. Match.
56 57

Fun songs combine the language with

values instruction using a sticker activity Letters, Numbers and Sounds/Phonics, Lesson 5
to show understanding.
In Levels 1-2 letters, numbers and sounds presentation combines
with prewriting practice. In Level 3, phonics and CVC words are
Children with hats, Peru
practiced. Another chant is introduced as well.

Outside 10
SO
UNIT
ES
7

N
Project

L
SO SO
ES ES

7 1
PROJECT NEW WORD: hat
In this lesson, students will:
N

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nd say. 1 Make. 1 Look and see. 2 SC: 17 Watch. 3 TR: 9.1 Listen and say. 4 TR: 9.2 Listen and do. • make a yarn sweater.

Video 1
53 Recycled Words: blue, green, orange, purple, red, yellow

Resources: Video Scene 18, Classroom Presentation Tool,

Flashcards 68–76, Project Template

Materials: aprons, a sweater, sweater outlines drawn onto

Unit Opener, Lesson 1

card stock or poster board, markers, safety scissors, glue,
yarn (in a variety of colors and lengths), old clothes for
dress up

Introduce real-world topics and a target word with a high-interest photo and video. Step 1 Step 2

Dumpy tree frogs in the

rain, Indonesia

T-shirt
SO SO SO
ES ES ES NEW WORD: frog Step 3 Step 4

6 7 1
VIDEO Content Words: scarf, sweater, yarn PROJECT

N
L

L
1 Look and see. 2 SC: 18 Watch. 3 SC: 18 Watch, point, and say. 1 Make. 1 Look and see. 2 SC: 19 Watch. 3 TR: 10.1 Listen and say. 4 TR: 10.2 Listen and do.
58 59
jacket
socks

shorts
shoes
162 UNIT 9 My Clothes

Video 2
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black white brown

Girls at an ice festival, South Korea
My T-shirt is orange.
My shorts are red. Teacher’s Book
SO SO
ES ES

2 3
NEW WORDS: jacket, shoes, shorts, socks, T-shirt; black, brown, white STRUCTURE: My T-shirt is orange. My shorts are red.
N

N
L

1 TR: 9.3 Listen and point. 2 TR: 9.4 Listen and say. 3 TR: 9.5 Listen and chant. 1 TR: 9.6 Listen and point. 2 TR: 9.7 Listen and say. 3 Play and say.
54 55

Project, Lesson 7
New Words, Lesson 2 Grammar Structure, Lesson 3 Projects review language and content
Target vocabulary is introduced visually Simple grammar structures are presented Video, Lesson 6 and encourage students to make
with labels for early written language with activities and a game for something and show their learning.
Cross-curricular topic connections
04 exposure and a chant for practice. in-context practice. are made through real-world Video.
05
 TEACH CONFIDENTLY EXPERIENCE THE

© 2021 Cengage Learning, Inc. LEVEL 3 9

© 2021 Cengage Learning, Inc. LEVEL 1 56

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Founded by National Geographic photographer Joel Sartore, the Photo Ark raises awareness of endangered
Classroom Presentation Tool Flashcards animals in zoos and wildlife parks in order to inspire people to care for, fall in love with, and take action to help
Teach easily with digital Student’s Book and Present new words, letters, numbers and
save these animals.
Activity Book pages, with audio, video, games sounds, featuring a dry-erasable blank
and project steps. side and suggested activities.

Aa Bb Cc Dd Ee Ff Gg Hh

Yummy LEARNING
Lookand See A boy and his
grandma, Slovakia
camel
alligator beaver camel duck elephant fish gorilla hippo

UNIT
Assessment Teacher Notes
Teacher Support Teacher Support
8 On the Farm
UNIT

8 On the Farm Name Girls playing with a bike

in my
and a scooter, Ukraine

Toot Toot! Yummy

The children go to bed and turn off the light. When the room is Children from around the world tell us about foods they like
Test Test
dark, the toys come alive and go for a ride on the train. with a rhyming chant.

Tummy
Target in my Target
UNIT

8 On the Farm Name 2

1 TR: 8.1 Listen and circle.
Tummy
Color and say.
Resources
octopus
Resources
Good night, doll.
Good night, train. Vocabulary ball red • flashcards 18–20, 25, 27, 29–31 Vocabulary 1, 2, 3 milk • flashcards 42–48 Test

Jj Kk Ll Mm Nn Oo Pp
doll teddy bear banana orange
orange train • Story 2 Audio Track carrot tummy • Story 3 Audio Track
1 TR: 8.1 Listen and circle.
puppet yellow cracker
hands
water
VALUE
Concepts greetings/introductions Materials Materials
classroom instructions Concepts identifying foods
identifying objects and colors
• crayons, colored pencils, or • real or toy food (optional)
iguana jaguar kangaroo lion monkey numbat octopus panda

O o
markers Structure I like…
I like food! • crayons, colored pencils, or
Turn off the light, please. Structure What color is it? • paper It’s yummy in my tummy!
uail
markers
It’s [red]. Values choosing healthy food
• toys: puppet, doll, ball, teddy
Values tidying up bear, toy train Food, food.
Look and see.
Clap your hands.
1, 2, 3!
SO SO
ES ES

4 5
SONG AND VALUE: Take turns. LETTERS AND SOUNDS: Cc /k/, Qq /kw/

N
L

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Take turns.
1 TR: 7.8 Listen and point. 2 TR: 7.9 Listen and sing. 3 TR:7.10 Sing and do. 4 Stick.
VALUE
1 TR: 7.11 Listen and point. 2 TR: 7.12 Listen. Trace and say. 3 TR: 7.13 Listen and chant. 4 TR: 7.14 Listen and match. Say.

Oo
11 19

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44 45

Before You Read • Have students point and find the toys on I like
• food! •
Read page 12: Ask Where is the doll? Read page 16: Ask Where are the toys? Before You Read While You Read • Read page 21: Say Find the milk. Ask After You Read

Rr Ss Tt Uu Vv Ww Xx Yy Zz
the page. Point to each as you say It’s a Compare with the picture on page 11 to Explain that Train took the toys back Who likes milk? Then have students
• Introduce the toys listed above using • Introduce or review different foods using • Hold up or place the book on a display • Using real food or flashcards, give
It’s yummy in my tummy!
doll. It’s a train. show that the doll has moved onto the to their places. Point to train’s speech compare the photo to the milk they
flashcards or real toys. Put the toys or train. Point to the dark shape on the floor. bubble. Ask Why are the letters big? flashcards or food. Holding up a card or stand and make sure that the students drink. Does it look the same or different? roles to individual students (one or
cards in a bag and pretend to play • Ask What sound does a train make? Ask What’s this? Encourage students Explain Train is noisy! a sample of food, ask What’s this? (It’s can see the pages. Say Let’s read. two students per page, with the other
with each one. When students guess Make circular arm movements like the a [banana].) Do you like [bananas]? • Read page 22: Point to the boy and ask students acting as the chorus). Help
© Cengage Learning, Inc.
LEVEL 1 © Cengage Learning, Inc.
LEVEL 1
correctly, hold the toy up. Ask What’s wheels of a train, then do a whistle
to guess.
• Read page 17: Turn the page. Train Act out rubbing your stomach because
• Read the story through once or play the What does he like? (bananas) Say Find students act out the story with the food
audio track. Read slowly and clearly with
this? Help students answer It’s a [doll]. pulling action and say Chugga,
chugga, chugga, chugga. Toot Toot!
• Point out that it is dark in the room. Say
The toys can’t see. Then ask What do
has woken up the children. The toys are
no longer animated. Say Look at the
something is delicious. Then say Rub
lots of expression. Point to the photos as
the bananas. Then ask What color are
the bananas? Compare the color of the
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ES
SO
Be good to ES
SO uail reindeer seal tiger umbrellabird vulture wolf fox yak zebra
1 2
4 5
Then say That’s right. It’s a [doll]. your tummies! Yum!
• Complete a color chart for the story. On SONG AND VALUE: Be good to your family. LETTERS AND SOUNDS: Oo, /ɑ/
you read. Ask students to join in with the
TR: 8.1 Listen and circle. Color and say.

N
Food, food.
Then point to the title and say it while they need? (the light) Pretend to turn on children! Point to the toys as you read. bananas on the tree (green) and in the

L
• Review colors. Hold up a toy or a doing the action of pulling the whistle a light. • Explain that this story includes a chant chant and the actions. text box (yellow). the board, draw a four-column chart.
1 Listen and point. 2 Listen and sing. 3 Sing and do. 4 Stick. your family. 1 Listen and point. 2 Listen. Trace and say. 3 Listen and chant. 4 Draw and say.
• Read page 18: Make the Toot toot! TR: 7.8 TR: 7.9 TR: 7.10 TR: 7.11 TR: 7.12 TR: 7.13
flashcard. Ask What color is the [ball]?
(orange) Then say Excellent!
on a train. Say Toot Toot! Have students
• Read page 13: Turn the pages slowly to sound with students as you read. Point
that students can say and act out. Pre-
teach the following words and actions,
• Read the story again. This time review it • Read page 23: Point to the girl and
Assign each column a color (orange,
yellow, brown, white). Have students Make sure students have pencils or crayons. Play TR: 8.1 Make sure students have crayons or markers. Have students
44 45 70 71
Look and see.
repeat after you. in more detail, checking understanding
reveal who it is. Say It’s Teddy Bear! Tell out that the children in the story are still ask What is she doing? (clapping her
• Play a color-search game. Ask students students to pretend to be quiet because sleepy but happy.
encouraging students to enjoy the
and encouraging students to repeat the hands) Say Point to the water.
draw food from the story for each and pause after each word for students to find and circle color four animals in the picture. Point to the animals they
to find objects of different colors in the While You Read they don’t want to wake up the children
rhythm of the chant:
chant (Look and see. Clap your hands.
color. Say The carrots are orange. Ask
• • Read page 24: Ask Where are the the correct picture. You may want to challenge students to color and ask questions, eliciting at least one no answer
Clap your hands.
Ask students to find and say the names Food, food. (Point to food or pretend students to think of other foods that are
classroom. Say Find something red. 1, 2, 3!) and to clap.
When students find the object, have
• Say Let’s read and have students say in the story. Say and gesture SHHHH!
of the toys, for example, Look. It’s Teddy to eat.) carrots? Explain that carrots grow in the this color and draw them.
the title with you again: Toot Toot! Extend
• Continue reading the story and point Bear. • Read page 19: Point and read the ground. Encourage students to think say the words they didn’t hear. per animal. For example, point to the horse and ask Is it a
them point to it and say its color (It’s this by showing students the train’s Look and see. (Pretend to be looking.)
speech bubble. Ask Who is saying this? • Talk about foods that students like.
1, 2, 3!
out the other dark shape. As on the about other vegetables that grow in the
[red].) The first student to find an object second speech bubble on page 12.
After You Read
previous page, ask students to guess
Clap your hands. 1, 2, 3! (Clap your Explain that the girl is speaking. You ground. (potatoes, onions, etc.)
You can go through the book and ask dog? (No, it isn’t.) Is it a horse? (Yes, it is.) Remind students
of a particular color can hold it. Point to the text as you say Chugga, hands three times.) students to say Me too! for the foods
can tell because the speech bubble is
what it is. Pretend to turn on the light.
• Talk about the story. Ask What/who do • Read page 25: Say Point to the oranges. they also like. Ask if there are other foods to answer in complete sentences. To review numbers, have
• Look at the first page of the story. Act

Letters and Sounds Alphabet Presentation

chugga, chugga, chugga. Toot! Toot!
• Read page 14: Turn the page slowly you like? Have the class vote for their • Look at the first page of the story. Point to pointing at her.
Ask where oranges grow. (on a tree) they like. Draw pictures and give the
out yawning and stretching and say
• Read the story through once or play the and say It’s Puppet! Continue with the favorite toy.
the title and encourage students to say
• Read page 20: Direct students’ attention Encourage students to think about other names in English. students count the animals in the scene. (7)
The boy and the girl are tired. They are audio track. it with you while rubbing their stomachs:
story, encouraging students to join in to the girl. Ask Is she happy or sad? fruits that grow on trees. (mangoes,
going to sleep. • Do a color quiz for the story. Ask What Yummy in my Tummy (happy) What does she like? (crackers) • Ask students to draw and color their
• Read page 11: Say Point to the light. with as much of the repeated text and
toy is red?
apples, pears, peaches, etc.) favorite food and present their drawings
• Ask students what time of day it is. Then • Point to the foods in the photos. Ask the students to point to the crackers
say Shhhhh! Let’s pretend it’s bedtime
Then focus on the sequence of the
speech bubbles. Encourage students to
as many of the repeated actions as
possible. • Ask students to draw and color their Encourage students to name as many in the photo. Ask Do you like crackers? • Read page 26 Say I like food. Have to the class. Remind them to say It’s
yummy in my tummy.
© Cengage Learning, Inc.
LEVEL 1
now. What do you say at bedtime? Rub your tummies! students reply Me too! Point to the
point and repeat. Mimic the action for favorite toy from the story. Then ask them as they can.
• Read page 15: Turn the page slowly
19
(Good night!) younger boy in the picture. Ask Does he
Turn off the light. to show and describe their drawings
and say It’s Ball! to the class, for example, This is Doll.
like bananas?
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© Cengage Learning, Inc.

LEVEL 1
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Big Book Anthologies Assessment Resources A portion of the proceeds

Reinforce language and topics with 5 stories per Track students’ learning with downloadable
of Look and See supports the Photo Ark
level, featuring audio and teaching routines. tests, informal assessment ideas, and formative
assessment frameworks.

