EFL PreA1.2 Guía PDF
EFL PreA1.2 Guía PDF
EFL PreA1.2 Guía PDF
English
Pre A1.2
TEACHERS BOOK
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Teachers Book
Pre A1.2
ECUADOR EDITION
Emmie-clare Leckie
Dr. Ken Beatty
MINISTRO DE EDUCACIN
Augusto Espinosa Andrade Copyright by Houghton Mifflin Harcourt Publishing
Company
Viceministro de Educacin
Freddy Peafiel Larrea All rights reserved. No part of this work may be reproduced
or transmitted in any form or by any means, electronic or
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prior written permission of the copyright owner unless such
Subsecretario de Fundamentos Educativos (E) copying is expressly permitted by federal copyright law.
Miguel ngel Herrera Pavo
Permission is hereby granted to individuals to photocopy
Subsecretaria de Administracin Escolar copying masters, game cards and the certificate from this
Mirian Maribel Guerrero Segovia publication in classroom quantities for instructional use and
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Ada Leonora Chamorro Vsquez
Printed in Ecuador.
ISBN978-0-544-95202-7
Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Phonics . . . . . . . . . . . . . . . . . . . . 104
Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Phonics . . . . . . . . . . . . . . . . . . . . 124
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Phonics . . . . . . . . . . . . . . . . . . . . 139
Tessa
Emma
Tom Dan
photographs that provide clear support for the new Is your cat sad? Is she happy?
8. fat
9. happy
words. Most of the same photographs and illustrations No, she isnt. Yes, she is.
Shes happy. 11. a cat 12. a dog 13. a fish 14. a bird 15. a mouse 16. a turtle
10. sad
Presentation: the teacher uses the teaching materials No, they arent.
.
to model essential language functions and
vocabulary. Yes, they are.
Theyre happy!
24 25
practice of reading skills and revisits the new words. Yes, she is. Shes pretty.
b
3
4
d
Students practice these skills in the integrated Shes pretty. Shes young.
Shes small. Shes happy.
Track
My pets a cat. C. Listen and say. 18
Activity Book. 1 2 3
26 27
2
6
1 4
My pets a cat.
28 29
Unit 1
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Welcome to Students learn to: greet; Exchange basic introductions and limited personal
Starship English (pp. 912) introduce themselves and information in class using simple present tense in order
Six 45-minute class periods others; ask and tell someones toget to know their peers.
name. Understand meanings expressed in short dialogues on
Star & Stella puppets
Global Benchmarks: Students familiar topics, as well as basic spoken instructions and
Audio CD: T16 can: respond to spoken word simple questions about self, people, animals or things,
Activity Book: Act. AD non-verbally; recognize own especially when spoken slowly and clearly.
(pp. AB4AB5); Act. AB (p. name; greet, say please and Enjoy extensive listening in English.
AB6); Act. AC (p. AB7); Act. thank you with prompting;
AB (p. AB8); Act. AB (p. Spell out key vocabulary items using the English alphabet.
repeat modeled sentences;
AB9) convey meaning through Clap, move, chant or sing along with short authentic
Extras: the alphabet song; personal drawings. English language rhymes or songs, approximating English
two set of Characters rhythm and intonation once familiar with the text.
game cards (p. 143) for each Demonstrate basic reading comprehension skills by
pair of students. identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
Generate and expand ideas by responding in a fun
and playful manner to oral and written texts in order
to increase enjoyment of the language through TPR,
playground games, and songs and chants.
LESSON 2: This is my family. Students learn to: introduce Recognize familiar names, words, and short phrases
(pp. 1015) family members; formally about simple everyday topics whether heard in isolation
Six 45-minute class periods greet; ask and answer or within short, simple spoken texts describing people
questions to identify family and objects.
Flash Cards 29 members. Exchange basic introductions and limited personal
Star & Stella puppets Global Benchmarks: Students information in class using simple present tense in order to
Audio CD: T712 can: recognize own name get to know their peers.
Activity Book: Act. AD accompanied by photo; Understand meanings expressed in short dialogues on
(pp. AB10AB11); Act. AB differentiate one object/picture/ familiar topics, as well as basic spoken instructions and
(p. AB12); Act. AC (p. letter/word from another; simple questions about self, people, animals or things,
AB13); Act. AB (p.AB14); respond to visual cues/ especially when spoken slowly and clearly.
Act. AB (p. AB15) gestures/objects to make a
Record key items of specific information from a heard
Extras: teachers family choice verbally or non-verbally.
message or description, either in written form or by
photograph; one set of drawing picture.
Characters game cards Understand most of the details of the content of a short
(p. 143); photographs of simple text.
students families; two sets of
Family game cards (p. 144) Write simple words, phrases and sentences with correct
for each pair of students. use of standard writing mechanics
Apply ICT and/or other resources to communicate
simple thoughts in small groups.
PHONICS: Short a, Long a Students learn to: recognize Imitate individual English language sounds, especially
(a_e, ai, ay) (pp. 1626) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /a/ and long /a/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Produce simple, mainly isolated utterances using very
short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery.
Unit 2
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Is she happy? Students learn how to: name Exchange basic personal preferences with peers in order
(pp. 2429) pets, describe characteristics to express likes and dislikes.
Six 45-minute class periods and emotions using pets. Collaborate in a friendly manner by sharing classroom
Flash Cards 1015 Global Benchmarks: Students materials and personal objects while participating in
can: distinguish between, games and activities in class and on the playground.
Star & Stella puppets identify, or repeat sounds; Understand meanings expressed in short dialogues on
Audio CD: T1318 respond to sign language or familiar topics, as well as basic spoken instructions and
Activity Book: Act. AD symbols; respond to basic simple questions about self, people, animals or things,
(pp. AB16AB17); Act. AB questions through facial especially when spoken slowly and clearly.
(p. AB18); Act. AC (p. expression and gestures,
Produce simple, mainly isolated utterances using very
AB19); Act. AB (p.AB20); with prompting use one or
short phrases and sometimes individual words, possibly
Act. AB (p.AB21). more words to respond to
with slow and/or hesitant delivery.
Extras: a soft ball; a pretty, simple questions; make marks
on paper with a range of Ask and answer basic personal information questions, as
soft toy cat or picture of a well as simple questions about other people, animals, and
pretty cat; pictures of pets; materials.
possessions, provided the interaction is slow and clear.
one set of Adjectives game
cards and two sets of Pets Demonstrate basic reading comprehension skills by
game cards (p. 45) for each identifying the meaning of individual words, phrases, and
pair of students. sentences, including simple written instructions.
Understand the content of a simple graphic organizer.
Write simple sentences on familiar topics to
communicate basic ideas.
Express emotions and feelings using basic adjectives and
related images through written work on the school or
class bulletin board.
PHONICS: Short e, Long e Students learn to: recognize Imitate individual English language sounds, especially
(ee, ea, ey/y) (pp. 3441) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /e/ and long /e/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences with correct
use of standard writing mechanics.
Unit 3
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: I want juice, Students learn how to: offer Express curiosity about the world and other cultures by
please. (pp. 4247) food and drink; politely accept asking simple WH- questions in class after reading and/
Six 45-minute class periods and decline offers of food or participating in presentations or other group work.
and drink; politely express Understand and use common expressions of politeness
Flash Cards 4760 preferences using want. in class while working in pairs or groups on projects.
Star & Stella puppets Global Benchmarks: Students Exchange basic personal preferences with peers in order
Audio CD: T2328 can: respond to spoken word to express likes and dislikes.
Activity Book: Act. AD non-verbally; differentiate
Recognize familiar names, words, and short phrases
(pp. AB24AB25); Act. AB one object/picture/letter/
about simple everyday topics whether heard in isolation
(p. AB26); Act. AC (p. word from another; greet, say
or within short, simple spoken texts describing people
AB27); Act. AB (p.AB28); please and thank you with
and objects.
Act. AB (p.AB29). prompting; repeat modeled
sentences; convey meaning Understand and use basic greetings, leave-taking
Extras: sentences on cards: expressions, and other simple everyday phrases to
My sisters cat is pretty. through personal drawings.
facilitate interpersonal interaction, to introduce others,
Your brothers dog is old. and to name things.
Her mothers fish is happy.
His fathers mouse is Show the ability to use a simple learning resource.
small.; one set of Food and Make a simple learning resource, in order to record and
drinks game cards (pp. 146, practice new words.
147) for each pair; two sets Complete a basic survey or a questionnaire by providing
of Food and drinks game personal details.
cards (pp. 146, 147) so there Use audio, video, and pictures to respond to a variety of
is one card per student; dice. literary texts through online or in-class ICT activities.
LESSON 2: Wheres your Students learn how to: label Ask and answer basic personal information questions, as
bedroom? (pp. 4853) rooms and describe their well as simple questions about other people, animals, and
Six 45-minute class periods location within the home; ask possessions, provided the interaction is slow and clear.
and answer questions about Recognize the differences between where people live
Flash Cards 6170 where rooms are located. among the regions of the country in order to appreciate
Star & Stella puppets Global Benchmarks: their own environment.
Audio CD: T3035 Students can: respond to Understand meanings expressed in short dialogues on
Activity Book: Act. AD simple questions or directions familiar topics, as well as basic spoken instructions and
(pp. AB30AB31); Act. AB supported by visual cues/ simple questions about self, people, animals or things,
(p. AB32); Act. AC (p. gestures/ objects; understand especially when spoken slowly and clearly.
AB33); Act. AB (p.AB34); basic concepts of print e.g.
Understand the content in simple short written
Act. AB (p.AB35). front and back; left to right;
environmental print text types, using artwork, symbols
Extras: box and ball; turns pages; make a request
and layout for support.
magazine pictures of rooms; through visual cues/gestures/
objects; begin to join in with a Read a variety of simple text-types and graphic
a set of Rooms game organizers used to present cross-curricular information
cards (p. 148) for each familiar rhyme or story; hold
pair; two to three sets writing tools effectively. Make a simple learning resource, in order to record and
of Rooms game cards practice new words.
(p.148) so there is one card Write a short simple paragraph to convey some simple
per student. facts about people, animals, places, things, yourself or
others, with the support of a model text.
Generate and expand ideas by responding in a fun
and playful manner to oral and written texts in order
to increase enjoyment of the language through TPR,
playground games, and songs and chants.
PHONICS: Short i, Long i Students learn to: recognize Imitate individual English language sounds, especially
(i_e, igh, ie/y) (pp. 5461) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /i/ and long /i/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences with correct
use of standard writing mechanics.
Unit 4
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: How many robots Students learn how to: name Exchange basic personal preferences with peers in order
do you have? (pp. 6267) toys; ask and answer questions to express likes and dislikes.
Six 45-minute class periods about toys. Recognize familiar names, words, and short phrases
Flash Cards 7187 Global Benchmarks: Students about simple everyday topics whether heard in isolation
can: follow a single step or within short, simple spoken texts describing people
Star & Stella puppets routine instruction; respond and objects.
Audio CD: T3641 non-verbally to staff and other Identify items of specific information within simple
Activity Book: Act. AD children within the classroom messages or from short and simple descriptions about
(pp.AB36AB37); Act. AB setting; with prompting use one familiar contexts, especially if visual support is provided.
(p. AB38); Act. AC (p. or more words to respond to
Record key items of specific information from a heard
AB39); Act. AB (p.AB40); simple questions; make marks
message or description, either in written form or by
Act. AB (p.AB41). on paper with a range of
drawing pictures.
Extras: Warm-up activity materials.
Produce simple, mainly isolated utterances using very
flash cards: 11, 13, 47, 51, 78, short phrases and sometimes individual words, possibly
80, 84, 86, 87: two blue toy with slow and/or hesitant delivery.
cars or two pictures of a blue
car; two sets of Toys and Ask and answer basic personal information questions, as
Colors game cards (p. 149) well as simple questions about other people, animals, and
for each pair of students. possessions, provided the interaction is slow and clear.
Exchange specific information with another person,
provided they talk slowly and clearly and are prepared
to help.
Demonstrate basic reading comprehension skills by
identifying the meaning of individual words, phrases, and
sentences, including simple written instructions.
Make a simple learning resource, in order to record and
practice new words.
Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text.
Write a short simple paragraph to describe yourself or
other people, animals, places and things, with limited
support.
Complete a basic survey or a questionnaire by providing
personal details.
Express emotions and feelings using basic adjectives and
related images through written work on the school or
class bulletin board.
PHONICS: Short o, Long o Students learn to: recognize Imitate individual English language sounds, especially
(o_e/oe, oa, ow) (pp. 7279) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /o/ and long /o/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences with correct
use of standard writing mechanics.
10
Unit 5
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: What time is it, Students learn how to: ask Identify items of specific information within simple
please? (pp. 8085) for and tell the time; name messages or from short and simple descriptions about
Six 45-minute class periods daily activities associated with familiar contexts, especially if visual support is provided.
certain times of the day. Recognize familiar names, words, and short phrases about
Flash Cards twelve flash
cards from previous lessons Global Benchmarks: Students simple everyday topics whether heard in isolation or within
can: show awareness of short, simple spoken texts describing people and objects.
Star & Stella puppets objects of reference e.g. music Recognize ways to relate responsibly to ones
Audio CD: T4550 signifies tidy up time; recognize surroundings at home and at school by exhibiting
Activity Book: Act. AD a sequence; convey immediate responsible behaviors towards the environment.
(pp. AB44AB45); Act. AB needs using visual cues,
Understand and use common expressions of politeness in
(p. AB46); Act. AC (p. gestures, and objects; repeat
class while working in pairs or groups on projects.
AB47); Act. AB (p.AB48); modeled sentences; convey
Act. AB (p.AB49). meaning through personal Recognize when to speak and when to listen while
drawings. working in pairs or small groups in class by following
Extras: an analog clock; a classroom instructions.
set of Times and Daily
activities game cards (pp. Exchange specific information with another person, provided
150151) for each pair of they talk slowly and clearly and are prepared to help.
students; dice. Read a variety of simple text-types and graphic
organizers used to present cross-curricular information.
Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text.
Apply ICT and/or other resources to communicate
simple thoughts in small groups.
LESSON 2: Birthday party! Students learn how to: ask Understand meanings expressed in short dialogues on
(pp. 8691) and answer questions about familiar topics, as well as basic spoken instructions and
Six 45-minute class periods birthdays and age; express simple questions about self, people, animals or things,
birthday greetings; give and especially when spoken slowly and clearly.
Flash Cards 118135 receive a gift; name birthday Ask and answer basic personal information questions, as
Star & Stella puppets party items. well as simple questions about other people, animals, and
Audio CD: T5156 Global Benchmarks: Students possessions, provided the interaction is slow and clear.
Activity Book: Act. AD can: keep a steady beat; Understand and use common expressions of politeness in
(pp.AB50AB51); Act. AB differentiate one object/picture/ class while working in pairs or groups on projects.
(p. AB52); Act. AC (p. letter/word from another;
Communicate to peers and teacher when something is not
AB53); Act. AB (p.AB54); greet, say please and thank
understood in class through the use of simple basic questions.
Act. AB (p.AB55). you with prompting; make a
request through visual cues/ Understand the content in simple short written
Extras: a hat holding environmental print text types, using artwork, symbols
cards with words Family, gestures/objects; begin to
join in with a familiar rhyme and layout for support.
Drinks, Pets, Toys,
Colors, Rooms; a timer; or story; hold writing tools Read a variety of simple text-types and graphic
a calendar; soft balls; one set effectively. organizers used to present cross-curricular information.
of Ages and Dates game Write a variety of short simple text-types, commonly
cards (p. 152) for each pair; used in print and online, with appropriate language and
dice. layout.
Identify key information such as events, characters, and
objects in stories and other age-appropriate literary
texts if there is visual support.
PHONICS: Short u, Long u Students learn to: recognize Imitate individual English language sounds, especially
(u_e, ue, ui) (pp. 9299) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /u/ and long /u/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Write simple words, phrases, and sentences for
controlled practice of language items.
11
Unit 6
Lesson, Periods,
Objectives and Benchmarks Key Performance Indicators
and Resources
LESSON 1: Whats your Students learn how to: Ask simple basic questions in class about the world
favorite season? (pp.100 ask and tell about weather; beyond their own immediate environment in order to
105) identify seasons; ask and tell increase their understanding of different cultures.
about seasons and preferred Exchange basic personal preferences with peers in order
Six 45-minute class periods
activities. to express likes and dislikes.
