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Nguyễn Phương Thảo Kerry Murphy George Seale

Harry Hodge Đặng Thị Hồng Nhung Nguyễn Thụy Uyên Sa
Tom Bevan Nguyễn Thị Ngọc Quyên Lý Bích Tuyền
Project Manager: Grant Trew

Senior Editor: Kerry Murphy
Creative Supervisor: Nguyễn Thị Ngọc Quyên
Scope and Sequence
1. Family
Mfttpo!2 Mfttpo!3 Mfttpo!4 Mfttpo!5 Mfttpo!6 Mfttpo!7
office worker, office, factory Halloween, hang lanterns, friendly, funny, brave, smart, inline skating, building Practicing English at home Review and
worker, factory, sales assistant, watch fireworks, have a confident, quiet models, gardening, get a good job, visit another test practice
department store party, put up lights, put up painting, hip hop dancing, country, use the Internet, Review song:
decorations What's (your aunt) like? knitting crossword puzzle, magazine, Halloween
What does your (father) do? (She)'s (brave). TV show Review game:
(He)'s (a factory worker) at (a What do people do for What's (Alfie) like? What's (your father)'s Connect three
factory). (Halloween)? (He)'s (very funny). hobby? Language to talk about why
People (hang lanterns) and (He) likes (gardening). you like learning English and
(put up decorations). What's your hobby? how you practice it at home.
I like (inline skating).
I can say where my family I can talk about what people I can describe my family I can talk about what people I can talk about the importance Theme review
members work. do for family holidays. and friends. like doing in their free time. of learning English.
2. Food
sugar, butter, flour, chocolate heat, add, mix, pour, bake, recipe pasta, salad, soup, apple pie, spicy, bitter, sour, Eating custom Review and
chips, oil cheesecake salty, sweet bowl, plate, spoon, knife, fork, test practice
How do you make (cupcakes)? chopsticks Review song:
What do you need? First, (heat the oven). Next, (put flour Why don't you (make pasta)? Do you like (coffee)? Let's Make a Cake
In (Vietnam), people (eat with
I need (sugar). in a bowl). Then, (add sugar and I don't like (it). Yes, I do./ chopsticks).
Review game:
What else?/What else do you butter). After that, (mix them together). What about (salad)? No, I don't. It's too Board game
(Before the meal), people
need? Finally, (bake for 10 minutes). That's a great idea. (bitter). (wash their hands).
I can say what I need. I can say how to cook food. I can make suggestions. I can describe how I can compare eating customs Theme review
something tastes. in the West and Vietnam.
3. Health
sick, sleepy, weak, dizzy, goggles, swimsuit, tutu, ballet raise, lower, bend, cough, sore throat, toothache, Doing exercise Review and
early, late shoes, sports uniform, racket touch, stretch, breathe earache, backache, flu always, usually, sometimes, twice test practice
in, breathe out a week, once a week, never Review song:
(He) (feels) (sick). What are you going to do? You don't look well. What's I Want to be
(He) should (see a doctor). I'm going to (go swimming). (Raise) your (leg). wrong? How often do you (go dancing)? Healthy
(He) shouldn't (go to bed late). Don't forget your (goggles). (Lower) your (leg). I have (an earache). I (sometimes) (go dancing) (on the Review game:
OK, thanks. Breathe (in). Why don't you (see a doctor)? weekend). Block buster
That's a good idea. I (go dancing) (once a week).
I can give advice on how to be I can remind someone to I can give and follow I can talk about health issues I can express how often I do Theme review
healthy. bring things they need. instructions. and express concerns about exercise or play popular sports
peopleÊs health. and games.
4. Technology
hair dryer, washing machine, cell phone, speaker, tablet, play online games, listen to turn up, turn down, Comparing cities and Review and
TV remote, fridge, microwave laptop, video camera, music, watch a movie, make a air conditioner, turn on, villages in Vietnam test practice
CD player video, chat with friends, make a turn off, volume exciting, expensive, more, Review song:
What's this for? call less, traffic, crowded Technology
I use it to (clean my clothes). Do you have a (tablet)? Can you (turn off) (the computer), Review game:
It's a (washing machine). Yes, I do./No, I don't. Can I borrow your (cell phone)? please? Language to talk about Board game
I want to (make a call). Yes, (Mom). lifestyles in villages and
Yes, sure. cities in Vietnam.
I can say what things are I can ask and answer about I can ask for permission to I can follow instructions. I can describe and compare Theme review
used for. things I have. use people's things. villages and cities in Vietnam.
5. Travel
Malaysia, Italy, France, train station, bus station, skiing, scuba diving, hiking, ticket, passport, wallet, Beautiful places in Review and
Cambodia, Indonesia, the subway, airport, port snorkeling, sightseeing luggage, boarding pass Vietnam test practice
Philippines mountain, island, forest, cave, Review song:
How far is it from the What shall we do next? Have you got your (ticket)? marine park My Travel Plans
What are you doing for the
holiday? (subway) to the (port)? How about going (skiing)? Yes, I have./No, I haven't. Review game:
It's about (six) kilometers. Language to talk about places of Connect three
I'm going to (Italy).
interest in Vietnam.
I'm going (camping).
I can talk about future I can talk about family events Theme review
I can say how far some I can make suggestions of I can ask if someone has
plans. in the past and write a
2 place is. activities. something.
letter/postcard.
Scope and Sequence
6. Weather
foggy, clear, overcast, have a picnic, play blind sunglasses, sunscreen, cap, flood, food, money, Xfbuifs!jo!Wjfuobn Review and test
freezing, windy man's bluff, go surfing, go raincoat, jacket, umbrella clothes, medicine, blankets north, east, south, west, central practice
rock climbing, do arts and Conjunction: And Review song:
What's the weather going crafts, play board games It's going to be (rainy). Take ThereÊs a flood in Weather
to be like? (an umbrella) (Thailand). What's the weather like in the Review game:
It's going to be (foggy). What can we do on the Sure. Thanks. We can send them some (north) of Vietnam in (July)? Block buster
weekend? (clothes). It's (rainy) and (cool).
If it's (sunny), we can (go
surfing).
I can talk about the weather. I can suggest activities to I can suggest things to I can talk about how to I can describe seasons and Theme review
do in different weather. bring in different weather. help people after a flood. weather.
7. Home
house, apartment, bungalow, roof, wall, gate, fence, rough, hard, soft, smooth, plastic, glass, metal, rubber, Science: What things are Review and
mansion, houseboat, tree shutters, curtains bumpy wood, cloth made of test practice
house furniture, shiny, strong, light, Review song:
Can you get me the (plate)?
Where does your (Aunt Lisa) Which house is (Aunt Sally)'s? How (does) (it) feel? heavy, clear Lunch at my House
Do you want the (metal) (one)
live? The one with the (black) (It) (feels) (smooth). or the (plastic) (one)? Review game:
(She) lives in (a mansion) in (gate). Language to talk about what Connect three
The (metal) (one), please.
(River Town). The one with the (white) things are made of.
(curtains).
I can say where someone I can describe how I can talk about how I can say what things are I can say what things are made Theme review
lives. different houses look. different things feel. made of. of.
8. The World Around Us

Asia, Africa, Australia, Paris (France), London (the UK),Tokyo tower, castle, statue, bay, mug, purse, scarf, postcard, School festivals around Review and test
Europe, North America, (Japan), Cairo (Egypt), Ottawa canyon, pyramid key ring, fridge magnet the world practice
South America, Antarctica (Canada), Beijing (China) festival, play, gift, fashion Review song:
Have you ever (seen) (the Where's this (postcard) from? show, flower We Love to Travel
Where's (the UK)? What's the capital city of (Canada)? Statue of Liberty) It's from (London) in (the UK). Review game:
It's in (Europe). (Ottawa). in (the USA)? (Yes, I have). Where are these (glasses) Language to talk about school Block buster
What's it like? Have you ever (been to) from? festivals around the world.
It's (peaceful) and has a lot of (parks). (Leeds castle) in (the UK)? They're from (Beijing) in
(No, I haven't). (China).
I can talk about nationalities
I can talk about continents I can describe cities of the world. I can talk about things I can talk about where and identify school festivals. I Theme review
and countries. I've seen and places I've something is from. can talk about activities in
been to. the festivals.
9. History
break, meet, ride, fall, find carry, walk, leave, travel, wash, study, listen, look, help, wait, relax, History of Vietnam Review and
stand, stay send, grow sleep princess, general, born, die, test practice
Have you ever (ridden a marry Review song:
bike)? You canÊt (stand there). What did people do before What were you doing (last My Grandpa
Yes, I have./No, I haven't. You have to (be quiet). there were (washing Friday) at (8 o'clock)? Language to talk about history Review game:
machines)? I was (waiting in line). of Vietnam. Connect three
People used to (wash clothes Ngo Quyen and Huyen Tran
by hand).
I can talk about things I I can talk about things people I can talk about what I can talk about what I was I can talk about dates and Theme review
people did in the past. doing in the past. say when and where
have done. can't do and have to do. someone was born.
10. Goodbye
earrings, bracelet, belt, ring, circus, opera house, interesting, boring, Goodbye!, Thanks for A scary story Review and
necklace, tie university, art gallery, beautiful, ugly, cute, having me!, See you soon!, loudly, quietly, quickly, slowly test practice
parking lot, pharmacy scary Keep in touch!, I'll miss Review song:
Which one's your (sister)? you!, Have a nice day! Telling a story. Goodbye,
(She)'s the one with the (pink) Excuse me, could you tell me What do you think about goodbye
(bracelet). where the (library) is? this (painting)? Language to use when saying Review game:
Yes, it's (behind) the I think it's very (beautiful). goodbye. Board game
(university) on (Main Street)./
Sorry, I don't know.
I can describe people. I can ask for and give directions. I can express my opinion. I can say goodbye. I can tell a story. Theme review 3
Introduction and Games
In addition to this, after each Mini-song, there is a
A. Introduction to Smart Start ‘Pronunciation tip’. These focus on specific areas of
pronunciation that Vietnamese learners find challenging,
such as final consonant sounds, sentence stress, difficult
About the course sounds and intonation changes. They will hear three
different native speakers pronounce the language naturally,
Made for Vietnamese classrooms, teachers, and learners and mimic the sounds.
Smart Start is a five-level course for young learners of English. It Many of these focus on Connected speech. Elementary
students do not often realize that the sound of English
was designed for Vietnamese classrooms by an experienced team of words can change completely when used in natural
international and Vietnamese writers and editors. conversation. Sounds may be dropped (elision), changed
Our lessons cover the needs of Vietnamese students and make full (assimilation) or linked to other sounds. For example
use of modern teaching techniques. All of our tasks and activities “Would you…’ will sound more like ‘Woodja’(/wɒdəja/).
Students who are unfamiliar with these changes often
are appropriate and easy to use within a Vietnamese classroom. mistake these sounds as being completely unfamiliar
Designed to be super-easy to prepare and teach words. By raising their awareness of the common sound
One of the primary aims of the course is to reduce teachers' changes that occur, Smart Start can help students
dramatically improve their comprehensions of natural
workload and keep preparation time to a minimum. Smart
spoken English.
Start was designed to make lesson preparation smoother and
easier for the teacher by having: Early learners need lots of listening – Listening is essential
• Clear and simple tasks – The activities have been not only as a receptive skill but also pivotal in the
designed with clear illustrations and short, simple standardized development of spoken language proficiency.
instructions to make understanding and setting up tasks 1. Listening is vital in the language classroom because it
easy. provides input for the learners. Unless learners can
• A standard theme/lesson format – Every theme follows understand language as presented in the classroom,
basically the same pattern of activities. This allows students learning cannot begin.
and teachers to quickly become familiar with the lesson 2. Listening exercises provide teachers with a means for
style and progression. drawing learners’ attention to new forms (vocabulary,
• An easy-to-refer-to Teacher’s book –The aim of this grammar, new interaction patterns) of the language.
course is to put all the information teachers need in a very
clear and easy-to-find layout. Each lesson page is 3. Natural spoken language presents a challenge for the
accompanied by a single teacher’s page so that teachers learner to understand. Lots of exposure in an understandable
can quickly and easily refer to the task instructions, scripts, context is essential to build confidence and comprehension.
and drill patterns in the actual lesson. As with first language learning, providing lots of
comprehensible listening input helps students build and
The approach to learning understanding of the language.
The Smart Start approach is based on a number of principles: Support multiple intelligences
• Vocabulary is the core of language – Grammar is Linguist Howard Gardner of Harvard University notes that
important, but vocabulary carries most of the meaning. “… students possess different kinds of minds and therefore
For lower levels and young learners, developing vocabulary learn, remember, perform, and understand in different
is a primary focus. In Smart Start every theme introduces, ways". We understand that different students learn in
offers practice, recycles and reviews 20-30 new words. different ways, and tailor our methodology to help all
• Motivation and interest are keys to learning – Children students learn. Our lesson content is designed to
love engaging stories, games, and music when they study encourage active participation for all kinds of learners.
in their first language. Smart Start aims to use the same Visual-Spatial – These learners learn best through
elements to engage their curiosity and make the lessons fun. drawings, verbal and physical imagery. To support them
• Pronunciation is important - To familiarize students with Smart Start features a colorful and funny narrative story,
the sound patterns of English every theme has a Mini-song, along with a variety of pictures, photos, flashcards, charts
which features the structure and vocabulary of the unit, sung and graphs.
over a melody with a beat that matches natural spoken
English. Hearing and singing these songs is a fun and Bodily-kinesthetic - These learners like moving and
effective way for children to become familiar with the touching. We include lots of activities such as role playing,
structure and vocabulary of each lesson, as well as the TPR activities, miming, hands-on learning, and games to
rhythm of natural spoken English. help these learners learn.
4
Musical - These learners enjoy rhythms and sounds. To illustration featuring the characters doing fun, interesting things.
support them we include songs in each lesson that are These activities aim to:
specifically written for these kinds of learners. • Show the target structure in a fun story to motivate
students.
Interpersonal - These learners learn best by interacting
• Review the vocabulary introduced in Activity A.
with others. Smart Start contains many pair and group
• Develop listening skills using a listening task that helps to
activities, dialogues, interactive games and role-plays.
exemplify the target structure.
Intrapersonal - These learners may appear shy and prefer Each features a brief intro line that is used to set the scene. These
individual work. They learn best through independent lines do not use focus on the target language.
study such as our listening tasks or more controlled Key story features:
activities such as matching, gap fills and answering - Situations and language are always natural, logical and feature
comprehension questions. a funny or surprising ending in Part 4.
Linguistic - These learners feel comfortable dealing with - Stories are in the form of a comic that clearly illustrates the
words and learning the rules and organization of the context, characters’ emotions and background.
language. They like reading, playing word games, speaking, Structure box – This is found at the bottom of the section.
and writing about things they like, etc. The teacher uses this to explicitly illustrate the key (grammatical/
functional) language. It includes a minute or so of controlled
The lessons introduce language patterns in context, with
practice to introduce form and usage.
plenty of visual and audio supports. Linguistic oriented
learners are supported by Structure boxes that illustrate the Page 2:
patterns of the main language. C. Mini-song (5 min) – This activity features a short, fun song
Logical /Mathematical - These learners are able to see and that uses music to practice the key structure using natural
explore patterns and relationships. They like to experiment, rhythm stress and intonation. It aims to familiarize and make
solve puzzles, ask questions and will enjoy completing students more comfortable with the sound patterns of English
the listening and reading tasks, playing guessing games, before they are asked to practice the language.
especially hunting for ‘Bean’, the funny creature in the Pronunciation tip – Each tip targets a single phonologic feature
stories who hides somewhere in every theme. (sound changes, stress, rhythm, intonation, challenging sounds)
Build understanding of the target culture – Language is and presents the students with three model examples spoken by
not just words and grammar. Understanding the culture of native speakers.
the language is essential to communication. Smart Start Students are first asked to notice the target feature and then
features characters living in a North American town. repeat along with the recording to develop familiarity.
Learning about the food they eat, the games they play, the Note: For lessons that focus on sound changes, a chart
way they interact, etc. help students understand the way showing the English phonemes is provided at the back of the
English is actually used. Teacher's book.
D. Practice (10 min) – This activity provides support for
The syllabus students to practice the key structure/vocabulary. These
generally start with a task to review and give extra
The Smart Start Syllabus is based on both the MOET contextualization to the target structure and vocabulary, and
elementary curriculum and the Cambridge Young Learner’s provide a clear practice model to follow. Teacher encourages
syllabus. This base syllabus has been extended by adding a students to continue practicing the correct sound and rhythm
range of useful practical phrases as well as Vietnamese features.
contents that relate to things children want to talk about.
E. Free(er) production/Personalization (5 min) – When
the students are comfortable forming the target language, they
Smart Start Theme and lesson overview are given the opportunity to use the structure to say true things
Lessons 1-4 about themselves, things around them, and/or their ideas and
feelings. This task directly reflects the aims, and can be used by
Each lesson features a two-page layout with a consistent format.
the teacher to fully assess students' ability regarding the lesson
This standardized approach means that students quickly
aims.
become comfortable with the lesson style and also makes
lesson preparation fast and easy for teachers. Lesson 5: Culture and content
Page 1: Lesson 5 in each theme follows a different format.
Lesson aims – A simple summary of the lesson aims Most international young learners’ texts feature English speaking
(key vocabulary/structure) is shown at the top of the first page. children using English in an overseas setting. The reality, however,
A. Words (5-8 min) – Pictures and flashcards are used to is that most of our learners are more likely to use English with
introduce and practice key vocabulary. foreign visitors in their home country.
B. Story (10-15 min) – Part B in each lesson from 1-4 is Because of this, Lesson 5 in each theme is set in Vietnam and
an episode in a four-part narrative. These will use the same features one of our characters who is staying with her cousin,
characters and consistent settings to link the parts togeth- Vinh. In this setting, children are introduced to the type of
er to form a consistent whole story. These stories use comic language they can use to explain key parts of life in Vietnam to
visitors from overseas.
5
These lessons are thematically linked to the lesson theme, but Game – The final speaking task of the unit is focused on free (but
aim to introduce Vietnam-specific cross-curricular and values/ guided) production of the structures and vocabulary covered
civics content, to develop students’ four-skills abilities. in the theme. These activities are in the form of an interactive
Culture and content lessons focus on important features of game, and provide an effective review of the theme for the
Vietnam (popular foods, games, famous places, etc.), key subject students.
contents (math, science, etc.), or values as covered in Vietnamese It also allows teachers to evaluate the student’s ability to handle
schools (be tidy, be helpful, etc.). the "I can" aims for the theme.
“I can” statements – Student use “I can…” sentences to show
Lesson 5 format:
how confident they are with the target ability by marking the
New words – Introduce new vocabulary related to the topic. number of stars. These also help parents understand what their
Listening – Use real photos, includes vocab activities and a childrens have been learning in the lessons and how well they
clear exemplification of the concept. are doing.
Listening tasks will mirror the type found in first language
content lessons.
Reading – Reinforce the target concept and reviews new B. Practice activities and games
vocabulary and features a passage of appropriate length in the Smart Start games have been designed specifically for a
format of content subjects. Vietnamese classroom. They have been designed to require
The tasks focus on reading comprehension questions. minimal preparation, and require only materials found in every
Speaking – Follow to the reading passage. Examples of sen- classroom.
tence patterns are shown using speech bubbles.
The task has students expand on the contents, by giving their
own opinions, ideas, or experiences.
Vocabulary games
Writing – Follow the same focus as the speaking, but with a These help students to practice individual vocabulary items in
level-appropriate writing task to help develop writing and fine pairs, small groups or as a whole class. They are quick and easy to
motor skills. set up and require only flash cards as materials.
"Word Tennis" game (no materials needed)
Lesson 6: Review and practice
1. Have one student come to the front and play "Tennis" with you.
Regular review and recycling of lesson content is essential. In
2. As you say a word, hit it to the student and have the student
Smart Start, every theme ends with a thorough review of the
respond with another word and hit it back to you.
theme contents.
3. Divide students into pairs and have them play with each other.
Lesson 6 in each theme has a number of key aims:
Have some pairs demonstrate the game in front of the class.
• Give test condition practice with the type of questions found
"Heads Up. What’s missing?" game (flashcards)
in common young learners exams like the CYLET.
1. Divide the class into two teams. Play the game “Heads up.
• Finish the unit with a fun song and communicative game that
What’s missing?”
reinforces and gives practice with the key language and skills
found in the theme. 2. Arrange flashcards on the board and remove one card when
students are not looking.
• Review all lesson content and give students a chance to
self-analyze their ability using the "I can" statements at the 3. One student from each team calls out the missing flashcard.
end of the unit. "Guess" game (flashcards)
Each Lesson 6 features the following: 1. Arrange the flashcards on the board and write a number
Test practice – The left-hand page features test format under each card.
practice, in a form that mirrors standardized tests like the CYLET. 2. Have students look at the flashcards for the count of ten. Turn
This includes one Listening and one Reading/Writing focus. the flashcards over to face the board when the students are
Helping our learners become familiar with the question types not looking.
and task language of common exams can help students to 3. Call out a number and have students take turns to guess the
relax and feel more confident when they take the actual test. face down card. Turn the card over after each guess.
Additional test practice for the TOEFL Primary is included in the
Test Pack
Song – Music can give language a new life, and make it very Communicative games
memorable. These songs provide lively and kinesthetic review These games are at the end of each lesson (Part E) and focus on
of the main vocabulary and structures and events covered in enabling the students to produce the complete structure and
the theme. vocabulary in a natural and fun way.
6
"Memory" game (Student book) “Three guesses” game (flashcards or pictures)
1. Divide students into pairs. 1. Divide the class into two teams.
2. Have Student A look at a picture while Student B counts to 10. 2. Have a student from Team A stand in front of the class facing
3. Have Student A call out as many objects as possible using the away from the board.
sentence pattern. 3. Stick a flashcard on the board.
4. Swap roles and repeat. 4. Have another student ask a question relating to the flashcard.
"Guess" game. (use flashcards or students own objects) 5. Have the student from Team A try to guess the answer.
1. Divide students into groups or pairs. 6. The student has three guesses before the other students tell
2. Have a student/students hide a flashcard/object/word from them the answer.
the other students. 7. Have students from each team take turns.
3. Have student/students take turns to guess the flashcard/ “Guess the question” game
object/word. 1. Divide the class into two teams.
4. Swap roles and repeat. 2. Call out an answer.
"Read my lips" game (no materials needed) 3. Have each team take turns guessing the question.
1. Divide students into pairs or small groups. 4. Award points for each correct guess.
2. Have one student mouth a sentence silently. 5. Have students take turns.
3. Have the other students take turns to guess what was said. “Memory chain” game.
4. Swap roles and repeat. 1. Demonstrate the game.
"Guess the word" game (board) 2. Divide the class into groups of five or six.
1. Divide the class into two groups. 3. Have Student 1 ask and have Student 2 answer.
2. Write a sentence from the lesson on the board with several 4. Have Student 3 repeat Student 2’s answer, and add his own
words missing. answer.
3. Have each team take turns calling out a word. 5. Continue until a student forgets the answer or all students in
4. Add the missing words to the sentence if correctly guessed. the group have practiced.
5. Have students take turns guessing the sentence. “Board race” game
6. If it is a question and answer pattern, have two students ask 1. Divide the class into two teams.
and answer in front of the class. 2. Stick two flashcards on the board e.g. “The UK” and “Japan”.
"Chain" game (no materials needed) 3. Have the whole class ask a question e.g. “Where’s he from?”
1. Have the students stand up. Then the teacher shouts a word e.g. “The UK”.
2. Student 1 turns to Student 2, asks and answers. 4. Choose one student from each team to race to the correct
3. Student 2 turns to Student 3, asks and answers. flashcard and answer the question e.g. “He’s from the UK. He’s
4. Continue until all students have practiced. British.”
"Teacher says" game (no materials needed) 5. Choose two more students to take the next turn.
1. Have the class stand up. “Tic, tac, toe” game
2. Play the role of “Teacher”, and give commands to the class. 1. Divide the class into groups of four. Each group has two
3. Start some commands with the phrase “Teacher says…” teams with two students in each team.
4. If the command starts with “Teacher says”, students do the 2. Have teams play "rock, paper, scissors". The winning team
action. chooses a square, asks and answers.
5. If the command does not start with “Teacher says”, students 3. Have the teams take turns.
do not do the action. 4. Swap roles and repeat until the game is finished.
6. Have students take turns to be “Teacher”. 5. Before the end of the lesson, check the answers as a whole
"Guess who" game (no materials needed) class.
1. Have one student face away from the class and ask a “Talk to your friends” game
question. 1. Demonstrate writing names and putting answers in the
2. Have another student answer the question. columns.
3. Have the student facing the board turn around and guess 2. Divide the students into groups of three.
who answered their question. 3. Have students ask their friends about how often they do
4. Choose another student to take a turn. things.
"Pretend" game (no materials needed) 4. Have students write answers in the table.
1. Divide students into pairs or small groups. 5. Continue until the table is completed.
2. Have one student ask the others “What’s wrong?” and then 6. Afterwards, have some students demonstrate their answers
make actions to show the emotion. in front of the class.
3. Have the other students take turns to guess the answer e.g. “I
feel scared.”
4. Swap roles and repeat.
7
Theme 1
FAMILY lesson Vocabulary:
1
office worker, office, factory worker, factory,
sales assistant, department store
Structure:
What does your (father) do?
(He)'s (a factory worker) at (a factory).
A Listen, point and say. CD1

02
Track 02
1. M: Office worker.
1 2 3 4 5 6 2. M: Office.
3. M: Factory worker.
4. M: Factory.
office office factory factory sales department 5. M: Sales assistant.
worker worker assistant store 6. M: Department store.
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the board
students listen and repeat. Point to the flashcards along and write a number under each card.
with the audio. Repeat several times. 5. Have students look at the flashcards for the count of ten.
2. Play audio again and have students listen, repeat and point Turn the flashcards over to face the board when the
to the pictures in their books. students are not looking.
3. Change the order of the flashcards, point to them individually and 6. Call out a number and have students take turns to guess
have students say the words, correct pronunciation when needed. the face down card. Turn the card over after each guess.
B 1. Listen and read. CD1

03
Ann takes the children to the clinic… sales

Track 03 - 04
1
assistant
Narrator: Ann takes the children to the clinic…
What does
your father do? He’s an office worker
at River Town office.
Narrator: Look at the pictures. Listen. There is one example.
1. (SOUND OF PEOPLE TALKING IN THE CLINIC)
office
worker
2
Alfie: Hey, Cody, is that your father? What does your father do?
factory
worker
Cody: He’s an office worker at River Town Office.
What does your
mother do, Alfie?
3
Alfie: River Town Office? I know that place.
Narrator: Can you see the line? This is an example. Now listen
teacher
4 and draw lines.

2. Bill: Jane, what does your mother do?
doctor
Jane: She’s a sales assistant at a department store.
3. Jane: And what about your mom, Bill? What does she do?
1. Introduce the situation “Ann takes the children to the clinic…” Bill: She’s a teacher at a primary school.
2. Have students call out the jobs and people they can see. 4. Alfie: Hey, Cody, what does your mother do?
3. Have students listen and read. Cody: She’s a factory worker at Greenwood Factory. Alfie,
what about your mother? What does she do?
2. Listen and draw lines. CD1
04
Alfie: She’s a cook. Look!
1. Play audio and demonstrate the activity using the example. (WRIST COMMUNICATOR BEEPING SOUND)
2. Play audio and have students listen and draw lines. Cody: Eww!
3. Play audio again and check answers as a whole class.
3. Practice the structure. 05 CD1
Structure
1. Draw students’ attention to the structure box. What does your mother do?
She’s a teacher at a primary school.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.
Track 05
B: What does your mother do?
G: She’s a teacher at a primary school.
8 FAMILY: Lesson 1
C Listen. Sing along. CD1
06
Track 06
What does your mother do?
What does your mother do?
She’s an office
She’s an office worker at an office.
worker a
t an office.
1. Play audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,
2. Play audio and have students point to the pictures in Part A. Group B sings the answers.
3. Play audio and have students sing the song as a whole class. 5. Swap roles and repeat.
 Pronunciation tip CD1

07
Track 07
1. Focus on the example sentence and briefly explain the focus. In natural English, “What does your...” sounds like /w dәzjәr/.
2. Tell students they must listen and notice the pronunciation Listen.
feature. B: What does your father do?
3. Play the audio once and draw attention to the pronunciation G: What does your father do?
feature. M: What does your father do?
4. Play the audio again. Have students listen and repeat with a
focus on the feature. PRONUNCIATION TIP CD1
07
Natural English: "What does your…"
How do the sounds change?
D Practice. Point, ask and answer.
Practice.
1. Divide the class into Group A and Group B.
What does your T: I say, “mother/doctor/hospital".
father father do? He's a teacher at a school. Group A, you say, “What does your mother do?”
Group B, you say, “She's a doctor at a hospital" OK?
T: I say, “father/office worker/office".
mother Group A, you say, “What does your father do?”
Group B, you say, “He's an office worker at an office.”
T: mother/doctor/hospital
brother
Group A: What does your mother do?
Group B: She's a doctor at a hospital.
teacher factory worker sales assistant
T: father/office worker/office
sister
Continue whole class/group/individual drills with:
• uncle/factory worker/factory
uncle • aunt/teacher/school
• sister/sales assistant/department store
• brother/cook/restaurant
45.000
SPECIAL PHO
aunt
office worker doctor cook Point, ask and answer.
2. Demonstrate the task using the example.
3. Divide the class into pairs.
4. Have Student A point and ask, have Student B answer.
Swap roles.
5. Afterwards, have some pairs demonstrate the activity in front of
the class.
E Talk to your classmates and fill in the table.

1. Demonstrate writing your name and putting answers in
Name Family member Job Workplace the columns.
2. Divide the class into groups of three.
Tom father engineer factory 3. Have students ask their friends, e.g. "What does your father do?".
4. Have their friends answers and write in the blocks, e.g. "He's an
engineer at a factory".
5. Continue until the table is completed.
6. Afterwards, have some students demonstrate the activity in
front of the class.
FAMILY: Lesson 1 9
Theme 1
Review
FAMILY lesson 2
Vocabulary:
Halloween, hang lanterns, watch fireworks, have
a party, put up lights, put up decorations
1. Write the vocabulary from the previous lesson on the board.
Structure:
2. Have students read the words on the board.
3. Write the structures from the previous lesson on the board. What do people do for (Halloween)?
4. Have students read the sentences on the board. People (hang lanterns) and (put up decorations).
5. Have some students practice using the vocabulary and structure
in front of the class.

08
Track 08
1
10
Sun Mon Tue Wed Thu Fri Sat
3 5
1. M: Halloween.
2 4 6
2. M: Hang lanterns.
3. M: Watch fireworks.
hang watch have a put up put up 4. M: Have a party.
Halloween
lanterns fireworks party lights decorations 5. M: Put up lights.
6. M: Put up decorations
1. Arrange the flashcards on the board, play audio and have 4. Play the “Word Tennis” game. Have one student come to
students listen and repeat. Point to the flashcards along with the the front and play "Tennis" with you.
audio. Repeat several times. 5. As you say a word, hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to respond with another word and hit it back to you.
the pictures in their books. 6. Divide the class into pairs and have them play with each
3. Change the order of the flashcards, point to them individually and other. Have some pairs demonstrate the activity in front of
have students say the words, correct pronunciation when needed. the class.

09 Track 09 - 10
Alfie's cousin KAppa visits at Halloween...
1 Narrator: Alfie’s cousin Kappa visits at Halloween…
What do people
costumes
do for Halloween? lanterns
Halloween 1. (SPACESHIP LANDING. FOOTSTEPS)
2 Kappa: Hi Alfie!
People put up decorations and hang lanterns.
gifts Alfie: Hi Kappa!
Christmas
lights
Kappa: Hey, what are you doing?
DECEMBER
! TRICK
OR TREA
T!
3 Alfie: It’s Halloween. It’s really fun.
31
E
TH EY 'R M Y!
YU M
flowers Kappa: Really? What do people do for Halloween?
E
H EY ,
LE T M
G ET
IT . gifts Alfie: People put up decorations and hang lanterns.
Mother's Day
4
Kappa: Hang lanterns? Wow!
party Narrator: Can you see the circle? This is an example. Now listen
2
DECEMBER
31
fireworks and circle.
New Year's Eve
2. Kappa: Cool!
1. Review the previous lesson “Ann took the children to the clinic.” Tom: You should stay here for Christmas. It’s awesome!
2. Introduce the situation “Alfie’s cousin Kappa visits at Halloween…” Kappa: Really? What do people do for Christmas?
3. Have students call out the occasions and people they can see. Tom: People put up decorations and give gifts. I love gifts.
4. Have students listen and read. Ta-da!
3. Lucy: Oh, I love Mother’s Day.
2. Listen and circle. 10 CD1
Kappa: What do people do for Mother’s Day, Lucy?
1. Play audio and demonstrate the activity using the example. Lucy: Well, people give their moms cards and flowers.
2. Play audio and have students listen and circle. Kappa: Earth flowers are beautiful.
3. Play audio again and check answers as a whole class. 4. Ben: My favorite is New Year’s Eve.
Kappa: New Year’s Eve? What do people do for New Year’s Eve?
3. Practice the structure. CD1
11 Ben: People stay up late and watch fireworks. Bang, bang,
1. Draw students’ attention to the structure box. bang! It’s really cool!
2. Play audio and have students listen. (DOORBELL RINGING)
3. Play audio again and have students listen and repeat. Alfie: Someone's at the door.
Kappa: Hey, let me get it.
Track 11 (DOOR OPENING)
B: What do people do for Christmas? Kids: Trick or Treat!
G: People put up decorations and give gifts. (SOUNDS SLURPING)
Kids: Ugh!!!
10 FAMILY: Lesson 2
12
Track 12
n?
What do people do for Hallowee What do people do for Halloween?
P e o pl e hang lante People hang lanterns and put up decorations.
rns and p
ut up decorations.
 Pronunciation tip Track 13

CD1
13
1. Focus on the example sentence and briefly explain the focus. In natural English, “What do…" sounds like /w dә/.
feature. B: What do people do for Halloween?
3. Play the audio once and draw attention to the pronunciation G: What do people do for Halloween?
feature. M: What do people do for Halloween?
PRONUNCIATION TIP CD1
focus on the feature.

13
Natural English: "What do…"
Role play. Swap roles and repeat with different words.

D
Alfie: It's New Year's Eve. Halloween/Christmas/Mother's Day

It's a family holiday.
Kappa: What do people do for

New Year's Eve? Halloween/Christmas/Mother's Day
Alfie: People have parties and wear costumes/give gifts/buy flowers

watch fireworks. hang lanterns/put up decorations/give cards
Kappa: It sounds awesome!
1. Have students look at the dialogue.

2. Divide the class into pairs and have them role-play the dialogue.
4. Swap roles and repeat using the different words on the right.
E Work in groups. Choose two family holidays in

your country. List all the things people do.
What do people do for the Lunar New Year?

People give cards and put up decorations. 1. Divide the class into groups of four.
2. Have students talk to their friends about things they do for
Holiday: __________________ Holiday: __________________ holidays.
1. _______________________. 1. _______________________.
3. Have students write their ideas in the blanks.
2. _______________________. 2. _______________________.
4. Continue until the blanks are filled.
3. _______________________. 3. _______________________.
4. _______________________. 4. _______________________.
front of the class.
FAMILY: Lesson 2 11
Theme 1
Review
FAMILY lesson 3 Vocabulary:
friendly, funny, brave, smart, confident, quiet
Structure:
What's (your aunt) like?
1. Write the vocabulary from the previous lesson on the board. (She)'s (brave).
2. Have students read the words on the board. What's (Alfie) like?
3. Write the structures from the previous lesson on the board. (He)'s (very funny).
4. Have students read the sentences on the board.
Track 14
14
1. M: Friendly.
2. M: Funny.
1 2 3 4 5 6
3. M: Brave.
10 4. M: Smart.
5. M: Confident.
friendly funny brave smart confident quiet 6. M: Quiet.
1. Arrange the flashcards on the board, play audio and have 3. Change the order of the flashcards, point to them individually and
students listen and repeat. Point to the flashcards along have students say the words, correct pronunciation when needed.
with the audio. Repeat several times. 4. Divide the class into two teams. Play the game “Heads up.
2. Play audio again and have students listen, repeat and point What’s missing?”. Arrange flashcards on the board and
to the pictures in their books. remove one card when students are not looking. One
student from each team calls out the missing flashcard.
Track 15 - 16
15
Narrator: Kappa asks Alfie about the Browns…
Kappa asks Alfie about the Browns… 1
smart Narrator: Look at the pictures. Listen. There is one example.
1. Kappa: Wow, Alfie! The Brown family seems very nice.
What's Lucy like? She's very smart.
funny
Alfie: Yes, they are. But they’re all different too.