THE BIG PICTURE

Materials for every classroom
For Learners For Teachers
Available in American
• Student’s Book • Teacher’s Book with ABC Poster
and British English
• Student’s eBook • Classroom Presentation Tool
• Flashcards For the ISBN list, see page 50
Keep students engaged with Online Practice, including • Activity Book
Games, Activities, audio, video and games for practice, awards and progress
• Big Book Anthologies
• Online Practice
and Parents View reports, and a Learning Management System. • Learning Management System
• Online Student Resources for Online Practice

• Online Teacher Resources,

06 with Assessment Materials
07
 British English available at ELTNGL.com/LookandSee

Scope and Sequence

What’s
What’sYour Name?
Your Name?
p. 4 p. 4 What’s your
What’s name?
your My My
name? name’s … …
name’s Lookand See 1
11
Hello!
Hello!
22
School
School
33
Colors
Colors
44
Toys
Toys Let’s
55
Move!
Let’s Move!
6
Food
7
My Family
8
On the Farm
9
My Clothes
10
Outside
p. 5 p. 5 p. 11p. 11 p. 17p. 17 p. 23p. 23 p. 29p. 29 p. 35 p. 41 p. 47 p. 53 p. 59

New Words
New Words Hello! New Words
Hello! school
school paint
paint train
train bodybody apple photo chicken hat frog
Goodbye.
Goodbye. apron
apron blueblue ballball armsarms banana brother cat jacket bird
SaySay
hello.
hello. bagbag green
green busbus feetfeet carrot dad cow shoes fish
WaveWavegoodbye.
goodbye. chair
chair orange
orange carcar hands
hands cracker grandma dog shorts flower
Stand up.up.
Stand crayon
crayon purple
purple dolldoll headhead milk grandpa goat socks leaf
Sit down.
Sit down. pencil
pencil redred puppet
puppet legslegs orange mom horse T-shirt rainbow
OpenOpenyour book.
your book. table
table yellow
yellow teddy bear
teddy bear tummy
tummy water sister sheep black, brown, tree
Close your
Close book.
your book. white

Recycled
Recycled Recycled
N/AN/A SaySay
hello.
hello. apron, bag,
apron, book,
bag, book, one, two;two;
one, apron,
apron, one, two,two,
one, three, four;
three, four; numbers 1–4; numbers 1–6; table; numbers 1–6; apron, numbers 1–5; apron, numbers 1–8; bag,
Words
Words Words
WaveWavegoodbye.
goodbye. chair, crayon,
chair, crayon, bag, book,
bag, chair,
book, chair, StandStandup.;up.;
book,
book, crayon, pencil; blue, ball, bus, car, doll, bag, book, chair, bag, book, chair, book, chair, crayon,
Sit down.
Sit down. pencil, table
pencil, table crayon,
crayon,pencil, table;
pencil, chair,
table; school,
chair, table;
school, table; green, orange, puppet, teddy crayon, pencil; crayon, pencil, pencil; black, blue,
Stand up.up.
Stand blue, green,
blue, orange,
green, orange,blue, green,
blue, orange,
green, orange, purple, red, yellow; bear, train; body; brown, red; ball, table; blue, green, brown, green,
OpenOpenyour book.
your book. purple, red,red,
purple, yellow
yellow purple, red,red,
purple, yellow
yellow ball, bus, car, doll, apple, banana, puppet; body, head, orange, purple, red, orange, purple,
Close your
Close book.
your book. puppet, teddy bear, carrot, cracker, milk, legs; apple, carrot, yellow; ball, bus, red, white, yellow;
train; arms, body, orange, water milk, water car, doll, puppet, ball, bus, car, doll,
feet, hands, head, teddy bear, train; teddy bear; body,
legs, tummy; move, body, feet, head; head, feet, legs;
touch, wave apple, banana, apple, banana,
carrot, cracker, milk, cracker, orange;
orange, water chicken, cow, dog,
goat, horse, sheep;
hat, jacket, shoes,
socks, T-shirt

Structure
Structure How areareyou? What’s this? What color is the I have a ball. Touch your head. Structure
How you? What’s this? What color is the I have a ball. Touch your head. I like oranges. This is my mom. Is it a cow? My T-shirt is orange. How many birds?
I’m I’m
fine,fine,
thank you.you. It’s a
thank It’spencil.
a pencil. book?book? Move your
Move hands.
your hands. Me, too! No, it isn’t. My shorts are red. Four birds.
It’s red.
It’s red. Is it a horse?
Yes, it is.

Value
Value Value
Make friends.
Make friends. Take care
Take of of
care Be creative.
Be creative. Share your
Share toys.
your toys. Be active.
Be active. Choose healthy Be good to your Take care of Dress yourself. Explore outside.
your things.
your things. food. family. animals.

Letters andand
Letters Letters and
/æ//æ/
Aa Aa 1, 21, 2 Ee Ee
/ɛ/ /ɛ/ 3, 43, 4 Ii /ɪ/
Ii /ɪ/ 5, 6 Oo /ɑ/ 7, 8 Uu /ʌ/ 9, 10
Sounds/
Sounds/ Sounds/
Numbers
Numbers Numbers

Content
Content Music,
Music, Content
Social Science
Social Science Social Science
Social Science Art Art Social Science
Social Science Science Science Science Social Science Science
Connections
Connections Physical Education
Physical Education Connections

Video
Video Video
HowHowdo do
people saysay How
people areare
How classrooms
classroomsWhat happens
What happenswhen What
when land
What land What areare
What different
different How do plants grow? Do animals live What do we get from How is wool made What animals use
hello around
hello thethe
around different around
different thethewe we
around mixmix
primary
primary transportation
transportation ways to dance?
ways to dance? in families? farm animals? into clothes? camouflage?
world?
world? world?
world? colors?
colors? do do
we we
use?
use?

Project
Project A puppet A pencil holder A squish painting A bus collage A shaker Project
A puppet A pencil holder A squish painting A bus collage A shaker An apple tree book A photo frame A paper-plate sheep A yarn sweater A camouflaged
animal picture

082 093
 British English available at ELTNGL.com/LookandSee

Scope and Sequence

How Old
How Are
Old You?
Are You?
p. 4 p. 4
Numbers
How
1–10;
Numbers
oldold
How areare
Aa,Aa,
1–10;
you?
Ee, Ee,
I’m I’m
you?
Ii, Oo,
four. four.
Uu Uu
Ii, Oo,
Lookand See 2
1
At School
2
Are You
3
Animals
4
Get Dressed
5
I Can Jump!
6
Faces
7
My Things
8
Babies
9
What’s For
10
Bugs
p. 5 Happy? p. 17 p. 23 p. 29 p. 35 p. 41 p. 47 Dinner? p. 59
p. 11 p. 53

New Words New Words

blocks happy owl scarf jump face dinosaur baby dinner butterfly
friend angry bat boots crawl ears bike calf beans ant
teacher excited bear coat dance eyes kite chick bread bee
glue hungry duck dress hop hair puzzle kitten chicken caterpillar
markers sad fox pants run mouth robot lamb fish ladybug
paper sleepy rabbit skirt turn around nose scooter puppy noodles snail
scissors thirsty snake sweater walk long tablet big rice spider
short small salad

Recycled Recycled
numbers 1–10; numbers 1–10; numbers 1–10; book, numbers 1–10; bag, numbers 1–10; black, numbers 1–10; numbers 1–10; numbers 1–10; apron, paint; yellow; numbers 1–10; book;
Words Words
apron, bag, book, book, table; black, crayon, pencil; book, crayon, pencil, blue, green, red, book, crayon, paint; bag, blocks, book, crayon, marker; apple, banana, black, blue, green,
chair, crayon, paint, green, red; ball, bus, black, brown, white; scissors, table; black, white; ball; arms, black, blue, brown, marker, paint, pencil; black, brown, green, carrot, cracker, orange, purple, red,
pencil, table; blue, car, doll, puppet, ball, bus, car, doll, blue, brown, green, body, feet, hands, green, red, white; black, blue, brown, orange, white; ball, milk, orange, water; white, yellow; arms,
green, orange, teddy bear, train; teddy bear, train; orange, purple, head, legs, tummy; arms, body, feet, green, orange, car, kite, tablet; eyes; jacket; happy, eyes, feet, hands,
purple, red, white, touch, tummy; sister; cat, chicken, red, white, yellow; move, touch; milk; hands, head, legs, purple, red, white, mom; bat, bear, hungry; jump head, legs; touch;
yellow; ball, bus, apple, banana, cow, dog, goat, doll, teddy bear; mom; boots, hat, tummy; move, touch; yellow; ball, bus, car, bird, cat, chicken, apple; flower, leaf,
train; banana; carrot, cracker, milk, horse, sheep; socks; body, head, legs; jacket, pants, shoes, apple; mom, dad, doll, puppet, teddy cow, dog, duck, fox, tree; pants, shoes,
brother, dad, orange, water; dad; glue; angry, excited, apple, banana, milk, shorts, skirt, T-shirt; friend, sister; bird, bear, train; arms, horse, owl, rabbit, shorts; bat, bear,
grandma, grandpa, dog; flower; angry, happy, sad, sleepy orange, hat, jacket, flower, tree; marker; goat, horse, rabbit; body, ears, eyes, sheep, snake; duck, fish, fox, owl,
mom, sister; bird excited, hungry, sad, shoes, shorts, socks, excited, happy, sad boots, dress, hat, face, hair, head, happy, hungry, sad rabbit, snake; big,
sleepy, thirsty T-shirt; flower, leaf, jacket, pants, socks, legs, mouth, nose; small; happy, hungry
rainbow; happy; bat, sweater, T-shirt; apple, banana,
bear, dog, duck, fox, flower, leaf; angry, carrot; cat, cow, fox;
owl, rabbit, snake excited, happy, coat, hat, jacket,
hungry, sad, sleepy, T-shirt; dance, jump,
thirsty; hop run, walk; long, short

Structure Structure
Who’s this? Are you happy? What is it? This is my sweater. I can hop. He has brown eyes. Is this your kite? There’s one cow. What do you want? Where’s the
He’s my grandpa. Yes, I am. It’s an owl. These are my pants. She has long hair. Yes, it is./No, it isn’t. There are two calves I want chicken, caterpillar?
She’s my friend. Are you sad? What are they? please. It’s on an apple.
No, I’m not. They’re bears.

Value Value
Be neat in the Get a good night’s Be curious about Dress for the Play outside. Say nice things. Take turns. Be kind. Help in the kitchen. Be good to nature.
classroom. sleep. animals. weather.

Letters and Letters and

Bb /b/ Dd /d/ Ss /s/ Ll /l/ Mm /m/ Gg /g/ Cc /k/ Kk /k/ Jj /dʒ/ Ff /f/ Ww /w/
Sounds Sounds
Pp /p/ Tt /t/ Zz /z/ Rr /r/ Nn /n/ Hh /h/ Qq /kw/ Xx /ks/ Yy /j/ Vv /v/

Content Music, Social Content

Engineering Science Social Science Physical Education Science History, Science Science Social Science Science
Connections Science Connections

Video Video
Why do we play with How does music What animals do we What clothes are What can we do at How do we use What were What animals come How do we make What is the life cycle
building blocks? make us feel? see at night and in made of cotton and a playground? our senses? dinosaurs like? from eggs? noodle soup? of a butterfly?
the day? silk?

Project A building block A feelings mask A day and night A dress up doll A playground Project
A sensory box A fossil An animal hatchling A noodle soup craft A butterfly life cycle
painting scene picture diagram

102 11 3
 British English available at ELTNGL.com/LookandSee

Scope and Sequence

Back to to
Back School
School
p. 4 p. 4
Back
What
to School,
Back to School,
dayday
What
Days
is it istoday?
of the
Days Week
of the
It’s Monday.
it today?
Week
It’s Monday. Lookand See 3
In In
11
Class
Class
22
Weather
Weather MyMy
33 Make
MakeSome
Some
44 55
Shapes
Shapes
6
Can You
7
At Home
8
My Special
9
Under the Sea
10
Picnic Time
p. 5 p. 5 p. 11p. 11 Community
Community Noise!
Noise! Around UsUs
Around Swim? p. 41 Place p. 53 p. 59
p. 17p. 17 p. 23p. 23 p. 29p. 29 p. 35 p. 47

New Words
New Words
New Words count swim welcome tree house turtle picnic
to ten
count to ten rainy
rainy firefighter
firefighter drums
drums circle
circle
catch bathroom blanket crab cheese
draw a picture
draw a picture cloudy
cloudy busbus driver
driver guitar
guitar diamond
diamond
climb bedroom door dolphin fruit
makemakea craft
a craft coldcold dentist
dentist piano
piano hexagon
hexagon
fly kitchen lamp jellyfish juice
play a game
play a game hothot doctor
doctor recorder
recorder ovaloval
kick living room pillow octopus lemonade
read a book
read a book snowy
snowy librarian
librarian tambourine
tambourine rectangle
rectangle
ride bed rug seahorse sandwich
singsing
a song
a song sunny
sunny mail carrier
mail carrier trumpet
trumpet square
square
skip shelf toy box shark vegetables
write letters
write letters windy
windy police
policeofficer
officer violin
violin starstar
throw sink window starfish yogurt
vet vet xylophone
xylophone triangle
triangle
sofa
Recycled
Recycled numbers 1–10; bag,
numbers 1–10; bag, numbers
numbers 1–10; blue,
1–10; blue, one, two;two;
one, book,book, numbers
numbers 1–5;1–5;
black,
black, numbers
numbers 1–10; book,
1–10; book, Recycled
Words
Words numbers 1–10; black, numbers 1–4; bag, numbers 1–10; chair, numbers 1–10; bag, numbers 1–10;
book, chair,
book, crayon,
chair, crayon,yellow, white;
yellow, hat,hat, paper;
white; black,
paper; red;red; blue,
black, brown,
blue, brown,green,
green, paper,
paper,table; brown,
table; brown, Words
blue, brown, green, book, chair, crayon, crayon, table; blue, chair, crayon, paper, apron, book; apple,
marker, pencil,
marker, table,
pencil, scarf;
table, leaf,
scarf; tree,
leaf, tree, bus;bus;
brother,
brother,dad,dad, orange,
orange, purple, red,red, red;red;
purple, ball, dinosaur;
ball, dinosaur;
orange, red, white, paint, pencil, table; brown, green, orange, pencil, table; black, banana, beans,
school; black;
school; ball,
black; ball, water; happy;
water; happy;kite;kite; grandma,
grandma, grandpa,
grandpa,white, yellow;
white, hat,hat, sheep;
yellow; sheep;big,big,
small;
small;
yellow; ball, bike, black, blue, brown, red, white, yellow; blue, brown, green, bread, carrot,
car;car;
apple; hat,hat,
apple; Monday,
Monday, Tuesday,
Tuesday, mom, mom,sister; kitten,
sister; kitten, jacket; happy;
jacket; happy;puzzle;
puzzle;dress; happy;
dress; happy; play,play,
scooter; body, eyes, green, orange, doll, puzzle, teddy orange, purple, red, chicken, cracker,
socks; bat,bat,
socks; bear,
bear, Wednesday,
Wednesday, rabbit, sheep;
rabbit, sheep; draw a picture,
draw a picture, playplay count; drum,
count; drum,guitar,
guitar,
feet, head, tummy; purple, red, white, bear; dress; tree; bat, white, yellow; ball, fish, milk, noodles,
butterfly, cat;cat;
butterfly, baby;
baby; Thursday,
Thursday, Friday,
Friday, water; happy;
water; happy; a game,
a game, singsing
a a piano, recorder,
piano, recorder,
fish, bird, tree; baby; yellow; car, dinosaur, bird, fox, owl; happy, car; arms, eyes, orange, rice, salad,
Monday,
Monday, Tuesday,
Tuesday, Saturday,
Saturday, Sunday;
Sunday; Monday, Monday, Tuesday,
Tuesday, song; rainy,
song; sunny;
rainy, sunny; tambourine,
tambourine, trumpet,
trumpet,
big, small; crawl, teddy bear; apple, sad; baby; big, small; head, legs, mouth, water; brother, dad,
Wednesday,
Wednesday, count
countto ten, draw
to ten, draw Wednesday,
Wednesday, busbus
driver, dentist,
driver, dentist, violin; cat,cat,
violin; rat; rat;
man,man,
dance, hop, jump, flower; dog, duck; draw a picture, climb, nose; banana, sister; blanket; cat,
Thursday,
Thursday,Friday,
Friday, a picture,
a picture,make makea a Thursday,
Thursday,Friday,
Friday, doctor, firefighter,
doctor, firefighter, van; bed;
van; pet,pet,
bed; vet vet
move, run, turn big, small; snowy; play (a game), sing bread; baby; big, rat; man, van; bed,
Saturday,
Saturday,Sunday
Sunday craft, play
craft, a game,
play a game, Saturday,
Saturday,Sunday;
Sunday; librarian, mail
librarian, carrier,
mail carrier,
around, walk; circle, trumpet; circle, a song, walk; bed, small; swim; bed, red; pet, vet; mix;
read a book,
read a book, singsing
a a cloudy, cold,
cloudy, hot,hot, police
cold, officer,
police vet;vet;
officer,
diamond, hexagon, rectangle, square, bedroom; guitar, lamp; cat, rat; man, big, dig; dog, log;
song, write
song, letters;
write letters; rainy, snowy,
rainy, snowy,sunny,
sunny, blocks; cat,cat,
blocks; rat; rat;
man,man,
oval, rectangle, triangle; cat, rat; recorder, xylophone; van; pet, vet; mix; box, fox; run, sun
cat,cat,
rat rat windy; cat,cat,
windy; rat; rat; van;van;
bedbed
square, star, triangle; man, van; bed; pet, welcome; cat, rat; dig; dog, log; fox,
man, vanvan
man,
cat, rat; man, van; vet; mix, six; big, dig man, van; pet, vet; box; run
bed; pet, vet; mix mix; dig; dog, log

Structure
Structure Let’s draw a picture. Structure
Let’s draw a picture. What’s
What’sthethe Is he/she a doctor?
Is he/she a doctor? He He
cancan
play thethe
play What areare
What these?
these? Can you skip? The picture is in the Is there a rug? How many crabs Do you like fruit?
OK,OK,
good idea!/
good idea!/ weather
weather like?
like? Yes,Yes,
he/she is./ is./
he/she piano.
piano. They’re diamonds.
They’re diamonds. Yes, I can./ bathroom. Yes, there is./ are there? Yes, I do./
No,No,
thanks.
thanks. It’s sunny.
It’s sunny. No,No,
he/she isn’t.
he/she isn’t. SheShe
cancan
play thethe
play No, I can’t. The cars are under No, there isn’t. There are fourteen No, I don’t.
guitar.
guitar. the bed. crabs.