Flash Cards 136153
Global Benchmarks: Understand meanings expressed in short dialogues on
Star & Stella puppets Students can: respond to familiar topics, as well as basic spoken instructions and
Audio CD: T5762 simple questions or directions simple questions about self, people, animals or things,
Activity Book: Act.AD supported by visual cues/ especially when spoken slowly and clearly.
(pp.AB56AB57); Act. AB gestures/ objects; differentiate
Recognize familiar names, words, and short phrases
(p. AB58); Act. AC (p. one object / picture / letter /
about simple everyday topics whether heard in isolation
AB59); Act. AB (p.AB60); word from another; respond to
or within short, simple spoken texts describing people
Act. AB (p.AB61). basic questions through facial
and objects.
Extras: a Bingo board expression and gestures; with
prompting use one or more Enjoy extensive listening in English.
(p.155) for each student;
words to respond to simple Clap, move, chant or sing along with short authentic
a set of Weather game
questions; convey meaning English language rhymes or songs, approximating English
cards (p. 153) and a set of
through personal drawings. rhythm and intonation once familiar with the text.
Seasons game cards
(p. 154) for each pair of Say when they do not understand and ask for slower or
students; dice. clearer repetition where required.
Read a short simple text and demonstrate understanding
of the gist and some basic details of the content.
Read and understand the main ideas in a short simple
text on a cross-curricular topic.
Write a short simple paragraph to convey some simple
facts about people, animals, places, things, yourself or
others, with the support of a model text.
Complete a basic survey or a questionnaire by providing
personal details.
Listen to and read short narratives and/or other oral
and written literary texts in class in order to stimulate
imagination, curiosity, and a love for literature.
Use creative thinking skills to learn how to share and
respect all ideas through brainstorming activities and pair
work in class.
PHONICS: Short a, Long a Students learn to: recognize Imitate individual English language sounds, especially
(a_e, ai, ay) (pp. 1626) and pronounce words with the those phonemes which do not exist in the students own
Six 45-minute class periods short /a/ and long /a/ sounds. L1, both in isolation and within key vocabulary items.
Letter Cards Global Benchmarks: Students Know how to spell simple English words correctly,
can: distinguish between, demonstrating awareness of sound-letter relationships.
Phonics Game Cards identify, or repeat sounds. Produce simple, mainly isolated utterances using very
short phrases and sometimes individual words, possibly
with slow and/or hesitant delivery.
12
15
Warm-up activity
green, pink, purple, red, white,
orange, yellow, none
How many dinosaurs
does he have? None!
You can use Star and Stella to help prepare students Star and Stella hand puppets (see page 13)
Audio CD Tracks: 36, 37
Ask Star, How many cars do you have? Tell the class
his answer: One. Next, ask, What color is it? Tell
the class his answer: Blue. To reinforce meaning, point
for these activities. Activity Book: Activities A, B on page AB36;
C, D on page AB37
out other blue objects around the room and say, Blue.
Extras: Warm-up activity flash cards: 11, 13, 47, 51, Next, show a second blue toy car beside the rst.
78, 80, 84, 86, 87: two blue toy cars or two pictures of Using the same procedure, model the questions and
a blue car answers again, using the plural form. Ask, How
many cars do you have? Answer, Two. Then ask,
Warm-up activity CT2, CT3 What color are they? Answer, Blue.
1. Passage to read: I see a dog. I see a banana. I Before opening books, say, Lets look at some other
see an apple; its red. I see a bird; its green and toys. Write the word toys on the board.
yellow and white and black and blue! 2. Books open. Ask students to look at the opening scene
2. Place the flash cards for the ten underlined words on page 62.
in the passage in a line on the floor in any order.
Ask ten students to stand and display one card Point to each character and ask, Whos this? (Star,
each. Say, Lets put the words in the right order. Tessa, Tom)
Read the first sentence and guide the first one into Ask, Who is asking the questions? (Star) Ask, Who
position. Continue reading. Once in order, read out is answering the questions? (Tessa)
the passage, pausing before each flash card word,
so the class can call it out. 3. Play Track 36, frame by frame. Ask students
Track
to point to each speech bubble on page 62 as
36 each part is spoken.
92 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
16
5. dolls 2.
(Dan) What is he asking about? (Tessas cars)
Ask, Who is answering the questions? (Tessa) Tell
support, so a lot of the language is supplied, but
they get to be a little more independent as they
6. robots 7. trains students to complete Tessas dialog by lling in the gap
8. black 9. brown 10. green 11. pink 12. purple with any of the color words.
13. red 14. white 15. orange 16. blue 17. yellow
3. Ask pairs of students to practice the dialog. Ask each
pair to take turns speaking both parts. make word choices to fill the gaps in the lines of
dialog.
4. Encourage students to use different toys, numbers,
and colors. Listen carefully to students pronunciation,
Talk. correcting errors and offering praise.
How many cars
do you have? Three. 5. Ask two or three pairs of students to perform the dialog
for the class. Make sure students realise that they can refer to the
What color are they? Theyre .
numbered words at the top of the page in each unit
6. Activity Book. Ask students to complete activity C
on page AB37. Check students answers. Ask pairs of
students to take turns speaking the two parts.
Students practice producing the /r/ and /l/ sounds in This activity always starts by asking the names of
the following tongue twister: Yellow robots, red balls.
4. Play the CD again, frame by frame. Ask the class to 1. Write the two sounds on the board and model the Starship characters pictured in the modeled
repeat each dialog with you. them separately. Walk among the students so
5. Divide the class into two groups. Ask Group 1 to read
they can all see how you make the sounds. Ask
questions to make sure students understand how
dialog. In the earlier units, this reinforces
Stars part and Group 2 to read Tessas part. Then ask
the characters names and gives practice in
the sounds are made. Have students repeat the
the groups to swap parts and repeat.
sounds with you.
6. Divide the class into pairs. Ask each pair of students to
2. Write the tongue twister on the board. Tell
take turns speaking the parts of Star and Tessa. Briey
visit each pair and correct any pronunciation errors.
students to listen carefully. Recite the tongue
twister slowly three times. Emphasize the /r/ and
pronouncing them. In later units, the question
7. Books closed. Say, Lets practice some words for toys
and colors. Introduce each numbered word on page
/l/ sounds. Tell students to repeat the tongue
twister with you three times, slowly. signals the start of a familiar activity.
39, one by one. First, model a word as you show the 3. Tell students to listen carefully again. Recite the
matching flash card. Keep the written word covered. Ask
students to repeat the word with you several times. Then
show the word, model it one more time, and leave the
tongue twister clearly as quickly as you can,
three times. Ask students to repeat it with you in As students practice the dialog in pairs, listen
the same way.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 93
17
How many cars 4. Third listening. Ask students to sing along. Tell
do you have? students they can use their ordered cards as prompts.
One. Replay CD Track 38.
What color is it?
Its green. 5. Books open. Ask students to look at the pictures on
page 40. Ask, What toys do you see? (robots, animals,
How many dinosaurs a car) Ask students to look at the words. Read the song
do you have? with the class. Have them point to each picture as they
None! say the matching words.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 38.
64
7. Activity Book. Ask students to complete activities A
and B on page AB38.
062-067_1_LITESB951983_U4.indd 64 4/8/16 2:37 PM
Warm-up activity
purple, red, white, orange, blue, yellow
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 38, 39, 40, 41
Activity Book: Activities A, B on page AB38; A, B,
This activity revises vocabulary and sentence C on page AB39 (CD Tracks 79, 80, and 81)
Extras: one set of Toys and Colors game cards
structures introduced in the previous lesson. You for each pair of studentsanimals, cars, dinosaurs,
robots, purple, brown, green (see page 149)
can use Star and Stella to engage students, by Warm-up activity CT1, CT2
asking the puppets a question about the previous 1. Have students conduct an oral survey to find
out how many toys their classmates have. Tell a
student to ask you, How many animals do you
lesson. Move them to show shyness at being asked have? Answer, I have six animals.
2. Ask students to move around, asking and
a question and embarrassment at not knowing answering questions about different toys.
3. To conclude, ask two or three pairs to perform a
the answer. Acknowledge their reaction with your question and answer for the class.
Sing
The Sing section starts with a vocabulary review.
Star and Stella can be used to help provide positive
feedback. You can make Stella react positively
through nodding her head and clapping her
hands.
This activity requires students to use sets of game
cards in the second and third listenings of the
song. Produce these ahead of time (see Lesson
preparations). To reduce the time you spend
preparing these, you could hand over the cutting-
up task to your students as part of the vocabulary
review at the start of the lesson. Students would
get further opportunity to re-engage with the
vocabulary before listening to the song.
To encourage enthusiastic singing, particularly
towards the end, you could tell your students that
Star and Stella love to hear them sing, so they
should give their best performance.
18
b
3
4
d 3. Divide the class into pairs. Have students refer to their through the speaking practice detailed in steps 3
e completed task and take turns asking and answering
5
Track
questions about the color of the toys in each picture.
and 4.
B. Listen and check a or b . 40 4. Ask five pairs to each perform one question and answer.
1
a a 2 a
3
a
4
5. Activity Book. Ask students to complete activity A on
page AB39 (CD Track 79).
b b b b
B. Listen and check a or b CT1, CT2
Track
C. Listen and say. Track
41 40 Audio Script
1 2 3 4
Narrator: One
Female: How many dinosaurs does he have?
Male: Eight.
Narrator: Two
65 Female: How many cars do you have?
Male: One.
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
Female: What color is it?
Male: Its red.
A. Listen and choose CT1, CT2
Narrator: Three
Track
Audio Script Female: How many animals do you have?
39 Male: Four.
Listen
In the three Listen activities, use Star to help you
check that your students know what to do. Try these
two techniques:
1. Say, Star doesnt know what to do. Can you
tell him?
2. Address questions to Star and have him turn to
your students for answers.
19
Listen
1. Books open. Ask students to look at the four pictures
Track
A. Listen and choose. 39 in exercise C.
a 1 c 2. Ask students about the toys in the pictures. (1trains,
2 2robots, 3a dinosaur, 4cars) Ask students what
3 questions they might hear on the CD. (How many and
4
d What color questions)
b e
5 3. Say, Lets practice speaking. Divide the class into
pairs. Tell students they will listen to a dialog, and
Track
B. Listen and check a or b . 40 then repeat it. Tell students to listen carefully as you
1 2 3 4 show them what do. Play One on Track 41. Role-play
a a a a
both parts of the dialog to model the exercise.
4. Check that students know what to do. Tell students to
listen carefully, and then play CD Track 41. Pause for
b b b b students to repeat the parts of dialog. Write them on
the board as necessary. Ask students to swap roles and
repeat.
5. Ask four pairs of students to each perform one dialog.
C. Listen and say. Track
41
6. Activity Book. Ask students to complete activity C
1 2 3 4
on page AB39 (CD Track 81).
Audio Script
they perform the scene to another pair of students. 41
Narrator: One
Boy: How many trains do you have?
Girl: Two.
Boy: What color are they?
Girl: Theyre green and yellow.
Narrator: Two
Girl: How many robots do you have?
Boy: Four.
Extra activity
Narrator: Three
Boy: How many dinosaurs does he have?
Girl: One.
Boy: What color is it?
Girl: Its brown and black.
the end of the lesson, students can either review Boy: Five.
20
5 green
pink 6 blue
8 orange
4 brown
2 yellow
3 red
7 purple 3. Ask students to complete the exercise alone. Check ask the puppet questions, and then have her turn
students answers by calling out each number and
B. Read and say.
This is my robot. 4.
asking the class to say the matching color.
Activity Book. Ask students to complete activity A
to the class for the answers. You are showing your
Its yellow and black.
How many robots do you have?
What color are they?
on page AB40.
students that you believe they know the answers,
B. Read and say CT2, CT3
C. Ask and answer. 1. Books open. Ask students to name the toy in the
which is important at this stage.
How many picture and say who it belongs to. (a robot, the girl)
97
C. Ask and answer
092-099_1_LITETB952027_U4.indd 97 4/14/16 1:45 PM
This activity provides another opportunity for pairs
of students to practice vocabulary and structures.
The activity starts by role playing the dialogue and
then, as for the Talk activity, move around the class
monitoring students pronunciation.
Warm-up activity
Each practice lesson starts with a game of Spell it! How to play Spell it!
Two teams play and points are scored by correctly
spelling aloud vocabulary words from the unit. The rst players in each team stand. The player
Keep it fun and energeticit is a warm-up activity, from team A is asked to spell a word.
not a test. You could give bonus points to students
If the word is spelled correctly, a point is earned. If
who are trying really hard, having lots of fun, or
the word is spelled incorrectly, then the first player
being good team players.
from team B has a chance to spell the word correctly
and win the point. If neither player spells the word
correctly, no point is allocated.
21
67
2. Ask questions to check that students know what to do.
Play the game.
062-067_1_LITESB951983_U4.indd 67 4/8/16 2:38 PM
3. To conclude, ask students from different pairs to
perform one round of the game for the class.
Organizing groups
4. Activity Book. Ask students to complete activities A
Organizing groups CT1 and B on page AB41.
1. Use pairs of Toys and Colors game cards 5. To end the unit, use the ash cards to review the unit
to review the unit language and regroup vocabulary.
students for the end-of-unit game. See
This activity usually involves working with the Organizing groups on page 22. Note:
Students will need to color the purple, brown,
and green cards in the correct colors. Extra activity CT1, CT4
game cards as a paired pack. You will need to 2. Hand out one game card to each student. 1. Play a written spelling game (see How
Check that students know what to do by to play Write it! on page 22) using the
produce enough pairs for each student in your class asking them to tell Stella what to do. They
should say that the aim of the activity is to
vocabulary on page 63 of the Student Book.
22
Culture notes
Answers
One. Its black.
Two. Theyre blue.
Three. brown.
Four. green. Starship English supports an integrated approach to
Five. red.
Six.
Seven.
orange.
pink.
language and culture learning. The four American
Eight.
Nine.
purple.
white.
charactersDan, Emma, Tessa, and Tompresent
Ten.
None.
yellow.
a way of life and a world of values, attitudes,
and beliefs for students to explore and compare
with their own culture. The notes in this section
Theyre ______ and ______.
23
Level overview
Starship English Level Pre A1.2 covers the characters to explain the concepts helps
vowelsounds. students to relate to content, and aids the
learning process. Teachers can take on the
The phonics lessons first review the short
role of the character and provide further
vowel sounds that were learned in Level
explanation if it is necessary.
PreA1.1. Students are presented with
activities in a Presentation, Practice, The Reviews are a checkpoint to monitor
and Production sequence. Then students grasp of the content. Students can
students find various practice exercises, reflect on the work recently learned and
including reading, writing, listening, and test their own understanding and ability to
spelling, which reinforce their memory, use their encoding, decoding, and listening
understanding, and familiarity with the skills. Each Review contains practice
focus graphemes and phonemes. exercises and ends with a reading passage.
Students gain a sense of achievement from
The focus then turns to the long vowel
being able to read, understand, and enjoy
sound and the letter combinations that
the story.
make the long vowel sound, for example,
the long /a/ sound is represented by
the letter combinations a_e, ai, and ay.
Each of these combinations is presented
separately, allowing students to focus on
the letter combinations and gain a good
understanding of the concept as well as
comprehensive practice to reinforce their
knowledge. There are a variety of exercises,
but these are rotated amongst the units to
help students become familiar with how the
exercises are conducted. The use of Starship
Phonics
A. Look, listen,
and say.
Unit
1
Short a
P-CD
This exercise presents four anchor A. Look, listen, and say. 1
Track
1. ant 2. apple
B. Listen, write,
and read. 3. hand 4. lamp
P-CD
This exercise gives the students Track
an example of the anchor words B. Listen, write, and read. 2
in the context of a sentence.
The students listen and identify 1. It is an ant .
the words, write out the missing
words, and then read the 2. Here is the .
sentence.
3. This is my .
4. Here is a .
Audio Support 16
Unit
X
1
A Head to go here Long a
The e at the end of these words
helps the letter a to say its name. Wow!
