Think Plus 1-Teacher's Guide, Unit Test, Achievement Test

Unit 1:
Alphabet Upper-Case
Lesson 1: (Sing Along)
Vocabulary: upper-case ABCs
Materials: audio CD track 02~03,
alphabet flashcards, scissors, crayons
and elastic bands or paper clips
Warm Up
Lay out the flashcards at the board at the front

of the room for the students to see. Talk about
the alphabet.
Teacher: Who can tell me what these are called
that is on the board?
Students: ABC
Teacher: Thats right! Are the letters big or
small?
Students: Big!
Teacher: Very Good! There are called uppercase alphabets or we can also call them Big
letters.
Encourage the students to talk about their ideas
on the alphabet and ask them questions.
Open Your Book: A. Sing along
Tell the students open their books to page 7 and
talk about the picture. Encourage the students to
shout out what they see.
Teacher: What are some things that you see?
Students: Many cars, Letters etc
Teacher: Very Good! Yes, there are many cars
and on the cars there are letters. Do you guys
know what the letters are called?
Students: ABCs
Teachers: Good! Thats what we are going to
learn about ABCs or the alphabet.
Play the Alphabet Song (Page 7, Track 02~03).

Students should listen to the song about two
times then have them listen to the MR and sing
along with the song. You can also divide them
into teams and have them come up to the front
of the class and sing the song. Students can vote
which team sang the song the best.
*ABC song
Audio
Script
ABCDEFGHIJKLMNOPQ
RSTUVWXY and Z
Now I know my ABCs
Next time won't you sing with me?
Listen
and
Point
Listen
and
Point
For this exercise, students listen and point to the
letter that has been said. Instruct the students to
use their book to point the letter.
Teacher: point to the letter P!
(Students should be pointing the letter P in their
books).
Teacher: Good! How about the letter S?
1
It can get a little easy after awhile so to make it

a little more difficult you can have them guess
the letter after. You can have the students raise
their hands or just randomly choose one student
to answer.
Teacher: Who can tell me which letter comes
after the letter H?
A Student: The letter I!
Teacher: Good! What comes after the letter T?
A Student: The letter U!
Keep repeating the exercise until all of the
students have had a chance to answer a question
at least once.
Extra
*Alphabet Soup
Give each student an alphabet flashcard and
have them skip around the room to the 'ABC
Song'. Stop the music at random and have the
students rush to line up in order, e.g. A-K.
Workbook
Instruct the students to open their workbooks to
page 5. Explain how to do the exercises. Have
them try it out first then help them out to
complete the page. Make sure to check that they
are doing the exercises correctly.
Homework Book
Assign page 5 as their homework. Make sure to
explain the exercises fully so they understand
how to do it at home.
Making Flashcards:
Activity Book
Instruct the students that they need to cut out the
upper-case alphabet flashcards on pages 5 and 7
for homework. Let them know that if they need
help with cutting, they can ask their parents.
Explain to them that the flashcards will be used
in lesson 2, so they must remember to bring
them to class.
Lesson 2: (Words Time)

Vocabulary: upper-case letters
Materials: alphabet flashcards
Warm Up
Divide and line up the students into two teams.
Divide the board into two halves and have one
student from each team run to the board, write
'A', then run to the back of the line. The next
student writes 'B', etc. The first team to finish
wins
Open Your Book: Word Time
Tell the students to open their books to page 8.
They should also have their pencils and erasers
ready.
B. Look and write the missing
letters.
Before starting the exercise A, ask them

questions about what they see in the picture.
Teacher: What are some things that you guys see
in the picture?
Students: ABCs, balloons, big letters etc.
Teacher: What is different about the letters?
Students: Some letters are not there.
Teacher: Good. So now we are going to use our
pencils to write the missing letters. Lets see if
you guys can find and write all of the missing
letters!
When all of the students have finished the
exercise, check their books and go over them.
C. Finish the alphabet.
The caterpillar has some letter missing. Explain

to the students that they need to fill in the
alphabets between M and S. You can work
together as a class, as it can be little difficult for
them to finish on their own.
Teacher: Lets do exercise C. The letters
between M and S is missing. Lets sing the
alphabet song to refresh our memory.
(Students singing the alphabet song out loud)
Teacher: Good! As you sing, you can fill in the
missing letters that arent there.
When all of the students have finished the
exercise, check their books and go over them.
Extra
*Mix and Order

Have them get out their alphabet flashcards that
they have made. Get the students to partner up
with someone. The partner will mix the
flashcards while the other student has his or her
backs to their partner. After their partner has
finished mixing the cards, the student whos
turned, turns around and puts the flashcards in
alphabetical order. You should time the students
to make it more challenging. Set the time limit
to your liking. Repeat the warm up so that
every student has a chance to practice.
Workbook
Homework Book
Lesson 3: (Practice Time)

Vocabulary: dog, kite, lion, nut, pea,
bee, hat, flower, upper-case letters
Materials: audio CD track 04, pictures
for each letters, upper-case flashcards
Warm Up
Prepare pictures for each letter of the alphabet
and display them on the board. Make sure to
find pictures that they will learn as a vocabulary
like L for Lion, K for Kite, P for Pea, D for Dog,
B for Bee, H for Hat, F for Flower and N for
Nut. Talk about the different pictures with the
students. You can also cover up the picture and
just show the letter that it begins with to have
them guess the letter or visa versa cover up the
letter and show the picture to have them guess
which letter the picture begins with.
Teacher: Point to a picture and ask the students.
Who can tell me which letter a pea starts with?
Students: It starts with the letter P!
Teacher: Very good! What about a Dog? What
letter does a dog start with?
Student: A letter D!
Then you can switch it up by covering up the
letters and asking them which what it could be.
Teacher: Ok, lets make it little more difficult.
Which animal starts with the letter B?
Students: A Bee!
Teacher: You guys are fantastic! Then which
animal starts with a letter F?
Student: A Flower!
Open Your Book: Practice Time

D. Listen and circle. (page 9, track 04)
Explain to the students that as they are listening

to the CD, instruct them to listen carefully so
that they can circle the correct picture.
Audio Script
1.
2.
3.
4.
5.
I am a lion. I begin with the letter L.

This is a hat. Hat begins with the letter H.
I am a bee. I begin with the letter B.
This is a kite. Kite begins with the letter K.
I am a dog. I begin with the letter D.
Teacher: Which picture did you circle?

Students: A Lion
Teacher: Thats right! And what letter does lion
begin with?
Students: the letter L
Check the students books to make sure that they
completed the exercise correctly. You can also
review the letters and the animals that are not
circled
E. Read and trace the letters.
Explain to the students that for this exercise,

they are going to trace the beginning letters of
each word.
Workbook
Homework Book
Teacher: Nut starts with what letter?

Students: N!
Teacher: Thats right! Nut starts with the letter
N.
Teacher: What letter does Hat start with?
You can have some of the students read the
words, if they can read the words. Make sure to
check the students books to see how they are
doing.
Extra
*Memory Game
Play the memory game with the class using the
animals they have learned. Have every student
in the class stand up. You can do rock, scissor,
paper to decide who will go first. That student
chooses a letter and a word that starts with that
letter, for example, M for Monkey. Next
student repeats what the previous student has
said then adds his or her own letter and a word,
M for Monkey, H for House. Keep playing in
this manner. If a student makes a mistake or
forgets the order, that student must sit down.
You can also play charades with your class. One
student stands in the front of the class. Show
that student a picture of an animal. The student
then acts out that animal. The rest of the
students try to guess which animal the student is
acting out. They must guess both the animal and
the letter that it begins with.
Lesson 4: (Game Time)

Materials: construction paper, scissors,
crayon, audio CD track 02
Warm Up
Write the alphabet on the board with missing
letters. This will be a review of what they have
learned so far, for example, A_CDE_G_I. Pick a
student to answer which letter is missing. Then
have them answer which animal that letter
begins with.
Teacher: What letter is missing?
A Student: The letter B
Teacher: Good! What animal starts with the
letter B?
A Student: A bee!
Activity: A
Instruct the students to open their books to page
10.
*Guide the Sheep to its barn!
Have the students follow the letters in

alphabetical order and guide the sheep back to
his home.
Teacher: Lets take a look at page 10. The sheep
has lost its way back to his barn. You are going
to follow the letters in alphabetical order and
guide the sheep back to his home.
Check the students books if they are doing the

exercise correctly. To make it a little more fun,
you can have a competition to see who can
guide the sheep to his barn the fastest.
Activity: B
*Alphabet March
Write one letter if the alphabet on a piece of

construction paper. You can play with all 26
letters or choose the letters that students need to
practice with. Place the alphabet cards on the
floor, forming a circle. Play the ABC song
(Track 02) while the students step on each
alphabet. (You might have to divide the students
into two groups depending on the size of the
class.) When the music stops, the students freeze
in place and say the name of the letter that they
are standing on. Remove that letter and continue
playing until only one letter remains.
Extra
*Pair Up Game
When you have time left from the class, instruct
the students to get their flashcards. Tell the
student to pair up with someone and mix their
flashcards together. After mixing them up, tell
them to put the cards in neat rows so that they
can play the game. They should take turns
flipping over the cards so that they can find a
match. The student with the most pair wins the
game.
Workbook
Homework Book
Unit 2:
Alphabet Lower-Case
Lesson 1: (Chant Along)
Vocabulary: lower-case letters
Materials: audio CD track 05~06
Warm Up
Now that the students are familiar with uppercase letters, explain to them that there is also
lower-case letter. On the board, you can write
both upper-case letter and them write the lowercase letter next to it.
Teacher: What is the first letter of the alphabet?
Students: A!
Teacher: Very Good! (Write the upper-case
letter A on the board. Next to the big A you
can write the small a) what is next to the big
A?
Students: Small a!!
Teacher: Yes, its a small a.
You dont have to write all of the lower-case
letters on the board since they will be learning
them in their books.
Open Your Book: A. Chant along
Tell your students to open their books to page 11.
Talk about the picture with the class.
Teacher: Lets look the picture. What you guys
see?
Students: A train with letters!
Teacher: Good! Are they big or small letters?
Student: Small letters!
Play the Alphabet Chant (Page 11, Track

05~06).
*abc Chant
Audio Script
abcdefghijklm
nopqrstuvwxy and z
Now I know my abcs
Next time wont you sing with me?
You can play the chant couple times so that

students can follow along. Students should
listen to the chant about two times then have
them listen to the MR and sing along with the
song. To make it fun, divide the class into two
groups and the group can take turns chanting.
Listen and Point
For this exercise you are going to have the
students listen and point to the letters from their
books.
Teacher: point to the letter f!
(Students should be pointing to the letter f in
their books).
Teacher: Good! How about the letter d?
9
To make it more interesting, you can write the

big letters on the board and tell the students to
find the matching small letter.
Teacher: (writes big B on the board) what letter
is this?
Students: its a letter B!
Teacher: Good! This is a big B. Can you guys
point to the small B in your books?
(Students should be pointing to the lower-case b
in their books)
Extra
*Matching Letter
Two students will come up to the board (or you
can have all of the students come up if the class
is small) Give each student a marker. First, you
should write an upper-case letter on the board so
they can all see it. The students must then write
the matching lower-case letter. The fastest
student gets a point.
Workbook
Homework Book
Making Flashcards:
Activity Book
lower-case alphabet flashcards on pages 9 and
11 for homework. Let them know that if they
need help with cutting, they can ask their
parents. Explain to them that the flashcards will
be used in lesson 2, so they must remember to
bring them to class.
10
Lesson 2: (Words Time)

Materials: alphabet flashcards
Warm Up
*Sing Your Letter

As the students are walking in to the class, pass
out a set of lower case alphabet flashcards
randomly to the students until they are all gone.
Let them know that they are going to sing the
alphabet song with the flashcards. They will be
responsible for singing the letters that they have.
Tell them that they need to listen carefully, so
that they can be ready for their part. It might be
slow at first, but play the game couple times and
they should improve.
Instruct the students to have pencils and erasers
ready.
B. Make a match.
For this exercise, explain to the students that

they are going to match up the train with the
upper-case letter to the lower-case letter trains.
This should be a simple exercise but to get
started, help the students with the first one.
Teacher: Can you guys tell me what you see in
the picture?
Student: Train with big letters and small letter!
Teacher: Very good! Its a train with big and
small letters.
Instruct the students that, by drawing a line, they

need to match the upper-case letters with the
lower-case letters. To get started, help the
students with the first one.
Teacher: (pointing to the upper case A) what is
this letter?
Students: Its a big A!
Teacher: Good! Can you guys find the small A
in the picture?
Students: (They should point or say where it is)
Teacher: Very good! Now draw a line from big A
to small A.
Give the students few minutes to finish the
exercise. Then check and go over the exercise
with them.
C. Circle the correct lower case letter.
Explain to the students how to do exercise C.