Value
Value Value
Work hard
Work at school.
hard at school.Be careful in the
Be careful sun.sun.Be polite.
in the Be polite. Work together.
Work together. UseUse
your imagination.
your imagination. Try again. Help at home. Be welcoming. Keep the beach Try new things.
clean.

Phonics
Phonics cat,cat,
rat rat man, vanvan bed, redred pet,pet,
vet vet mix,mix,
six six Phonics
man, bed, big, dig dog, log box, fox run, sun bug, mug

Content
Content Content
Math
Math Science
Science Social Science
Social Science Music
Music Math
Math Science Social Science Science Science Health
Connections
Connections Connections
Video
Video Video
How does
How addition
does addition Where
Wheredoes rainrain
does How do do
How people
people What types
What of of
types What areare
What thethe
3D 3D What can How are homes What animals live What lives in a What types of food
work?
work? come
comefrom?
from? in the community
in the community musical instruments
musical instruments shapes around
shapes us?us?
around animals do? different in the city in trees? coral reef? do we need to be
help us?us?
help areare
there?
there? and the country? healthy?

Project
Project Project
An An
abacus
abacus A water cycle
A water cycle A community
A community A drum
A drum A pyramid
A pyramid A penguin A shoebox home A nest A coral reef in a jar A healthy food plate
diagram
diagram helper book
helper book

122 13 3
 Level 1, Unit 9 – Teacher’s Book

SO
ES
1
9
UNIT

N
My Clothes
Introduction

L
2 Watch.
In this lesson, students will:
• Make sure students can see the screen as you prepare to
• identify the theme of clothes. play SC: 17. When they’re ready, say Let’s watch. Play SC: 17
• use a photo, video, and actions to engage with the and have students just watch.
theme and learn the word hat. What’s this? It’s a hat. Look at the hats! Put on your hat.
In this unit, students will: Language New Word: hat • Play SC: 17 a second time, this time using your hands to act
ABOUT THE PHOTO
• identify and name clothes. New Words The photo shows children getting out putting a hat on.
Recycled Words: numbers 1–5; blue, green, orange,
• identify and name the colors black, hat; jacket, shoes, shorts, socks, T-shirt; off a boat in the Uros Islands of Lake red, yellow; ball, bus, car, doll, puppet, teddy bear, train;
brown, and white. black, brown, white Titicaca, Peru. Lake Titicaca borders 3 Listen and say.
apple, banana, carrot, cracker, milk, orange, water
• say what colors their clothes are Structure
Peru and Bolivia and is the largest lake • Play TR: 9.1 and have students listen and repeat the word
using My [T-shirt] is [orange] and in South America. The Uros people Related Words: boat, island, lake, mountain hat. Hold up the hat flashcard as they do so.
My T-shirt is orange. My shorts are red.
My [shorts] are [red]. live on floating islands in the middle hat
Resources: Audio Tracks 9.1–9.2; Video Scene 17;
• sing a song about dressing Letters and Sounds of the lake. The islands are made of
Uu /ʌ/ umbrellabird
Classroom Presentation Tool; Flashcards 25–31, 42–48,
themselves. dried reeds that are woven together so
and 68; Home-School Connection Letter 4 Listen and do.
that they float. When the reeds at the
• identify the value of dressing • Say Stand up, please. Then say Now it’s your turn. Let’s put
bottom of the island rot, a new layer Materials: clothing items, including a jacket, shoes, shorts,
themselves. on a hat. Play TR: 9.2 and model putting on a hat. Have
of reeds has to be added. The houses socks, and a T-shirt; a colorful, unusual hat; a hat made
• identify the letter that makes the students copy you. If students have hats, allow them to put
on the islands, which are made of from poster board or card stock; poster board or card
sound /ʌ/. them on.
the same reeds, have to be lifted and stock, cut into strips and smaller pieces for hats; crayons or
• watch a video about how wool is moved every six months so that the Put on your hat!
markers; tape; a stapler (optional)
made into clothes. islands can be repaired. • Let’s play! Have students sit in a circle and say Let’s put
• make a yarn sweater. on hats! Play TR: 9.2 again, having students pass your hat
Warm Up around the circle. As they get it, each student quickly tries
the hat on. Count the number of students who try on the

My Clothes 9
UNIT • Say Hello to students and sing the Hello Song together.
hat before the music stops. Repeat the activity, trying to get
• Use Unit 4 and 6 flashcards to review colors and words more students to try on the hat each time.
from previous units. For example, hold up the banana
flashcard and ask What’s this? When students respond,
ask What color is the banana? (It’s yellow.) Repeat with Optional Activity
other flashcards. • Before class, make a simple hat. Measure a strip of card
stock or poster board to fit around your head and fasten it
with a stapler or tape. Then color and decorate a separate
Introduce the Theme piece of card stock and glue or tape this to the top of your
• Use real clothing items to introduce the theme, including hat. Prepare strips of card stock or poster board to make
the clothes students will learn in this unit: a hat, a jacket, similar hats for students.
shoes, shorts, socks, and a T-shirt. Try to find a colorful,
• Play the Transition Song. Have students gather around you.
unusual hat to use for this activity and for the entire lesson.
Show the hat and say This is my hat. Put it on, smile, and say
Display these clothes at the front of the class.
I like my hat. Then say Let’s make hats!
• Say Look. These are clothes. Emphasize the word clothes.
• Point to the top of your hat and say Draw and color. Give
Hold up each item and name the colors. For example, say
students smaller pieces of card stock to be the top of their
Look. It’s [blue]. Alternatively, ask individual students to say
hat. Give students pencils and crayons or markers.
the color of the clothing items you hold up.
• While students are drawing and coloring the tops of their
• Hold up the hat and say Look. A hat! Put on the hat, smile at
hats, walk around the room to measure their heads with
Children with hats, Peru students, and say I like my hat.
the poster board. Tape or staple the poster board to create
each student’s hat. Leave the hat ring next to each student.
1 Look and see.
• When students finish coloring the tops of their hats, say
• Have students open their books to p. 53. Point to the photo
Now finish your hats. Help students attach their pictures to
and ask How many people? (five) Point to their hats and
their hats using tape.
ask How many hats? (four) Then point to the girl in the
• Say Put on your hats. Have students put on their hats, and
middle and ask What color is the hat? (blue, orange, green,
walk around the classroom, showing them off.
yellow, red)
• Guide students to look for other colors in the photo. For
example, say Point to something green. Students can point Wrap Up
to the girl’s skirt. Repeat with blue, orange, yellow, and red. • Play the Clean Up Song as students clean up.
SO
ES • Point to and say the word Clothes in the unit title. Have • Say Goodbye to students at the end of class.
1
NEW WORD: hat
N
L

1 Look and see. 2 SC: 17 Watch. 3 TR: 9.1 Listen and say. 4 TR: 9.2 Listen and do. students repeat after you as they also point to the word.
53

150
14
80970_U09_53-58.indd 53
UNIT 9 My Clothes
10/16/19 9:21 AM
UNIT 9 My Clothes 151
15
 Level 1, Unit 9 – Teacher’s Book

SO
ES
2 Warm Up • Play TR: 9.5 a second time, this time having students
N

New Words
L

chant along, using the photos in the book to help them if

• Say Hello to students and sing the Hello Song together.
necessary. Repeat until students are chanting confidently.
• Use the Unit 3 flashcards to review colors. Hold up the red
• Challenge Display the flashcards out of order on the board
flashcard and ask What color is this? When students answer,
and have students chant the items of clothing in this new
In this lesson, students will: STRATEGY say Find something red. Have students hold up or point to
order, using the rhythm of the original chant.
something red. Repeat with other colors.
• identify and name clothes. Gathering students together for circle time during your
• When students finish, preteach new colors by holding up
• identify and name the colors black, brown, and white. lessons helps them focus their attention and signals that
the brown flashcard. Ask What color? See if any students Worksheet 9.1
• say a chant about clothes and colors. it’s time to learn something new. Bringing students closer know the word, and if not, say It’s brown. Then say Find • Before class, prepare a copy of Worksheet 9.1 for each
to you while you introduce a new topic or model a new something brown. Repeat with black and white. student and one for yourself. Put pencils on each table.
New Words: jacket, shoes, shorts, socks, T-shirt; black,
activity allows you to make sure students are on-task. This • Model the activity. Hold up your worksheet, point to boy
brown, white
closeness also puts students at ease with you and their 1 Listen and point. number 1, and ask What clothes can you see? (a hat,
Recycled Words: apron, bag, book, chair, crayon, pencil, classmates. In close circles, students may be more likely • Hold up p. 54 and say Look at the clothes. If students shorts, socks, and shoes) Then point to the dotted outline
table; blue, green, orange, purple, red, yellow; body, feet, to share information, ask questions, and engage with one suggest they know any clothing words in English, have and ask What’s missing? (a jacket)
head another than if they were at individual desks or tables. them say them. • Point to the clothes on the right side of the worksheet and
Related Words: cold, ice, sled • Say Listen. Play TR: 9.3 and point to each item of clothing say Let’s find the jacket. Point to the jacket in the drawing
in order. Then hold up each of the Unit 9 flashcards in order on the right and say Here’s the jacket. Let’s draw a line from
Resources: Audio Tracks 9.3–9.5, Classroom Presentation ABOUT THE PHOTO the boy to the jacket. Model drawing a line to match the
and say the word for each item of clothing and color.
Tool, Flashcards 18–23 and 68–76, Activity Book p.38, boy in number 1 with the jacket on the right.
The photo shows girls on sleds at the Hwacheon Here is my T-shirt. It’s blue Here is my jacket. It’s red.
Worksheet 9.1
Sancheoneo Ice Festival in South Korea. This winter festival and white. And here are shoes: • Hand out the worksheets and say Now it’s your turn. Have
Materials: pencils is held in January every year, when the Hwacheon stream Here are my shorts. I have black shoes, students draw a line from each child to the missing items of
freezes over. Activities include ice-fishing, skating, sledding, red shorts. white shoes, clothing. Walk around to make sure students draw from left
and ice soccer. There’s also a snow castle and snow park. Here are my socks. I have and brown shoes. to right and hold their pencils correctly. Help as needed.
orange and white socks.
• Help students open their books to p. 54. Then say Listen Optional Activity
again. Point. Play TR: 9.3 a second time, and have students • Play the Transition Song. Have students sit around you for a
point to the items of clothing in order. sorting activity. Hold up the hat flashcard and ask What’s
• Point to the items of clothing again in a different order, this this? Then, pointing to each body part as you say it, ask
time saying the item of clothing and the color: Look at the Head, body, or feet? Touch your head to guide students to
T-shirt. It’s blue and white. Look at the white shoes. Have say Head. Say That’s right! Put a hat on your head. Have
students point to the photos of the clothing you say. students pretend to put a hat on their heads. Repeat with
jacket and T-shirt for body and shoes and socks for feet.
2 Listen and say. • Let’s play! Call out an instruction using an item of clothing
T-shirt • Say Now listen and say the words. Play TR: 9.4 and have and a part of the body. For example, say Put a T-shirt on your
students repeat the words. body. If the item of clothing matches the part of the body,
T-shirt, shorts, socks, jacket, shoes; black, white, brown students say yes and pretend to do the action. If the item of
clothing doesn’t match the part of the body, for example, if
• Hold up each of the clothing flashcards, one at a time,
you say Put socks on your head, students say no and don’t
jacket and have the class call out the word in unison. Repeat with
the colors black, white, and brown. Then call on students,
do the action.

socks one by one, to name the item of clothing or color on each

flashcard. Continue until each student has a turn.
• Challenge When you make an incorrect sentence, have
students correct you by saying, for example, No. Put socks
on your feet or No. Put a hat on your head. They then
• Let’s play! Call out combinations of colors and clothing that
pretend to do the correct action.
shorts students in your class are wearing. For example, say White
socks, stand up. All students who are wearing white socks
shoes stand up. Repeat with other clothing items and colors. Wrap Up
• Challenge Call out two items of clothing of different colors • Play the Clean Up Song as students clean up.
and have students stand up only if they’re wearing both. For • Say Goodbye to students at the end of class.
example, say White socks and brown shoes. Stand up. • Send home a reminder for students to bring in old clothes
(hat, jacket, shoes, shorts, socks, and T-shirt) for the
3 Listen and chant. next lesson.
• Say Listen. Play TR: 9.5 and have students listen to the chant.
As they hear each word, have them point to the correct
Girls at an ice festival, South Korea item of clothing or color.

black white brown Look at my clothes.