2
quiet Kappa: Oh really? So, what’s Lucy like?
What's Kappa like?
confident Alfie: She’s very smart!
Narrator: Can you see the tick? This is an example. Now listen
2
2
3
friendly and tick the box.
funny
2. Kappa: Wow, OK. And Alex is a very cute kid! What’s Alex like?
!
Alfie: Alex? He’s very confident. He’s only four, but he likes to
4
brave try lots of things!
quiet
Kappa: I see.
3. Kappa: And Sam is… an interesting man. What’s he like?
1. Review the story from the previous lesson “Alfie’s cousin Kappa Alfie: Sam? Ha ha! He’s funny. He also eats a lot.
visited at Halloween.” 4. Kappa: OK. Oh, I bought you something from Alpha. Let me show
2. Now introduce the situation “Kappa asks Alfie about the Browns...” you, Alfie.
3. Have students call out the characteristics and people they can see. Alfie: OK.
4. Play audio and have students listen and read. (FOOTSTEPS)
Lucy: Hi, Alfie. So tell me about Kappa. What's he like?
2. Listen and tick () . 16 CD1
Alfie: Oh, he’s very quiet but I haven't seen him in a long time.
1. Play audio and demonstrate the activity using the example. Kappa: OK Alfie, are you ready to hear some popular music
2. Play audio and have students listen and tick the box. from Alpha?
3. Play audio again and check answers as a whole class. Alfie: Kappa? You look… different!
Kappa: Yeah, I’m in a rock band! Check it out!
17
Alfie: Uh….
1. Draw students’ attention to the structure box. (SOUND OF BUZZING SPEAKER AND THEN LOUD GUITAR,
2. Play audio and have students listen. GLASS BREAKING, ALFIE AND LUCY SCREAMING)
3. Play audio again and have students listen and repeat. Kappa: Thank you EARTH!
Structure Track 17
B: What’s your aunt like?
What's your aunt like? She's friendly. G: She’s friendly.
12 FAMILY: Lesson 3
18
Track 18
What's your uncle like? What's your uncle like?
He's frie
ndly. He's friendly.
1. P lay audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,

19 Track 19
1. Focus on the example sentence and briefly explain the focus. Listen.
2. Tell students they must listen and notice the pronunciation B: Smart, quiet, confident
feature. G: Smart, quiet, confident
3. Play the audio once and draw attention to the pronunciation M: Smart, quiet, confident
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 19 CD1
focus on the feature. Don't forget the final 't' sound in 'smart, quiet, confident'
D Practice. Ask and answer. Practice.

What's your uncle like? He's very smart. T: I say, “uncle/friendly”.
1 2 3 Group A, you say, “What’s your uncle like?”
Group B, you say, “He’s very friendly.”
friendly
T: I say, “aunt/brave”.
uncle aunt cousin
funny Group A, you say, “What’s your aunt like?”
brave
4 5 6 Group B, you say, “She’s very brave.” OK?
T: uncle/friendly
smart 2 Group A: What’s your uncle like?
brother sister grandfather
confident Group B: He’s very friendly.
7 8 9
quiet
T: aunt/brave
mother father grandmother • father/funny
• mother/smart
• brother/confident
• sister/quiet
Ask and answer.
4. Have Student A ask and have Student B answer.
the class.
E Play the “Tic, tac, toe” game.
1. Divide the class into groups of four. Each group has two teams
What's your P.E. teacher like? with two students in each team.
He's very funny.
Tom English teacher Jill
2. Have teams play rock, paper, scissors. The winning team
chooses a square, asks and answers.
friend
3. Have the teams take turns.
We win!
4. Swap roles and repeat until the game is finished (rock, paper,
Sam math teacher
scissors is played each turn).

friend art teacher P.E. teacher 5. Before the end of the lesson, check answers as a whole class.
FAMILY: Lesson 3 13
Theme 1
Review
FAMILY lesson 4 Vocabulary:
inline skating, building models, gardening,
painting, hip hop dancing, knitting
Structure:
1. Write the vocabulary from the previous lesson on the board. What's (your father)'s hobby?
2. Have students read the words on the board. (He) likes (gardening).
3. Write the structures from the previous lesson on the board. What's your hobby?
4. Have students read the sentences on the board. I like (inline skating).

20
Track 20
1 3 5 1. M: Inline skating.
2 4 6
2. M: Building models.
3. M: Gardening.
inline building hip hop 4. M: Painting.
gardening painting knitting
skating models dancing 5. M: Hip hop dancing.
6. M: Knitting.

students listen and repeat. Point to the flashcards along with and write a number under each card.
the audio. Repeat several times. 5. Have students look at the flashcards for the count of ten.
Track 21 - 22
21
Narrator: Kappa learns more about the Browns…
Kappa learns more about the Browns…
1 painting Narrator: Look at the pictures. Listen. There is one example.
What's your hobby? hip hop
dancing
1. Kappa: Sorry about the mess, Lucy!
I like painting. 2
Lucy: That’s OK. I see you like playing guitar in your free time!
2 inline
skating
Kappa: Oh yes, I love it. What’s your hobby?
2
building Lucy: I like painting. See this one? I did that!
2 models
Kappa: It’s awesome!
Back on Alpha…
3 gardening
hip hop
Narrator: Can you see the circle? This is an example. Now listen
What's Alfie's hobby?
dancing and circle.
Oh. He likes knitting.
4 hip hop 2. Kappa: And what about you Alex? What’s your hobby?
dancing
inline
Alex: I like building models. See? I made this helicopter.
2
skating
Kappa: Wow! Cool!
1. Review the previous lesson “Kappa asked Alfie about the 3. Kappa: And what’s your hobby, Mrs. Brown?
Browns.” Ann: Oh, I like gardening. I’m going to go out there now and
2. Introduce the situation “Kappa learns more about the get some carrots.
Browns…” Kappa: Yummy!
3. Have students call out the activities and people they can see. 4. Kappa: And, Tom! What’s your hobby?
4. Have students listen and read. Tom: I like inline skating. I skate really fast!
Kappa: Great! And Lucy, what’s Alfie’s hobby?
Lucy: Oh, he likes knitting. But he’s not very good.
1. Play audio and demonstrate the activity using the example. Alfie: Here Kappa, I want you to give these to my family when
2. Play audio and have students listen and circle. you get back to Alpha.
3. Play audio again and check answers as a whole class. Kappa: Sure! OK, bye everyone!
Everyone: Bye!
23 (SOUND OF SPACESHIP TAKING OFF)
1. Draw students’ attention to the structure box. Narrator: Back on Alpha…
2. Play audio and have students listen. Alfie’s dad: Alfie made these? They’re great!
3. Play audio again and have students listen and repeat. Kappa: They’re the coolest tail socks on Alpha!
Structure
What's your brother's hobby? Track 23
He likes hip hop dancing. B: What's your brother's hobby?
G: He likes hip hop dancing.
14 FAMILY: Lesson 4
24
Track 24
What's your father's hobby? What's your father's hobby?
He likes
inline skating. He likes inline skating.
Track 25
25
In natural English, “...your…" sounds like / jәr/.

1. Focus on the example sentence and briefly explain the focus.
Listen.
2. Tell students they must listen and notice the pronunciation
B: What's your hobby?
feature.
G: What's your hobby?
3. Play the audio once and draw attention to the pronunciation
M: What's your hobby?
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP CD1
25
focus on the feature. Natural English: "...your…"
D Practice. Point, ask and answer. Practice.

What's your
T: I say, “brother/inline skating”.
grandfather's hobby? He likes inline skating. Group A, you say, “What’s your brother’s hobby?”
Group B, you say, “He likes inline skating.”
1 2 3
T: I say, “sister/building models”.
Group A, you say, “What’s your sister’s hobby?”
inline skating Group B, you say, “She likes building models.” OK?
grandfather grandmother friend
building models T: brother/inline skating
4 5 6
gardening
Group A: What’s your brother’s hobby?
Group B: He likes inline skating.
painting
2 T: sister/building models
father mother sister
hip hop dancing Continue whole class/group/individual drills with:
7 8 9
knitting
• father/gardening
• mother/painting
• uncle/hip hop dancing
brother cousin friend • aunt/knitting
Point, ask and answer.
4. Have Student A ask and Student B answer.
the class.
E Play the “Chain” game.
What's your hobby? What's your hobby?

I like hip hop dancing.
I like knitting. 1. Demonstrate the game. Have the students stand up.
2. Student 1 turns to Student 2, asks and answers.
4. Continue until all students have practiced.
FAMILY: Lesson 4 15
Theme 1
Review
FAMILY lesson 5
Practicing English at home
Useful language
get a good job, visit another country, use the
internet, crossword puzzle, magazine,
3. Write the structures from the previous lesson on the board.
TV show
4. Have students read the sentences on the board. Language to talk about why you like learning
5. Have some students practice using the vocabulary and structure English and how you practice at home.
New words Listen, point and say. CD1

26 Track 26
1. M: Get a good job.
1 2 3 4 5 6 2. M: Visit another country.
3. M: Use the Internet.
4. M: Crossword puzzle.
5. M: Magazine.
get a visit another use crossword
good job country the Internet puzzle magazine TV show 6. M: TV show.
Track 27
listening Listen and draw lines. CD1
27
Narrator: Listen to someone asking students why they like
Why do they like learning English? learning English.
1 Narrator: Look at the pictures. Listen. There is one example.
Mai 1. M: Some students like learning English. Let’s ask them why.
(PAUSE)
M: Do you like learning English, Mai?
2
G: Yes, I do.
Vinh
M: Why do you like learning English?
G: I want to get a good job when I grow up.
3 Narrator: Can you see the line? This is an example. Now listen and
Nhi draw lines.
2. M: What about you? Why do you like learning English, Vinh?
4 B: Oh, because I want to watch English movies.
Quang M: Watch English movies?
B: Yes, I think they’re cool.
3. M: Do you like English, Nhi?
G: Yes, I do.
1. Introduce the situation “The children say why they like
learning English..."
G: Because I want to visit other countries. I want to visit my
2. Have students call out the reasons and people they can see.
cousins in the USA and the UK.
2. Demonstrate the activity using the example.
4. M: How about you, Quang? Why do you like learning English?
3. Play audio and have students listen and draw lines.
B: Because I want to use the Internet.
4. Play audio and check answers as a whole class.
M: Oh, what do you use the Internet for?
 Useful language CD1
28 B: I do my homework and read English stories on the Internet.
1. Have students look at the useful language box. M: And you? Why do you like learning English… (FADE OUT)
2. Play audio and have students listen and repeat.
Useful language
Why do you like learning English? How do you practice English at home? Track 28
Because I want to get a good job. I do crossword puzzles with my mom.
G: Because I want to get a good job.
M: How do you practice English at home?
G: I do crossword puzzles with my mom.
16 FAMILY: Lesson 5
READING Read and circle “True” or “False”.
Read 4 comments 1. Have students read the text individually.

Mai - 8 hours ago 3 Nhi - 2 days ago 1 2. Read the text as a whole class.
I read English stories to my sister. I read English magazines with my
She likes it. mom. I like it.
Reply Reply
4. Have students read and circle "True" or "False".
Vinh - 1 day ago 5 Quang - 4 days ago 4 5. Check answers as a whole class.
I do crossword puzzles in English My dad and I watch TV shows in
with my brother. It’s great. English. It’s fun.
Reply Reply
1. Mai reads English stories to her sister. True/False

2. Vinh and his mom do crossword puzzles. True/False
3. Nhi listens to English songs with her mom. True/False
4. Quang watches TV shows with his dad. True/False
SPEAKING Role play. Swap roles and repeat with different words.
Mai: Why do you like learning English?

use the internet/visit other countries/watch
Quang: Because I want to get a good job.
English movies
Mai: How do you practice English at home?
Quang: I do crossword puzzles with my watch TV shows/read magazines/read stories
father.
mother/sister/brother

2. Divide the class into pairs and have them role play the dialogue.
WRITING Talk to your friend. Write your ideas down.
Why do you like learning English? How can you practice English at home?
I like learning English because I can
1. .
2. .
3. .

2. Have students write down sentences about what they can do to practice English at home.
3. Have the pairs discuss their ideas.
4. Afterwards, have some students read their sentences in front of the class.
FAMILY: Lesson 5 17
Theme 1
FAMILY lesson 6 Review and Practice
listening Listen and ()the box.

CD1
29
Example What does Jimmy’s father do?

G: Office worker? My mother’s an office worker, too.
and tick the box.
a b c
1. Narrator: Where does Jenny’s mother work?
1 Where does Jenny’s mother work? 2 What do people do for Christmas? B: Your mom is also an office worker? Where does she
Greenwood Green Town Maple
work?
a b c a b c
G: She works at Greenwood Office. It’s near our school.
B: Greenwood Office? Oh, I know that place.
3 What's Jenny's sister like? 4 What's Jimmy's hobby? 2. Narrator: What do people do for Christmas?
G: It’s almost Christmas. Are you excited?
2 10
B: Yes! What do people do for Christmas in your family?
a b c a b c G: Well, at my house, people like to give presents.
B: It’s the same at my house.
1. Have students look at the pictures and call out the activities 3. Narrator: What’s Jenny’s sister like?
they can see. B: So are you giving presents to everyone in your family?
2. Play audio and demonstrate the activity using the example. G: Yes, I got a book for my sister.
3. Play audio and have students listen and tick the box. B: A book, huh? What’s your sister like?
4. Play audio again. G: She’s very smart. She loves reading.
5. Play audio again and check answers as a whole class. B: Great!
4. Narrator: What’s Jimmy’s hobby?
G: Does your family give presents?
B: Yes, my dad gave me a model airplane set!
Track 29 G: Oh really? What’s your hobby?
Narrator: Look at the pictures. Listen. There is one example. B: I like building models.
Narrator: What does Jimmy’s father do? G: Wow, I’d love to see the airplane!
B: Hi, Jenny. Narrator: Now listen again.
G: Hi, Jimmy. Is that your dad? What does he do?
B: He’s an office worker.
REading & writing Read the text and choose the best answer.
Tom is talking to his friend Nick.
Example 1
Tom: What does your mother do? Tom: What do people do for Halloween?
Nick: A. He’s a doctor at a hospital. Nick: A. People hang decorations.
B. I was born in River Town. B. Christmas is fun.
C. She’s a teacher at a primary school. C. She likes building models.
2 3
Tom: What's your sister like? Tom: What's your brother's hobby?
Nick: A. I'm very funny. Nick: A. He’s very quiet.
B. He's very friendly. B. He likes gardening.
C. She's very smart. C. He’s a factory worker at a factory.

2. Have students read the questions and circle the correct answers.
3. Check answers as a whole class.
4. Afterwards, divide the class into pairs and have students practice the questions and answers.
18 FAMILY: Lesson 6
SONG Turn to page 126. Listen. Sing along. CD1
30
1. Have students turn their Student Book to page 126.

2. Read the lyrics as a whole class.
4. Play audio again and have students listen and sing along.
Game Play the “Connect three” game.
Pair 1 vs. Pair 2
What does your (He)’s (a teacher)

(father) do? at (a school). 1. Divide the class in groups of four. Divide each groups into pairs.
teacher factory worker office worker sales assistant Have each pair use a different color pen.
2. Have students play rock, paper, scissors. The winners will go first.
What do People (give 3. Student A from the first team points to space on the board where
people do for candy). they wish to put a mark and asks the related question. Student B
(Halloween)?
Halloween New Year Mother's day Christmas answers. If the answer is correct, that team can put a mark on the
space. If the answer is incorrect, the next team takes their turn.
What's (your 4. The winner is the team that can get three of their own marks in a
sister) like? (She)’s (smart). row horizontally, vertically or diagonally.
sister grandmother father aunt
Note: Swap students' roles after each turn.
What's your I like

hobby? (inline skating).
We win!
i can...
•I can say where my family members work.

•I can talk about what people do for family holidays.
•I can describe my family and friends.
•I can talk about what people like doing in their free time.
‘I can’ statements
1. Read the statements and give an example for each.
2. In pairs, have students give a few more examples of each aim, then briefly practice.
3. Ask students to color one, two or three stars, to show how well they can perform the tasks.
= Great!
 = OK
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).
FAMILY: Lesson 6 19
FOOD
Theme 2 lesson 1 Vocabulary:
sugar, butter, flour, chocolate chips, oil
Structure:
Review What do you need?
1. Write the vocabulary from the previous lesson on the board. I need (sugar).
2. Have students read the words on the board. What else?/What else do you need?

31
Track 31
1 2 2 3 3 4 5 1. M: Sugar.
oil
2. M: Butter.
oil
3. M: Flour.
sugar butter flour chocolate chips oil 4. M: Chocolate chips.
5. M: Oil.
1. Arrange the flashcards on the board, play audio and have have students say the words, correct pronunciation when needed.
students listen and repeat. Point to the flashcards along with 4. Have one student come to the front and play "Tennis" with you.
the audio. Repeat several times. 5. As you say a word, hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to respond with another word and hit it back to you.
the pictures in their books. 6. Divide the class into pairs and have them play with each other.
3. Change the order of the flashcards, point to them individually and Have some pairs demonstrate the activity in front of the class.

32 Track 32 - 33
Lucy goes shopping for a cooking contest… FOR SALE
1
Narrator: Lucy goes shopping for a cooking contest…
?
30% OFF
? Narrator: Look at the pictures. Listen. There is one example.

?
What do you need?
BUY 1 GET 1 FREE 1. (SOUND OF PEOPLE IN A SUPERMARKET)
I need flour. 2 Sam: What do you want to make, Lucy?
oil
oil Lucy (SOUNDING excitED): I want to make muffins.

!! Sam: Oh, then what do you need?
3
Lucy: I need flour.
2
4 and circle.
!
2. Sam: What else do you need?
BUY 1 GET
Lucy: I need oil.
1. Introduce the situation “Lucy goes shopping for a cooking
Sam: Hmm, oil?
contest…”
Lucy: Here it is.
2. Have students call out the ingredients and people they can
3. Sam: What else? Butter?
see.
Lucy: No. I need eggs.
3. Have students listen and read.
Sam: Here you go. Eggs!
Lucy: Thanks, Dad.
4. Sam: What else do you need?
1. Play audio and demonstrate the activity using the example.
Lucy: I need chocolate chips.
2. Play audio and have students listen and circle.
Sam: OK. There they are. Oh look, beans! Oops!
(SOUND OF CANS FALLING)
34
Man: Ahhhhhh!!!! (SOUND OF SLIPPING AND SLIDING)
Sam: Uh oh! (SOUND OF FOOD, JUICE, CANS AND BOXES
1. Draw students’ attention to the structure box.
FALLING ALL OVER THE FLOOR)
Lucy: Oh, sorry!
Man: Grrr!
Structure
What do you need? I need butter. Track 34
What else do you need? I need milk. M: What do you need? G: I need butter.
M: What else do you need? G: I need milk.
20 food: Lesson 1
35
Track 35
What do you need? I need sugar. What do you need? I need sugar.
What else do
you need
? I need butter. What else do you need? I need butter.
Track 36
36
In natural English, “What do you..." sounds like /w dәjә/.
2. Tell students they must listen and notice the pronunciation B: What do you need?
feature. G: What do you need?
3. Play the audio once and draw attention to the pronunciation M: What do you need?
feature.
36
focus on the feature. Natural English: "What do you…"
D Role play. Swap roles and repeat with different words.
Vicky: Can you help me? I'm making

a pizza. cookies/yogurt/cupcakes
Paul: Sure. What do you need?
Vicky: I need flour. eggs/milk/sugar
Paul: OK. What else do you need?
Vicky: I need eggs. butter/sugar/oil
Paul: What else?
Vicky: Hmm. I need sausages. chocolate chips/bananas/
Paul: OK. Here you are. strawberries
Vicky: Thanks a lot.
Paul: You're welcome.

E Talk to your friend. Make a shopping list.
What do you need? Shopping list

I need sugar.
1. sugar 1. Demonstrate the game using the example.
What else?
I need milk. 2. ___________ 2. Divide the class into pairs.
3. ___________ 3. Have them fill in their shopping list.
4. ___________ 4. Have Student A ask the question.
5. ___________ 5. Have Student B look at the pictures and answer.
6. ___________ 6. Swap roles and repeat.
oil
oil
food: Lesson 1 21
FOOD
Theme 2 lesson 2
Vocabulary:
heat, add, mix, pour, bake, recipe
Review Structure:
1. Write the vocabulary from the previous lesson on the board. How do you make (cupcakes)?
2. Have students read the words on the board. First, (heat the oven). Next, (put flour in a bowl).
3. Write the structures from the previous lesson on the board. Then, (add sugar and butter). After that, (mix
4. Have students read the sentences on the board. them together). Finally, (bake for 10 minutes).

37 Track 37
1. M: Heat.
1 2 3 4 5 6 2. M: Add.
3. M: Mix.
4. M: Pour.
heat add mix pour bake recipe 5. M: Bake.
6. M: Recipe.


38
Track 38 - 39
Narrator: Lucy is trying a muffin recipe...
Lucy is trying a muffin recipe...
How do you
First, heat the oven.
make muffins? Next, ...
1. (SOUND OF LUCY PREPARING THINGS IN THE KITCHEN)
Grandpa: Hello Lucy. What are you doing?
1
Lucy: I’m baking muffins.
Grandpa: Really? How do you make muffins?
Lucy: First, heat the oven.
Narrator: Can you see number 1? This is an example. Now listen
and number.
2. Lucy: Next, put flour, eggs and chocolate chips into a bowl
and add sugar.
(SOUND OF FOOD BEING ADDED INTO A BOWL)
1. Review the story from the previous lesson “Lucy went Grandpa: Oh, OK. I see.
shopping for a cooking contest.” Lucy: Can you get the oil for me?
2. Introduce the situation “Lucy is trying a muffin recipe...” Grandpa (confused): Oh, OK. Sure.
3. Have students call out the steps and people they can see. 3. Lucy: Then, pour some oil into the bowl.
4. Have students listen and read. Grandpa: OK. (SOUND OF LIQUID POURED INTO A BOWL)
Lucy: Great!
2. Listen and number. 39 CD1
4. Lucy: After that, mix them together.
1. Play audio and demonstrate the activity using the example. Grandpa: Like this? (SOUND OF THE MIXER)
2. Play audio and have students listen and number. Lucy: Yes, thanks, Grandpa. Can you help me clean up?
3. Play audio again and check answers as a whole class. Grandpa: Sure.
5. (SOUND OF THE MIXER)
40 Lucy: Finally, bake the muffins for 15 minutes… Oh my gosh!
1. Draw students’ attention to the structure box. What happened?
2. Play audio and have students listen. (SOUND OF POPPING BUBBLES)
3. Play audio again and have students listen and repeat. Grandpa: Uh oh...
Structure Track 40
How do you make chocolate ice cream? M: How do you make chocolate ice cream?
First, put the chocolate in a bowl. Next, add some sugar.
W: First, put the chocolate in a bowl. Next, add some sugar.
22 food: Lesson 2
41
Track 41
How do you make cookies? How do you make cookies?
First, he First, heat the oven.
at the oven.

42
Track 42
Listen.
B: First, heat the oven. Next, put flour in the bowl.
feature.
G: First, heat the oven. Next, put flour in the bowl.
M: First, heat the oven. Next, put flour in the bowl.
feature.
focus on the feature. PRONUNCIATION TIP 42 CD1
Stress for 'First, Next, Then…'
D Practice. Ask and answer.
LEMON COOKIES CHOCOLATE CUPCAKES

1. Heat the oven to 1750C. 1. Heat the oven to 2000C.
2. P
ut flour, eggs and butter into a bowl. 2. Put flour and eggs into a bowl.
3. P
our lemon juice into the bowl. 3. Pour oil into the bowl. 2. Have Student A ask and Student B answer.
4. Mix them together. 4. Mix them together.
5. Add sugar. 5. Bake for 20 minutes.
6. Bake for 9-12 minutes. 6. Add sugar and chocolate on the 4. Afterwards, have some pairs demonstrate the activity in front of
cupcakes.
the class.
E Work in pairs. Make your own recipe.
____________________
oil
First, heat ____________________0C.

oil Next, put ________________________
_________________________________ 3. Have each pair talk about their own recipe.
_________________________________ 4. Have them write down their recipe and give it a name.
_________________________________ 5. Afterwards, have some pairs read their recipe in front of the
_________________________________ class.
SALT
_________________________________
________________________________.
You can add more ingredients Finally, cook for _________ minutes.
and create a great recipe!
food: Lesson 2 23
FOOD
pasta, salad, soup, apple pie, cheesecake
Structure:
Review Why don't you (make pasta)?
1. Write the vocabulary from the previous lesson on the board. I don't like (it).
2. Have students read the words on the board. What about (salad)?
3. Write the structures from the previous lesson on the board. That's a great idea.

43 Track 43
1. M: Pasta.
1 2 2 3 3 4 5
2. M: Salad.
3. M: Soup.
4. M: Apple pie.
5. M: Cheesecake.
pasta salad soup apple pie cheesecake
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the
students listen and repeat. Point to the flashcards along board and write a number under each card.

44
Track 44 - 45
The family tries to help Lucy…
What about…?
What about…?
1
Narrator: The family tries to help Lucy...
Why don't you
make salad? Why don't you…?
I don't like 2
1. Lucy: Now my muffins are gone.
2
salad, Mom.
(SOUND OF OPENING THE FRIDGE)
Later at the contest…
Ann: Don’t worry. Why don’t you make salad?
Lucy: I don’t like salad, Mom.
3
Narrator: Can you see the cross? This is an example. Now listen and
2 put a tick or a cross in the box.
2 2. Sam: Lucy, what about pizza?
4
Lucy: Oh, I don’t have time.
JUDGE Sam: OK, let me see.
1. Review the story from the previous lesson “Lucy was trying (SOUND OF OPENING THE FRIDGE)
a muffin recipe.” (SOUND OF CANS AND BOTTLES HITTING EACH OTHER)
2. Introduce the situation “The family tries to help Lucy…” 3. Grandpa: What about cheesecake?
3. Have students call out the dish and people they can see. Lucy: Hmm, that’s a great idea.
4. Have students listen and read. Grandpa: Great! Phew! (SOUNDS RELIEVED)
4. Tom: Hey, Lucy. Why don’t you make pasta? It's quicker than
2. Listen and () or (). 45 CD1
cheesecake.
1. Play audio and demonstrate the activity using the example. Lucy: No. I'm going to make a cheesecake.
2. Play audio and have students listen and tick or cross. Tom: Then I’ll make pasta.
3. Play audio again and check answers as a whole class. (SOUND OF CHOPPING, CUTTING AND MIXING IN THE KITCHEN)
Narrator: Later at the contest…
46 MC: Welcome Lucy Brown and Tom Brown!
1. Draw students’ attention to the structure box. (SOUND OF CLAPPING) (SOUND OF LUCY FALLING OVER)
2. Play audio and have students listen. Lucy: It’s him!
3. Play audio again and have students listen and repeat. Judge: Again? Argh! You’re out!!!
Structure
Why don't you make soup?
Track 46
That's a great idea.
B: Why don’t you make soup?
G: That’s a great idea.
24 food: Lesson 3
47
Track 47
Why don't you make pasta?
Because Why don't you make pasta?
I don't like it.
Because I don't like it.

48 Track 48
1. Focus on the example sentence and briefly explain the focus. In natural English, “Why don't you…" sounds like /wa dә nt∫ә/.
feature. B: Why don't you make pasta?
3. Play the audio once and draw attention to the pronunciation G: Why don't you make pasta?
feature. M: Why don't you make pasta?
48
Natural English: "Why don't you…"

Why don't you make yogurt?
What about bread? That's a great idea. T: I say, “why/pizza/don't like”.
I don't like yogurt.
Group A, you say, “Why don’t you make pizza?”
1 2 3 Group B, you say, “I don’t like it.”
T: I say, “what/cupcake/great idea”.
Group A, you say, “What about cupcake?”
Group B, you say, “That’s a great idea.” OK?
4 5 6 T: why/soup/don't like
Group A: Why don’t you make soup?
Group B: I don’t like it.
T: What/hamburger/great idea
Practice. Continue whole class/group/individual drills with:
1. T: I say, “why/yogurt”. You say, “Why don’t you make yogurt?” • why/cupcakes/don't like
T: I say, “what/bread”. You say, “What about bread?” OK? • what/spaghetti/great idea
T: why/yogurt • why/cookies/don't like
Class: Why don’t you make yogurt? • what/ice cream/great idea
T: what/bread Point, ask and answer.
Class: What about bread? 3. Demonstrate the activity using the example.
Continue whole class/group/individual drills, with: 4. Divide the class into pairs.
• why/salad 5. Have Student A point and ask, have Student B answer.
• what/apple pie 6. Swap roles and repeat.
• why/yogurt 7. Afterwards, have some pairs demonstrate the activity in front
• what/cheesecake of the class.
E Play the “Guessing” game. 1. Divide the class into groups of three or four.
2. Have Student A write down a food item.
Why don't you I don't like it. 3. Have other students try to guess the food.
make spaghetti? What about pizza?
What That's 4. Have Student A reply “I don’t like it.” (if the answer is incorrect) or “That’s
a great
about Pizza idea.
a great idea.” (if the answer is correct).
soup?
I don't like it.
5. Have other students continue guessing until they guess correctly.
food: Lesson 3 25
FOOD
spicy, bitter, sour, salty, sweet
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. Do you like (coffee)?
2. Have students read the words on the board. Yes, I do./
3. Write the structures from the previous lesson on the board. No, I don't. It's too (bitter).

49
Track 49
1 3 4
1. M: Spicy.
2 2 3 5
2. M: Bitter.
3. M: Sour.
4. M: Salty.
spicy bitter sour salty sweet
5. M: Sweet.
1. Arrange the flashcards on the board, play audio and have students have students say the words, correct pronunciation when needed.
listen and repeat. Point to the flashcards along with the audio. 4. Have one student come to the front and play "Tennis" with you.
Repeat several times. 5. As you say a word, hit it to the student and have the student
2. Play audio again and have students listen, repeat and point to the respond with another word and hit it back to you.
pictures in their books. 6. Divide the class into pairs and have them play with each other.

50
Tom enters the

Greenwood
Do you like it?
No, I don't. It's
too spicy!!!
1 Track 50 - 51
cooking contest…
WELCO
ME...
Narrator: Tom enters the Greenwood Cooking Contest…
2 1. (THRILLING MUSIC)
FOOD MC: OK, the first dish! Do you like it?
Judge (coughing): Ahem. I don’t like it. It’s too spicy (gasp).
GOURMET
3
OUT!
Audience: Ohhh!
4
and circle.
2. MC (excited): He’s about to taste the next dish!
1. Review the story from the previous lesson ”The family (SOUND OF CHEWING THINGS)
tried to help Lucy.” MC: Do you like it?
2. Introduce the situation “Tom enters the Greenwood Judge: No, I don’t. It’s too sour. Not delicious at all.
cooking contest…” (SOUND OF A KID SNIFFLING)
3. Have students call out the tastes and people they can see. 3. MC: OK, next dish. Do you like it?
4. Have students listen and read. (SOUND OF SPITTING AND DRINKING A LOT OF WATER)
Judge: Oh no, I don’t. It’s too salty. OUT!
2. Listen and circle. 51
CD1
4. MC: OK, the last dish from Tom Brown. Do you like it?
1. Play audio and demonstrate the activity using the example. Lucy (mumbling): He won’t win. He won’t win.
2. Play audio and have students listen and circle. Judge: Mmm. Yes, I do. It’s sweet. It's delicious. It’s the winner.
3. Play audio again and check answers as a whole class. (SOUND OF CHEERING)
(INTRO MUSIC OF A COOKING PROGRAM ON TV)
3. Practice the structure. 52
CD1
Alfie: It’s Tom. He’s on TV.

1. Draw students’ attention to the structure box. Lucy: That should be me. Hmm.
Track 52
Structure B: Do you like it? G: Yes, I do.
Do you like it? Yes, I do. B: Do you like lemon juice? G: No, I don’t. It’s too sour.
Do you like lemon juice? No, I don't. It's too sour.
26 food: Lesson 4
53
Track 53
Do you like it? Do you like it?
No, I don't. I No, I don't. It's too spicy.
t's too spicy.

54 Track 54
1. Focus on the example sentence and briefly explain the focus. In natural English, “Do you like...?" sounds like /d әla /.
feature. B: Do you like it?
3. Play the audio once and draw attention to the pronunciation G: Do you like it?
feature. M: Do you like it?
54
Natural English: "Do you like…"

Practice.
Do you like pizza? 1. Divide the class into Group A and Group B.
Yes, I do. Do you like lemon juice? No, I don't. It's too sour.
T: I say, “lemon juice/no/sour”.
1 2 3 Group A, you say, “Do you like lemon juice?”
Group B, you say, “No, I don’t. It’s too sour.”
T: I say, “pizza/yes”.
Group A, you say, “Do you like pizza?”
sour bitter salty
Group B, you say, “Yes, I do.” OK?
T: lemon juice/no/sour
4 5 6
Group A: Do you like lemon juice?
ili
Ch
Group B: No, I don’t. It’s too sour.

• ice cream/yes
sweet spicy bitter • soup/no/spicy
• chesse/yes
• candy/no/sweet
the class.
Do you like candy?

Do you like lemon juice? 1. Demonstrate the game.
Yes, I do.
No, I don't. It's too sour. 2. Have the students stand up.
food: Lesson 4 27
Theme 2
Review
FOOD
lesson 5
Eating customs
Useful language:
bowl, plate, spoon, knife, fork, chopsticks
Talking about how people eat in Vietnam and
the West.
In (Vietnam), people (eat with chopsticks).
5. Have some students practice using the vocabulary and structure (Before the meal), people (wash their hands).

55 Track 55
1. M: Bowl.
1 2 3 4 5 6 2. M: Plate.
3. M: Spoon.
4. M: Knife.
bowl plate spoon knife fork chopsticks
5. M: Fork.
6. M: Chopsticks.
students listen and repeat. Point to the flashcards along have students say the words, correct pronunciation when needed..
listening Listen and write the words. CD1

56
Eating customs in Vietnam
Track 56
Narrator: Eating customs in Vietnam.
Narrator: Look at the picture. Listen. There is one example.
1. When you eat in Vietnam, people usually use chopsticks
instead of knives and forks.
Narrator: Can you see the answer? This is an example. Now
1. You use chopsticks when you eat in Vietnam. (chopsticks/spoons)
listen and write.
2. Before the meal, people put bowls, chopsticks and spoons
2. Before the meal, you give _______ to the oldest person at the table. (a bowl/rice)
on the table. They give rice to the oldest person at the table
3. During the meal, you can share food like ___________. (fish/potatoes)
first.
4. ________ is usually served after the meal. (fruit/tea) 3. During the meal, people share food with others. The dishes
usually are fish, meat, soup and vegetables.
4. After the meal, you usually eat fruits like bananas and
1. Introduce the topic “Eating customs in Vietnam.”
apples.
3. Play audio and have students listen and write the words.

57
1. Have students look at the useful language box.

2. Have students listen to the audio and repeat.
Track 57
Useful language
M: In Vietnam, people eat with chopsticks.
In Vietnam, people eat with chopsticks.
Before the meal, people put bowls on the table. M: Before the meal, people put bowls on the table.
28 food: Lesson 5
READING Read and circle "True" or "False".
Eating customs in WESTERN countries
I
n the West, people usually eat with knives, forks and spoons.
They wash their hands before a meal. First, they eat soup or a
small salad. Then, people usually eat a big plate of food with 1. Have students read the text individually.
meat and one or two vegetables.Western people like eating lots of 2. Read the text as a whole class.
meat and potatoes. During the meal, people use their own plates. They don’t share food like
people do in East Asian countries. When they finish eating the meal, people like to eat sweet 3. Demonstrate the activity using the example.
food like cakes. After the meal, they drink coffee. 4. Have students look and fill in the blanks.
1. People use knives, forks and spoons. True / False
2. Western people like to share food. True / False
3. In the West, people like potatoes. True / False
4. After the meal, people drink tea. True / False
SPEAKING Talk about eating customs.
In Vietnam, people eat with chopsticks. In Western countries, people eat with knives and forks.
Vietnam WESTERN COUNTRIES 1. Demonstrate the activity using the example.