A. Look, listen,
and say.
This exercise presents four anchor
a _e
words with the long vowel sound,
P-CD
providing examples of the phoneme Track
in the context of words. This helps
A. Look, listen, and say. 4
students to understand the concept
and how the letters work together
to make the long vowel sound.
The four anchor words should be
said aloud by the students and the
teacher.
1. ape 2. cake
Audio Support
The corresponding audio track is Ben
Sam
indicated by the P-CD icon, which
shows the track number on the
P-CD for ease of use. 3. name 4. date
18
4 5 6
pad mat rain
play mate ran
7 8 9
can play sail
cane airplane spray
110
C. Do the words
C. Do the words sound the same? sound the same?
Write Yes or No. Write Yes or No.
1 ran / man ______ 2 grain / cane ______ This is a phonemic awareness
activity that tests students ability to
3 tap / tape ______ 4 gray / day ______ recognize rhyming words. Students
have to be able to read the words,
5 date / play ______ 6 frame / paint ______ in order for them to distinguish the
sounds. Phonemic awareness is an
essential skill in learning to spell
D. Write ai, ay, or a_e and read the words. new words.
Time
Student Book, pages 20, 21
3040 minutes
ai
Warm-up activities CT1, CT2, CT3 P-CD
Track
1. Revise the short vowel /a/ by showing the students the A. Look, listen, and say. 8
Letter Card a and asking them to say the phoneme
for that letter. Ask them if the /a/ sound is long or short. Brow
n
Sam ate Street
,
1 G own
2. Write the words ant, apple, hand, and lamp on the Start
1. tr__ __n 2. s__ __l 2. Ask students to close their books. Play the P-CD Track
10. Have students listen to the words.
3. r__ __l 4. n__ __ll 3. Ask students to open their books at page 21. Play
Track 10 again. Have students write the words they
5. sn__ __l 6. gr__ __ns hear in their books. Pause the audio between words
to allow students time to write their answers. Replay
P-CD
each word if necessary.
Track
C. Listen and write the words. 10 4. Play Track 10 a third time. Have students listen again
and check their answers. Pause after each word and
1. 2. 3. ask students to spell that word as you write the answer
on the board.
4. 5. 6.
5. Point to each word on the board and ask students
P-CD which letters make the long /a/ sound?
Track
D. Listen, write, and read. 11
D. Listen, write, and read. CT2, CT3, CT4
1. Will it today?
1. Explain to students that they will listen to the P-CD,
2. Here is the . fill in the missing words, and then read the sentences.
2. Ask students to close their books. Play the P-CD Track
3. The cat has a . 11. Have students listen to the sentences.
4. I pictures. 3. Ask students to open their books to page 21. Pause
21 the audio between sentences to allow students time to
write their answers. Replay each sentence if necessary.
016-023_1_LITESB951983_PBU1.indd 21 4/14/16 11:19 AM
4. Play Track 11 a third time. Have students listen again
and check their answers. Pause after each missing
Practice word, and ask students to spell that word as you write
it on the board.
5. Ask the students to tell you their understanding of the
B. Listen, fill in the letters ai, and read. CT2, sentence in their own language.
CT3, CT4
The aim of this activity is to give students hands-on practice 4. Choose a student from Team one to come to the board
at spelling out words they hear, building their confidence and spell out the word by slapping the Letter Cards.
and sense of achievement. Use words that are easily spelled If the student slaps the Letter Cards in the correct
and do not contain letter combinations that students have order he/she earns one point for the team. You can
not yet learned, for example, students know the grapheme encourage the team members to say each letter as
/ai/ in the word paint, but they have not learned the the student slaps it. If the student can identify the
grapheme /ou/ so they will not be able to spell out. grapheme in the word, he/she can earn an extra point
for the team.
You will need a set of Letter Squares for each student.
5. Repeat the process, alternating students from each
1. Have students place their Letter Squares on their desks, team.
or on the floor, in alphabetical order. Ask students to put
their hands on their heads when they have finished. Walk
around the class to check/correct each students order.
2. Ask students to listen carefully and look at your mouth
4. Listen and Spell
while you say a word. Tell students they must spell the
This is not an easy skill for students to acquire and so the
word with their Letter Squares and put their hands on
words used must be simple to begin with. Spell the word in
their heads when they have finished.
English for the students and say the word in the students
3. Pronounce a word, saying the sound for each letter, for first language, as per the following example.
example, p-e-n p-e-n pen. Then say, Go!
You will need pencils and writing paper.
4. Walk around the class to check each students spelling.
If a student makes a mistake, point to the incorrect 1. Say, You must write the English word for ______.
letter(s) and repeat the word carefully. Ask the student (say first language word for sand). The English word
to try to correct the mistake. If possible, avoid correcting for _____ is sand. S-a-n-d sand s-a-n-d.
the mistake for the student. 2. Ask students to write the word sand on their paper.
3. Write the word sand on the board for students to check
their correctness.
2. Word Relay
4. Words can be taken from this level of Starship English
or can be words that students know from the previous
You will need a set of Letter Cards.
level of Starship English.
1. Divide the class into two teams. The teams line up,
facing each other. Each student holds a Letter Card with
the letter facing the opposing team.
2. A student in Team 1 starts by calling out the sound of a
letter held by a member of Team 2. The Team 2 member
must respond with an anchor word for the letter.
3. If the word is correct, the Team 2 member wins a point, then
calls out a letter held by a Team 1 student and so the game
progresses. If the Team 2 member doesnt call out a correct
word, then the Team 1 student wins a point and takes
another turn to call out a letter held by a Team 2 member.
4. If a students letter is called more than once, the student
must respond with a different anchor word each time.
5. Hangman
b a
You will need a whiteboard and markers.
1. Choose a long-vowel-sound word from the Starship
English units already studied, and draw a dash for
f
each letter on the whiteboard.
2. Tell the students that they have to guess letters. If the
letter is in the word, you will fill in the dash but if it
isnt, you will add a line to the gallows. The students
must guess all the letters for the word before you 6. Sound
finish drawing the gallows.
3. Have the students call out letters. Fill in the dash You will need a whiteboard and markers.
with a correct letter or write an incorrect letter on the
1. Divide the class into two teams.
board, and draw one line of the gallows (as per the
numbers in the example below). 2. Write a long-vowel-sound word on the board, for
4. Continue this process until the students determine the example, stripes. Ask a student from Team 1 to say
word or until you have completed the drawing of the the word and identify the letters that make the long
gallows and the hanging stick man. vowel sound in the word.
3. If the student does not answer correctly, ask a student
3 from Team 2 to answer. A point is awarded to the
p
team that answers both parts correctly.
5
4
j
4. Continue the game, alternating the teams, using
words that represent each of the long vowel sounds,
o
for example, date, crane, rain, snail, subway, gray,
2 tree, beetle, team, seal, honey, candy, kite, bright,
6 high, pie, sky, robe, cone, boat, toad, snow, arrow,
cube, flute, glue, cue, fruit, bruise.
f r a me
36 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
1. Tessa 4. Tom 3. Have two or three pairs of students perform the dialog
2. Dan for the class.
Talk.
Hello. My names . How do you spell ? Phonics activity CT2
Students sort character names into two groups: those
with one syllable and those with more than one.
1. Draw a two-column table on the board. Write
Hiat the top of the left column and Hello
at the top of the right. Illustrate the syllables in
5 these words. Draw one large circle (O) above Hi
and a large and a small circle (O o) above Hello.
004-009_1_LITESB951983_U1a.indd 5 4/8/16 2:33 PM
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 37
Lesson preparations
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 3, 4, 5, 6
Activity Book: Activities A, B on page AB6; A, B, C
on page AB7 (CD Tracks 64, 65, 66)
Extras: one set of Characters game cards (Star,
Stella, Tessa, Dan, Emma, Tom) for each pair of
students (see page 143)
38
Listen
Track
1. Books open. Say, Lets listen to introductions and
A. Listen and choose. 4 c draw lines to match the pictures to the numbered
a 1. My names Dan. boxes. Play One on CD Track 4. Use the worked
example to model the activity.
2. My names Emma.
b 2. Check that students know what to do. Play CD Track
3. His names Tom. d 4. Pause for students to match the pictures with the
4. Her names Tessa. numbered boxes. Check students answers.
Track 3. Divide the class into pairs. Tell students to take turns
B. Listen and check a or b . 5
to ask, How do you spell Dan/Emma/Tom/Tessa?
1 2 3
a a a 4. Ask four students to each spell a characters name.
Ask, How do you spell _________? Use a different
name for each student.
b b b 5. Activity Book. Ask students to complete activity A
on page AB7 (CD Track 64).
Narrator: Three
A. Listen and choose CT1, CT2 Star: My names Star.
Track
4 Audio Script
1. Books open. Ask students to look at the three pairs of
Narrator: One
pictures and identify the Starship characters in each.
Dan: My names Dan.
2. Say, Lets listen to three introductions and check the
Narrator: Two boxes for the pictures that match what we hear. Play
Emma: My names Emma. One on CD Track 5. Use the worked example to model
the activity.
Narrator: Three
Dan: His names Tom. 3. Check that students know what to do. Play CD Track
5. Pause for students to check the picture boxes. Check
Narrator: Four students answers.
Emma: Her names Tessa.
4. Ask students to refer to their checked pictures and write
introductions. Use the first checked picture to provide
an example for the board: Her names Emma.
5. Ask two students to each write one introduction on the
board.
6. Activity Book. Ask students to complete activity B
on page AB7 (CD Track 65).
39
Listen
Track
1. Books open. Ask students to quietly read the five
A. Listen and choose. 4 c speech bubbles.
a 1. My names Dan.
2. Talk about the statements and questions. Ask
2. My names Emma. questions to help students match speech bubble 1 with
b 2, and 4 with 5. Check that students know when to
3. His names Tom. d use the word Good-bye.
4. Her names Tessa. 3. Say, Lets practice speaking. Tell students they will
Track listen to the statements, and then repeat them. Tell
B. Listen and check a or b . 5
students to first listen carefully as you show them
1 2 3 what do. Play One on CD Track 6. Role-play the first
a a a
speech bubble to model the exercise.
4. Check that students know what to do. Play CD Track
6. Pause for students to repeat the speech bubbles.
b b b
Write them on the board as necessary.
5. Ask five students to each perform one speech bubble.
6. Activity Book. Ask students to complete activity C
C. Listen and say. Track
6 on page AB7 (CD Track 66).
1. Hello. Whats his name? 2. Hi. Whats her name?
3. Good-bye.
Narrator: Two
Female: Hi. Whats her name?
Narrator: Three
Male: Good-bye.
Narrator: Four
Female: His names Dan.
Narrator: Five
Male: Her names Tessa.
40
41
42
Answers
My names Tessa.
His Emma.
Her Dan.
Your Tom.
Star.
Stella.
43
10
Star and Stella hand puppets (see page 13) Use the Star puppet to talk about your family. Have
Star point to people in your photograph and whisper
Audio CD Tracks: 7, 8 questions in your ear. Tell the students what he asks,
Activity Book: Activities A, B on page AB10; for example: Whos she? Whos he? Who are they?
activities C, D on page AB11 Answer Stars questions (Shes my mother. Hes my
brother. Theyre my sisters.) Point to the people in the
Extras: teachers family photograph; one set of photograph as you say the family words.
Characters game cards for each pair (page 143)
2. Books open. Ask students to look at the opening
scene on page 10.
Warm-up activity CT1, CT2
Point to each of the characters and ask Whos
1. Review the names of the characters. Divide the
this? (Star, Emma)
class into pairs and show students what to do.
Place the game cards face down on the table. As Ask students how many questions Star asks. Remind
player One, pick up a card and ask, How do you them to count the question marks.
spell _____? As player Two, spell the name and
3. Play Track 7, frame by frame. Ask students to
then pick up a different card. Track
point to the matching speech bubble on page
2. Ask, What question does player Two now ask?
7 10 as each part is spoken.
(How do you spell_____?) What does player One 4. Play the CD again, frame by frame. Ask the class to
then do? (spell the name) repeat each dialog with you.
3. This activity could be a game. The winners are 5. Divide the class into two groups. Ask Group 1 to read
the first pair to accurately spell all the names. Emmas part and Group 2 to read the other parts.
Then ask the groups to swap parts and repeat.
44 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 45
Lesson preparations
Starship flash cards 2 to 9: grandma, grandpa,
mother, father, sister, sisters, brother, brothers
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 9, 10, 11, 12
Activity Book: Activities A, B on page AB12; A, B,
C on page AB13 (CD Tracks 67, 68, 69)
Extras: photographs of students families; one set
of Family game cards (grandma, grandpa, mother,
father, sister, sisters, brother, brothers, family) for each
pair of students (see page 144)
46
Listen
c
1. Books open. Ask students to look at the pictures and
Track
10 identify the five family members. Say, Lets listen to
a five questions and answers. Play One on CD Track 10.
1
Use the worked example to model the activity.
2 d
3
2. Check that students know what to do. Play CD Track
10. Pause for students to match the pictures with the
4 e
numbered boxes. Check students answers.
b 5
3. Divide the class into pairs. Have students refer to their
Track
B. Listen and check a or b . 11 completed task and take turns asking and answering
1 the question, Whos she/he?
a a 2 a
3
a
4
Narrator: Two
Male: Whos he? 1. Books open. Ask students to look at the four pairs of
Emma: Hes my father. pictures and identify the family members.
Narrator: Three 2. Say, Lets listen to four questions and answers and
Male: Whos she? check the boxes that match what we hear. Play One
Emma: Shes my mother. on CD Track 11. Model, using the worked example.
3. Check that students know what to do. Play CD Track
Narrator: Four 11. Pause for students to check the picture boxes. Check
Male: Whos he? students answers.
Emma: Hes my grandpa.
4. Ask students to refer to their checked pictures and write
Narrator: Five questions and answers. Use the first checked picture to
Male: Whos he? write an example on the board: Who are they? Theyre
Emma: Hes my brother. my brothers.
5. Ask three students to each write one question and
answer on the board.
6. Activity Book. Ask students to complete activity B
on page AB13 (CD Track 68).
47
Listen
c
1. Books open. Ask students to look at the three
Track
10 pictures in exercise C.
a 1 2. Ask students about the number of people and who
2 d they are. (Fivea boy, a girl, the girls mother, the girls
3 two sisters) Talk about what is happening in each
4 e picture. (1greeting one another, 2introducing mother,
b 5 3introducing sisters)
Track
3. Say, Lets practice speaking. Divide the class into
B. Listen and check a or b . 11 pairs. Tell students they will listen to dialogs, and
1 2 3 4 then repeat them. Tell students to first listen carefully
a a a a
as you show them what do. Play One on CD Track
12. Role-play both sides of the dialog to model the
exercise.
b b b b
4. Check that students know what to do. Play CD Track
12. Pause for students to repeat the dialogs. Write
them on the board as necessary.
Track 5. Ask three pairs of students to each perform one
C. Listen and say. 12
dialog.
1 2 3
6. Activity Book. Ask students to complete activity C
on page AB13 (CD Track 69).
13
Extra activity CT2
010-015_1_LITESB951983_U1b.indd 13 4/8/16 2:34 PM
1. Ask students to quietly review spelling aloud
family words. This will prepare them for the
warm-up activity in the next lesson.
Narrator: Two
Boy: Whos she?
Girl: Shes my mother.
Narrator: Three
Boy: Who are they?
Girl: Theyre my sisters.
48
Whos he? Hes my . 2. Say, Lets practice reading aloud. Ask students to
stand up and read the passage aloud together.
Whos she? Shes my .
3. Divide the class into pairs. Ask students to take turns
Who are they? Theyre my . reading to each other.
14
4. Ask two or three students to take turns reading aloud
to the class.