Instruct them to look at the upper-case letter.
Tell them that they need to find the correct
lower-case letter of that upper-case letter. To get
started, you can help them with the first one.
11
Teacher: What letter is in the first box?

Students: Its the letter Q!
Teacher: Is it big or small?
Students: Its big!
Teacher: Good! Can you guys tell me which
small letter do you think is the letter Q?
Students: (They should be pointing to a letter.)
Have them finish up and check their answers by
going over the exercise with them.
Extra
*Letter Sandwich
Divide the class into two teams. One student
from each team stands up. You pick a random
card and hold it up for them to see. The students
must say the previous letter, the letter that
youre holding and the following letter. Make a
time limit that is reasonable, so that every
student has a chance to play and also to make it
a little challenging. The student who says it
correctly first, gets the point. The team with the
most points wins.
Teacher: (holds up the letter x)
Student A: w,x,y / u,x,y
Teacher: Thats correct! Good job! Team A gets
a point. / No, Im sorry. That is not correct, next
students.
Workbook
Homework Book
Assign page 10 as their homework. Make sure
to explain the exercises fully so they understand
12

Materials: upper-case and lowercase alphabet flashcards
Teacher: Lets look at this page. What do you

guys think it is?
Students: A bird / big bird
Teacher: Yes! It is a bird. Its called a peacock.
But it seems like the peacock is missing its tail
so we are going to help draw it by connecting
the dots in a-b-c order.
Warm Up
Before students come into class, tape either the
upper-case or the lower-case flash cards on the
board. You can either pick someone randomly or
ask the class if there is someone that would like
to go first. Only have one student come up at a
time. Show the student the upper-case or the
lower-case letter alphabet card. They have to
find the matching upper or lower case card.
After they have found it, they can take it back to
their desk. After youve gone through the
whole alphabet, have all the students stand up.
Instruct them to put the alphabet in the right
order from A~Z. Tell the students to work
together since it will take some cooperation on
their part.

letter.

Instruct them to have their pencils and erasers
ready.
D. Connect the dots in a-b-c order.
For this exercise, they are connecting the dots in

alphabetical order. To get started, you can first
go over the alphabets with them to help them get
through the exercise easier.
13
Extra
letter.
*Find the Alphabet!

Tape the flash cards on the board. Students need
to reach for it so dont tape it too high. Divide
the class into two teams. Then you would call
out a random letter and the two students would
run to the board to find the letter. The student
that got there first, will take the letter off from
the board and he/she wins a point for their team.
To make it more challenging, mix lower-case
and the upper-case alphabet letters on the board.
Having more than two teams can make it a little
more fun and challenging also.
Workbook
Homework Book
14

Materials: audio CD track 02 and
track 05, crayons, Tic-Tac-Toe game
sheets, stop watch
Warm Up
By this time, students should be familiar with
both upper-case and lower-case letters. You can
do a simple review with the Alphabet Song (CD
track 02) and the Alphabet Chant (CD track 05)
with the class.
Activity: A
14.
*Color the letter Us that you can
see identify the letter that shows
up!
Tell the students to pick their favorite color.

Explain to the class that they are only coloring
the letter U. You can write it on the board so that
the students can see it. After they have finished
coloring, you can walk around and check to see
that they have all done it correctly. For the next
part, they need to write a word starting with the
letter that they have just found. You can do
this together with the class.
Teacher: Has everyone finished coloring?
Students: Yes
Teacher: So what is the letter that you guys
found?
Make sure to write the word on the board so that

the class can see it and write it down in their
books.
Activity: B
*Alphabet Tic-Tac-Toe
This is played the same way as the original TicTac-Toe except you wont be using Xs and Os.
Instead of Xs and Os, you can have the
students play the game with lower-case Bs and
Ds since they look similar, some students have
hard time telling them apart. This exercise is to
help them identify the lower-case letters so if
you feel that there are some lower-case letters
that the students need to practice, you can play
this game with those letters also.
15
Extra
*Beat the Clock

For this game, students will be timed as the race
to put the letters in alphabetical order. You can
divide them into two teams, team A and team B.
They are going to race each other to see who
can be the fastest at putting the letters back in
order. You will need a stop watch. Also record
each teams time so that the next group can be
motivated to beat the previous time. Add all of
the times together. The team with the fastest
time wins the games.
Workbook
Homework Book
16
Unit 3:
Its Hot and Sunny

Vocabulary: weather, rainy, cloudy,
sunny, snowy, windy, foggy, hot, cold
picture of different weathers
Warm Up
Find pictures for each weather vocabulary
words that you will teach for the lesson. You can
tape it on the board. As students come into class
and get sited, you can ask them how the weather
is outside. You can also ask them what they
think the weather will be like the next day. Then
you can point to each picture from the board and
ask them if they know the name of the weather.
Write down the vocabulary words under the
picture.
Teacher: What is the weather like outside today?
Students: Its sunny / cold / raining
Teacher: What do you think the weather will be
tomorrow?
Students: The same / warm / raining
Teacher: I see. Lets see who is going to be right
tomorrow. Now look at the board. Who can tell
me what is the name of this weather?
Students: Its snow! / cold / hot
Play Hows the Weather? song (Page 15,

Track 07~08).
Audio Script
*Hows the Weather?
Hows
Hows
Hows
Hows
the
the
the
the
weather?
weather?
weather?
weather?
Its
Its
Its
Its
sunny.
cloudy.
rainy.
snowy.

Tell the students to open their books to page 15
and talk about the pictures.
Teacher: What do you guys see in this page?
Students: There is snow. / There is sun. / A boy is
in a plane.
Teacher: good! What about the weather? How is
the weather in the first picture?
Students: It is hot. / It is sunny.
Teacher: Very good! The boy feels hot because
its sunny.
You can replay the song again and have them

repeat the song. Pause after each phrase so that
the students have a chance to repeat after it.
Practice until you feel that they are ready to sing
along to it. Play the MR and have the students
sing with out the words. You can make it more
fun by dividing the class into small groups of
three or four. Have them practice a little more.
Then you can call on each group to come up to
the front of the class and sing along to the song
without making a mistake. You can award them
points or have the class vote on which group
sang the song the best.
17
Listen and Speak

For this exercise, students will have a chance to
build their vocabularies by listening and
speaking to you and to each other about the
weather. If you need, you can use the picture on
page 15 as a starter.
Teacher: Look at the boy thats making the
snowman. Do you think he likes the snow?
Students: Yes, because he is smiling. / He looks
happy.
Teacher: How about you guys? Do you guys like
the snow?
Students: Yes, its fun. /No, its too cold.
Teacher: Where do you guys think the rain
comes from?
Making Flashcards:
Activity Book
weather flashcards on page 13 for homework.
Let them know that if they need help with
cutting, they can ask their parents. Explain to
them that the flashcards will be used in lesson 2,
so they must remember to bring them to class.
You can also talk about the things that people

need in different weathers, like umbrella, boots,
gloves etc. You can also choose one student to
talk about a picture or about their favorite
weather.
Extra
*Whispering Game
Divide the class into two teams. Have them sit
in a row. You are then going to whisper a short
and a simple sentence to the last students of the
each row. When you shout GO! the students
are going to lean forward and whisper the
sentence to the students in front of them. Both
rows will keep passing on the sentence until it
gets to the front of the row. Then the student
who shouts the sentence correctly gets the point
for their team.
Workbook
Homework Book
18
Lesson 2: (Word Time)

Materials: audio CD
weather flashcards
track
09,
Warm Up
You can go over lesson 1 and review using the
vocabularies that they have learned. You can
talk about the weather outside and do a
comparison with the weather from the previous
day. You can also quiz them using the pictures
from lesson 1. Choose a random student and see
if they can say what kind of weather it is.
Teacher: How is the weather today?
Students: It is cold!
Teacher: What about yesterday? Do you guys
think it was the same as yesterday?
Students: Yes!
Teacher: I see. Before we start we are going to
have a little quiz. Who can tell me what kind of
weather this is? How about Sarah?
Audio Script

Have the students open their books to page 16.
Make sure they have their pencils and erasers
ready.
B. Listen and repeat.
(page 16, track 09)
sunny (x2), cloudy (x2), rainy (x2),

windy (x2), snowy (x2), foggy (x2),
hot (x2), cold (x2)
C. Look and match.
First read the vocabulary words with the class.

