K-2 Teacher's Guide: English - Unit 2

K–2 Teacher’s Guide
English (American) – Unit 2

SEM-K2-TeacherGuide-U2-ENG-1509
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ii Rosetta Stone K–2 Teacher’s Guide | English (American)

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Leveraging Technology for Language Learning . . . . . . . . . . . . . . . . . . . . . . . . . . v
About Rosetta Stone Inc. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Welcome, Teachers! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
Rosetta Stone Foundations Pedagogy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
Inside the Teacher’s Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Supplementary Materials Description. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
Lesson Adaptability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
Unit 2: Greetings and Introductions. . . . . . . . . . . . . . . . . . 1

Unit 2, Lesson 1, Module A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Unit 2, Lesson 1, Module B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit 2, Lesson 1, Module C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Unit 2, Lesson 1, Module D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 2, Lesson 2, Module A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Unit 2, Lesson 2, Module B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 2, Lesson 2, Module C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Unit 1 | Lesson 1 | Module A iii

iv Rosetta Stone K–2 Teacher’s Guide | English (American)
Leveraging Technology for Welcome,
Language Learning Teachers!
Our solutions unlock understanding of new languages and
cultures. At the core of the Rosetta Stone Foundations
philosophy of language learning are two principles: (1) an
immersive approach as a highly effective and engaging way
for beginners to learn language, and (2) interactive
technology as a powerful tool for activating that process.
By leveraging technology in the classroom, teachers can
provide access to tools that help students build their
foundational language skills. This expands teachers’
instructional reach and allows for increased focus on higher
order learning in the classroom.
Welcome to the Rosetta Stone Foundations Teacher’s Guide
About Rosetta Stone, Inc. created specifically for Kindergarten-2nd grade English
Language Learners. We are pleased to have this opportunity
Today, Rosetta Stone produces the world’s leading language- to work with you in achieving your goals for the English-
learning solutions. Rosetta Stone has a long history in language language classroom.
learning and has had strong relationships with thousands of English is by far the most sought-after language in schools
schools and districts across the globe for two decades. For across the nation. In 2013, more than four million students
more than 20 years, Rosetta Stone has helped educators in K-12 were enrolled as English-language learners in U.S. public
schools deliver innovative solutions to expand ESL and World schools—that figure represents more than 9 percent of all
language programs essential for students to succeed in a global students enrollments. These children are among the 62
economy. Since the early days of the first language computer million people five years of age and older living in the United
labs, Rosetta Stone has helped forge and leverage the role of States who speak a language other than English at home.
technology in the field of language acquisition and learning, a Some 62 percent of those speak Spanish and the rest speak
field that continues to expand dramatically. one of 450 other languages.
Our goal is to provide the best research-based language- Given diverse student needs and as student enrollment
learning technology and ensure the success of students, increases and education standards rise, your work as a
teachers, and administrators. More than 20,000 educational teacher in the English-language classroom becomes all the
institutions have used our interactive solutions that provide a more valuable—and all the more demanding. Rosetta Stone
path that schools and districts can follow with confidence. recognizes the need for solutions that are flexible and
For more information, visit RosettaStone.com. scalable to the different approaches to teaching English
learners. Rosetta Stone’s personalized, intuitive, and
structured language- learning programs—together with
your guidance—are certain to ensure student success.
Introduction v
Rosetta Stone Foundations
Pedagogy
There is no universally agreed-upon “right” way to teach or learn
a new language. We understand that learners have different
preferences and needs based upon their goals, their learning
environments, their timelines, their ages, and other personal
characteristics.
With this in mind, language learning in our immersion
environment makes it possible for your students to build
confidence and develop a solid foundation in everyday
conversational skills with a guided, self-paced approach. Rosetta
Stone Foundations enables your students, regardless of their
ages, abilities, or language backgrounds, to acquire new
language skills easily in a rich and dynamic environment.
Rosetta Stone achieves this result by merging immersion
instruction with interactive multimedia technology in a step-by-
step sequence of Lessons. We combine the voices of native
speakers, written text, and vivid real-life images to teach new
words and grammar inductively through a process of creative
discovery. Students indicate comprehension at every step and
the program provides instant feedback—features that enable
your students to monitor their own progress and take ownership
of their Lessons and their learning.
This individualized, building-block approach gives learners a
continuous experience of success from the start. Day after day,
they will come to class with the confidence and the language
skills to participate in classroom activities. This allows you to
focus on using the social, conversational environment of the
classroom to prepare learners for communicating in English in
everyday life.
vi Rosetta Stone K–2 Teacher’s Guide | English (American)

Inside the K2 Teacher’s Guide Supplementary Materials
Description
The Lesson Plans in this Teacher’s Guide offer imaginative
strategies to help you integrate the Rosetta Stone® program
Rosetta Stone® provides a range of supplementary materials
into your classroom. The engaging activities in each Module
for Kindergarten-2nd grade that extend the learning content
allow students the opportunity to activate their new language
of the Rosetta Stone Foundations software Lessons to the
in age-appropriate exercises with their peers, building their
classroom. These additional materials have been developed in
overall confidence to communicate in English. .
response to customer demand.
Lessons in the Teacher’s Guide go hand in hand with those in
the Rosetta Stone software, allowing you to guide your Student Workbook
students in making all-important seamless connections
The Workbook includes a number of worksheets for each
between what they learn while interacting with the computer
Lesson in the Rosetta Stone Foundations program. These
and what they practice during hands-on classroom activities.
materials help reinforce students’ learning and boost their
Each Lesson is presented in an easy-to-follow format showing
comprehension while introducing writing skills. You may use
the Module’s learning objectives, featured vocabulary,
worksheets to provide your students with additional practice
recommended materials, approximate time span, and more.
in class or at home..
We tell you how to prepare ahead, and then guide you through
every step of each activity. You’ll even see suggestions along
the way as to instructional options you may wish to consider.
Letter of the Day