Eat with chopsticks/spoons Eat with knives and forks/spoons
Before the Wash hands Wash hands 3. Have students talk about eating customs in Vietnam and Europe.
meal
During the Eat soup, meat, rice, fish, vegetables Eat soup, meat, potatoes, vegetables
meal Share food Don’t share food
the class.
After the meal Drink tea Drink cof fee
WRITING Look at
SPEAKING . Write about how you eat in your house.
1. Have students look at Speaking part.

In our house, we eat with __________________________________________________.
2. Have students write down sentences about eating customs
Before the meal, we _______________________________________________________
in their house.
_________________________________________________________________________
_________________________________________________________________________ 4. Have the pairs discuss their writing.
_________________________________________________________________________. 5. Afterwards, have some students read their sentences in
front of the class.
food: Lesson 5 29
FOOD
Theme 2 lesson66 Review and Practice
lesson
listening Listen and write. CD1

58
Example
What is Daisy going to make? salad
Track 58
1 What does she need? _________________ Narrator: Listen. There is one example.
Narrator: What’s Daisy going to make?
G: I’m going to make dinner tonight.
2 What else does she need? _________________ B: Oh, really? Why don’t you make some sandwiches?
G: I don’t like sandwiches.
3 What should she do first? Put the _______________ in a bowl.
B: What about salad?
G: That’s a great idea.
Narrator: Can you see the answer? This is an example. Now listen
4 Does the boy like it? No. It's too _______. and write.
1. Narrator: What does she need?
1. Play audio and demonstrate the activity using the example. B: So what do you need? I can buy it for you.
2. Play audio and have students listen and write. G: I need cheese.
3. Play audio again. B: Cheese? OK.
4. Play audio again and check answers as a whole class. 2. Narrator: What else does she need?
B: What else do you need? Tomatoes?
G: We have them already. I need oil.
B: Oil? Sure.
3. Narrator: What should she do first?
B: OK, I bought all you need.
G: Thanks.
B: How do you make salad?
G: First, put the tomatoes in the bowl. Next, put the meat and
vegetables in.
B: Great!
4. Narrator: Does the boy like it?
G: Here, try some.
B: Thanks, Daisy.
G: Do you like it?
B: No, I don’t! It’s too salty. Urgh!
Narrator: Now listen again.
Jack is talking to his mom, Sally.
Example 1
Jack: What do you need, Mom? Jack: What else do you need? 1. Demonstrate the activity using the example.
Sally: A. I hate cooking dinner. Sally: A. You also need milk. 2. Have students read the questions and circle the correct
B. First, add flour. B. I need chocolate chips.
C. I need sugar. C. After that, mix them together. answers.
2 3 4. Afterwards, divide the class into pairs and have students
Jack: I'll help you. What can I do? Sally: Do you like it? practice the questions and answers.
Sally: A.You can pour oil into the bowl. Jack: A. No, I don't. It's too sweet.
B. I can help you cut the meat. B. Finally, bake them for 10 minutes.
C. I can put plates and spoons C. What else do you need?
on the table.
30
food: Lesson 6
SONG Turn to page 126 . Listen. Sing along.
CD1
59

Game Play the board game.
Pair 1 vs. Pair 2
Put flour and chocolate

1. Demonstrate the game.
into a bowl. Pour oil. Go ahead 2. Divide the class into groups of four. Each group has two teams
Mix them together.
2 spaces
too bitter with two students in each team.
3. Have teams play rock, paper, scissors. The winning team goes
forward two spaces and the losing team goes forward one space.
4. Have students match the symbol to the structure, ask and
answer (if the question or answer is incorrect, that team moves
back one space).
Put flour and
butter into a 5. Swap roles and repeat until the game is finished (rock, paper,
bowl. Mix and
bake in the oven. Put flour and eggs
into a bowl.
Add chocolate.
Mix them together.
6. Before the end of the lesson, check answers as a whole class.
Oil
How do you make (cupcakes)?

First, next, finally...
Do you like (coffee)?
What do you need?
too sour
What else?
Why don't you make (salad)?
What about (cheesecake)?
winner: move 2 spaces
loser: move 1 space
i can...
•I can say what I need.

•I can say how to cook food.
•I can make suggestions.
•I can describe how something tastes.
= Great!
 = OK
(if they have it).
31
food: Lesson 6
lesson 1
Theme 3
Review
HEALTH Vocabulary:
sick, sleepy, weak, dizzy, early, late
Structure:
(He) (feels) (sick).
1. Write the vocabulary from the previous lesson on the board. (He) should (see a doctor).
2. Have students read the words on the board. (He) shouldn't (go to bed late).

60
Track 60
1. M: Sick.
1 2 3 4 5 6
2. M: Sleepy.
3. M: Weak.
4. M: Dizzy.
sick sleepy weak dizzy early late 5. M: Early.
6. M: Late.
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play "Tennis" with you.
students listen and repeat. Point to the flashcards along 5. As you say a word, hit it to the student and have the student
with the audio. Repeat several times. respond with another word and hit it back to you.
2. Play audio again and have students listen, repeat and point 6. Divide the class into pairs and have them play with each
to the pictures in their books. other. Have some pairs demonstrate the activity in front of
3. Change the order of the flashcards, point to them individually and the class.
have students say the words, correct pronunciation when needed.

61
Track 61-62
The kids are reading a magazine… She shouldn't 1 Narrator: The kids are reading a magazine…
go to bed late.
Ha
ve
a gre
at v
wi
and
acation.s..
th
frie
nd
family
BLOCK
PARTY
Ha
GAMES
EASY
OUTDOOR
ART
ve
a
ll t
his
summer!
ba CE-CREAM
PUFFS
YUMMY
SUMMER
SALADS 4
123455667778898903434543
Alfie
I feel sleepy at school. I
only got 2/10 for my math
1. (SOUND OF TV)
2 Lucy: Look! Dear Abby, I feel very sleepy at school. I only got 2/10
test. My mom is angry.
A BEACH
2
IN YOUR
BACKYARD
What should I do?

ONE-DAY
VACATION
0 53786 31992564 9
(Sarah)
1234556677788989034345434
Alfie
Wow! You're
2 for my math test. My mom is angry. What should I do? Sarah.
so good, Tom.
3
Alfie: She shouldn’t go to bed late.
Lucy: You’re right. She shouldn’t go to bed late.
Narrator: Can you see the circle? This is an example. Now listen and
2
4 circle.
2. (SOUND OF TV AND BEN EATING LOUDLY)
Lucy: Shh, Ben! I feel very weak and unhealthy. Yours, Sally.
1. Introduce the situation “The kids are reading a magazine…” Alfie: Oh, she should eat fruit.
2. Have students call out the advice and people they can see. Lucy: Yeah, she should eat more fruit.
3. Have students listen and read. 3. (SOUND OF TV AND BEN CHOKING)
Lucy: Shh, Ben. Listen. I feel dizzy when I have P.E. Grant. P.S. I love
computer games.
1. Play audio and demonstrate the activity using the example. Alfie: I think he shouldn’t play computer games all the time.
2. Play audio and have students listen and circle. Lucy: Great idea, Alfie!
3. Play audio again and check answers as a whole class. 4. (SOUND OF TV, SOUND OF BEN COUGHING AND CHOKING)
63
Lucy: Shh, Ben! Look Alfie! Here’s another story. I feel sleepy and I
can’t study. What should I do? George.
1. Draw students’ attention to the structure box. Alfie: I think he should go to bed early.
2. Play audio and have students listen. Lucy: That’s a good idea, Alfie!
3. Play audio again and have students listen and repeat. (SOUND OF CHOKING)
Tom: Ben!
Structure (SOUND OF RUNNING)
Track 63 I feel sick. You should go home. Tom: Oh, no!
G: I feel sick. I feel dizzy. You shouldn't go swimming.
(SOUND OF COUGHING OUT FOOD)
B: You should go home.
Lucy: Wow! You’re so good, Tom. You shouldn’t eat too fast, Ben.
G: I feel dizzy.
shouldn't = should not
Ben: Argh!
B: You shouldn’t go swimming.
32 HEALTH: Lesson 1
64
Track 64
I feel sick. I feel sick.
You should g You should go to bed early.
o to b e d
early.
1. Play audio and have students listen. 3.Play audio and have students sing the song as a whole class
2. Play audio and have students point to the pictures in Part A. and do the actions.
4.Divide the class into two groups, Group A and Group B take
turns singing the sentences.

65 Track 65
1. Focus on the example sentence and briefly explain the focus. In natural English, “…should not…" sounds like /∫ dәn/.
feature. B: You shouldn't stay up late.
3. Play the audio once and draw attention to the pronunciation G: You shouldn't stay up late.
feature. M: You shouldn't stay up late.
65
focus on the feature. Natural English: "...should not…"
Lucy: Hi Alfie. Are you OK?
Alfie: No, I feel a bit dizzy. weak/sick
Lucy: You should sit down. eat something/go home
Alfie: OK. How are you, Lucy?
Lucy: I'm fine, but Tom isn't so good.
Alfie: Why?
Lucy: He feels sick. sleepy/dizzy
Alfie: He shouldn't go to school. stay up late/go to the bed late
Lucy: Yes, you're right.

2. Divide the class into pairs and have them role play the dialogue.
E Play the “Guess the feeling” game.
You should sit down.

I feel weak. 1. Divide the class into groups of three or four students.
No, Mai.
I feel dizzy.
2. Have one student call out the second part of the structure.
Yes, that's right, Tom.
3. Have the other students take turns guessing the first part.
HEALTH: Lesson 1 33
lesson 2 Vocabulary:
Theme 3
Review
HEALTH goggles, swimsuit, tutu, ballet shoes, sports
uniform, racket
Structure:
1. Write the vocabulary from the previous lesson on the board. What are you going to do?
2. Have students read the words on the board. I'm going to (go swimming).
3. Write the structures from the previous lesson on the board. Don't forget your (goggles).
4. Have students read the sentences on the board. OK, thanks.

66
Track 66
1. M: Goggles.
1 2 3 4 5 6 2. M: Swimsuit.
3. M: Tutu.
4. M: Ballet shoes.
goggles swimsuit tutu ballet sports
racket 5. M: Sports uniform.
shoes uniform 6. M: Racket.
students listen and repeat. Point to the flashcards along 4. Divide the class into two teams. Play the game “Heads up.
with the audio. Repeat several times. What’s missing?”. Arrange the flashcards on the board and
2. Play audio again and have students listen, repeat and point remove one card when students are not looking. One
to the pictures in their books. student from each team calls out the missing flashcard.
3. Change the order of the flashcards, point to them individually and

67
The kids are getting ready

Track 67-68
1
for school…
Ben! Don't forget Narrator: The kids are getting ready for school…
your swimsuit.
OK, thanks Mom!

2
1. (SOUND OF OPENING DOOR)
2 Ann: Ben! You’re going to go swimming today, aren’t you?
2
Ben: That’s right, Mom.
BEN!
3
efilA
4345434309898877766554
321
Ann: So, don’t forget your swimsuit.

2
4
Ben: Oh, OK, thanks Mom!
2 Narrator: Can you see the line? This is an example. Now listen
and draw lines.
1. Review the story from the previous lesson “The kids were reading a 2. (SOUND OF PACKING THINGS)
magazine.” Ann: What are you going to do today, Lucy?
2. Introduce the situation “The kids are getting ready for school…” Lucy: I’m going to do ballet today, Mom.
3. Have students call out the objects and people they can see. Ann: Do you have your tutu?
4. Have students listen and read. Lucy: Yes, I do.
Ann: Oh, don’t forget your ballet shoes!
2. Listen and draw lines. 68 CD1
Lucy: Oh, thanks Mom.

1. Play audio and demonstrate the activity using the example. 3. (SOUND OF DOOR OPENING AND FOOTSTEPS)
2. Play audio and have students listen and draw lines. Tom: I’m done. Bye Mom!
3. Play audio again and check answers as a whole class. Ann: Wait, Tom! You’re going to do P.E. today, right?
69 Tom: Yes, that’s right.
Ann: So don’t forget your sports uniform!
Tom: Oh, OK, thanks Mom.
4. (SOUND OF FOOTSTEPS)
Ann: What are you going to do, Sam?
Structure play tennis/soccer Sam: I’m going to play tennis after taking the kids to school.
What are you going to do? I'm going to go swimming. do ballet/yoga/P.E. Ann: Oh, don’t forget your tennis racket.
Don't forget your goggles. OK, thanks. go swimming/fishing Sam: OK, thanks. See you later.
Ben, Lucy: Bye bye Mom, see you later.
(SOUND OF OPENING THE BAG)
Track 69 Lucy: Oh no!
W: What are you going to do? G: I’m going to go swimming. Ben: Uhh!!!
W: Don’t forget your goggles. G: OK, thanks.
34 HEALTH: Lesson 2
70
Track 70
swim ming.
t are you going to do? I'm going to go What are you going to do? I'm going to go swimming.
Wha Don't forg
et your go
ggles. OK
, thanks. Don't forget your goggles. OK, thanks.
1. Play audio and have students listen. and do the actions.

2. Play audio and have students point to the pictures in Part A. 4.Divide the class into two groups, Group A and Group B take
3.Play audio and have students sing the song as a whole class turns singing the sentences.

71 Track 71
In natural English, “What are you going to do?" sounds like
/wәdәjәg nәdu:/
Listen.
feature.
B: What are you going to do?
G: What are you going to do?
feature.
M: What are you going to do?
71
Natural English: "What are you going to do?"
What are you going to do? I'm going to play tennis.
Don't forget your tennis balls! OK, thanks. Group A: What are you going to do?
Group B: I’m going to play tennis.
T: tennis ball/OK
Group A: Don’t forget your tennis ball.
Group B: OK, thanks.
T: what/ballet
tennis ballet swimming P.E.
T: ballet shoes/OK
• what/ballet
• ballet shoes/OK
• what/swimming
swimming soccer badminton ballet • goggles/OK
Practice. • what/P.E
1. Divide the class into Group A and Group B. • sports shoes/OK
T: I say, “what/play tennis”. Ask and answer.
Group A, you say, “What are you going to do?” 2. Demonstrate the activity using the example.
Group B, you say, “I’m going to play tennis.” 3. Divide the class into pairs.
T: I say, “tennis ball/OK”. 4. Have Student A ask and have Student B answer.
Group A, you say, “Don’t forget your tennis ball.” 5. Swap roles and repeat.
Group B, you say, “OK, thanks.” OK? 6. Afterwards, have some pairs demonstrate the activity in front of
T: what/play tennis the class.
What are you going to do? tennis swimming ballet
I'm going to do yoga. 1. Divide the class into groups of four. Each group has two teams
with two students in each team.
Don't forget your mat. ballet badminton math
OK, thanks. 2. Have teams play rock, paper, scissors. The winning team chooses
a square, asks and answers.
We win! 3. Have the teams take turns.
yoga soccer
P.E.
4. Swap roles and repeat until the game is finished.
HEALTH: Lesson 2 35
lesson 3
Theme 3
HEALTH
Vocabulary:
raise, lower, bend, touch, stretch, breathe in,
breathe out
Review Structure:
1. Write the vocabulary from the previous lesson on the board. (Raise) your (leg).
2. Have students read the words on the board. (Lower) your (leg).
3. Write the structures from the previous lesson on the board. Breathe (in).

72
Track 72
1 3 5
1. M: Raise.
2 4 6
2. M: Lower.
3. M: Bend.
breathe in/
4. M: Touch.
raise lower bend touch stretch
breathe out 5. M: Stretch.
6. M: Breathe in /Breathe out.
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the
students listen and repeat. Point to the flashcards along board and write a number under each card.

73
Track 73-74
Tom helps the class do some exercise… 1
Narrator: Tom helps the class do some exercise…
2 1. (SOUND OF THE SCHOOL PLAYGROUND)
Raise your arms.
Teacher: Tom’s in charge. I’ll be back in 5 minutes.
A!!
!
Tom: OK, Mr. Murphy. (WHISTLE) Let’s do some exercise.
! 3
A!!
AA
AA Class: OK.
A A!!
A ! Tom: Raise your arms.
4
Class: Like this?
Tom: Yes. Great!
Narrator: Can you see the tick? This is an example. Now listen and tick
1. Review the story from the previous lesson ”The kids were getting
the box.
ready for school.”
2. (SOUND OF THE SCHOOL PLAYGROUND)
2. Introduce the situation “Tom helps the class do some exercise…”
Tom: (WHISTLE) OK, now bend down and touch your knees.
3. Have students call out the actions and people they can see.
Class: Like this?
Tom: Yes, that’s right. Touch your knees.
2. Listen and (). 74
CD1
3. (SOUND OF THE SCHOOL PLAYGROUND)
1. Play audio and demonstrate the activity using the example. Kid: What’s next, Tom?
2. Play audio and have students listen and tick the box. Tom: OK, now we move to the next exercise. (WHISTLE) Raise your
3. Play audio again and check answers as a whole class. left leg.
Class: Raise your leg like this?
3. Practice the structure. 75 CD1
Tom: Yes, that’s great!
1. Draw students’ attention to the structure box. 4. (SOUND OF THE SCHOOL PLAYGROUND)
2. Play audio and have students listen. Tom: (WHISTLE) Last one. Are you ready?
3. Play audio again and have students listen and repeat. Class: Yes, Tom!
Tom: Touch your shoulders. Good job! OK. Something new…
Structure
(FOOTSTEPS)
Breathe in.
Stretch your legs. Teacher: What? Oh no!
(SOUND OF KIDS FALLING AND shouting)
Track 75
M: Breathe in. Stretch your legs.
36 HEALTH: Lesson 3
76
Track 76
Raise your arms. Breathe in. Raise your arms. Breathe in.
Lower your ar
ms. Brea Lower your arms. Breathe out.
the out.
1. Play audio and have students listen. 3.Play audio and have students sing the song as a whole class
2. Play audio and have students point to the pictures in Part A. and do the actions.
4.Divide the class into two groups, Group A and Group B take

77
1. Focus on the example sentence and briefly explain the focus. Track 77
feature. B: Breathe in. Breathe out.
3. Play the audio once and draw attention to the pronunciation G: Breathe in. Breathe out.
feature. M: Breathe in. Breathe out.
77
Breathe in. Breathe out.
D Practice. Say and do.

Practice.
Breathe in./Breathe out. 1. T: I say, “raise/arms”. You say, “Raise your arms.”
1 2 3 T: I say, "raise/left leg". You say, "Raise your left leg." OK?
T: Raise/arms
Class: raise your arms.
T: raise/left leg
Class: Raise your left leg.
breathe in/breathe out touch/raise raise/lower Continue whole class/group/individual drills with:
4 5 6 • breathe in/out
• touch/nose
• stretch/arms
• lower/head
• bend/knees
raise/stretch raise/lower touch/bend Say and do.
4. Have Student A look and say the command, have Student B do
the action.
the class.
E Play the “Teacher says” game.
Teacher says, 1. Have the class stand up.

"Raise your left leg." Raise your arms. 2. Play the role of “Teacher”, and give commands to the class.
3. Start some commands with the phrase “Teacher says…”
4. If the command starts with “Teacher says...”, students do the action.
5. If the command does not start with “Teacher says”, students do not
do the action.
6. Have students take turns to be “Teacher”.
HEALTH: Lesson 3 37
Theme 3
Review
HEALTH cough, sore throat, toothache, earache,
backache, flu
Structure:
1. Write the vocabulary from the previous lesson on the board. You don't look well. What's wrong?
2. Have students read the words on the board. I have (an earache).
3. Write the structures from the previous lesson on the board. Why don't you (see a doctor)?
4. Have students read the sentences on the board. That's a good idea.

01
Track 01
1. M: Cough.
1 2 3 4 5 6
2. M: Sore throat.
3. M: Toothache
4. M: Earache.
cough sore throat toothache earache backache flu 5. M: Backache.
6. M: Flu.
students listen and repeat. Point to the flashcards along 4. Have one student come to the front and play "Tennis" with you.
with the audio. Repeat several times. 5. As you say a word, hit it to the student and have the student
2. Play audio again and have students listen, repeat and point respond with another word and hit it back to you.
to the pictures in their books. 6. Divide the class into pairs and have them play with each other.
Track 02-03
02
Narrator: The children are back home…
The kids are back home…
You don't look well, Lucy.

What's wrong? headache Narrator: Look at the pictures. Listen. There is one example.
1
What's wrong?
fever 1. Lucy: Argh…
I have a Alfie: You don’t look well, Lucy. What’s wrong?
headache. sore throat
Why don't you
go to bed?
2 Lucy: I have a headache.
backache
Alfie: That’s too bad. Why don’t you go to bed?
flu Lucy: Yes, you’re right.
3
earache Narrator: Can you see the circle? This is an example. Now listen
and circle.
4
cough
2. Tom: Ouch!
sore throat
Alfie: You don’t look well. What’s wrong, Tom?
1. Review the story from the previous lesson ”Tom helped the Tom: My back hurts.
class do exercise.” Alfie: Why don’t you sit down?
2. Introduce the situation “The kids are back home…” Tom: OK. Thanks.
3. Have students call out the sickness and people they can see. 3. Sam: Oh my ears…
4. Have students listen and read. Alfie: You don’t look well, Mr. Brown. What’s wrong?
Sam: I have an earache.
Alfie: Oh why don’t you see a doctor?

1. Play audio and demonstrate the activity using the example. Sam: That’s a good idea, Alfie.
2. Play audio and have students listen and circle. 4. Alfie: You don’t look well, Ben. What’s wrong?
3. Play audio again and check answers as a whole class. Ben: I have a sore throat.
04
Alfie: Why don’t you drink some water?
Ben: OK, thanks.
1. Draw students’ attention to the structure box. Alfie: Oh, Alex! What’s wrong?
2. Play audio and have students listen. Alex: I don’t know.
3. Play audio again and have students listen and repeat. Alfie: Let me see.
Alex: (SOUND OF SNEEZING LOUDLY)
Track 04 Alfie: Oh noooo…
B: You don't look well. What's wrong? G: I have a cough.
B: Why don’t you see a doctor? G: That’s a good idea.
Structure
You don't look well. What's wrong? I have a cough.
Why don't you see a doctor? That's a good idea.
38 HEALTH: Lesson 4
05
Track 05
You don't look well. What's wrong?
You don't look well. What's wrong?
I have a
I have a cough.
cough.

06 Track 06
1. Focus on the example sentence and briefly explain the focus. In natural English, “You don't..." sounds like /jәdә n/.
feature. B: You don't look well.
3. Play the audio once and draw attention to the pronunciation G: You don't look well.
feature. M: You don't look well.
06
Natural English: "You don't..."

You don't look well. What's wrong? I have a toothache.
T: I say, “why/see a dentist/OK”
Why don't you see a dentist? OK. That's a good idea.
Group A, you say, “Why don’t you see a dentist?”
1 2 3 Group B, you say, “OK, that’s a good idea.” OK?
T: why/see a dentist/OK
Group A: Why don’t you see a dentist?
toothache cough earache
Group B: OK, that’s a good idea.
4 5 6 Continue whole class/group/individual drills with:
• wrong/sore throat • why/see a doctor/OK
stomach ache headache backache
• wrong/cold • why/drink some water/OK
• wrong/earache • why/see a doctor/OK
7 8 9
• wrong/cold • why/see a doctor/OK
• wrong/stomach ache • why/see a doctor/OK
flu cold sore throat • wrong/headache • why/see a doctor/OK
• wrong/the flu • why/go to bed/OK
Practice.
1. Divide the class into Group A and Group B. Point, ask and answer.
T: I say, “wrong/toothache”. 2. Demonstrate the activity using the example.
Group A, you say, “What’s wrong?” 3. Divide the class into pairs.
Group B, you say, “I have a toothache.” OK? 4. Have Student A point and ask, have Student B answer.
T: wrong/toothache 5. Swap roles and repeat.
Group A: What’s wrong? 6. Afterwards, have some pairs demonstrate the activity in front of
Group B: I have a toothache. the class.
E Play the "Pretend" game.
You don't look well.

1. Divide the class into small groups.
You have a fever.
What's wrong? You have a headache.
You should see the doctor. 2. Have one student act out an activity.
No, Mai. That's right! 3. Have the other students take turns to guess.
HEALTH: Lesson 4 39
Theme 3
Review
HEALTH lesson 5
Doing exercise
Useful language
1. Write the vocabulary from the previous lesson on the board. always, usually, sometimes, twice a week, once a
2. Have students read the words on the board. week, never
3. Write the structures from the previous lesson on the board. How often do you (go dancing)?
4. Have students read the sentences on the board. I (sometimes) (go dancing) (on the weekend).
5. Have some students practice using the vocabulary and structure I (go dancing) (once a week).

07 Track 07
1. M: Always.
1 2 3 4 5 6 2. M: Usually.
3. M: Sometimes.
2013
June
2013
June
2013 2013 2013 2013
June June June June
4. M: Twice a week.
5. M: Once a week.
always usually sometimes twice a
week
once a
week
never 6. M: Never.
2. Play audio again and have students listen, repeat and point What’s missing?”. Arrange the flashcards on the board
to the pictures in their books. and remove one card when students are not looking. One
Track 08
listening Listen and circle. CD2
Narrator: Listen to an interviewer ask students how often they
do exercise.
1. M: Hi, I’m writing a story for a newspaper about exercise
and being healthy. Can I ask you some questions?
G1: Sure!
M: Thank you. How often do you exercise?
G1: Exercise?
M: Yes, things like running, tennis or playing games with
your friends.
G1: Hmmm. I play tennis twice a week.
1. I play tennis once a week/twice a week. M: Great!
2. I sometimes/never do exercise. Narrator: Can you see the circle? This is an example. Now listen
and circle.
3. I always/usually go swimming on the weekend.
2. M: What about you? How often do you do exercise?
4. I play basketball twice a week/once a week. B1: Hmmm. I never do exercise.
1. Introduce the topic “Do exercises.” M: Why?
2. Play audio and demonstrate the activity using the example. B1: I always watch TV after school.
3. Play audio and have students listen and circle. 3. M: And you? Do you do any kind of exercise?
4. Play audio again and check answers as a whole class G2: I love swimming.
M: How often do you go swimming?
G2: I usually go swimming on the weekend.
4. M: And what about you? How often do you do exercise?
B2: Hmm, I play basketball once a week.
M: OK. Now can I ask you how often do you play…
(FADE OUT)

09
1. Have students look at the useful language box. Track 09

2. Have students listen to the audio and repeat. W: How often do you play soccer?
Useful language
B: I usually play soccer on the weekend.
How often do you play soccer? I usually play soccer on the weekend. W: How often do you go swimming?
How often do you go swimming? I go swimming once a week. B: I go swimming once a week.
40 HEALTH: Lesson 5
READING Reading and circle "True" or "False".
1. Have students read the text individually.

2. Read the text as a whole class.
4. Have students read the questions, then circle “True” or “False”.
Exercise is very good for you. It can make you happy and healthy. Children should do some kind 5. Check answers as a whole class.
of exercise every day. Most children usually do some exercise at school. They sometimes play
basketball with their friends. They sometimes play active games in their break time. Games like
tag are also exercise. However, some children never do any exercise. They always watch TV after
school. They should try to play sports twice a week. Exercise can help you study and sleep better.
1. Children should do some exercise every day. True/False

2. Exercise can be playing games. True/False
3. Most children never do exercise. True/False
4. Exercise helps us sleep better. True/False
SPEAKING Ask and answer.
How often do you do exercise? I sometimes do exercise at school.
always
usually
3. Have Student A ask and have Student B answer using the
sometimes do exercise play basketball watch TV go running pictures.
twice a week 4. Swap roles and repeat.
once a week
Now think of your own ideas.
5. Have students ask and answer using their own ideas.
never ride a bike play soccer go swimming play badminton 6. Afterwards, have some pairs demonstrate the activity in front of
Now think of your own ideas.
the class.
How often do...?
WRITING Write about how often you do exercise.
1. I __________________________________________________________ at school.
2. I __________________________________________________________________.
3. I __________________________________________________________________.
4. I __________________________________________________________________.
1. Have students write four sentences about how often they do exercise.
3. Have the pairs take turns reading their sentences to each other.
HEALTH: Lesson 5 41
lesson 6 Review and Practice
Theme 3
HEALTH
listening Listen and () the box. CD2
10
Example What should Nick do?
a b c
What's wrong with Tom? What's wrong with Lucy?

1 2 and tick the box.
a b c a b c 1. Narrator: What’s wrong with Tom?
G: Hi Tom, you don’t look well. What’s wrong?
What should Ben do? What should Alex do?
B: I have a toothache. I ate too much candy.
3 4 G: Oh, you should see a dentist.
a b c a b c B: That’s a good idea. Thanks.
2. Narrator: What’s wrong with Lucy?
G: Ouch!
1. Have students look at the pictures and call out what they B: You don’t look well. What’s wrong?
can see. G: My ears hurt. I have an earache.
2. Play audio and demonstrate the activity using the example. B: You should go to the hospital.
3. Play audio and have students listen and tick the box. 3. Narrator: What should Ben do?
4. Play audio again and check answers as a whole class. G: Are you OK, Ben? You don’t look well. What’s wrong?
B: I feel weak.
G: You should eat more fruit.
B: OK, that’s a good idea. Thanks.
Track 10 4. Narrator: What should Alex do?
Narrator: Look at the pictures. Listen. There is one example. G: What’s wrong, Alex?
Narrator: What should Nick do? B: I have flu.
B: Arggg. G: You should go to the hospital.
G: You don’t look well, Nick. What’s wrong? B: OK, thanks.
B: I feel dizzy. I can’t study. G: Get well soon, Alex.
G: You should go to bed early, Nick. Narrator: Now listen again.
B: OK, thanks.
Lucy is talking to her friend Jill.
Example 1
Lucy: You don't look well. What's wrong? Lucy: Why don't you drink some water?
Jill: A. I'm going to have a tennis lesson. Jill: A. OK, that's a good idea.
B. I have a cough. B. Breathe in.
C. I don't have it. C. She should go to bed early.
2 3
Lucy: What are you going to do this evening? Lucy: Oh, don't forget your racket!
Jill: A. I played badminton with my friend. Jill: A. Sorry, I can't.
B. I like to play badminton. B. OK, thanks.
C. I'm going to play badminton. C. I have my tutu.

2. Have students read the questions and circle the correct answers.
42 HEALTH: Lesson 6
11

Game Play the “Block buster” game.
Pair 1
sit down go home
tennis ballet 2. Have teams play rock, paper, scissors. The winning team chooses
…doctor
a block, asks and answers.
…dentist
Pair 2 go to bed
3. If the answer is correct, that team marks the block. The other
eat candy …water late team can’t use that block.
go to bed 4. Have the teams take turns.
swimming
5. The winning team is the team that creates a line of blocks from
…hospital
top to bottom or left to right.
yoga
(He) feels (dizzy). (He) (should) (go to bed early).

What are you going to do?
I'm going (swimming). We win!
Don't forget your (goggles).
(Raise) your (arms).
What's wrong? Why don't you (see a dentist)?
i can...
• I can give advice on how to be healthy.

• I can remind someone to bring things they need.
• I can give and follow instructions.
• I can talk about health issues and express concerns about
people’s health.
= Great!
 = OK
(if they have it).
HEALTH: Lesson 6 43
Theme 4 lesson 1
TECHNOLOGY
Vocabulary:
hair dryer, washing machine, TV remote, fridge,
microwave
Review Structure:
1. Write the vocabulary from the previous lesson on the board. What's this for?
2. Have students read the words on the board. I use it to (clean my clothes).
3. Write the structures from the previous lesson on the board. It's a (washing machine).

12
1 2 3 4 5 Track 12
1. M: Hair dryer.
2. M: Washing machine.
3. M: TV remote.
washing
hair dryer TV remote fridge microwave 4. M: Fridge.
machine
5. M: Microwave.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along with
the audio. Repeat several times.
What’s missing?”. Arrange the flashcards on the board and
2. Play audio again and have students listen, repeat and point
remove one card when students are not looking. One student
to the pictures in their books.
from each team calls out the missing flashcard.
Track 13 - 14
13
Narrator: Alfie and Tom are on Alfie’s spaceship…
Alfie and Tom are on Alfie's spaceship… Narrator: Look at the pictures. Listen. There is one example.
1. Tom: Hey Alfie, what’s this for?
What's this for?
Alfie: I use it to keep my food cold.
Tom: Ahh, I know. It’s a fridge.
I use it to keep food
cold. It's a fridge.
and number.
1 2. Tom: What’s this for, Alfie?
Alfie: I use it to dry my hair.
Tom: Oh, a hair dryer! Lucy has one, too.
3. Tom: What about this, Alfie?
Alfie: I use it to heat up food.
Tom: Oh, that’s a microwave!
4. Tom: Hey, what’s this for, Alfie?
Alfie: I use it to clean my clothes.
Tom: Oh, that’s a washing machine.
1. Introduce the situation “Alfie and Tom are on Alfie’s spaceship…” Tom: I know what this is. It’s a TV remote!
2. Have students call out the objects and people they can see. Alfie: Nooo! It’s not! Don’t press that!
3. Have students listen and read. (Sound of the spaceship blasting off)

2. Play audio and have students listen and number. Structure
3. Play audio again and check answers as a whole class. What's this for?
I use it to keep food cold.
15 It's a fridge.
2. Play audio and have students listen. Track 15
3. Play audio again and have students listen and repeat. G: What’s this for?
B: I use it to keep food cold.
G: It’s a fridge.
44 TECHNOLOGY: Lesson 1
16
Track 16
What's this for? What's this for?
I use it to dr y my hair.
It's a hair I use it to dry my hair.
dr yer. It's a hair dryer.
2. Play audio and have students point to the pictures in part A. Group B sings the answers.

17
Track 17
In natural English, “What is this for?" sounds like /watz sf r/.
:c
1. Focus attention on the example sentence, and briefly
Listen.
explain the focus.
B: What’s this for?
2. Tell students they must listen and notice the pronunciation feature.
G: What’s this for?
3. Play the audio once, and draw attention to the
M: What’s this for?
pronunciation feature.
focus on the feature. 17

Natural English: "What is this for?"
D Practice. Point, ask and answer. • what/ draw pictures

• what/listen to music
What's this for?
I use it to make phone calls. It's a phone.
• what/clean my teeth
• what/keep cool
1 2 3 4
2. T: I say, “dry my hair/hair dryer”.
Group A, you say, “I use it to dry my hair”.
Group B, you say, “It’s a hair dryer.”
make phone calls clean my clothes change the TV channel keep food cold T: I say, “clean my clothes/washing machine”.
Group A, you say, “I use it to clean my clothes?”
5 6 7 8
Group B, you say, “It’s a washing machine.” OK?
T: dry my hair/hair dryer
draw pictures dry my hair clean my teeth heat food
Group A: I use it to dry my hair.
Group B: It’s a hair dryer.
Practice. T: clean my clothes/washing machine
1. Divide the class into Group A and Group B. Continue whole class/group/individual drills with:
T: I say, “what/dry my hair”. • make phone calls/phone
Group A, you say, “What’s this for?” • change the TV channel/TV remote
Group B, you say, “I use it to dry my hair.” • watch movies/DVD player
T: I say, “what/clean clothes”. • draw pictures/pencil
Group A, you say, “What’s this for?” • listen to music/radio
Group B, you say, “I use it to clean my clothes.” OK? • clean my teeth/toothbrush
T: what/dry my hair • keep cool/air conditioner
Group A: What’s this for? Point, ask and answer.
Group B: I use it to dry my hair. 3. Demonstrate the activity using the example.
T: what/clean my clothes 4. Divide the class into pairs.
Continue whole class/group/individual drills, with: 5. Have Student A ask and have Student B answer.
• what/make phone calls 6. Swap roles and repeat.
• what/change the TV channel 7. Afterwards, have some pairs demonstrate the activity in front
• what/ watch movies of the class.
E Play the “Three guesses” game.
What's this for? I use it to keep food cold. It's a fridge.