Look at my clothes.
Socks and a jacket.
And look at my shoes:
SO A T-shirt and shorts. Black, white, and brown.
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NEW WORDS: jacket, shoes, shorts, socks, T-shirt; black, brown, white
A T-shirt and shorts. Yes! Black, white, and brown.
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1 TR: 9.3 Listen and point. 2 TR: 9.4 Listen and say. 3 TR: 9.5 Listen and chant.
Socks and a jacket.
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3 Warm Up • Say Now it’s your turn. Play and say. Put students into pairs
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Structure
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and have them play the game. Student A makes one or two
• Say Hello to students and sing the Hello Song together.
sentences about the clothes on one of the children in the
• Collect any clothes that students brought from home and photos. Student B points to the correct child and says the
select some of different colors to put into a paper bag. color. Then they switch roles and repeat.
In this lesson, students will: TEACHER TIP • Call on a student to take an item from the bag. Have the
student name the item and the color by saying, for example,
• say what colors their clothes are using My [T-shirt] is Managing how students sit for circle time will help you
I have a T-shirt. It’s white. Repeat with other students.
Worksheet 9.2
[orange] and My [shorts] are [red]. achieve good behavior and focus during these activities. • Before class, prepare a copy of Worksheet 9.2 for each
Recycled Words: blue, green, orange, purple, red, yellow Conduct circle time in the same place in your classroom 1 Listen and point. pair of students and one for yourself. Cut each worksheet
each time, but remember that it doesn’t need to be a vertically down the middle and give one picture of a child
Resources: Audio Tracks 9.6–9.7, Classroom Presentation • Help students open their books to p. 55. Point to the child
circle! Arrange students so that they can all see you clearly, to each pair. Do not cut the worksheet into cards yet. Put
Tool, Activity Book p. 39, Worksheet 9.2 on the left. For each item of clothing, ask What’s this? (It’s
for example, in a semi-circle in front of you. Use cushions safety scissors and crayons or markers on each table.
a [T-shirt].) What color is the T-shirt? (It’s [orange].) Repeat
Materials: large paper bags, students’ old clothes, crayons or carpet pieces to help create seats. If you have colored with the other two children. • Model the activity. Hold up the picture of the boy and say,
or markers, safety scissors cushions or carpet, assign students a color. Arrange the This is me. Then point to his hat and choose a color for it,
• Say Who’s speaking? Listen. Play TR: 9.6, pausing after the
cushions or carpet differently each day, guiding students saying What color is my hat? Green? OK, my hat is green.
first child. Have students watch as you point to the child’s
Then take a green crayon and model coloring the hat in
to sit near different classmates based on where their clothes. Continue playing TR: 9.6, pointing to the clothes on
green. Continue with the boy’s other clothes.
color is. This will help students get to know and work with the second and third children. For the last line, look around
as though you’ve lost something. • Say Now it’s your turn. Color the clothes. Students choose
everyone in the class over time.
and color the clothes in their picture. When they finish, ask
Look at me! Look at me!
individual students What color is your [T-shirt]? Have them
My T-shirt is orange. My T-shirt is green.
show their picture and say It’s [red].
My shorts are blue. My shorts are brown.
• Have students compare their pictures with a partner’s, each
My socks are white. My socks are black.
taking turns to describe the colors of the clothes they chose:
My shoes are white, too. And my shoes?
My hat is brown. My jacket is blue, and so on.
Look at me! Uh-oh! Where are my shoes?
• Have students cut out the cards and combine them so that
My hat is red.
each pair has a set of six cards.
My jacket is blue.
My T-shirt is black. • Let’s play! Model with one student first. Shuffle and put
My shoes are black, too. a set of six cards faceup on a table in a random order.
Then describe a set of clothes by color, choosing cards
• Say Now listen and point. Play TR: 9.6 again and have
with different clothes. Say, for example, My hat is brown.
students point to the correct children and their clothes.
My jacket is blue. My shorts are green. My socks are yellow.
My shoes are black. Have the student choose the cards you
2 Listen and say.
are describing. Repeat, if necessary, with different clothes.
• Point to the characters at the bottom of the page. Then say
• Say Now it’s your turn. In their pairs, have students take
Now listen. Play TR: 9.7, with students listening and watching
turns describing and arranging the cards in the same way.
as you point to the character who’s speaking.
Help as needed.
My T-shirt is orange. My shorts are red.
• Say Now listen and say. Play TR: 9.7 and have students
Optional Activity
listen, point, and repeat. Then call on students to repeat the
• Prepare bags of students’ old clothes for a sorting activity.
sentences several more times.
Include only clothes and colors that students know in
• Point to the blue jacket on the girl in the middle. Start
English. Make one bag for every 3–4 students.
describing it, pausing for students to finish: My jacket is …
• Play the Transition Song and have students sit in a circle.
(blue) Then point to an item of clothing that has two pieces,
Take an item of clothing from the bag, for example, a brown
for example, the black socks on the child on the right.
shoe. Say Look. I have one brown shoe. Say brown again
Say My socks are … (black) Repeat with other examples,
and set the object down in front of you. Repeat with an item
emphasizing is and are for singular and plural items.
of a different color and start a separate pile for this color.
• To further emphasize, take real items of clothing, hold them
Repeat with a few more items until students get the idea.
up, being sure to hold up both shoes and socks, and say, for
• Say Now you do it. Put students into small groups and
example, My T-shirt is red. My socks are white.
give each group a bag of clothes. Have students work
together to sort the items into different piles—one for each
3 Play and say.
color. When they finish, have them say what they have, for
• Say Who am I? Listen and say the color—green, purple, or example, I have one blue sock. I have two blue T-shirts.
orange? Point to the boxes on p. 55 as you say this.
• Make a sentence or pair of sentences about the clothes on
My T-shirt is orange.
My shorts are red.
one of the children in the photos. For example, say My T-shirt
Wrap Up
is black. My hat is red. Students listen and point to the • Play the Clean Up Song as students clean up.
SO correct child: the one in the middle. Call on students to say • Say Goodbye to students at the end of class.
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STRUCTURE: My T-shirt is orange. My shorts are red.
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the color of that child’s box. (purple)

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1 TR: 9.6 Listen and point. 2 TR: 9.7 Listen and say. 3 Play and say.
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 Level 1, Unit 9 – Teacher’s Book

SO Warm Up Value: Dress yourself.

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• Say Hello to students and sing the Hello Song together. • Sing the last line of the chorus: Dress yourself today. Have
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VALUE
Song and Value
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Dress yourself.
• Put clothes into a box: a hat, a jacket, shoes, shorts, socks, students look at the photo on p. 56 again and say Look at
The song introduces the value of dressing yourself, an and a T-shirt. Hold the box up, reach your hand in, and take these children. Do they dress themselves? (yes)
important step in fostering independence in young an item in your hand, such as the hat. Without pulling it • Point to the jacket in the first photo again. Ask What’s this?
children. Help students learn to dress themselves in class. out of the box, ask What’s this? Guess. I put it on my head. Then point to the boy and say He can put on a jacket.
In this lesson, students will: (a hat) When a student guesses correctly, take the hat out Call a volunteer to the front of the class. Have that student
Guide them to put on their jackets when leaving class.
• listen to and sing a song about dressing themselves. To help them, have students lay their jacket out on the and hold it up, saying Yes. It’s a hat. Repeat with other items put on a jacket. Then ask Does [Ava] dress herself? Nod
• identify the value of dressing themselves. of clothing in the box, saying I put it on my [body/feet]. and guide students to answer yes, before saying Yes,
table in front of them, facing up, with the top of the jacket
she does. Dress yourself—you can do it! If students have
Content Words: dress yourself closest to them. Guide them to put their arms into the
1 Listen and point. jackets, have them put them on themselves. Then say
sleeves and raise the jacket over their head and down
Recycled Words: blue, green, orange, purple, red, yellow; • Help students open their books to p. 56, and look at the Great job!
their back. Very young children will have an easier time
body, feet, head photos. Point to the photos and ask What clothes can you
with this method than trying to put their jackets on behind
see? (jacket, shoes) 4 Stick.
Resources: Audio Tracks 9.8–9.10, Classroom Presentation their backs.
• Say Let’s listen! Play TR: 9.8 and have students listen to the • When you are confident that students understand the value
Tool, Activity Book p. 40, Worksheet 9.3
whole song while looking at the photos. of dressing themselves, guide them to the Unit 9 sticker in
Materials: a box of clothes, including several adult- the back of the book. Have them remove it and place it on
I have a jacket. I have two shoes.
sized items and those brought in by students; crayons or ABOUT THE PHOTO the target. Help as needed.
Look at my jacket. Look at my shoes.
markers; safety scissors The girl on the right is fastening her shoes with Velcro®.
My jacket is yellow. My shoes are white.
Velcro is a fabric with small hooks that stick to another
piece of fabric with small loops. It was invented by Swiss Put on your jacket, Put on your shoes, Worksheet 9.3
your yellow jacket. your white shoes. • Before class, prepare a copy of Worksheet 9.3 for each
engineer Georges de Mestral in the 1940s. In the 1960s,
astronauts first used Velcro to keep items from floating Dress yourself today. Dress yourself today. student and one for yourself. Cut each worksheet vertically
away on the Apollo spacecraft. The first Velcro shoes were • Say Now listen again and point to the jacket and down the middle so that each student has a doll and a
made by the sneaker company Puma® in the late 1960s. the shoes. Play TR: 9.8 a second time and have students separate set of clothes. Put safety scissors and crayons or
point to the jacket for the first verse and the shoes for the markers on each table.
second verse. • Model the activity. Hold up your worksheet, point to the first
item of clothing on the right, and ask What’s this? (It’s a
2 Listen and sing. hat.) What color is the hat? Have students suggest a color,
• Play TR: 9.9 and pause after each line for students to such as brown. Model coloring the hat brown.
repeat the words. For the chorus, make sure that students • Say Let’s put the hat on the doll. Model cutting out the
understand the phrase Dress yourself today by pretending hat and putting it on the doll’s head. Then hold up your
to put on a jacket and shoes. Then play TR: 9.9 again, this doll, with the hat in place, and say This is my hat. My hat
time without stopping, and have students sing along with is brown.
the song. • Give out both worksheet parts to each student and say
• Challenge Have students sing again, substituting words Now it’s your turn. Have students color the clothes, then
describing their own clothes for the colors and clothing in cut them out and put them on the doll. Help with cutting
the song. as needed. When students finish, guide them to talk about
their doll’s clothes by saying My T-shirt is [red] or My shoes
3 Sing and do. are [brown].
• Model the actions for the song. Play TR: 9.10 one time, all
the way through. Pretend to put on a jacket for the first verse Optional Activity
and shoes for the second verse. • Prepare a box of students’ old clothes as well as several
• Call two volunteers to the front of the class. Play the first pieces of adult-sized clothing for you.
verse of TR: 9.10 and have the first student pretend to hold • Play the Transition Song and have students gather around
out a jacket to show the class. Then play the first chorus of you. Point to the clothes and say Let’s put on clothes. Model
TR: 9.10 and act out telling that student to put on the jacket dressing yourself, choosing some of the clothes to put on
while he/she pretends to do so. Pause after the first chorus over the clothes you are wearing.
and call on the second student. Continue playing TR: 9.10, • Then say Now it’s your turn. Dress yourselves. Allow students
having that student pretend to hold out a pair of shoes. time to choose clothes and dress themselves. Guide
Again, act out telling that student to put on the shoes while students to put on whatever they like, as long as they put it
VALUE he/she pretends to do so. on themselves. You may want to allow time for students to
• Say Now it’s your turn. Sing and do. Have students stand up say what clothes they have. Model by saying I have a T-shirt.
and get into pairs. Play the first verse and chorus of TR: 9.10 It’s white. When a student says what he/she is wearing,
again. Have Student A play the role of the child putting on respond with Wow! I like your [T-shirt].
the jacket, and Student B play the role of the adult telling
him/her to do so. Then play the second verse and chorus of
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SO TR: 9.10 and have students switch roles. Wrap Up
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SONG AND VALUE: Dress yourself.
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• Play the Clean Up Song as students clean up.

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1 TR: 9.8 Listen and point. 2 TR: 9.9 Listen and sing. 3 TR: 9.10 Sing and do. 4 Stick. Dress yourself.
56 • Say Goodbye to students at the end of class.

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 Level 1, Unit 9 – Teacher’s Book

SO
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5
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circles in the direction of the arrow, moving from left to right.

Letters and Sounds
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• Say Hello to students and sing the Hello Song together.

• Make sure students have pencils. Say Now let’s draw the
• Draw an umbrella on the board. Point to your picture and
circles. Have students trace over the circles in the direction
say Look. This is an umbrella. Repeat the word, then ask
of the arrow, moving from left to right. Help as needed.
Is /æ/ for umbrella? (no) /ɛ/? (no) /ɪ/? (no) /ɑ/? (no)
In this lesson, students will: Then say That’s right! Umbrella has a new sound, /ʌ/. • Have students turn to the animal alphabet on pp. 70–71
Let’s learn it! and find the umbrellabird.
• identify and trace the letter Uu.
• identify and say the sound /ʌ/.
Long-wattled Umbrellabird 1 Listen and point. Worksheet 9.4
• use a pencil to draw over circles
• Help students open their books to p. 57. Hold up the page, • Prepare a copy of Worksheet 9.4 for each student and
from left to right. Habitat Lowland forests of South America
point to the letter pair at the top, and say This is letter U. one for yourself. Display your copy on the board or where
Content Word: umbrellabird Size 40−50 centimeters in length, up to 570 grams in weight Now listen to the sound. Play TR: 9.11 and have students students can see it. Give each student a worksheet and
Status Vulnerable listen and watch as you point to the letter Uu. a pencil. Say Point to the big U. What’s the sound? (/ʌ/)
Recycled Word: apple
DID YOU KNOW? Umbrellabirds can fly, but they are very slow. They do not fly Repeat this for the lowercase u. Then say Look. A big U and
/ʌ/, /ʌ/ umbrellabird
Resources: Audio Tracks 9.11–9.13; long distances. a small u. Let’s trace. Model finger-tracing both of the letters,
• Play TR: 9.11 a second time, this time having students point
Classroom Presentation Tool; and have students finger-trace them.
to the letter Uu and to the umbrellabird.
Flashcards 7, 24, 41, 58, and 77; • Guide students to the tracing practice at the bottom of
Activity Book p. 41; Worksheet 9.4 the page. Say Now use your pencil. Start here. Point to the
2 Listen. Trace and say.
Materials: pencils starting line for each letter. Have students trace the letters.
• Hold up p. 57 and point to the large letter Uu. Say Listen.
Help as needed.
Play TR: 9.12, pointing to the upper- and lowercase letters.
My name is U. Say U. My sound is /ʌ/. Say /ʌ/.
• Point to the uppercase U, this time putting your finger at the
Optional Activity 1
starting point of the tracing line. Say Now let’s trace. Model • Play the Transition Song and have students sit in a circle.
finger-tracing both the upper- and lowercase Uu. Then play • Say /ʌ/ is for umbrellabird. Let’s be umbrellabirds. Model an
TR: 9.12 again, and have students finger-trace, this time action for an umbrellabird, for example, flapping your arms
saying the letter and sound when prompted. slowly to show that you fly slowly, like the umbrellabird. Have
• Challenge If you think your students are ready, play TR: 9.12 students copy you, repeating the /ʌ/ sound as they do so.
a third time, this time having them use a pencil to trace the • Use the alligator, elephant, iguana, octopus, and
letters on the lines. Again, have them say the letter name umbrellabird flashcards. Hold up each card and ask What’s
and the sound when prompted. Walk around the room to this? When students give the correct answer, say That’s
make sure students are holding their pencils correctly as right! Let’s be [alligators]. Have students act out the animal.
they trace the letters. Help as needed. Repeat with the other flashcards.
• Let’s play! Display the alligator, elephant, iguana, octopus,
3 Listen and chant. and umbrellabird flashcards. Call on two students to come
• Say Listen. Play TR: 9.13 and have students listen to to the front of the room. Say, for example, /ʌ/, umbrellabird
the chant. and have students race to point to the correct flash card.
Repeat for the other flashcards.
/ʌ/, /ʌ/ /ʌ/, /ʌ/ umbrellabird
/ʌ/, /ʌ/ /ʌ/, /ʌ/ umbrellabird
umbrellabird /ʌ/, /ʌ/ umbrellabird Optional Activity 2
• Say Now listen and chant. Play TR: 9.13 again, this time • Play the Transition Song as you display the alligator,
having students chant along. elephant, iguana, octopus, and umbrellabird flashcards. For
• Challenge Put the class into two groups and have them each one, point and ask What’s this? What’s the sound for
repeat the chant as an echo chant, with each group [octopus]? (/ɑ/)

U u
chanting alternating lines. • Say words beginning with /æ/, /ɛ/, /ɪ/,/ɑ/, and /ʌ/.
For example, an, apple, egg, end, it, in, octopus, on, up,
4 Draw and say. umbrella, as well as any students’ names that begin
• Hold up p. 57 and point to the tracing activity at the bottom with these sounds. Have students listen and say the
of the page. First point to the uppercase U on the left side correct sound.
of the top tracing pattern. Ask What letter is this? Then point NOTE: Students do not have to understand all the words for

Uu
to the lowercase u on the right side of the pattern and ask this activity—they are listening only for the initial sound.
What letter is this? When students answer, say That’s right!
A big U and a small u. Let’s match the letters. Wrap Up
• Point to the row of circles. Model finger-tracing each circle in • Play the Clean Up Song as students clean up.
the direction of the arrow and in a line from left to right. • Say Goodbye to students at the end of class.
• Then point to the upper- and lowercase Uu on the left side
S SO
E of the bottom tracing pattern. Again, ask What letter is this?
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LETTERS AND SOUNDS: Uu, /ʌ/
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1 TR: 9.11 Listen and point. 2 TR: 9.12 Listen. Trace and say. 3 TR: 9.13 Listen and chant. 4 Draw and say. Then ask What sound does it make? (/ʌ/) Then point to
57 the umbrellabird on the right side of the pattern and ask
What’s this? When students answer, say That’s right! /ʌ/ is