One featured letter appears in each Module beginning in Unit 1
Lesson 2 of the Teacher’s Guide and is used to support
students’ English literacy development. The Letter of the Day
can be a springboard for a variety of classroom activities. For
example:
• Discuss other words beginning with the same letter sound and
encourage students to use the target words in sentences.
• Use target words to describe the classroom and their
own lives.  
Introduction vii
Lesson Adaptability
Learning Styles and Skills With this Teacher’s Guide, younger learners can be guided to
make the most of their natural ability to grasp languages. As you
The language-learning process is unique for each student, so
shape Lessons  to address young students’ unique learning
Lessons in the Teacher’s Guide offer a range of flexibility. You
styles, you are preparing a solid foundation for new language
will find it easy to adapt activities in the Teacher’s Guide
acquisition and are allowing the immersive process to feel
according to your students’ learning styles and strengths.
purposeful. Younger students gain priceless exposure to the
Elementary Students language and explore it in a communicative environment when
their unique learning styles are addressed.
The goal of Rosetta Stone Foundations language-learning
You should take into account the skill and language levels  of
software is to enable learners to acquire a language the same
your students when planning Lesson adaptations. Brief
way they learned their first language—through complete
activities are more likely to keep students productively engaged.
immersion. Our immersive approach to language learning allows
students to experience language learning much the same way By emphasizing the basic themes of the Lessons and focusing
as they learn naturally: through constant exposure to the on pictures and tangible items, you will help your students grasp
language, consistent correction in pronunciation and the connection between vocabulary words and their meanings.
vocabulary definition, and manipulations (associating words and Imitative activities and choral recitations are excellent ways to
objects with meanings). According to the American Council on encourage students to practice pronunciation individually and in
the Teaching of Foreign Languages, people who are exposed to group settings. To make language learning more personal,
another language at a young age have the advantage of being encourage students to use their language skills in their
more proficient than those who study another language later in communities, with English-speaking neighbors and friends, for
life. The early years of life are an excellent period in which to example. Language use in real-life settings will reinforce Lesson
build a language-learning foundation. concepts. As students successfully use their language skills
outside the classroom, they may decide to continue practicing
and learning on their own.
viii Rosetta Stone K–2 Teacher’s Guide | English (American)

Unit 2
Greetings and Introductions

Unit 2, Lesson 1, Module D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Unit 2, Lesson 2, Module A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Unit 2, Lesson 2, Module B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Unit 2, Lesson 2, Module C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
1
Unit 2, Lesson 1, Module A
Language Training Self-Study: Unit 2, Lesson 1, Screens 1-8
Note: If additional review of the Language Training content is needed, work through these
screens with the class at the beginning of the session.
Vocabulary Teacher-Led Instruction

Reviewed:
shoes SECTION 1
shirt Review
pants
coat Time: 3-5 minutes
dress Mission: Revisit vocabulary learned in previous lessons
Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
skirt
pairs, and individually.
t-shirt,
Materials: Visual Support Material for Unit 2, Lesson 1, Module A
hat
Procedure
Using VSM pages 1-2, review vocabulary from Unit 1, Lesson 4, Module D.
1. Project page 1, and, pointing out specific images, ask students to say the word.
2. Model the correct pronunciation of the word and have students repeat in chorus.
3. Have students say the word to a partner.
4. If time, quickly call on each student to say the word.
5. Repeat these steps for each review vocabulary word.
Vocabulary SECTION 2
Practiced:
Introduction to Vocabulary Words
his
her Time: 5-7 minutes
their Mission: Introduce his, her, their, mother, father, son, daughter, and family. Use pictures to
mother contextualize new vocabulary.
father Objective: Students will be able to say and identify new vocabulary.
son Materials: Visual Support Material for Unit 2, Lesson 1, Module A
daughter
family Procedure
1. Project VSM page 3 (photo of a family).
2. Point to the picture and say “a family.”
3. Have students repeat “a family” (with photo still projected).
2 Rosetta Stone K–2 Teacher’s Guide | English (American)

4. Repeat steps 1-3 for mother, father, son, daughter, reinforce family, his, her, and their.
5. Project VSM page 9. Say “a woman and her dog.” Stress the word her as you say the
phrase. Repeat approach with pages 10-11 for his and their.
6. To reinforce his, her, and their take a few minutes to show the relationship between the
students and their own things. For example, point to a book and say “book.” Then point
to the student and say “his/her book.” Repeat this several times with a few objects using
his, her, and their.
7. Project VSM page 12. Point to the family members in random order and have students
identify the family member being shown. Repeat with page 13. (Students can say the
words in chorus or to a partner.)
8. Optional: Have students describe relationships in pages 12 and 13 by pointing out a

specific family member and describing them in relation to one or more other people in
the image using his, her or their, for example, “She is their daughter.”
Group Activity
Time: 10 minutes
Mission: Practice vocabulary words
Objectives: Students will be able to identify their new vocabulary words. Students will be able
to illustrate one of their new vocabulary words.
Materials: Art supplies
Procedure
1. Pass out art supplies.
2. Instruct the students to draw a picture of their family and label each person with the
correct vocabulary word.
3. Once they are finished, have the students find a partner and teach each other about their
families.
4. After they learn about their partners’ family, students should share what they learned with
the rest of the class. Encourage the students to use his, her, or their wherever appropriate.
Letter of
the Day:
G
Unit 1 | Lesson 1 | Module A 3

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes
Mission: Interact with the letter of the day
Objective: Students will be able to enter and illustrate the word “girl” in their personal
dictionaries.
Materials: Visual Support Material for Unit 2, Lesson 1, Module A, personal dictionary,
pencils, and art supplies
Procedure
1. Introduce the letter of the day, “G.” Project VSM page 14. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “G” page. Have students draw the
letter with “air pencils” (make the shape of the letter in the air using their finger).
3. Project VSM page 15 with the letter of the day’s corresponding image and word.
4. Quickly check that students are on the correct page by having them hold up their personal
dictionary so you can see the page.
5. Optional: Have students introduce themselves and determine as a group if anyone’s name
begins with the letter/sound. This may be skipped if the sound of the letter in the students’
first language doesn’t map well to the sound in English.
6. Have students write or trace the word “girl” on the page and draw a picture to illustrate the
word.
7. Have students show you or one another the drawing and say the word.
8. Optional: Show students a few concrete objects that begin with the letter “G,” name each
one, and have the students repeat each word.

Unit 2, Lesson 1, Module B
Teacher-Led Instruction
Vocabulary
SECTION 1 Reviewed:
Review his
her
Time: 3-5 minutes their
Mission: Revisit vocabulary learned in previous lessons mother
Objective: Students will be able to say and identify previously learned vocabulary in chorus, father
in pairs, and individually. son
Materials: Visual Support Material for Unit 2, Lesson 1, Module B
daughter
family
Procedure
Using VSM pages 1-2, review vocabulary from Unit 2, Lesson 1, Module A.
1. Project page 1, and, pointing out specific family members, ask students to describe each
person in relation to one or more other people in the image, for example, “She is their
daughter.”
2. Model the correct pronunciation of each sentence and have students repeat in chorus.
3. Have students say the sentence to a partner.
4. If time, quickly call on each student to say the sentence. Vocabulary

Practiced:
5. Repeat these steps for each person in the photos on VSM pages 1 and 2. baby
husband
wife
SECTION 2
parents
Introduction to Vocabulary Words children
playing
Time: 5-7 minutes
Mission: Introduce baby, husband, wife, parents, children, and playing. Use pictures to
contextualize new vocabulary.
Objective: Students will be able to say and identify new vocabulary.
Procedure
1. Project VSM page 3 (photo of a baby).
2. Point to the picture and say “a baby.”