1. Have a student sit at the front of the class, facing away from the
Yes, board.
you're
fridge fridge fridge
right. 2. Write a word on the board.

3. Have student at the front of the class ask the question.
4. Have students in the class call out what the object is used for.
5. Have student at the front of the class guess the object.
TECHNOLOGY: Lesson 1 45
Review TECHNOLOGY
cell phone, speaker, tablet, laptop, video
camera, CD player
Structure:
Do you have a (tablet)?
2. Have students read the words on the board. Yes, I do./No, I don't.

18
Track 18
1. M: Cell phone.
1 2 3 4 5 6 2. M: Speaker.
3. M: Tablet.
4. M: Laptop. .
cell phone speaker tablet laptop
video
CD player 5. M: Video camera.
camera
6. M: CD player.
students listen and repeat. Point to the flashcards along with and write a number under each card.
the audio. Repeat several times. 5. Have students look at the flashcards for the count of ten.
2. Play audio again and have students listen, repeat and point to Turn the flashcards over to face the board when the
the pictures in their books. students are not looking.

19
Track 19 - 20
The spaceship has crashed… 1 Narrator: The spaceship has crashed…
1. (Sound of the spaceship crashing)
Alfie
1234556677788989034345434
2
www.
Tom: Woah!
Do you have
a cell phone? No, I don't. Alfie: Oh no, my ship's broken! I need to fix it.
Tom: OK. I need to call my mom. Do you have a cell phone?
3
LET'S
GO! O M
! Alfie: No, I don’t. Sorry.
BO
Narrator: Can you see the cross? This is an example. Now listen
4
and put a tick or a cross in the box.
M
ZOOO
O
2. Tom: Do you have a computer? I could email her.
Alfie: Yes, I do. But it’s broken with the ship.
Tom: Oh, OK.
1. Review the story from the previous story “Alfie and Tom 3. Tom: What about a tablet?
were on Alfie’s spaceship.” Alfie: No, I don’t. Sorry.
2. Introduce the situation “The spaceship has crashed…” 4. Tom: Do you have a laptop?
3. Have students call out the objects and people they can see. Alfie: No, I don’t.
4. Have students listen and read. (Sound of Alfie’s wrist phone going off)
Tom: Oh, Alfie, your wrist phone. Can I use it?
2. Listen and () or () . 20
CD2
Alfie: Yes, sure.
1. Play audio and demonstrate the activity using the example. (Sound of volcano rumbling)
2. Play audio and have students listen and tick or cross. Alfie: Woah! We need to go!
3. Play audio again and check answers as a whole class. (Sound of spaceship flying)
(Sound of volcano erupting)
21

3. Play audio again and have students listen and repeat. Track 21
G: Do you have a tablet?
Structure B: Yes, I do.
Do you have a tablet? Yes, I do. G: Do you have a video camera?
Do you have a video camera? No, I don't. B: No, I don’t.
22
Track 22
Do you have a cell phone?
Do you have a cell phone?
Yes, I do
. Yes, I do.
Track 23
23
In natural English, “Do you have a …. " sounds like /d әhavә/.
2. Tell students they must listen and notice the pronunciation B: Do you have a tablet?
feature. G: Do you have a tablet?
3. Play the audio once and draw attention to the pronunciation M: Do you have a tablet?
feature.
23
focus on the feature. Natural English: "Do you have a…"

Practice.
Do you have CD playerr? Ask for these items: CD player, tablet, camera, fridge,
laptop, robot, speaker, microwave, hair dryer, TV
Yes, I do. remote, washing machine, computer. T: I say, “CD player/yes”.
Group A, you say, “Do you have a CD player?”
Group B, you say, “Yes, I do.”
T: I say, “fridge/no”.
Group A, you say, “Do you have a fridge?”
Group B, you say, “No, I don’t.” OK?
T: CD player
Group A: Do you have a CD player?
Group B: Yes, I do.
T: fridge/no
• microwave/yes
• smartphone/no
• tablet/yes
• headphones/no
Ask and answer.
6. Afterwards, have some pairs demonstrate the activity in front
of the class.
E Ask and answer. Write Yes or No.
Do you have a cell phone? No, I don't.

Student 1 - Student 2 - 2. Have students take turns asking and answering.
Objects ___________________ ___________________
3. Have students fill in the table with Yes or No.
cell phone
4. Have students add two objects of their own to the bottom
tablet
of the table.
laptop
5. Afterwards, have some groups demonstrate the activity in
CD player
front of the class.
________________________
________________________
Theme 4 lesson 3
TECHNOLOGY
Vocabulary:
play online games, listen to music, watch
a movie, make a video, chat with friends,
Review make a call
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. Can I borrow your (cell phone)? I want to
3. Write the structures from the previous lesson on the board. (make a call).
4. Have students read the sentences on the board. Yes, sure.

24
Track 24
1. M: Play online games.
1 2 3 4 5 Chat
6:40 PM
LUCY
6:40 PM
Do you want go to the

cinema with me?
6 2. M: Listen to music.
3. M: Watch a movie.
Sure.
OK, see you at 7.30

P
OK, see you there.
4. M: Make a video.
Send
play online listen to watch a make a chat with make 5. M: Chat with friends.
games music movie video friends a call 6. M: Make a call.
students listen and repeat. Point to the flashcards along with the 4. Have one student come to the front and play "Tennis" with you.
audio. Repeat several times. 5. As you say a word, hit it to the student and have the student
Track 25 - 26
25
Narrator: Tom and Alfie are back at home…
1
Tom and Alfie are
back home…
Can I borrow your video camera?
I want to make a video.
1. Tom: Phew! We’re finally home.
(Sound of Sam snoring , Tom and Alfie sniggering)
2
1234556677788989034345434
Alfie
2 Tom: Let’s play a prank on Dad. (footsteps)

Yes, sure.
Tom: Lucy, can I borrow your video camera? I want to make a
video.
3
Lucy: Yes, sure.
1234556677788989034345434
Alfie
and circle.
4
2. Tom: Can I borrow your laptop? I want to listen to music.
Lucy: Sorry, I’m using it.
Tom: Oh, OK.
1. Review the story from the previous lesson “The spaceship 3. Tom: Oh, one more thing. Can I borrow your speakers, Lucy?
had crashed.” I want to scare Dad.
2. Introduce the situation “Tom and Alfie are back at home…” Lucy: (laughing) Yes, sure. If I can watch.
3. Have students call out the activities and people they can see. 4. Alfie: Ben, can I borrow your CD player?
4. Have students listen and read. Ben: Yes, sure. What for, Alfie?
Alfie: (laughing) We want to play some music.
Ben: Ok.
1. Play audio and demonstrate the activity using the example. (Sound of Sam snoring and things being moved
2. Play audio and have students listen and circle. around)
3. Play audio again and check answers as a whole class. (Sound of the children sniggering)
(Sound of really loud music and Sam screaming)
27
(Children laughing)
Track 27
Structure
G: Can I borrow your computer? I want to watch a movie.
Can I borrow your computer? I want to watch a movie.
Yes, sure.
B: Yes, sure.
28
. Track 28
ames
online g
a n I borrow your laptop? I want to play Can I borrow your laptop? I want to play online games.
C Yes, sure
. Yes, sure.
Track 29
29
In natural English, “I want to…" sounds like /a w nә/.
2. Tell students they must listen and notice the pronunciation B: I want to make a call.
feature. G: I want to make a call.
3. Play the audio once and draw attention to the pronunciation M: I want to make a call.
feature.
29
focus on the feature. Natural English: "I want to…"
D Practice. Point, ask and answer. 2. Divide the class into Group A and Group B.
Can I borrow your computer?
T: I say, “cell phone/make a call/sure”.
I want to chat with my friends. Yes, sure.
Group A, you say, “Can I borrow your cell phone? I want to
1
www.
2 3 4 make a call.”
Group B, you say, “Yes, sure.”
T: I say, “CD player/listen to music/sure”.
chat with my friends make a call make a video paint a picture
Group A, you say, “Can I borrow your CD player? I want to
5 6 7 8 listen to music.”
Group B, you say, “Yes, sure.” OK?
T: cell phone/make a call/sure
play online games do a crossword puzzle listen to music watch a movie Group A: Can I borrow your cell phone? I want to make a
call.
Practice. Group B: Yes, sure.
1. T: I say, “cell phone/make a call”. You say, “Can I borrow your T: CD player/listen to music/sure
cell phone? I want to make a call.” Continue whole class/group/individual drills with:
T: I say, “CD player/listen to music”. You say, “Can I borrow • washing machine/clean my clothes/sure
your CD player? I want to listen to music.” OK? • laptop/watch a movie/sure
T: cell phone/make a call • hair dryer/dry my hair/sure
Class: Can I borrow your cell phone? I want to make a call. • TV/watch cartoons/sure
T: CD player/listen to music
Class: Can I borrow your CD player? I want to listen to music. Point, ask and answer.
Continue whole class/group/individual drills, with: 3. Demonstrate the activity using the example.
• washing machine/clean my clothes 4. Divide the class into pairs.
• laptop/watch a movie 5. Have Student A ask and have Student B answer.
• hair dryer/dry my hair 6. Swap roles and repeat.
• TV/watch cartoons 7. Afterwards, have some pairs demonstrate the activity in
front of the class.

1. Divide the class into groups of four. Each group has two
Can I borrow your video camera?
I want to make a video. teams with two students in each team.
Yes, sure.
2. Have teams play rock, paper, scissors. The winning team chooses
www.

We win! 4. Swap roles and repeat until the game is finished.
Review TECHNOLOGY
turn up, turn down, air conditioner, turn on,
turn off, volume
Structure:
2. Have students read the words on the board. Can you (turn off) (the computer), please?
3. Write the structures from the previous lesson on the board. Yes, (Mom).

30
Track 30
1. M: Turn up.
1 2 3 4 5 6
5 5
2 3 2. M: Turn down.
0 10 0 10
3. M: Air conditioner.
4. M: Turn on.
air 5. M: Turn off.
turn up turn down conditioner turn on turn off volume
6. M: Volume.

31
Track 31 - 32
!
A HH HH
Narrator: The children are watching their video…
The children are watching their video…
Can you turn the

volume down, please?
turn off
HA
HA
HA 5
1. (Sounds of the video)
0 10 (Kids laughing)
1
Yes, Dad.
turn down Tom: This is so funny.
HH! Alfie: I know.
u. AHH
It’ s fo r yo
Sam: (Embarrassed) Can you turn the volume down,
turn off
please?
Tom: Yes, Dad.
turn on
1. Review the story from the previous lesson ”Tom and Alfie and number.
were back at home.” 2. Sam: It’s very dark in here. Can you turn the light on, please?
2. Introduce the situation“The children are watching their video…” Alfie: Yes, Mr. Brown.
3. Have students call out the actions and people they can see. Sam: Thank you, Alfie.
4. Have students listen and read. Alfie: You’re welcome.
3. Sam: It’s time for bed, kids.
Kids: OK.
1. Play audio and demonstrate the activity using the example. Sam: Can you turn the TV off, please?
2. Play audio and have students listen and number. Tom: Yes, Dad.
3. Play audio again and check answers as a whole class. 4. Sam: And can you turn the lights off, please?
3. Practice the structure. CD2 Alfie: Yes, Mr. Brown.
33
(Sound of kids running up the stairs)
1. Draw students’ attention to the structure box. Sam: It's for you!
2. Play audio and have students listen. (Sound of spring)
3. Play audio again and have students listen and repeat. Tom: ARGH!
Track 33 (Sam laughing really hard)
W: Can you turn the volume down, please? Sam: I got you!
B: Yes, Mom.
Structure
Can you turn the volume down, please?
Yes, Mom.
34
Track 34
?
please
Can you turn up the air conditioner Can you turn up the air conditioner please?
Yes, Dad Yes, Dad.
.
Track 35
35
In natural English, “Can you…" sounds like /kәnjә/.
2. Tell students they must listen and notice the pronunciation B: Can you turn up the volume, please?
feature. G: Can you turn up the volume, please?
3. Play the audio once and draw attention to the pronunciation M: Can you turn up the volume, please?
feature.
35
Natural English: "Can you…"
Can you turn off the TV, please? Continue whole class/group/individual drills with:
Yes, Tom.
• turn down/air conditioner
• turn on/computer
1 2 3 • turn off/light
www.
turn on T: I say, “turn up/volume/Dad”.

Group A, you say, “Can you turn up the volume, please?”
turn off TV volume computer Group B, you say, “Yes, Dad.”
turn up T: I say, “turn off/TV/Tom”.
4 5 6
Group A, you say “Can you turn off the TV, please?”
turn down Group B, you say, “Yes, Tom.” OK?
T: turn up/volume/Dad
Group A: Can you turn up the volume, please?
air conditioner light CD player
Group B: Yes, Dad.
T: turn off/TV/Tom
Practice.
1. T: I say, “turn up/volume”. You say, “Can you turn up the
• turn down/air conditioner/mum
volume please?”
• turn on/computer/Ben
T: I say, “turn off/TV”. You say, “Can you turn the TV off,
• turn off/light/Tony
please? OK?
T: turn up/volume Point, ask and answer.
Class: Can you turn up the volume, please? 3. Demonstrate the task using the example.
T: turn off/TV 4. Divide the class into pairs.
Class: Can you turn the TV off, please? 5. Have Student A ask, have Student B answer. Swap roles.
6. Afterwards, have some pairs demonstrate the acivity in front
of the class.
E Play the “Memory chain” game. 1. Demonstrate the game.

2. Divide the class into groups of four or five.
Can you turn up the
Can you turn volume and turn off 3. Have Student A ask the question.
up the volume, the computer, please?
please? Yes, Mai. 4. Have Student B answer, then turn to Student C, repeat
Yes, Tom.
Student A's question, add their own.
5. Continue around the whole group until all students have
taken their turns or until they forget.
front of the class.
Theme 4 lesson 5
TECHNOLOGY
Comparing cities and villages in Vietnam
Useful language:
exciting, expensive, more, less, traffic, crowded
Review Language to talk about lifestyles in villages and
cities in Vietnam.

36 Track 36
1. M: Exciting.
1 2 3 4 5 6 2. M: Expensive.
3. M: More.
$15 $
$280
POLICE POLICE
4. M: Less.
5. M: Traffic.
exciting expensive more less traffic crowded 6. M: Crowded.

37
Track 37
1. M: Vietnam has many beautiful cities and villages.
Cities and Villages Villages are smalller and have less traffic.
and circle.
2. M: Farmers grow lots of delicious food so food is less
expensive in a village.
3. M: Houses are usually bigger and more expensive in a city.
4. M: Many people think that a city is more exciting.
There are lots of shops, parks and restaurants.
1. There are less _______ in a village. people/traffic

2. ______ is less expensive in a village. Food/Laptops
3. ______ are more expensive in a city. Houses/Cars
4. Many people think that _______ are more exciting. cities/villages

38
Track 38
1. Have students look at the useful language box. M: Restaurants are less expensive in a village.
2. Have students listen to the audio and repeat. M: There are more cars in a city.
Useful language
Restaurants are less expensive in a village.
There are more cars in a city.
expensive more expensive

exciting less exciting
READING Read and circle “More” or “Less”.
I live in a small house in the I live in a small house in the

city. It’s very crowded and country. My mom says’
there are lots of cars and everything is very cheap
buses. I like it because it’s here. There aren’t many
very exciting here. I like to people in my village so it isn’t
go shopping for clothes with
my friends. We don’t buy a
crowded. There isn’t a lot of
traffic. I like to go swimming
lot because everything is too or fishing with my friends at 2. Read the text as a whole class.
expensive. the weekend. It’s fun!
-Anh Tri- -Phuong Anh- 3. Demonstrate the activity using the example.
1. The city is _______ crowded. more/less
4. Have students look and circle "More" or "Less".
2. There is _______ traffic in the city. more/less
3. It‘s ______ expensive in the village. more/less
4. The city is _______ exciting. more/less
SPEAKING Talk with friends about cities and villages in Vietnam.
I think food is less expensive in a village. I agree.
more 1. Divide the class into pairs.

less
2. Have students discuss on cities and villages in Vietnam.
expensive clothes food movie theater 3. Have students choose their three favorites answers and
exciting report them to the class.
crowded
traffic
POLICE POLICE
crowded traffic park
WRITING Complete the sentences about cities and villages in Vietnam.
1. I think food is ____________________ in a village.

1. Have students write full sentences about cities and villages
2. There is ____________ traffic in a _____________. in Vietnam.
3. A _______________ is _______________ crowded. 2. Divide the class into pairs.
4. I think a _____________ is _____________exciting. 3. Have students take turns reading their passages to each other.
4. Afterwards, have some pairs demonstrate the acivity in front
of the class.
Theme 4 lesson 6 Review and Practice
TECHNOLOGY
listening Listen and write.
CD2
39
Narrator: Can you see the answer? This is an example.
Example
Now listen and write.
What does Tim want to borrow? a cell phone
1. Narrator: What does James have?
B1: James, do you have a tablet?
1 What does James have? a ____________
B2: No, I don’t. Sorry.
B1: Oh, OK. Do you have a CD player?
2 What does Jenny want to do? ___________ her friends B2: No, I don’t. But I do have a laptop.
2. Narrator: What does Jenny want to do?
G: Can I borrow your laptop?
3 What does Adam want Tim to do? turn ___________ the volume
B: Why?
G: I want to chat to my friends.
4 What does Adam want Jenny to do? turn ___________ the lights B: OK, here you are.
3. Narrator: What does Adam want Tim to do?
M: Wow, that music is so loud.
1. Have students read the questions. B: Yeah, it’s a great song.
2. Play audio and demonstrate the activity using the example. M: No, can you turn the volume down, please?
3. Play audio and have students listen and write the answers. B: OK, Dad.
4. Play audio and check answers as a whole class. 4. Narrator: What does Adam want Jenny to do?
M: (Yawn) I think it’s time for bed.
Track 39 G: Yeah, I’m really tired too.
Narrator: Listen. There is one example. M: Can you turn off the lights, please?
Narrator: What does Tim want to borrow? G: Yes, Dad. Goodnight.
B1: Hi James. M: Goodnight, Jenny.
B2: Hi Tim. Narrator: Now listen again.
B1: Can I borrow your cell phone? I want to make a call.
B2: Yes, sure.
REading & writing Look and read. Choose the correct words and write them on the lines.

10
2. Have students read the statements and write the corresponding

hair air video CD TV washing
dryer conditioner camera player remote machine fridge words on the lines.
Example We use this to make movies. video camera
Questions
1. We use this to clean our clothes. ____________
2. We use this to dry our hair. ____________
3. We use this to keep food cold. ____________
4. We use this to listen to music. ____________
40

Pair 1 vs. Pair 2
hungry
you
Go ahead with two students in each team.
2 spaces
3. Have teams play rock, paper, scissors. The winning team goes
forward two spaces and the losing team goes forward
one space.
4. Have students match the symbol to the structure and ask and
10
answer. If the question or answer is incorrect, that team moves

back one space.
Do you have a (speaker)?
What's this? I use it to (keep food cold). It's a (fridge).
Can you turn (on the lights) please?
Can I borrow your (video camera)? I want to (make a video).
winner: move 2 spaces

loser: move 1 space
i can...
• I can say what things are used for.

• I can ask and answer about things I have.
• I can ask for permission to use people's things.
• I can follow instructions.
= Great!
 = OK
(if they have it).
Theme 5
Review
TRAVEL
Malaysia, Italy, France, Cambodia,
Indonesia, the Philippines
Structure:
What are you doing for the holidays?
2. Have students read the words on the board. I'm going to (Italy).
3. Write the structures from the previous lesson on the board. I'm going (camping).

41 Track 41
1 2 3 4 5 6 1. M: Malaysia. 4. M: Cambodia.
2. M: Italy. 5. M: Indonesia.
Malaysia Italy France Cambodia Indonesia the 3. M: France. 6. M: The Philippines.
Philippines
to the pictures in their books. other. Have some pairs demonstrate the acivity in front of

42
Track 42-43
Narrator: Tom is entering a competition…
1
Tom is entering a competition… 2 WEEKS L
ATER Narrator: Look at the pictures. Listen. There is one example.
What are you doing
for the holidays? Cody
the
(Sound of paper rustling and mailbox BEING
To
Philippines SEALED)
Win a ho
Competi
lid
tion
ay 2 Tom: I really hope I win!
36 Kings
Mansﬁeld
Rd
I'm going to Indonesia. Narrator: Two weeks later…
I'm going to the beach.
1. Tom: What are you doing for the holidays, Cody?
P Nick
Cambodia
B ye ! AT HO
ME
Y!! Cody: I’m going to Indonesia. I’m going to the beach.
YAY 3 !!
RAY Tom: Indonesia? Cool!
HOO
? ? ? Jill
Indonesia
and draw lines.
4 2. Tom: What are you doing for the holidays, Nick?
Nick: I’m going to Cambodia. I’m going to the mountains.
Tom: Cambodia? That sounds interesting.
Peter
Malaysia
1. Introduce the situation“Tom is entering a competition…” 3. Tom: What are you doing for the holidays, Jill?
2. Have students call out the countries and people they can see. Jill: I’m going to Malaysia with my family. We’re going
3. Have students listen and read. fishing.
Tom: Wow! I’ve never been to Malaysia.
4. Tom: What are you doing for the holidays, Peter?

1. Play audio and demonstrate the activity using the example. Peter: I’m going to the Philippines. I’m going to the islands.
2. Play audio and have students listen and draw lines. Peter: What about you, Tom?
3. Play audio again and check answers as a whole class. Tom: I’m just going to stay at home.
Peter: Oh, OK.
44
Tom: Bye!
1. Draw students’ attention to the structure box. Narrator: Back home…
2. Play audio and have students listen. (Sound of door opening)
3. Play audio again and have students listen and repeat. Alfie: Tom! We won!
Tom: Yay! Italy!!!
Structure
I'm going to Cambodia. I'm going fishing. Track 44
B: What are you doing for the holidays?
B: I’m going to Cambodia. I’m going fishing.
going to France
going to the beach
going camping
56 TRAVEL: Lesson 1
45 Track 45
What are you doing for the holidays? I'm going to Malaysia. I'm going to the beach.
I'm going to Malaysia. I
'm going
to the beach.

46 Track 46
1. Focus on the example sentence and briefly explain the focus. In natural English, “…to…" sounds like /tә/.
feature. B: I'm going to France.
3. Play the audio once and draw attention to the pronunciation G: I'm going to France.
feature. M: I'm going to France.
46
Natural English: "...to.."
What are you doing

for the holidays? I'm going to the Philippines.
the Philippines I'm going to the islands.
1 2
Indonesia
Group B, you say, “I’m going to Malaysia. I’m going to the beach.”
OK?
France
T: holidays/Indonesia/camping
the beach the mountains
Group A: What are you doing for your holidays?
Group B: I’m going to Indonesia. I’m going camping.
Malaysia
3 4 5 T: holidays/Malaysia/beach
Italy
• holidays/the Philippines/islands
• holidays/Cambodia/fishing
Cambodia fishing the islands camping • holidays/France/beach
Practice. • holidays/Italy/mountains
1. Divide the class into Group A and Group B. Ask and answer.
T: I say, “holidays/Indonesia/camping”. 2. Demonstrate the activity using the example.
Group A, you say, “What are you doing for the holidays?” 3. Divide the class into pairs.
Group B, you say, “I’m going to Indonesia. I’m going camping.” 4. Have Student A ask and have Student B answer.
T: I say, “holidays/Malaysia/beach”. 5. Swap roles and repeat.
Group A, you say, “What are you doing for the holidays?” 6. Afterwards, have some pairs demonstrate the acivity in front of
the class.
E Play the “Memory chain” game.
What are you

doing for the I'm going to Italy. I'm 1. Demonstrate the game.
going to the beach. She's going to Italy. She's going to
holidays?
the beach. I'm going to Indonesia. 2. Divide the class into groups of four or five.
I'm going camping. 3. Have Student A ask the question and Student B answer.
4. Have Student C repeat Student B's answer and add their own.
5. Continue until a student forgets the answer or all students in
the group have practiced.
6. Afterwards, have some students demonstrate.
TRAVEL: Lesson 1 57
Theme 5
Review
TRAVEL
train station, bus station, subway, airport, port
Structure:
How far is it from the (subway) to the (port)?
It's about (six) kilometers.

47
Track 47
1 2 3 4 5
1. M: Train station.
4. M: Airport.
2. M: Bus station. 5. M: Port.
3. M: Subway.
train station bus station subway airport port 3. Change the order of the flashcards, point to them individually and
2. Play audio again and have students listen, repeat and point remove one card when students are not looking. Have one
to the pictures in their books. student from each team call out the missing flashcard.

48 Track 48 - 49
The Brown family is ready for SUBWAY
1
Narrator: The Brown family is ready for their holiday…
their holiday….
How far is it from here

TRAIN STATION
taxi to
bus station Narrator: Look at the pictures. Listen. There is one example.
1. Ann: Let’s go! The taxi‘s here.
to the bus station? I 5 km
TAX
2
bus station to
train station
Lucy: I’m so excited!
2
It's about five kilometers.
Ahh
h h! km (FOOTSTEPS)
GATE 7 3
train station
(SOUND OF GETTING INTO THE TAXI)
to subway
km
Tom: How far is it from here to the bus station?
4 Sam: It’s about five kilometers.
subway to
airport Tom: Five? OK.
Narrator: Can you see the number? This is an example. Now listen
km
1. Review the story from the previous lesson “Tom was entering a and write the number.
competition.” 2. Ann: Let’s get on the bus!
2. Introduce the situation “The Brown family is ready for their (SOUND OF BUS DOOR OPENING AND PASSENGERS
holiday…” GETTING ON)
3. Have students call out the distances and people they can see. Alfie: How far is it from the bus station to the train station?
4. Have students listen and read. Ann: It’s about nine kilometers.
Alfie: Nine? Oh, OK.
2. Listen and write the number. 49 CD2
(SOUND OF BUS RUNNING)
1. Play audio and demonstrate the activity using the example. 3. (SOUND OF BUS STOPPING AND PASSENGERS GETTING OFF)
2. Play audio and have students listen and write the numbers. Tom: How far is it from the train station to the subway?
3. Play audio again and check answers as a whole class. Ann: It’s about thirteen kilometers.
Tom: Thirteen?! (SURPRISED)
50
Ann: Yes.
4. (SOUND OF TRAIN STOPPING AND PASSENGERS GETTING OFF)
1. Draw students’ attention to the structure box. Ann: Sam, get the bags.
2. Play audio and have students listen. Sam: Yep! (STRUGGLING)
3. Play audio again and have students listen and repeat. Lucy: How far is it from the subway to the airport?
Ann: It’s about three kilometers.
Structure Lucy: Three?! Oh, OK!
How far is it from the subway to the port? Narrator: At the airport...
It's about seven kilometers. (AIRPORT NOISES)
Ann: Here we are! The airport! Come on everyone!
Sam: Alright! (STRUGGLING)
Track 50 (SOUND OF A TROLLEY BEING WHEELED)
M: How far is it from the subway to the port? Sam: Ahhhhhhh!
B: It’s about seven kilometers. (SOUND OF CRASHING)
Ann: Sam!!!
58 TRAVEL: Lesson 2
51
Track 51
How far is it from the train station to the airport?
or t ?
r is it from the train station to the airp It's about four kilometers.
How fa
It's about fo
ur kilom
eters.

52 Track 52
1. Focus on the example sentence and briefly explain the focus. In natural English, “How far is it…" sounds like /ha fa:r z t/.
feature. B: How far is it from the subway?
3. Play the audio once and draw attention to the pronunciation G: How far is it from the subway?
feature. M: How far is it from the subway?
52
focus on the feature. Natural English: "How far is it…"

How far is it from the port to
Group B, you say, “It’s about eleven kilometers.” OK?
the train station? It's about five kilometers.
T: subway/bus station/nine
TRAIN BUS
Group A: How far is it from the subway to the bus station?
PORT SUBWAY AIRPORT
STATION STATION
Group B: It’s about nine kilometers.
PORT 5 km 7 km 19 km 14 km
T: airport/train station/eleven
TRAIN STATION 5 km 3 km 22 km 11 km
SUBWAY 7 km 3 km 9 km 17 km • port/train station/five
BUS STATION 19 km 22 km 9 km 30 km • subway/port/seven
AIRPORT 14 km 11 km 17 km 30 km • train station/bus station/twenty two
• airport/port/fourteen
Practice. • bus station/airport/thirty
1. Divide the class into Group A and Group B. Ask and answer.
T: I say, “subway/bus station/nine”. 2. Demonstrate the activity using the example.
Group A, you say, “How far is it from the subway to the bus 3. Divide the class into pairs.
station?” 4. Have Student A ask and Student B answer.
Group B, you say, “It’s about nine kilometers.” 5. Swap roles and repeat.
T: I say, “airport/train station/eleven”. 6. Afterwards, have some pairs demonstrate the activity in front of
Group A, you say, “How far is it from the airport to the train the class.
station?”
E Play the “Magic finger” game.

How far is it from the train 2. Have Student A ask a question and write a number on Student B’s back.
station to the airport? 3. Have Student B say the correct number.
It's about ten kilometers. 4. Swap roles and repeat.
Yes.
TRAVEL: Lesson 2 59
Theme 5
Review
TRAVEL lesson 3 Vocabulary:
skiing, scuba diving, hiking, snorkeling,
sightseeing
Structure:
2. Have students read the words on the board. What shall we do next?
3. Write the structures from the previous lesson on the board. How about going (skiing)?

53
1 2 3 4 5
Track 53
1. M: Skiing. 4. M: Snorkeling.
P
2. M: Scuba diving. 5. M: Sightseeing.

3. M: Hiking.
skiing scuba diving hiking snorkeling sightseeing

54
The Browns arrive in Italy…

1 Track 54-55
What shall P
Narrator: The Browns arrive in Italy…
we do next?
1. Tom: What shall we do next, Lucy?
2
1234556677788989034345434
Alfie
2
How about
2 going Lucy: How about going scuba diving?
scuba diving?
E! Tom: That’s a great idea, Lucy!
A L F IE E
3 Narrator: Can you see the line? This is an example. Now listen
CAFE and draw lines.
2. (SOUND OF THE OCEAN)
1234556677788989034345434
Alfie
?
4 Tom: Wow! Look at all the fish!
Lucy: What shall we do next, Tom?
Tom: How about going sightseeing?
Lucy: Sightseeing? Sure!
1. R
eview the story from the previous lesson “The Brown family 3. Sam: What shall we do next, Ann? (EATING)
were ready for their holiday.” Ann: How about going hiking?
2. Now introduce the situation “The Browns arrive in Italy…” Sam: Hiking? OK, if you want to, Ann. (UNENTHUSIASTIC)
3. Have students call out the activities and people they can see. 4. Tom: What shall we do next, Alfie?
4. Have students listen and read. Alfie: How about going skiing?
2. Listen and draw lines. 55 CD2 Tom: OK, Alfie. That sounds fun.
(SOUND OF PEOPLE SKIING)
1. Play audio and demonstrate the activity using the example. Tom/Alfie: One, two, three, go! (SOUND OF SKIING) Alfie!!!
2. Play audio and have students listen and draw lines. Alfie: Argh!

56
1. Draw students’ attention to the structure box. Structure

3. Play audio again and have students listen and repeat. What shall we do next?
How about going hiking?
Track 56
M: What shall we do next?
B: How about going hiking?
60 TRAVEL: Lesson 3
57
Track 57
What shall we do next?
What shall we do next? How about going skiing?
How about
going sk
iing?
 Pronunciation tip CD2 Track 58

58
In natural English, “How about…" sounds like /ha ba t/.
2. Tell students they must listen and notice the pronunciation B: How about going hiking?
feature. G: How about going hiking?
3. Play the audio once and draw attention to the pronunciation M: How about going hiking?
feature.
58
focus on the feature. Natural English: "How about…"

Practice.
How about going sightseeing? That sounds fun!
T: I say, “what/next/sightseeing”.
Group A, you say, “What shall we do next?”
Group B, you say, “How about going sightseeing?”
T: I say “what/next/snorkeling”.
Group A, you say, “What shall we do next?”
Group B, you say, “How about going snorkeling?” OK?
T: what/next/sightseeing
Group A: What shall we do next?
sightseeing camping scuba diving
Group B: How about going sightseeing?
shopping for a picnic snorkeling
T: what/next/snorkeling.
to a restaurant hiking swimming Continue whole class/group/individual drills with:
to the movies skiing fishing • what/next/skiing
• what/next/scuba diving
• what/next/hiking
the class.
E Play the “Tic tac toe” game.
1. Divide the class into groups of four. Each group has two teams with
How about going shopping?
two students in each team.
2. Have teams play rock, paper, scissors. The winning team chooses a
square, asks and answers.
P
We win!
TRAVEL: Lesson 3 61
Theme 5
Review
TRAVEL
ticket, passport, wallet, luggage, boarding pass
Structure:
Have you got your (ticket)?
Yes, I have./No, I haven't.

59
1 2 3 4 5 Track 59
PASSPORT
USA USA
1. M: Ticket. 4. M: Luggage.
20:30
20:30 1 DEC 2015 1 DEC 2015
2. M: Passport. 5. M: Boarding pass.

23B 23B
seat
seat
boarding 3. M: Wallet.
ticket passport wallet luggage
pass
B 1. Listen and read. 60

CD2
Track 60-61
The Browns are getting ready 1 Narrator: The Browns are getting ready to leave the hotel ...
PA
to leave the hotel...

SS
PO
RT
Have you got

your ticket? 1. Ann: Have you got your ticket, Tom?
Yes, I have.
Tom: Yes, I have. Here it is, Mom.
2
Ann: OK, good.
and put a tick or a cross in the box.
h!
PASSPORT
Ahh
PAS
SPO
2. Ann: Have you got your wallet, Sam?

RT
3
PASSPORT
!
k Sam: Uh... No, I haven’t!
PASSPORT
L oo
K!
Ann: Oh, Sam!!
AC 2
CR
4 3. (SOUND OF DOOR OPENING)
2 Ann: Alfie, have you got your passport?
2 Alfie: Yes, I have, Mrs. Brown.
1. Review the story from the previous lesson “The Browns arrived Ann: Very good.
in Italy.” 4. Ann: Lucy, have you got your luggage?
2. Now introduce the situation “The Browns are getting ready to Lucy: Yes, I have. It’s there, Mom.
leave the hotel ..." Ann: OK.
3. Have students call out the objects and people they can see. (SOUND OF BIRD SQUAWKING)
4. Have students listen and read. Lucy: Oh no! My passport!
(SOUND OF DOOR CLOSING)
2. Listen and () or ().
CD2
61
(FOOTSTEPS)
1. Play audio and demonstrate the activity using the example. Tom: Look! It’s in the tree!
2. Play audio and have students listen and tick or cross. Alfie: I’ll get it!
3. Play audio again and check answers as a whole class. (SOUND OF CLIMBING)
(SOUND OF BRANCH SNAPPING)
62
Alfie: AHHHHH!
1. Draw students’ attention to the structure box. (SOUND OF CAKE SPLATTERING)
Track 62
Structure W: Have you got your luggage?
Have you got your luggage? Yes, I have. G: Yes, I have.
Have you got your passport? No, I haven't. W: Have you got your passport?
62 TRAVEL: Lesson 4
G: No, I haven’t.
63
Track 63
Have you got your ticket?
Have you got your ticket? Yes, I have.
Yes, I ha
ve.

64
Track 64
In natural English, “Have you got your… " sounds like
/hævjәg t∫әr/.
Listen.
feature.
B: Have you got your wallet?
G: Have you got your wallet?
feature.
M:Have you got your wallet?
64
Natural English: "Have you got your…"

Practice.
Have you got your bag? No, I haven't. 1. Divide the class into Group A and Group B.
T: I say, “wallet/yes”.
1 2 3
Group A, you say, “Have you got your wallet?”
Group B, you say, “Yes, I have.”
T: I say, “ticket/no”.
Group A, you say, “Have you got your ticket?”
4 5 6
PASSPORT
Group B, you say, “No, I haven’t.” OK?
USA USA
20:30 1 DEC 2015
23B
20:30
1 DEC 2015
23B
T: wallet/yes
seat
seat
Group A: Have you got your wallet?

Group B: Yes, I have.
7 8 9
T: ticket/no
• luggage/no
• passport/no
• boarding pass/yes
• ticket/no
Ask and answer.
of the class.
E Play the “Guessing” game.