Read it two or three times so that they can
practice pronouncing the words. Then listen to
the audio. Have them listen and repeat the words
with the audio.
After the students are familiar with the

vocabulary words, tell them to do exercise C.
This is a simple activity so the students should
not have too much trouble doing it. But to start
them off, you can do the first one with the class.
Teacher: Ok. Now we are going to practice

saying all these weathers. We are going to read
it together. Are you guys ready? Go!
Students: Sunny, cloudy, rainy
Teacher: Lets look at the first picture. Who can

tell me what is in the picture?
Student A: There is a sun and a boy is looking at
the sun.
Teacher: Very good. What do you think the
weather is like?
Students: Hot!
Teacher: Good! Now draw a line to the word
hot.
19
Have the students finish up the exercise and

then go over it with them. If there is a word that
majority of the students are having trouble with,
make sure to go over the word or words with
them so that students can practice the words
more.
Extra
*Weather Scramble
You can divide the class into two groups. Have
them take out their flashcards. On the board you
are going to write down one of their weather
vocabulary words in scrambles. Get the groups
to discuss what the word might be. A student
that takes the correct flashcard and brings it up
to the board wins the games. Give them a time
limit so that the game can go smoothly and also
to give every student a chance to play.
Workbook

Homework Book
20

Materials: audio CD track 10, weather
flashcards
Warm Up
Using their flashcards, you can do a quick
review of the weather vocabulary words. Tell
the students to lay their flashcards on their desk.
Call out any of the weather vocabulary words
that they have learned. The students should hold
up the matching card.
Teacher: Ok class, take out your flashcards. We
are going to do a quick review of the weather
vocabulary words. When I say a word, you are
going to look for the matching card and hold it
up in the air. Ready? Snowy!
Students: (Should be holding the matching card
up in the air.)
You can have a student call out a word also. You
can choose or ask for volunteers. Its a great
way to practice to saying the words.
Tell the students to open to page 17 of their
books. Make sure they have their pencils and
erasers ready.
D. Listen and write the numbers
in the boxes.(page 17, track 10)
For this exercise, the students are going to listen

to the audio and number the weathers in order.
You can do this exercise together or let them do
it on their own and then go over it again with the
class.
No.1.
No.2.
No.3.
No.4.
Its
Its
Its
Its
snowy
hot
rainy
sunny
Audio
Script
E. Write and say.
Instruct the students that for this exercise, they

are first going to read then trace the word. First
ask for volunteers to read the sentence then have
the whole class read the sentence together.
Teacher: Who can read no.1?
Student A: Its foggy.
Teacher: Very good! Lets have everyone say it
together. Ready?
Students: Its foggy.
Teacher: Now you guys can trace the word.
21
Extra
*Magic Word
This game is similar to Duck, Duck, Goose
except you will be using the weather vocabulary
words instead. Have the students sit in a circle.
You can do rock, paper, scissors to see who will
be It. When the It student is chosen,
randomly choose a weather card and show it to
the student. The student then walks around
gently touching his or her classmates heads
while saying the weather words. When the
student says the magic word
and touch one of his or her classmates head,
that student then stands up and chase the It
student around until he or she gets caught or sits
down in the empty space.
(Example: magic word is windy.)
Student: foggy, snowy, hot, cold, cloudy, sunny,
rainy, cold, WINDY!
Workbook
Homework Book
22

Materials: weather flashcards, dices,
coins,
scissors,
crayons,
paper
fasteners
Warm Up
*True or False
This is a simple game to play with the class.
Have them stand in the middle of the class in a
line. Let the students know that one side is true
and the other side is false. From the weather
flashcards, you are going to choose a random
card and hold it up so that the students can see it.
Then you are going to either call out what is
written on the card or call out a different name.
For example, if you chose a card that says rainy,
then you can call out rainy to make it true or you
can call foggy instead of rainy and make it false.
If you say rainy the students should jump to the
true side but if you say foggy instead of rainy
then the students should jump to false side.
Activity: B
Activity: A
18.
*Weather Game
.
Have the student get into groups of 2~4. Give
each group a dice and coins. They can also use
things that they have (lid of a pen, eraser etc) as
their place makers. Before they start explain
how the games is played. First they should do
rock paper scissor to determine who will go first.
Then the first player rolls the dice and moves
their piece. If they land on a picture of weather,
they need to say the name of that weather (if it is
a picture of rainy, then the student need say
rainy out loud.) Second and third players play
the same way also. The player who gets to the
finish line first wins the game.
*Activity Book: Make Weather

Wheel (page 15)
Instruct the students to take out their activity

books. Each student needs a pair of scissors, a
paper fastener and crayons. Before they cut out
their weather wheels, instruct them to color the
wheel first. After they have finished coloring,
they should raise their hands for scissors. They
should cut out the wheel and the arrow. Have
them raise their hands when they have finished
cutting the wheel and the arrow. You can then
attach the paper fastener. When the students
have finished making the weather wheel, have
them get into groups of threes. In groups, they
are going to talk about what kinds of things they
can wear and different activities that can be
played during that weather. They can also talk
about how the characteristics of the changes.
23
Extra
*Be a Weather Forecaster

Tell the student to get into groups of four. Two
students are going to be script writers and the
other two students are the forecasters. You can
have them do a weather forecast in different
cities, current day etc. The forecasters are going
to stand in front of the class and read their
weather news. After all of the groups have gone,
you can have them vote which weather news
was the best.
Workbook
Homework Book
24
Unit 4:
Five Little Monkeys

Vocabulary: one, two, three, four,
five, six, seven, eight, nine, ten
number cards, counting objects
Warm Up
You can get the students warmed up by having
them count the objects. You can either bring 10
items or find 10 items around the classroom. If
you want you can also bring candies. You can
start this exercise by asking the students to help
you count the items.
books and talk about the picture.
Teacher: What do you guys see in the picture?
Students: Monkeys!
Teacher: Good. What are they doing on the bed?
Students: They are jumping.
Teacher: How many monkeys are jumping on
the bed? Can you guys count the monkeys?
Students: One, two, three, four!
Read the song together first then have them
listen to the audio. This song is a little different
because every time a monkey falls off the bed,
the number changes (five, four, three, two, and
one). Let the students know that the number of
monkeys will change as they fall of the bed.
First have the students listen to the song without
pausing. Then replay the song again and pause
after each phrase and have the students repeat
the phrase. After practicing the song couple
times, you can have them listen to the MR and
sing along to the song.
Play Five Little Monkeys (Page 19, Track

11~12).
*Five Little Monkeys
Audio
Script
Five little monkeys jumping on the bed.

One fell off and bumped his head. Mama
called the doctor and the doctor said, No
more monkeys jumping on the bed.
2. Four 3. Three 4. Two 5. One
25
Extra
*Number Race
Divide the students into two groups. You are
going to have two sets of number cards scattered
on two separate desks. When you call out a
number, the two students who are going first
will run to the desks and look for that number.
When they have found that number they are
going to run back to their group and hold it up in
front of them. The student who brought back the
correct number gets a point for their team.
Workbook
Homework Book
Making Flashcards:
Activity Book
.
number flashcards on pages 17 and 19 for
homework. Let them know that if they need help
with cutting, they can ask their parents. Explain
to them that the flashcards will be used in lesson
2, so they must remember to bring them to class
26

Vocabulary: one, two, three, four, five,
six, seven, eight, nine, ten
Materials: audio CD track 13, number
flashcards
Warm Up
On the board write down the name of an object
and how many there are. Have at least five
different objects on the board with any number
from one to ten. For example, three black pen,
two erasers, four pencils etc. As students are
coming into the class, instruct them to start
finding those objects with that amount of
number. Dont give them too much time, just
enough so that everyone would be able to find
those items. When a student thinks he or she has
everything in the correct amount, have him or
her raise her hand. You can walk over to see if
they got it correct. Give them a candy as a
reward for getting it correct.
Teacher: Ok class, look at the board and start
looking for those items. Just find one of those
items that are written on the board. Who ever
gets it correct will get a piece of candy.
erasers ready.
Play the audio. Have the students listen and then

repeat after the speaker. Practice pronouncing
the numbers with the audio two or three times.
When you feel that they are ready, have the class
read the numbers without the audio. If they are
having trouble pronouncing a certain word
repeat the word several times.
Audio Script
one one
three three
five five
seven seven
nine nine
two two
four four
six six
eight eight
ten ten
C. Look and match.
This exercise is pretty simple. Explain to the

students that they are going to count how many
items are drawn on the picture. Then they are
going to find the number that is written out in
words. For example, the picture has two apples
then the students are going to match it with the
word TWO.
27
Extra
*Pigeon Game
For this game you need a large space since
students will be moving around a lot. Tell the
students to line up facing the board and have
them close their eyes. Pin a number on the back
of each students shirt. Make sure none of the
students are looking at other students numbers.
When you say Go, the students must try to find
the number of the other student while keeping
their numbers a secret. If a student has found out
the number of their friend, they need to call out
the friends name and his or her number (Sarah
is number 3). The student that got caught must
sit down for the remainder of the game. A
student, who is still standing, wins the game.
Workbook
Homework Book
28

Materials: audio CD track 14, number
flashcards
Warm Up
Instruct the students to take their number flash
cards out. Tell them to mix them up thoroughly.
They should not have any cards in an order.
Explain to them that this is to see who can put
the cards in order the fastest. Let them know
that as soon as they have finished putting the
cards in order, to raise their hands.
Teacher: Take you number flashcards out. Mix
them well. No numbers should be in an order. I
will walk around to see if you guys are mixing
the cards well. Is everyone ready? Ok, ready set
GO!

erasers ready.
D. Listen and Write the number
in the box. (page 21, track 14)
For this exercise, students are going to listen to

the audio and write down the number for each
picture. For example, if the speaker says five
cars, then in the box students should write the
number five in the box with the cars. You can
pause after a phrase to see if students were
paying attention.
No.1.
No.2.
No.3.
No.4.
five cars
ten crayons
eight balls
three penguins
Audio
Script
Check and go over the exercise with the class.
29
Extra
*Who can be the Fastest?

Instruct the students to get their number
flashcards out. Tell them that from their number
flashcards choose three random numbers and lay
it out on their desks. You are then going to call
out a random number between one and ten. The
students will look and check to see if its one of
their numbers. If it is they have to stand up as
fast as they can. When you feel that the students
are getting the hang of it, you can increase the
speed of the game
Workbook
Homework Book
Activity Book: Counting 1 to 10

Dominoes
dominoes on page 21 for homework. Let them
know that if they need help with cutting, they
can ask their parents. They are just matching the
picture to its right number. If the picture has
three ducks then students are going to look for
the number three and match them together.
30

Materials: number flashcards
Warm Up
As student walks into the classroom, you are
going to give each of them a piece of paper with
instructions. It should say an item they are going
to look for and how many there are of that item
(Example: Find four pencils). Every student
should have different items to find. The students
will look for their item around the classroom
and bring it back to their desks. Reward the
students who brought the items correctly with
either points or a piece of candy.
Teacher: I gave you all a piece of paper with
how many of the item that you need to look for.
Walk around the classroom and look for those
items and bring it back to you desk. I will then
check to see if you brought back the correct
amount of the items.
Activity: A
erasers ready.
*Cross Word Puzzle.
Teacher: Lets look at one across. What number

is that?
Students: It is four!
Teacher: Good! Now how do you spell number
four?
Students: FOUR
Teacher: Very good! Now lets find one across
and write four in the boxes.
Activity: B
.
For this activity, students are going to spell out
the numbers according to what is written on the
across and down sections. For example if on the
down section the number 5 is written then the
students are going to spell out 5 (five) on to the
puzzle. You can do it as a class or have them do
the ones that they can do and go over with them
after.
*Pass the Bean Bag.
Have the students sit in a circle. Place a mat on

the floor with a number and behind it a
vocabulary word (Example: 4/dog). Talking
turns, have the students close their eyes and toss
the bean bag so that it can land on a card. He or
she must call out that word the same number of
times as the number indicates on the card. For
example, 4/dog, then Dog, Dog, Dog, Dog! And
the student gets the same amount of points as
the card (4). At the end, the student with the
most amount of points wins.
31
Extra
*Make that Number