(continued)
3. Have students repeat “a baby” . . . (with photo still projected).
4. Repeat steps 1-3 for husband, wife, parents, children, and playing.
5. Project VSM page 8, then 9 and 10. Have students describe the family members being
shown in each image and form sentences. Students should use playing when appropriate.
(Students can say sentences in chorus or to a partner.)
Group Activity
Time: 10 minutes
Objective: Students will be able to identify their new vocabulary words and review old ones.
Materials: Worksheets (printed appendix page from VSM), crayons or colored pencils
Procedure
1. Pass out copies of the worksheet.
2. Tell the students that they will be coloring the page according to the instructions
you give them.
3. Giving the students some time between each instruction, read the following:
a. The husband is wearing a green shirt.

b. The wife is wearing a yellow skirt.
c. The daughter is wearing a red dress.
d. The son is wearing blue pants.
e. The baby is wearing a white shirt and black pants.
4. Feel free to mix up the colors or types of clothing or make the instructions unrealistic
(e.g., The baby is green.). You, or the students, can also add additional clothing items to
draw and/or color (belt, shoes, hat, etc.).
5. If time allows, let the students finish coloring the rest of their pictures.
6. Optional: Rather than telling them what colors to use, you may have students color and add
clothing to the image as they wish and afterward describe their pictures to the class, using
family, clothing, and color vocabulary.

ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “grass” in their personal
dictionaries.
Materials: Visual Support Material for Unit 2, Lesson 1, Module B, personal dictionary,
Procedure
1. Introduce the letter of the day, “G.” Project VSM page 12. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “G” page. Have students draw the
6. Have students write or trace the word “grass” on the page and draw a picture to illustrate
the word.
8. If time permits, have students add “green” to the “G” page.
9. Optional: Show students a few concrete objects that begin with the letter “G,” name each
Letter of
the Day:
G

Unit 2, Lesson 1, Module C

Reviewed:
baby SECTION 1
husband Review
wife
parents Time: 3-5 minutes
children Mission: Revisit vocabulary learned in previous lessons
playing Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
Materials: Visual Support Material for Unit 2, Lesson 1, Module C
Procedure
Using VSM pages 1-3, review vocabulary from Unit 2, Lesson 1, Module B.
1. Project page 1, and, pointing out specific images, ask students to say the word or a sentence
describing the image.
2. Model the correct pronunciation of the word or sentence and have students repeat in
chorus.
3. Have students say the word or sentence to a partner.
4. If time, quickly call on each student to say the word or sentence.
5. Repeat these steps for each review image.

Vocabulary
Practiced:
my
SECTION 2
our
brother Introduction to Vocabulary Words
sister
friend Time: 5-7 minutes
these Mission: Introduce my, our, brother, sister, friend, and these. Use pictures to contextualize
new vocabulary.
Procedure
1.Project VSM page 4 (photo of two brothers).

2. Point to the picture and say “brother.”
3. Have students repeat “brother” . . . (with photo still projected).
4. Say “This is his brother.” and have students repeat.
5. Repeat steps 1-4 for sister and friend.
6. Project VSM page 7, then 8. Point to pictures and have students describe each using the
structures this is and these are with the appropriate vocabulary word, e.g., “This is her
friend. These are friends.” (Students can say the sentences in chorus or to a partner.)
7. Help highlight the difference between friends and family by having the students each
point out a friend in class. Have students practice using this is and these are as they are
describing their friends.
Group Activity
Time: 10 minutes
Objectives: Students will be able to identify their new vocabulary words.
Students will be able to create sentences about their families.
Students will be able to identify similarities and differences between their families
and other families.
Materials: Paper and pencils
Procedure
1. Have students take turns describing their families to the class, using my. Optional: If your
students’ writing skills support it, have students write several sentences describing their
family using my (e.g., “My family has two children and two parents.”).
2. Help the students get into groups with similar familial characteristics (e.g., groups with the
same number of children, brothers, or sisters).
3. Have the students discuss the differences between the groups using his, her, my, our, and
their (e.g., “Their families have three children.” “Our families have two sisters.”).

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “horse” in their personal
dictionaries.
Materials: Visual Support Material for Unit 2, Lesson 1 Module C, personal dictionary, pencils,
and art supplies
Procedure
1. Introduce the letter of the day, “H.” Project VSM page 9. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “H” page. Have students draw the
6. Have students write or trace the word “horse” on the page and draw a picture to illustrate
the word.
8. Optional: Show students a few concrete objects that begin with the letter “H,”name each
Letter of
the Day:
G

Unit 2, Lesson 1, Module D
Vocabulary
SECTION 1 Reviewed:
Review my
our
Time: 3-5 minutes brother
Mission: Revisit vocabulary learned in previous lessons sister
Objective: Students will be able to say and identify previously learned vocabulary in chorus, friend
in pairs, and individually. these
Materials: Visual Support Material for Unit 2, Lesson 1, Module D
Procedure
Using VSM pages 1-2, review vocabulary from Unit 2, Lesson 1, Module C.
1. Project page 1, and, pointing out the first image, ask students to say “These are sisters.”
2. Model the correct pronunciation of the sentence and have students repeat in chorus.
4. If time, quickly call on each student to say the sentence.

Vocabulary
5. Repeat these steps for each review image. Practiced:
6. For practice with my, our, and these, talk about the class’s relationships with each other seven
(e.g., These are my students. You are our teacher. These are my friends.). eight
nine
ten
eleven
twelve
years old/how old

(continued)
SECTION 2
Time: 5-7 minutes

Mission: Introduce seven, eight, nine, ten, eleven, twelve, and years old/how old.
Use pictures to contextualize new vocabulary.
Procedure
1. Project VSM page 3 (photo of seven).
2. Point to the picture and say “seven.”
3. Have students repeat “seven” . . . (with photo still projected).
4. Repeat steps 1-3 for eight, nine, ten, eleven, and twelve.
5. Project VSM page 9 and review numbers 1-6, first in order, then point to numbers in random
order
6. Project VSM page 10, then 11, then 12. Point to pictures in random order and have
students say the vocabulary word being shown. (Students can say the words in chorus or
to a partner.)
7. Project VSM page 13 and say “How old are you?” and have the class repeat the sentence.
8. Project VSM page 14 and say “I am five years old.” The class will probably laugh. Correct
yourself and say “Oh, she is five years old. I am X years old.”
9. Go around the room and ask students how old they are and have them respond using, “I am
X years old.” If time permits, ask the students about the ages of their brothers and sisters.