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Warm Up 3 Watch, point, and say.
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Video
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• Say Hello to students and sing the Hello Song together. • Play SC: 18 again, pausing after Pink, yellow, and white yarn.
• Hold up a Unit 9 flashcard, for example, the T-shirt, and have (0:24) Point to the yarn on the screen and ask What’s this?
students say T-shirt. Say That’s right! Now put on your T-shirt. Then ask What color is it? (pink, yellow, and white) Point to
Have students act out putting on a T-shirt. Repeat with the each color of yarn on the screen as students answer.
In this lesson, students will: ABOUT THE VIDEO
other clothes flashcards. • Continue playing SC: 18, pausing after Look at the wool.
• watch a video about how wool is made into clothes. In this video, students see the process of how wool is made (0:40) Ask What’s this? Then say Wool is from sheep. Have
into clothes. First, they are reminded that wool comes from students point to the photos of the sheep and wool on p. 58
Content Words: scarf, sweater, yarn sheep. Then they see how wool is made into yarn—first how
Introduce the Theme as they again say Wool is from sheep.
the wool is combed and separated, then how it is spun to • Show students a ball of yarn and say Look. This is yarn.
Recycled Words: blue, yellow • Continue playing SC: 18, pausing after The wool is yarn.
make yarn. They then see yarn being knitted into clothing, Pass the yarn around the class and allow students to look
(0:57) Ask What’s this? (yarn) Then say Yarn is from wool.
Resources: Video Scene 18, Classroom Presentation Tool, such as sweaters, scarves, and hats. at it and feel how soft it is. You can also ask What color is
Have students point to the photos of the yarn, then the wool,
Flashcards 68–73, Activity Book p. 41 the yarn?
on p. 58 as they say Yarn is from wool.
• Hold up p. 58. Point to the photo of the balls of yarn and
Materials: a ball of yarn, plus extra yarn in three colors; a • Continue playing SC: 18, pausing after Now the yarn is
ABOUT THE PHOTO say Yarn comes from . . . Point to the basket of wool and say
wool hat, scarf, and sweater; bags of old clothes, including a sweater. (1:18) Ask What’s this? (a sweater) Then say
Wool. Then show some clothing items (or photos of clothing
items made from wool The girl in the bottom photo is wearing an Aran sweater. Now the yarn is a sweater. Have students point to the
items) made from wool, including a scarf and a sweater, to
These sweaters are named after the Aran Islands, off the photos of the yarn, then the sweater and say The yarn is
introduce these new words. Say Wool is for clothes. Look.
coast of Ireland. They were originally worn by fishermen a sweater.
A wool scarf and a wool sweater, holding each item up as
on the islands. They are made from pure yarn, which has • Continue playing SC: 18 to the end, pausing occasionally to
you name it.
natural lanolin (a wax produced by animals with wool have students name the clothes and their colors.
coats). As a result, the sweaters are water resistant, making • Hold up p. 58, point to the basket of wool, and say Wool.
Do the same for yarn and sweater. Then say How does the • Students can then watch SC: 18 all the way through again
them perfect for working at sea. Aran sweaters have many for pleasure.
different patterns, some of which have special meanings. wool (point to the wool) become a sweater? (point to the
For example, the cable pattern on the girl’s sweater is sweater) Let’s find out.
supposed to bring good luck when fishing. Optional Activity 1
1 Look and see. • Prepare bags of old clothes—including some wool
• Have students go to their seats. Help them open their books clothes—for a sorting activity. Play the Transition Song and
to p. 58. Ask questions about the photos. For example, point have students gather around you. Take an item of clothing
to the top two and ask What’s this animal? (a sheep) from the bag, for example, a T-shirt. Say Look. I have a T-shirt.
What’s this? (wool) Is it wool? (no) Put the T-shirt on one side. Repeat with an
• Point to the photo on the bottom left and ask What’s this? item of clothing that is made of wool, and start a separate
(yarn) How many balls of yarn? (Students may say eight pile for these clothes.
or nine.) • Put students into small groups and give each group a bag
• Finally, point to the fourth photo and ask What’s this? of clothing. Have students sort the two groups: those made
(a sweater) What color is the sweater? (white) from wool and those not made from wool. When students
finish, have them show the class the wool clothes from their
2 Watch. bags and say, for example, I have a sock. I have a hat.
I have a scarf.
• Point to the screen and say Let’s watch! Play SC: 18 and
NOTE: If you don’t have enough items for a group activity,
have students watch the whole way through.
call on several students at a time to do this in front of
What’s this? It’s yarn. Pink, yellow, and white yarn. Yarn is from the class.
wool. Wool is from sheep. Look at the wool. Now look . . . the
wool is yarn. Now the yarn is a sweater.
Look . . . a blue scarf. It’s from yarn. And look at this scarf. Optional Activity 2
It’s from yarn, too. It’s brown and yellow. This yarn is pink. • Use three balls of yarn in different colors to make trails in the
Pink yarn . . . and a pink hat. Yarn! classroom. Wind the yarn around chairs, under tables, and
• Put a wool hat, sweater, and scarf on a table. Ask What’s so on. At the end of each trail, put a clothing item made out
first in the video? Hold up your index finger to show first. of yarn—for example, a hat, a sweater, and a scarf.
A hat, a sweater, or a scarf? (a sweater) Put the sweater • Play the Transition Song and put the class into three teams.
on the left side of the table. Then ask What’s second? Hold Have each team follow one trail, collecting the yarn and
up two fingers to show second. A hat or a scarf? (a scarf) then naming the item of clothing they find at the end of
Put the scarf in the middle of the table. Then put the hat the trail. For larger classes, have three students do this at a
to the right of the table, saying And the hat is third! Hold time and repeat the activity several times, making new trails
up three fingers to show third. Then say Now let’s check. each time.
Play SC: 18 again and have students check that they have
the correct order.
Wrap Up
NOTE: If you don’t have the video, use a ball of yarn and a
• Play the Clean Up Song as students clean up.
SO SO
photo of somebody knitting or weaving with wool. Also bring
ES ES • Say Goodbye to students at the end of class.
6 7
VIDEO Content Words: scarf, sweater, yarn PROJECT in wool clothing, such as a hat, scarf, socks, or a sweater. Use
N

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1 Look and see. 2 SC: 18 Watch. 3 SC: 18 Watch, point, and say. 1 Make. the script for SC: 18 to help you teach the theme as simply
58 as possible.

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24 UNIT 9 My Clothes UNIT 9 My Clothes 161

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 Level 1, Unit 9 – Teacher’s Book

ES
SO Warm Up • Let’s play! Have students hold their sweaters. Describe one

7
of the sweaters by its color. For example, say This sweater is
N

• Say Hello to students and sing the Hello Song together.

Project
L

blue and orange. The student (or students) who made a

• Play SC: 18 again. Pause occasionally throughout the video blue and orange sweater stand up and say It’s my sweater!
and ask questions such as What’s this? and What color My sweater is blue and orange. Repeat, describing other
is the yarn? Then continue playing SC: 18 for students to color combinations.
check their answers.
In this lesson, students will:
• make a yarn sweater. 1 Make. Optional Activity
• Before class, draw some sweater outlines onto card stock or • REVIEW Allow students a few minutes to look back through
Recycled Words: blue, green, orange, purple, red, yellow the unit to review what they learned.
poster board. You will need one per student. Cut yarn in a
Resources: Video Scene 18, Classroom Presentation Tool, variety of colors and lengths. Make sure you make enough • Hold up each of the Unit 9 flashcards, and ask What’s this?
Flashcards 68–76, Project Template long pieces of yarn (around 60 centimeters) for each or What color is this? When students respond, display
student to use for the outline of his/her sweater, as well as it where they can see it. When you have all flashcards
Materials: aprons, a sweater, sweater outlines drawn onto displayed, say Now close your eyes. Remove one flashcard
shorter pieces to fill the sweater in. Put the sweater outlines,
card stock or poster board, markers, safety scissors, glue, and say Now open your eyes. What’s missing? Have
yarn, safety scissors, and glue on each table.
yarn (in a variety of colors and lengths), old clothes for students name the missing flashcard. Repeat for the
dress up • Play the Transition Song and have students gather around
you. Hold up or point to a real sweater and say Look at the other flashcards.
sweater. Then ask What color is the sweater? Have students • Review the structure by making true or false sentences
tell you the different colors they see. about your clothes. For example, point to your shoes and
• Hold up p. 58 and point to the yarn sweater in the project say My shoes are brown. Students look at your shoes and
box. Say Let’s make a sweater. say yes or no. If the sentence is false, have students correct
you, by saying, for example, Your shoes are black.
• Have students put on aprons and go to their tables.
NOTE: If you are using the Classroom Presentation Tool, • If you have old clothes in your room, have students put
display the photo of the completed project so that students them on over their own clothes, working independently to
know what is expected of them. Then display the photos for show they can dress themselves.
Step 1 Step 2 each of the project steps as students work. • Review the sound /ʌ/. Say a list of words students know,
such as alligator, cow, mom, elephant, iguana, jacket,
Step 1 octopus, socks, umbrellabird, and white. Have students clap
• Take one of the sweater outlines you prepared. Model their hands when they hear the word for /ʌ/ (umbrellabird).
cutting out the sweater with scissors. Say Cut the sweater
like this. Hold up the sweater to show students. Wrap Up
• Say Now you do it. Have students take a sweater outline • Play the Clean Up Song as students clean up.
and cut it out. Help with cutting as needed. • Say Goodbye to students at the end of class.
NOTE: You may prefer to do this step before class.

Step 2 ACROSS THE CURRICULUM

• Say Now put glue on your sweater. Cover your sweater with How wool is made into clothes is a Social Science
glue and have students do the same. Walk around to help topic. Other ways to explore this unit’s topics across the
as needed.
curriculum include:
Step 3 Reading: Read students a picture book about different
• Say Let’s put yarn on. Find a long piece of yarn and put clothes worn around the world.
it around the outside to make the outline of your sweater.
Math: Have students count how many of them are wearing
Then hold it up to show students.
Step 3 Step 4 certain items (or colors) of clothing. For example, they can
• Say Now you do it. Walk around the classroom, helping
count how many students have white socks, brown shoes,
students find the long pieces of yarn, and outline their
or wool sweaters.
sweaters with them.
Science: Have students experiment with dyeing white yarn
Step 4
different colors using food coloring.
• Say Now let’s finish the sweater. Model putting more pieces
Art: Have students “yarn-bomb” their chairs. Give students
of yarn on the sweater until you cover the rest of it. Show
your finished sweater to students and say Look at my colorful yarn to wind around the back of their chair.
sweater. It’s red, green, and blue. PE: Have a scavenger hunt. Before the activity, hide different
• Say Now you do it. Have students fill in their sweaters. Help items of clothing around the school yard. Put the class into
as needed. Set finished sweaters aside to dry. teams and give each team a number of clothing items
• Once the glue is dry, have students show their sweaters to to find or a card showing pictures of specific items to find.
each other and say Look at my sweater. What color is it? Have the teams run and gather their items as quickly
as possible.

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26 UNIT 9 My Clothes UNIT 9 My Clothes 163
27
 Level 1, Unit 9 – Activity Book

9
UNIT
Activity
Resources: Audio Tracks 9.1–9.4, Flashcards 68–73 1 TR: 9.4 Listen and color. Then sing. 2 Look and circle. 1 Trace. 2 Trace, match, and say.

Materials: pencils; black, blue, brown, green, orange, VALUE Dress yourself.
START

Book
purple, and red crayons or markers 1

9 My Clothes
UNIT 1 TR: 9.3 Listen and color. Then match and say.

3
1 TR: 9.1 Listen and match.
FINISH

40 SONG AND VALUE: Dress yourself. LETTERS AND SOUNDS: Uu, /ʌ/; VIDEO: SC: 18 (optional) 41

1 2 3 4 5 6 81007_U09_38-41.indd 40

1 Listen and color. Then sing.

2/14/20 7:42 AM81007_U09_38-41.indd 41

1 Trace.
2/14/20 7:42 AM

2 TR: 9.2 Listen and color.

• Help students open their Activity Books to p. 40. Review • Help students open their Activity Books to p. 41. Point to the
1 2 3 4 5 6
the clothing words by pointing to the pictures and having letter Uu. Say My name is U. Say U. Have students repeat the
students name the clothing items: jacket, hat, T-shirt, letter name, U. Say My sound is /ʌ/. Say /ʌ/. Have students
socks, shoes. make the sound /ʌ/.

38 NEW WORDS: hat, jacket, shoes, shorts, socks, T-shirt; black, brown, white STRUCTURE: My T-shirt is orange. My shorts are red. 39
• Play TR: 9.4 and have students listen and point to the • Point to the uppercase U, this time putting your finger at the
clothing in the pictures when they hear the words. starting point of the tracing line. Say Now let’s trace. Model
81007_U09_38-41.indd 38 2/14/20 7:42 AM81007_U09_38-41.indd 39 2/14/20 7:42 AM
Encourage them to sing along as they point. finger-tracing both the upper- and lowercase letters for Uu
1 Listen and match. 1 Listen and color. Then match and say. I have a jacket. I have two shoes. and have students finger-trace, this time saying the letter
Look at my jacket. Look at my shoes. and sound when prompted.
• Hold up each of the Unit 9 clothes flashcards and have • Help students open their Activity Books to p. 39. Point to
students name the item of clothing. each of the clothing items and have students say the word. My jacket is yellow. My shoes are white.
• Help students open their Activity Books to p. 38. Say Listen. • Play TR: 9.3 and have students listen and color the items Put on your jacket, Put on your shoes, Optional Activity
Play TR: 9.1 and have students listen and point to the items according to the audio. Pause after each item to give them your yellow jacket. your white shoes. • If you think your students are ready, have them use a pencil
of clothing on the page as they hear the words. time to color each item. Dress yourself today. Dress yourself today. to trace the lines on the letters. Again, have them say the
1. shoes 3. T-shirt 5. hat My hat is red. My socks are orange. • Play TR: 9.4 again and have students listen and color the letter and its sound when prompted. Walk around the room
2. jacket 4. socks 6. shorts My T-shirt is blue. My shoes are blue. jacket (yellow) and the shoes (white). to make sure students are holding their pencils correctly as
My shorts are brown. My jacket is black. • Play TR: 9.4 a third time, and have students point to their they trace the letters. Help as needed.
• Play TR: 9.1 again, pausing to have students draw lines from
the numbers to the corresponding clothing item. • Play TR: 9.3 again and have students draw lines from each colored pictures as they sing.
clothing item to the doll, saying the item as they do so. 2 Trace, match, and say.
2 Listen and color. VALUE Dress yourself. • This activity can be used independently to practice the
2 Look and circle.
cross-curricular concept or as a follow-up to SC: 18.
• Help students open their Activity Books to p. 38. Make sure Optional Activity • Help students open their Activity Books to p. 40 and point to
• Help students open their Activity Books to p. 41. Trace your
students have black, blue, brown, green, purple, and red • Go around the class and have students point to the Activity 2. If necessary, use students’ own language to teach
crayons or markers. finger along the path, pausing at each photo to have
clothing items in their book, saying My [hat] is [red]. Extend the meaning of the phrase dress yourself.
students say what it is. Help students with the content words
• Play TR: 9.2, pausing after number 1 to repeat the question this activity by having students point to their own clothing • Point to picture 1 and ask Can she dress herself? (no) Point wool and yarn as needed.
and answer. Then model coloring the hat red and have and say My [T-shirt] is [blue]. to picture 2 and ask Can they dress themselves? (yes)
students to do the same. • Have students use a pencil to draw a line through the maze
Point to picture 3 and ask Can he dress himself? (no) Point
in the order that shows how the hat is made: from the sheep
1. What color is the hat? 4. What color are the Homework again to picture 2 and say They can dress themselves. Have
to the wool, to the yarn, and finally to the hat. Use students’
It’s red. socks? They’re purple. • Have students complete Activity 1 at home instead of students circle picture 2.
own language to further explain this concept if necessary.
2. What color is the T-shirt? 5. What color are the in class.
It’s green. shorts? They’re blue. Homework
3. What color is the jacket? 6. What color are the Homework
• Have students color picture 2 at home.
It’s brown. shoes? They’re black. • Have students complete Activity 2 at home instead of
• Continue playing TR: 9.2, pausing for students to color each in class.
item. Play TR: 9.2 again for students to check their work.