Play music and have the students walk around
the classroom. Randomly stop the music and
call out any number from one to ten. The
students then must quickly get into a group of
that number. For example, you called out four.
Then the students find each other to make a
group of four. Any student who could not get
into a group will have to sit out until the next
round.
Workbook
Homework Book
32
Unit 5:
Lets Review 1
(Unit 1~Unit 4)
Lesson 1: (Unit 1 Review)

upper-case flashcards
Warm Up
First, start the class by reviewing the alphabet
song. Have them sing along to the song. Then
take your flashcards and shuffle them.
Randomly select a card and show the card to the
students for a brief second. Whoever is the
fastest can shout the out which upper-case letter
it was. If it is not correct, other students can
guess the letter. Then show the letter to the class
and have the whole class say the letter.
Teacher: Im going to pick a letter and you guys
are going to guess what it is ok? Here we go.
(Holds up a letter K).
Student A: It the letter K!
Teacher: Very good! Ok class, what is this
letter?
Students: It a big K!
Open Your Book: Review 1
erasers ready.
A. Listen to the song and fill in the
blank. (page 23, track 15)
Have the class listen to the alphabet song one or

two time. They should know the song by now.
Then after listening to the song again, instruct
them to fill in the blanks. There are some
missing alphabets and students are going to fill
them in with the correct upper-case letters.
Audio Script
*ABC song
ABCDEFGHIJKLMNOPQ
RSTUVWXY and Z
Now I know my ABCs
Next time won't you sing with me?
B. Write the missing letters.
Instruct the students that for this exercise they

are going to fill in the missing letters. This
exercise can be little difficult since it is not the
whole alphabet but some part of the alphabet.
Also there are both upper-case and lower-case
letters. You can do couple of the exercise
together and have them do the rest.
Teacher: Ok class, lets look at part B number
one. Is it a big letter or small letter?
Students: Small!
Teacher: Good. Now this alphabet starts with
the letter g. What letter comes after g?
33
C. Listen and circle the letters that you

hear. (page 23, track 16)
Tell the students that they are going to listen

carefully to the audio for the letters that needs to
be circled. You can have them listen two or three
times if they are having trouble.
Audio
Script
1.
2.
3.
4.
5.
H
Q
R
V
Z
Extra
*Alphabet Relay
Divide the students into two teams. Draw a line
to divide the board in half. The first two students
that are in the front, will then run up to the
board and write A. then runs to the back of the
line. The second two students will do the same
but they have to write B. The first team to
finish the alphabet in the correct order wins the
game.
Workbook
Homework Book
34

Materials: lower-case flashcards
Warm Up
Write the upper-case alphabet letters on the
board. Space them out and dont write it too
high since students need to stick the lower-case
letters next to the upper-case letters. You can ask
for volunteers or randomly choose a student.
The student is going to go up to the board and
find the matching lower-case letter and stick it
next to its upper-case letter. (Example: Ee)
Teacher: Do you guys see the upper-case letters
on the board and the lower-case flashcards?
What you are going to do is find the matching
lower-case letter and stick it next to the same
upper-case letter.
(You can show a demonstration.)

erasers ready.
Teacher: Lets read the first word together. What

is this word?
Students: Bee!
Teacher: Very good! Jack, can you read this
word again?
Jack: Bee!
Teacher: Excellent! Now lets read it one more
time and write the first letter as you read the
word.
D. Read the first letter and trace.

E. Correct the mistakes.
Before the students write the letter to the word,

have them read out the word first. You can have
the whole class read it out first and then
randomly choose a student to read a word. Then
have the whole class read the word again but
this time writing the letter as they read the word.
In this exercise, the upper-case letter and the

lower-case letter does not match. Tell the
students that they are going to cross out the
lower-case letter and on the line write the
correct lower-case letter that matches with the
upper-case letter. You can do the first and the
second one with them to get it started.
Teacher: Look at part E. You are going to cross
out the wrong letter. Look at the first one, B and
d. Is this correct?
Students: No. Its not b.
Teacher: Great job! How about number two? E
and i. Is this correct?
35
Extra
*Slam the Letter

Tell the students to sit in a circle with their
hands on their heads. Spread out the lower-case
alphabet flashcards in the middle of the circle.
You then take the upper-case flashcards and
hold it up so that every student can see the letter.
First student to slam the matching lower-case
letter gets to keep the card. In case of a tie, have
the students do rock, paper, scissors.
Workbook
Homework Book
36

weather related items, weather
flashcards, weather pictures
Warm Up
Bring several weather related items to the class.
You can bring like a hat and a scarf, umbrella
and rain boots, sun glasses etc to demonstrate
the different weathers. You can also use the
weather flashcards just to review the
vocabularies with the class.
Tell the students to open to pages 25~26 of their
erasers ready.
F. Circle the correct word.
Tell the students to look at each picture then

circle the correct weather names for each. This
should be a simple exercise after the warm up.
You can let the students do it by themselves first
then go over together as a class.
Teacher: This should be a little bit easy since we
practiced our weather vocabulary words. Lets
see if you guys can circle the correct weather
names for each picture.
G. Listen and choose.

(page 25, track 17)
Instruct the students to listen carefully so that

they can choose the correct picture. You can go
over the each picture with them first and then
have them listen to the audio. You can do the
first one with them so they can understand how
to do the exercise.
Audio Script
No.
No.
No.
No.
1.
2.
3.
4.
Its
Its
Its
Its
sunny.
foggy.
snowy.
rainy.
Check the answers together as a class. If there

are students who missed a question, play the
audio again and go over it with them.
37
H. Listen, match and trace.

(page 26, track 18)
Have the students listen to the audio and repeat

the sentence one to two times. Then after as they
listen to the audio, trace the word and draw the
line to its matching picture.
I. Fill in the blanks.
Each word has some letters missing. The

students are going to write the correct letter to
spell out the word. Before they start the exercise,
you can quiz them, randomly choosing words
and have the class just spell out the word or pick
one student to come up to the board and spell it
out. If you feel like the students would know
how to do the exercise by themselves then have
them try it out. But make sure to check and go
over the answers with the class.
Teacher: Im going to see who the best speller is.
Who can spell sunny? How about Jennifer?
Jennifer: SUNNY
Teacher: Very good!
Extra
*Be a weather forecaster
Audio Script
You are going to turn the classroom into a

weather forecasting room. Give each student a
role. You can write it on a piece of paper and do
a drawing. Have like camera man, weather
forecaster, producer, director, writer and the rest
would be the audience. Give the students the
weather pictures and the students are going to
prepare a weather forecast. The students with
roles are going to write the script and prepare
for the news forecast of the day. You can have
them do different countrys weather or weather
in your area. Try to get them to use the
vocabulary words that they have learned.
Workbook
No.
No.
No.
No.
1.
2.
3.
4.
Its
Its
Its
Its
windy.
hot.
sunny.
snowy.

page 23 and 24. Explain how to do the exercises.
Have them try it out first then help them out to
Check and go over the exercise with the class.

Homework Book
Assign pages 23 and 24 as their homework.
Make sure to explain the exercises fully so they
understand how to do it at home.
38

Vocabulary: one, two, three, four, five,
six, seven, eight, nine, ten
number flashcards
Warm Up
On the board, scramble the number cards
(written word number cards). Since students
need to reach for the cards, dont tape it too high.
Have the students come up to the board and
arrange the numbers in order. Let them know
they can work together. After the numbers are in
order, you can write the number form next to the
word form so that students can be familiar with
it.
Teacher: I have word written number cards on
the board. They are not in order. You guys are
going to work together to put the numbers in
order.
K. Listen and Check.

(Page 27, Track 19)

Tell the students to open to page 27~28 of their
erasers ready.
J. Look and match.
This exercise should be simple after the warm

up. They need to match the number with their
written out form (10 ten). You can let them try it
out on their own and then go over it with the
class.
Teacher: Now you are going to match the
number to the word. This should be easy since
we did a warm up on it. Lets see who can do it
the fastest.
Have the students listen to the audio two times.

They are going to check either X or O for each
questions.
Audio Script
No.
No.
No.
No.
1.
2.
3.
4.
ten ladybugs.
four ducks.
nine flowers.
eight cars.
Check and go over the exercise together as a

class.
L. Listen and circle.
(page 28, track 20)
Have the students listen to the audio two times.

Tell them to listen carefully since they need to
circle the amount of items that the speaker is
saying.
39
Teacher: Lets look at the first picture. What do

you guys think that is?
Students: It is a seven!
Teacher: Good! If you didnt circle seven then
go ahead and circle seven. How about the
second picture? How many penguins are there?
Students: Three!
Extra
*I Spy
You should be familiar with I Spy game. It is
where you find an item and you describe that
item to others, so that they can guess what your
item is. Say how many there are of that item and
the location. For example, I spy with my little
eye four objects that are in the bookshelf. And
the students who have found the item would say,
Its four books.
Teacher: I spy with my little eye two objects that
are on the floor.
Students: Its two balls!
Teacher: Very good!
Workbook
Audio Script
No.
No.
No.
No.
1.
2.
3.
4.
six crayons
three cookies
one duck
eight balls
Check and go over the exercise together as class

pages 25 and 26. Explain how to do the
exercises. Have them try it out first then help
them out to complete the page. Make sure to
check that they are doing the exercises correctly.
Homework Book
Assign pages 25 and 26 as their homework.
Make sure to explain the exercises fully so they
M. Look and choose.
Lets Review 1: Minibook

Tell the students that for this exercise they are
going to look at the picture and circle the
matching word. This is pretty straight forward
and the students should not have too much
trouble doing this activity. Just in case some
students dont understand go over the exercise
with the class again.

Minibook that is on page 23 (Activity Book) for
with cutting, they can ask their parents. This
book is to help them review the numbers and the
weather vocabulary words that they have learn
in their lessons.
40
Unit 6:
I Have a Red Crayon
One half would be the colors red, yellow, blue

and green and the other half would be the colors
pink, purple, brown and black.

Vocabulary: red, yellow, blue, green,
pink, purple, brown, black
pictures of items with different colors
Warm Up
As students are getting settled in, just randomly
point out a students bag, shoes, shirt, jacket etc
and ask them what color it is.
Teacher: What color is Kates sweater?
Students: Its yellow!
Teacher: Good! How about Jacks shoes?
Students: Its black!
You can do this warm up with their clothes,
items around the room or anything that has
colors.
Tell the students open their books to page 29

and talk about the picture. Encourage the
students to shout out some colors that they see.
Teacher: What colors do you see in the picture?
Students: Blue! Red! Pink!
Teacher: Very good! Now we are going to sing a
song about colors.
Read the song together first then have them
listen to the audio. With this song, the color
changes on the second verse. It starts with red,
yellow, blue and green then for the second verse
it changes to pink, purple, brown and black.
Let the students know that the colors change for
the second part of the song. First have the
students listen to the song without pausing. Then
replay the song again and pause after each
phrase and have the students repeat the phrase.
After practicing the song couple times, you can
have them listen to the MR and sing along to the
song. You can also divide the class into half.
Play I Have a Red Crayon (Page 29, Track

21~22).
*I Have a Red Crayon
Audio
Script
Red, yellow, blue and green stand up.