Group Activity
Go Fish
Time: 10 minutes
Objective: Students will be able to play a game using numbers.
Materials: Forty-eight index cards (pre-numbered or to be numbered by students), or a
playing card deck with face cards removed, per group of students
Procedure
1. Tell the class you’re going to play “Go Fish.” Explain the meaning of the phrase as it relates
to fishing.
2. Divide students into groups of 2 to 4.
3. Give each group index cards containing 4 cards for each number 1-12, or a card deck with
face cards removed. Optional: Have the students create the index card deck by creating
four cards for each number 1-12.
4. Have one student in each group mix up the cards and deal six cards face down to each
student, leaving the rest in a facedown stack on the table.
5. Tell the students to take turns going around the group. During a turn a student may ask any
other student in the group if she has any cards that match a card that the asker already
has, using “Do you have any…” e.g., “Do you have any fours?”
6. If the asked student has any matching cards, she has to give them to the asking student.
The asker then gets to take another turn.
7. If the asked student doesn’t have any matching cards, she says “Go fish!” and the asking
student takes a card from the pile. If the card matches the number asked for, the asker can
show it to the group and take another turn. If the card doesn’t match the next student
takes a turn.
8. When a student has four matching cards, he puts them face down in a stack in front of him.
This is called a book.
9. If a player runs out of cards, she may draw a card from the deck on her next turn and then
ask for matches for that card.
10. The winner is the player at the end of the game who has the most books.

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes

Objective: Students will be able to enter and illustrate the word “hat” in their personal
dictionaries.
Materials: Visual Support Material for Unit 2, Lesson 1, Module D, personal dictionary,
Procedure
1. Introduce the letter of the day, “H.” Project VSM page 15. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “H” page. Have students draw the
6. Have students write or trace the word “hat” on the page and draw a picture to illustrate the
word.
8. Optional: Show students a few concrete objects that begin with the letter “H,” name each
Letter of
the Day:
G

Vocabulary
SECTION 1 Reviewed:
Review seven
eight
Time: 3-5 minutes nine
Mission: Revisit vocabulary learned in previous lessons ten
Objective: Students will be able to say and identify previously learned vocabulary in chorus, eleven
in pairs, and individually. twelve
Procedure
1. Project page 1, and, pointing out specific images, ask students to say the correct number.
5. Repeat these steps for each review image. Vocabulary

Practiced:
apartment
SECTION 2 house
door
Introduction to Vocabulary Words computer
television
Time: 5-7 minutes
radio
Mission: Introduce apartment, house, door, computer, television, radio, on, and in.
on
Use pictures to contextualize new vocabulary.
in
Procedure
1. Project VSM page 4 (photo of an apartment).
2. Point to the picture and say “an apartment.”

(continued)
3. Have students repeat “an apartment” . . . (with photo still projected).
4. Repeat steps 1-3 for house, door, computer, television, and radio.
5. Project VSM page 10, then 11. Say the sentence on each and have students repeat. Place
emphasis on in and on when saying each sentence.
6. Project VSM page 12, then 13, then 14 (apples in a bowl; apples on a table). Point to pictures
in random order and have students say the vocabulary word or produce a sentence using
the vocabulary word. (Students can say the words in chorus or to a partner.)
Group Activity
Time: 10 minutes
Objective: Students will be able to identify their new vocabulary words.
Materials: Classroom objects
Procedure
1. Find several classroom objects that the students are familiar with (e.g., pens, books, ball).
2. Place the objects on and in things and ask the students questions about where the objects
are (e.g., “What is on the table?” “Is the pen in the cup?”).
3. Repeat the process with different objects on or in different locations.
4. Optional: As time permits, introduce the students to new prepositions and/or locations for
the objects to occupy (e.g., in the desk, on the shelf, behind the book, beside the table).
5. Optional: Have students place objects in new situations themselves, or based on your
direction, and then ask the rest of the class describe the new positioning.

ALPHABET
Letter of the Day
Time: 5-10 minutes

Objective: Students will be able to enter and illustrate the word “key” in their personal
dictionaries.
Procedure
1. Introduce the letter of the day, “K.” Project VSM page 15. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “K” page. Have students draw the
6. Have students write or trace the word “key” on the page and draw a picture to illustrate the
word.
8. Optional: Show students a few concrete objects that begin with the letter “K,” name each
Letter of
the Day:
K


Reviewed:
apartment SECTION 1
house Review
door
computer Time: 3-5 minutes
television Mission: Revisit vocabulary learned in previous lessons
radio Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
on pairs, and individually.
in Materials: Visual Support Material for Unit 2, Lesson 2, Module B
Procedure
1. Project page 1, then 2, and, pointing out specific images, ask students to say the word.
6. Project page 3 and ask the students to describe the location of the apples, using in or on.
Vocabulary
Practiced:
window SECTION 2
toilet
sink Introduction to Vocabulary Words
bathroom
kitchen Time: 5-7 minutes
living room Mission: Introduce window, toilet, sink, bathroom, kitchen, living room, dining room, and
dining room bedroom. Use pictures to contextualize new vocabulary.
bedroom Objective: Students will be able to say and identify new vocabulary.

Procedure
1. Project VSM page 4 (photo of a window).
2. Point to the picture and say “a window.”
3. Have students repeat “a window” . . . (with photo still projected).
4. Repeat steps 1-3 for window, toilet, sink, bathroom, kitchen, living room, dining room, and
bedroom.
5. Project VSM page 12, then 13. Point to pictures in random order and have students say the
vocabulary word being shown. (Students can say the words in chorus or to a partner.)
Group Activity
Time: 10 minutes
Objective: Students will be able to identify and illustrate their new vocabulary words.
Materials: Art supplies; optional: printed sheet for each student with house-related
vocabulary
Procedure
1. Instruct students that they will be drawing and labeling their “dream house.”
2. The students are to first draw the house or apartment where they’d like to live, drawing
rooms and objects for which they know the vocabulary. Project VSM page 13 as a model
of how they might draw the rooms.
3. Optional: After they are finished drawing, they should label as much of the house or
apartment as they can (e.g., rooms, objects in and around the house) by either writing the
words or by cutting and pasting from a list.
4. Once the students have finished drawing, have them describe their houses to the rest of
the class.

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “living room” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “L.” Project VSM page 14. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “L” page. Have students draw the
4. Quickly check that stud
5. ents are on the correct page by having them hold up their personal dictionary so you can
see the page.
7. Have students write or trace the word “living room” on the page and draw a picture to
illustrate the word.
9. Optional: Show students a few concrete objects that begin with the letter “L,” name each
Letter of
the Day:
L

Vocabulary
SECTION 1 Reviewed:
Review window
toilet
Time: 3-5 minutes sink
Mission: Revisit vocabulary learned in previous lessons bathroom
Objective: Students will be able to say and identify previously learned vocabulary in chorus, kitchen
in pairs, and individually. living room
Materials: Visual Support Material for Unit 2, Lesson 2, Module C dining room
bedroom
Procedure
1. Project page 1, and, pointing out specific pictures, ask students to say the word.