010-015_1_LITESB951983_U1b.indd 14 4/8/16 2:34 PM
Lesson preparations
Starship flash cards 2 to 9: grandma, grandpa,
C. Ask and answer CT1, CT2
mother, father, sister, sisters, brother, brothers 1. Books open. Say, Lets practice speaking. Divide
the class into pairs, student A and student B. Role-play
Star and Stella hand puppets (see page 13) the dialog. As student A, point to the first question
Activity Book: Activities A and B on pages 14 and ask, Whos he? As student B, point to the first
and 15 answer and say, Hes my father. Step back into the
role of student A. Point to the second question and
Extras: two sets of Family game cards ask students what to say. (Whos she?) Continue the
grandma, grandpa, mother, father, sister, sisters, role-play in this way. Show how to take turns. Ask
brother, brothers (see page 144) questions to check that students know what to do.
Make sure they know to answer the questions with as
Warm-up activity CT1, CT2 many different family member words as they can.
1. Play an oral spelling game (see How to play 2. Move around the class and listen carefully as students
Spell it! on page 21) to review family words. practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.
49
50
Answers
Hes my brother.
father.
grandpa.
Shes my grandma.
mother.
sister.
Theyre my brothers.
sisters.
51
Phonics
Unit
1
Short a C. Listen and circle words with the Track
P-CD
3. cat 4. stamp
5. jar 6. bag
1. ant 2. apple
Long a
016-023_1_LITESB951983_PBU1.indd 16 4/14/16 11:19 AM 016-023_1_LITESB951983_PBU1.indd 17 4/14/16 11:19 AM
3. can____ 4. airplan____
a _e 5. cran____
P-CD 1 2
A. Look, listen, and say. 4
Track tap cane
tape can
3 4
Sam mat
same mate
P-CD
Track
D. Listen, write, and read. 7
1. ape 2. cake
1. This a big .
2. Here is my .
Ben
3. My is Sam.
Sam
52
Unit
Unit
X1
A Head to go here Long a B. Listen, fill in the letters ai, and read. 9
P-CD
Track
ai
3. r__ __l 4. n__ __ll
P-CD
Track
P-CD C. Listen and write the words. 10
Track
A. Look, listen, and say. 8
1. 2. 3.
n
Brow ,
Sam ate Street
1 G own
Start 4. 5. 6.
P-CD
Track
2. mail D. Listen, write, and read. 11
1. rain
1. Will it today?
2. Here is the .
Long a
016-023_1_LITESB951983_PBU1.indd 20 4/14/16 11:19 AM 016-023_1_LITESB951983_PBU1.indd 21 4/14/16 11:19 AM
Unit
Unit A Head to go here P-CD
Track
X1 B. Listen, fill in the letters ay, and read. 13
The letters ay together make 1. h __ __ 2. spr __ __
the long a sound in these words. Thats easy.
3. r __ __ 4. tr __ __
ay 5. M __ __
P-CD 1 2 3
A. Look, listen, and say. 12
Track tray bay spray
Sun gray play tray
Mon
4 5 6
Tues
Wednes day
say bay hay
Thurs sad day hat
Fri P-CD
Satur D. Listen, write, and read. Track
15
1. bay 2. day
1. This is a .
2. What is it?
3. We the game.
3. pl
play 4. subway 4. This is the .
22 23
53
54
56 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 57
Lesson preparations
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 15, 16, 17, 18
Activity Book: Activities A. B on page AB18; A, B,
and C on page AB19 (CD Tracks 70, 71, 72)
Extras: pictures of pets; one set of four Adjectives
game cardspretty, young, small, happyfor each
pair (see page 145)
58
Listen
1. Books open. Say, Lets listen to four questions and
Track
A. Listen and choose. 16 answers about pets. Play One on CD Track 16. Use
c the worked example to model the activity.
a
1
2. Check that students know what to do. Play CD Track
2 16. Pause for students to match the pictures with the
3 d numbered boxes. Check students answers.
b
4
3. Divide the class into pairs. Have students refer to their
Track
completed task and take turns asking questions and
B. Listen and check a or b . 17 giving affirmative answers. (Are they young? Yes, they
1 2 are. Theyre young.)
a a a 3 a
4
Track
C. Listen and say. 18
B. Listen and check a or b CT1, CT2
1 2 3
Track
Audio Script
17
Narrator: One
27 Female: Is she big?
Male: Yes, she is. Shes big.
024-029_1_LITESB951983_U2.indd 27 4/8/16 2:35 PM
Narrator: Two
Female: Is he fat?
Male: No, he isnt. Hes thin.
A. Listen and choose CT1, CT2
Narrator: Three
Track Female: Is she ugly?
16 Audio Script
Male: No, she isnt. Shes pretty.
Narrator: Two
Female: Is he sad?
Male: Yes, he is. Hes sad. 1. Books open. Ask students to look at the four pairs of
pictures and identify the pets.
Narrator: Three 2. Say, Lets listen to four questions and answers about
Female: Are they old? these dogs and check the boxes for the pictures that
Male: Yes, they are. Theyre old. match what we hear. Play One on CD Track 17. Use
the worked example to model the activity.
Narrator: Four
Female: Is she happy? 3. Check that students know what to do. Play CD Track 17.
Male: Yes, she is. Shes happy. Pause for students to check the picture boxes. Check
students answers.
Listen
1. Books open. Ask students to look at the three
Track
A. Listen and choose. 16 pictures in exercise C.
c 2. Ask the students about the number of people and
a
1 who they are. (Twoa boy and a girl) Talk about the
2 situation and who is asking the questions. (The girl is
3 d asking questions and the boy is telling her about his cat.)
b
4
3. Say, Lets practice speaking. Divide the class into
pairs. Tell students they will listen to dialogs, and
Track
B. Listen and check a or b . 17 then repeat them. Tell students to listen carefully as
1 2 3 4 you show them what to do. Play One on CD Track 18.
a a a a Role-play the dialog to model the exercise.
4. Check that students know what to do. Play CD Track
18. Pause for students to repeat the dialogs. Write
b b b b them on the board as necessary.
5. Ask three pairs of students to each perform one
dialog.
Narrator: Two
Girl: Is she big?
Boy: No, she isnt. Shes small.
Narrator: Three
Girl: Is she thin?
Boy: No, she isnt. Shes fat.
60
4
6 2. Model the exercise, using the worked example. Ask
1
students to match the next word (small) to a picture
(picture 6). Ask them what to do next. (Write 6 in the
box.)
3. Ask students to complete the exercise alone. Check
2 fat 6 small 5 ugly students answers by calling out each number and
3 thin 1 pretty 4 big asking the class to say the matching describing word.
B. Read and say. 4. Activity Book. Ask students to complete activity A
This is my pet. on page AB20.
My pets a dog.
Shes small.
Shes happy.
B. Read and say CT2, CT3
Is your pet happy? 1. Books open. Ask students to name the pet in the
picture and say who it belongs to. (a dog, the boy)
A. Ask and answer. Then ask students to quietly read what the boy says
about his dog.
Is your pet ? Yes, is. .
2. Tell students they will practice reading aloud. Ask
Is your pet ? No, isnt. . them to read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
reading to each other.
28
4. Ask two or three students to take turns reading aloud
024-029_1_LITESB951983_U2.indd 28 4/8/16 2:35 PM
to the class.
5. Activity Book. Ask students to complete activity B
on page AB20.
Lesson preparations
Starship flash cards 10 to 15: cat, dog, fish, C. Ask and answer CT1, CT2
bird, mouse, turtle 1. Books open. Say, Lets practice speaking. Divide
Activity Book: Activities A and B on pages AB20, the class into pairs, student A and student B. Role-play
AB21 the dialog. As student A, point to the rst question
and ask, Is your pet happy? As student B, point to
Extras: two sets of Pets game cardscat, dog, the first answer and say, Yes, she is. Shes happy.
mouse, turtle, fish, birdyou may need more Step back into the role of student A. Point to the
depending on the size of the class (see page 145) second question and ask students what to say. (Is
your pet _____?) Continue the role-play in this way.
Warm-up activity CT1, CT2 Show how to take turns. Ask questions to check that
students know what to do. Make sure they know to
1. Play an oral spelling game (see How to play ask and answer questions with as many different
Spell It! on page 21) to review pet words and words as they can.
describing words.
2. Move around the class and listen carefully as students
practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.
61
No, shes pretty. 1. Students should work with the partner they found in
the Organizing groups activityone student to be
player One and the other to be player Two. Model the
fat bird old mouse game, using the Star and Stella puppets. As player
One (Star), point to the picture of the cat on the left
and say, My pets a cat. As player Two (Stella), say,
Is your cat ugly? As Star, say, No, shes pretty.
Then model taking turns. As Stella, start the dialog
happy mouse ugly cat again by pointing to a picture on the right.
29
2. Ask questions to check that students know what to do.
Play the game.
024-029_1_LITESB951983_U2.indd 29 4/8/16 2:35 PM
62
Answers
Yes, he is. No, he isnt.
she is. she isnt.
they are. they arent.
63
example, mother.
There are 16 words about pets, for A. Read and say CT2, CT3
example, cat and happy.
In this exercise, assess areas of your students reading and
3. Ask the groups to think of one word for each speaking skills. First let them silently read the dialogs and
column. Turn to Star and ask, Is this a look at the pictures, then note their reading fluency and
game? Have him nod and say, Yes. Lets do their pronunciation as they read the dialogs in pairs.
this quickly.
1. Introduce the exercise. Use Star to praise students for
4. Give each group a worksheet and check that learning their Starship English words. Say, Lets look at
students know where to write the words. Tell the words weve learned. Lets read them.
them they have 5 minutes to finish the work.
2. Tell students to open their books to page 30. Tell them
Allow more time if necessary.
to look at the pictures, and then read the dialogs quietly
5. The winning team is the first to complete the on their own.
worksheet with correctly spelled words. Check
3. Ask pairs of students to take turns to read the dialogs
spelling and ensure all teams have all the
aloud. Each pair can perform the dialogs at least twice,
words in the correct places. Ask students to
swapping roles each time.
spell different words. Praise correct spelling
and provide any missed words to complete the
worksheet. B. Read again and match CT2, CT3
In this exercise, assess your students skill in reading for
detail, and matching pictures and words.
1. Tell students to read the sentences, read the dialogs
again, and then match the sentences on the left with
those on the right.
2. Check students answers.
64 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track End the Review with an Open Book Quiz.
19 Audio Script 1. Divide the class into teams of four and have
them decide on a team name.
Narrator: One
Male: My pets a bird. Shes fat. 2. On the board, draw a table with 7 columns and a
row for each team. Write the team names in the
Narrator: Two first column of the table on the board.
Female: My pets a fish. Hes thin.
3. Describe the quiz to the studentsthere are six
Narrator: Three questions about Units 1 and 2. Tell students they
Male: My pets a dog. Hes sad. can use their student books to search for the
answers. Tell teams that one team member will
Narrator: Four need a pen and paper to write down the teams
Female: My pets a cat. Shes ugly. answers.
Narrator: Five 4. Ask the first question. Limit the time for
Male: My pets a turtle. Hes big. searching for answers. When all the team writers
have written down their teams answer and put
Narrator: Six down their pens, read out the correct answer.
Female: My pets a mouse. Shes old. Award points and write them on the board.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 65
16 17 18 19 20
sixteen seventeen eighteen nineteen twenty
32
66
Grammar CT2
030-033_1_LITESB951983_R1-2.indd 33 4/8/16 2:35 PM
1. Emphasize the capitalization of the days of
the week. Point out that other words are not
Listen and say the days CT1, CT2, CT3 capitalized unless they come at the beginning of
1. Books closed. Ask students to close their eyes a sentence.
Track
and listen to the days of the week. Play CD
21 Track 21.
2. Remind students to use plurals with all numbers
except one when talking about numbers of items.
2. Books open. Ask students to read the days of the As an example, say, I see one book. I see twenty
week as they listen to the CD. Play CD Track 21 again. books.
67
Phonics
Unit
2
Short e C. Listen and circle words Track
P-CD
3. key 4. pen
5. bell 6. zebra
1. hen 2. eggs
Long e
034-041_1_LITESB951983_PBU2.indd 34 4/14/16 11:18 AM 034-041_1_LITESB951983_PBU2.indd 35 4/14/16 11:18 AM
Unit
Unit A Head to go here P-CD
Track
X2 B. Listen, fill in the letters ee, and read. 20
The letters ee together make
I see. 1. __ __ l 2. j __ __ p
the long e sound in these words.
3. p__ __ l 4. s __ __d
ee 5. t__ __ th
P-CD 1 2 2
A. Look, listen, and say. 19
Track seed feel bee
weed feet beetle
3 4 4
three green jeep
tree greed keep
P-CD
Track
D. Listen, write, and read. 22
1. feet 2. green
1. I have two .
2. This is paint.
3. I see a .
68
Unit
Unit
X2
A Head to go hereLong e B. Listen, fill in the letters ea, and read. 24
P-CD
Track
Thats easy.
ea
3. b__ __ ds 4. s__ __
5. s__ __ l 6. p__ __ s
P-CD
Track
P-CD C. Listen and write the words. 25
Track
A. Look, listen, and say. 23
1. 2. 3.
4. 5. 6.
P-CD
Track
D. Listen, write, and read. 26
1. beans 2. team
1. These are green .
2. This is my .
Long e
034-041_1_LITESB951983_PBU2.indd 38 4/14/16 11:18 AM 034-041_1_LITESB951983_PBU2.indd 39 4/14/16 11:18 AM
Unit
Unit A Head to go here P-CD
Track
X2 B. Listen, fill in the letters ey or y, and read. 28
The letters ey or y at the end of 1. k__ __ 2. wind
wind__
these words make the long e sound.
3. sunn__ 4. cloud__
ey / y Wow!
5. rain__
P-CD 1 2 3
A. Look, listen, and say. 27
Track today rainy sunny
cloudy gray money
4 5 6
monkey happy cane
money hay candy
P-CD
Track
D. Listen, write, and read. 30
1. monkey 2. money
1. This is a .
2. Here is the .
3. She is .
69
70
No, thanks.
I want an apple, please.
42
43
7. Ask two or three pairs of students to perform the dialog
for the class.
042-047_1_LITESB951983_U3a.indd 43 4/8/16 2:36 PM 8. Activity Book. Ask students to complete activity C on
page AB25.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 73
74
b b b b
B. Listen and check a or b CT1, CT2
Track
C. Listen and say. 29
Track
28 Audio Script
1 2 3
Narrator: One
Female: What do you want?
Male: I want juice, please.
Narrator: Two
45
Male: Do you want milk?
Female: Yes, please.
042-047_1_LITESB951983_U3a.indd 45 4/8/16 2:36 PM
Narrator: Three
Female: Do you want a hot dog?
A. Listen and choose CT1, CT2 Male: Yes, please.
75
Listen
c 1. Books open. Ask students to look at the three
Track
A. Listen and choose. 27 pictures in exercise C.
1 2. Ask students about the number of people and who
a d
2 they are. (Twoa boy and a girl) Ask students to
3 identify the food and drink items. (soda pop, juice, an
b
4 apple, a sandwich, and a cookie)
5 e
3. Say, Lets practice speaking. Divide the class into
pairs (if possible, have boy-girl pairs). Tell students
B. Listen and check a or b . 28
Track
they will listen to dialogs, and then repeat them. Tell
1 2 3 4 students to first listen carefully as you show them
a a a a
what do. Play One on CD Track 29. Role-play both
parts of the dialog to model the exercise.
4. Check that students know what to do. Play CD Track
b b b b 29. Pause for students to repeat the dialogs. Write
them on the board if necessary.
5. Ask three pairs of students to each perform one
Track
dialog.
C. Listen and say. 29
6. Activity Book. Ask students to complete activity C
1 2 3
on page AB27 (CD Track 75).
45
Extra activity CT2
1. Ask students to quietly review spelling aloud
042-047_1_LITESB951983_U3a.indd 45 4/8/16 2:36 PM
food and drinks words. This will prepare them
for the warm-up activity in the next lesson.
Narrator: One
Male: Do you want soda pop?
Female: No, thanks. I want juice, please.
Narrator: Two
Male: Do you want a sandwich?
Female: No, thanks. I want an apple, please.
Narrator: Three
Male: Do you want a cookie?
Female: Yes, please.
76
What do you want? I want , 2. Say, Lets practice reading aloud. Ask students to
please. stand up and read the passage aloud together.
3. Divide the class into pairs. Ask students to take turns
reading to each other.
46
4. Ask two or three students to take turns reading aloud
to the class.