Red, yellow, blue and green
turn around and stretch up high above your head.
Red, yellow, blue and green sit down.
*2. pink, purple, brown and black
41
Extra
*Color Relay
In the front of the class, lay out the eight colors
that they are learning on a desk. Make two
copies of a coloring sheet. On the coloring sheet,
indicate the areas that need to be colored with
that certain color. For example, you want the
area to be colored blue then write blue on that
area. If its more than more write blue for all of
them. Divide the class in half. Two students are
going to race to get the color so they can finish
coloring their coloring sheets. You are going to
say the color and they are going to race to see
who can get the color first. Then they are going
bring it back and color in the areas that are
indicated with that color. The group will keep
the colors they brought back and the team who
has the most colors on their coloring sheet wins.
Workbook
Homework Book
Making Flashcards:
Activity Book
number flashcards on page 25 for homework.
so they must remember to bring them to class
42

Materials: audio CD track 23, color
flashcards
Warm Up
Write down the colors on the board. When the
students are all in their sits, you are going to ask
them how many of certain colors do they see
around the class.
Teacher: There are different colors on the board.
It is all from the words that you have learned.
Now, you are going to look around the
classroom and tell me how many of these colors
that you see. It can be any item with that color.
Clothing, shoes, books, anything.
Write the number down next to the color.
Afterwards, ask them which color or colors
there are more of.
Have the students open their books to page 30.
Make sure they have their pencils and erasers
ready.
(page 30, track 23)
Have them read the colors out loud first before

you listen to the audio. Read it about two times
so they can practice pronouncing on their own.
When listening to the audio, have them listen
first then tell them to repeat the words. Listen to
the audio two or three times. You can have to
read it without the audio one more time.
Teacher: Lets read the colors first before we

listen to the CD. What is the first color?
Students: RED!
Teacher: Very Good! What about the next one?
Audio Script
red, red
yellow, yellow
blue, blue
green, green
pink, pink
purple, purple
brown, brown
black, black
43
C. Fill in the blanks.
Before you start the exercise, ask the class on

the things they know about the rainbow. Talk
about the different colors, how many colors
there are on the rainbow, which color is at the
top etc.
Teacher: What do you guys know about the
rainbow? It can be the color, the shape etc.
Students: It has seven colors! Purple is the last
color!
Teacher: Very good! Now lets see if you guys
can do this exercise.
This exercise should not be too difficult. Instruct
the students that they should use the color words
from part B. to spell the word correctly. Check
and go over the activity with the class
Extra
*Guess the Color

Put the color flashcards in a bag. Make sure the
students can not see the colors. Pull the colors
out slowly so that only the tips can be seen. The
first student who can call the name of the color
correctly gets a point or you can give out candy
as a reward.
Workbook
Homework Book
44

Materials: audio CD track 24
Warm Up
On the board, scramble up the letters of the
colors and have the students come up and spell
the word out correctly. After the student has
spelled the word, tell the student to point out an
item that has that color. You can do this as teams
or individually. If the student spells the word
wrong, he/she needs to sit down and it moves on
to the next team or a student. Let the student
choose which word he/she wants to spell.
Reward the team or the student for spelling the
word correctly.
erasers ready.
.
D. Listen and circle.
(page 31, track 24)
The students are going to listen to the audio two

or three times and mark O for correct and X for
not correct. The warm up should have helped
the students so this exercise should not be too
difficult for them to do. After they have finished,
make sure to check and go over it with the class.
Audio Script
No.
No.
No.
No.
1.
2.
3.
4.
a
a
a
a
black button
blue socks
pink rose
green shirt
E. Trace and color.
Have the students read each phrase first. Then

you can choose a student to read the phrases
individually. After each student has read them,
have them trace the words. Read the phrases
again as a whole class.
45
Extra
*Shoot the Basket

If you dont have a basketball hoop, you can use
a garbage can as a substitute. Have them stand
at a distance that is reasonable. This can be
played individually or as a team. Ask a student a
question. Relate the questions to colors. If the
student answers the question correctly, he/she
gets to shot a basket. For getting the question
and the basket in, they get two points. Getting
only the question correct will get them a point.
Teacher: What color is the board?
Student A: It is white!
Teacher: That is correct! Now here is the ball.
Try to make it in to the basket.
Workbook
Homework Book
Activity
Owl!
Book:
Make
an
Instruct the students that they need to color and

then cut out the owl on page 27 for homework.
cutting, they can ask their parents. You can hand
out the paper fasteners so that they can use them
at home. You can make the owl beforehand to
show the students how it is suppose to look like.
46

Materials: color flashcards, colored
pencils,
animal
coloring
sheets,
scissors
Warm Up
Do a quick review with the color flashcards.
Quickly show the color and have them guess
what they color is. You can also have them spell
out the words to give them extra practice.
Activity: A
books.
*Draw many red things as you
can!
.
This is a fun activity for the students. They are
just going to draw many red items that they can
find on to the page. Tell them to draw all of the
red colored things that they see around the
classroom. This is a simple exercise so students
should not have too much trouble doing the
exercise. Walk around and check if the students
are doing it correctly. You can even have them
share what they have found.
Activity: B
*Brown Bear Activity
Print out animal coloring sheets. Have the

students color them and then cut the sheet in
half. Make sure to write the name of the color
on the tail corner and write the name of the
animal on the head corner (as shown on the
picture). Spread out the piece out on the table.
Before the students can start matching up the
picture, they are going to ask you a question.
Teacher, teacher what do you see? You are
going to answer them by saying the color and
the animal they need to look for.
Students: Teacher, teacher what do you see?
Teacher: I see a brown bear.
Students: Teacher, teacher what do you see?
Teacher: I see a blue dog.
The students then can go ahead and match the
head with the tail.
47
Extra
*Color Tag
The students will move around the classroom
trying to avoid getting tagged. If the student gets
tagged, he/she had five second to name a color.
If the student can not name a color or that color
has been said they student has to sit out until the
next round. Since there are only eight colors, let
the students repeat each color no more then
twice or if they know different colors they are
welcome to use those too.
Workbook
Homework Book
48
Unit 7:
Old Macdonald Had a
Farm
Vocabulary: cow, horse, pig, duck,
sheep, rabbit, peacock, squirrel
Read the song together before listening to the

audio. Let the students know that the animals
will switch every time a new animal comes up.
First, have the students listen to the song
without pausing. Then replay the song again and
pause after each phrase and have the students
repeat the phrase. After practicing the song
couple times, you can have them listen to the
MR and sing along to the song.

pictures of animals
Warm Up
Display the pictures of the animals on the board.
You can quiz the students to see who know
which animals and which animal and animals
were known the most by the students. You can
choose a student or have them raise their hands.
Teacher: Who can tell me what this animal is?
Any volunteers? How about Lisa?
Lisa: It is a rabbit.
Teacher: Very good! How about this animal?
Students: A pig!
Teacher: Wow! All of you know this animal.
How about this one?
students to shout out what they see.
Teacher: What animals do you guys see in this
picture?
Students: A pig, a dog and a cow!
Teacher: What other animals do you see?
Students: It has pink round hair.
Teacher: It is called a sheep. Can you guys say
sheep?
Students: SHEEP!
Teacher: What is that animal that the farmer is
holding? It lays eggs.
Students: A chicken!
Teacher: Very good!
Audio Script
*Old Macdonald
Old Macdonald had a farm, ee-i-ee-i-o. And on that
farm he had a chick, ee-i-ee-i-o. With a chick chick
here, and a chick chick there. Here a chick there a
chick. Everywhere chick chick. Old Macdonald had a
farm, ee-i-ee-i-o.
2. duck, quack
4. dog, bowWow
3. pig, oink
5. cow, moo moo
49
Extra
*Charade
Write down the animal names on a piece of
paper. Mix them up and have the student pick
out an animal that they will act out. You can add
other animals that the students are familiar with
like a dog, a cat, a monkey etc. If students are
too shy to act out the animals by themselves you
can have two students come up and act it out.
Make sure they dont make the sound of the
animal since that would be too easy. Have them
only act out the animal.
Workbook
Homework Book
Making Flashcards:
Activity Book
50

Materials: audio CD track 27, animal
flashcards
Warm Up
Using the animal flashcards, cover up part of the
animal and have the students guess which
animal that is. Try not to show the head since it
would be easier to guess the animal. Show parts
of the body like an ear, the tail or the legs. Make
it little difficult for them since if it is too easy it
wont be as fun.
Teacher: Can guys tell me which animal has this
ear?
Students: A sheep?
Teacher: Look carefully. Its brown, small and its
pointy.
Students: A Squirrel!
Teacher: Excellent! How about this one?
erasers ready.
(page 34, track 27)
Go around the class and have each student read

the animals out loud. Then have them repeat
after you as a whole class. Afterwards have the
students listen to the audio and repeat after it. If
there is an animal that they are having trouble
pronouncing, have them repeat it couple time to
practice.
cow, cow
horse, horse
pig, pig
duck, duck
sheep, sheep
rabbit, rabbit
peacock, peacock
squirrel, squirrel
Audio
Script
C. Look, match and trace.
This is similar to the warm up that you did in the

beginning of the class. Tell the students to look
at the body part of the animal and draw a line to
its matching name. Then have the students write
the beginning letter of each animal. To get them
started, you can do the first one with the class.
When they have all finished, check and go over
the exercise with the class.
Teacher: Look at the picture. It is an animal
51
with long brown tail. Which animal do you think

it belongs to?
Students: A squirrel!
Teacher: Good! Check to see if you matched it
to the name squirrel.
Extra
*Guess the Animal

Choose random animal from the flashcard.
Without showing the card to the students, you
are going to give them only three hints about the
animal. Tell them to listen carefully for the hints.
Teacher: Listen carefully. Ready? I have long
ears. I have a small round tail. I hop around.
Who am I?
Workbook
Homework Book
52

Materials: audio CD track 28, animal
flashcards
Warm Up
Have them take their animal flashcards out. Tell
them to get into groups of two. They are going
to take both of their flashcards and mix it
together. Then they are going to spread them out
on the table and try to find the matching pair.
When they have found the matching pair, they
can keep the cards. Each student will only get
one try. They are going to take turns and who
ever has the most cards wins.
Teacher: OK everyone. Find a partner. Then
take your animal flashcards out and mix them
together. After mixing them spread them out on
the table and try to find pairs. Who ever has the
most cards wins.
erasers ready.
D. Listen and write the number in
the boxes.
(page 35, track 28)
Audio Script
No.
No.
No.
No.
No.
No.
1.
2.
3.
4.
5.
6.
The rabbit is jumping.

The cow is drinking water.
The duck is in the pond.
The sheep is eating grass.
The squirrel is in the tree.
The horse is running.
First have the students describe what the animal

is doing. This can help them out to listen
carefully to that action. Play the audio. Have
them listen two times so that students can have a
chance to check their answers. Go over the
exercise with the class.
53
Extra
*Pictionary
Have the students come up to the front of the
class. Show him/her an animal flashcard. That
student is going to draw it on the board. The
first student to guess the picture correct gets a
point. You can also play this in teams.
Workbook
Homework Book
Activity Book: Farm Animal
Wheel!
then cut out the animal wheel on pages 31~33
for homework. Let them know that if they need
help with cutting, they can ask their parents. You
can hand out the paper fasteners so that they can
use them at home. You can make the animal
wheel beforehand to show the students how it is
suppose to look like.
54

Materials: audio CD track 29, farm
animal wheel, crayons
Warm Up
Just do a simple review of the vocabulary words
by using the farm animal wheel that the students
should have made for homework. Have them get
into groups of twos and quiz each other on the
name and the spelling of the animals. The
students should be familiar with the words by
now so this would be like a warm up test. Have
them take turns. They need to say and spell the
name of that animal correctly in order for
him/her to get a point.
Teacher: Get out your farm animal wheels. Find
a partner and quiz each other on the name of
the animal and spelling. Give them points if they
say both the name and the spelling correctly.
Activity: A
books.
* Listen and number. Then
color the animals.
(page 36, track 29)
.
Instruct the student that they are going to listen
to the audio two times. While listening they are
going number which animal comes first, second,
third and fourth. Then check and go over it with
the class. Afterwards, handout the crayons and
have them color the animals.
Activity: B
*Back to the Barn
Place the barn in the middle of the class.