Vocabulary
Practiced:
SECTION 2 grandmother
Introduction to Vocabulary Words grandfather
hug
Time: 5-7 minutes kiss
Mission: Introduce grandmother, grandfather, hug, kiss, and love. Use pictures to love
Procedure
1. Project VSM page 3 (photo of a grandmother).
2. Point to the picture and say “a grandmother.”
3. Have students repeat “a grandmother” . . . (with photo still projected).

(continued)
4. Repeat steps 1-3 for grandfather and the sentences demonstrating hug, kiss, and love.
5. Project VSM page 8, then 9, then 10. Point to pictures in random order and have students
describe the pictures, using the new vocabulary. (Students can say the words in chorus or
to a partner.)
Group Activity
Time: 10 minutes
Students will be able to illustrate their new vocabulary words.
Materials: Worksheets (printed appendix page from VSM), pencils, crayons or
colored pencils
Procedure
1. Pass out a printed worksheet to each of the students and explain that they will be using the
comic book outline to illustrate a story you will read.
2. Read each line giving the students time to fill in the boxes creating their comic. Note:
Character’s gender may be changed,or the characters may be presented as dogs or cats
as variations.
a. Sammy loves his grandmother and grandfather.

b. His grandmother and grandfather are kissing Sammy, “Hello.”
c. They are hugging.
d. Sammy and his grandmother are playing.
e. Sammy and his grandfather are cooking.
f. “Goodbye, Grandmother and Grandfather!”
3. If time allows, have the students share their pictures with the class.

ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “love” in their personal
dictionaries
Materials: Visual Support Material for Unit 2, Lesson 2, Module C, personal dictionary,
Procedure
1. Introduce the letter of the day, “L.” Project VSM page 12. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “L” page. Have students draw the
6. Have students write or trace the word “love” on the page and draw a picture to illustrate the
word.
8. Optional: Show students a few concrete objects that begin with the letter “L,” name each
Letter of
the Day:
L


Reviewed:
grandmother SECTION 1
grandfather Review
hug
kiss Time: 3-5 minutes
love Mission: Revisit vocabulary learned in previous lessons
Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
Procedure
Using VSM pages 1-3, review vocabulary from Unit 2, Lesson 2, Module C
1. Project page 1, and ask students to describe the people in the pictures.
5. Repeat these steps for each review image.
Vocabulary
Practiced: SECTION 2
under Introduction to Vocabulary Words
watching
listening Time: 5-7 minutes
standing Mission: Introduce under, watching, listening, standing, sitting, your, and where. Use pictures
sitting to contextualize new vocabulary.
where Objective: Students will be able to say and identify new vocabulary.
Procedure
1. Project VSM page 4 (photo of a cat under a table).
2. Point to the picture and say “The cat is under the table.”

3. Have students repeat “The cat is under the table.” . . . (with photo still projected).
4. Repeat steps 1-3 for watching, listening, standing, and sitting.
5. Project VSM page 9 and ask the class “Where is the cat?”and have them repeat.
6. Point to the first picture and say “The cat is on the car.” and have the class repeat.
7. Ask the class “Where is the cat?” while pointing to the second picture. Encourage them to
answer, and coach them to respond “The cat is in the car.” if they need help.
8. Repeat step 7 for the third picture.
9. Project VSM page 10, then 11. Point to pictures in random order and have students
describe the situation being shown using lesson vocabulary. (Students can say the
sentences in chorus or to a partner.)
Group Activity
Vocabulary
Time: 10 minutes Practiced:
where
your
Students will be able to explain where objects are in relation to one another.
Materials: Classroom objects like students’ books or pens
Procedure
1. Instruct the students that you will be playing a game with them where you will be hiding
students’ books and they will have to find them.
2. Pick a student and take a book from him or her.
3. Have the student close or cover her eyes while you hide the book (ensure that in, on, and
under would be relevant instructions to find the book while you are hiding it).
4. Once hidden, have the student try to find the book.
5. In order to help the student, select another student to give hints. Have the student who is
looking for the book ask, “Where is my book?” to which the student helping can respond,
for example, “Your book is under a table.”
6. Repeat the process as time allows having students take turns being the helper or the
searcher. Encourage students to use the locatives in, on, under. Optional: Teach other
locative prepositions like behind or near to add more play options.

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes

Objective: Students will be able to enter and illustrate the word “mother” in their personal
dictionaries.
Procedure
1. Introduce the letter of the day, “M” Project VSM page 12. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “M” page. Have students draw the
6. Have students write or trace the word “mother” on the page and draw a picture to illustrate
the word.
8. Optional: Show students a few concrete objects that begin with the letter “M,” name each
Letter of
the Day:
M

Vocabulary
SECTION 1 Reviewed:
Review under
watching
Time: 3-5 minutes listening
Mission: Revisit vocabulary learned in previous lessons standing
Objective: Students will be able to say and identify previously learned vocabulary in chorus, sitting
in pairs, and individually. where
Procedure
1. Project page 1, and, pointing at the first image, ask “Where is the cat?” Coach students to
describe each picture using on, in, or under.
3. Have students say each sentence to a partner.

Vocabulary
5. Project pages 2-3 and coach students to describe each image using review vocabulary. Practiced:
live
6. Repeat steps 2-4 for each review image.
Rome
Paris
SECTION 2 Moscow
country
Introduction to Vocabulary Words city
bridge
Time: 5-7 minutes
park
Mission: Introduce to live, Rome, Paris, Moscow, country, city, bridge, park, and street. Use
street
pictures to contextualize new vocabulary.

(continued)
Procedure
1. Project VSM page 4-5 (photos of a woman in her apartment and a woman in front of her
house).
2. Point to the pictures and say “She lives in an apartment, and she lives in a house.”
3. Tell students if you live in a house or an apartment, and invite a few students to share where
they live with the class using the sentence frame, “I live in . . . “.
4. Project VSM page 6 (map of Europe).
5. Point out Moscow on the map.
6. Have students repeat “Moscow” . . . (with photo still projected).
7. Repeat steps 5-6 with Paris and Rome.
8. Project VSM page 7 (image of three countries highlighted).
9. Point to each country in turn and say “This is a country.”
10. Have students repeat “This is a country.”
11. Project VSM page 8 (picture of a city).
12. Point to the picture and say “a city.”
13. Have students repeat “a city.” (with photo still projected).
14. Repeat steps 1-3 for bridge, street, and park.
Group Activity
Time: 10 minutes
Students will be able to illustrate one of their new vocabulary words.
Materials: Art supplies
Procedure
1. Instruct the students that they will draw and label a picture of the city that they want to live
in some day.
2. Tell students to start by drawing their house or apartment.