042-047_1_LITESB951983_U3a.indd 46 4/8/16 2:36 PM
Lesson preparations
Starship flash cards 47 to 60: apple, orange,
C. Ask and answer CT1, CT2
milk, water, banana, mango, soda pop, juice, 1. Books open. Say, Lets practice speaking. Divide
hamburger, muffin, donut, sandwich, cookie, hot dog the class into pairs, student A and student B. Role-
play the dialog. As student A, point to the question
Star and Stella hand puppets (see page 13) and ask, What do you want? As student B, point to
Activity Book: Activities A, B on pages AB28, AB29 the answer and say, I want juice, please. Show how
to take turns. Remain in the role of student B, point
Extras: dice for Play and learn; two sets of Food to the question and ask it. Step back into the role of
and drinks game cardsapple, orange, milk, water, student A, point to the answer, and ask students what
banana, mango, soda pop, juice, hamburger, muffin, to say (I want , please.) Ask questions to check that
donut, sandwich, cookie, hot dog (see pages 146, students know what to do. Make sure they know to
147) answer the question with as many different food and
drinks words as they can.
Warm-up activity CT1, CT2 2. Move around the class and listen carefully as students
1. Play an oral spelling game (see How to play practice the dialog.
Spell it! on page 21) to review food and 3. Ask two or three pairs of students to perform the
drinks words. dialog for the class.
77
No, thanks. Player One rolls the dice and asks a question
I want an apple, please. about a food or drink item, depending on the
number rolled. For example, if a ve is rolled,
player One asks, Do you want a cookie?
Player Two then rolls the dice and answers the
question, depending on the number rolled. For
example, if a three is rolled, player Two answers,
No, thanks. I want an apple, please.
1 2 1 2 Players take turns as player One and Two.
3 4 3 4
1. Students play with the partner they found in the
Organizing groupsone student to be player One
and the other to be player Two. Show students how
to play through a role-play. As player One (Star), roll
5 6 5 6 the dice then use the matching food or drink item to
ask the question. As player Two (Stella), roll the dice
then use the matching food or drink item to answer
the question. Show how to take turns by remaining as
player Two (Stella) and start the dialog again with a
47
roll of the dice.
042-047_1_LITESB951983_U3a.indd 47 4/8/16 2:37 PM 2. Ask questions to check that students know what to do.
Play the game.
3. To conclude, ask students from different pairs to
Organizing groups CT1 perform one round of the game for the class.
1. Use pairs of Food and drinks game cards 4. Activity Book. Ask students to complete activities A
to review the unit language and regroup and B on page AB29.
students for the end-of-unit game. (Note: If
5. To end the unit, use ash cards to review the
you have fewer than 28 students, use the
vocabulary words.
game cards that were not used in the Sing
activity.) See Organizing groups on page 22.
2. Hand out one game card to each student.
Check that students know what to do by
asking them to tell Stella what to do. They
Extra activity CT1, CT4
should say that the aim of the activity is to 1. Play a written spelling game (see How
nd a partner through matching their Food to play Write it! on page 22) using the
and drinks cards. Encourage students to call vocabulary on page 43 of the Student Book.
out their words to find their partners. Once
partnered, tell them to sit together.
3. Make sure students are correctly matched by
having them call out their food and drinks
words, pair by pair.
78
Questions
Extension activities CT2, CT5
What do you want? 1. Create a pretend store and let students ask for
different food items. One way to do this is to use
the Starship English ash cards, or you can ask
students to draw pictures of different food items
Do you want an apple? juice?
and use these instead.
a banana? milk?
2. Ask students to talk about their snacks and
a cookie? soda pop?
lunches. Teach them about foods for which they
a donut? water? might not yet have the vocabulary. Students
a hamburger? should be able to talk about the foods and
a hot dog? drinks that they most often eat and drink.
a mango? 3. Ask students to find pictures of different foods
a muffin? from old magazines and bring these to class.
Write the names of them in English and put
an orange?
them on the classroom wall.
a sandwich?
Answers
Yes, please.
79
48
80
Wheres the Its opposite the . 6. Activity Book. Ask students to complete activity C
bathroom? on page AB31. Check students answers. Ask pairs of
students to take turns speaking the two parts.
81
Wheres the living room? 3. Second listening. Divide the class into pairs. Give
Its next to the bedroom. each pair a set of Rooms game cards. Ask each pair
to arrange their cards in order as they listen to the
Wheres the bedroom? song (kitchen appears at the start and at the end). Play
Its next to the bathroom. CD Track 32 again. Ask the class to check that their
cards are in the correct order. Ask, What place word
Wheres the bathroom? was used in the song? (next to)
Its next to the kitchen.
Here it is! 4. Third listening. Ask students to sing along. Tell
Here it is! students they can use their ordered cards as prompts.
Here it is! Replay CD Track 32.
5. Books open. Ask students to look at the pictures on
page 50. Ask, What rooms do you see? (bathroom,
kitchen, bedroom, hall, living room, and dining room) Ask
students to look at the words. Read the words of the
song with the class. Have them point to the rooms in
the picture as they say the words.
6. Fourth listening. Ask students to sing along again.
50 Replay CD Track 32.
7. Activity Book. Ask students to complete activities A
048-053_1_LITESB951983_U3b.indd 50 4/8/16 2:37 PM
and B on page 32.
8. Ask the class to stand up and sing the song together.
Lesson preparations Encourage their best performance with Star and Stella
as the audience. Play the CD as necessary.
Starship flash cards 61 to 70: bedroom, living
room, dining room, balcony, bathroom, kitchen, hall,
next to, between, opposite
Star and Stella hand puppets (see page 13)
Audio CD Tracks: 32, 33, 34, 35
Activity Book: Activities A, B on page AB32;
A, B, C on page AB33 (CD Tracks 76, 77, 78)
Extras: magazine pictures of rooms; a set of six
Rooms game cardskitchen x 2, dining room, living
room, bedroom, bathroomfor each pair (see page
148)
82
Listen
1. Books open. Say, Lets listen to ve statements about
A. Listen and choose. 33
Track
different rooms in a house. Play One on CD Track 33.
c Use the worked example to model the activity.
1
2 2. Check that students know what to do. Play CD Track 33.
a 3 d Pause for students to match the pictures with the
4 e numbered boxes. Check students answers.
5 3. Divide the class into pairs. Have students refer to their
b
Track
completed task and take turns to practice saying the
B. Listen and check a or b . 34 statements.
1
a a 2 a
3
a 4 4. Ask five students to each perform one statement.
5. Activity Book. Ask students to complete activity A on
page AB33 (CD Track 76).
b b b b
Track
Audio Script
1 2 3
34
Narrator: One
Female: This is the kitchen.
51
Narrator: Two
Female: This is the hall.
Narrator: Three
048-053_1_LITESB951983_U3b.indd 51 4/8/16 2:37 PM
Narrator: One 1. Books open. Ask students to look at the four pairs of
Female: This is my bedroom. pictures and identify the rooms.
Narrator: Two 2. Say, Lets listen to four statements about these rooms
Male: This is the bathroom. and check the boxes for the pictures that match what
Narrator: Three we hear. Play One on CD Track 34. Use the worked
Female: This is the kitchen. example to model the activity.
Narrator: Four 3. Check that students know what to do. Play CD Track 34.
Male: This is the living room. Pause for students to check the picture boxes. Check
Narrator: Five students answers.
Male: This is the balcony. 4. Write, This is _____. on the board. Tell students to
refer to their checked pictures and write statements. Use
the first checked picture to provide an example for the
board. (This is the kitchen.)
5. Ask three students to each write one statement
on the board.
6. Activity Book. Ask students to complete activity B
on page AB33 (CD Track 77).
83
Narrator: Two
Male: Wheres the kitchen?
Female: Its next to the hall.
Narrator: Three
Male: Wheres the bathroom?
Female: Its between the dining room and the living
room. Here it is!
84
85
86
Statements
This is the balcony. Here it is!
bathroom. Extension activities CT2, CT4, CT5
bedroom. 1. Ask students to draw their own homes and
dining room. label the rooms.
hall. 2. Ask students to collect magazine pictures of
kitchen. rooms and put them up on the board. Label
the rooms and, if students are comfortable
living room. with more language, the names of specific
pieces of furniture.
3. Label parts of your school in English to
Questions encourage students to see and recognize the
words in context.
Wheres the balcony?
4. As an art project, ask students to make signs
your bathroom? for their bedrooms. The sign can simply be:
bedroom? My bedroom, or feature the name of the student:
dining room? Janes bedroom. Encourage them to hang their
sign on their door or in their room at home.
hall?
kitchen?
living room?
Answers
Its next to the balcony.
opposite bathroom.
bedroom.
dining room.
hall.
kitchen.
living room.
87
Phonics
Unit
3
Short i C. Listen and circle words
P-CD
Track
P-CD with the short i sound. 33
Track
A. Look, listen, and say. 31
5
1. pin 2. five
3. tin 4. ink
5. stripes 6. crib
1. milk 2. ring
Long i
054-061_1_LITESB951983_PBU3.indd 54 4/19/16 1:48 PM 054-061_1_LITESB951983_PBU3.indd 55 4/19/16 1:48 PM
Unit
Unit A Head to go here P-CD
Track
X3 B. Listen, fill in the letter e, and read. 35
The e at the end of these words
1. lim____ 2. rid____
helps the letter i to say its name.
5
3. fiv____ 4. tim____
i_e
Just like e
9
helps a. 5. ric____ 6. nin____
P-CD
Track
C. Listen and circle. 36
P-CD 1 2 3
A. Look, listen, and say. 34
Track rice side lime
ice ride time
4 5 6
hike nine ripe
bike mine stripe
P-CD
Track
D. Listen, write, and read. 37
1. bike 2. stripes
p
1. This is my .
3. I like to fly my .
88
Unit
Unit
X3
A Head to go here Long i B. Listen, fill in the letters igh, and read.
P-CD
Track
39
The letters igh together make
1. l__ __ __t 2. h__ __ __ 3. r__ __ __t
the long i sound in these words.
I see.
igh
4. n__ __ __t 5. s__ __ __t 6. t__ __ __t
P-CD
Track
C. Listen and write the words. 40
P-CD
Track
A. Look, listen, and say. 38 1. 2. 3.
4. 5. 6.
P-CD
Track
2. night D. Listen, write, and read. 41
1. high
1. He can jump .
3. Here is the .
Long i
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Unit
Unit A Head to go here P-CD
Track
X3 B. Listen, fill in the letters ie or y, and read. 43
The letters ie or y in these words 1. t__ __ 2. sk__ 3. p__ __
make the long i sound.
4. Jul__ 5. cr__ 6. cr__ __ d
ie / y Wow!
7. bu__
P-CD 1 2 3
A. Look, listen, and say. 42
Track dried fly buy
cried July my
4 5 6
tie tries sky
pie pies cry
P-CD
Track
D. Listen, write, and read. 45
1. tie 2. pie
1. My dads has stripes.
2. I like apple .
3. My birthday is in .
89
90
62
1. Passage to read: I see a dog. I see a banana. I Before opening books, say, Lets look at some other
see an apple; its red. I see a bird; its green and toys. Write the word toys on the board.
yellow and white and black and blue! 2. Books open. Ask students to look at the opening scene
2. Place the flash cards for the ten underlined words on page 62.
in the passage in a line on the floor in any order.
Ask ten students to stand and display one card Point to each character and ask, Whos this? (Star,
each. Say, Lets put the words in the right order. Tessa, Tom)
Read the first sentence and guide the first one into Ask, Who is asking the questions? (Star) Ask, Who
position. Continue reading. Once in order, read out is answering the questions? (Tessa)
the passage, pausing before each flash card word,
so the class can call it out. 3. Play Track 36, frame by frame. Ask students
Track
to point to each speech bubble on page 62 as
36 each part is spoken.
92 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
63
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 93
How many cars 4. Third listening. Ask students to sing along. Tell
do you have? students they can use their ordered cards as prompts.
One. Replay CD Track 38.
What color is it?
Its green. 5. Books open. Ask students to look at the pictures on
page 64. Ask, What toys do you see? (robots, animals,
How many dinosaurs a car) Ask students to look at the words. Read the song
do you have? with the class. Have them point to each picture as they
None! say the matching words.
6. Fourth listening. Ask students to sing along again.
Replay CD Track 38.
64
7. Activity Book. Ask students to complete activities A
and B on page AB38.
062-067_1_LITESB951983_U4.indd 64 4/8/16 2:37 PM
94
b b b b
B. Listen and check a or b CT1, CT2
Track
C. Listen and say. Track
41 40 Audio Script
1 2 3 4
Narrator: One
Female: How many dinosaurs does he have?
Male: Eight.
Narrator: Two
65 Female: How many cars do you have?
Male: One.
062-067_1_LITESB951983_U4.indd 65 4/8/16 2:38 PM
Female: What color is it?
Male: Its red.
A. Listen and choose CT1, CT2
Narrator: Three
Track
Audio Script Female: How many animals do you have?
39 Male: Four.
95
Listen
1. Books open. Ask students to look at the four pictures
Track
A. Listen and choose. 39 in exercise C.
a 1 c 2. Ask students about the toys in the pictures. (1trains,
2 2robots, 3a dinosaur, 4cars) Ask students what
3 questions they might hear on the CD. (How many and
4
d What color questions)
b e
5 3. Say, Lets practice speaking. Divide the class into
pairs. Tell students they will listen to a dialog, and
Track
B. Listen and check a or b . 40 then repeat it. Tell students to listen carefully as you
1 2 3 4 show them what do. Play One on Track 41. Role-play
a a a a
both parts of the dialog to model the exercise.
4. Check that students know what to do. Tell students to
listen carefully, and then play CD Track 41. Pause for
b b b b students to repeat the parts of dialog. Write them on
the board as necessary. Ask students to swap roles and
repeat.
5. Ask four pairs of students to each perform one dialog.
C. Listen and say. Track
41
6. Activity Book. Ask students to complete activity C
1 2 3 4
on page AB39 (CD Track 81).
Narrator: Two
Girl: How many robots do you have?
Boy: Four.
Narrator: Three
Boy: How many dinosaurs does he have?
Girl: One.
Boy: What color is it?
Girl: Its brown and black.
Narrator: Four
Girl: How many cars do you have?
Boy: Five.
96
97
67
2. Ask questions to check that students know what to do.
Play the game.
062-067_1_LITESB951983_U4.indd 67 4/8/16 2:38 PM
3. To conclude, ask students from different pairs to
perform one round of the game for the class.
4. Activity Book. Ask students to complete activities A
Organizing groups CT1 and B on page AB41.
1. Use pairs of Toys and Colors game cards 5. To end the unit, use the ash cards to review the unit
to review the unit language and regroup vocabulary.
students for the end-of-unit game. See
Organizing groups on page 22. Note:
Students will need to color the purple, brown,
and green cards in the correct colors. Extra activity CT1, CT4
2. Hand out one game card to each student. 1. Play a written spelling game (see How
Check that students know what to do by to play Write it! on page 22) using the
asking them to tell Stella what to do. They vocabulary on page 63 of the Student Book.
should say that the aim of the activity is to
nd a partner through matching their Toys
cards. Encourage students to call out their
words to find their partners. Once partnered,
tell them to sit together.
3. Make sure students are correctly matched by
having them call out their words, pair by pair.
98
Questions
How many animals do you have?
balls Extension activities CT2, CT4, CT5
cars 1. Ask students to find magazine pictures or draw
dinosaurs pictures of the toys in this unit. Label them and
dolls put them on the wall for reference.
Answers
One. Its black.
Two. Theyre blue.
Three. brown.
Four. green.
Five. red.
Six. orange.
Seven. pink.
Eight. purple.
Nine. white.
Ten. yellow.
None.
99
2. Say, Lets write the words we know. Divide Wheres the kitchen?
the class into groups of four students. Show
What do you want?
students the worksheet. Remind them that:
I want milk, please.
There are 14 words about food and drinks,
for example, an apple or juice. 68
100 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT4
Track Audio Script End the Review with an Open Book Quiz.
42
1. Divide the class into teams of four and have
Narrator: One them decide on a team name.
Male: How many hamburgers do you have?