Randomly hide the animal flashcards around the
classroom. Tell the students to close their eyes
so that they can not see where you are hiding the
animal cards. After you have finished hiding the
cards, shout, The animals are missing from the
barn! Help me find them! That is when the
students should open their eyes and start looking
for the missing barn animals.
Teacher: OK. Everyone close your eyes. If
anyone is peeking, then that student will not
play this game. (Check to see if everyone is
closing their eyes then hide the cards.)
The animals are missing from the barn! Help me
find them!
Students: (They should open their eyes and start
looking for the missing barn animals.)
55
Extra
*Animal Tag
You would need some space to play this game.
Tell the student to do a rock, paper, scissors with
each other to see who will be It. The It
student then will run around trying to tag other
classmates. Once they are tag, he/she has five
seconds to name an animal. If he/she can not
name any animal or that animal has been said
that student becomes It.
Workbook
Homework Book
56
Unit 8:
Its a Big Triangle
Vocabulary: circle, triangle, square,
rectangle, star, heart, big, little
pictures of different shapes
Warm Up
On the board display pictures of different shapes
and sizes so that the students can see them. You
can ask the class as a whole to see if they know
the names of each shape. Write the names under
the pictures and after going over them a few
times, you can quiz them to see how much they
remember,
Teacher: Can you guys tell me the name of this
shape?
Students: Its a triangle!
Teacher: Very good! Repeat after me, Triangle.
Students: Triangle!
students to shout out what they see.
Teacher: What are something s that you see in
the picture?
Students: A boy and a girl! There are stars!
Teacher: What else do you guys see? Any
shapes?
Students: There are hearts, circles and triangles.
Play Its a Big Triangle song (Page 37, Track

30~31).
Audio Script
*Its a Big Triangle.
Circles, triangles, rectangles and squares. These
are the shapes we can see in the world. Youll
find them everywhere.
You can replay the song again and have them

repeat the song. Pause after each phrase so that
the students have a chance to repeat after it.
Practice until you feel that they are ready to sing
along to it. Play the MR and have the students
sing with out the words. You can make it more
fun by dividing the class into small groups of
three or four. Have them practice a little more.
Then you can call on each group to come up to
the front of the class and sing along to the song
without making a mistake. You can award them
points or have the class vote on which group
sang the song the best.
57
Extra
*I Spy
item is. Say the shape, color and how many
there are of that object so that they can review
colors and numbers also.
Teacher: I spy with my little eye something that
is that is square, white and every one of you has
it on your desks.
Students: An eraser?
Teacher: Thats correct! How about this one?
Workbook
Homework Book
Making Flashcards:
Activity Book

58

Materials: audio CD track 32, shape
and size flashcards, bingo sheets,
clips, sticks, a ball yarn, magnets
Warm Up
Before the class starts, tape up some cut-outs of
different shapes around the room. You can tape
them up on various places, like windows, doors,
boards etc. Ask the students how many of that
shape do they see around the room. Then write
the number of the shape on the board.
Teacher: How many circles do you guys see?
Students: Two!
Teacher: Very good! There are two circles.
(Writes two circles on the board) How many
squares do you see?

erasers ready.
Audio
Script
circle, circle
triangle, triangle
square, square
rectangle, rectangle
star, star
heart, heart
big, big
little, little

(page 38, track 32)
C. Look and match.
Have them read the shapes and sizes out loud

first before you have them listen to the audio.
Read it about two times so they can practice
pronouncing it on their own. When listening to
the audio, have them listen first then tell them to
repeat the words. Listen to the audio two or
three times. You can have to read it without the
audio one more time.
Tell them they are going to match the shapes to

its name. After doing the warm up and exercise
B, this activity should not be too difficult for
them to do. To help the students get started, you
can do the first one with them. After the students
have finished, make sure to check and go over
the answers.
Teacher: Can you guys tell me that name of the
first shape?
Students: Its a star!
Teacher: Great! Now lets draw a line to the
word STAR.
59
Extra
*Bingo
Handout the bingo sheets to the students. On the
sheet, tell them to draw the shapes randomly in
the boxes. You are going to call out the shapes
in no particular order. Play until first, second
and third has been made.
Workbook
Homework Book
60

Materials: audio CD track 33, pictures
of objects that resemble shapes,
magazines, scissors, four large piece
of paper
Warm Up
Have the students make sentences using the
sentences patterns I see a _____ on the
______. Write it on the board so that the
students can see it. Randomly choose a picture
and show it to the students. They should replay
back with a sentence using the pattern that you
have written on the board. Try to have pictures
for each shape so that the students can practice
making sentence using all of the shapes.
Teacher: Look at this picture of the book. What
shape do you see?
Students: I see a square on the book.
Teacher: That is correct! Lets say the sentence
one more time. I see a square on the book.
erasers ready.
Audio Script
No.
No.
No.
No.
No.
No.
1.
2.
3.
4.
5.
6.
I see a heart on my cake.

I see a big triangle on the sign.
I see a circle on the clock.
I see two big circles on the bike.
I see a square on the box.
I see a big rectangle on the lunch plate.
D. Listen and write the number in

the boxes.
(page 39, track 33)

61
Extra
*Making shape collage

Bring some old magazines into class. Tell the
students to look through them and find pictures
of things that look like shapes. Tell them to cut
them out and glue it on the large piece of paper.
Divide them up into groups of four (only if there
are enough students). Give each group the piece
of paper, a pair of scissors and one or two
magazines. Each group should look for two
kinds of shapes: group A (Circle and Triangle),
group B (Square and rectangle), group C (heart,
and star), group D looks for size (big and small).
Make sure to write what they are looking for on
the board or on their paper. After they are
finished, have them share the things that they
have found.
Workbook
Homework Book
62

Materials: magnets, sticks, scissors,
yarn, clips, crayons
Warm Up
Using the basketball hoop or a trash can, ask a
student a question about shapes or sizes around
the room. They should try to answer the
questions in a sentence. Help the student out
with making a sentence if they are having
trouble. If the student gets the question correct,
he/she gets a shot at the basket. If the student
makes the basket, he/she gets two points but if
the student did not make the basket, then the
student gets only a point.
Teacher: Who knows what this shape is called?
Student A: It is a square
Teacher: Excellent! Shoot the basket.
Student A: Here I go!
Activity: A
books.
* Find the shapes and circle
them.
For this exercise you can have a competition

between the students to see who can find the
shapes the fastest. If you want, you can reward
first, second and third place students with a
piece of candy. Walk around to check if the
students are doing it correctly.
Activity: B
* Activity Book: Shape Fishing
(page 37~39)
Instruct the students to take out their activity

books. Handout the materials that the students
need for this project. First tell the students to
color the shape fishes. After all the fishes have
been colored and cut out, attach a paper clip on
each fish. When that is done, they are going to
make a fishing pole. Tie the yarn to the stick.
Then attach a magnet so that it can act as a hook.
Help the students out since tying and attaching
can be little difficult for them. After all the
fishes are made, tell the students to put the
fishes on the floor and have them go fishing for
shapes that you have named.
63
Extra
*Whispering Game
Divide the class into two teams. Have each team
sit in a row. You are going to whisper a short
sentence to the students that are sitting at the
end of the rows. When you say GO, they are
going to whisper the sentence that you have told
them to the students that are sitting in front of
them. It continues on until it reaches the first
person in one of the rows. That student has to
say the sentence out loud correctly. If the
sentence is correct then that team gets a point,
but if it is wrong, the other team has a chance to
say the sentence correctly. Remember to make
the sentences about shapes and sizes.
Workbook
Homework Book
64
Unit 9:
I Go to School
Vocabulary: scissors, pencil, glue,
ruler, eraser, bag, crayon, book
Materials: audio CD track 34~35
Warm Up
Ask the students, what they do every morning
when they are getting ready for school. They
might say that they get dressed, brush their teeth,
eat breakfast etc. They wont say all of them so
keep asking them questions like brushing their
hair, washing their face etc.
Teacher: What do you guys do to get ready for
school?
Students: Eat and put on clothes!
Teacher: Thats it? How about brushing your
teeth? So none of you brush your teeth in the
morning?
Students: (laughing) No! We do!
and talk about the picture. You should have
already talked about the things that they do to
get ready for school in the warm up.
Read the song together before listening to the
audio. Let the students know that the phrases
will switch every time a new action comes up.
First, have the students listen to the song
without pausing. Then replay the song again and
pause after each phrase and have the students
repeat the phrase. After practicing the song
couple times, you can have them listen to the
MR and sing along to the song.
Play This is the Way We Go to School song

(Page 41, Track 34~35).
Audio Script
*This is the Way We Go to School
This is the way we *1. wash out fast, wash out face,
wash our face. This is the way we wash out face early
in the morning.
This is the way we *2. comb our hair, comb our hair,
comb our hair. This is the way we comb our hair early
in the morning.
3. put on our clothes
4. eat out food
7. go to school
65
Extra
*What do you see?

This activity is to get the students familiar with
and talk about different school objects. Since
majority of school objects should be in the
classroom, have them look around and name
some of the objects that they see. They might
say objects that are not part of the vocabulary
words. With those just repeat it and move on.
Teacher: What kinds of school objects do you
see around the class?
Students: Eraser, pencil, ruler
Teacher: Good! Anything else?
Workbook
Homework Book
Making Flashcards:
Activity Book
66

Materials: audio CD track 36, school
item flashcards
Warm Up
Tell the students to take their school flashcards
out. When you say an item, have the students
hold up the matching card. Divide the students
into two teams. You can have a competition on
which team holds up their card the fastest. Give
the fastest team a point.
erasers ready.
(page 42, track 36)
Have them read the school items out loud first

before you have them listen to the audio. Read it
about two times so they can practice
pronouncing it on their own. When listening to
the audio, have them listen first then tell them to
repeat the words. Listen to the audio two or
three times. You can have to read it without the
audio one more time.
Audio Script
scissors, scissors
pencil, pencil
glue, glue
ruler, ruler
eraser, eraser
bag, bag
crayon, crayon
book, book
C. Match and fill in the

blank.
For this exercise, have the students spell out the

school items first and then match it to its picture.
You can help them out by asking the class what
they think the name of the each item is. If it is
correct, have them spell out the item, then tell
the students to match it to its picture.
67
Teacher: What do you guys think the first item

is? You can look at the top for help.
Students: A ruler!
Teacher: That correct! Spell out the word, find
the picture of the ruler and draw a line. How
about the second one?
Extra
*What Am I?
Tell the students to get their school item
flashcards out. Then have them partner up with
another classmate. Have the students quiz each
other by having one of the students showing a
random picture from the flashcards to his/her
partner. They can also quiz each other on
spelling to help them get more familiar with
those words.
Workbook
Homework Book
68

Materials: audio CD track 37, school
item flashcards
Warm Up
`Have the students practice the sentence pattern
he/she has Write it on the board so the
students can practice using it more easily.
Instruct the students to arrange their school
items on their desks. Choose a student and talk
about the items that they have.
Teacher: Lets look at the different items that
Sarah has. What do you guys see? Remember to
use it in a sentence.
Students: She has an eraser. She has a pencil.
She has a book.
Teacher: Very good! What about Jake? What
does he have?
erasers ready.
(page 43, track 37)
Explain to the students that they need to listen

carefully to hear what each character brought as
their school items. Have them listen twice to the
audio. Make sure to check and go over the
exercise with them.
Audio Script
No. 1.
Mike has a ruler, a pencil, and
glue.
No. 2.
Jane has a book, a pencil, and
an eraser.
No. 3.
Chris had a bag and an eraser.
No. 4.
Alice has scissors and glue.
69
E. Find the difference.
Tell the students to look at the two pictures.