3. They should then draw the city around their house or apartment. Tell them to make sure to
include streets and bridges and to name them (e.g., Orange Street, Brooklyn Bridge).
4. Finally, they should include a detailed park.
5. Have the students share their cities with the rest of the class.
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “moon” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “M.” Project VSM page 12. Say the letter name and make
the sound a few times.
2. Have students open their personal dictionaries to the “M” page. Have students draw the
6. Have students write or trace the word “moon” on the page and draw a picture to illustrate
the word.
7. Have students show you or one another the drawing and say the word. Letter of
8. If time permits, have students add “Moscow” to the “M” page. the Day:
9. Optional: Show students a few concrete objects that begin with the letter “M,” name each M


Reviewed:
live SECTION 1
Rome Review
Paris
Moscow Time: 3-5 minutes
country Mission: Revisit vocabulary learned in previous lessons
city Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
bridge pairs, and individually.
park Materials: Visual Support Material for Unit 2, Lesson 3, Module B
street
Procedure
1. Project page 1, and, pointing out specific images, ask students to say the sentence.
5. Repeat these steps for each review vocabulary word or sentence.
SECTION 2
Vocabulary
Practiced: Introduction to Vocabulary Words
France
Time: 5-7 minutes
United States
Mission: Introduce France, United States, New York, China, Russia, Egypt, and to be from. Use
New York
pictures to contextualize new vocabulary.
China
Russia
Egypt
to be from
Procedure
1. Project VSM page 5 (photo of France).
2. Point to the picture and say “France.”
3. Have students repeat “France,” with the photo still projected.

4. Repeat steps 1-3 for the United States, New York, China, Russia, and Egypt.
5. Project VSM page 11 (world map).
6. Point to France on the map and say “This country is France.” Optional: For more advanced
students, see if they can identify the country as you point it out (“What country is this?”) or
by pointing it out on the map (“Where is France?”).
7. Have students repeat “This country is France.”
8. Repeat steps 6-7 for the United States, New York, China, Russia, and Egypt.
9. Tell the students “I am from...” a geographic area appropriate for your area or class
(e.g., neighborhood, town, city, state, or country).
10. Go around the room and ask each student “Where are you from?” and coach
her as needed.
Group Activity
Time: 10 minutes
Students will be able to illustrate one of their new vocabulary words.
Materials: Worksheets (printed appendix page from VSM), pencils, crayons or
colored pencils
Procedure
1. Project VSM page 12 (world map with countries outlined). Pass out printed worksheets.
2. Write the locations France, the United States, New York, China, Russia, and Egypt on
the board.
3. Have the students identify and label each of the locations on their copy of the map. Work
along on the projected map to help the students.
4. Discuss with the students what they think it is like to be a student their age from each
country.
5. Optional: Have students flip over their map and draw a picture of what they think it is like to
be from one of the countries.

(continued)
6. Go around the room and ask each student what country and city they (or their parents/
grandparents) are from, and help them identify those locations on the map.
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “newspaper” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “N.” Project VSM page 13. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “N” page. Have students draw the
6. Have students write or trace the word “newspaper” on the page and draw a picture to
illustrate the word.
8. If time permits, have students add “nine” to the “N” page.
Letter of 9. Optional: Show students a few concrete objects that begin with the letter “N,” name each
the Day:
N

Vocabulary
SECTION 1 Reviewed:
Review France
United States
Time: 3-5 minutes New York
Mission: Revisit vocabulary learned in previous lessons China
Objective: Students will be able to say and identify previously learned vocabulary in chorus, Russia
in pairs, and individually. Egypt
Materials: Visual Support Material for Unit 2, Lesson 3, Module C to be from
Procedure
1. Project page 1, and, pointing out a specific country, ask students to say the name of the
country.
2. Model the correct pronunciation of the country and have students repeat in chorus.
3. Have students say the name of the country to a partner.
4. If time, quickly call on each student to say the country.

Vocabulary
5. Repeat these steps for each country. Practiced:
near
far
SECTION 2
Brazil
Introduction to Vocabulary Words Japan
Italy
Time: 5-7 minutes name
Mission: Introduce near, far, Brazil, Japan, Italy, and name
Procedure
1. Project VSM page 2 (photo of, “The boy is near the house.”).
2. Point to the picture and say “The boy is near the house.”
3. Have students repeat “The boy is near the house.”

(continued)
4. Repeat steps 1-3 for far, Brazil, Japan, and Italy.
6. Point to Brazil on the map and say “The name of this country is Brazil.”
7. Have students repeat “This name of this country is Brazil.”
8. Repeat steps 6-7 with Japan and Italy.
9. Now model “My name is” by first pointing to yourself and saying your name.
10. Next, ask students to follow by telling everyone their names using the sentence starter
“My name is.”
Group Activity
Time: 10 minutes
Materials: VSM page 8, classroom objects
Procedure
2. Quickly review the locations and names of all of the highlighted countries.
3. Name two countries and ask the students if they are near or far from each other.
4. Repeat step 3 several times with different countries giving the students the opportunity to
say “country X is near country Y” and, “country A is far from country B.”
5. Repeat this process with classroom objects or students giving each student a chance to
use both near and far.

ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “Italy” in their personal
dictionaries
Materials: Visual Support Material for Unit 2, Lesson 3, Module C, personal dictionary,
Procedure
1. Introduce the letter of the day, “I.” Project VSM page 9. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “I” page. Have students draw the
6. Have students write or trace the word “Italy” on the page and draw a picture to illustrate the
word.
8. Optional: Show students a few concrete objects that begin with the letter “I,” name each
Letter of
the Day:
I


Reviewed:
France SECTION 1
United States Review
China
Russia Time: 3-5 minutes
Egypt Mission: Revisit vocabulary learned in previous lessons
Brazil Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
Japan pairs, and individually.
Italy Materials: Visual Support Material for Unit 2, Lesson 4, Module A
Procedure
Using VSM page 1, review vocabulary from Unit 2, Lesson 3, Module C.
1. Project page 1, and, pointing out specific locations on the map, ask students to say the
name of the country.
2. Model the correct pronunciation of the country and have students repeat in chorus.
3. Have students say the country name to a partner.
4. If time, quickly call on each student to say the country name.
5. Repeat these steps for each country name.

Vocabulary
Practiced:
SECTION 2
sweater
jeans Introduction to Vocabulary Words
belt
suit Time: 5-7 minutes
socks Mission: Introduce sweater, jeans, belt, suit, socks, tie, gray, purple, pink, brown, and orange.
tie Use pictures to contextualize new vocabulary.
gray Objective: Students will be able to say and identify new vocabulary.
purple Materials: Visual Support Material for Unit 2, Lesson 4, Module A
pink
brown Procedure
orange 1. Project VSM page 2 (photo of a sweater).
2. Point to the picture and say “a sweater.”