Female: Two. 2. On the board, draw a table with 7 columns and
a row for each team. Write the team names in
Narrator: Two
the first column of the table on the board.
Female: How many trains do you have?
Male: One. 3. Describe the quiz to the studentsthere are six
Female: What color is it? questions about Units 3 and 4. Tell students
Male: Its green and yellow. they can use their student books to search for
Narrator: Three the answers. Tell teams that one team member
Male: Wheres the bedroom? will need a pen and paper to write down the
Female: Its next to the bathroom. teams answers.
Narrator: Four 4. Ask the first question. Limit the time for
Female: Wheres the kitchen? searching for answers. When all the team writers
Male: Its between the living room and the dining room. have written down their teams answer and put
Narrator: Five down their pens, read out the correct answer.
Male: How many dinosaurs do you have? Award points and write them on the board.
Female: Three.
5. Continue the quiz until all the questions have
Narrator: Six been asked. Then declare the winning team and
Female: Do you want milk? congratulate all students for a great effort.
Male: No, thanks. I want water, please.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 101
20 21 22 23
Aim Students learn how to: count cardinal
twenty twenty-one twenty-two twenty-three
numbers 20 to 100 and ordinal
numbers 1 to 31
70
102
103
Phonics
Unit
4
Short o C. Listen and circle words Track
P-CD
3. mop 4. potato
5. log 6. hose
1. dog 2. ddoll
Long o
072-079_1_LITESB951983_PBU4.indd 72 4/19/16 1:49 PM 072-079_1_LITESB951983_PBU4.indd 73 4/19/16 1:49 PM
Unit
Unit A Head to go here P-CD
Track
X4 B. Listen, fill in the letter e, and read. 50
The e at the end of these words
Oh! 1. to____ 2. con____
helps the letter o to say its name.
3. ros____ 4. rop____
o_e/oe 5. ho____
P-CD 1 2 3
A. Look, listen, and say. 49
Track cone hose robe
bone pose rope
4 5 6
hoe rose smoke
toe nose choke
P-CD
Track
D. Listen, write, and read. 52
1. nose 2. smoke
1. This is my .
2. I see .
104
Unit
Unit
X4
A Head to go here Long o B. Listen, fill in the letters oa, and read. 54
P-CD
Track
oa
3. s__ __p 4. t__ __d
P-CD
Track
C. Listen and write the words. 55
P-CD
Track
A. Look, listen, and say. 53
1. 2. 3.
4. 5. 6.
P-CD
Track
2. road D. Listen, write, and read. 56
1. boat
1. I play with my .
3. I on my back.
Long o
072-079_1_LITESB951983_PBU4.indd 76 4/19/16 1:49 PM 072-079_1_LITESB951983_PBU4.indd 77 4/19/16 1:49 PM
Unit
Unit A Head to go here P-CD
Track
X4 B. Listen, fill in the letters ow, and read. 58
The letters ow together make the 1. b__ __ 2. yell__ __
long o sound in these words.
I see.
3. pill__ __ 4. arr__ __
ow 5. cr__ __
P-CD 1 2 3
A. Look, listen, and say. 57
Track blow yellow elbow
crow pillow arrow
4 5 6
rainbow bow snow
shadow mow flow
P-CD
Track
D. Listen, write, and read. 60
1. elbow 2. snow
1. This is my .
105
106
80
108 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
Talk. 5. Ask two or three pairs to perform the dialog for the class.
What time is it, please? Its . 6. Activity Book. Ask students to complete activity C
Its time for .
on page AB45. Check students answers. Ask pairs of
students to take turns speaking the two parts.
stage.
5. Divide the class into two groups. Ask Group 1 to read 2. Say, One oclock. Draw in stress circles
Stars part and Group 2 to read Dans part. Then ask above the phrase on the board (O o o). Say the
the groups to swap parts and repeat. phrase again, this time with the accompanying
gesturesclap, click, click. Say, Lets see if Im
6. Divide the class into pairs. Ask each pair of students to
right. Play the rst recording on CD Track 46.
take turns speaking the parts of Star and Dan. Briey
Confirm with your students that your stress
visit each pair and correct any pronunciation errors.
pattern is correct.
7. Books closed. Say, Lets practice some times on the
clock. Introduce the four time phrases on page 81, 3. Say, Now its your turn. Divide the class into
one by one. First, model a time phrase as you show pairs. Tell them to work out the stress pattern
the time on your clock. Ask students to repeat the for one fifteen. Encourage them to say the
phrase with you several times. Then write the time phrase aloud, use gestures, and write down the
phrase on the board and model it one more time. symbols. Play the audio recording on Track 46
and allow pairs time to make any revisions. Ask
8. Say, Lets practice our times on the clock for a volunteer to draw the stress pattern above
Track
again. This time, close your eyes and listen the phrase on the board. Correct as necessary.
46 carefully to the voice on the CD. Play CD Continue this process with the remaining two
Track 46. Pause as necessary for practice. clock times.
9. Return to the opening scene. Arrange the pairs of
students into groups of four. Ask each pair to perform
the scene for the other pair in their group.
10. Activity Book. Ask students to complete activities
A and B on page AB44. Extra activity CT3, CT4
1. Activity Book. Ask students to complete
activities D and E on page AB45.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 109
110
Listen
1. Books open. Ask students to identify the times on the
c
A. Listen and choose. Track five clocks. (anine forty-five, beight oclock, cfour
48
a
fifteen, dtwo oclock, eeleven thirty) Say, Lets listen to
1 d ve questions and answers about the time. Play One
2
on CD Track 48. Use the worked example to model the
3 exercise.
4
2. Check that students know what to do. Play CD Track 48.
b 5 e
Pause for students to match the pictures with the
Track numbered boxes. Check students answers.
B. Listen and check a or b . 49
1 3. Divide the class into pairs. Have students refer to their
a a 2 a
3
a 4 completed task and take turns asking and answering
questions about the time shown in each picture. (For
example, 1b: What time is it, please? Its eight oclock.)
b b b b 4. Ask five pairs to each perform one question and answer.
5. Activity Book. Ask students to complete activity A on
page AB47 (CD Track 82).
Track
49 Audio Script
83
Narrator: One
080-085_1_LITESB951983_U5a.indd 83 4/8/16 2:39 PM
Boy: What time is it, please?
Girl: Its ten fteen. Its time for recess.
Narrator: Two
A. Listen and choose CT1, CT2 Girl: What time is it, please?
Male: Its nine thirty. Its time for bed.
Track Narrator: Three
48 Audio Script Girl: What time is it, please?
Female: Its twelve forty-ve. Its time for lunch.
Narrator: One Narrator: Four
Boy: What time is it, please? Boy: What time is it, please?
Girl: Its eight oclock. Male: Its eight oclock. Its time for homework.
Narrator: Two
Girl: What time is it, please?
Boy: Its eleven thirty.
1. Books open. Ask students to look at the four pairs of
Narrator: Three
pictures and identify the daily activities in each.
Girl: What time is it, please?
Boy: Its four fteen. 2. Say, Lets listen to four questions and answers and
Narrator: Four check the boxes that match what we hear. Play One
Girl: What time is it, please? on CD Track 49. Model, using the worked example.
Boy: Its nine forty-ve. 3. Check that students know what to do. Play CD Track 49.
Narrator: Five Pause for students to check the picture boxes. Check
Boy: What time is it, please? students answers.
Girl: Its two oclock. 4. Tell students to refer to their checked pictures and write
statements about the time of day. Use the first one to
write an example on the board: Its time for recess.
5. Ask three students to each write one answer on the board.
6. Activity Book. Ask students to complete activity B on
page AB47 (CD Track 83).
111
Listen
1. Books open. Ask students to look at the three
c
A. Listen and choose. Track pictures in exercise C.
48
a 1 d 2. Ask students to identify the daily activities in each
2 picture. (breakfast, lunch, dinner)
3 3. Say, Lets practice speaking. Divide the class into
4 pairs. Tell students they will listen to dialogs, and then
b 5 e
repeat them. Tell students to listen carefully as you
Track
show them what do. Play One on Track 50. Role-play
B. Listen and check a or b . 49 both parts of the dialog to model the exercise.
1 2 3 4
a a a a 4. Check that students know what to do. Play CD Track
50. Pause for students to repeat the dialogs. Write
them on the board as necessary. Ask students to swap
roles and repeat.
b b b b
5. Ask three pairs of students to each perform a dialog.
6. Activity Book. Ask students to complete activity C
on page AB47 (CD Track 84).
C. Listen and say. Track
50
1 2 3
112
113
114
Questions
What time is it, please? Extension activities CT2, CT5
1. Each day, fit a reference to the time into usual
activities. Ask students what time it is before its
time for different subjects (Its time for math.),
Answers recess, and lunch. Never be afraid to teach
students new vocabulary when they need it.
Its one oclock. 2. Ask students to create a large paper clock for
two fifteen. the classroom with moveable hands. Have them
three thirty. draw pictures of different activities and paste
four forty-five. them around the clock according to when these
activities occur.
five
six
seven
eight
nine
ten
eleven
twelve
115
Youre welcome.
86
116 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
16. a birthday card 17. a party hat 18. a birthday present 3. Ask two or three pairs to perform the dialog for the
class.
4. Activity Book. Ask students to complete activity C
on page AB51. Check students answers. Ask pairs of
Talk. students to take turns speaking the two parts.
How old are you? Im .
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 117
118
Listen
1. Books open. Ask students to count and write down the
A. Listen and choose. 54
Track
numbers of candles on each birthday cake. (asix, b
a 1. January 31st
seven, cfive, dnine, eeight) Say, Lets listen to ve
d questions and answers about birthdays, then match the
b
2. February 22nd
dates to the birthday cakes. Play One on CD Track 54.
3. October 2nd Use the worked example to model the activity.
4. August 13th e
c 2. Check that students know what to do. Play CD Track 54.
5. November 3rd
Pause for students to match the pictures with the
Track numbered boxes. Check students answers.
B. Listen and check a or b . 55
1 2 3 4 3. Divide the class into pairs. Have students refer to their
a a a a
completed task and take turns asking and answering
M ar ch M ar ch M ar ch M ar ch
the second question, How old are you?
31st 23rd 11th 2nd
4. Ask ve pairs to each perform one question and answer.
b b b b
M ar ch M ar ch M ar ch M ar ch 5. Activity Book. Ask students to complete activity A on
21st 3rd 10 th 22 nd page AB53 (CD Track 85).
Narrator: One
89 Girl: Whens your birthday?
Boy: Its March thirty-rst.
086-091_1_LITESB951983_U5b.indd 89 4/8/16 2:39 PM
Narrator: Two
Boy: Whens your birthday?
A. Listen and choose CT1, CT2 Girl: Its March third.
Track Narrator: Three
Audio Script
54 Girl: Whens your birthday?
Boy: Its March eleventh.
Narrator: One Narrator: Four
Boy: Whens your birthday? Girl: Whens your birthday?
Girl: Its January thirty-rst.
Boy: Its March twenty-second.
Boy: How old are you?
Girl: Im nine.
Narrator: Two
Girl: Whens your birthday? 1. Books open. Read each pair of dates aloud. Tell
Boy: Its February twenty-second.
students that the pairs of dates sound almost the same
Girl: How old are you?
Boy: Im ve. and that they need to listen carefully.
Narrator: Three 2. Say, Lets listen to four questions and answers about
Boy: Whens your birthday? birthdays and check the boxes to match what we hear.
Girl: Its October second. Play One on CD Track 55. Use the worked example to
Boy: How old are you? model the activity.
Girl: Im eight.
Narrator: Four 3. Check that students know what to do. Play CD Track 55.
Girl: Whens your birthday? Pause for students to check the boxes. Check students
Boy: Its August thirteenth. answers.
Girl: How old are you?
4. Tell students to refer to their checked pictures and write
Boy: Im six.
statements. Use the rst checked picture to provide an
Narrator: Five
example for the board: His birthdays March thirty-rst.
Boy: Whens your birthday?
Girl: Its November third. 5. Ask three students to each write one statement.
Boy: How old are you?
Girl: Im seven. 6. Activity Book. Ask students to complete activity B
on page AB53 (CD Track 86).
119
Listen
1. Books open. Ask students to look at the three pictures
A. Listen and choose. 54
Track
in exercise C.
a 1. January 31st d 2. As they look at each picture, ask What might be said
b
2. February 22nd here? (1Heres a birthday present; 2Its July 23rd; 3
3. October 2nd Whens your birthday?)
4. August 13th e 3. Say, Lets practice speaking. Divide the class into
c
5. November 3rd pairs. Tell students they will listen to dialogs, and
Track
then repeat them. Tell students to listen carefully as
B. Listen and check a or b . 55 you show them what do. Play One on CD Track 56.
1 2 3 4 Role-play both parts of the dialog to model the exercise.
a a a a
M ar ch M ar ch M ar ch M ar ch 4. Check that students know what to do. Play CD Track
31st 23rd 11th 2nd 56. Pause for students to repeat the dialogs. Write them
on the board as necessary. Ask students to swap roles
b b b b and repeat.
M ar ch M ar ch M ar ch M ar ch
21st 3rd 10 th 22 nd 5. Ask three pairs of students to each perform one dialog.
6. Activity Book. Ask students to complete activity C
C. Listen and say. Track
56
on page AB53 (CD Track 87).
1 2 3
Track
Audio Script
56
Narrator: One
Girl: Happy birthday. Heres a birthday present.
Boy: Thank you.
Narrator: Two
Boy: Whens your birthday?
Girl: Its July twenty-third.
Boy: How old are you?
Girl: Im eight.
Narrator: Three
Boy: Whens your birthday?
Girl: Its January sixteenth. Its my birthday today.
Boy: How old are you?
Girl: Im twelve.
120
Lesson preparations
Starship flash cards 118 to 135: January,
C. Ask and answer CT1, CT2
February, March, April, May, June, July, August, 1. Ask students and Star to look at the pictures. Ask Star
September, October, November, December, balloon, to point to the boy on the left and then turn to the
birthday party, birthday cake, birthday card, party hat, students to ask, What does he want to know? (the
birthday present date of the other boys birthday) Ask students to give
some possible dates that the boy on the right might
Star and Stella hand puppets (see page 13) give. Ask, Whats the boy on the left giving to his
Activity Book: Activities A and B on pages AB54 friend? (a birthday present or a birthday card)
and AB55 2. Divide the class into pairs. Say, Lets have this
Extras: die for Play and learn conversation with our partners.
3. Ask two or three pairs of students to perform the
Warm-up activity CT1, CT2 dialog for the class.
1. Play an oral spelling game (see How to play
Spell it! on page 21) to review the names of
the months.
121
122
Statements
Extension activities CT2, CT5
Happy birthday. Heres a balloon. 1. It is natural for students to associate different
birthday cake. seasons with different holidays and activities.
birthday card. You may want to create a calendar with students
drawing or collecting pictures to show each
birthday present.
season.
party hat.
2. Add each students birthday to the calendar or
under months. Some teachers have a monthly
birthday party for all students born in that
month.
Thank you. Youre welcome.
3. Each day, ask students to announce the date,
using the month and day.
Questions
Whens your birthday? How old are you?
birthday party?
Answers
Its January 1st. Im eight.
February __.
March __.
April __.
May __.
June __.
July __.
August __.
September __.
October __.
November __.
December __.
123
Phonics
Unit
5
Short u C. Listen and circle words
P-CD
Track
P-CD with the short u sound. 63
Track
A. Look, listen, and say. 61
1. slug 2. June
3. bus 4. flute
5. mug 6. truck
1. run 2. drum
dru
Long u
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Unit
Unit A Head to go here P-CD
Track
X5 B. Listen, fill in the letter e, and read. 65
The e at the end of these words helps 1. mul____ 2. dun____
Wow!
the letter u to make a long u sound.
3. prun____ 4. fus____
u_e 5. tub____
P-CD 1 2 3
A. Look, listen, and say. 64
Track use tune tube
fuse dune cube
4 5 6
cute rule prune
flute mule June
P-CD
Track
D. Listen, write, and read. 67
1. cute 2. cube
1. My lizard is .
2. This is an ice .
3. My birthday is 19th.
124
Unit
Unit
X5
A Head to go here Long u B. Listen, fill in the letters ue, and read. 69
P-CD
Track
ue 7. h__ __ 8 cl__ __
P-CD
9. aven__ __
Track
P-CD C. Listen and write the words. 70
Track
A. Look, listen, and say. 68
1. 2. 3.