1. Divide the class into two teams.
Have you got your passport? Have you got your wallet? 2. Have a student stand at the front and face the class while hiding a
No, I haven't. Yes, I have. flashcard.
3. Have other students take turns asking the question.
4. Have the student answer "Yes, I have" if the guess is correct, or
"No, I haven't" if it is incorrect.
TRAVEL: Lesson 4 63
Theme 5
Review
TRAVEL
lesson 5
Beautiful places in Vietnam
Useful Language:
mountain, island, forest, cave, marine park
Language to talk about places of interest in
Vietnam.

65 Track 65
1. M: Moutain. 4. M: Cave.
1 2 3 4 5
2. M: Island. 5. M: Marine park.
3. M: Forest.
mountain island forest cave marine park
listening Listen and circle the correct answers. CD2

66
Track 66
Narrator: Listen to someone talking about their holiday.
1. G: Hello An. How was your holiday?
B: It was awesome!
G: Really? Where did you go?
B: First, we went to Cu Lao Cham Marine Park.
1. islands / marine park and circle.
2. G: Wow! That’s so cool! What did you do?
2. some turtles / some sharks
B: I went snorkeling and I saw some turtles!
3. mountain / forest G: Turtles?
4. a bear / a monkey B: Yeah, they were beautiful.
3. G: So you went to a marine park. Where else did you go?
B: Yes, we went to Son Tra Mountain.
1. Introduce the situation “Listen to someone talking about their G: Wow, a mountain? What was it like?
holiday.” B: It was awesome.
2. Play audio and demonstrate the places using the example. 4. G: What did you do?
3. Play audio and have students listen and circle. B: I went hiking and I saw a really big monkey.
4. Play audio again and check answers as a whole class. G: Wow! That’s so cool!
B: Yeah, it was funny.

67

Track 67
Useful language G: How was your holiday? B: It was great.
How was your holiday? It was great.
G: Where did you go? B: I went to an island.
Where did you go? I went to an island.
What did you do? I went hiking and I saw some monkeys. G: What did you do? B: I went hiking and I saw some monkeys
64 TRAVEL: Lesson 5
READING Read and fill in the blanks.
Dear John, To: John

How was your holiday? I had a great (1) holiday on 123 Main Street,
Phu Quoc island last week. The (2) _____________ USA
was so beautiful. I visited many places. First, I went
to marine park. I went (3) _____________ in the
sea and I saw a big green turtle. The water was so 2. Read the text as a whole class.
clear. The next day I went scuba diving and saw 3. Demonstrate the activity using the example.
a (4) _______________swimming next to me. We
went (5) ____________ on Friday at the market ling 4. Have students look and fill in the blanks.
Me snorke
and I saw lots of beautiful scarves and shoes. 5. Check answers as a whole class.
I can’t wait to go there again!
See you soon,
Nam
Shoppin
shopping island snorkeling shark holiday g :)
SPEAKING Practice the conversation.
G: Hi Nam. How was your holiday?

B: It was awesome! great / really good / great / awesome
G: Where did you go?
B: I went to a marine park. a forest / a mountain / an island / a cave
G: What did you do?
B: I went snorkeling and I saw hiking / camping / swimming / sightseeing
a shark. some monkeys / some birds / a turtle / some bats
G: Wow! That’s great!

2. Divide the class into pairs, and have them role-play the dialogue.
WRITING Look at READING and listening . Complete the postcard.
Hi ________,
Last week I went to _______________________________________________.
It was __________________________________________________________.
I went __________________________ and I saw ______________________.
See you soon,
_________________.
1. Have students write full sentences about what they saw.

3. Have students take turns reading their postcards to each other.
4. Afterwards, have some pairs demonstrate the activity in front of the class.
TRAVEL: Lesson 5 65
Theme 5
TRAVEL lesson 6 Review and Practice

68
Cody Nick Lucy Jane Peter
Track 68
France Narrator: Look at the picture. Listen. There is one example.
Italy G: What are you doing for the holidays, Cody?
the Philippines B: I’m going to France.
G: You’re going to France? Cool!
Cambodia Narrator: Can you see the line? This is an example. Now listen
and draw lines
Malaysia 1. G: What are you doing for the holiday, Nick?
B: I’m going to the Philippines.
G: Wow! The Philippines is a beautiful country.
1. Have students look at the pictures and call out the countries 2. B: What are you doing for the holidays, Lucy?
they can see. G: I’m going to Italy.
2. Play audio and demonstrate the activity using the example. B: Italy? That sounds great!
3. Play audio and have students listen and draw lines. 3. B: What are you doing for the holidays, Jane?
4. Play audio again and check answers as a whole class. G: I’m going to Cambodia.
B: Oh, that sounds like fun!
4. G: What are you doing for the holidays, Peter?
B: I’m going to Malaysia.
G: Malaysia? Awesome!
REading & writing Read the text. Choose the right words and write them on the lines.
In the holidays I'm going to the Philippines and I'm going by plane. The airport's about
(1) _________ kilometers from my house. First, I'm going to the train station. Then, I'm
going to the bus station. After that, I'm going to the (2) ___________. I have my passport,
tickets and (3) ____________. When I get there, I'm going (4) ___________, because I
want to see lots of fish. After that, I'm going (5) ___________ in the city, and I'm going to
take lots of photos.
bus station sightseeing snorkeling the Philippines

airport picnic luggage ten

4. Have students read the text again and write the correct words on the lines.
66 TRAVEL: Lesson 6
69

Pair 1 vs. Pair 2
What are you I'm going to

doing for the (Italy). I'm going
holidays? (sightseeing).
P
1. Divide the class into groups of four. Divide each groups into pairs.
How far is it from
the (bus station) to It's about (seven) 2. Have each pair use a different color pen. Have students play rock,
the (airport)? kilometers. paper, scissors. The winners will go first.
7 km 15 km 9 km 4 km
3. Student A from the first team points to the space on the board
where they wish to put a mark and asks the related question.
What shall we do How about going
next? (scuba diving)?
Student B answers. If the answer is correct, that team can put a
mark on the space. If the answer is incorrect, the next team takes
P
their turn.
Have you got PASSPORT
Yes, I have. 4. The winners are the team that can get three of their own marks in
No, I haven't. a row horizontally, vertically or diagonally.
USA USA
your (luggage)? 20:30 1 DEC 2015
23B
20:30
1 DEC 2015
23B
seat
seat
Note: Swap students roles after each turn.
We win!
i can...
• I can talk about future plans.

• I can say how far some place is.
• I can make suggestions of activities.
• I can ask if someone has something.
= Great!
 = OK
(if they have it).
TRAVEL: Lesson 6 67
WEATHER
WEATHER
foggy, clear, overcast, freezing, windy
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. What's the weather going to be like?
2. Have students read the words on the board. It's going to be (foggy).

01 Track 01
1. M: Foggy. 4. M: Freezing.
1 2 3 4 5
2. M: Clear. 5. M: Windy.
3. M: Overcast.
foggy clear overcast freezing windy
B 1. Listen and read.

CD3
02
Track 02 - 03
Narrator: On Monday, Lucy is about to go out…
On Monday, Lucy is about On Tuesday… On Wednesday… 1
to go out…
What's the weather
going to be like? 1. Lucy: I’m going to meet Jane later. What’s the weather going
to be like?
2
Ben: It’s going to be freezing.
It's going to be freezing.
Lucy: Freezing? I’ll wear my sweater.
On Thursday… One hour later… 3 and tick the box.
2. Narrator: On Tuesday…
Tom: Alfie, let’s go and fly a kite after lunch.
4 Ann: Wait, what’s the weather going to be like?
Tom: It’s OK, Mom, It’s going to be windy.
Ann: Windy? OK.
3. Narrator: On Wednesday…
1. Introduce the situation “On Monday, Lucy is about to go out…” Ben: Mom, I want to play soccer this afternoon at the park.
2. Have students call out the weather and people they can see. Ann: Hmm. What’s the weather going to be like?
3. Have students listen and read. Ben: It’s going to be overcast. I’ll come home before it rains.
Please, Mom.
2. Listen and (). CD3
03
Ann: Oh, alright, Ben.
1. Play audio and demonstrate the activity using the example. 4. Narrator: On Thursday…
2. Play audio and have students listen and tick the box. Lucy: Dad, let’s take Buster for a walk.
3. Play audio again and check answers as a whole class. Sam: Five more minutes, Lucy.
Lucy: But Dad, it’s going to be foggy later.
04
Sam: Foggy? Give me five more minutes.
1. Draw students’ attention to the structure box. Narrator: An hour later…
2. Play audio and have students listen. (SOUND OF FOOTSTEPS AND SAM SCREAMING)
3. Play audio again and have students listen and repeat. Lucy: Dad! Dad!
Sam: I’m OK! (ECHOING)
Structure
What's the weather going to be like?
It's going to be windy. Track 04
B: What’s the weather going to be like?
G: It’s going to be windy.
68 WEATHER: Lesson 1
05
Track 05
It's going t It's going to be foggy.
o be fog
gy.
Track 06
06
In natural English, “…going to be …" sounds like /gәnәbi:/.
2. Tell students they must listen and notice the pronunciation B: What's the weather going to be like?
feature. G: What's the weather going to be like?
3. Play the audio once and draw attention to the pronunciation M: What's the weather going to be like?
feature.
06
Natural English: "...going to be..."
Practice.
T: I say,“weather/Thursday/rainy”.
What's the weather going
Group A, you say,“What’s the weather going to be like on Thurs-
It's going to be
to be like on Thursday? freezing. day?”
Group B, you say,“It’s going to be rainy.”
Monday Tuesday Wednesday Thursday Friday Saturday Sunday T: I say,“weather/Sunday/windy”.
Group A, you say, “What’s the weather going to be like on Sunday?”
Week 1 sunny cloudy foggy freezing clear warm windy Group B, you say, “It’s going to be windy.”OK?
T: weather/Thursday/rainy
Week 2 windy overcast rainy foggy clear overcast snowy Group A: What’s the weather going to be like on Thursday?
Group B: It’s going to be rainy.
Week 3 foggy freezing snowy windy sunny overcast rainy T: weather/Saturday/windy
Week 4 overcast freezing rainy sunny windy foggy clear • weather/Monday/foggy
• weather/Tuesday/overcast
• weather/Wednesday/clear
• weather/Thursday/snowy
• weather/Friday/sunny
• weather/Saturday/cloudy
6. Afterwards, have some pairs demonstrate the activity in front of the
class.
E Talk to your friends. Plan the weather for a week.

What's the weather going to
It's going to be foggy.
be like on Monday morning? 1. Demonstrate the activity using the example.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday 3. Have each pair plan the weather for a week and fill in the table.
Morning foggy
the class.
Afternoon
WEATHER: Lesson 1 69
WEATHER
WEATHER
have a picnic, play blind man's bluff, go
surfing, go rock climbing, do arts and crafts,
Review play board games
2. Have students read the words on the board. Structure:
3. Write the structures from the previous lesson on the board. What can we do on the weekend?
4. Have students read the sentences on the board. If it's (sunny), we can (go surfing).

07 Track 07
1. M: Have a picnic. 4. M: Go rock climbing.
1 3 4 5
2 6
st a
Go ahead
2 spaces
2. M: Play blind man's bluff. 5. M: Do arts and crafts.
r
Tw inkl e, t
w ink le , li ttle
2 1234556677788989034345434
Alfie
3. M: Go surfing. 6. M: Play board games.

have a play blind go rock do arts play board
go surfing
picnic man's bluff climbing and crafts games

CD3
08
Track 08 - 09
They're planning for the weekend… 1 Narrator: They're planning for the weekend...
What can we do on
the weekend? Narrator: Look at the pictures. Listen. There is one example.
1. Ben: What can we do on the weekend?
2
Tom: If it’s sunny, we can have a picnic.
Ben: Picnic? Great!
If it's sunny, we can
2 1234556677788989034345434
Alfie
have a picnic.
!!
2 and circle.
On the weekend...
3 2. Alfie: What can we do if it’s clear?
Lucy: We can play blind man’s bluff in the garden.
Tw inkl e,
tw inkle , li ttle s
ta r Go ahead
2 spaces
Alfie: Blind man’s bluff? That’s awesome.

4
3. Ben: What can we do if it’s rainy?
Lucy: We can play board games at home.
Ben: That’s a great idea.
4. Alfie: What can we do if it’s foggy?
Lucy: If it’s foggy, we can do arts and crafts.
1. Review the story from the previous lesson “On Monday, Lucy was Alfie: Sounds great!
about to go out.” Narrator: On the weekend…
2. Now introduce the situation “They're planning for the weekend…” (SOUND OF WAVES AND STRONG WINDS)
3. Have students call out the activities and people they can see. (WHOOSH!!! SMACK!!!)
4. Have students listen and read. Tom: Argh!!! (SPLASH)

2. Play audio and have students listen and circle. Structure
3. Play audio again and check answers as a whole class. What can we do on the weekend?
If it's sunny, we can go rock climbing.
10

2. Play audio and have students listen. Track 10
3. Play audio again and have students listen and repeat. B: What can we do on the weekend?
G: If it’s sunny, we can go rock climbing.
11
Track 11
What can we do on the weekend?
What can we do on the weekend? If it's sunny, we can have a picnic.
If it's sunny, we
can hav
e a picnic.
Track 12
12
In natural English, “…we can…" sounds like /wikәn/.
2. Tell students they must listen and notice the pronunciation B: We can have a picnic.
feature. G: We can have a picnic.
3. Play the audio once and draw attention to the pronunciation M: We can have a picnic.
feature.
12
focus on the feature. Natural English: "…we can…"

Practice.
T: I say, “weekend/cloudy/have a picnic”.
What can we do on the weekend?
If it's windy, we can go surfing. Group A, you say, “What can we do on the weekend?”
Group B, you say, “If it’s cloudy, we can have a picnic.”
1 2 3 4
T: I say, “weekend/rainy/play board games”.
Group A, you say, “What can we do on the weekend?”
Group B, you say, “If it’s rainy, we can play board games.”OK?
T: weekend/cloudy/have a pinic
sunny/windy foggy/rainy overcast/cloudy snowy/freezing
Group A: What can we do on the weekend?
Group B: The If it’s cloudy, we can have a picnic.
5 6 7 8
Tw inkl e,
tw inkle , li ttle s
ta r Go ahead
2 spaces T: weekend/rainy/play board games
2 1234556677788989034345434
Alfie

• weekend/foggy/play blind man’s bluff
overcast/foggy overcast/windy windy/sunny rainy/foggy
• weekend/sunny/surfing
• weekend/windy/fly a kite
• weekend/snowy/do arts and crafts
class.
What can we do If it's rainy, we can play If it's rainy, we can play
on the weekend? blind man's bluff. board games. 1. Have a student sit in the front of the class, facing away from the
board.
2. Stick a flashcard on the board.
3. Have a student in the class ask the related question, e.g." What
can we do on the weekend?"
If it's rainy... No. That's right! 4. Have other students give a clue, e.g. "If it's rainy..."
5. Have the student at the front guess the activity, e.g. "If it's rainy,
we can play blind man's bluff." The student has three guesses
before the class tell them the answer.
WEATHER
WEATHER
Theme 6 lesson 3
Vocabulary:
sunglasses, sunscreen, cap, raincoat, jacket,
Review umbrella
2. Have students read the words on the board. It's going to be (rainy). Take (an umbrella).
3. Write the structures from the previous lesson on the board. Sure. Thanks.

13
1 2 3 4 5 6 Track 13
1. M: Sunglasses. 4. M: Raincoat.
Su
50 c
ns
r
UV e e n
2. M: Sunscreen. 5. M: Jacket.
3. M: Cap. 6. M: Umbrella.
sunglasses sunscreen cap raincoat jacket umbrella

CD3
14
Track 14 - 15
Sam's taking the kids to
Narrator: Sam’s taking the kids to the park…
1
the park…
It's going to be Narrator: Look at the pictures. Listen. There is one example.
sunny. Take a cap.
1. Ann: Are you ready to go to the park with Daddy?
Ben: Yes, Mom.
2 Ann: It’s going to be sunny. Take a cap.
Sure, thanks Mom. Ben: Sure, thanks Mom.
and tick the box.
3
2. Sam: Quick, quick, everyone!
Su
50 c
ns
Ann: It’s going to be sunny. Take sunglasses with you.

UV e e n
Sam: Sunglasses? Kids, take your sunglasses!

4 3. Ann: Oh, don’t forget to take sunscreen.
1 balloon $1
Sam: Sunscreen? Oh, yes. It’s going to be sunny.
Alex: Bye bye, Mommy.
1 balloon $1
4. Ann: Wait! You'd better take jackets with you. I think it’s going
1.Review the story from the previous lesson “They were to be breezy.
planning for the weekend.” Tom: Sure, Mom.
2. Now introduce the situation “Sam’s taking the kids to the (SOUNDS OF THE PARK)
park...” Tom: Look! Balloons! Let’s buy one each.
3. Have students call out the objects and people they can see. Alfie: Wow! I like this one.
4. Have students listen and read. (SOUND OF STRONG WINDS)
2. Listen and (). 15 CD3
Tom: Stop! Alfie! No! Alfie!
2. Play audio and have students listen and tick the box.
3. Play audio again and check answers as a whole class. Track 16
W: It's going to be sunny. Take sunscreen with you.
16
M: Sure. Thanks.
Structure
sunglasses/sunscreen
It's going to be sunny. Take sunscreen with you. a jacket/raincoat/cap
Sure. Thanks. an umbrella
17
.
sunglasses Track 17
It's going to be sunny. Take your
Don't forget your sunscreen and cap. It's going to be sunny. Take your sunglasses.
Sure. Th
anks.
Don't forget your sunscreen and cap.
Sure. Thanks.

18
Track 18
Listen.
1. Focus on the example sentence and briefly explain the focus. B: I think it's going to be rainy.
2. Tell students they must listen and notice the pronunciation G: I think it's going to be rainy.
feature. M: I think it's going to be rainy.
feature.
18
focus on the feature. Intonation: "I think it's going to be rainy."
Practice.
D Practice. Point and say.
It's going to be sunny. T: I say,“sunny/sunscreen”
Take sunscreen. Sure, thanks. Group A, you say,“It’s going to be sunny. Take sunscreen.”
Group B, you say,“Sure, thanks.”
T: I say,“rainy/umbrella”
gloves Group A, you say,“It’s going to be rainy. Take an umbrella.”
sunglasses Group B, you say,“Sure, thanks.”OK?
sunny rainy T: sunny/sunscreen
sunscreen
Group A: It’s going to be sunny. Take sunscreen.
scarf Group B: Sure, thanks.
cap T: rainy/umbrella
clear windy raincoat
• windy/jacket
umbrella • clear/cap
jacket • sunny/sunglasses
• freezing/sweater
sweater
snowy freezing Point and say.
4. Have Student A point and have Student B say.
class.
It's going to 1. Divide the class into two teams.

be rainy. Take a raincoat?
Take an umbrella? 2. Have Student A sit in front of the class, facing away from the board.
Yes,
No. you're 3. Stick a flashcard on the board.
4. Have other students say a related sentence, e.g. "It's going to be rainy."
umbrella
right.
umbrella umbrella
5. Have Student A make a guess, e.g. "Take a raincoat?" The student

have three guesses before the class tell them the answer.
6. Have students take turns and repeat.
WEATHER
WEATHER
flood, food, money, clothes, medicine,
blankets
Review
2. Have students read the words on the board. There’s a flood in (Thailand).
3. Write the structures from the previous lesson on the board. We can send them some (clothes).

19
Track 19
1. M: Flood.
1 2 3 4 5 6
2. M: Food.
s
ssssss
s ss 3. M: Money.
4. M: Clothes.
flood food money clothes medicine blankets 5. M: Medicine.
6. M: Blankets.
to the pictures in their books. 6. Divide the class into pairs and have them play with each
the class.

20
Track 20 - 21
The children want to help people… Narrator: The children want to help people…
There’s a flood
We can
in Malaysia.
send them
some food.
1. Tom: Mom, my teacher says there’s a flood in Malaysia. We’re
trying to help them.
Ann: We can send them some food.
2 2
Tom: Thanks Mom. That’s great!
+ HELP CENT
ER
and draw lines.
2. Lucy: I want to help too. Can I send them some of my old
clothes?
s
ssssss
s ss
Ann: Yes, of course you can, Lucy.

Lucy: OK. I’ll look for some now.
Ann: Good girl, Lucy.
3. Ben: Oh, Mommy. I want to help too!
Ann: What do you want to do, Ben?
1. Review the story from the previous lesson “Sam was taking Ben: Can I send them my pocket money?
the kids to the park" Ann: Yes, Ben. We can send them some money.
2. Now introduce the situation“The children want to help people...” 4. (SOUND OF NEWS ON TV)
3. Have students call out the items and people they can see. Sam: Ann, there are lots of sick people there, too.
4. Have students listen and read. Lucy: Dad, we have to help them.
2. Listen and draw lines. 21 CD3 Ann: Yes, those poor people.
Sam: We can send them some medicine, too.
(SOUND OF PREPARING STUFF AND TRUCK DRIVING AWAY)
2. Play audio and have students listen and draw lines.
Structure
22
There's a flood in Japan.
1. Draw students’ attention to the structure box. We can send them some food.
Track 22
B: There’s a flood in Japan.
G: We can send them some food.
23
Track 23
There's a flood in Malaysia.
There's a flood in Malaysia. We can send them some food.
We can send
them so
me food.
1. Play audio and have students listen. 3. Play audio and have students sing the song as a whole class.
2. Play audio and have students point to the pictures in Part A. 4. Divide the class into two groups, Group A and Group B take
Track 24
24
In natural English, “There is a…" sounds like /ðәrzә/.
2. Tell students they must listen and notice the pronunciation B: There’s a flood in Thailand.
feature. G: There’s a flood in Thailand.
3. Play the audio once and draw attention to the pronunciation M: There’s a flood in Thailand.
feature.
24
focus on the feature. Natural English: "There is a..."

Practice.
There’s a flood in
Cambodia. We can send them some money. T: I say,“flood/Cambodia/food”.
Group A, you say,“There’s a flood in Cambodia.”
1 2 3 4 Group B, you say,“We can send them some food.”
T: I say“flood/Japan/clothes”.
s
ssssss
Cambodia
s ss Group A, you say,“There’s a flood in Japan.”
Vietnam Group B, you say,“We can send them some clothes.”OK?
money clothes school books blankets
T: flood/Cambodia/food
Japan
5 6 7 8 Group A: There’s a flood in Cambodia.
Group B: We can send them some food.
Thailand
T: flood/Japan/clothes
toys food shoes medicine • flood/the Philippines/medicine
• flood/Cambodia/money
• flood/Vietnam/blankets
Point and say.
4. Have Student A point to a country and say a statement, e.g.
"There's a flood in Cambodia". Have Student B point to the pictures
and make a suggestion "We can send them some money."
class.
E Play the "Guessing" game.

There’s a flood in Japan. We can send them
some blankets.
We can send them 2. Have a student hide a flashcard and say a statement, e.g.
some money.
"There's a flood in Japan."
3. Have other students guess the suggestion, e.g. "We can send
s
ssssss
s
ssssss
them some blankets."
s ss
s ss
No. Yes! 4. Have students continue guessing until they guess correctly.
WEATHER
WEATHER
Theme 6 lesson 5 New words:
north, east, south, west, central
Useful language:
Review What's the weather like in the (north) of
Vietnam in (July)?
It's (rainy) and (cool).

25
Track 25
1. M: North.
1 2 3 4 5
2. M: East.
3. M: South.
4. M: West.
north east south west central 5. M: Central.
2. Play audio again and have students listen, repeat and point What’s missing?”. Arrange the flashcards on the board and
to the pictures in their books. remove one card when students are not looking. Have one
student from each team call out the missing flashcard.
listening Listen and circle “True” or “False”. CD3

26
Track 26
SEASONS MONTHS
Narrator: Vietnam travel guide.
Spring March, April, May
1. M: Vietnam is a beautiful country with many types of
Summer June, July, August
weather. The north of Vietnam has four seasons. The best
time to visit is in spring when it’s cool and sunny.
Fall September, October, November Narrator: Can you see the circle? This is an example. Now listen
and circle.
Winter December, January, February
2. M: The south of Vietnam has two seasons, rainy and dry.
In July, it’s very wet and hot. The best time to travel there is in
Hot 35 1. It’s rainy in the north of Vietnam in spring. True / False November.
Cool 22 2. It’s hot in the south of Vietnam in July. True / False 3. M: Hoi An is in Central Vietnam. It’s usually wet and rainy in
Cold 15
3. Central Vietnam is wet in winter. True / False winter. The hottest month is May.
4. Storms come from the west of Vietnam. True / False 4. M: Central Vietnam can sometimes get storms coming in
from the East. Be careful if you travel there in November.

27

Track 27
W: What’s the weather like in the north of Vietnam in July?
M: It’s rainy and cool.
Useful language
What's the weather like in the north of Vietnam in July?
It's rainy and cool.
Vietnam Travel Review 1. Have students read the text individually.

Sa Pa, in the (1) north of Vietnam, has beautiful mountains.
It’s a good place to go (2) _________. It can be very cold in the
(3) ________ and sometimes it snows. If you like hot weather,
4. Have students look and fill in the blanks.
you should go to Central Vietnam around May. There are lots of
beautiful beaches in Da Nang. Don’t go there in October or
November because there are (4) _______. The south of Vietnam is
a great place for sightseeing. But if you go there in the summer,
take an umbrella with you because it’s the (5) _________ season.
rainy hiking north storms winter
SPEAKING Practice the conversation.
North South Central Sapa Nha Trang
Winter
Jane: What's the weather December wet, hot, sunny, freezing, dry,
like in the south of January cold sunny windy snowy clear
February
Vietnam in July?
Spring
Ted: I t's wet and hot. March cool, dry, dry, windy, hot,
April sunny sunny hot overcast sunny
Jane: What's the weather May
like in Sapa in spring? Summer
June rainy, wet, hot, wet, sunny,
Ted: It's windy and overcast. July cool hot sunny windy dry
August
Fall
September windy, clear, stormy, dry, rainy,
October rainy sunny wet clear stormy
November

3. Have students practice the conversation.
4. Swap roles and repeat, using the table.
WRITING Look at the chart and write sentences.
1. It's clear and sunny in the south of Vietnam in October.

2. ______________________________________________________________________________.
3. ______________________________________________________________________________.
4. ______________________________________________________________________________.
1. Have students look at the chart and write full sentences about the weather.
3. Have students take turns reading their sentences to each other.
WEATHER
WEATHER
listening Listen and () the box. CD3

28
Track 28
Example What can the children do if it's sunny? Narrator: Look at the pictures. Listen. There is one example.
Narrator: What can the children do if it’s sunny?
a b c
G: What can we do on the weekend.
What's the weather going to be like? Then what can they do? B: We can fly a kite if it’s windy.
G: If it’s not windy?
1 2
Tw inkl e,
tw ink le , li ttle s
ta r Go ahead
2 spaces
B: We can have a picnic if it’s sunny.

a b c a b c
G: Picnic? That’s a great idea.
What should he take? What can they do to help?
3 4 and tick the box.
a b c a b c 1. Narrator: What’s the weather going to be like?
B: Let’s check the weather forecast first!
G: What’s the weather going to be like on the weekend?
1. Have students look at the pictures and call out the weather B: They say it’s going to be foggy.
conditions they can see. G: Well, we can’t have a picnic on a foggy day.
2. Play audio and demonstrate the activity using the example. 2. Narrator: Then what can they do?
3. Play audio and have students listen and tick the box. B: Alright. It’s going to be foggy. What can we do?
4. Play audio again. G: Hmm. Ah, we can do arts and crafts.
5. Play audio again and check answers as a whole class. B: No. I don’t like it.
G: How about playing board games?
B: It sounds awesome! Sure.
3. Narrator: What should he take?
B: I’m going to the bookstore.
G: I think it’s going to be windy. Don’t forget to take your
jacket.
B: Jacket? Yes, you’re right.
4. Narrator: What can they do to help?
G: Hey, the TV says there’s a flood in Malaysia.
B: We should help them.
G: You’re right! We could send them some clothes.
B: That’s a great idea!
REading & writing Look and read. Write Yes or No.
Weekend weather
New York New York
Denver
2. Have students look at the picture and read the statements,
Seattle
then write Yes or No depending on whether the statement
Dallas
is true or false.
Denver Las Vegas
ay
4. Afterwards, have students look at the picture and say new
Saturd Sunda
y
true statements for each of the false statements.
Example
It’s going to be rainy in Las Vegas on Sunday. Yes
It’s going to be foggy in Dallas on Saturday. No
Questions
1. It’s going to be sunny in Seattle on Saturday. _________________
2. On Sunday, it’s going to be rainy in Las Vegas. _________________
3. It’s going to be overcast in Denver on Saturday. _________________
4. It’s going to be foggy in New York on Sunday. _________________
29

Pair 1 1. Divide the class into groups of four. Each group has two teams
Thailand
Japan arts
chooses a block, asks and answers.
clothes and crafts 3. If the answer is correct, that team marks the block. The other
food picnic team can’t use that block.
sunscreen
5. The winning team is the team that creates a line of blocks from
Pair 2 swimming skiing cap top to bottom or left to right.
surfing your
country
Malaysia
raincoat money
sweater blankets
blind man’s board games
bluff watch TV

It's going to be (snowy).
What can we do at the weekend?
If it's (sunny), we can (go swimming).
It's going to be (rainy). Take (a raincoat). We win!
Sure. Thanks.
There's a flood in (Malaysia).
We can send them some (money).
i can...
• I can talk about the weather.

• I can suggest activities to do in different weather.
• I can suggest things to bring in different weather.
• I can talk about how to help people after a flood.
= Great!
 = OK
(if they have it).
Theme 7
Review
HOME
house, apartment, bungalow, mansion,
houseboat, tree house
Structure:
Where does your (Aunt Lisa) live?
2. Have students read the words on the board. (She) lives in (a mansion) in (River Town).

30
Track 30
3
1. M: House.
1 2 4 5 6
2. M: Apartment.
3. M: Bungalow.
house apartment bungalow mansion houseboat tree house
4. M: Mansion.
5. M: Houseboat.
6. M: Tree house.

students listen and repeat. Point to the flashcards along with
the audio. Repeat several times.
What’s missing?”. Arrange flashcards on the board and remove
2. Play audio again and have students listen, repeat and point to
one card when students are not looking. One student from
the pictures in their books.
each team calls out the missing flashcard.

31
Track 31 - 32
The family goes to visit uncle Kevin…
1
Narrator: The family goes to visit Uncle Kevin…
Where does
your uncle live?
He lives in a house Narrator: Look at the pictures. Listen. There is one example.
in River Town.
River Town
1. Sam: OK, let’s go see Kevin! (CAR STARTS)
Tony
Alfie: Kevin? Who’s Kevin?
2
Tom: Oh, he’s my uncle. He just moved.
Alfie: Really? Where does your Uncle Kevin live?
Lake Town Kevin Tom: He lives in a house in River Town.
Later in the evening…
2 3 Narrator: Can you see the line? This is an example.
Now listen and draw lines.
Greenwood Pete 2. Alfie: What about your Uncle Paul? Where does he live?
Tom: He lives on a houseboat in Lake Town. He’s a fisherman.
4
Alfie: Wow! A houseboat! Cool!
3. Alfie: Where does your Uncle Tony live?
Maple City Paul
Tom: He lives in a mansion in Greenwood, with lots of cars.
1. Introduce the situation “The family goes to visit Uncle Kevin…” He’s rich.
2. Have students call out the types of houses and people they can Alfie: Wow! A mansion! That’s awesome!
see. 4. Tom: Uncle Pete’s house is the best.
3. Have students listen and read. Alfie: Really? Where does your Uncle Pete live?
Tom: He lives in a tree house in the Maple City Zoo!
Alfie: Wow! That’s so cool!

1. Play audio and demonstrate the activity using the example. Tom: Yeah, but Dad doesn’t like the monkeys.
2. Play audio and have students listen and and draw lines.
33
1. Draw students’ attention to the structure box. Track 33

2. Play audio and have students listen. B: Where does your cousin live?
3. Play audio again and have students listen and repeat. G: He lives in an apartment in Maple City.
Structure
Where does your cousin live?
He lives in an apartment in Maple City.
80 HOME: Lesson 1
34
Track 34
Where does your friend Jill live? Where does your friend Jill live?
She lives in She lives in a house in River Town.
a house
in River Town.
Track 35
35
In natural English, “…does your…" sounds like /d zjәr/.
2. Tell students they must listen and notice the pronunciation B: Where does your mom live?
feature. G: Where does your mom live?
3. Play the audio once and draw attention to the pronunciation M: Where does your mom live?
feature.
focus on the feature. 35

Natural English: "...does your…"
Nick: Where are you going Tom?

Tom: I'm going to visit my Uncle Kevin. Cousin Bill/Grandpa Dan
Nick: Really? Where does your uncle live? cousin/grandpa
Tom: He lives in a house in apartment/bungalow
Greenwood. Lake Town/River Town
At 37 Pine Street. 22 Water Street/75 Main Street
Nick: OK, have fun! See you soon.
Tom: Bye. See you later.

E Ask your friends. Write their addresses.
Where does Max live?

He lives in a house in Lake Town at 22 Red Street.

NAME ADDRESS 2. Divide the class into groups of three.
3. Have students ask their friends about their addresses and fill in
the blanks.
4. Afterwards, have some students read their notes in front of the
class.
HOME: Lesson 1 81
Theme 7
Review
HOME
roof, wall, gate, fence, shutters, curtains
Structure:
Which house is (Aunt Sally)'s?
The one with the (black) (gate).
2. Have students read the words on the board. The one with the (white) (curtains).

36 Track 36
1. M: Roof. 4. M: Fence.
1 2 3 4 5 6
2. M: Wall. 5. M: Shutters.
3. M: Gate. 6. M: Curtains.
roof wall gate fence shutters curtains

1. Arrange the flashcards on the board, play audio and have 4. Play the “Word Tennis” game. Have one student come to the
students listen and repeat. Point to the flashcards along front and play "Tennis" with you.
to the pictures in their books. 6. Divide the class into pairs and have them play with each
the class.

37
Track 37 - 38
Sam finds Uncle Kevin's street…
1 Narrator: Sam finds Uncle Kevin’s street…
Which house is Narrator: Look at the pictures. Listen. There is one example.
Uncle Kevin's?
1. Sam: Well, this is the street.
gate
Lucy: Which house is Uncle Kevin’s?
2
The one with
RAINBOW ROA
D
Sam: Hmmm… The one with the black gate.
the black gate.
Narrator: Can you see the circle? This is an example. Now
roof listen and circle.
3
2. Lucy: There are four houses with black gates!
Sam: I’ll call your mother. She was here yesterday.
(SOUND OF DIALING NUMBER)
curtains Ann: Hello?
4 Sam: Hi sweetie, it’s me. We’re on Kevin’s street.
Which house is Kevin’s?
Ann: Hmm... The one with the red roof.
shutters
3. Sam: I see three houses with red roofs. Which house is
1. Review the story from the previous lesson“The family went to visit Kevin’s?
Uncle Kevin.” Ann: The one with the blue curtains.
2. Introduce the situation “Sam finds Uncle Kevin’s street…” 4. Sam: I see two houses with blue curtains. Which house is
3. Have students call out the objects and people they can see. Kevin’s?
4. Have students listen and read. Ann: Hmmm... Oh yes. The one with the yellow shutters.
Sam: Ah, OK! I see it! Talk soon, sweetie!
Ann: OK, bye. (CLICK)

1. Play audio and demonstrate the activity using the example. Sam: I’ll go ring the doorbell. (GATE CLICKS SHUT. GROWL)
2. Play audio and have students listen and circle. Sam: Ah! A dog! Help me!!!
3. Play audio again and check answers as a whole class. (SOUND OF SCRAMBLING OVER FENCE)
3. Practice the structure. 39 CD3 (SOUND OF RUNNING)
Lucy: What’s wrong, Dad?
Sam: Big dog! Big… dog!
(CHIHUAHUA BARKING)
Structure Track 39
Which house is Grandpa Dan's? B: Which house is Grandpa Dan’s?
The one with the black roof. G: The one with the black roof.
82 HOME: Lesson 2
40
Track 40
Which house is Uncle Tony's?
Which house is Uncle Tony's?
T h e on e The one with the red roof.
with the r
ed roof.