Homework
• Have students complete Activity 2 at home instead of
in class. To check their work, point to each item and ask
What is it? (It’s a [hat].) What color is it? (It’s [red].)

164
28 UNIT 9 My Clothes UNIT 9 My Clothes 165
29
 Level 3, Unit 4 – Teacher’s Book

4
UNIT

Make Some Noise!

SO
ES
1

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Introduction

L
2 Watch.
In this lesson, students will:
• Make sure students can see the screen as you prepare to
• identify the theme of music. play SC: 7. When they’re ready, say Let’s watch. Play SC: 7
In this unit, students will: Language • use a photo, video, and actions to engage with the and have students watch.
ABOUT THE PHOTO theme and learn the word drums.
• identify and name musical What are these? They’re drums. Let’s play the drums! Let’s
New Words The photo shows South Korean
instruments. New Word: drums make some noise.
drums; guitar, piano, recorder, drummers dressed in traditional
• say what other people can do using • Play SC: 7 again, this time beating your hands on the table
tambourine, trumpet, violin, xylophone costume. Drums are popular all over Recycled Words: brown, black, blue, green, orange, purple,
He/She can play the [guitar]. or your lap as if you are playing the drums. Have students
the world and may have been the red, yellow, white; five; happy; rainy, sunny; bus driver, dentist,
Structure do the same.
• sing a song about working together. He can play the piano.
first musical instrument ever used. doctor, firefighter, librarian, mail carrier, police officer, vet
• identify the value of working together. The earliest drums were made of
She can play the guitar. Related Words: music, noise, women 3 Listen and say.
natural materials: wooden bodies and
• blend the consonant sounds /p/, /t/, • Play TR: 4.1 and have students listen.
Phonics membranes (the part that drummers Resources: Audio Tracks 4.1–4.2, Video Scene 7, Classroom
and /v/ with the vowel sound /ɛ/.
pet, vet hit) made of alligator skins. Animal Presentation Tool, Flashcards 39–46 and 49, Home-School drums
• watch a video about what types of
skins are still used for membranes, Connection Letter • Play TR: 4.1 again and have students repeat the word. Hold
musical instruments there are.
although many modern drums use up the drums flashcard as they do so.
• make a drum. Materials: a collection of musical instruments including a
plastic. Some drums have tuning pegs
drum (optional), pencils
or keys. When these keys are turned, 4 Listen and do.
the membrane is tightened, and this
• Play TR: 4.2 and have students listen.
changes the drum’s sound.
Warm Up Let’s play the drums!
• Say Hello to students and sing the Hello Song together. • Play TR: 4.2 and say Now it’s your turn. Let’s play the drums.
Take two pencils in your hands. Begin tapping the table with
• Hold up the firefighter flashcard and ask Who’s this? Is he

Make Some Noise! 4

UNIT a vet? (No, he isn’t. He’s a firefighter.) Repeat with the other
the pencils as if you are playing with drumsticks. Make sure
students have pencils and have them join in with you.
Unit 3 flashcards.
• Continue playing TR: 4.2 until students are drumming
confidently.
Introduce the Theme
• If you have musical instruments in the classroom, use these
to introduce the unit theme. Have students sit in a circle.
Optional Activity 1
Put the instruments in the center of the circle and say Look • Play the Transition Song. Have students sit around you.
at the musical instruments. Say Let’s play the drums. Let’s make the sound of rain.
• Say Let’s make some noise. Let’s make music. Listen. • Start by beating the floor either side of you softly with your
Pick up an instrument, for example, a tambourine, and hands. Have students copy you. Say Listen. It’s a rainy day.
shake it to show how it’s played. Repeat with each of • Beat your hands harder against the floor so that it sounds
the other instruments. Then say Now it’s your turn. Make as if the rain is getting heavier. Have students do the same.
some noise! Give students time to try out the different Then beat your hands harder and faster on the floor. Have
musical instruments. students do the same. Say There’s a lot of rain now.
NOTE: If you don’t have musical instruments, use the • Say Let’s stop the rain now. Gradually start beating your
flashcards to introduce the theme instead. hands more softly and have students do the same. Then
Women playing
stop drumming. Smile and say Now it’s a sunny day.
drums, South Korea
1 Look and see. NOTE: If you are above another classroom, consider
• Help students open their books to p. 23. Hold up the photo, warning that teacher in advance about the extra noise.
point to one of the drums, and say Look. It’s a drum. Then
ask questions about the photo, such as How many drums? Optional Activity 2
(five) What color are they? (brown, blue, green, orange, red,
• Play the Transition Song, and have students sit around you
yellow) Are the drums big or small? (big) Are the women
in a circle. Have them experiment with materials around
happy or sad? (happy) What other colors are in the
them to see what they sound like if beaten like a drum. For
photo? (white, black)
example, students can tap a pencil on a book, a table
• Use your collection of musical instruments or the flashcards top, a chair leg, or on the floor. Have students see which
again. Point and say Find the drum. combinations make the loudest and the quietest noises.
• Let’s play! If you have a drum, beat your hand on it and say
Listen to the noise of the drum. Then point to the word Noise
in the unit title and say it again. Have students point to the
Wrap Up
SO • Play the Clean Up Song as students clean up.
ES word and repeat it. Then say Let’s make some noise, and
1
NEW WORD: drums
N
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1 Look and see. 2 SC: 7 Watch. 3 TR: 4.1 Listen and say. 4 TR: 4.2 Listen and do. have students beat their hands on the table like drums to • Say Goodbye to students at the end of class.
23 make noise.

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UNIT 4 Make Some Noise! 79
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 Level 3, Unit 4 – Teacher’s Book

SO
ES Warm Up
2
4 Point and say.
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New Words
L

• Say Hello to students and sing the Hello song together. • Say I can play the tambourine. Play briefly, or act out
• Hold up the drums flashcard and ask What’s this? When playing, a tambourine. Then hold up p. 24, point to the
students respond, say That’s right! Let’s play the drums! photo of the tambourine, and repeat the sentence and
Have students drum on the table or their laps. the action.
In this lesson, students will: STRATEGY • Say Now it’s your turn. Call on a student to point to an
• identify and name musical instruments. Making sensory associations can help students learn 1 Listen and point. instrument on p. 24, say I can play the [piano], and then
• Help students open their books to p. 24. Hold up the main act out playing it in front of the class. Repeat this with other
• say a chant about musical instruments. new words. For example, they might smell or taste a food
photo and ask What colors do you see? Point as students students. Alternatively, have students work in pairs to take
to help them learn the word for that food. In this lesson,
New Words: guitar, piano, recorder, tambourine, trumpet, turns pointing to an instrument, saying they can play it, and
the obvious sensory association is with sound. Students say the colors they already know. Then point to the people
violin, xylophone acting out playing it. Invite students to say any instruments
may learn words for instruments more easily if they hear and ask How many people? (four) What clothes do you
see? (hats, jackets) Then point to the instruments and say they can actually play.
Recycled Words: black, blue, brown, red, yellow, white; four; the sound that each instrument makes along with the
hat, jacket Look. Musical instruments.
word. Having instruments in class and allowing students to
Related Words: instrument, musician touch them is even better—students touch them to create • Say Listen. Play TR: 4.3 as you point to each of the musical Worksheet 4.1
instruments in order. • Before class, prepare a copy of Worksheet 4.1 for each
sounds, using two different senses to learn the words.
Resources: Audio Tracks 4.3–4.5, Classroom Presentation Listen to the instruments. I can play the tambourine. student or pair of students and one for yourself. Hand out
Tool, Flashcards 49–56, Activity Book p. 22, Worksheet 4.1 I can play the trumpet. And I can play the recorder. the worksheets and pencils.
Materials: audio samples of music played on each of ABOUT THE PHOTO And I can play the guitar. I can play the xylophone. • Model the activity. Hold up your worksheet and indicate
the following instruments: drums, guitar, piano, recorder, And listen. I can play And I can play the piano. the pictures of the half instruments on the left side. Point to
The photo shows a mariachi band. Mariachis are strolling
tambourine, trumpet, violin, and xylophone the violin. number 1 and ask What’s this? (It’s a violin.) Then indicate
musicians who play mainly stringed instruments. These
bands have been playing in public spaces throughout • Say Listen again. Point. Play TR: 4.3 again and have students the pictures on the right side of the worksheet. Ask Where’s
Mexico since the seventeenth century. The word mariachi point to the correct photos. the violin? Have students point to the correct picture. (e)
refers to the type of music, as well as to each musician. • Challenge Hold up the Unit 4 flashcards and say the Then say That’s right! Let’s draw a line. Model drawing a line
sentences in a random order as students point to each to match the two half pictures. Then point to both pictures
musical instrument in their books. again and say It’s a violin.
• Say Now you do it. Have students draw the lines to match
2 Listen and say. the two pieces of each instrument. Have students check
Mariachi musicians, their answers by asking and answering in pairs What’s this?
Mexico • Say Now listen and say the words. Play TR: 4.4 and have
It’s a [violin].
students repeat the words.
• Let’s play! Alternatively, put students in pairs and hand
trumpet, guitar, violin, tambourine, recorder,
out one worksheet per pair. Have students cut out the half
xylophone, piano
pictures and spread them out on a table. Then have them
• Hold up each flashcard and have students say the musical match the pictures together. When they finish, have them
instruments in unison. Then call on students, one by one, take turns asking and answering What’s this? It’s a [violin].
until everyone says a musical instrument.
• Let’s play! Act out playing one of the musical instruments,
making the instrument’s sound if you want, and call on
Optional Activity
a student to guess what it is. The student who guesses • Before class, find audio samples of the musical instruments
correctly acts out playing it and says the word. Repeat with from Lessons 1 and 2 being played.

guitar violin other musical instruments. • Play the Transition Song. Have students sit in a circle. Play
one piece of music and ask What’s this? Have students
trumpet 3 Listen and chant. answer It’s a [trumpet]. If they answer correctly, confirm by
• Say Listen. Play TR: 4.5 and have students just listen. As they saying That’s right! It’s a [trumpet]. If they guess incorrectly,
hear each musical instrument, have them point to the say Try again and play the same piece of music again.
correct photo in their books. Repeat with music for the other instruments.

I can play the trumpet and the guitar.

I can play the violin, too. Wrap Up
The trumpet and the guitar, and the violin, too. • Play the Clean Up Song as students clean up.
I can play the tambourine, the recorder, and the xylophone. • Say Goodbye to students at the end of class.
NOTE: If you want to do the Optional Activity detailed in
piano I can play the piano, too.
The tambourine, the recorder, the xylophone, and the Lesson 3, send home a reminder for students to bring in a
xylophone piano, too. musical instrument to play.
recorder • Say Now listen and chant. Play TR: 4.5 again and have
tambourine I can play the tambourine.
students chant along, using the photos to help them.
Repeat TR: 4.5 until students are chanting confidently.
• Let’s play! Display the flashcards on the board in random
SO
ES order. Have students come and arrange the flashcards in
2
NEW WORDS: guitar, piano, recorder, tambourine, trumpet, violin, xylophone
N
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1 TR: 4.3 Listen and point. 2 TR: 4.4 Listen and say. 3 TR: 4.5 Listen and chant. 4 Point and say. the order they remember from the chant. Play TR: 4.5 again
24 for students to check, having them reorder the flashcards
if necessary.

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UNIT 4 Make Some Noise! 33

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 Level 3, Unit 4 – Teacher’s Book

ES
SO Warm Up • Give students pencils. Then say Now you draw a line and

3 say. Have students draw lines following the path of each

N

Structure
L

• Say Hello to students and sing the Hello Song together.

of the children through the maze. As they pass each
• Have the students sit in a circle. Hand out the Unit 4 instrument, have them say He/She can play the [recorder].
flashcards, as well as the sunny flashcard. It’s OK if students
• When students finish tracing, check by asking Who’s this?
don’t all have a flashcard.
She can play the guitar. She can play the trumpet, too.
In this lesson, students will: TEACHER TIP • Begin playing music, and have students pass the flashcards Students listen and point to the correct child (Elsa, top right
• say what other people can do using He/She can play Music can be used in the classroom to help create to their right, going around the circle. Stop the music corner) in their books.
the [guitar]. and say Stop! Then point to each of the students with
the right learning atmosphere for different activities. For • Put students into pairs and say Now you play and say.
flashcards and ask Musical instrument? Yes or no? If the
Recycled Word: sunny example, play calming background music when you want Student A makes sentences about one of the children, such
student says yes, ask What is it? Have each student say
students to sit still and concentrate. Or play faster, more as She can play the recorder. She can play the xylophone,
Related Word: stage It’s a [xylophone]. When you get to the student who has
active music when you want students to stand up and too. Student B points to the correct child (Irina, bottom
the sunny flashcard have him/her say It’s sunny. Say That’s
Resources: Audio Tracks 4.6–4.7, Classroom Presentation engage in more physical activities. left corner) in their books. Have students take turns talking
right! It’s not music. It’s weather! Hand out all the flashcards
Tool, Flashcards 35 and 49–56, Activity Book p. 23, about all four children.
again and continue the game for a few more rounds.
Worksheet 4.2