Have the students look for difference between
the two pictures. There are 7 differences. After
they have found all of the differences, talk about
what they have found.
Teacher: What have you guys found?
Students: Flowers, clock, airplanes
Teacher: Very good! Circle those objects if you
havent.
Activity Book:
Word Matching
Picture
and

then cut out the backpack on pages 43 for
with cutting, they can ask their parents. You can
hand out the paper fasteners so that they can use
them at home. You can make the animal wheel
beforehand to show the students how it is
suppose to look like.
Extra
*Remember the Order

This is a memory game. The students should be
familiar with making sentences through the
warm up, but just in case go through the
sentence pattern one more time (I/he/she
has/have a) to help them refresh their memory.
Choose a student to go first. He/she will say a
sentence (I have a pen.) then the next student
will repeat what the first student said and say
his/her own sentence (I have a pen and a pencil.)
The third student would have to repeat in order
of what the first and the second student have
said and also add on to the sentence (I have a
pen, a pencil and an eraser). The game gets
harder and harder since students who are going
later have more things to remember. If a student
forgets the order, that student is out. The student
who remembers the most items wins the game.
Workbook
Homework Book
70

Materials: school supply items
Warm Up
*Which item is missing?

Bring all eight items to class. In front of the
class, place all eight items in a row so that the
students can see the items. Give the class one
minute to memorize the items that are there.
After a minute, tell them to close their eyes and
you are going to randomly take an item away.
The student who can guess which item is
missing gets a point.
Activity: A
books.
* Draw pictures of school
supplies and play bingo
game!
Instruct the students to draw school supplies in

the blank boxes. You are going to call out a
random item. Students that have that item drawn
are going to draw a circle on it. Remember to
tell them that the cat is a free space. Play until
there is first, second and third places.
Activity: B
* I haveWho has
Handout a card to each student that says I

have Who has The first student reads
his/her card and everyone listens, checking to
see if they have the next card. For example, first
student reads I have an eraser. Who has a
crayon? The student with the crayon card reads
his/her card out loud. I have a crayon. Who
has a book? The game continues until the first
persons picture is called.
71
Extra
*Whats in my backpack?
Have the students take out the backpack that
have made for homework (Activity Book page
43). Tell the students to get into groups of two
and have them quiz each other on the name of
the items and the spelling. It would be like a
wrap up review, to see how much they have
learned. One student will show the picture of the
item and the other student would try to guess
what that item is called. If the student spells the
item correctly he/she gets a point. But if the
student misspells the word, the student gets no
points. The student with the most points wins.
Workbook
Homework Book
72
Unit 10
Lets Review 2
(Unit 6~Unit 9)
color flashcards
Warm Up
Using the flashcards, do a quick review of the
colors with the students. Hold up the flashcards
and have the students call out the card randomly.
Then hold up a card and call a students name to
have him/her say the name of the color. To make
it little more fun, have them point out the color
from the classroom.
erasers ready.
A. Listen and circle the correct picture.
(page 45, track 38)
The students are going to listen to the audio and

circle the things that they hear. Tell the students
to listen carefully since there are three items that
they need to circle. Play the audio twice.
Afterwards, go over the things that they have
circled with them.
B. Listen, Match and Complete the

Word. (Page 45, Track 39)
Instruct the students to listen to the audio and

spell out the color that the speaker is saying.
You can pause after each color to go over the
spelling with the class then have them draw the
line to its matching color. Continue in this
pattern since spelling can be a little difficult for
them.
Teacher: What color did you guys hear?
Students: Yellow!
Teacher: Good! How do you spell yellow?
Students: YELLOW
Teacher: Excellent! Now can you guys draw a
line to its color?
Audio
Script
Audio Script
I like my pink spoon, green cup, and
blue socks.
No.
No.
No.
No.
1.
2.
3.
4.
yellow
blue
purple
brown
73
Extra
*What am I?
You are going to describe an object with one of
the colors from Unit 6. Pick a random object
around the classroom. First ask the students
what am I and then start describing the object,
how it looks, how big it is, things that you can
do with the object etc. For example, Who am I?
People use me to eat. I have a fat head and a
long narrow body. I usually have a friend next to
me. What am I The students will them look
around the classroom and try to guess what the
object is and the color.
Teacher: Who am I? You can sit on me. Each of
you has one. What am I?
Students: Green Chair!
Teacher: Awesome! How about this one?
Workbook
Homework Book
74
Lesson 2: (Unit 6 and 7 Review)

pink, purple, brown, black, cow, horse,
pig, duck, sheep, rabbit, peacock,
squirrel
animal flashcards
Warm Up
Go over the animals by having the students act it
animal in front of the class. You can have two
students come up if they are too shy to act it
alone. Have the student choose a card at the
front and act out that animal while other
students try to guess what that animal is.
erasers ready.
C. Listen and unscramble the words.
(page 46, track 40)
(Color Continue)
This is continuation of color. Play the audio.

Instruct the students to listen carefully to what
color the speaker is saying so that they can
unscramble each words. Pause after each word
so that you can check and go over if the students
are spelling it correctly.
Teacher: What is the first word?
Students: Pink!
Teacher: Good! How do you spell the color
pink?
Students: PINK
Teacher: Good! Now write it on your book.
Audio
Script
No.
No.
No.
No.
1.
2.
3.
4.
pink
green
black
red

(page 46, track 41)

to the audio and circle the animal that is being
said. Let the students go through it on their own
first. Then check and go over it with them again
together.
Audio Script
No. 1. squirrel
No. 3. rabbit
No. 5. sheep
No. 2. cow
No. 4. horse
No. 6. peacock
75
Audio Script
E. Look and match.
No. 1.
I see a
No. 2.
I see a
No. 3.
I see a
No. 4.
I see a
This should be a simple exercise for the students

since all they need to do is match the picture
with the name of the animal. Let the students do
the exercise on their own first then check and go
over it with the class.
Teacher: You are going to try this exercise by
yourself first. When you are done just sit quietly
and wait for others to finish up. OK, what is the
name of the first animal?
Students: PIG!
Teacher: Very Good! How about the second
animal?
horse running.
duck in the pond.
sheep eating grass.
squirrel in the tree.
Extra
Guess Who?
Give students hints about the animal that you
are thinking of. Give points to students for
guessing the animal correctly.
Teacher: Im a small animal. I like eating nuts
and I live in trees.
Students: A squirrel!
Teacher: Very good! You three get a point for
getting it correct. Next question.
.
Workbook

pages 44~45. Explain how to do the exercises.
Homework Book
Assign pages 44~45 as their homework. Make
sure to explain the exercises fully so they
F. Listen and write the number in the
boxes. (page 47, track 42)

76

Materials: audio CD track 43 , shape
flashcards
Warm Up
Play a guessing game with the students. Pick
any object around the classroom. It can be a
door, book, eraser etc. Have them guess what
they last word of the sentence is going to be.
Teacher: The book looks like a
Students: Rectangle!
Teacher: Thats Right! What about, Sallys
eraser looks like
Students: Star!
erasers ready.
G. Listen and circle.
(page 48, track 43)

to the audio and circle the shape that is being
said. Let the students go through it on their own
first. Then check and go over it with them again
together.
Audio Script
No.
No.
No.
No.
1.
2.
3.
4.
H.
Look and write

missing letters.
the
Students should be familiar with the shapes so

first just go through each shapes with the class.
If they are comfortable with doing this exercise
alone let them try it out on their own. But if they
are still struggling, then do it together. Make
sure to go over the shapes and spelling again
with the class.
Teacher: What is the name of the first shape?
Students: Heart!
Teacher: Good! How do to spell it?
Students: HEART
Teacher: Excellent!
circle the little star.

circle the big triangle.
circle the big square.
circle the little heart.
77
Extra
*I Spy
item is. Say the shape, color and how many
there are of that object so that they can review
colors and numbers also.
Teacher: I spy with my little eye something that
is that is square, white and every one of you has
it on your desks.
Students: An eraser?
Teacher: Thats correct! How about this one?
Workbook
Homework Book
Lets Review 2: Minibook
Minibook that is on page 45 (Activity Book) for
with cutting, they can ask their parents. This
book is to help them review the numbers and the
weather vocabulary words that they have learn
in their lessons.
78
Lesson 4: (Unit 8 and 9 Review)

rectangle, star, heart, big, little,
scissors, pencil, glue, ruler, eraser,
bag, crayon, book
Materials: audio CD track 44 ~45,
school item flashcards, crayons
Warm Up
*True or False
This is a simple game to play with the class.
Have them stand in the middle of the class in a
line. Let the students know that one side is true
and the other side is false. From the school item
flashcards, you are going to choose a random
card and hold it up so that the students can see it.
Then you are going to either call out what is
written on the card or call out a different name.
For example, if you chose a card that says glue,
then you can call out glue to make it true or you
can call pencil instead of glue and make it false.
If you say glue the students should jump to the
true side but if you say pencil instead of glue
then the students should jump to false side.
erasers ready.
J. Listen and match.

(page 49, track 44)
Tell the students that they are going to listen to

the audio and match the characters with their
school supplies. Play the audio twice if needed.
Make sure to check and go over it again with the
class.
Audio Script
I. Look and color. (Shape Continue)
Read the instructions with the class. Ask them

again what each shape should be colored in.
Then handout the crayons and have them color
the picture.
No.
No.
No.
No.
1.
2.
3.
4.
Mike has scissors and a bag.

Jane has a crayon and a ruler.
Alice has a book and an eraser.
Chris has glue and a pencil.
Teacher: What is color are you going to color

triangle with?
Students: Green.
Teacher: How about squares? What color are
they?
Students: Red.
79
L. Find the way and write.
K. Listen and circle.