3. Have students repeat “a sweater” . . . (with photo still projected).
4. Repeat steps 1-3 for jeans, belt, suit, socks, tie, gray, purple, pink, brown, and orange.
5. Project VSM page 13. Point to each picture and help students describe each using the
appropriate color and clothing vocabulary. Several descriptions can be generated, or you
may guide the class to a particular style of description, e.g., “orange socks,” “There are
orange socks,” or “They are wearing orange socks.” (Students can repeat the descriptions
in chorus or to a partner.)
Group Activity
Time: 10 minutes
Materials: Worksheets (printed VSM appendix pages), scissors, gluesticks or tape, optional:
crayons or colored pencils
Procedure
1. Project VSM page 14. Pass out printed worksheets so each student has paper dolls and
color clothing. Optional: Use the black and white worksheets and have students color the
clothing.
2. Instruct the students to cut out the people and clothing.
3. Next, the students should dress their paper dolls.
4. Have students get into small groups and share with their classmates what their dolls are
wearing.
5. Optional: If time permits, have the students describe to the class what they are wearing.

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “jeans” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “J.” Project VSM page 15. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “J” page. Have students draw the
6. Have students write or trace the word “jeans” on the page and draw a picture to illustrate
the word.
8. If time permits, have students add “Japan” to the “J” page.
9. Optional: Show students a few concrete objects that begin with the letter “J,” name each
Letter of
the Day:
J

Vocabulary
SECTION 1 Reviewed:
Review sweater
jeans
Time: 3-5 minutes belt
Mission: Revisit vocabulary learned in previous lessons suit
Objective: Students will be able to say and identify previously learned vocabulary in chorus, socks
in pairs, and individually. tie
Materials: Visual Support Material for Unit 2, Lesson 4, Module B gray
purple
Procedure pink
Using VSM page 1, review vocabulary from Unit 2, Lesson 4, Module A. brown
orange
1. Project page 1, and, pointing out a specific image, ask students to describe it using the
verb to wear and color and clothing vocabulary.
2. Model the correct pronunciation of the description and have students repeat in chorus.
3. Have students say each sentence to a partner.

Vocabulary
5. Repeat these steps for each review image. Practiced:
tall
short
SECTION 2
blond
Introduction to Vocabulary Words brown
red
Time: 5-7 minutes gray
Mission: Introduce tall, short, blond, brown, red, gray, and color. Use pictures to color
Procedure
1. Project VSM page 2 (photo of a tall man wearing a tie).
2. Point to the picture and say “The tall man is wearing a tie.”

(continued)
3. Have students repeat “The tall man is wearing a tie.”
4. Repeat steps 1-3 for short, blond, brown, red, and gray.
Vocabulary
5. Explain the term color to the students. Use it whenever appropriate while practicing the
Reviewed:
different hair colors, asking, “What color is her/his hair?”
tall
short 6. Project VSM page 8, then 9. Point to pictures in random order and have students describe
blond the pictures using appropriate vocabulary words and sentences. (Students can say the
brown words or sentences in chorus or to a partner.)
red
gray
Group Activity
Time: 10 minutes
Objectives: Students will be able to describe their height in comparison to others.
Materials: N/A
Procedure
1. Choose two students from the class and line them up next to you, in order of height.
2. Describe yourself and the students using hair color and tall, taller than, and tallest (“Rob is
tall. He has brown hair. Ana is taller than Rob. She has blond hair. I am taller than Ana. I am
the tallest. I have red hair.”). Repeat with short, shorter than, and shortest. Note:
Comparatives and superlatives, including taller than, tallest, shorter than, and shortest,
have not yet been taught at this point in the self-study content, so they may require
extra practice.
Vocabulary
Practiced: 3. Have students get up and organize themselves in a line by height.
taller than 4. Have each student describe herself by stating her hair color and her height in relation to the
tallest students on either side of her (“I have blond hair. I am taller than Simon. I am shorter than
shorter than Valentina.”).
shortest
5. Optional: Have students squat or stand on tiptoes to change their height in relation to one
another and re-describe.

ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “orange” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “O.” Project VSM page 10. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “O” page. Have students draw the
6. Have students write or trace the word “orange” on the page and draw a picture to illustrate
the word.
8. Optional: Show students a few concrete objects that begin with the letter “O,” name each
Letter of
the Day:
O

Unit 2 Lesson 4, Module C

Reviewed:
tall SECTION 1
short Review
blond
brown Time: 3-5 minutes
red Mission: Revisit vocabulary learned in previous lessons
gray Objective: Students will be able to say and identify previously learned vocabulary in chorus, in
color pairs, and individually.
Materials: Visual Support Material for Unit 2 Lesson 4, Module C
Procedure
1. Project page 1, and ask students to describe the picture using “tall” and “short” and “taller”
and “shorter.”
2. Model the correct pronunciation of the descriptive sentences and have students repeat in
chorus.
5. Project page 2, and, pointing out a specific person, ask students to describe him using the
Vocabulary vocabulary for hair color, e.g., “He has brown hair.”
Practiced:
hungry 6. Repeat steps 2-4 for the descriptive sentence, then repeat for each person on page 2.
thirsty
hot
cold
tired
sick
we’re
I’m

SECTION 2
Time: 5-7 minutes

Mission: Introduce hungry, thirsty, hot, cold, tired, sick, we’re and I’m. Use pictures to
Procedure
1. Project VSM page 3 (photo of a man looking in the refrigerator).
2. Point to the picture and say “The man is hungry.”
3. Have students repeat “The man is hungry.”
4. Repeat steps 1-3 for thirsty, hot, cold, tired, sick, we’re and I’m.
5. For pages 5-8, first say the sentence without the contraction (“I am hot.”) and then with the
contraction, to match the sentence on the image.
6. Project VSM page 9. Point to pictures in order and have students describe each as if they are
the person or people in the picture. They should use sentences beginning with I’m or we’re
and the appropriate adjective. (Students can say the sentences in chorus or to a partner.)
Group Activity
Time: 10 minutes
Materials: N/A
Procedure
1. Write the vocabulary words hungry, thirsty, hot, cold, tired, and sick on the board.
2. Choose one of the words and act it out in front of the students.
3. Have the students guess which word you’re acting out.
4. Divide the class in half to form teams.