Materials: pencils, students’ own musical instruments 1 Listen and follow. Worksheet 4.2
(optional) • Help students open their books to p. 25. Hold up the page • Before class, prepare a copy of Worksheet 4.2 for each
and point to the musical instruments in the maze, one at a student and one for yourself. Hand out the worksheets
time, starting with the piano. For each musical instrument, and pencils.
ask What’s this? • Model the activity. Hold up the worksheet, point to the
• Say Listen. Play TR: 4.6, pausing after He can play the piano. dotted outline of the instrument in the first picture, and ask
Have students watch as you finger-trace a pathway for What’s this? Let’s draw and find out. Model drawing over
the first boy (Jacob) through the maze, pausing at the the dotted outline to form the body of the guitar. Show the
piano. Continue playing TR: 4.6, pausing after He can completed drawing to the class and say Look. It’s a guitar.
play the drums, too. Have students watch as you continue He can play the guitar.
finger-tracing a pathway for Jacob, pausing at the drums. • Say Now it’s your turn. Draw and say. Students complete
Then continue the pathway for Jacob so that he reaches each picture by drawing over the dotted outlines. Then have
the stage. Continue playing TR: 4.6, pausing at the other them talk about the pictures in pairs by saying, for example,
musical instruments in the same manner. Look. It’s a tambourine. He can play the tambourine. Walk
This is Jacob. He can play the piano. He can play the around and help as needed.
drums, too.
This is Elsa. She can play the guitar. She can play the Optional Activity
trumpet, too. • Play the Transition Song and have students sit in a circle. If
This is Irina. She can play the recorder. She can play the students brought instruments from home, have them take
xylophone, too. them out.
This is Alexander. He can play the tambourine. He can play • One by one, have students show their instrument and say
the violin, too. This is my [drum]. Encourage students to describe the
instrument by saying its color and whether it’s big or small.
• Say Now listen and follow. Play TR: 4.6 from the beginning
Then have each student play for a few seconds for the class.
again and have students finger-trace the pathway for each
After each student finishes, say Wow! [Marina] can play the
child through the maze in their books. Help as needed by
[recorder].
holding up your book, tracing the pathway for each child,
and pausing at each of the instruments they can play. • Have students continue showing and playing their
instruments. After each one, guide others to say He can play
2 Listen and say. the [trumpet].
NOTE: If students did not bring any instruments, use the
• Point to the characters at the bottom of the page. Say Now
Unit 4 flashcards. Have a student pick a flashcard at random
listen. Play TR: 4.7, with students just listening the first time.
and act out playing that musical instrument. Have the rest
He can play the piano. She can play the guitar. of the students guess what musical instrument it is by saying
• Say Now listen and say. Play TR: 4.7 again and have He/She can play the [recorder]. Have other students get
students listen and repeat. a turn.
• Challenge Have pairs of students say the sentences several
He can play the piano.
She can play the guitar.
more times without the audio. Wrap Up
• Play the Clean Up Song as students clean up.
3 Play and say.
• Say Goodbye to students at the end of class.
• Point again to the first boy and say Now let’s draw a line.
Take a pencil and model drawing a line following Jacob’s
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STRUCTURE: He can play the piano. She can play the guitar.
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pause and say He can play the . . . Have students complete

1 TR: 4.6 Listen and follow. 2 TR: 4.7 Listen and say. 3 Play and say.
25 your sentences with piano and drums.

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 Level 3, Unit 4 – Teacher’s Book

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4 chorus of TR: 4.10, pausing as needed for students to act

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Song and Value

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• Say Hello to students and sing the Hello song together.

out playing the drums. Then repeat with the third verse and
• Put the Unit 4 flashcards in a pile and call on a student to chorus, having the students act out playing the recorder.
choose a flashcard without showing the class. Have that
• Play TR: 4.10 without stopping. Have students do the actions
student act out playing the instrument on the flashcard.
as they join in with the words of the song.
In this lesson, students will: VALUE Work together. Call on another student to guess the action by saying,
He/She can play the [drums]. Repeat with different students
• listen to and sing a song about working together. The song introduces the value of working together, with for the remaining flashcards. Value: Work together.
• identify the value of working together. students playing instruments to make music. Teamwork • Before class, set up different work tables, such as a music
Content Words: work together helps students become effective communicators. They 1 Listen and point. table, a puzzle table, a building table, and a drawing table.
learn to listen to each other’s ideas and opinions, as well • Help students open their books to p. 26. Hold up the photo Put enough materials at each table for a small group to
Recycled Words: blocks; puzzle; draw a picture, play a
as express their own. Teamwork gives students occasion and ask What instruments do you see? (tambourine, drums, work together on an activity.
game, sing a song
to support and respect one another. Working together recorder) You may want to introduce the words maracas • Play the Transition Song. Put students into groups and, if
Related Word: band often helps students to achieve more than they would by and harmonica. possible, allow them to choose a table to work at.
working alone. Provide opportunities for students to work • Say Listen. Play TR: 4.8 and have students listen to the song • Assign each table an activity, such as composing a simple
Resources: Audio Tracks 4.8–4.10, Classroom Presentation
Tool, Flashcards 49–56, Activity Book p. 24, Worksheet 4.3 together so that they can develop these important skills. while you point to the musical instruments in the photo. song, building a puzzle or a tower, or drawing a scene. Then
I can play the tambourine. I can play the drums. say Now work together. Have students use the materials on
Materials: musical instruments, puzzles, blocks, drawing the table to complete their assigned task together.
She can play the She can play the drums.
materials, pencils
ABOUT THE PHOTO tambourine. Let’s play the drums • Walk around the class as they work, praising them for
The main photo shows a group of young children in a Let’s play the tambourine together. working together effectively by saying, for example, Well
music class in Canada. The children—and the teacher— together. [Chorus] done! You work together well. What a [nice picture!]
are playing different musical instruments together. Music [Chorus] I can play the recorder.
plays an important part in early childhood development, I can play music. 4 Stick.
She can play the recorder.
so it’s highly recommended that it is integrated into the She can play music. • When you are confident that students understand the value
Let’s play the recorder
curriculum as part of classroom routines. He can play music. of working together, guide them to the Unit 4 sticker in the
together.
Let’s work together. back of the book. Have them remove it and place it on the
[Chorus]
target. Help as needed.
• Say Now listen again and point. Play TR: 4.8 again and
have students point to the person playing each musical
instrument. Help as needed. Worksheet 4.3
• Before class, prepare a copy of Worksheet 4.3 for each
2 Listen and sing. student and one for yourself. Hand out the worksheets
and pencils.
• Play TR: 4.9, pausing after each line for students to repeat
the words. • Model the activity. Point to the children in picture 1. Say
Look. Are they working together? Gesture to indicate yes,
• Model the meaning of work together in the chorus. Play
and model drawing a ✔ in the box next to picture 1.
(or act out playing) any known musical instrument and
say I can play music. Then call on a student to come and • Point to the boys in picture 2. Say Look. Are they working
act out playing the same or any other known musical together? Gesture to indicate no, and model drawing an ✘
instrument with you. Say [Lara] can play music, too. We can in the box next to picture 2.
play music together. Repeat with other students (and other • Say Now you do it. Have students decide if the children in
musical instruments) if needed. pictures 3 and 4 are working together. Help as needed.
• Play TR: 4.9 again, this time without stopping, and have • Have students review the answers with a partner. Have them
students sing along with the song. take turns asking and answering Are they working together?
Yes./No.
3 Sing and do.
• Model the actions for the song. Have one boy and one girl Optional Activity
student come and stand next to you. • Play the Transition Song. Have students sit in a circle. Say
NOTE: If you have a single-gender class, guide students to Let’s work together! Let’s make some music.
sing with the appropriate pronoun (he/she) for this activity.
• Hand out musical instruments and guide students to
• Play the first verse of TR: 4.10, pausing after I can play the play them. You may choose to suggest a familiar tune for
VALUE tambourine. As you listen, act out playing the tambourine. students to try to play by ear. Then repeat the activity with
Then continue playing TR: 4.10, pausing after She can play different students playing the musical instruments. Students
the tambourine. Gesture to the girl as she acts out playing without instruments can beat their hands on the floor as if
the tambourine. Continue playing TR: 4.10, pausing after playing the drums.
A music class, Let’s play the tambourine together. Gesture to yourself and
Canada the girl to clarify the meaning of the word together. Then
SO continue playing TR: 4.10, pausing after the chorus. Gesture Wrap Up
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SONG AND VALUE: Work together.
• Play the Clean Up Song as students clean up.
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1 TR: 4.8 Listen and point. 2 TR: 4.9 Listen and sing. 3 TR: 4.10 Sing and do. 4 Stick. Work together.
• Say Goodbye to students at the end of class.
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UNIT 4 Make Some Noise! UNIT 4 Make Some Noise! 37
 Level 3, Unit 4 – Teacher’s Book

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the chant.
Phonics
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• Say Hello to students and sing the Hello Song together.

Pet and vet, This is my pet.
• Review the rhyming words from Units 1–3. Say Cat and have
vet and pet. Let’s see the vet.
students say rat. Repeat with the other rhyming pairs.
• Say Now listen and chant. Play TR: 4.13 again and have
• Have students look at the Animal Alphabet poster on the
In this lesson, students will: RHYMING WORDS: pet and vet wall (or hold up pp. 70–71). Hold up the flashcard for p
students chant along.
• blend the consonant sounds /p/, / t/, and /v/ with the Students will blend the consonant sounds /p/ and /v/ with and ask What animal? (panda) Repeat with the letter v.
vowel sound /ɛ/. (vulture) 4 Stick and say. Match.
the sounds /ɛ/ and /t/ to make the rhyming words pet
• Hold up p. 27 and point to the sticker activity at the bottom
• say a rhyming chant with the words pet and vet. and vet. Other CVC words that end in /ɛt/ include get, jet,
1 Listen and point. of the page. First point to the grayscale letter p and ask
Content Word: pet let, met, net, and set. Nonsense rhymes you could invent
What letter is this?
to provide more practice with this rhyming sound include: • Help students open their books to p. 27. Hold up the page,
Recycled Words: cat, rat; man, van; bed, red; vet point to the cat, and say Look. It’s a pet. It’s a cat. This cat • Guide students to the sticker page in the back of the book
Get a pet in a net, A vet met a pet in a jet, or Let a pet get
is a pet. To further clarify, say Dogs, rabbits, birds, and fish and say Find the sticker for p. Then say Now stick. Hold
Resources: Audio Tracks 4.11–4.13; Classroom Presentation in a jet with a vet. Students do not have to understand all up p. 27 and model sticking the letter p into the correct
can be pets, too. Then point to the vet in the photo and ask
Tool; Flashcards 28–29, 37–38, 47–48, 57–58, 121, 133, and the words in these rhymes—the aim is to provide practice position. Have students do the same. Repeat for the letters e,
Who’s this? Is she a doctor or a vet? (She’s a vet.) Point to
136–137; Activity Book p. 25; Worksheet 4.4 of the sound /ɛt/ with different initial consonants. t, and v. Help as needed.
each again, emphasizing the rhyme by saying Pet and vet.
Materials: pencils Vet and pet. Have students point to the pet and the vet as • Point to the word pet. Have students sound out the letters
you say the words. and the word with you as you say /p/, /ɛ/, /t/, pet. Repeat
• Point to the letter p and ask What’s the letter? What’s the for the word vet.
sound? (/p/) Repeat with the letters e, t, and v to review the • Point to the photos in the column on the right. Point to the
sounds /ɛ/, /t/, and /v/. top photo and ask Pet or vet? (pet) Say Yes. Let’s match the
• Write the word pet on the board. Say Listen. Play TR: 4.11, word pet to the photo of the pet. Finger-trace a line from
pausing after pet. Have students watch as you point to the completed word pet to the photo of the pet. Repeat
each letter, one at a time, as the sounds are heard on the with the word vet and photo of the vet.
audio. Then underline the whole word when it’s said. Repeat • Hand out pencils. Say Now draw a line with a pencil. Have
for the word vet. Leave these words on the board. students draw the lines from the words to the correct photos.
/p/, /ɛ/, /t/: pet /v/, /ɛ/, /t/: vet
• Say Now listen and point. Play the sounding out of pet on Worksheet 4.4

p e t vet TR: 4.11 again as students point to the letters and word in • Before class, prepare a copy of Worksheet 4.4 for each
their books. Repeat with the word vet. student and one for yourself. Hand out the worksheets
and pencils.
2 Listen and say. • Point to the word pet next to the picture of the dog. Say /p/,
• Say Listen and say. Play TR: 4.12, pausing after the /p/. Have /ɛ/, /t/, pet and have students copy you. Then say Trace
students point to the p in the word pet and say the sound the word pet. Model finger-tracing the word pet and have

v e t /p/. Continue playing 4.12 and repeat with the /ɛ/ and /t/.
• Pause TR: 4.12 after the word pet. Have students follow
under the word with their finger as they say it.
students finger-trace it, too.
• Say Write. Have students use their pencils to first trace over
the dotted outlines of the word pet and then copy the word
• Continue playing TR: 4.12 and repeat for the letters v, e, t, two or three times. Help as needed.
and the word vet. • Repeat for the word vet.

pet • Point to the word pet on the board and have students
sound it out a few more times. Follow with your index Optional Activity
finger under each letter as students say the individual
• Play the Transition Song as you hand out the phonics
sounds. Repeat, going faster, so students can hear how the
flashcards for Units 1–4.
individual sounds blend together into the word pet. Then
repeat with the word vet. • Say, for example, /c/, /æ/, /t/. Have students repeat. Then
ask What’s the word? Have students say cat. Then say That’s

p e t
• Hold up the pet and vet flashcards. Ask What’s/Who’s this?
right! It’s cat. Have the student with the cat flashcard stand
Then have a volunteer put the flashcards next to the correct
up. Ask What rhymes with cat? Have students say rat. Then
words on the board.
have the student with the rat flashcard stand up. Then say
• Challenge Display the pet and vet flashcards, together /r/, /æ/, /t/, rat. Have students repeat.
with the alphabet flashcards for e, p, t, and v, on the board.

v e t
• Have these students hold the flashcards up again while you
Sound out one of the words, for example, /v/, /ɛ/, /t/. Have
sound out the words with the class: /c/, /æ/, /t/, cat, /r/,
a student select and arrange the alphabet flashcards in the
/æ/, /t/, rat.
correct order. Then have the class read out the word. Have
another student put the correct phonics flashcard next to • Repeat with the other pairs of rhyming words.
the word.

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PHONICS: pet and vet 3 Listen and chant. • Play the Clean Up Song as students clean up.
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1 TR: 4.11 Listen and point. 2 TR: 4.12 Listen and say. 3 TR: 4.13 Listen and chant. 4 Stick and say. Match.
• Point to the words pet and vet on the board and say Pet • Say Goodbye to students at the end of class.
27
and vet. Finger-trace under et in both words and say /ɛt/.
Then have students say the words with you.

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38 UNIT 4 Make Some Noise! UNIT 4 Make Some Noise! 87

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 Level 3, Unit 4 – Teacher’s Book

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Video
• Play SC: 8 again, pausing after You hit them. (0:28) Say Let’s
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• Say Hello to students and sing the Hello Song together.

• Display the Unit 4 flashcards on the board. Have a student play the drums. Act out beating a drum with students. As
say the name of a musical instrument. Have another you do so, say Look. We hit a drum. A drum is a percussion
student get the correct flashcard and repeat the name of instrument. We hit percussion instruments. Repeat this for
In this lesson, students will: ABOUT THE VIDEO the instrument. Repeat with all flashcards. the tambourine. Then have students point to the percussion
instruments on the board.
• watch a video about different types of In this video, students learn about how musical instruments
• Continue playing SC: 8, pausing after She has a recorder.
musical instruments. can be categorized based on how they are played. Three Introduce the Theme (1:12) Ask Is a recorder a percussion instrument? Continue
types of instruments are shown: percussion, wind, and • Have students sit in a circle. Hold up the violin flashcard and
Content Words: percussion, stringed, wind playing SC: 8 for students to check and say no. Act out
stringed. Percussion instruments are ones that you hit or say Let’s play the . . . Have students say violin and act out
shake, and include tambourines, xylophones, and drums. blowing into a recorder and say A recorder is a wind
Recycled words: blue, brown, green, orange, purple, red, playing it. Repeat with the guitar flashcard. Then point to the
Wind instruments are hollow instruments that you blow. Air instrument. We use our mouth with wind instruments.
yellow; numbers 1–10; big, small strings on both instruments and say These are strings. Then
vibrates inside the instruments and makes a sound. Wind Repeat this for the trumpet. Then have students point to the
put these flashcards faceup together. wind instruments on the board.
Resources: Video Scene 8, Classroom Presentation Tool, instruments include recorders, flutes, and trumpets. Stringed
Flashcards 49–56, Activity Book p. 26 • Hold up the drums flashcard and say Let’s play the . . . Have • Continue playing SC: 8, pausing the video in the same way
instruments have a hollow box with strings over the top.
students say drums and act out playing them. Repeat with to ask about the violin and the guitar, and to teach what a
Materials: real or toy drums, guitar, recorder, tambourine, The strings are plucked or strummed with fingers (as with
the piano, tambourine, and xylophone flashcards. Then stringed instrument is. Have students point to the photo of
trumpet, violin (optional); recording of We can play on the a guitar) or played with a bow (as with a violin or a cello).
point to the instruments and say Strings. Yes or no? (no) Say stringed instruments on the board.
Big Bass Drum (optional) As the strings vibrate, they make a sound.
That’s right! We hit the [drums] and gesture as you do. Then
• Let’s play! Put students into six groups, one for each
put the flashcards faceup together.
instrument on the video. Play SC: 8 again and have the
• Hold up the recorder flashcard and say Let’s play the . . . groups arrange themselves in the order their instruments
Have students say recorder and act out playing it. Repeat appear on the video. Then have them act out playing the
with the trumpet flashcard. Then point to both instruments instruments for a few seconds.
and say Strings. Yes or no? (no) Hit. Yes or no? (no) Say
That’s right! We blow into the [recorder] and gesture as you
do so. Then put the flashcards faceup together. Optional Activity 1
• Point to the three groups of flashcards and say Let’s learn • Play the Transition Song, and have students look at the
about how to play these musical instruments. board. Draw simple symbols to represent percussion, wind,
and strings (for example, a hand and drumsticks, a mouth,
1 Look and see. and a set of strings).