41 Track 41
1. Focus on the example sentence and briefly explain the focus. In natural English, "Which house is…" sounds like /w t∫ha z/.
feature. B: Which house is Aunt Sally's?
3. Play the audio once and draw attention to the pronunciation G: Which house is Aunt Sally's?
feature. M: Which house is Aunt Sally's?
41
Natural English: "Which house is…"
Which house is Grandpa Fred's?

The one with the green walls.
T: I say, “Grandpa Dan/green walls”.

Group A, you say, “Which house is Grandpa Dan's?”
Group B, you say, “The one with the blue walls.” OK?
Grandpa Fred Cousin Lisa Nick Uncle Paul Mai
T: I say, “Uncle Tony/red roof”.
shutters
Group A: Which house is Uncle Tony’s?
walls
Group B: The one with the red roof.
T: Grandpa Fred/green walls
gate Continue whole class/group/individual drills with:
fence • Cousin John/red gate
• Cousin Lisa/black roof
roof
• Nick/black shutters
curtains • Mai/pink fence
Talk about the homes. Ask and answer.
2. Have students look at the chart and call out the objects they
can see.
Practice. 3. Demonstrate the activity using the example.
1. Divide the class into Group A and Group B. 4. Have Student A ask and have Student B answer.
T: I say, “Uncle Paul/red roof”. 5. Swap roles and repeat.
Group A, you say, “Which house is Uncle Paul's?” 6. Afterwards, have some pairs demonstrate the activity in front
Group B, you say, “The one with the blue curtains” of the class.
E Take turns. Ask and answer. Guess.

Which house is The one with the Which house is The one with the
yours? white fence. yours? blue roof. 1. Demonstrate the game using the example.
3. Have Student A choose a house and do not tell anyone.
4. Have other students ask and have Student A answer the
question.
5. Have other students guess the house that Student A chose.
HOME: Lesson 2 83
Theme 7
Review
HOME lesson 3 Vocabulary:
rough, hard, soft, smooth, bumpy
Structure:
How (does) (it) feel?
2. Have students read the words on the board. (It) (feels) (smooth).

42 Track 42
1. M: Rough. 4. M: Smooth.
1 2 3 4 5
2. M: Hard. 5. M: Bumpy.
3. M: Soft.
rough hard soft smooth bumpy have students say the words, correct pronunciation when needed.
4. Play the “Guess” game. Arrange the flashcards on the board and
write a number under each card.
students listen and repeat. Point to the flashcards along
5. Have students look at the flashcards for the count of ten. Turn the
with the audio. Repeat several times.
flashcards over to face the board when the students are not looking.
2. Play audio again and have students listen, repeat and point
6. Call out a number and have students take turns to guess the face
to the pictures in their books.
down card. Turn the flashcard over after each guess.

43
Track 43- 44
What is it? 1 smooth
The kids play at Uncle Kevin's…
Narrator: The kids play at Uncle Kevin’s…
How does it feel?
2 bumpy 1. Tom: Let’s play a game! Here, Alfie, wear this over your eyes.
1234556677788989034345434
Alfie
It feels smooth. It's an apple. Alfie: OK.
43454343
09898877
Tom: Now put your hand in the bag. Do you have something?
efilA
76655432
1
!!
It feels soft!
It's bedtime...
3 hard
Alfie: Yes.
Tom: How does it feel?
1234556677788989034345434
Alfie
Alfie: It feels smooth.

4 soft
Tom: What is it?
Alfie: It’s an apple!
Narrator: Can you see the tick? This is an example.
1. Review the story from the previous lesson“Sam found Now listen and tick the box.
Uncle Kevin’s street.” 2. Alfie: Your turn, Lucy. Got something?
2. Introduce the situation “The kids play at Uncle Kevin’s…” Lucy: Yes.
3. Have students call out the things and people they can see. Alfie: How does it feel?
4. Have students listen and read. Lucy: It feels… bumpy.
Alfie: What is it?
2. Listen and (). 44
CD3
Lucy: It’s a cookie!
1. Play audio and demonstrate the activity using the example. 3. Alfie: Tom, your turn.
2. Play audio and have students listen and tick the box. Tom: OK, I’ve got something.
3. Play audio again and check answers as a whole class. Alfie: How does it feel?
Tom: It feels hard.
45 Alfie: What is it?
Tom: It’s a cell phone.
Kevin: Kids, come and eat!
4. Narrator: It’s bedtime…
Kevin: OK guys! The bed is ready!
Alfie: Wow, I’ve never seen a bed like that! How does it feel?
Structure
Tom: The bed? It feels soft!
Track 45
How does it feel? Alfie: OK, my turn!
B: How does it feel?
It feels bumpy. G: It feels bumpy.
Tom: Alfie, don’t jump!
(SOUND OF SNAPPING)
Tom and Alfie: AGGHHH!
84 HOME: Lesson 3
46
Track 46
How does it feel? How does it feel?
It feels r It feels rough.
ough.
Track 47
47
In natural English, “How does it…" sounds like /ha dz t/.
2. Tell students they must listen and notice the pronunciation B: How does it feel?
feature. G: How does it feel?
3. Play the audio once and draw attention to the pronunciation M: How does it feel?
feature.
47
focus on the feature. Natural English: "How does it…"
D Practice. Ask and answer. Guess.

T: I say, “smooth/marble”.
How does it feel?
It feels soft. What is it? Group A, you say, “How does it feel?”
It's a puppy?
Yes, it is.
Group B, you say, “It feels smooth.”
Group A, you say, “What is it?”
1 2 3 4 Group B, you say “It’s a marble.” OK?
T: I say, “soft/puppy”.
soft smooth hard hard
• puppy/soft
5 6 7 8 • marble/smooth
• rock/rough
• table/hard
• bumpy/golf ball
bumpy bumpy soft rough
Ask and answer. Guess.
Practice. 2. Demonstrate the activity using the example.
1. Divide the class into Group A and Group B. 3. Divide the class into pairs.
T: I say, “soft/puppy”. 4. Have Student A ask and have Student B answer.
Group A, you say, “How does it feel?” 5. Swap roles and repeat.
Group B, you say, “It feels soft.” 6. Afterwards, have some pairs demonstrate the activity in front of
Group A, you say, “What is it?” the class.
Group B, you say, “It’s a puppy.”
E Play the “Guess the object” game.
How does it feel? What is it?

It's a pencil! 2. Have Student A cover their eyes and have Student B put a
That's right!
classroom object on the desk.
It feels smooth.
3. Have students take turns asking and answering about how
the item feels before guessing what it is.
HOME: Lesson 3 85
Theme 7
Review
HOME
plastic, glass, metal, rubber, wood, cloth
Structure:
Can you get me the (plate)?
2. Have students read the words on the board. Do you want the (metal) (one) or the
3. Write the structures from the previous lesson on the board. (plastic) (one)?
4. Have students read the sentences on the board. The (metal) (one), please.

48 Track 48
1. M: Plastic.
1 2 3 4 5 6 2. M: Glass.
3. M: Metal.
4. M: Rubber.
plastic glass metal rubber wood cloth 5. M: Wood.
6. M: Cloth.
to the pictures in their books. remove one card when students are not looking. Have one
3. Change the order of the flashcards, point to them individually and student from each team call out the missing flashcard.

49
Track 49 - 50
The family has a barbecue …
Can you get me the spoon?
1 Narrator: The family has a barbecue…
Do you want the wooden
one or the plastic one?
The wooden one, please.
1. (OUTDOOR SOUNDS FROM BACKYARD)
2 Sam: Boy, I sure am hungry!
Kevin: My barbecue sauce is really good! Oh, Lucy! Can you
get me the spoon?
3 Lucy: Do you want the wooden or the plastic one?
Kevin: The wooden one, please.
4
and circle.
2. Kevin: Great, and I’ll need a bowl to mix it in. Can you get me
the bowl?
Lucy: Do you want the plastic one or the glass one?
1. Review the story from the previous lesson “The kids played at Kevin: The plastic one. It’s orange.
Uncle Kevin’s.” Lucy: OK.
2. Introduce the situation “The family has a barbecue…” 3. Kevin: Tom, can you get me the plates?
3. Have students call out the materials and people they can see. Tom: Do you want the paper ones or the metal ones?
4. Have students listen and read. Kevin: The paper ones, please.
2. Listen and circle. 50 CD3 4. Kevin: Great! All done! Tom, can you get me the bag?
Tom: Do you want the plastic one or the cloth one?
1. Play audio and demonstrate the activity using the example. Kevin: The cloth one, please. The hamburger buns are in there.
2. Play audio and have students listen and circle. Thanks!
3. Play audio again and check answers as a whole class. (THUNK!)
51
Alfie: Oops, I dropped the bottle. But it didn’t break!
Sam: It’s plastic.
1. Draw students’ attention to the structure box. Alfie: Phew! I sure am thirsty.
2. Play audio and have students listen. Sam: Wait, Alfie! Don’t open….
3. Play audio again and have students listen and repeat. (SOUND OF FIZZING/SPRAYING COKE)
Structure Everyone: ARGGGH!
Can you get me the cup?
Do you want the metal one or the plastic one?
The plastic one, please. Track 51
B: Can you get me the cup?
wood -----> wooden G: Do you want the metal one or the plastic one?
B: The plastic one, please.
86 HOME: Lesson 4
52
Track 52
Can you get me the cup?
Do you want the plastic one or the glass one? Can you get me the cup?
The plastic Do you want the plastic one or the glass one?
one, plea
se.
The plastic one, please.
Track 53
53
Listen.
1. Focus on the example sentence and briefly explain the focus. B: Do you want the plastic one or the paper one?
2. Tell students they must listen and notice the pronunciation G: Do you want the plastic one or the paper one?
feature. M: Do you want the plastic one or the paper one?
feature.
53
Intonation: "Do you want the
plastic one or the paper one?"
D Practice. Ask and answer. Group A, you say, “The paper ones, please.”
T: I say, “cup/plastic/wooden/plastic.”
Can you get me the plates, please? Group A, you say, “Can you get me the cup?”
Do you want the paper ones or the metal ones? Group B, you say, “Do you want the plastic one or the wooden
The paper ones, please.
1 2 one?”
Group A, you say, “The plastic one, please.” OK?
T: plates/paper/metal/paper
Group A: Can you get me the plates?
Group B: Do you want the paper ones or the metal ones?
paper plates plastic plates wooden bowl glass bowl Group A: The paper ones, please.
3 4 T: cup/plastic/wooden/plastic
• plates/paper/metal/paper
• cup/glass/plastic/glass
• gloves/rubber/fabric/rubber
plastic spoons metal spoons cloth gloves rubber gloves • bowl/wooden/metal/metal
• spoon/plastic/wooden/wooden
Ask and answer.
Practice.
2. Demonstrate the task using he example.
T: I say, “plates/paper/metal/paper”.
Group A, you say, “Can you get me the plates?”
Group B, you say, “Do you want the paper ones or the metal ones?”
the class.
E Plan a picnic with a friend. Add more items.

Can you get me the bowls? park
2. Have Student A ask for items.
Do you want the paper Picnic in the 3. Have Student B ask which ones.
ones or the plastic ones?
The plastic ones, please.
bowls 4. Have Students A answer.
spoons
bag 5. Swap roles and repeat.
bottles 6. Afterwards, have some pairs demonstrate the activity in front of
the class.
HOME: Lesson 4 87
Theme 7
Review
HOME
lesson 5 Science: What things are made of
Useful language:
furniture, shiny, strong, light, heavy, clear
Talking about what things are made of.


54 Track 54
1. M: Furniture.
1 2 3 4 5 6 2. M: Shiny.
3. M: Strong.
4. M: Light.
5. M: Heavy.
furniture shiny strong light heavy clear
6. M: Clear.
have students say the words, correct pronunciation when needed. the face down card. Turn the flashcard over after each guess.

55
Track 55
Narrator: Listen to a narrator talking about different materials.
1. W: Plastic is cheap and light.
Lots of things like bags, bottles and toys are made of plastic.
and circle.
1. Plastic is used to make bags, bottles and _______. toys/cups
2. W: Metal is strong, shiny and hard.
2. Metal is strong, shiny and _______. heavy/hard
Things for cooking are often made of metal.
3. _______ are made of glass. Windows/Glasses
3. W: Glass is normally clear and can be made into many
different shapes.
4. _______ are made of wood. Tables/Chairs
5. Clothes are made of cloth because it's _______. light/soft

Glass is used for things that need to be clear like windows.

4. W: Wood is used to make big furniture like tables.
Tables need to be strong and need to last a long time.
1. Play audio and demonstrate the activity using the example. 5. W: A lot of clothes like T-shirts and pants are made from
2. Play audio and have students listen and circle. cloth because it’s soft.

56

Track 56
M: Glass is clear.
Useful language M: The bottle is made of glass.
Glass is clear. The bottle is made of glass. M: Metal is strong.
Metal is strong. Scissors are made of metal. M: Scissors are made of metal.
88 HOME: Lesson 5
shiny chairs windows materials plastic
WHAT ARE THEY MADE OF?

There are lots of different (1) materials around your home. Lots of toys are 1. Have students read the text individually.
made of (2) ______________. It is cheap and light. Metal is strong, hard and 2. Read the text as a whole class.
(3) ______________. Knives and forks are made of metal. Glass is used for
things that need to be clear. (4) ____________ and glasses are made of glass.
Big furniture is often made of wood. Tables and (5) _____________ are made 4. Have students look and fill in the blanks.
of wood. They need to be strong and need to last a long time. Cloth is soft so
lots of clothes are made of cloth.
SPEAKING Play the “I spy” game using the pictures.
Kim: I spy something clear… shiny, strong, soft, light

Vinh: What else?
Kim: And made of glass. metal, wood, cloth, plastic
Vinh: I know! It’s the window. car, table, curtain, toy
It's clear and shiny, strong, soft, light
made of glass. metal, wood, cloth, plastic
Kim: You’re right!
1 2 3 4 5

2. Divide the class into pairs, and have them role play the dialogue.
4. Have some pairs demonstrate in front of the class.
5. Afterwards, have students look around the classroom and play the "I spy" game.
WRITING Write about three things in your home.
1. My table is strong and made of wood.
2. ___________________________________________________________________________.
3. ___________________________________________________________________________.
4. ___________________________________________________________________________.
1. Have students write full sentences about three things in their homes.
HOME: Lesson 5 89
Theme 7
HOME lesson 6 Review and Practice

57
Track 57
Cody Cousin Jane Grandpa John Mai Lisa Narrator: Look at the picture. Listen. There is one example.
G: Hey Cody! What are you doing tomorrow?
B: Hey! I’m going to see my uncle, do you want to come
with me?
G: Sure! Where does your uncle live?
B: He lives in a mansion in Greenwood.
G: Wow! A mansion? Awesome!
and draw lines.
1. G: Hi Dan! Do you want to go swimming on the weekend?
B: Sorry, I can’t. I’m going to see my Cousin Jane this weekend.
1. Play audio and demonstrate the activity using the example. G: Oh. Where does your Cousin Jane live?
2. Play audio and have students listen and draw lines. B: She lives in a bungalow in Maple City.
3. Play audio again. G: Oh, OK.
4. Play audio again and check answers as a whole class. 2. M: Paul, we’re going to see your Grandpa John tonight.
B: OK. Where does Grandpa John live?
M: He lives on a houseboat in Lake Town.
B: Wow! Cool!
3. (SOUND OF PHONE RINGING)
G: Hello?
B: Hi Mai. I’m on your street now. Which house is yours?
G: Oh, it’s the one with white walls.
B: Hmm, there are two houses with white walls.
G: Oh, it has a pink door.
B: Ah, I see it!
4. (SOUND OF PHONE RINGING)
G: Hello? This is Lisa Brown.
M: I have a delivery for you, and I’m on your street. Which
house is yours?
G: My house is the one with the white walls and the red roof.
M: Sorry, there are two houses with white walls and red roofs.
Which one is it?
G: Oh, it’s the one with blue curtains. Can you see it?
M: Yes, I see it. I’ll be there soon.
REading & writing Read the text and choose the best answer. Tom's talking to Lucy.
Example
Lucy: Lets play a game. Can you get me the bag? 1. Lucy: The cloth one please. Touch something
Tom: A. It feels bumpy. in the bag. How does it feel?
B. Do you want the plastic one or the Tom: A. It feels smooth.
cloth one? B. The one with the red door.
C. The wooden one, please. C. Do you want the metal one or the
plastic one?
2. Lucy: OK. What is it? 3. Lucy: Your turn. How does it feel?
Tom: A. My uncle lives on a houseboat in Tom: A. It feels rough.
River Town. B. The metal one, please.
B. I think it's a marble. C. It's a rock.
C. Can you get me a bowl?

2. Have students read the text and circle the best answer.
90 HOME: Lesson 6
58

Pair 1 vs. Pair 2

Aunt Vicky Grandpa Chester Uncle Paul Cousin Bill
(She) lives in
Where does (a house) in
(Aunt Vicky) live? (Lake Town).
Lake Town River Town Maple City Greenwood 1. Divide the class in groups of four. Divide each groups into pairs.
Have each pair use a different color pen.
Which house is
yours? The one with the 2. Have students play rock, paper, scissors. The winners will go first.
(black fence).
3. Student A from the first team points to a space on the board
fence shutters curtains roof
Student B answers. If the answer is correct, that team can put a
How does it feel? It feels (smooth). mark on the space. If the answer is incorrect, the next team takes
smooth hard bumpy soft their turn.
Can you get me 4. The winners are the team that can get three of their own marks in
Do you want the
the (plates)?
(paper) (ones) a row horizontally, vertically or diagonally.
The (paper) (ones).
or the Note: Swap students roles after each turn.
plates spoons bowl gloves
(plastic) (ones)?
ƯWe win!
i can...
•I can say where someone lives.

•I can describe how different houses look.
•I can talk about how different things feel.
•I can say what things are made of.
= Great!
 = OK
(if they have it).
HOME: Lesson 6 91
Theme 8 lesson 1
The World Around US
Vocabulary:
Asia, Africa, Australia, Europe,
North America, South America, Antarctica
Review
2. Have students read the words on the board. Where's (the UK)?
3. Write the structures from the previous lesson on the board. It's in (Europe).

59
Track 59
1. M: Asia.
1 2 3 4 5 6 7 2. M: Africa.
3. M: Australia.
4. M: Europe.
Asia Africa Australia Europe
North South
Antarctica
5. M: North America.
America America
6. M: South America.
7. M: Antarctica.
with the audio. Repeat several times. 5. As you say a word hit, it to the student and have the student

60
Track 60 - 61
Narrator: Tom has Geography homework to do…
Tom has Geography e’s space
ship 1 Narrator: Look at the pictures. Listen. There is one example.
in Alﬁ
homework to do…
Where's the UK?
1. Tom: I can’t find the UK. Where is it? (SOUNDING STRESSED)
Alife: The UK? (SOUND OF SPINNING THE GLOBE) It’s in
the UK France
It's in Europe. Europe. See?
1
5432
7665
efilA
8877
0989
4343
4345
Alfie
1234556677788989
034345434
2 Tom: Oh, the UK is in Europe. Thanks Alfie.

Alfie
1234556677788989034345434
Alfie: Come on, Tom. I can show you!

China Singapore Narrator: Can you see the circle? This is an example. Now listen
3 and circle.
2. Tom: Where’s Singapore, Alfie?
Alfie: Singapore? It’s in Asia.
Australia New
Zealand Tom: OK, next question.
4 3. Tom: What about Australia? Where is it?
Alfie: It’s in Australia.
Tom: Wow, it’s very big.
Kenya South
Africa Alfie: Yes, that’s right!
4. (SOUND OF SPACESHIP LANDING)
1. Introduce the situation “Tom has Geography homework to do…”
Alfie: Welcome to Kenya, Tom.
2. Have students call out the continents and people they can see.
Tom: Kenya, where’s Kenya?
Alfie: It’s in Africa.
Tom: Oh, I see.
1. Play audio and demonstrate the activity using the example. (SOUND OF BUSHES MOVING AND LION ROARING)
2. Play audio and have students listen and circle. Alfie and Tom: Let’s run! Aahhh!
3. Play audio again and check answers as a whole class. (SOUND OF RUNNING)

62

Track 62 Structure
B: Where’s Brazil? Where's Brazil?
G: It’s in South America.
It's in South America.
92 The World Around US: Lesson 1
63
Track 63
Where's Japan? Where's Japan?
It's in As It's in Asia.
ia.

64
Track 64
2. Tell students they must listen and notice the pronunciation B: Asia, Australia, Malaysia.
feature. G: Asia, Australia, Malaysia.
3. Play the audio once and draw attention to the pronunciation M: Asia, Australia, Malaysia.
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 64
CD3
focus on the feature. Focus on the sound

"Asia, Australia, Malaysia."
Group A: Where’s Brazil?

D Practice. Ask and answer. Group B: It’s in South America.
T: The UK/Europe
Where's Brazil?
It's in South America. Group A: Where’s the UK?
Group B: It’s in Europe.
• Thailand/Asia
NORTH
• Singapore/Asia
EUROPE ASIA
AMERICA
AFRICA • Japan/Asia
SOUTH
AMERICA
• France/Europe
AUSTRALIA
• Italy/Europe
• Canada/North America
• The US/North America
ANTARCTICA
1. Thailand
2. Singapore
1. France
2. Italy
1. Canada
2. the USA
1. Brazil
2. Chile
1. South Africa 1. Australia
2. Kenya
• Brazil/South America
3. Japan 3. the UK 2. New Zealand • Chile/South America
• South Africa/Africa
Practice. • Kenya/Africa
1. Divide the class into Group A and Group B. • Australia/Australia
T: I say, “Brazil/South America”. Ask and answer.
Group A, you say, “Where’s Brazil?” 2. Demonstrate the activity using the example.
Group B, you say, “It’s in South America.” 3. Divide the class into pairs.
T: I say, “The UK/Europe”. 4. Have Student A look at a picture, ask and have Student B answer.
Group A, you say, “Where’s the UK?” 5. Swap roles and repeat.
Group B, you say, “It’s in Europe.” OK? 6. Afterwards, have some pairs demonstrate the activity in front of
T: Brazil/South America the class.
E Play the “Memory” game.
Where's Japan? 1. Demonstrate the game.

It's in Asia. 2. Divide the class into pairs.
Yes. 3. Have Student A look at the picture in Part D while Student B counts
to 10.
4. Have Student B ask the question and have Student A answer it.
Look (10 seconds) Speak
The World Around US: Lesson 1 93

The World Around US Paris (France), London (the UK),
Tokyo (Japan), Cairo (Egypt),
Review Ottawa (Canada), Beijing (China)
2. Have students read the words on the board. What's the capital city of (Canada)?
3. Write the structures from the previous lesson on the board. (Ottawa).
4. Have students read the sentences on the board. What's it like?
5. Have some students practice using the vocabulary and structure It's (peaceful) and has a lot of (parks).

65 Track 65
1 2 3 4 5 6 1. M: Paris (France). 4. M: Cairo (Egypt).
2. M: London (the UK). 5. M: Ottawa (Canada).
Paris
(France)
London
(the UK)
Tokyo
(Japan)
Cairo
(Egypt)
Ottawa
(Canada)
Beijing
(China)
3. M: Tokyo (Japan). 6. M: Beijing (China).
1. Arrange the flashcards on the board, play audio and have students 4. Change the order of the flashcards, point to them individually and
listen and repeat. Point to the flashcards along with the audio. have students say the words, correct pronunciation when needed.
Repeat several times. 5. Divide the class into two teams. Play the game“Heads up. What’s
2. Play audio again and have students listen, repeat and point to the missing?”. Arrange the flashcards on the board and remove one
pictures in their books. card when students are not looking. One student from each team
3. Point to the flashcards and explain the capital cities to students. e.g. calls out the missing flashcard.
Paris is the capital city of France.

66 Track 66 - 67
Narrator: Tom learns about more cities…
Tom learns about TOKYO 1 Narrator: Look at the pictures. Listen. There is one example.
more cities…
What's the capital CAKE

1. (SOUND OF SPACESHIP FLYING)
city of Japan? Tokyo. SUMO
Tom: Oh Alfie, what’s the capital city of Japan?
What's it like? DTP Online
ア
コーヒー
2 Alfie: Oh, Tokyo.

ー
Tom: Tokyo? What’s it like?

U.S.A
ケ
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Alfie: It’s very exciting and has a lot of tall buildings. Let’s go, I’ll
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Alfie
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Alfie
show you. (SOUND OF SPACESHIP)

THUMP!
3
?
SUMO
? Narrator: Can you see the tick? This is an example. Now listen and tick
the box.
yah
! ? 2. (SOUND OF A BUSY STREET)
Hi-
4 Tom: Wow, it’s so beautiful. And Alfie, what about China? What’s the
h!
hhh
Ah capital city of China?
1234556677788989034345434
Alfie
Alfie: It’s Beijing.

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Tom: Beijing? What’s it like?(SOUND OF WRITING)

1. R
eview the story from the previous lesson “Tom had Geography Alfie: It’s very noisy and has a lot of cars.
homework to do.” 3. (SOUND OF A BUSY STREET)
2. Now introduce the situation “Tom learns about more cities…” Tom: Help me with this one, Alfie. What’s the capital city of Canada?
3. Have students call out the capital cities and people they can see. Alfie: Ottawa.
4. Have students listen and read. Tom: OK, Ottawa. What’s it like?
Alfie: It’s very peaceful and has a lot of parks.
Tom: Thanks Alfie. And one more…. (fade out)

1. Play audio and demonstrate the activity using the example. 4. (SOUND OF SUMO WRESTLING)
2. Play audio and have students listen and tick the box. Tom: Alfie, the last question. What’s the capital city of the UK?
3. Play audio again and check answers as a whole class. Alfie: It’s London, Tom.
3. Practice the structure. CD3 Tom: London? What’s it like? (SOUND OF WRITING).
68
Alfie: It’s very expensive and has a lot of museums.
1. Draw students’ attention to the structure box. Tom: Thanks Alfie. Watch out!
2. Play audio and have students listen. (SOUND OF ALFIE GETTING SQUASHED BY THE SUMO WRESTLER)
3. Play audio again and have students listen and repeat. Tom: Oh Alfie….
Structure Track 68
What's the capital city of France? Paris. B: What’s the capital city of France?
What's it like? It's beautiful and has a lot of old houses. G: Paris.
B: What’s it like?
G: It’s beautiful and has a lot of old houses.
69
Track 69
What's the capital city of France? What's the capital city of France?
Paris.
Paris.

70 Track 70
1. Focus on the example sentence and briefly explain the focus. In natural English, “What is it like?" sounds like /w tz tla k/.
feature. B: What is it like?
3. Play the audio once and draw attention to the pronunciation G: What is it like?
feature. M: What is it like?
70
focus on the feature. Natural English: "What is it like?"
D Practice. Ask and answer
Practice. Group A, you say, “What’s Canberra like?”

1. Divide the class into Group A and Group B. Group B, you say, “It’s very peaceful and has a lot of trees.”
T: I say, “China/Beijing”. T: Beijing/noisy/cars
Group A, you say, “What’s the capital city of China?” Group A: What’s Beijing like?
Group B, you say, “Beijing.” Group B: It’s very noisy and has a lot of cars.
T: I say, “Australia/Canberra”. OK? T: Canberra/peaceful/trees
Group A, you say, “What’s the capital city of Australia?” Group A: What’s Canberra like?
Group B, you say, “Canberra”. OK? Group B: It’s very peaceful and has a lot of trees.
T: China/Beijing Continue whole class/group/individual drills with:
Group A: What’s the capital city of China? • Paris/beautiful/museums
Group B: Beijing. • Cairo/hot/people
T: Australia/Canberra • Tokyo/exciting/tall buildings
Group A: What’s the capital city of Australia? • Ottawa/cold/parks
Group B: Canberra. • Bangkok/big/temple
Continue whole class/group/individual drills, with: • London/expensive/shops
• Canada/Ottawa Ask and answer.
• France/Paris 2. Demonstrate the activity using the example.
• Japan/Tokyo 3. Divide the class into pairs.
• Egypt/Cairo 4. Have Student A look at a picture, ask and have Student B
• the UK/London answer.
• Thailand/Bangkok 5. Swap roles and repeat.
2. T: I say, “Beijing/noisy/cars”. 6. Afterwards, have some pairs demonstrate the activity in front of
Group A, you say, “What’s Beijing like? the class.
Group B, you say, “It’s very noisy and has a lot of cars.”
T: I say, “Canberra/peaceful/trees
E Talk with your friends and fill in the table about your capital city.
I think our capital city

is beautiful. I agree! What do you think it's like? Hmm, I think…
1. Demonstrate the activity using the examples.
___________________ is the capital city of __________________ 2. Divide the class into groups.
tall buildings museums parks lakes cars/motorbikes old houses temples 3. Have the students discuss and tick the things they agree about their
capital city.
quiet exciting beautiful big hot expensive noisy 4. Have some students demonstrate the activity in front of the class.

Theme 8 lesson 3
The World Around US
Vocabulary:
tower, castle, statue, bay, canyon, pyramid
Review Structure:
1. Write the vocabulary from the previous lesson on the board. Have you ever (seen) (the Statue of Liberty)
2. Have students read the words on the board. in (the USA)? (Yes, I have).
3. Write the structures from the previous lesson on the board. Have you ever (been to) (Leeds castle) in
4. Have students read the sentences on the board. (the UK)? (No, I haven't).

71
Track 71
1. M: Tower. 3. M: Statue.
5. M: Canyon.
1 2 3 4 5 6
2. M: Castle. 4. M: Bay. 6. M: Pyramid.
tower castle statue bay canyon pyramid have students say the words, correct pronunciation when needed.
4. Play the “Guess” game. Arrange the flashcards on the board
1. Arrange the flashcards on the board, play audio and have and write a number under each card.
students listen and repeat. Point to the flashcards along 5. Have students look at the flashcards for the count of ten.
with the audio. Repeat several times. Turn the flashcards over to face the board when the
2. Play audio again and have students listen, repeat and point students are not looking.
to the pictures in their books. 6. Call out a number and have students take turns to guess
3. Change the order of the flashcards, point to them individually and the face down card. Turn the card over after each guess.

72
Track 72 - 73
Narrator: The kids visit some interesting places…
The kids visit some 1
interesting places… Narrator: Look at the pictures. Listen. There is one example.
Have you ever been to the No, I
Grand Canyon in the USA? haven't.
1. Alfie: Let’s visit some more places Tom.
Tom: That sounds great!
2 Alife: Have you ever been to the Grand Canyon in the USA?
Tom: No, I haven’t.
Alfie: Let’s go and see it. It’s beautiful.
Alfie
efi
43
lA
45
43
43
09
89
1234556677788989034345434 88
77
76
65
54
32
1
Later in
London…
!
3
Narrator: Can you see the cross? This is an example. Now listen and
put a tick or a cross in the box.
2. (SOUND OF SPACESHIP FLYING)
Alfie: Let’s go to another place.
4 Tom: Great!
!
HELP!! Alfie: Have you ever been to Ha Long Bay in Vietnam, Tom?
Tom: No, I haven’t.
Alfie: Me neither. Let’s go there then.
1. Review the story from the previous lesson “Tom learned about (SOUND OF SPACESHIP FLYING)
more cities.” 3. Tom: That was fun! Where next?
2. Now introduce the situation "The kids visit some interesting places..." Alfie: Uhm, let me see. Have you ever seen the Statue of Liberty in
3. Have students call out the places and things they can see. the USA?
4. Have students listen and read. Tom: Yes, I have. I’ve seen it on TV.
Alfie: Let’s go there and take some photos.
2. Listen and () or (). 73 CD3
Tom: Yay.
1. Play audio and demonstrate the activity using the example. 4. Tom: So, where’s our next stop?
2. Play audio and have students listen and tick or cross. Alfie: How about Big Ben in London? Have you ever seen it, Tom?
3. Play audio again and check answers as a whole class. Tom: Yes, I have. It’s a big clock tower.
74
Alfie: That’s right! Let’s go.
Tom: Awesome!
1. Draw students’ attention to the structure box. (SOUND OF SPACESHIP LANDING)
2. Play audio and have students listen. (SOUND OF CLOCK STRIKING)
3. Play audio again and have students listen and repeat. Alfie: Ahhh… Help!
Structure
Have you ever seen the Statue of Liberty in the USA? Yes, I have.
Have you ever been to Ha Long Bay in Vietnam? No, I haven't.
Track 74
see  saw  seen
B: Have you ever seen the Statue of Liberty in the USA? G: Yes, I have.
be  was/were  been
B: Have you ever been to Ha Long Bay in Vietnam? G: No, I haven’t.
75
Track 75
e? Have you ever seen the Eiffel Tower in France?
u ever seen the Eiffel Tower in Franc
Have yo Yes, I have.
Yes, I ha
ve .

76
Track 76
1. Focus on the example sentence and briefly explain the focus. In natural English, “…been to… " sounds like /b ntә/.
feature. B: Have you ever been to the Grand Canyon?
3. Play the audio once and draw attention to the pronunciation G: Have you ever been to the Grand Canyon?
feature. M: Have you ever been to the Grand Canyon?
76
Natural English: "…been to…"
D Role play. Swap roles and repeat with

different words.
Mary: Have you ever been to the Statue of Liberty Leeds Castle/the pyramids
in the USA? the UK/Egypt
John: No, I haven't, but I've seen it it/them

on TV. in a book/in a movie
Have you been there?
Mary: Yes, I have. It was beautiful! great/awesome

2. Divide the class into pairs, and have them role-play the dialogue.

E Use the conversation in Part D . Ask and answer.
Leeds Castle/the UK San Francisco Bay/the USA the Eiffel Tower/France

1. Demonstrate the activity using the dialogue in Part D.
2. Divide the class into pairs, and have them talk about the pictures.
4. Swap roles and repeat until students have practiced all the pictures.
the Tower of London. Ha Long Bay/Vietnam the Grand Canyon/the USA

/the UK

The World Around US mug, purse, scarf, postcard, key ring, fridge
magnet
Review
2. Have students read the words on the board. Where's this (postcard) from?
3. Write the structures from the previous lesson on the board. It's from (London) in (the UK).
4. Have students read the sentences on the board. Where are these (glasses) from?
5. Have some students practice using the vocabulary and structure They're from (Beijing) in (China).

01
Track 01
1 2 3 4 5 6 1. M: Mug. 4. M: Postcard.
2. M: Purse. 5. M: Key ring.
mug purse scarf postcard key ring
fridge 3. M: Scarf. 6. M: Fridge magnet.
magnet
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play ‘Tennis' with you.
students listen and repeat. Point to the flashcards along 5. As you say a word, hit it to the student and have the stu-
with the audio. Repeat several times. dent respond with another word and hit it back to you.

02
Track 02 - 03
Alfie and Tom have 1
Narrator: Alfie and Tom have gifts for everyone…
Where are these
gifts for everyone…
mugs from? Narrator: Look at the pictures. Listen. There is one example.
The USA
1. Alfie: We brought you all gifts.
2
2
Everyone: Oh, wow! Thanks!
2 They're from
London in the UK. Egypt Ben: I like these! Where are these mugs from?
Kangaroo Park
Tom: They’re from London in the UK.
Japan
Ben: Wow! Cool!
3
21
43
55
66
lA
77
87
98
eif
8
09
43
43
45
43
and draw lines.

The UK
Hah
aha.
... 2. Tom: Lucy! Come here!
4
! Lucy: Oh, I like this! Where’s this purse from?
China Tom: It’s from Washington D.C. in the USA. It’s for you.
Lucy: For me? Really? Thanks!
3. Tom: I bought this scarf for you, Mom.
1. Review the story from the previous lesson “The kids visited Ann: Oh! thanks. That’s lovely. Where’s it from?
some interesting places…” Tom: It’s from Beijing in China.
2. Now introduce the situation“Alfie and Tom have gifts for Ann: Oh! Thank you, boys.
everyone…” 4. (SOUND OF KIDS CHATTING)
3. Have students call out the objects and people they can see. Alex: I like these postcards, Mommy.
4. Have students listen and read. Ann: Where are these postcards from?
Alfie: They’re from Cairo in Egypt.
Alex: Oh, I like this kangaroo. Where’s this from?