4. 5. 6.
P-CD
Track
2. blue D. Listen, write, and read. 71
1. glue
1. Here is my .
2. This paint is .
Long u
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Unit
Unit A Head to go here P-CD
Track
X5 B. Listen, fill in the letters ui, and read. 73
The letters ui together make
a long u sound in these words. 1. s__ __t 2. fr__ __t 3. j__ __ce
Yes.
4. br__ __se 5. j__ __cy 6. cr__ __se
P-CD
9. recr__ __t
Track
C. Listen and write. 74
P-CD
Track
A. Look, listen, and say. 72
1. 2. 3.
4. 5. 6.
P-CD
Track
D. Listen, write, and read. 75
1. fruit 2. juice
1. I like to eat .
3. I have a on my arm.
3. br
bruise 4. suit 4. My dad has a .
98 99
125
126
Statements with BE (Its cold and Whats the weather like today?
snowy.) and Y/N questions (Is it cold Its cold and snowy.
today?)
Review: Affirmative and negative
short answers (Yes, it is. No, it isnt.)
100
Extras: a Bingo board for each student (see page 155) 2. Books open. Ask students to look at the opening
scene on page 100.
Warm-up activity CT1, CT2, CT4 Ask, Whose favorite season is winter? (Toms)
1. Review the months of the year through a game Whos asking Tom the questions? (Star)
of Bingo. Each student will need a Bingo board. Who is Star talking to in the last frame? (Emma)
2. Students move around the room, asking others, 3. Play CD Track 57, frame by frame. Ask
Is your birthday in [month]? If the answer is Track
students to point to the matching speech
Yes, it is, that students name is written on the 57 bubble on page 100 as each part is spoken.
Bingo board, in the same square as the month.
The aim is to get five positive responses in a 4. Play the CD again, frame by frame. Ask the class to
roweither down, across, or on a diagonal. repeat each dialog with you.
5. Divide the class into two groups. Ask Group 1 to read
3. The game ends when the first person to get five
the parts of Star and Tom in the first two frames and
positive responses in a row calls out Bingo!
Group 2 to read the parts of Star and Emma in the last
frame. Then ask the groups to swap parts and repeat.
128 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 129
130
Track
61 Audio Script
C. Listen and say. Track
62 Narrator: One
1 2 3 4 Male: Is it rainy today?
Female: Yes, it is.
Narrator: Two
Female: Whats the weather like today?
Male: Its cold and snowy.
103 Narrator: Three
Male: Is it windy today?
100-105_1_LITESB951983_U6.indd 103 4/8/16 2:40 PM Female: No, it isnt. Its cloudy today.
Narrator: Four
Female: Whats the weather like today?
A. Listen and choose CT1, CT2 Male: Its cool and foggy.
Track
60 Audio Script
1. Books open. Ask students to look at the four pairs of
Narrator: One pictures and identify the different weather conditions.
Boy: Whats your favorite season? 2. Say, Lets listen to four questions and answers about
Girl: My favorite season is summer. I like swimming. weather and check the boxes to match what we hear.
Narrator: Two Play One on CD Track 61. Use the worked example to
Girl: Whats your favorite season? model the activity.
Boy: My favorite season is winter. I like ice-skating. 3. Check that students know what to do. Play CD Track 61.
Narrator: Three Pause for students to check the boxes. Check students
Boy: Whats your favorite season? answers.
Girl: My favorite season is spring. I like hiking. 4. Ask four students to write on the board. Ask the first
Narrator: Four and third students to write the questions and answers
Girl: Whats your favorite season? to the picture pairs in 1 and 3. (1Is it rainy today? Yes,
Boy: My favorite season is fall. I like skateboarding. it is. 3Is it windy today? No, it isnt. Its cloudy today) Ask
the second and fourth students to write the questions
and answers to the picture pairs in 2 and 4. (2Whats
the weather like today?/Its cold and snowy. 4Whats the
1. Books open. Ask students to identify the seasons and weather like today?/Its cool and foggy.)
activities in each of the four pictures. (aspring/hiking, 5. Activity Book. Ask students to complete activity B on
bfall/skateboarding, csummer/swimming, dwinter/ice- page AB59 (CD Track 89).
skating) Say, Lets listen to four questions and answers
about peoples favorite seasons. Play One on CD Track
60. Use the worked example to model the activity.
131
132
104 3. Divide the class into pairs. Ask students to take turns
reading to each other.
100-105_1_LITESB951983_U6.indd 104 4/8/16 2:41 PM
4. Ask two or three students to take turns reading aloud
to the class.
5. Activity Book. Ask students to complete activity B
Lesson preparations on page AB60.
Starship flash cards 136 to 153: spring, hiking,
summer, swimming, fall, skateboarding, winter, ice-
skating, sunny, cloudy, rainy, windy, foggy, snowy, hot,
C. Ask and answer CT1, CT2
warm, cool, cold 1. Books open. Say, Lets practice speaking. Divide
the class into pairs, student A and student B. Role-play
Star and Stella hand puppets (see page 13) the dialog. As student A, point to the question and
Activity Book: Activities A, B on pages AB60, ask, Whats the weather like today? As student B,
AB61 point to the answer and say, Its windy. Show how
to take turns. Remain in the role of student B, point
Extras: a set of Seasons game cardswinter, to the question, and ask it. Step back into the role
spring, summer, fallfor each pair (see page 154); of student A, point to the answer, and ask students
dice for Play and learn what to say. (Its _____.) Ask questions to check that
students know what to do. Make sure they know to
Warm-up activity CT1, CT2 answer the question with as many different weather
conditions as they can.
1. Play an oral spelling game (see How to
play Spell it! on page 21) to review seasons, 2. Move around the class and listen carefully as students
activities, and weather conditions. practice the dialog.
3. Ask two or three pairs of students to perform the
dialog for the class.
133
1. Use pairs of Seasons game cards to review 4. Activity Book. Ask students to complete activities A
the unit language and regroup the students and B on page AB61.
for the end-of-unit game. See Organizing 5. To end the unit, use ash cards to review the units
groups on page 22. vocabulary.
2. Hand out one game card to each student.
Check that students know what to do by
asking them to tell Stella what to do. They
should say that the aim of the activity is to Extra activity CT1, CT4
nd a partner through matching their cards.
1. Play a written spelling game (see How
To nd their partners, tell students to ask
to play Write it! on page 22) using the
others, Whats your favorite season? Once
vocabulary on page 101 of the Student Book.
partnered, tell them to sit together.
3. Make sure that students are partnered
according to their matching cards. To do this,
ask each student, pair by pair, Whats your
favorite season?
134
Statements
Extension activities CT2, CT5
My favorite season is fall.
1. Ask students to draw or find magazine
spring. pictures of different types of weather. Label
summer. the pictures and display on a classroom wall.
winter. 2. Keep a graph to show the weather each day.
You may want to add thermometers showing
that each day is cold, cool, hot, or warm.
I like hiking.
3. As a rotating job, ask students to give a
ice-skating.
weather report each day. They can talk about
skateboarding. the weather and use any visual aids in the
swimming. class or Starship English flash cards.
Questions
Whats your favorite season?
Answers
Yes, it is.
135
5. The winning team is the first to complete the B. Read again and match CT2, CT3
worksheet with correctly spelled words. Check
In this exercise, assess your students skill in reading for
spelling and ensure all teams have all the
detail, and matching pictures and words.
words in the correct places. Ask students to
spell different words. Praise correct spelling 1. Tell students to read the sentences, read the dialogs
and provide any missed words to complete again, and then match the sentences with the pictures
the worksheet. to show who said what.
2. Check students answers.
136 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
a
4
a
5
a
6 Your turn CT1, CT2, CT3
In this exercise, assess your students ability to talk about
themselves, using the language theyve learned.
1. Divide the class into pairs. Ask students to take turns
b b b
asking and answering questions. Encourage them to
continue taking turns, using as many different words in
the questions and answers as they can.
2. Move around the class, listening to students asking and
answering questions. Check their pronunciation and
What time is it, please?
encourage and praise their use of new words.
How old are you?
Your Whens your birthday?
turn Whats your favorite season? Activity Book. Ask students to complete activities A,
B, and C on page AB62. This may be done in class or
1073
107
107 for homework.
C. Listen and check a or b CT1, CT2 Extra activity CT1, CT2, CT3, CT4
End the Review with an Open Book Quiz.
Track
Audio Script
63 1. Divide the class into teams of four and have
them decide on a team name.
Narrator: One
2. On the board, draw a table with 7 columns and
Male: What time is it, please?
a row for each team. Write the team names in
Female: Its four forty-five.
the first column of the table on the board.
Narrator: Two 3. Describe the quiz to the studentsthere are six
Female: How old are you? questions about Units 5 and 6. Tell students
Boy: Im nine. they can use their student books to search for
Narrator: Three the answers. Tell teams that one team member
Female: Is it rainy today? will need a pen and paper to write down the
Male: Yes, it is. teams answers.
4. Ask the first question. Limit the time for
Narrator: Four
searching for answers. When all the team
Female: What time is it, please?
writers have written down their teams answer
Male: Its seven fifteen. Its time for homework.
and put down their pens, read out the correct
Narrator: Five answer. Award points and write them on the
Male: Whats the weather like today? board.
Female: Its cold and snowy.
5. Continue the quiz until all the questions have
Narrator: Six been asked. Then declare the winning team
Female: What time is it, please? and congratulate all students for a great effort.
Male: Its six oclock. Its time for dinner.
CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts 137
it
Activity Book: Activity on page AB63 Hello. My names .
l.e
ca
My birthday is
s
Extras: pictures of family members and famous
Im
ey .
people such as a king or queen.
4. Divide the class into pairs. Ask students to take turns 2. Discuss pets and encourage students to make a
saying and spelling the words to each other. Check list of unusual pets.
that students know what to do.
5. Ask students to complete the exercises, drawing
the pictures and filling in the blanks.
Activity Book. Ask students to complete the activity on
page AB63. This may be done in class or for homework.
138 CURRICULAR THREADS: CT1 = Communication and cultural awareness; CT2 = Oral communication; CT3 = Reading; CT4 =Writing; CT5 = Language through the arts
Phonics Review
P-CD
C. Do the words sound the same?
Track
A. Listen and circle. 76 Write Yes or No.
1 2 3 1 ran / man ______ 2 grain / cane ______
frame tap hand
fat tail hay 3 tap / tape ______ 4 gray / day ______
4 5 6
pad mat rain 5 date / play ______ 6 frame / paint ______
play mate ran
7 8 9
D. Write ai, ay, or a_e and read the words.
can play sail
1. cr__n__ 2. gr__ __n 3. tr__ __
cane airplane spray
4. sn__ __l 5. g __t__ 6. t__p__
1. cake
Playing a Game
2. gray Kate and Sam play a game.
3. stamp Sam has a bat.
Kate has a ball and a cap.
c 4. train d Sam hits the ball with the bat.
Kate catches it in her cap.
Oh, no. I see rain.
No games today.
110 111
Phonics Review
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P-CD
C. Fill in the word that sounds the same.
Track
A. Listen and circle. 78
read meat sunny sea bend tree
1 2 3
feel sea happy 1. feet ______________ 2. send ______________
seal peas candy
3. bead ______________ 4. monkey ______________
4 5 6
team windy seed 5. three ______________ 6. pea ______________
meat sunny read
D. Write ee, ea, ey, or y and read the words.
7 8 9
wet money lend
1. gr__ __ n 2. s__ __ l 3. wind __
pet honey send
4. l__ __ f 5. t __ __ th 6. hon__ __
112
112 113
113
139
Phonics Review
P-CD
C. Fill in the word that sounds the same.
Track
A. Listen and circle. 80
dried cry time slide right high
1 2 3
right tie lime 1. lime ______________ 2. tried ______________
night pie time
3. ride ______________ 4. night ______________
4 5 6
cry rice fly 5. sigh ______________ 6. try ______________
try ice sky
D. Write i_e, igh, ie, or y and read the words.
7 8 9
dried kite high 1. t__m__ 2. n__ __ __t 3. m__
dry bike sigh
4. t__ __ 5. f__v__ 6. str__p__
7. dr__ 8. p__ __ 9. l__ __ __t
B. Say and match.
b P-CD
Track
a E. Read the story. 81
1. crib
Flying High
2. rice It is a windy day today.
Mike and I will fly our kites.
3. light
Mike has a red kite.
c 4. pie d I like my pink kite.
Mikes kite flies high in the sky.
My kite flies higher.
114
114 115
115
Phonics Review
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P-CD
C. Fill in the word that sounds the same.
Track
A. Listen and circle. 82
goat fox crow yellow rock rose
1 2 3
boat bow hose 1. snow ____________ 2. nose ____________
float blow rose
3. elbow ____________ 4. coat ____________
4 5 6
toe cone sock
5. lock ____________ 6. socks ____________
hoe bone rock
140
Phonics Review
P-CD
C. Fill in the word that sounds the same.
Track
A. Listen and circle. 84
truck suit cruise lump glue June
1 2 3
flute mug juice 1. blue ______________ 2. tune ______________
cute jug juicy
3. duck ______________ 4. fruit ______________
4 5 6
true tube fruit 5. bruise ______________ 6. bump ______________
clue cube suit
7 8 9 D. Write u_e, ui, or ue and read the words.
prune jump tune
June drum dune 1. s__ __t 2. m__l__ 3. tiss__ __
4. aven__ __ 5. f__s__ 6. fr__ __t
B. Say and match.
7. resc__ __ 8. b__gl__ 9. br__ __se
b
a
1. truck P-CD
Track
2. cue
E. Read the story. 85
141
142
143
144
pretty small
young happy
145
146
147
hall kitchen
Houghton Mifflin Harcourt Publishing Company
148
green
Houghton Mifflin Harcourt Publishing Company
149
150
dinner bed
151
March June
21st 22 nd
nine March 21st June 22nd
Septemb Decemb
er er
23 rd 2 4 th
152
cold snowy
Houghton Mifflin Harcourt Publishing Company
153
fall
154
155
for
signed:
156
157
Unit 1
Theme Functions Structure Language Items Vocabulary
Welcome to Starship English!
Introductions Greetings Contracted forms of BE, Hi. Hello. Words
Names Introducing present tense, statements Whats his/her/your name? hi, hello, my, name, names,
Starship English oneself and and questions How do you spell _____? whats, his, her, your, good-
kids others Wh- questions with BE His/her/my names____. bye, how, do, you, spell,
Asking (Whats) Good-bye. letters of the alphabet
and telling Possessive adjectives: my,
someones your, his, her
name
This is my family.
Families Greetings, BE statements (singular This is my family. Words
formal and plural) Whos he/she? sister(s), brother(s), mother,
introductions Wh- questions with BE Who are they? father, grandma, grandpa
Introducing (Whos, Who are) Shes my mother.
family Subject pronouns: she, he, Hes my grandpa.
Theyre my sisters.
members they
This is my brother.
Asking about Possessive adjectives and
Its nice to meet you.
people nouns Its nice to meet you, too.
Phonics
Short a, Long a a_e, Long a ai, Long a ay
Unit 2
Theme Functions Structure Language Items Vocabulary
Is she happy?
Characteristics Describing Statements and questions My pets a mouse. Words
and emotions characteristics with BE (singular and Hes pretty. big, small, pretty, ugly,
and emotions plural) Yes, he is. thin, fat, young, old,
(using pets) Predicate adjectives Is your cat/Are your pets happy, sad, bird, fish, cat,
Affirmative and negative sad? dog, mouse, turtle
No, she isnt. No, they
short answers (singular
arent.
and plural)
Is she/Are they happy?
Yes, she is. Shes happy.
Yes, they are. Theyre
happy.
Phonics
Short e, Long e ee, Long e ea, Long e ey/y
158
Phonics
Short i, Long i i_e, Long i igh, Long i ie/y
Unit 4
Theme Functions Structure Language Items Vocabulary
How many robots do you have?