(page 50, track 45)

to the audio and circle either Xs or Os. If the
sentence is describing the picture then they need
to circle O but if the sentence is not describing
the picture then they circle X. Let the students
go through it on their own first. Then check and
go over it with them again together.
Instruct the students that they are going to

follow the line and write the name of that object
in blank below. You can do this together as a
class since they might have difficult time
finding their way to the blanks. Tell the students
that on every corner they need to follow the new
road so that they can make there way to a blank.
Teacher: Ok, so start at the pencil and lets
follow he line. Draw a straight line and at the
corner make a right turn and go straight. At the
corner, go down and make a right turn again.
Then head down. In blank write PENCIL.
Extra
*Slam
Line up two rows of desk facing each other. Put
the school supplies cards on top of the desks.
Divide the class into two teams. Have the teams
stand on the opposite sides of each other. When
you say an item, the students have to quickly
look for the item and slam on the item. The team
that slams first gets a point.
Workbook
pages 47~48. Explain how to do the exercises.
Audio Script
No. 1
I have
No. 2
I have
No. 3
I have
No. 4
I have
scissors.
an eraser and a ruler.
Homework Book
Assign pages 47~ 48 as their homework. Make
sure to explain the exercises fully so they
a crayon and a book.

scissors, glue, and a bag.
80
Contents
Syllabus ---------------------------- 4
Dear Teachers --------------------- 6
Components ----------------------- 7
Page Description ------------------ 8
Unit 1
Alphabet Upper Case -- 10
Unit 2
Alphabet Lower Case -- 18
Unit 3
Its Hot and Sunny ----- 26
Unit 4
Five Little Monkeys ---- 34
Unit 5
Review (Units 1~4) --- 42
Unit 6
I Have a Red Crayon -- 54
Unit 7
Old MacDonald Had

a Farm ----------------- 62
Unit 8
Its a Big Triangle ----- 70
Unit 9
I Go to School -------- 78
Unit 10
Review (Units 6~9) -- 86
Unit Test ---------------------- 98

Achievement Test ------------ 108
81
Dear Teachers,
The goal of this course book is to get the students excited about learning
English. It is important to get students interested in learning English at
young age. This book tries to accomplish that by incorporating songs,
games, projects and extra activities with a focus of English.
Each unit in this course book includes vocabularies and sentence patterns
through multitudes of exercises, games, activities and projects. Each
unit also comes with flashcards, where it is used for warm ups, extra
activities or for independent study. There is also workbook and homework
book which gives students more practice on the materials that they
learned.
The teachers guide includes everything you would need to your give
students a solid foundation in English. This book is here to give you extra
tips/ideas to effectively teach the lessons so that you can give your
students the skills they need to be a confident English speakers.
~Components~
Student Book
Student book is composed of 10 units, two of
which are meant for reviews (units 5 and 10).
Each unit contains a song and a chant with some
of vocabularies featured in that unit. It provides
with writing, listening and speaking exercises,
as well as games and extra activities to give
students fun and enjoyable way to learn English.
Student book is meant to be completed together
as a class with the teachers assistance.
Workbook
Workbook is an extension to the student book. It
gives students more practice to build on from
the materials that they have learned in the
student book. The work book is meant to be
completed in class, independently, with the
guidance from the teacher where it is necessary.
Homework Book
Homework book is a unique addition to give
students extra opportunity to study and review
what they have learned at home. The activities
are mostly listening and writing focused that can
be completed independently by the student.
82
Audio CDs
The audio CD includes all of the songs, chants,
and vocabularies needed to complete the
exercises for the student book and for the
homework book.
Teachers Guide
The teachers guide provides instructions and
guidelines for teaching the course book
effectively. It includes all the materials that the
teacher needs: sample conversations, audio
scripts, answer keys and tips on extra activities
to do in class. It also contains an achievement
tests for each unit where teachers can keep track
of their students progress.
~Page Description~
Student Book
*Sing Along
The first page of every unit includes a sing
along, where students are introduced to the
theme of the unit. Singing is a great way to get
the students warmed up and prepare for what
they are going to learn in each unit. Before
listening to the song, discuss the picture in detail
with the class. Then read the lyrics and have the
students repeat it after you. When listening to
the audio, let the students listen to the song first
a few times before having them sing along to it.
*Exercises
The second and third pages of each unit include
two exercises, which should be completed in
class together. The second page of each unit
focuses mostly on the vocabularies. The third
page of each unit is getting the students to
develop sentence patterns. The exercises are
designed be a bit challenging yet fun at the same
time. Get the students to speak up and add their
ideas on things that they see from the pictures.
Remember that writing is not the key focus of
these exercises. It is to help students develop
their listening and speaking skills.
*Activity Page
The fourth page of every unit includes a fun
activity page. Students get to play games while
using the vocabularies they have learned in that
unit. It is not always a game; sometimes it is an
art projects instead a game so make sure to read
beforehand to prepare if necessary. This page is
to give students a chance to have fun while they
review on the things they have learned from that
unit.
Flashcards
Each unit has their own set of flashcards
(Activity Book) on vocabularies the students are
focusing on. The students need to color and cut
out the flashcards at home so that it can be used
in later lessons. Assign flashcards after lesson
one of each unit. The flashcards are used to play
games and do other activities in later lessons so
make sure the students have them.
83
Minibook
During the review lessons, the students are
going to make a minibook. There are two
minibooks which are in units 5 and 10. It
contains vocabulary words from the previous
units and sentence patterns the students also
have learned from each unit. Minibook is a wrap
up to the things the students have learned on
each of the units.
Reviews (units 5 and 10)

Units five and ten are for reviews. These two
units cover all of the materials that the students
have learned in the previous four units. These
units are six pages long since all of the
vocabularies and the sentence patterns from the
previous lessons are include in the reviews. Use
the review units not only as a chance to go over
the materials but also to assess your students
progress to judge whether more review is
needed.
*Extra
This is an additional activity to do with your
students on the materials that they have learned
from the lesson. You are not required to do this,
but it is useful to wrap up and go over the key
ideas from each lessons. Its just a fun way to
review the materials, either by playing a game
or doing a different activity.
*Unit Test
You can photocopy these tests and hand it out to
the students as they finish each unit. This serves
as another form of review and also to check
your students progress.
*Achievement Test (unit 1~10)

This is the final evaluation of how much your
students have learned. With this test, you should
be able to tell what your students were good at
and what they were struggling on. If the student
book, work book, homework book and the
teachers guide have been used effectively, the
achievement test should reflect this.
Teachers Guide
*Warm Up
The warm up section gives tips/ideas on ways to
get the students interested and to discuss about
the subject that they are going to learn. It offers
ways to introduce the lesson to the students,
through warm up games using flashcards or with
other materials. It is essential to get the students
excited about the lesson they are going to learn.
Keep the warm ups fun and interesting so that
students are attentive about the lesson.
*Open Your Book

This is when the lesson begins. Make sure that
every student is on the right page before you
start on your lesson. Explain the
song/exercise/activity/game in detail, so that the
students can understand it and learn from the
lesson. Remember to check often so that no
student is lost at what he/she needs to do. Make
sure everyone is following your instructions, by
walking around and seeing how they are doing.
Especially after finishing up on exercises, go
over it again as a whole class.
84
Think Plus 1 Unit 1 Test
Name:
A Write the missing letters.
2
3
J
R
L
U
Match the pictures with the beginning letters.
C Circle the letters that are not in ABC order.

1
2
3
EFGCH
MNUOP
VSWXY
85
Name:
A Make a match.
1
Check the correct pairs.
A-h
D-d
R-r
O-q
C Write the correct upper or lower case letters.

1
W
86
Name:
A Look and match.

1
hot
B
rainy
snowy
windy
Fill in the missing letters.
fog y
unny
col
clo
dy
C Hows the weather?

1
Its
Its
87
Name:
A Write the numbers.

1
ten
five
Look and write.
eight
six
four
three
cookies
apples
balls
penguins
C Fill in the missing letters.

1
i
fo
ne
4
ve
88
Name:
A Circle O or X.
1
foggy
six
one
windy
O|X
O|X
O|X
O|X
B Look and match.

1
M
three
cloudy rainy
C Fill in the blanks with the words from the box.

five
1
one
sunny
Its very
cold
four
windy
I see
ducks.
I see
teddy bear.
89
Name:
A Circle the correct words.

1
red / pink
brown / blue
black / purple
yellow / green
B Look and color.

1
green
3
pink
blue
4
yellow
C Fill in the blank.
blue
90
Name:
A Look and match.

1
rabbit
duck
peacock
squirrel
B Write the word.

horse
1
pig
duck
sheep
peacock
cow
C Unscramble the words.

1
gip
woc
cockpea
eeshp
91
Name:
A Circle the correct picture.

1
triangle
big
heart
square
B Circle O or X.
1
small
rectangle
O|X
O|X
3
circle
star
O|X
O|X
C Look and draw.
1
big triangle
small heart
small square
92
Name:
A Circle the correct word.

1
scissors
pencil
glue
ruler
crayon
ruler
book
eraser
bag
glue
B Complete the words.

1
ra e
p nc
c ss
C Check the correct sentences.
Jane has scissors.

Jane has an eraser.
Jane has a pencil.
Jane has a crayon.
Jane has a book.
Jane has a ruler.
93
Name:
A Circle O or X.
1
pink
square
cow
bag
O|X
O|X
O|X
O|X
B Look and match.

1
rectangle rabbit triangle book
green
C Fill in the blanks with the words from the box.

triangle
1
pencil
Its
red
duck
circle
horse
I see a
running.
I see a
on the clock.
94
Written Test
Think Plus 1 Achievement Test
Name:
A Look and match.

1
B
1
Write the upper or lower case letters.
10
P
v
11
12
i
W
m
C Write the beginning letters.

1
ea
at
ion
ee
95
Written Test
Name:
D Cross out the letters that are not in ABC order.

1
Xo
E
1
Look and match.
hot
sunny
snowy
windy
96
Written Test
Name:
F Complete the word.

1
f g y
3
lou
4
G Write the number.

1
three
4
eight
5
six
one
7
ten
five
seven
9
four
nine
97
Written Test
Name:
H Look and write.

pink
brown
black
purple
green
yellow
blue
red
I Match and write.

1
h
2
p
3
r
4
s
98
Written Test
Name:
J Look and write.

1
s
3
c
4
K Look and match.

1
little
triangle
circle
star
rectangle
99
Written Test
Name:
L Look and write the first letter.

1
quare
eart
riangle
ectangle
M Look, match, and write the word.

1
g
2
r
3
c
4
b
5
100
Oral Test
Name:
N Look and say.

1
Its a
Its a
spoon.
T: How many cars?

S:
Its a
cars.
Its
Its a
101

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Unit 1:

Lay out the flashcards at the board at the front

Play the Alphabet Song (Page 7, Track 02~03).

It can get a little easy after awhile so to make it

Lesson 2: (Words Time)

Before starting the exercise A, ask them

C. Finish the alphabet.

The caterpillar has some letter missing. Explain

*Mix and Order

Lesson 3: (Practice Time)

Open Your Book: Practice Time

Explain to the students that as they are listening

I am a lion. I begin with the letter L.

Teacher: Which picture did you circle?

Explain to the students that for this exercise,

Teacher: Nut starts with what letter?

Lesson 4: (Game Time)

Have the students follow the letters in

Check the students books if they are doing the

Write one letter if the alphabet on a piece of

Play the Alphabet Chant (Page 11, Track

You can play the chant couple times so that

To make it more interesting, you can write the

Lesson 2: (Words Time)

*Sing Your Letter

For this exercise, explain to the students that

Instruct the students that, by drawing a line, they

Explain to the students how to do exercise C.

Teacher: What letter is in the first box?

Lesson 3: (Practice Time)

Teacher: Lets look at this page. What do you

Open Your Book: Practice Time

Tell the students to open their books to page 13.

For this exercise, they are connecting the dots in

*Find the Alphabet!

Lesson 4: (Game Time)

Tell the students to pick their favorite color.

Make sure to write the word on the board so that

*Beat the Clock

Its Hot and Sunny

Play Hows the Weather? song (Page 15,

Open Your Book: A. Sing along

You can replay the song again and have them

Listen and Speak

You can also talk about the things that people

Lesson 2: (Word Time)

Open Your Book: Word Time

sunny (x2), cloudy (x2), rainy (x2),

First read the vocabulary words with the class.

After the students are familiar with the

Teacher: Ok. Now we are going to practice

Teacher: Lets look at the first picture. Who can

Have the students finish up the exercise and

Instruct the students to open their workbooks to

Lesson 3: (Practice Time)

For this exercise, the students are going to listen

E. Write and say.

Instruct the students that for this exercise, they

Lesson 4: (Game Time)

*Activity Book: Make Weather

Instruct the students to take out their activity

*Be a Weather Forecaster

Five Little Monkeys

Play Five Little Monkeys (Page 19, Track

Think Plus 1-Teacher's Guide, Unit Test, Achievement Test

Think Plus 1-Teacher's Guide, Unit Test, Achievement Test