1. Play audio and demonstrate the activity using the example. Tom: Oh, the key ring? It’s from Canberra in Australia…
2. Play audio and have students listen and draw lines. Tom: Alfie met a kangaroo. (LAUGHING)
3. Play audio again and check answers as a whole class. (SOUND OF ALFIE SCREAMING AND TOM LAUGHING)
04

Track 04
Structure B: Where’s this postcard from?
Where's this postcard from? It's from Beijing in China. G: It’s from Beijing in China.
Where are these shoes from? They're from Bangkok in Thailand. B: Where are these shoes from?
G: They’re from Bangkok in Thailand.
05
Track 05
Where's this mug from?
Where's this mug from?
It's from Beij
ing in Ch It's from Beijing in China.
ina.

06 Track 06
1. Focus on the example sentence and briefly explain the focus. In natural English, “Where are these…" sounds like /wεrәrði:z/.
feature. B: Where are these mugs from?
3. Play the audio once and draw attention to the pronunciation G: Where are these mugs from?
feature. M: Where are these mugs from?
06
focus on the feature. Natural English: "Where are these…"

Group A, you say, “Where are these T-shirts from?”
Where's this purse from? Group B, you say, “They’re from Rome in Italy.” OK?
It's from London in the UK.
T: purse/Cairo, Egypt
Where are these fridge magnets from? They're from Rome in Italy. Group A: Where’s this purse from?
1 2 3
Group B: It’s from Cairo in Egypt.
T: T-shirts/Rome, Italy
London/the UK Group A: Where are these T-shirts from?
Rome/Italy Group B: They’re from Rome in Italy.
4 5 6
Washington D.C./the USA Continue whole class/group/individual drills with:
Cairo/Egypt • fridge magnets/London, the UK
Ottawa/Canada
7 8 9
• postcards/Washington, the USA
Beijing/China • mugs/Ottawa, Canada
Bangkok/Thailand • key ring/Beijing, China
• scarf/Bangkok, Thailand
Practice. Point, ask and answer.
1. Divide the class into Group A and Group B. 2. Demonstrate the activity using the example.
T: I say, “purse/Cairo, Egypt”. 3. Divide the class into pairs.
Group A, you say, “Where’s this purse from?” 4. Have Student A point and ask, have Student B answer.
Group B, you say, “It’s from Cairo in Egypt.” 5. Swap roles and repeat.
T: I say, “T-shirts/Rome, Italy”. 6. Afterwards, have some pairs demonstrate the activity in front
of the class.
Tokyo/Japan Cairo/Egypt Beijing/China

two students in each team.
Canberra/Australia Rome/Italy Bangkok/Thailand
Ottawa/Canada London/the UK Washington/the USA

Theme 8 lesson 5
The World Around US
School festivals around the world.
Useful language:
festival, play, gift, fashion show, flower
Review Talking about school festivals around
1. Write the vocabulary from the previous lesson on the board. the world.

07
Track 07
1 2 3 4 5 1. M: Festival.
2. M: Play.
3. M: Gift.
4. M: Fashion show.
festival play gift fashion flower 5. M: Flower.
show

08
Track 08
1. M: Teachers' Day is celebrated in many countries on different
days. The first Teachers' Day in Vietnam was on November
Japan - Japanese Vietnam - Vietnamese South Korea - South Korean
20th in 1958.
and circle.
2. M: Harvest festival is held in the UK in September.
the UK - British China - Chinese Indonesia - Indonesian British families give food to the school and the students give
the food to poor people.
1. The first Vietnamese Teachers' Day was in _____. 1955/ 1958
3. M: In South Korea on Teachers’ Day, many students visit their
1. British students give _______ to poor people. money/food
old teachers and give them flowers. South Korean Teachers'
1. South Korean students visit their old _______ . teachers/school
1. Japanese Culture Day is in _______. February/November
Day is in May.
4. M: Japanese students put on plays, sing and dance for
Culture Day in November. People can go to the school and
1. Play audio and demonstrate the activity using the example. look at the students art work.
 Useful languag CD4

09

2. Have students listen to the audio and repeat. Track 09
W: When is Teachers' Day in Vietnam?
B: It’s on November 20th.
Useful language
W: What do students do for Teachers' Day?
When is Teachers' Day in Vietnam? It’s on November 20th.
What do students do for Teachers' Day? They give gifts to their teacher. B: They give gifts to their teachers.

READING Read and circle "True" or "False".
Culture Day in
Culture Day is a holiday in Japan. The first Culture Day was in 1948. It’s
held every year on November 3rd. Japanese students put on fashion shows
and small plays at their schools. Other students sing songs or dance for
people to see. Parents can visit schools to look at their children’s art and 1. Have students read the text individually.
schoolwork. Parents who want their children to go to the school can look 2. Read the text as a whole class.
around the school, too. It’s a very happy and interesting day.
1. Culture Day is a festival in South Korea. True/False
2. Students put on plays at their school. True/False 4. Have students look and circle "True" or "False".
3. Parents can see their children’s homework. True/False 5. Check answers as a whole class.
4. It’s on November 31st every year. True/False
SPEAKING Talk to your friends about school festivals around the world.
When’s Culture Festival in Japan? What do students do for Culture Day?
It’s in November. They give gifts to their teacher.
sing songs put on

put on plays and dance fashion shows give gifts eat snacks
Festival
Tet
January/February
Culture Day
Japan
November
Teachers' Day
Indonesia
November

3. Have them talk about school festivals around the world using the chart.
WRITING Write about a school festival in your country.
1. It's in ______________________________________________________________________
2. ___________________________________________________________________________
3. ___________________________________________________________________________
4. ___________________________________________________________________________
1. Have students look at the Listening, Reading and Speaking.

2. Have students write full sentences about one festival in their country.

The World Around US
listening Listen and () the box. CD4
10
What capital city has Nick visited?

Cairo Paris Ottawa
Example
a b c
What country has Tom visited? What capital city has Mary visited?
Tokyo London Beijing
1 2
Australia Singapore the USA
a b c a b c
What has Ben seen before? What place has John been to?
Big Ben Eiffel Pyramids Grand Canyon Ha Long Bay Leeds Castle
Tower
3 4
a b c a b c
1. Have students look at the pictures and call out the places
and countries they can see.
2. Narrator: What capital city has Mary visited?
B: Have you ever been to Tokyo, Mary?
G: No, I haven’t. I’m going there next year.
Track 10
B: Oh, have you ever been to Beijing?
G: Yes, I have. Beijing was so big and very exciting.
Narrator: What capital has Nick visited?
3. Narrator: What has Ben seen before?
G: Hello Nick. Have you ever been to Paris, Nick?
G: Have you ever seen the Statue of Liberty in the USA, Ben?
B: No, I haven’t.
B: No, I haven’t.
G: How about Cairo? Have you ever been to Cairo?
G: So have you ever seen the Eiffel Tower in France, Ben?
B: Yes, I have. I went there last summer.
B: Yes, I have. I’ve seen it in my schoolbook.
G: How was it?
G: Beautiful, isn’t it?
B: It was great. The pyramids were really big.
B: Yeah.
4. Narrator: What place has John been to?
and tick the box.
G: Have you ever been to the Grand Canyon in the USA, John?
1. Narrator: What country has Tom visited?
B: No, I haven’t.
G: Hi Tom, have you ever been to Singapore?
G: Have you ever been to Ha Long Bay in Vietnam?
B: No, I haven’t. How about you?
B: Yes, I have. It was awesome.
G: I went there last year. It was awesome. And have you ever
been to the USA, Tom?
B: Yes, I have. I went there for my holiday last year.
REading & writing Read the story. Write some words to complete the sentences about the story. You can use 1,
2 or 3 words.
A family holiday
Last summer, Jane went on a holiday with her family. They visited lots of places. First, they went to the 1. Demonstrate the activity using the example.
UK to see Big Ben, a big clock tower. Then, they went to Egypt to see the Great Pyramids of Giza.
After that, they traveled to Thailand and went sightseeing in Bangkok for a week. Finally, they went to
2. Have students read the text, then fill in the blanks.
China to visit the capital city, Beijing. They bought lots of gifts for their friends. Jane bought a yellow
mug from the UK. Jane's mother bought a lovely scarf from Cairo and Jane's father bought two key
rings from Beijing.
Example
Jane and her family went on a holiday last summer.
Questions
1. In Cairo, Jane's family visited ____________________________________ of Giza.
2. They went sightseeing in _____________________________________ for a week.
3. Jane's mom bought a scarf from _____________________________________.
4. Jane's father bought _________________________ from Beijing.
102
11

Pair 1
1. Divide the class into groups of four. Each group has two
teams with two students in each team.
Italy
chooses a block, asks and answers.
Japan
Egypt 3. If the answer is correct, that team marks the block. The
the USA
Australia
Cairo other team can’t use that block.
France
Tokyo 4. Have the teams take turns.
5. The winning team is the team that creates a line of blocks
Paris
Pair 2 Thailand
from top to bottom or left to right.
China
Canada Cairo
Beijing
the UK
Kenya Australia
the USA China the UK
Where's (the UK)? It's in (Europe).
What's the capital city of (France)? It's (Paris).

We win!
Have you ever (been to) (the Eiffel tower) in (Paris)?
Where's this (postcard) from?
(It's) from (Cairo) in (Egypt).
i can...
• I can talk about continents and countries.

• I can talk about capital cities and describe cities of the world.
• I can talk about things I've seen and places I've been to.
• I can say where something is from.
= Great!
 = OK
(if they have it).
103
HISTORY
break, meet, ride, fall, find
Structure:
Review Have you ever (ridden a bike)?
Yes, I have./No, I haven't.

12
Track 12
1 3 4 5
1. M: Break.
2
2. M: Meet.
3. M: Ride.
4. M: Fall.
break meet ride fall find 5. M: Find.
to the pictures in their books. remove one card when students are not looking. One stu-
dent from each team calls out the missing flashcard.

13
Tom, Alfie and Grandpa

are watching a movie…
Track 13 - 14
Have you ever Narrator: Tom, Alfie and Grandpa are watching a movie…
ridden a camel?
1. (Sound of the TV )
345434
1234556677788989034
Grandpa: You know, I did lots of exciting things when I
Yes, I have.
was young.
Alfie
Tom: Really? Have you ever ridden a camel?

Grandpa: Yes, I have.
Tom: Wow!
Narrator: Can you see the tick? This is an example. Now
listen and put a tick or a cross in the box.
2. Tom: What else have you done, Grandpa? Have you ever
swum with sharks?
Grandpa: No, I haven’t, not sharks.
1. Introduce the situation“Tom, Alfie and Grandpa are watching a
Tom: Oh! (Sounding a little bit disappointed)
movie…”
3. Alfie: Have you ever climbed a mountain?
2. Have students call out the activites and people they can see.
Grandpa: Yes, I have, Alfie.
Alfie: Wow! That’s so cool!
2. Listen and () or (). 14 CD4 4. Alfie: Have you ever found any treasure?
Grandpa: Yes, I have.
Tom: Wow, that’s amazing!
2. Play audio and have students listen and tick or cross.
Grandpa: Yes, and that’s when I met your grandma.
15
Structure
Have you ever fallen from a tree?
3. Play audio again and have students listen and repeat. Yes, I have.
break  broken fall  fallen

Track 15
meet  met find  found
G: Have you ever fallen from a tree?
ride  ridden
B: Yes, I have.
104 HISTORY: Lesson 1

16
Track 16
Have you ever broken your arm?
Have you ever broken your arm?
Yes, I ha Yes, I have.
ve .

17
Track 17
2. Tell students they must listen and notice the pronunciation B: Yes, I have. No, I haven't.
feature. G: Yes, I have. No, I haven't.
3. Play the audio once and draw attention to the pronunciation M: Yes, I have. No, I haven't.
feature.
17
• have/played/baseball
• have/fallen/roof
• have/broken/window
Have you ever met a singer? 2. Divide the class into Group A and Group B.
No, I haven't.
T: I say, “have/ridden/camel/yes”.
1 2 3 4 5 Group A, you say, “Have you ever ridden a camel?”
Group B, you say, “Yes, I have.”
T: I say, “have/fallen/tree/no”.
Group A, you say, “Have you ever fallen from a tree?”
met ridden broken eaten fallen Group B, you say, “No, I haven’t.” OK?
6 7 8 9 10
T: have/ridden/camel/yes
Group A: Have you ever ridden a camel?
Group B: Yes, I have.
T: have/fallen/tree/no
broken fallen ridden met found Continue whole class/group/individual drills with:
• have/found/money/yes
Practice. • have/played/baseball/no
1. T: I say, “have/ridden/camel”. You say, “Have you ever ridden a • have/fallen/roof/yes
camel?” • have/broken/window/no
T: I say, “have/fallen/tree”. You say, “Have you ever fallen from a Ask and answer.
tree?” OK? 3. Demonstrate the activity using the example.
T: have/ridden/camel 4. Divide the class into pairs.
Class: Have you ever ridden a camel? 5. Have Student A ask and have Student B answer.
T: have/fallen/tree 6. Swap roles and repeat.
Class: Have you ever fallen from a tree? 7. Afterwards, have some pairs demonstrate the activity in front of
Continue whole class/group/individual drills, with: the class.
• have/found/money
E Discuss in groups. Write three questions and ask the class.
Have you ever broken a pencil?

1. Divide the class into groups of four.
No, I haven't.
2. Have groups decide on three questions to ask the class and
write them down.
Have you ever _____________________________________?
3. Have groups read their questions to the class.
4. Have other students raise their hands if they have done the
Have you ever _____________________________________? thing asked and say “Yes, I have.” After that, repeat with those
who haven’t.
Have you ever _____________________________________?
HISTORY: Lesson 1 105

HISTORY
carry, walk, leave, stand, stay
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. You can’t (stand there).
2. Have students read the words on the board. You have to (be quiet).

18
Track 18
1 2 3 4 5 1. M: Carry.
2. M: Walk.
3. M: Leave.
4. M: Stand.
carry walk leave stand stay
5. M: Stay.
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play ‘Tennis' with you.

19 Track 19 - 20
Narrator: Grandpa and the family are in the museum…
Grandpa and the family are in
the museum… You can't
carry your bag.
1
1. (people walking and talking)
ss
2 Grandpa: Here we are, boys.

Alfie: Cool! Let’s go!
Found by
Dan Brown
Grandpa: Alfie, you can’t carry your bag here.
3
Alfie: Really?
Grandpa: Yes, look. No bags.
4
Tom: Yeah, you can leave it behind the desk.
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4345434309898877766554321
Alfie: OK, thanks.

Narrator: Can you see the tick? This is an example. Now listen and tick
the box.
1. Review the story from the previous lesson“Tom, Alfie and Grandpa
2. Grandpa: Look over here!
were watching a movie."
Alfie: Where? Whoa! (SOUND OF SLIPPING)
2. Introduce the situation "Grandpa and the family are in the museum..."
Grandpa: Alfie! You have to walk here.
3. Have students call out the actions and people they can see.
Alfie: Sorry, Grandpa.
Grandpa: That’s OK.
3. Alfie: (SHOUTING) Wow! It’s amazing!
1. Play audio and demonstrate the activity using the example. Grandpa: Shh! Alfie, you have to be quiet.
2. Play audio and have students listen and tick the box. Alfie: Sorry, it’s just so cool.
3. Play audio again and check answers as a whole class. 4. Tom: Wow! It feels so smooth.
Grandpa: Tom, you can’t touch it! Look!
21
Tom: Oh yes. Please don’t touch.
Grandpa: OK, boys. Let’s look at something else.
Tom: Yes, I want to show Alfie the first…(FADE OUt)
(Sound of Bean pulling the leg of the T-rex)
(Skeleton falling apart and crumbling to the ground)
(People gasping)
Structure
You can’t carry your bag.
You have to leave your bag in the classroom. Track 21
M: You can’t carry your bag.
M: You have to leave your bag in the classroom.
22
Track 22
You can’t carr y your bag. You can’t carry your bag.
You have
to walk. You have to walk.

23 Track 23
1. Focus on the example sentence and briefly explain the focus. In natural English, “…have to…" sounds like /hæftә/.
feature. B: You have to be quiet.
3. Play the audio once and draw attention to the pronunciation G: You have to be quiet.
feature. M: You have to be quiet.
23
Natural English: "...have to…"
Practice.
You have to stay here. You can’t run. 1. T: I say, “have to/do your chores”. You say, “You have to do
your chores.”
1 2 3 4 5
T: I say, "can't/carry your bag”. You say, “You can't carry your
bag.” OK?
T: have to/do your chores
stay run clean your room play online games walk Class: You have to do your chores.
T: can't/carry your bag
6 7 8 9 10 Class: You can't carry your bag.
• have to/brush your teeth
• can't/bring your notebook
carry your bag be quiet leave wash the dishes stand • have to/share your candy
• can't/carry your bag
Point and say.
4. Have students point at the pictures and say the statements.
of the class.

E Discuss in groups. Write your ideas down.
AT Home aT School
Ex: You have to clean your room. Ex: You can’t run in the classroom. 2. Divide the class into groups of three or four.
3. Have students discuss and write things they have to do at
1. ________________________________ 1. ________________________________
home and at school.
2. ________________________________ 2. ________________________________
3. ________________________________ 3. ________________________________
4.________________________________ 4. ________________________________

HISTORY
travel, wash, study, listen, send, grow
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. What did people do before there were
2. Have students read the words on the board. (washing machines)?
3. Write the structures from the previous lesson on the board. People used to (wash clothes by hand).

24 Track 24
1. M: Travel. 4. M: Listen.
1 2 3 4 5 6
2. M: Wash. 5. M: Send.
2
MAIL 3. M: Study. 6. M: Grow.
travel wash study listen send grow

25
Tom and Alfie are

THOMAS EDISON
exploring the museum…
1 Track 25 - 26
What did people do before
there were light bulbs?
Narrator: Tom and Alfie are exploring the museum…
2 1. (inside the museum – people talking and walking)
People used to
321
554
766
efilA
7
887
Alfie: What did people do before there were light bulbs, Tom?
989
430
543
434
use lanterns.
Tom: At night, people used to use lanterns.

NDON
3
LO
AUG 25
7 PM
BY AIR
MAIL
and circle.
2. Alfie: Wow, what’s this Tom?
4
Tom: It’s a really old car.
Alfie: Cool! What did people do before there were cars?
1234556677788989034345434
Alfie
Tom: People used to ride horses.

1234556677788989034345434
Alfie
1. Review the story from the previous lesson “"Grandpa and the
Alfie: Ah, I see.
family were in the museum.”
3. Alfie: Is that an old phone, Tom?
2. Introduce the situation“Tom and Alfie are exploring the museum...”
Tom: Yes, it is.
3. Have students call out the things and people they can see.
Alfie: What did people do before there were phones?
Tom: People used to send letters to each other.
Alfie: Wow, that must have been slow!
1. Play audio and demonstrate the activity using the example. 4. Alfie: Is that an old plane?
2. Play audio and have students listen and circle. Tom: Yes, that’s right.
3. Play audio again and check answers as a whole class. Alfie: What did people do before there were planes?
Tom: People used to travel by boat.
17 (Sound of Alfie walking off)
1. Draw students’ attention to the structure box. Alfie: Wow, so cool!
2. Play audio and have students listen. (Sound of the sarcophagus opening)
3. Play audio again and have students listen and repeat. (Sound of mummy falling onto Alfie)
Alfie: ARGH!!
Structure
What did people do before there were schools?
People used to study at home.
Track 27
B: What did people do before there were schools?
G: People used to study at home.
28
Track 28
n es?
id people do before there were pla
What d Peop What did people do before there were planes?
le used to
travel by
boat. People used to travel by boat.
Track 29
29
In natural English, “…used to…" sounds like /ju:stә/.
2. Tell students they must listen and notice the pronunciation B: People used to listen to the radio.
feature. G: People used to listen to the radio.
3. Play the audio once and draw attention to the pronunciation M: People used to listen to the radio.
feature.
29
focus on the feature. Natural English: "...used to…"
D Practice. Ask and answer. 2. Divide the class into Group A and Group B.
T: I say, “what/school/study at home”.
there were supermarkets? People used to grow their Group A, you say, “What did people do before there were
own vegetables.
schools?”
1 2 3 4
Group B, you say, “People used to study at home.”
T: I say, “what/light bulb/use lanterns”.
grow their own vegetables wash clothes by hand study at home use lanterns Group A, you say, “What did people do before there were light
5 6 7 8 bulbs?”
Group B, you say, “People used to use lanterns.” OK?
www. mai@dtponline.vn
...
Hi Mai,
......
T: what/school/study at home
send letters listen to the radio travel by boat ride horses
Group A: What did people do before there were schools?
Practice. Group B: People used to study at home.
1. T: I say, “what/school”. You say, “What did people do before T: what/light bulb/use lanterns
there were schools?” Continue whole class/group/individual drills with:
T: I say, “what/light bulb”. You say, “What did people do before • what/washing machine/wash clothes by hand
there were light bulbs?” OK? • what/TV/listen to the radio
T: what/school • what/email/send letters
Class: What did people do before there were schools? • what/plane/travel by boat
T: what/light bulb Ask and answer.
Class: What did people do before there were light bulbs? 3. Demonstrate the activity using the example.
Continue whole class/group/individual drills, with: 4. Divide the class into pairs.
• what/washing machine 5. Have Student A ask and have Student B answer.
• what/TV 6. Swap roles and repeat.
• what/email 7. Afterwards, have some pairs demonstrate the activity in front of
• what/plane the class.

there were planes? People used to
travel by boat.
What did people do before 1. Demonstrate the game. Have the students stand up.
there were TVs? People used to
... 2. Student 1 turns to Student 2, asks and answers.

HISTORY
look, help, wait, relax, sleep
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. What were you doing (last Friday) at
2. Have students read the words on the board. (8 o'clock)?
3. Write the structures from the previous lesson on the board. I was (waiting in line).

30 Track 30
1. M: Look.
1 2 3 4 5
2. M: Help.
3. M: Wait.
4. M: Relax.
look help wait relax sleep 5. M: Sleep.
students listen and repeat. Point to the flashcards along
with the audio. Repeat several times.
What’s missing?”. Arrange the flashcards on the board and
2. Play audio again and have students listen, repeat and point to
remove one card when students are not looking. One student
the pictures in their books.
from each team calls out the missing flashcard

31
Track 31 - 32
Narrator: A statue has been stolen…
A statue has been stolen… What were you doing
at 1 o'clock today?
EXIT Narrator: Look at the pictures. Listen. There is one example.
1 1. (sound of the museum, people talking and walking)
(security guard gasping)
2
Security guard: The statue has been stolen! I need to ask everyone
I was looking at
the pyramids.
some questions.
EXIT Tom: Oh no!
3 Security guard: What were you doing today at 1 o’clock?
Tom: I was looking at the pyramids.
2
Security guard: Hmm, OK.
4
Narrator: Can you see the line? This is an example. Now listen and
draw lines.
2. Security guard: And you, Sir? What were you doing at 1 o’clock?
Man: I was waiting in line.
1. Review the story from the previous lesson "Tom and Alfie were Security guard: OK, you’re free to go.
exploring the museum." 3. Security guard: What were you doing today at 1 o’clock?
2. Introduce the situation“A statue has been stolen...” Boy: I was eating a banana.
3. Have students call out the activities and people they can see. Security guard: I see.
4. Have students listen and read. 4. Security guard: And what were you doing today at 1 o’clock ,
Ma'am?
Old woman/man: I was knitting a sweater.
1. Play audio and demonstrate the activity using the example. Security guard: OK, thank you.
2. Play audio and have students listen and draw lines. Old woman/man: Goodbye.
3. Play audio again and check answers as a whole class. Security guard: Goodbye.
(Sound of walking away)
33 (Sound of slipping on banana peel)
1. Draw students’ attention to the structure box. (Sound of landing on the floor and the statue
2. Play audio and have students listen. falling out)
3. Play audio again and have students listen and repeat. (Sound of the security guard whistling)
Structure
What were you doing last Tuesday at 12 p.m.? Track 33
I was playing in the park. M: What were you doing last Tuesday at 12pm?
G: I was playing in the park.
34
oc k? Track 34
9 o'cl
What were you doing yesterday at
I was look What were you doing yesterday at 9 o'clock?
ing at a pa
inting. I was looking at a painting.
Track 35
35
In natural English, “What were you doing…" sounds like
1. Focus on the example sentence and briefly explain the focus. /w tәrjәdu:әn/.
feature. B: What were you doing at 2 o'clock?
3. Play the audio once and draw attention to the pronunciation G: What were you doing at 2 o'clock?
feature. M: What were you doing at 2 o'clock?
35
focus on the feature. Natural English: "What were you doing…"

• what/last Friday/11 o’clock
What were you doing last Monday at 3 p.m.? I was relaxing. • what/last Sunday/12 a.m.
last Monday at 3 p.m. T: I say, “what/last Monday/9 o’clock/riding my bike”.
Group A, you say, “What were you doing last Monday at
last Friday at 6 o'clock relax study sleep 9 o’clock?”
last Saturday at 11 a.m.
Group B, you say, “I was riding my bike.”
T: I say “what/last Saturday/8 p.m./relaxing”.
yesterday at 1 o'clock Group A, you say, “What were you doing last Saturday at 8 p.m.?”
wash my clothes wait for the bus listen to music
Group B, you say, “I was relaxing.” OK?
last Wednesday at 8 p.m.
2 T: what/last Monday/9 o’clock/riding my bike
Group A: What were you doing last Monday at 9 o’clock?
make a line write a letter help my dad Group B: I was riding my bike.
T: what/last Saturday/8 p.m./relaxing
Practice.
1. T: I say, “what/last Monday/9 o’clock”. You say, “What were you
• what/last Wednesday/3 o’clock/washing my clothes
doing last Monday at 9 o’clock?”
• what/last Tuesday/8 a.m./studying
T: I say, “what/last Saturday/8pm”. You say, “What were you
• what/last Friday/11 o’clock/looking at a painting
doing last Saturday at 8 p.m.?” OK?
• what/last Sunday/12 a.m./sleeping
T: what/last Monday/9 o’clock
Ask and answer.
Class: What were you doing last Monday at 9 o’clock?
T: what/last Saturday/8 p.m.
Class: What were you doing last Saturday at 8 p.m.?
Continue whole class/group/individual drills, with:
• what/last Wednesday/3 o’clock
• what/last Tuesday/8 a.m.
the class.
What were you doing

yesterday at 2 p.m.?
I was watching TV. Sunday/2 p.m. Tuesday/5 p.m. Thursday/4 a.m.
2 2. Have teams play rock, paper, scissors. The winning team chooses
We win! Wednesday/4 p.m. Sunday/8 p.m. Monday/7 a.m.
today/8 a.m. Friday/9 p.m. Saturday/1 p.m.

HISTORY
Theme 9 lesson 5 History of Vietnam
Useful language:
princess, general, born, die, marry
Review Talking about history of Vietnam.
1. Write the vocabulary from the previous lesson on the board. Ngo Quyen and Huyen Tran

36 Track 36
1. M: Princess.
1 2 3 4 5 2. M: General.
BORN: 1-2-1920
DIED: 3-5-2000
3. M: Born.
4. M: Die.
5. M: Marry.
princess general born die marry
1. Arrange the flashcards on the board, play audio and have 4. Play the “Guess” game. Arrange the flashcards on the board and
students listen and repeat. Point to the flashcards along with write a number under each card.
the audio. Repeat several times. 5. Have students look at the flashcards for the count of ten. Turn
2. Play audio again and have students listen, repeat and point to the flashcards over to face the board when the students are not
the pictures in their books. looking.
3. Change the order of the flashcards, point to them individually and 6. Call out a number and have students take turns to guess the
have students say the words, correct pronunciation when needed. face down card. Turn the card over after each guess.

37 Track 37
Narrator: Listen to two children talking about General Ngo
Quyen.
Narrator: Look at the picture. Listen. There is one example.
1. B: Who’s Ngo Quyen?
G: He’s a very famous general.
B: Really?
G: Oh yes. He won the Battle of Bach Dang River in 938.
and circle.
2. B: When was he born?
G: He was born in 897.
1. He won the Battle of Bach Dang River in _______. 983 / 938
B: Where was he born?
2. Ngo Quyen was born in the north of Vietnam in _______. 897 / 898
G: In the north of Vietnam.
3. Ngo Quyen got married in _______. 931 / 913 3. B: Was he married?
4. He died in _______. 944 / 954 G: Yes.
B: When did he get married?
G: He got married in 931 to Lady Duong.
1. Play audio and demonstrate the activity using the example. 4. B: When did he die?
2. Play audio and have students listen and circle. G: Ngo Quyen died in 944 when he was 47 years old.
3. Play audio again and check answers as a whole class. B: That’s not very old.
G: Yes. Well, he was… (FADE OUT)

38
Track 38
1. Have students look at the useful language box. W: When was he born?
2. Have students listen to the audio and repeat. G: He was born in 924.
Useful language W: Where was he born?
When was he born? He was born in 924. G: He was born in the north of Vietnam.
Saying year
Where was he born? He was born in the north of Vietnam. 938 = 9-38 W: When did he get married?
When did he get married? He got married in 952. 1330 = 13-30 G: He got married in 952.
When did he die? He died in 979. 2001 = 2001 W: When did he die?
G: He died in 979.
READING Read and circle “True” or “False”.
P
rincess Huyen Tran was the sister of the King of
Vietnam, Tran Anh Tong. She was born in 1289. She 1. Have students read the text individually.
married the King of Champa in 1306. He died in 1307. 2. Read the text as a whole class.
General Tran Khac Chung went to Champa to bring her
home. It took a long time to get home, over 10 months. The
King of Vietnam was very happy to finally see his sister again 4. Have students look and circle "True" or "False".
in 1308. Huyen Tran died sometime after 1330. 5. Check answers as a whole class.
1. Princess Huyen Tran got married in 1306. True/False
2. She was the sister of the King of Champa. True/False
3. The King of Champa died in 1307. True/False
4. It took her over 13 months to travel home from Champa. True/False
5. She died sometime after 1330. True/False
SPEAKING Role play. Ask and answer.
Where? When? 1306 1330?

Student
the north 1289 married The King died sometime
A of Vietnam of Champa after… 1. Divide the class into pairs.
Huyen Tran
born 2. Have students role-play as ‘‘Huyen Tran’’ and ‘‘Ngo Quyen’’.
Student Where? When? 931 944 3. Have Student A ask and Student B answer.
B
the north
of Vietnam
897 married
Lady Duong
died
4. Swap roles and repeat with both characters.
Ngo Quyen Talk to your friend. Ask and answer.
Talk to your friend. Ask and answer.
Where were
5. Have Student A ask the questions provided, have Student B
1. Where were you born?
2. When were you born? you born? answer.
I was born in Nha Trang.
3. When did you start school?
4. When did you start learning English?
the class.
WRITING Now write your answers.
1. When were you born? 1. Have students write sentences about themselves.
I was born in __________________________________________________________. 2. Have students answer the questions with full sentences.
2. Where were you born? 3. Afterwards, have some students read their answers to the
I _____________________________________________________________________. class.
3. When did you start learning English?
I _____________________________________________________________________.

HISTORY
listening Listen and draw a line from the day to the correct picture. CD4
39
Track 39
Narrator: Look at the pictures. What was Jim doing last week?
Narrator: Look and listen. There is one example.
G: Hello, Jim.
B: Hi.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday G: What were you doing last week?
B: I did lots of things last week.
G: Oh well, what were you doing on Thursday at 3 o’clock?
B: I was studying all day on Thursday.
CRAZY BRIDGE
G: Ah, I see.
and draw lines.
1. Play audio and demonstrate the activity using the example. 1. G: What were you doing on Friday at 11 a.m.?
2. Play audio and have students listen and draw lines from the B: I was looking at some paintings in an art gallery.
days of the week to the pictures. G: Paintings?
3. Play audio again and check answers as a whole class. B: Yes, I really like art.
2. G: And what were you doing on Sunday at 2 p.m.?
B: Oh, I was just relaxing on Sunday.
G: Oh, that’s nice.
3. G: What were you doing on Monday at 12 o’clock?
B: I was riding my bike.
G: Where did you ride to?
B: I went riding in the forest. It was a lot of fun.
G: Sounds great!
4. G: And what were you doing on Wednesday at 5 p.m.?
B: I was helping my dad on Wednesday.
G: What were you helping him with?
B: I helped him do some gardening.
REading & writing Read the story. Choose a word from the box. Write the correct word next to numbers 1-5.
There is one example.
wait run boat break went send saw

I went to the museum last week. There are lots of rules in the museum. You can’t (1)_____
in the museum. You have to walk. You have to (2) _____ in line, too. But I’m glad I went
there. I (3) _______ lots of interesting things, like the first telephone. I learned that before
telephones, people used to (4) ______ letters to their friends, and that before there were
4. Have students read the text again and fill in the blanks using
planes, people used to travel by (5) ______. the answers provided.
6. Now choose the best name for the story. Tick one box.
6. Afterwards, have students choose the best name for the story.
A day at school
A day at the museum
A day at home

40

Pair 1 vs. Pair 2
Have you ever Yes, I have./

(broken your
1. Divide the class in groups of four. Divide each group into pairs.
No, I haven't.
leg)? Have each pair use a different color pen.
2. Have students play rock, paper, scissors. The winners will go
first.
You have to You can't run.
(walk). 3. Student A from the first team points to a space on the board
Student B answers. If the answer is correct, then that team can
What did people put a mark on the space. If the answer is incorrect, the next
People used to
do before there
(study at home). team takes their turn.
were (schools)?
4. The winners are the team that can get three of their own marks
9 a.m. 11 o’clock 4 o’clock
in a row horizontally, vertically or diagonally.
Note: Swap students roles after each turn.
12 p.m.
What were you I was (cleaning
doing at (9a.m.) the garden).
(last Friday)?
last Friday last Tuesday yesterday last Tuesday
We win!
i can...
•I can talk about things I have done.

•I can talk about things people can't do and have to do.
•I can talk about what people did in the past.
•I can talk about what I was doing in the past.
= Great!
 = OK
(if they have it).

GOODBYE
GOODBYE
earrings, bracelet, belt, ring, necklace, tie
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. Which one's your (sister)?
2. Have students read the words on the board. (She)'s the one with the (pink) (bracelet).

41
Track 41
1. M: Earrings. 4. M: Ring.
1 2 3 4 5 6
2. M: Bracelet. 5. M: Necklace.
3. M: Belt. 6. M: Tie.
earrings bracelet belt ring necklace tie
1. Arrange the flashcards on the board, play audio and have 4. Have one student come to the front and play ‘‘Tennis’’ with you.
students listen and repeat. Point to the flashcards along with 5. As you say a word, hit it to the student and have the student
the audio. Repeat several times. respond with another word and hit it back to you.
2. Play audio again and have students listen, repeat and point to 6. Divide the class into pairs and have them play with each
the pictures in their books. other. Have some pairs demonstrate the activity in front of
have students say the words, correct pronunciationwhen needed.

42
Track 42 - 43
Which one's your
mom, Alfie? 1
Narrator: Alfie’s family comes to Greenwood…
Alfie's family comes to Greenwood...
She's the one with

the red necklace. 1. (SOUND OF SPACESHIP LANDING)
(SOUND OF SPACESHIP DOORS OPENING)
WELCOME TOWEGRLCEEOM TO GREENWOOD!
NWEOOD 2
Everyone: Welcome to Greenwood!
(SOUND OF CHATTING)
ENWOOD Grace: Which one’s your mom, Alfie?
WELCOME TOWELGRE
COME TO GREENWOOD H!
HH 3 Alfie: She’s the one with the red necklace.
AH
Grace: Oh, she’s beautiful.
2
4 and tick the box.
2. Alfie’s aunt: Hello, you must be Tom. I’m Alfie’s aunt.
Tom: Hello. Nice to meet you.
Alfie’s aunt: Which one’s your brother, Tom?
1. Now introduce the situation “Alfie’s family comes to Greenwood…”
Tom: He’s the one with the orange belt.
2. Have students call out the objects and people they can see.
3. Alfie’s aunt: Oh, and which one’s your sister, Tom?
Tom: She’s the one with the white ring.
Alfie’s aunt: Ah yes, she’s very pretty.
4. Grace: Alfie, which one’s your sister?