• Help students open their books to p. 28. Hold up the page, • Hold up the trumpet flashcard and ask What’s this? Then
point to each instrument, and ask questions such as ask Is a trumpet a percussion instrument? (No, it isn’t.)
What’s this? How many [tambourines]? What colors on the Is a trumpet a wind instrument? (Yes, it is.) Put the trumpet
[recorders]? Is the [drum] big or small? flashcard under the symbol representing wind instruments.
Repeat this with the rest of the flashcards: recorder (wind);
• Say We play musical instruments in different ways. Let’s see.
drums, piano, tambourine, xylophone (percussion); and
guitar, violin (string).
2 Watch.
• Point to the screen and say Let’s watch! Play SC: 8 and have
students watch the whole way through. Optional Activity 2
• Find the song We Can Play on the Big Bass Drum.
Look—drums! You play drums with your hands. You hit them.
He can play the drums. Let’s listen. This is a tambourine. • Play the Transition Song. Display the flashcards on the
You hit a tambourine with your hand. You can shake and board. Have a student choose one, for example, the
hit a tambourine. Drums and tambourines are percussion trumpet. Have the class act out playing the trumpet to the
instruments. Listen to these percussion instruments. tune of We Can Play on the Big Bass Drum, as follows:
Look. She has a recorder. You play the recorder with your We can play the trumpet. Hold up the trumpet flashcard.
mouth. Look. She has a trumpet. Look at the trumpets. You Yes, we can play the trumpet. Act out blowing into
play the trumpet with your mouth, too. You blow the trumpet. the trumpet.
These are wind instruments. You play wind instruments with Toot, toot, toot, on the trumpet. Act out blowing into a
your mouth. Let’s listen. trumpet as you also make the noise.
He can play the guitar. A guitar has strings. Look at the Yes, we can play the trumpet.
guitars. She can play the violin. A violin has strings, too. • Sing the song several times as students do the actions with
Violins and guitars are stringed instruments. You play them you. Then have students sing along.
on the strings. Let’s listen. • Repeat the activity with other flashcards.
Percussion, wind, and stringed instruments. Music is fun!
• Play SC: 8 again as you display, in turn, the flashcards on the Wrap Up
board. (drums, tambourine, recorder, trumpet, violin, guitar) • Play the Clean Up Song as students clean up.
NOTE: If you don’t have the video, use the flashcards or
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6 7
VIDEO Content Words: percussion, stringed, wind PROJECT real (or toy) instruments. Use the script for SC: 8 to help you
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1 Look and see. 2 SC: 8 Watch. 3 SC: 8 Watch, point, and say. 1 Make. teach the theme as simply as possible.
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UNIT 4 Make Some Noise! UNIT 4 Make Some Noise!

 Level 3, Unit 4 – Teacher’s Book

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• Say Hello to students and sing the Hello Song together. • REVIEW Allow students a few minutes to look back through
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• Play SC: 8, pausing occasionally to review the theme of the unit to review what they learned.
sorting instruments. Ask, for example, Is a drum a percussion • Use the Unit 4 flashcards to review the key words from the
instrument? (yes) Have students give another example unit. Hold up the xylophone flashcard and ask What’s this?
of a percussion instrument. Then repeat with stringed and Is it a piano? (No, it isn’t.) Is it a guitar? (No, it isn’t.) Is it a
In this lesson, students will: wind instruments. xylophone? (Yes, it is) Then say That’s right! Let’s play the
xylophone. Have students act out playing the xylophone.
• make and play a drum.
1 Make. Repeat this with other flashcards.
Recycled words: blue, green, orange, purple, red, • Before class, put the following materials on each table: • Review the structure from the unit using photos of people
yellow; numbers 1–10; paper; big, small playing different instruments. Point or hold up each photo
large, clean, empty food containers (one per student),
Resources: Video Scene 8; Classroom Presentation Tool; cut up strips of colored paper, glue, wax paper or and say, for example, Look. He/She can play the guitar.
Flashcards 49–58, 121, 133, and 136–137; Activity Book p. 27 similar, markers (one per student), safety scissors, and If the photo shows a person playing the guitar, students
rubber bands. say Yes. He/She can play the guitar. If the photo shows a
Materials: large, clean, empty food containers (one person playing a different instrument, for example, the violin,
• Play the Transition Song and have students gather around
per student); cut up strips of colored paper; glue; wax students say No. He/She can play the violin. Repeat with
you. Hold up p. 28 and point to the photo of the drums. Ask
paper or similar; markers (one per student); safety photos of other people playing instruments.
What are these? Ask additional questions, such as How
scissors; rubber bands; photos of people playing
many drums do you see? Are they big or small? What • Review blending the sounds /p/ and /v/ with /ɛ/ and /t/.
different instruments
colors do you see on the drums? Hold up each phonics flashcard and ask What’s the word?
• Point to the photo in the project box. Ask What’s this? Wait (pet/vet) Then hold up the alphabet cards in order to make
for students to guess or say It’s a drum. Let’s make a drum. the words pet or vet. Have students read each word aloud
and point to the correct phonics flashcard.
• Have students go to their tables.
NOTE: If you are using the Classroom Presentation Tool,
display the photo for the completed project so that students Wrap Up
know what is expected of them. Then display the photo for • Play the Clean Up Song as students clean up.
Step 1 Step 2 each of the project steps as students work. • Say Goodbye to students at the end of class.
Step 1

• Hold up a container and say First let’s put colored paper ACROSS THE CURRICULUM
on the drum. Put glue on a strip of colored paper and then Sorting musical instruments into groups is a Music
glue it to the container. Repeat a few more times or until topic. Other ways to explore this unit’s topics across the
you’re certain students know what to do.
curriculum include:
• Say Now you do it. Help as needed.
Reading: Show students a picture book about music or
Step 2 musical instruments.
• Say Now let’s make the top of the drum. Model placing your Math: Use the drums for counting activities. Put the class
container facedown on the wax paper (or similar). Then
into two groups. Have one group beat out a number from
use a marker to draw a circle on the wax paper around the
1 to 10. The other group listens and beats out the same
container. Make the circle about 4 centimeters bigger than
number, counting as they do so.
the container.
• Say Now you do it. Walk around as students draw their Science: Have students explore what makes sounds have
circles, making sure that these are larger in diameter than a high or a low pitch (faster vibrations make higher notes,
the top of the container. Help as needed. slower vibrations make lower notes). Place some rubber
bands around an open shoebox and have students pluck
Step 3 Step 4 Step 3
them along the open side of the box. Then place some
• Say Now let’s cut. Model cutting your circle out. Then hold markers between the rubber bands and the box in order to
up your circle and say Now you do it. Again, walk around tighten the bands. Have students pluck the rubber bands
the class, helping as needed.
again to make a sound. The sound will be higher because
NOTE: Alternatively, cut out the circles before class.
the band is tighter.
Step 4
Art: Play students an excerpt of music and have them
• Say Put the top on the drum like this. Model putting the wax close their eyes and think about what the music reminds
paper tightly over the top of the drum and securing it in them of. Then have them draw a picture and share it with
place with a rubber band. the class.
• Have students do the same and help as needed.
PE: Have students move to different types of music. Play
• When students finish their drums, say Let’s play the drums!
a song and say Let’s dance/hop/jump to the music.
Use a marker to hit the top of your drum. Beat out a simple
Do each action with the class as the music plays.
rhythm on your drum and have students play the same
rhythm on their drums. Repeat with different rhythms, varying
the speed and tempo each time.

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42 UNIT 4 Make Some Noise! UNIT 4 Make Some Noise! 91
43
 Level 1 Formative Assessment Framework

Assessing Young Learners

Assessment
Although preschool children are too young to be formally Giving feedback Activity References Performance Descriptors Assessment Activity 1 Remedial Activity Assessment Activity 2
assessed, informal assessment is an important part of
When giving feedback to preschool children, always LISTENING
classroom routine. It will allow you to see what students
learned well and what they are still struggling with so that remember that your main goal is to make them better Unit 1, Lesson 2, CAN understand simple After Unit 3, give spoken Random practice: In After Unit 5, repeat
you can effectively plan future remedial lessons. Informal learners by increasing their confidence and eagerness Activity 3 spoken instructions instructions. Students act every lesson, include Assessment Activity 1.
assessment helps students see how much they have to learn. Focus on the positive and always congratulate or respond individually. one instruction when the
students on any progress they make. Be specific in your class isn’t expecting it.
learned, which boosts confidence. It also helps them realize
praise so that students understand what they did well. For Note how quickly they
when they haven’t quite grasped something and need you
respond.
to slow down or repeat something. As students become example, you may say, Great job! You remembered all seven
aware of what they can do to improve, they become more animal words! or Great job! You shared the toys. Units 1–5, Lesson 2, CAN understand everyday, Select six words and Competition: In every After Unit 6, repeat
Activities 1 and 2 familiar words draw pictures or display class, say a word and Assessment Activity 1.
active learners. If it’s clear that students have forgotten something or
flashcards on the board. have students race to
need to improve on something, give them feedback that As you say each word, touch the matching
Using informal assessment in includes a specific improvement tip. Then they can focus have students point to flashcard first.
preschool classes on only that tip. Giving this type of feedback will also the picture.
depend on whether you are addressing the class, groups, or
For preschool children, it is advisable to present informal Units 1, 3, 5, 7, 9, CAN understand letters of After Unit 3, say a Physical: Have students After Unit 9, repeat
individual students. Lesson 5, Activities 1 the alphabet vowel sound and have do the action for each Assessment Activity 1
assessment as a review of classroom learning, rather than
an assessment of individual performance. This assessment To the class: Congratulate the class on how much and 2 students match the animal as they repeat with all five vowel
they know, and give one specific tip on how to improve or sound to the correct the sound. sounds.
needs to be a positive experience, seen by students as an
remember more next time. For example, if they’ve forgotten a phonics flashcard.
opportunity to show you what they know, rather than a time
when their weaknesses may be exposed. question-and-answer set, give them the challenge of asking Units 2, 4, 6, 8, 10, CAN understand numbers After Unit 4, hold up Competition: Say a After Unit 10, repeat
the question at home. Lesson 5, Activities 1 four objects and have number and have Assessment Activity 1
Build these review sessions into your normal classroom and 2 students count them. students race to find with numbers 1 to 10.
routine and do them regularly. Include a short review To a group: Congratulate students on what they did well,
that number of items.
session at the start of every lesson, as well as more summary and give one specific tip to enable students to help each
other. For example, if they’ve forgotten words in a lexical set, SPEAKING
sessions at the start and end of each week. Focus on
progression in these sessions—the aim is to help students have a student who does remember remind the others of What’s Your Name?, CAN give basic personal Ask the class to stand Random practice: After Unit 5, repeat
remember and use what they know, so it’s fine for them to an action associated with the word, while they say the word Lesson 1, Activity 2 information by saying up. Gesture for students When students learn Assessment Activity 1.
three times. Associating the word with an action will help sentences about self to say My name’s [Jian]. a structure that can
have help from you or other students if necessary.
them remember it. As they do so correctly, be personalized (for
Also remember that assessment doesn’t always have to they can sit down. example, I have a [car].
be individual. Students can, for example, be assessed in the To an individual student: Only give praise, rather than This is my [mom]),
activities they do as a class or in small groups. suggestions for improvement. You may note any individual always have them make
weakness to inform your future planning and classroom a sentence.
Assessment practice management, but do not draw attention to this in front of
Units 1–7, Lesson 2, CAN name some familiar Select six words and Competition: Repeat After Unit 8 or 9, repeat
the class. Activities 2 and 3 people or things draw pictures or display Assessment Activity 1 Assessment Activity 1.
When doing informal assessment, conduct the activities
However, if a student asks for help, guide them gently flashcards on the board. with groups competing.
as you normally would so students perform as they usually
toward self-reflection by giving him/her a tip that will be In groups, have students Focus on correct
would. Use simple activities students are familiar with, such name the pictures. pronunciation.
helpful next time. For example, a student may look at the
as acting out, repeating, or matching. Don’t introduce
photos in the Student’s Book at the beginning of each class Units 2–8, Lesson 3, CAN ask questions to After Unit 2, have Regular practice: Use After Unit 8, repeat
new ways of doing something when you want to evaluate
and ask you, or other students, to help him/her with any Activities 2 and 3 identify familiar things students take turns to the question What’s Assessment Activity 1,
students’ performance. This will eliminate the risk of
words they have forgotten. select a flashcard and this? to review previous this time asking the
students having difficulties because they don’t understand ask the class What’s vocabulary at the start question Is it a [cat]?
the activity.
Formative Assessment Framework this? of every lesson.
Repeating exercises or tasks for young learners is an WRITING
important part of learning and a safe way to assess them. Formative assessment means using regular—often
informal—assessment to check students’ progress, and Units 1, 3, 5, 7, 9, CAN trace letters of the Draw the dotted outline Random practice: Say a After Unit 5, repeat
You know learning has taken place if students can repeat
then using the result of that assessment to help you plan Lesson 5, Activity 2 alphabet of a letter students know letter and have students Assessment Activity 1.
the activity more quickly than they did it the first time. on the board. Have finger-trace the letter
remedial lessons and activities.
One of the most helpful ways to evaluate is through students come to the in the air. Observe the
observation, and you can do this even for quiet activities, The Framework shown on the next page lists some board and trace the speed of the response.
such as listening, watching the video, or when students performance descriptors for listening and speaking letter correctly.
are drawing, tracing, or completing Activity Book pages activities, based on the Common European Framework of Units 2, 4, 6, 8, 10, CAN trace numbers Draw the dotted outline Competition: Draw After Unit 6, repeat
or worksheets. Watch and listen as students are listening, Reference (CEFR). It suggests some informal assessment Lesson 5, Activity 2 of a number students the dotted outline of Assessment Activity 1.
speaking, or doing craft activities. Make notes on any areas activities for each performance descriptor, together know on the board. different numbers on
to follow up on in future remedial lessons. It is important with suggestions for remedial activities and a follow-up Have students come to the board. Hold up a
to assess different skills because students, especially very assessment activity. the board and trace the number of items. Have
number correctly. students race to trace
young ones, are likely to vary in competence and develop
the correct number on
each skill at a different pace.
the board.

18 19
44 45

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48 49
 3 Levels CEFR Pre-A1
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Classroom Presentation Tool 9780357426920 9780357426937 9780357426944 Classroom Presentation Tool 9780357438237 9780357438244 9780357438251

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