(continued)
5. Select 1-3 students from one team to act out one of the words. Give the students’ team
members a few seconds to try to figure it out. They must phrase their answers as a
complete sentence using either I’m or we’re, depending on how many people are doing
the acting.
6. Select 1-3 students from the other team and repeat the process.
7. Have the teams take turns acting and guessing as time allows (repeating words if
necessary).
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “purple” in their personal
dictionaries
Materials: Visual Support Material for Unit 2, Lesson 4, Module C; personal dictionary, pencils
and art supplies
Procedure
1. Introduce the letter of the day, “P.” Project VSM page 10. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “P” page. Have students draw the
6. Have students write or trace the word “purple” on the page and draw a picture to illustrate
Letter of the word.
the Day: 7. Have students show you or one another the drawing and say the word.
P 8. Optional: Show students a few concrete objects that begin with the letter “P,” name each

Vocabulary
SECTION 1 Reviewed:
Review hungry
thirsty
Time: 3-5 minutes hot
Mission: Revisit vocabulary learned in previous lessons cold
Objective: Students will be able to say and identify previously learned vocabulary in chorus, tired
in pairs, and individually. sick
Materials: Visual Support Material for Unit 2, Lesson 4, Module D we’re
I’m
Procedure
Using VSM page 1, review vocabulary from Unit 2, Lesson 4, Module C.
1. Project VSM page 1. Point to pictures in order and have students describe each as if they
are the person or people in the picture. They should use sentences beginning with I’m or
we’re and the appropriate adjective.
4. If time, quickly call on each student to say the sentence. Vocabulary

Practiced:
5. Repeat these steps for each review vocabulary sentence. mom
dad
grandma
grandpa,
Hi, how are you?
I’m fine.

(continued)
SECTION 2
Time: 5-7 minutes

Mission: Introduce mom, dad, grandma, grandpa, Hi, how are you? and I’m fine. Use pictures
to contextualize new vocabulary.
Procedure
1. Project VSM page 2 (photo of a grandmother).
2. Ask students who this is, eliciting “a grandmother.”
3. Point to the picture and say “grandma.” Explain that this is the word that many people use
as a name to refer to their grandmothers, either when talking to them directly or when
talking to others about them.
4. Ask students what they call their own grandmothers.
5. Have students repeat “a grandma.”
6. Repeat steps 1-5 for grandpa, mom, and dad.
7. Project VSM page 6 (photos of family members greeting one another).
8. Point to the first picture and say “hi.” Explain that “hi” is another way to say “hello” to close
friends and family members.
9. Point to the pictures on the screen in random order and say “Hi, [appropriate family
member]!” (Use the new, informal terms from this module).
10. Have students repeat each of the greetings after you.
11. Have students turn to a partner and say “Hi, [name]!”
12. Project VSM page 7 (photo of two people talking).
13. Point to the image on the left and say “How are you?” Explain that we say “How are you?”
when we haven’t seen someone in a while and want to be polite.
14. Have students repeat “How are you?”

15. Point to the image on the right and say “I’m fine.” Explain that “I’m fine” is the most
common response, but that there are also other ways to respond. Give a few examples of
these.
16. Have students repeat “I’m fine.”
17. Have students pair up. Student A should ask, “How are you?” and Student B should reply,
“I’m fine.” Then they should switch.
Group Activity
Time: 10 minutes
Students will be able to illustrate their new vocabulary words.
Students will be able to create sentences using the construction “This is my…”
Materials: Paper, art materials
Procedure
1. Pass out the paper and art supplies.
2. Tell students they are going to draw a picture of their family. They can include parents,
grandparents, siblings, and pets in their drawings.
3. After they have finished their pictures, have students find a partner.
4. Student A should describe her picture to Student B by pointing to each of the people or
animals and saying “This is my ...” Remind learners of the new terms they learned today.
5. If time, have students present their pictures to the whole class and use “This is my…” to
describe what they drew.

(continued)
ALPHABET
Letter of the Day
Time: 5-10 minutes
Objective: Students will be able to enter and illustrate the word “pants” in their personal
dictionaries
Procedure
1. Introduce the letter of the day, “P.” Project VSM page 8. Say the letter name and make the
sound a few times.
2. Have students open their personal dictionaries to the “P” page. Have students draw the
6. Have students write or trace the word “pants” on the page and draw a picture to illustrate
the word.
8. Optional: Show students a few concrete objects that begin with the letter “P,” name each
Letter of
the Day:
P

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K–2 Teacher’s Guide

English (American) – Unit 2

of Rosetta Stone Ltd.

Printed in the United States of America.

Photos provided by Rosetta Stone Photography and Getty Images, Inc.

ii Rosetta Stone K–2 Teacher’s Guide | English (American)

Unit 2: Greetings and Introductions. . . . . . . . . . . . . . . . . . 1

Unit 1 | Lesson 1 | Module A iii

vi Rosetta Stone K–2 Teacher’s Guide | English (American)

Letter of the Day

viii Rosetta Stone K–2 Teacher’s Guide | English (American)

Greetings and Introductions

Vocabulary Teacher-Led Instruction

3. Have students say the word to a partner.

4. If time, quickly call on each student to say the word.

5. Repeat these steps for each review vocabulary word.

2. Point to the picture and say “a family.”

3. Have students repeat “a family” (with photo still projected).

2 Rosetta Stone K–2 Teacher’s Guide | English (American)

8. Optional: Have students describe relationships in pages 12 and 13 by pointing out a

Unit 1 | Lesson 1 | Module A 3

4 Rosetta Stone K–2 Teacher’s Guide | English (American)

3. Have students say the sentence to a partner.

4. If time, quickly call on each student to say the sentence. Vocabulary

2. Point to the picture and say “a baby.”

Unit 1 | Lesson 1 | Module A 5

a. The husband is wearing a green shirt.

6 Rosetta Stone K–2 Teacher’s Guide | English (American)

8. If time permits, have students add “green” to the “G” page.

Unit 1 | Lesson 1 | Module A 7

Vocabulary Teacher-Led Instruction

3. Have students say the word or sentence to a partner.

4. If time, quickly call on each student to say the word or sentence.

5. Repeat these steps for each review image.

8 Rosetta Stone K–2 Teacher’s Guide | English (American)

3. Have students repeat “brother” . . . (with photo still projected).

4. Say “This is his brother.” and have students repeat.

5. Repeat steps 1-4 for sister and friend.

Unit 1 | Lesson 1 | Module A 9

10 Rosetta Stone K–2 Teacher’s Guide | English (American)

3. Have students say the sentence to a partner.

4. If time, quickly call on each student to say the sentence.

Unit 1 | Lesson 1 | Module A 11

Time: 5-7 minutes

2. Point to the picture and say “seven.”

3. Have students repeat “seven” . . . (with photo still projected).

12 Rosetta Stone K–2 Teacher’s Guide | English (American)

2. Divide students into groups of 2 to 4.

Unit 1 | Lesson 1 | Module A 13

Time: 5-10 minutes

14 Rosetta Stone K–2 Teacher’s Guide | English (American)

3. Have students say the word to a partner.

4. If time, quickly call on each student to say the word.

5. Repeat these steps for each review image. Vocabulary

2. Point to the picture and say “an apartment.”

Unit 1 | Lesson 1 | Module A 15

3. Repeat the process with different objects on or in different locations.

16 Rosetta Stone K–2 Teacher’s Guide | English (American)

Time: 5-10 minutes