1. Play audio and demonstrate the activity using the example. Alfie: She’s the one with the big bracelet.
2. Play audio and have students listen and tick the box. Grace: Oh, she looks just like you.
3. Play audio again and check answers as a whole class. Alfie’s dad: And which one’s your dad, Tom?
Sam: AHHHHHH!
44 (SOUND OF SNAP AND CRASH)
1. Draw students’ attention to the structure box. Tom: (EMBARRASED) He’s the one with the food on him.
2. Play audio and have students listen. (SOUND OF DOG LICKING)
Track 44
Structure G: Which one’s your dad?
Which one's your dad? B: He’s the one with the black belt.
He's the one with the black belt.
116 GOODBYE: Lesson 1

45
Track 45
Which one's your mom?
She's the o
ne with b
lue earrings.
She's the one with blue earrings.

46
Track 46
2. Tell students they must listen and notice the pronunciation B: He's, She's.
feature. G: He's, She's.
3. Play the audio once and draw attention to the pronunciation M: He's, She's.
feature.
46
Don't forget the "z" sound.
D Practice. Ask and answer. Practice.

She's the one with the
red necklace.
T: I say, “mom/blue/ring”.
Group A, you say, “Which one’s your mom?”
big green red small blue black Group B, you say, “She’s the one with the blue ring.”
mom T: I say “brother/white/belt”.
1 2 3
brother
Group A, you say, “Which one’s your brother?”
Group B, you say, “He’s the one with the white belt.” OK?
aunt T: mom/blue/ring
necklace bracelet belt
grandpa Group A: Which one’s your mom?
4 5 6 Group B: She’s the one with the blue ring.
dad
T: brother/white/belt
sister Continue whole class/group/individual drills with:
ring earrings tie • aunt/big/necklace
• grandpa/green/tie
• dad/red/bracelet
• sister/small/earrings
Ask and answer.
the class.
Which one's your aunt?

She's the one with the grandpa aunt dad two students in each team.
blue necklace.
We win! mom brother cousin 3. Have the teams take turns.
sister grandma uncle
GOODBYE: Lesson 1 117

GOODBYE
GOODBYE
circus, opera house, university, art gallery,
parking lot, pharmacy
Review Structure:
1. Write the vocabulary from the previous lesson on the board. Excuse me, could you tell me where the
2. Have students read the words on the board. (library) is?
3. Write the structures from the previous lesson on the board. Yes, it's (behind) the (university) on (Main
4. Have students read the sentences on the board. Street)./Sorry, I don't know.

47
Track 47
1. M: Circus. 4. M: Art gallery.
1 2 3 4 5 6
2. M: Opera house. 5. M: Parking lot.
3. M: University. 6. M: Pharmacy.
circus opera university art gallery parking lot pharmacy
house
Track 48 - 49
48 Narrator: Alfie is showing his family around Greenwood…
Alfie's showing his family around
Greenwood… HOUSE
Baker
1
don't
Excuse me, could you tell me
where the opera house is?
Street know
1. (SOUND OF THE STREET)
2
Alfie: Hmm. I can’t find the opera house.
Yes, it's next to the
parking lot on Baker Street.
Main
Street
Sunny
Street Alfie’s dad: Why don’t you ask that man?
WC
ARG
H! Alfie: Excuse me, could you tell me where the opera house is?
don't
3
Water Police officer: Yes, it’s next to the car park on Baker Street.
Alfie: Thank you.
know Street
WC
4 Narrator: Can you see the circle? This is an example. Now listen and
circle.
Lake Water
Street Street
2. Alfie’s dad: That was great! Where next, Alfie?

1234556677788989034345434
Alfie
1. Review the story from the previous lesson “Alfie’s family came Alfie: The theme park. Excuse me, could you tell me where the
to Greenwood”. theme park is?
2. Now introduce the situation“Alfie’s showing his family around Man: Yes, it’s opposite the candy store on Sunny Street.
Greenwood…” Alfie: Thanks.
3. Have students call out the locations and people they can see. 3. (SOUND OF ROLLERCOASTER AND ALFIE’S FAMILY SCREAMING)
4. Have students listen and read. Alfie’s dad: Wow, that was amazing.
Alfie: Yeah. Let’s go to the stadium next.
Alfie’s dad: OK.

1. Play audio and demonstrate the activity using the example. Alfie: Excuse me, could you tell me where the stadium is?
2. Play audio and have students listen and circle. Woman: Sorry, I don’t know.
3. Play audio again and check answers as a whole class. Alfie: OK, thank you.
4. Alfie: Let’s go to the circus instead.
50 Alfie’s dad: Sounds good.
1. Draw students’ attention to the structure box. Alfie: Excuse me, could you tell me where the circus is?
2. Play audio and have students listen. Man: Yes, it’s behind the pharmacy on Water Street.
3. Play audio again and have students listen and repeat. Alfie: Thank you.
(SOUND OF THE CIRCUS – CROWD CHEERING AND MUSIC)
Structure Alfie: I’m going to the toilet.
Excuse me, could you tell me where the art gallery is?
Yes, it's next to the café on Main Street. (SOUND OF A TOILET FLUSHING)
Clown: There you are. Come with me.
Alfie: What!?
Track 50 Alfie’s family: Alfie?!
G: Excuse me, could you tell me where the art gallery is? (SOUND OF A CANNON GOING OFF)
M: Yes, it’s next to the café on Main Street. (SOUND OF ALFIE SCREAMING)

51 Track 51
us is? Excuse me, could you tell me where the circus is?
xc u se m e , c ould you tel l m e wh er e the circ
E Yes, it's behind the opera house on Water Street.
Yes, it's behind the
opera ho
use on Water Street.
1. Play audio and have students listen. 4. Divide the class into two group, Group A sings the questions,
2. Play audio and have students point to the pictures in part A. Group B sings the answers.

52 Track 52
1. Focus on the example sentence and briefly explain the focus. In natural English, “...could you…" sounds like /k djә/.
feature. B: Excuse me, could you tell me where the circus is?
3. Play the audio once and draw attention to the pronunciation G: Excuse me, could you tell me where the circus is?
feature. M: Excuse me, could you tell me where the circus is?
52
Natural English: "...could you…"
Jim: Excuse me, could you tell me

where the school is? circus/parking lot/arcade
Tony: Yes, it's opposite behind/next to/opposite

the swimming pool pharmacy/opera house/stadium
on Main Street. Water/Baker/Sunny
Jim: Thank you.

Tony: You're welcome.

E Ask and answer using the map.

Excuse me, can you tell me where Yes, it's between the bookstore and the
the art gallery is? university on Main Street.
ART STADIUM
GALLERY UNIVERSITY
SUNNY STREET
WATER STREET
MAIN STREET 3. Have Student A ask and have Student B answer.

SWIMMING
POOL 4. Swap roles and repeat.
CIRCUS
PHARMACY
FOREST SOUVENIR STORE class.

BAKER STREET
MARKET CAMPSITE
PARKING LOT OPERA
HOUSE

GOODBYE
GOODBYE
interesting, boring, beautiful, ugly, cute,
scary
Review
2. Have students read the words on the board. What do you think about this (painting)?
3. Write the structures from the previous lesson on the board. I think it's very (beautiful).

53
Track 53
1. M: Interesting. 4. M: Ugly.
1 2 3 4 5 6 2. M: Boring. 5. M: Cute.
3. M: Beautiful. 6. M: Scary.
interesting boring beautiful ugly cute scary have students say the words, correct pronunciation when needed.
4. Play the “Guess” game. Arrange the flashcards on the board
1. Arrange the flashcards on the board, play audio and have and write a number under each card.
students listen and repeat. Point to the flashcards along 5. Have students look at the flashcards for the count of ten.
with the audio. Repeat several times. Turn the flashcards over to face the board when the stu-
2. Play audio again and have students listen, repeat and point dents are not looking.
to the pictures in their books. 6. Call out a number and have students take turns to guess
3. Change the order of the flashcards, point to them individually and the face down card. Turn the card over after each guess.

54
Sam takes everyone to the art gallery…

1
What do you think I think it's very
Track 54 - 55
about this painting? interesting beautiful
interesting. Narrator: Sam takes everyone to the art gallery…
2 1. Sam: Welcome to Greenwood Art Gallery.
cute scary (SOUND OF PEOPLE WALKING INTO THE ROOM)
Sam: What do you think about this painting?
Alfie’s father: I think it’s really interesting.
3
H! Narrator: Can you see the tick? This is an example. Now listen
ARG ugly boring
and tick the box.
What do you think I think it's 2. Ann: What do you think about this statue?
about this painting? very ...
4 Alfie’s mother: I think it’s really scary.
boring cute Ann: Scary? OK. Let’s go and look at something else.
3. Ann: What about this painting?
Alfie’s mother: This one? I think it’s really boring.
1. Review the story from the previous lesson “Alfie showed his Ann: Yes, me too.
family around Greenwood. 4. (SOUND OF SAM SCREAMING AND THE PICTURE FALLING
2. Introduce the situation: “Sam takes everyone to the art ONTO HIS HEAD)
gallery…” Ann: What do you think about this painting?
3. Have students look at the big picture and call out the adjectives Alfie: I think it’s really… CUTE!
they can see.
Structure
1. Play example audio and demonstrate the activity using the example. What do you think about that statue?
I think it's very scary.

56
Track 56
1. Draw students’ attention to the structure box. B: What do you think about that statue?
2. Play audio and have students listen. G: I think it’s very scary.

57
g?
Track 57
What do you think about this paintin
I think it's What do you think about this painting?
really inte
resting.
I think it's really interesting.
1. P lay audio and have students listen. 4. Divide the class into two groups, Group A sings the questions,

58 Track 58
2. Tell students they must listen and notice the pronunciation B: I think it's really beautiful.
feature. G: I think it's really beautiful.
3. Play the audio once and draw attention to the pronunciation M: I think it's really beautiful.
feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 58
CD4
focus on the feature. Stress on the adjective.

"I think it's really beautiful."
D Practice. Point, ask and answer. Practice.

What do you think about this frog? T: I say, “picture/very beautiful”
I think it's very ugly.
Group A, you say, “What do you think about this picture?”
Group B, you say, “It’s very beautiful.”
interesting
T: I say, “picture/very interesting”
Group A, you say, “What do you think about this picture?”
cute Group B, you say, “It’s very interesting.” OK?
T: picture/very beautiful
boring TO
HOWY CHES
S
Group A: What do you think about this picture?
PLA
beautiful
Group B: It’s very beautiful.
T: picture/very interesting
scary Continue whole class/group/individual drills with:
• dress/very modern
ugly • city/very ancient
• book/quite boring
• doll/very lovely
the class.
What do you think

about this picture?
I think it's very boring. two students in each team.
2. Have the teams play rock, paper, scissors. The winning team
chooses a square, asks and answers.
We win! 3. Have the teams take turns.

GOODBYE
GOODBYE
Goodbye!, Thanks for having me!,
See you soon!, Keep in touch!
Review I'll miss you!, Have a nice day!
2. Have students read the words on the board. Structure:
3. Write the structures from the previous lesson on the board. Language to use when saying goodbye.

59
Track 59
1. M: Goodbye! 4. M: Keep in touch!
1 2 3 4 5 6
2. M: Thanks for having me! 5. M: I’ll miss you!
3. M: See you soon! 6. M: Have a nice day!
Thanks for See you Keep in Have a
Goodbye! I'll miss you!
having me! soon! touch! nice day!

60
Track 60 - 61
EVERYONE’S AT ALFIE’S LEAVING PARTY...
GOODBYE ALFIE !
Keep in touch!
Narrator: Everyone is at Alfie’s leaving party…
1. (SOUND OF PEOPLE TALKING IN THE BACKGROUND AND
2
Fun at the party

IN THE SUMMER, THE
SOFT MUSIC)
BROWNS VISIT ALPHA...
Ben: I’m so sad you’re leaving, Alfie.
1
32
54
65
76
77
88
flA
89
09
43
ei
43
45
43
1
Alfie: Me too. But it’s time I went home.
2
Ben: Well, we'll keep in touch.
Alfie: You too, Ben.
321
554
lA
766
eif
877
898 9
430
543
Goodbye, see you2soon!

434
Best friends forever!

1. Review the story from the previous lesson “Sam took everyone and number.
to the art gallery.” 2. (SOUND OF MUSIC AND PEOPLE HAVING FUN IN THE
2. Now introduce the situation“Everyone’s at Alfie’s BACKGROUND)
leaving party…” Alfie: Thanks for coming to my party, Lucy.
3. Have students call out the objects and people they can see. Lucy: It’s OK. (SOUND OF LUCY CRYING)
4. Have students listen and read. Alfie: I’ll miss you when I go home.
2. Listen and number. 61 CD4 Lucy: I’ll miss you too, Alfie.
3. Alfie: Hello, Mr Brown.
1. Play audio and demonstrate the activity using the example. Sam: Hello, Alfie.
2. Play audio and have students listen and number. Alfie: Thanks for having me! I’ve had a great time.
3. Play audio again and check answers as a whole class. Sam: You’re welcome. We’ve had a great time too.
62 4. Tom: I can’t believe you’re leaving, Alfie.
Alfie: I know.
Tom: But we’ll see you soon.
Alfie: Really? I can’t wait!
Alfie’s dad: Time to go, Alfie.
Structure Alfie: OK.
Goodbye! Keep in touch! (SOUND OF SPACESHIP SETTING OFF)
You too. I'll miss you!
I'll miss you too! See you soon!
Alfie: Goodbye, everyone.
Everyone: Goodbye, Alfie.
Narrator: In the summer, the Browns visit Alpha…
Track 62
(SOUND OF FLYING CARS)
B: Goodbye! Keep in touch!
Sam: Smile!
G: You too! I’ll miss you!
(SOUND OF CAMERA TAKING PHOTO)
B: I’ll miss you too! See you soon!

63
Goodbye! Track 63
Thanks f
or having me!
Goodbye!
Thanks for having me!

64 Track 64
1. Focus on the example sentence and briefly explain the focus. In natural English, “See you soon!" sounds like /si:jәsu:n/.
feature. B: See you soon!
3. Play the audio once and draw attention to the pronunciation G: See you soon!
feature. M: See you soon!
64
focus on the feature. Natural English: "See you soon!"
D Role play the conversations.
Ben: Thanks for having me! May: Bye, Lucy. I'll miss you!
Grandma: You're welcome. Lucy: I'll miss you too!
Ben: Goodbye! May: Keep in touch!
Grandma: Goodbye, Ben! Lucy: I will.
Tom: See you soon, Nick! Ms. White: Goodbye, everyone!

Have a nice summer!
Nick: Yeah, see you tomorrow,
Tom. Students: Goodbye, Ms.White!

4. Swap roles and repeat using the different conversations.
E Role-play each situation.
MATH HISTORY
VIETNAMESE MATH HISTORY
lITERATER lITERATER VIETNAMESE
MATH P.E. lITERATER
ART lITERATER
MATH MATH P.E.
MATH MATH ART
VIETNAMESE P.E.
HISTORY P.E. MATH
VIETNAMESE VIETNAMESE
HISTORY
ART VIETNAMESE
ART
2
1. Demonstrate the activity.
3. Have students look at the pictures and role-play each situation.
friends grandparents teacher cousin
4. Afterwards, have some students role-play in front of the class.

Theme 10
Review
GOODBYE
GOODBYE lesson 5
A scary story
Useful language:
loudly, quietly, quickly, slowly
1. Write the vocabulary from the previous lesson on the board. Telling a story.

65 Track 65
1 2 3 4
1. M: Loudly.
2. M: Quietly.
3. M: Quickly.
4. M: Slowly.
loudly quietly quickly slowly
with the audio. Repeat several times. What’s missing?”. Arrange flashcards on the board and
2. Play audio again and have students listen, repeat and point remove one card when students are not looking. One
to the pictures in their books. student from each team calls out the missing flashcard.
listening Listen and circle “True” or “False”. CD4

66
Jess’ new friend

Track 66
Narrator: Jess meets a new friend…
Hello. 1. One day, I was walking home from school. I heard
someone quietly say “Hello.” in the garden of the old house.
and circle.
2. I walked into the garden slowly. There was a boy by the big
1. Someone said loudly “Hello”. True / False tree, he told me his name was Jack Radley and he was eleven.
2. Jess walked into the garden quickly. True / False 3. We played tag for a short time. Just then my brother loudly
3 Her brother loudly told her to come home. True / False
called “Jess! Where are you? Come home!”
4. Jess ran back home quickly. True / False
4. “OK, coming!” I answered.
“See you later, Jack.” I said and ran back home quickly.

67
Track 67
M: He ran to the house quickly .
M: She quietly said “Hello”.
Useful language
He ran to the house quickly.
She quietly said “Hello”.

READING Read and complete the sentences.
“Why are you late?” my mom asked. “Because I met a boy at the old Radley house,” I said.
“Oh, yes. That poor boy. He’s very sick and can’t go to school,” said my mom quietly. “He
must be sad without any friends. Can I play with him tomorrow?” My dad slowly nodded his 2. Read the text as a whole class.
head. “Yes, Jess. You can.”
We quickly became best friends but Jack slowly got sicker. One day, he wasn’t in his garden. 3. Demonstrate the activity using the example.
“Jack! Jack!” I called his name loudly. “Jack’s too sick to play today,” his mom said quietly.
“Thank you, Jess. For being his friend.” “I hope he’ll get better soon,” I said.
4. Have students look and fill in the blanks.
1. Jack couldn’t go to school because he was sick. 5. Check answers as a whole class.
2. Jess wanted to make _____________ with Jack.
3. Jack __________ became sicker.
4. Jack's mother ___________ Jess for being friend.
friends thanked sick quickly slowly
SPEAKING Talk to your friends. Look at the pictures and continue the story using the words in the box.
Jess!
Hello.
A boy quietly
said “Hello”.
A boy … said “Hello”. She walked into the garden… Her brother … said “Jess!
Time to go home."
quietly
Can I play
quickly with Jack?
slowly
loudly
Her dad … nodded They … became “Thank you for being his
and said, “Sure.” best friends. friend.” Jack’s mom … said.

3. Have students practice telling the story using the pictures and words in the box.
WRITING Look at
SPEAKING . Write four sentences about the story.
1. _____________________________________________________________.
2. _____________________________________________________________.
3. _____________________________________________________________.
4. _____________________________________________________________.
1. Have students look at the Speaking.

2. Have students choose 4 pictures and write 4 sentences about them.

GOODBYE
GOODBYE
listening Listen and tick () the box. CD4

68
Track 68
Example What is the museum next to? B: My family is going to the museum. Let’s go and meet them.
PHARMACY
G: OK, sure. Where’s the museum?
a b c
B: I don’t know. Let me ask someone.
1 Which one's Nick's mom? 2 Which one's Nick's dad? B: Excuse me, could you tell me where the museum is?
M: Yes, it’s next to the university on Water Street.
B: Next to the university? OK, thanks!
a b c a b c
3 What does Jane think about the statue? 4 What does Nick think about the painting?
and tick the box.
1. (SOUND OF WALKING)
a b c a b c B: There they are.
G: Yeah, I see them. Which one’s your mom, Nick?
B: She’s the one with the purple necklace.
G: Oh, yeah. I see her.
2. G: And which one’s your dad, Nick?
B: He’s the one with the sunglasses.
G: That tall man with dark hair?
B: No, that’s my uncle. The one next to him with the
sunglasses.
G: Oh yeah! Sorry.
3. B: Hi everyone! This is Jane.
Everyone: Hello Jane!
G: Hi! Wow! What a big museum!
B: Hey! Look at this statue. What do you think about it, Jane?
1. Have students look at the pictures and call out the objects G: Well, I think it’s very ugly.
they can see. B: Me too.
2. Play audio and demonstrate the activity using the example. 4. G: Hey, Nick! What do you think about this painting?
3. Play audio and have students listen and tick the box. B: I think it’s very scary.
4. Play audio again and check answers as a whole class. G: Scary? I think it’s cute.
REading & writing Read the text. Choose the right words and write them on the lines.
Last weekend I went sightseeing in the city with my family. We went to the art gallery,
which is behind the university on Bridge Street. We saw lots of (1) _______________.
My favorite painting was of a girl in a red (2) _________, she was standing in front
of an opera house and was wearing a blue (3) __________. I thought it was a very
beautiful painting.
My brother didn't like it, he said he thought it was (4) ____________. My brother liked
a painting of a monster fighting an alien. He thought it was really (5) _____________.
Example art gallery swim afternoon

1 music paintings monkey
2 table dress grass
3 necklace ugly parking lot
4 orange ring boring
5 interesting tired hill

2. Have students read the text, choose the right words and write them on the lines.
4. Afterwards, divide the class into pairs and have students practice.

69

Pair 1 vs. Pair 2
MATH HISTORY
VIETNAMESE MATH HISTORY
lITERATER lITERATER VIETNAMESE
BAKER STREET
MATH P.E. lITERATER
ART lITERATER
MATH MATH P.E.
MATH MATH ART
VIETNAMESE P.E.
HISTORY P.E. MATH
VIETNAMESE VIETNAMESE
HISTORY
ART VIETNAMESE
ART
Da Lat
UNIVERSIT
Y
Go forward 3. Have teams play rock, paper, scissors. The winning team goes
MAIN STREET two spaces
brother mom forward two spaces and the losing team goes forward one space.
4. Have students match the symbol to the structure, ask and answer.
If the question or answer is incorrect, that team moves back one
WATER STREET
space.
M
AT
H
CIRCUS
uncle PHARMACY
Could you tell me where the (park) is?
Which one's your (mom)?
Practice the conversation. (Goodbye).
What do you think about this (kitten)? winner: move 2 spaces

loser: move 1 space
i can...
•I can describe people.

•I can ask for and give directions.
•I can express my opinion.
•I can say goodbye.
= Great!
 = OK
(if they have it).

Word List
Vocabulary Theme/Lesson cap T6L3 go rock climbing T6L2
A clothes T6L4 gate T7L2
add T2L2 central T6L5 glass T7L4
apple pie T2L3 curtains T7L2 gift T8L5
always T3L5 cloth T7L4 grow T9L3
air conditioner T4L4 clear T7L5 general T9L5
airport T5L2 Cairo (Egypt) T8L2 Goodbye. T10L4
apartment T7L1 castle T8L3 H
Asia T8L1 canyon T8L3 Halloween T1L2
Africa T8L1 carry T9L2 hang lanterns T1L2
Australia T8L1 circus T10L2 have a party T1L2
Antarctica T8L1 cute T10L3 hip hop dancing T1L4
art gallery T10L2 D heat T2L2
B department store T1L1 hair dryer T4L1
brave T1L3 dizzy T3L1 hiking T5L3
building models T1L4 do arts and crafts T6L2 have a picnic T6L2
butter T2L1 die T9L5 house T7L1
bake T2L2 E houseboat T7L1
bitter T2L4 early T3L1 hard T7L3
bowl T2L5 earache T3L4 heavy T7L5
ballet shoes T3L2 exciting T4L5 help T9L4
bend T3L3 expensive T4L5 Have a nice day! T10L4
breathe in T3L3 east T6L5 I
breathe out T3L3 Europe T8L1 inline skating T1L4
backache T3L4 earrings T10L1 Italy T5L1
bus station T5L2 F Indonesia T5L1
boarding pass T5L4 factory T1L1 island T5L5
blankets T6L4 factory worker T1L1 interesting T10L3
bungalow T7L1 friendly T1L3 I’ll miss you! T10L4
bumpy T7L3 funny T1L3 J
Beijing (China) T8L2 flour T2L1 jacket T6L3
bay T8L3 fork T2L5 K
break T9L1 flu T3L4 knitting T1L4
born T9L5 fridge T4L1 knife T2L5
bracelet T10L1 France T5L1 key ring T8L4
belt T10L1 forest T5L5 Keep in touch! T10L4
boring T10L3 foggy T6L1 L
beautiful T10L3 freezing T6L1 late T3L1
C flood T6L4 lower T3L3
confident T1L3 food T6L4 laptop T4L2
crossword puzzle T1L5 fence T7L2 listen to music T4L3
chocolate chips T2L1 furniture T7L5 less T4L5
cheesecake T2L3 fridge magnet T8L4 luggage T5L4
chopsticks T2L5 festival T8L5 light T7L5
cough T3L4 fashion show T8L5 London (the UK) T8L2
cell phone T4L2 flower T8L5 leave T9L2
CD player T4L2 fall T9L1 listen T9L3
chat with friends T4L3 find T9L1 look T9L4
crowded T4L5 G loudly T10L5
Cambodia T5L1 gardening T1L4 M
cave T5L5 get a good job T1L5 magazine T1L5
clear T6L1 goggles T3L2 mix T2L2
go surfing T6L2
128
microwave T4L1 raincoat T6L3 TV remote T4L1
make a video T4L3 roof T7L2 tablet T4L2
make a call T4L3 rough T7L3 turn up T4L4
more T4L5 rubber T7L4 turn down T4L4
Malaysia T5L1 ride T9L1 turn on T4L4
mountain T5L5 relax T9L4 turn off T4L4
marine park T5L5 ring T10L1 traffic T4L5
money T6L4 S the Philippines T5L1
medicine T6L4 sales assistant T1L1 train station T5L2
mansion T7L1 smart T1L3 ticket T5L4
metal T7L4 sugar T2L1 tree house T7L1
mug T8L4 salad T2L3 Tokyo (Japan) T8L2
meet T9L1 soup T2L3 tower T8L3
marry T9L5 spicy T2L4 travel T9L3
N sour T2L4 tie T10L1
never T3L5 salty T2L4 Thanks for having me! T10L4
north T6L5 sweet T2L4 U
North America T8L1 spoon T2L5 use the internet T1L5
necklace T10L1 sick T3L1 usually T3L5
O sleepy T3L1 umbrella T6L3
office T1L1 swimsuit T3L2 university T10L2
office worker T1L1 sports uniform T3L2 ugly T10L3
oil T2L1 stretch T3L3 V
once a week T3L5 sore throat T3L4 visit another country T1L5
overcast T6L1 sometimes T3L5 video camera T4L2
Ottawa (Canada) T8L2 speaker T4L2 volume T4L4
opera house T10L2 subway T5L2 W
P skiing T5L3 watch fireworks T1L2
put up lights T1L2 scuba diving T5L3 weak T3L1
put up decorations T1L2 snorkeling T5L3 washing machine T4L1
painting T1L4 sightseeing T5L3 watch a movie T4L3
pour T2L2 sunglasses T6L3 wallet T5L4
pasta T2L3 sunscreen T6L3 windy T6L1
plate T2L5 south T6L5 west T6L5
play online games T4L3 shutters T7L2 wall T7L2
port T5L2 soft T7L3 wood T7L4
passport T5L4 smooth T7L3 walk T9L2
play blind man’s bluff T6L2 shiny T7L5 wash T9L3
play board games T6L2 strong T7L5 wait T9L4
plastic T7L4 South America T8L1 X
Paris (France) T8L2 statue T8L3 Y
pyramid T8L3 scarf T8L4 Z
purse T8L4 stand T9L2
postcard T8L4 stay T9L2
play T8L5 study T9L3
princess T9L5 send T9L3
parking lot T10L2 sleep T9L4
pharmacy T10L2 scary T10L3
Q See you soon! T10L4
quiet T1L3 slowly T10L5
quietly T10L5 T
quickly T10L5 TV show T1L5
R tutu T3L2
recipe T2L2 touch T3L3
racket T3L2 toothache T3L4
raise T3L3 twice a week T3L5
129
Flashcards
Theme 1: FAMILY Lesson 4 91 fridge
47 spicy 92 microwave
Lesson 1
48 bitter
Lesson 2
1 office worker
2 office 49 sour 93 cell phone
3 factory worker 50 salty 94 speaker
4 factory 51 sweet 95 tablet
5 sales assistant 96 laptop
6 department store Lesson 5 97 video camera
52 bowl 98 CD player
Lesson 2
53 plate
7 Halloween Lesson 3
8 hang lanterns 54 spoon
99 play online games
9 watch fireworks 55 knife 100 listen to music
10 have a party 56 fork 101 watch a movie
11 put up lights 57 chopsticks 102 make a video
12 put up decorations 103 chat with friends
104 make a call
Lesson 3 Theme 3: HEALTH
13 friendly Lesson 4
14 funny Lesson 1 105 turn up
15 brave 58 sick
106 turn down
16 smart 59 sleepy
107 air conditioner
17 confident 60 weak
108 turn on
18 quiet 61 dizzy
109 turn off
62 early
110 volume
63 late
Lesson 4
Lesson 5
19 inline skating Lesson 2 111 exciting
20 building models 64 goggles 112 expensive
21 gardening 65 swimsuit 113 more
22 painting 66 tutu 114 less
23 hip hop dancing 67 ballet shoes 115 traffic
24 knitting 68 sports uniform
116 crowded
69 racket
Lesson 5 Theme 5: Travel
25 get a good job Lesson 3
26 visit another country 70 raise Lesson 1
27 use the internet 71 lower 117 Malaysia
28 crossword puzzle 72 bend 118 Italy
29 magazine 73 touch 119 France
30 TV show 74 stretch 120 Cambodia
75 breathe in / breathe out 121 Indonesia
122 the Philippines
Theme 2: foOd Lesson 4
76 cough Lesson 2
Lesson 1 123 train station
77 sore throat
31 sugar 124 bus station
78 toothache
32 butter 125 subway
79 earache
33 flour 126 airport
80 backache
34 chocolate chips 127 port
81 flu
35 oil
Lesson 3
Lesson 2 Lesson 5 128 skiing
36 heat 82 always 129 scuba diving
37 add 83 usually 130 hiking
38 mix 84 sometimes 131 snorkeling
39 pour 85 twice a week 132 sightseeing
40 bake 86 once a week
41 recipe 87 never
Lesson 4
133 ticket
Lesson 3 Theme 4: technology 134 passport
42 pasta 135 wallet
43 salad Lesson 1 136 luggage
44 soup 88 hair dryer 137 boarding pass
45 apple pie 89 washing machine
90 TV remote
46 cheesecake
130
Lesson 5 187 bumpy Lesson 2
138 mountain 235 carry
139 island Lesson 4 236 walk
140 forest 188 plastic 237 leave
141 cave 189 glass 238 stand
142 marine park 190 metal 239 stay
191 rubber
192 wood Lesson 3
Theme 6: Weather 193 cloth 240 travel
241 wash
Lesson 1 Lesson 5 242 study
143 foggy 194 furniture 243 listen
144 clear 195 shiny 244 send
145 overcast 196 strong
245 grow
146 freezing 197 light
147 windy 198 heavy Lesson 4
199 clear 246 look
Lesson 2 247 help
148 have a picnic Theme 8: The World Around Us 248 wait
149 play blind man’s bluff
Lesson 1 249 relax
150 go surfing
200 Asia 250 sleep
151 go rock climbing
152 do arts and crafts 201 Africa
153 play board games 202 Australia Lesson 5
203 Europe 251 princess
Lesson 3 204 North America 252 general
154 sunglasses 205 South America 253 born
155 sunscreen 206 Antarctica 254 die
156 cap 255 marry
157 raincoat Lesson 2
158 jacket 207 Paris (France)
159 umbrella 208 London (the UK) Theme 10: goodbye
209 Tokyo (Japan)
Lesson 4 210 Cairo (Egypt) Lesson 1
160 flood 211 Ottawa (Canada) 256 earrings
161 food 212 Beijing (China) 257 bracelet
162 money 258 belt
163 clothes Lesson 3 259 ring
164 medicine 213 tower 260 necklace
165 blankets 214 castle 261 tie
215 statue
Lesson 5 216 bay Lesson 2
166 north 217 canyon 262 circus
167 east 218 pyramid 263 opera house
168 south 264 university
169 west Lesson 4 265 art gallery
170 center 219 mug 266 parking lot
220 purse
267 pharmacy
221 scarf
Theme 7: HOME 222 postcard Lesson 3
223 key ring 268 interesting
Lesson 1
171 house 224 fridge magnet 269 boring
172 apartment 270 beautiful
Lesson 5 271 ugly
173 bungalow 225 festival
174 mansion 272 cute
226 play
175 houseboat 273 scary
227 gift
176 tree house 228 fashion show Lesson 4
229 flower 274 Goodbye!
Lesson 2
177 roof 275 Thanks for having me!
178 wall 276 See you soon!
179 gate Theme 9: history 277 Keep in touch!
180 fence 278 I’ll miss you!
Lesson 1 279 Have a nice day!
181 shutters
230 break
182 curtains 231 meet Lesson 5
Lesson 3 232 ride 280 loudly
183 rough 233 fall 281 quietly
184 hard 234 find 282 quickly
185 soft 283 slowly
186 smooth
131
FOUR, HORSE
NHÀ XUẤT BẢN ĐẠI HỌC SƯ PHẠM TP HỒ CHÍ MINH
280 An Dương Vương, Phường 4, Quận 5, TP Hồ Chí Minh
Điện thoại: (08) 38 301 303 – Fax: (08) 39 381 382
Email: nxb@hcmup.edu.vn
Website: http://nxb.hcmup.edu.vn
I-LEARN SMART START LEVEL 5 TEACHER'S BOOK
DTP Online Corporation
Chịu trách nhiệm xuất bản:
Giám đốc
ThS. LÊ THANH HÀ
Chịu trách nhiệm nội dung:
Tổng biên tập
PGS. TS. NGUYỄN KIM HỒNG
Biên tập:
ĐẶNG ĐỖ THIÊN THANH
Trình bày bìa:
Phạm THỊ ANH THƯ
Sửa bản in:
Nguyễn Thị Ngọc Quyên
Mã số sách tiêu chuẩn quốc tế - ISBN:
Liên kết xuất bản: Công ty CP Giáo dục Đại Trường Phát
207/6 Nguyễn Văn Thủ, Phường Đa kao, Quận 1, TP.HCM
In cuốn khổ 21,5 x 28,5 cm tại Công ty TNHH MTV Lê Quang Lộc, 161 Lý Chính Thắng, Quận 3, Tp.HCM; Số xác
nhận đăng ký xuất bản: ; Quyết định xuất bản số ký ngày tháng năm 2015. In xong và nộp lưu chiểu năm
2015.
ISBN: 978-604-947-422-4

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Nguyễn Phương Thảo Kerry Murphy George Seale

Project Manager: Grant Trew

8. The World Around Us

A Listen, point and say. CD1

B 1. Listen and read. CD1

Ann takes the children to the clinic… sales

4 and draw lines.

 Pronunciation tip CD1

D Practice. Point, ask and answer.

E Talk to your classmates and fill in the table.

A Listen, point and say. CD1

B 1. Listen and read. CD1

 Pronunciation tip Track 13

focus on the feature.

Role play. Swap roles and repeat with different words.

Alfie: It's New Year's Eve. Halloween/Christmas/Mother's Day

Kappa: What do people do for

Alfie: People have parties and wear costumes/give gifts/buy flowers

Kappa: It sounds awesome!

1. Have students look at the dialogue.

E Work in groups. Choose two family holidays in

What do people do for the Lunar New Year?

Alfie: Yes, they are. But they’re all different too.

 Pronunciation tip CD1

D Practice. Ask and answer. Practice.

E Play the “Tic, tac, toe” game.

scissors is played each turn).

A Listen, point and say. CD1

In natural English, “...your…" sounds like / jәr/.

D Practice. Point, ask and answer. Practice.

E Play the “Chain” game.

What's your hobby? What's your hobby?

New words Listen, point and say. CD1

Read 4 comments 1. Have students read the text individually.

1. Mai reads English stories to her sister. True/False

Mai: Why do you like learning English?

1. Have students look at the dialogue.

WRITING Talk to your friend. Write your ideas down.

1. Divide the class into pairs.

listening Listen and ()the box.

Example What does Jimmy’s father do?

1. Demonstrate the activity using the example.

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

Game Play the “Connect three” game.

Pair 1 vs. Pair 2

What does your (He)’s (a teacher)

What's your I like

•I can say where my family members work.

A Listen, point and say. CD1

B 1. Listen and read. CD1

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

oil Lucy (SOUNDING excitED): I want to make muffins.

D Role play. Swap roles and repeat with different words.

Vicky: Can you help me? I'm making

1. Have students look at the dialogue.

E Talk to your friend. Make a shopping list.

What do you need? Shopping list

A Listen, point and say. CD1

B 1. Listen and read. CD1

 Pronunciation tip CD1

Stress for 'First, Next, Then…'

D Practice. Ask and answer.