Toys Asking about Questions with how How many robots/ Words
toys many dinosaurs do you have? balls, dolls, cars, trains,
Questions about color One/Seven. animals, robots, dinosaurs,
What color is it? Its red. black, blue, brown, green,
What color are they? pink, purple, red, white,
Theyre green and yellow. orange, yellow, none
How many dinosaurs does
he have?
None!
Phonics
Short o, Long o o_e/oe, Long o oa, Long o ow
159
Birthday party!
Age and Birthday Wh- questions (how old, Whens your birthday? Words
birthdays greetings when) with BE and short Its September 16th. months of the year,
Asking and answers Its my birthday today. birthday party, card,
telling about How old are you? present, cake, hat, balloon
age Im eight.
Expressions
Happy birthday!
Identifying Happy birthday,
Heres a birthday present.
ones birthday Thank you,
Thank you.
Youre welcome
Youre welcome.
Phonics
Short u, Long u u_e, Long u ue, Long u ui
Unit 6
Theme Functions Structure Language Items Vocabulary
Whats your favorite season?
Talking about Asking and Wh- questions (Whats) Whats your favorite Words
weather and telling about with BE season? favorite, season, weather,
seasons the weather Statements with BE and My favorite season is today, like, winter, spring,
Identifying Y/N questions. winter. summer, fall, hiking, ice-
seasons I like ice-skating. skating, skateboarding,
Whats the weather like swimming, sunny, cloudy,
Asking and
today? rainy, windy, foggy, snowy,
telling about
Its cold and snowy. hot, cold, cool, warm
seasons and Is it cold today?
preferred No, it isnt. Its warm and
activities sunny today.
Phonics
Review: Short and Long Vowels
160
B. 1 a; 2 o; 3 e; 4 r; 5 t; 6 d Page AB25: C. 3, 1, 2 D. 1 a, a, l; 2 o,
her
you o, a; 3 o, a, a; 4 n, i, a E. Answers will
vary.
Unit 2 Is she happy?
his
your
162
d g b a l c o n y
e a d k x d b e s Unit 5 What time is it, please? a birthday cake a birthday card
s b e t w e e n x Page AB44: A. 1 b; 2 f; 3 d; 4 c; 5 e; 6
a B. 1 h, i, e, l; 2 t, c; 3 h; 4 r, e, r a balloon a birthday present
B. 1 h, i, m; 2 i, s, i, o; 3 e, e, i; 4 e, t
Page AB45: C. 3, 1, 2 D. Answers will
B. 1 January, 2 February, 3 March,
vary. E. 10:00, 9:30, 6:15
4 April, 5 May, 6 June, 7 July, 8
Unit 4 How many robots do Page AB46: A. 1 eight oclock; 2 August, 9 September, 10 October, 11
you have? school; 3 ten fifteen; 4 recess; 5 nine November, 12 December
oclock; 6 bed B. six forty-five
Page AB36: A. 1 f; 2 a; 3 c; 4 b; 5 e; 6
d B. 1 o, m, o, o, o, v; 2 e; 3 h, o, e; 4 Page AB47: A. 1 c; 2 a; 3 e; 4 b; 5 d
Unit 6 Whats your favorite
l, o, n, l B. 1 C. 1 nine oclock; 2 4:45; 3 6:15;
season?
4 twelve thirty; 5 10:15; 6 seven oclock
Page AB37: C. 1 How many robots
Page AB56: A. 1 f; 2 b; 3 a; 4 e; 5 c; 6
do you have? 3 How many dinosaurs Page AB48: A. twelve, lunch, six
d B. 1 My favorite season is summer.
do you have? 4 Two. 2 Three. D. thirty, time B. breakfast, lunch, dinner
2 Whats the weather like today?
Answers will vary.
Page AB49: A. 3 Its hot and sunny.
Page AB38: A. 1 animals; 2 Three;
Page AB57: C. 1, 4, 2, 3 D. 1 i, o, l; 2
3 color; 4 Black; 5 red
s, o, a; 3 t, l, a
Page AB39: A. 1 d; 2 e; 3 c; 4 a; 5 b three fifteen two oclock Page AB58: A. 1 sunny; 2 windy;
B. 3 C. 1 2; 2 6; 3 5; 4 3; 5 1; 6 4
3 rainy; 4 snowy
Page AB40: A. dinosaurs, Nine, six forty-five
Page AB59: A. 1 a; 2 d; 3 c; 4 b B. 1
color, Red, yellow B. a car, a train, a one thirty
C. a 1; b 4; c 3; d 2; e 5
dinosaur
twelve thirty eleven forty-five eight fifteen Page AB60: A. weather, windy, today,
Page AB41: A.
favorite B. fall, spring, summer, winter
B. Its time for bed.
Page AB61: A. a rainy; b cloudy;
c snowy; d sunny B. ice-skating
a ball
a train a dinosaur Unit 5 Birthday party!
a robot
Page AB50: A. 1 c; 2 b; 3 a; 4 f; 5 d; Review Units 5, 6
6 e B. 1 r; 2 h; 3 a; 4 c, b; 5 l; 6 e, m; 7
Page AB62: A. 1 Whats the weather
e; 8 p
a car like today? 2 Its warm and sunny. 3
a doll
Page AB51: C. 2, 1, 3 D. 1 Whens What time is it? 4 Its twelve oclock.
B. dinosaurs your birthday? 2 How old are you? B. 1 l, u, t; 2 n C. 1 time; 2 thirty; 3
E. Answers will vary. breakfast
Page AB52: A. 1 balloon; 2 birthday
Review Units 3, 4 card; 3 birthday present; 4 birthday
About me
Page AB42: A. 1 Where is your cake B. eight
bedroom? 2 Its next to the kitchen. Page AB63: Answers will vary.
163
a 2 mother
d
3 brother
b
4 a mouse e
5 grandma
c 6 grandpa
f
l
l
Houghton Mifflin Harcourt Publishing Company
3. family. This my is
1 g _ od-b _ e 4 si_ t_ rs
2 fat_ e_ 5 you _ g
3 pr_ tt_ 6 h _ pp _
a 2 milk
d
3 a hamburger
b
4 a robot e
5 a car
c 6 an apple
f
1 b _ dro _ m 4 ma _ go
2 sa _ dwi _ h 5 a _ imal _
3 d _ no _ aurs 6 ki _ ch _ n
1 sunny
a 2 a birthday card
d
3 a balloon
b
4 a birthday cake e
5 cloudy
c 6 windy
f
3 My fa _ o _ ite se _ s _ n is s _ m _ er.
4 W _ at t _ me is it, ple _ s _ ?
5. warm it today? Is
1 a hamburger
a 2 mother
d
3 a mouse
b
4 a turtle e
5 father
c 6 a donut
f
2 I w_ nt m_ lk, p_ eas_ .
4 My p_ ts a bi_ d.
3. is grandpa. This my
Whos he? 2
Hes my grandpa.
Whos she? 4
Shes my mother.
Whos he?
Hes my brother.
1. Is your turtle ?
2. Its seven oclock in the .
3. I a sandwich, please.
4. What you want?
5. Whats her ?
6. Its to meet you.
Houghton Mifflin Harcourt Publishing Company
2 4 6
mango banana
juice water
sandwich hot dog
Houghton Mifflin Harcourt Publishing Company
a 2 a mufn
d
3 animals
b
4 a party hat e
5 father
c 6 rainy
f
C. Draw a line.
20th twenty-second
nineteenth
eighteenth
17th 21st
1 3
2
4
ice-skating hiking
swimming skateboarding
l
l
l
l
3 S_ tur_ ay 6 S_ pt_ m_ er
Progress tests
Units 1, 2: A. 1 b; 2 d; 3 a; 4 e; 5 f; 6 c B. 1 sh;
2 dog; 3 turtle; 4 cat C. 1 Is your bird sad? 2 Whats
his name? 3 This is my family. 4 How do you spell
Tessa? D. 1 o, y; 2 h, r; 3 e, y; 4 s, e; 5 n; 6 a, y
Units 3, 4: A. 1 b; 2 a; 3 d; 4 c; 5 f; 6 e B. 1 bananas;
2 cookie; 3 next; 4 color C. 1 How many cookies
do you have? 2 What color is it? 3 Its opposite the
dining room. 4 Its next to the balcony. D. 1 e, o; 2 n,
c; 3 i, s; 4 n; 5 n, s; 6 t, e
Units 5, 6: A. 1 d; 2 a; 3 b; 4 f; 5 c; 6 e B. 1 m, o, e, f;
2 h, u, i, d; 3 v, r, a, o, u, m; 4 h, i, a, e C. 1 Heres a
birthday card. 2 Whats the weather like today? 3
Its my birthday today. 4 Its time for school. 5 Is it
warm today? 6 Its cold and snowy. D. 3 one thirty;
4 nine oclock; 2 four forty-ve; 1 one forty-ve
Mid-term test
A. 1 b; 2 f; 3 e; 4 a; 5 c; 6 d B. 1 i, a, l; 2 a, i, l, e; 3
h, s, a; 4 e, r C. Its one oclock in the afternoon. 2
Do you want an orange? 3 This is my grandpa. 4
Is your cat pretty? 5 Its nice to meet you. 6 How
do you spell Star? D. 1 soda pop; 2 brothers; 3 sh;
4 water E. 4; 3; 1; 2 F. 1 old; 2 morning; 3 want; 4
do; 5 name; 6 nice G. 1 cookie; 2 mufn; 3 apple; 4
orange H. 1 mango; 4 juice; 3 sandwich; 2 banana; 6
water; 5 hot dog
Final test
A. 1 b; 2 a; 3 f; 4 e; 5 d; 6 c B. 1 weather; 2 opposite;
3 want; 4 your C. Line should be drawn from 17th to
eighteenth to nineteenth to 20th to 21st to twenty-
second. D. 1 Its time for recess. 2 Its nice to meet
you too. 3 Wheres your dining room? 4 How many
dinosaurs do you have? E. 1 ice-skating; 4 swimming;
2 hiking; 3 skateboarding F. eight; four forty-ve;
eight thirty; ten fteen G. 1 birthday card; 2 birthday
present; 3 party hat; 4 balloon; 5 birthday cake; 6
birthday party H. 1 e, u; 2 r, a; 3 a, d; 4 e, b; 5 n, s; 6 e,
e, b
Aa Cc
Bb Dd
180 Houghton Mifflin Harcourt Publishing Company
Ee Gg
Ff Hh
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Ii Kk
Jj Ll
182 Houghton Mifflin Harcourt Publishing Company
Mm O o
Nn Pp
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Qq Ss
Rr Tt
184 Houghton Mifflin Harcourt Publishing Company
U u Ww
Vv Xx
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Yy
Zz
186 Houghton Mifflin Harcourt Publishing Company
ball
fold
apple
fold
duck
fold
cat
fold
frog
fold
eggs
fold
hat
fold
goat
fold
jar
fold
insect
fold
lizard
fold
kite
fold
nose
fold
monkey
fold
panda
fold
orange
fold
robot
fold
queen
fold
turtle
fold
snake
fold
violin
fold
umbrella
fold
fox
fold
watch
fold
zebra
fold
yo-yo
fold
a b
c d
200 Houghton Mifflin Harcourt Publishing Company
e f
g h
Houghton Mifflin Harcourt Publishing Company 201
Letter Cards
i j
k l
202 Houghton Mifflin Harcourt Publishing Company
Letter Cards
m n
o p
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q r
s t
204 Houghton Mifflin Harcourt Publishing Company
u v
w x
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y z
206 Houghton Mifflin Harcourt Publishing Company
a a b c
d e e f
g g h h
i i j k
l l m m
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n n o o
p p q r
r s s t
t u u v
w x y z
208 Houghton Mifflin Harcourt Publishing Company
A B C D E
plum ball belt scrub
1 3 1 2 4
bl
br fr
fl
cl fold
cr
Houghton Mifflin
Houghton Harcourt
Mifflin Publishing
Harcourt Company
Publishing Company 211
fold
weather
coins
famous
yawn
vacation
zebra
STOP
lunch
park
picture
GO
lion
division
moon
stairs
dirty
FINISH
START
father chair
alphabet dirty
hair spider
photograph cook
square noodles
mountain elephant
oyster soil
oven astronaut
Houghton Mifflin Harcourt Publishing Company 217
magazine motorcycle
alligator hamburger
bear pets
pony jacket
butterfly window
computer airplane
hamster basket
circus bicycle
218 Houghton Mifflin Harcourt Publishing Company
9 nine 10 ten 11 eleven
SB1_FC_RLM123_ECU.indd 25 4/12/16 11:51 AM SB1_FC_RLM123_ECU.indd 26 4/12/16 11:51 AM SB1_FC_RLM123_ECU.indd 27 4/12/16 11:51 AM
Saturday
hall next to between
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Learn more Card 103 Learn more Card 104 Learn more Card 105
Learn more Card 106 Unit 5 Card 107 Unit 5 Card 108
1:00
March
January February
3 4 5 6 7 1 2 3 4 5 6 7
1 2 3 4 5 6 7 1 2
11 12 13
14 8 9 10 11 12 13 14
8 9 10 11 12 13 14 8 9 10
18 19 20
21 15 16 17 18 19 20 21
15 16 17 18 19 20 21
15 16 17
28 22 23 24 25 26 27 28
22 23 24 25 26 27 28 25 26 27
22 23 24 29 30 31
29 30 31
Ma y
April 1 2 3 4
June 6 7
4 5
1 2 3 4 5 6 7
5 6 1 2 3
14
8 9 10 1 7 1 12 13
1 12 8 9 10 1
8 9 10 11 12 13 14
15 16 1
13 19 20
21
7 18 1 1 4 15 16
17 18
28
15 16 17 18 19 20 21 9 20 26 27
24 25
22 23 24 21 22 23
22 23 24 25 26 27 28 25 26
29 30 29 30 31 27 29 3 0
28
July 1 2 3
August September
4 5 6
7 1 2 3 4 5 6 7
8 9 10
11 12 13
15 16 17 14 8 9 10 11 12 13 14
18 19 20
22 23 24 21 15 16 17 18 19 20 21
25 26 27
28 22 23 24 25
29 30 31 26 27 28
29 30
October
1 2 3 4 1 2 3 4 5 6 7 1 2 3 4 5 6 7
5 6 7
8 9 10 11 8 9 10 11 12 13 14
12 13 14 8 9 10 11 12 13 14
15 16 17 18
22 23 24
19 20 21
15 16 17 18 19 20 21 15 16 17 18 19 20 21
25 26 27
29 30
31
28 22 23 24 25 26 27 28 22 23 24 25 26 27 28
29 30 29 30 31
236-240_1_LITETB952027_MCPL.indd 236
1. INFORMATIONAL DATA
Teacher: Name of the teacher Area/Subject: Grade: Class:
who enters the
information
2. UNIT PLAN
SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
The learning skills with performance criteria (SPC) are described below
as the current curricular documents to require.
Some SPC are set out according to the specifics of the subject, which
have to be developed throughout the school year, so they may be
repeated as many times as necessary.
It is important to consider that all subjects have some skills and
performance criteria connected; therefore, for the planning of different
subjects there may be more than one SPC repeated to be developed.
7/6/16 8:16 AM
TRANSVERSAL AXES: Those selected to be PERIODS: The number of hours required to work this INITIAL WEEK: According to the number of
developed in the Unit Plan. skill with students will be calculated based on weeks established in the annual
the total of teaching hours allocated to each curriculum.
teaching unit and the number of selected skills.
236-240_1_LITETB952027_MCPL.indd 237
Methodological Strategies Resources Performance Indicators Evaluation Activities/Techniques/Instruments
Methodology and Resources needed to develop Indicators needed to assess the progress of students in Description of the techniques and specific
strategies proposed to the students skills with acquiring skills with performance criteria as proposed in instruments/tools that will be used to assess learning
develop the selected skills performance criteria. the unit plan. achievement through the proposed indicators.
with performance criteria,
taking into account the
Activities that will demonstrate and validate student
scope of each one of these
learning.
skills, the articulation
of the activities and the
different moments for
their development.
7/6/16 8:16 AM
3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
236-240_1_LITETB952027_MCPL.indd 238
PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Area Director: Vice-Principal:
7/6/16 8:16 AM
Notes