NGUYỄN
NGỌC
VÕ ĐẠI
PHÚCTHỊ
(Tổng
Chủ QUYÊN
biên kiêm(Chủ
Chủbiên)
biên)
ĐẶNG ĐỖ THIÊN
THANH
- LÊ THỊ
TUYẾT- MINH
NGUYỄN
NGUYỄN
THỊ NGỌC
QUYÊN
ĐẶNG-ĐỖ
THIÊNDƯƠNG
THANH HOÀI THƯƠNG
MAI
- NGUYỄN
THỤY UYÊN
SA UYÊN SA
LÊ THỊ TUYẾTHUỲNH
MINH -TUYẾT
HUỲNH
TUYẾT
MAI - NGUYỄN
THỤY

3

Scope and Sequence
Unit

Getting
Started
pages 08–17

Vocabulary

Sentence Patterns

stand up, sit down, hands up

Stand up, please.

open your book, close your
book, hands down

Open your book.
Yes, Teacher.

hello, goodbye, Tom, Lucy

Hello. What's your name?
My name's Tom.
Goodbye.

red, yellow, blue, black, white

What color is it?
It's yellow.

one, two, three, four, five, six,
seven, eight, nine, ten

How old are you?
I'm eight.

The alphabet

How do you spell "Alfie"?
A-L-F-I-E.

/sp/ sound

the USA, the UK, Italy, India,

Where are you from?
Where's she from?

/ə/ sound

dancing, singing, drawing,
reading, painting

Do your friends like dancing?
Yes, they do./No, they don't.

hi, good, great

How are you?
It's nice to meet you.
Thank you.

father, mother, brother, sister

This is my father.
Hello, I'm Alfie.
Hello, Alfie.

grandfather, grandmother,
uncle, aunt, cousin

Who's she?
What's her name?

do your homework, clean your
room, wake up, go to bed

Clean your room!

/pl/ sound

dog, cat, fish, bird

I like my cat.
I love cats.
I don't like dogs.

Culture
Focus on: My family pet

eraser, ruler, pencil, notebook,
pencil case

Is this your eraser?
Yes, it is./No, it isn't.
Are these your notebooks?
Yes, they are./No, they aren't.

/eɪ/ sound, /ɪə/ sound

math, English, art, physical
education (P.E.), music

Do you like math?
Yes, I do./No, I don't.

/ɪ/ sound

1. My Friends Japan, Alpha
pages 18–31

2. Family
pages 32–45

3. School
pages 46–59

4. Home
pages 60–73

I'm from the USA.
She's from Japan.

/ŋ/ sound

I'm good, and you?
CLIL: Ethics
It's nice to meet you, too. Focus on: Polite
You're welcome.
greetings
/ʌ/ sound
She's my aunt.
Her name's May.

Monday, Tuesday, Wednesday,
When do you have English?
Thursday, Friday, Saturday,
I have English on Wednesdays and Fridays.
Sunday

/ð/ sound

/æ/ sound

green, orange, pink, purple,
gray, favorite

What's your favorite color?
My favorite color is orange.
I can make orange with yellow and red.

CLIL: Art
Focus on: Colors/
My favorite
color

living room, bedroom, kitchen,
bathroom, yard

Where's Dad?

/uː/ sound

cleaning, playing, eating,
sleeping, cooking

What's he doing?
He's sleeping.

/iː/ sound

mirror, picture, sofa, table,
box, house

Is the picture in the living room?
Yes, it is./No, it isn't.

/əʊ/ sound, /aʊ/ sound

bed, closet, chair, desk, TV

I live on La Thành Street in Hanoi.
My bedroom has a bed, a TV, and two chairs
in it.

Culture
Focus on: Living in
Britain/
Vietnam

He's in the yard.

Review (Units 1 – 4) pages 74–75

2

Pronunciation/
Content

Scope and Sequence
Unit

5. Sports &
Hobbies
pages 76–89

6. Clothes
pages 90–103

7. Toys
pages 104–117

8. Food

Vocabulary

Sentence Patterns

Pronunciation/
Content

badminton, tennis, volleyball,
basketball, soccer

Can you play soccer?
Yes, I can./No, I can't.

/aː/ sound

hitting, kicking, catching, throwing

What are you good at?
I'm good at kicking.

/θ/ sound

watch TV, go skateboarding,
go out, go swimming

May I watch TV?
Yes, you may./No, you may not.

/tʃ/ sound

hand, arm, foot/feet, leg, head,
body

I use my legs and feet in soccer.
I can kick the ball in soccer.
I can't kick the ball in basketball.

CLIL: P.E.
Focus on: Parts of the body

dress, shirt, shorts, socks, pants

What do you want?
I want a dress.

/ʃ/ sound

skirt, jacket, jeans, boots, T-shirt

What are you wearing?
I'm wearing blue jeans.

/dʒ/ sound

belt, scarf, sweater, pajamas,
skiing

Is that your belt?
Yes, it is./No, it isn't.
Are those your pajamas?
Yes, they are./No, they aren't.

/sk/ sound

uniform, polo shirt, tie, sneakers

What do you wear at school?
I wear a blue tie.
Do you like your uniform?
Yes, I do./No, I don't.

Culture
Focus on: School clothes in
Australia/Vietnam

robot, doll, big, small, car

What can you see?
I can see a big doll.

/l/ sound

card, block, dice, marble

How many marbles do you have?
I have five marbles.

/r/ sound

under, on, in, toy box, wardrobe

Put the ball on the chair.

/ɔɪ/ sound, /eə/ sound

eleven, twelve, thirteen, fourteen,
fifteen, sixteen, seventeen,
eighteen, nineteen, twenty

Seven plus twelve is nineteen.
Twenty minus six is fourteen.

CLIL: Math
Focus on: Addition and
subtraction

apple, banana, carrot, cupcake,
donut

There is an apple.
There are eight cupcakes.

/ts/ sound

onion, tomato, egg, potato,
orange

Are there any tomatoes?
Yes, there are some tomatoes./
No, there aren't.
Is there an onion?
Yes, there is an onion./
No, there isn't.

fries, pizza, cake, ice cream,
chicken, fish

Would you like some fries?
Yes, please./Sure, thanks!
No, thank you.

/aɪ/ sound, /ʊə/ sound

knife, fork, spoon, chopsticks,
noodles

We eat ice cream with a spoon.
We often eat chicken.
My favorite food is fish.

Culture
Focus on: E
 ating in
the USA/Vietnam

pages 118–131

/z/ sound

Review (Units 5 – 8) pages 132–133

3

Introduction to Tiếng Anh 3 i-Learn Smart Start
 About the course
Made for all kinds of classrooms, teachers, and learners
Tiếng Anh i-Learn Smart Start is a five-level course for
young English learners. It was designed by an experienced
team of international and Vietnamese writers and editors.
Our lessons make full use of modern teaching techniques.
All of our tasks and activities are appropriate and easy to
use within any style of classroom.
Designed to be super easy to prepare and teach
One of the primary aims of the course is to reduce
teachers' workload and keep preparation time to a
minimum.
Tiếng Anh i-Learn Smart Start was designed to make
lesson preparation smoother and easier for the teacher by
incorporating:
• Clear and simple tasks – The activities have
clear illustrations and short, simple, standardized
instructions to make understanding and setting up
tasks easy.
• A standard unit/lesson format – Every unit follows
a similar pattern of activities. This allows students
and teachers to become familiar with the lesson style
quickly.
• An easy to refer to Teacher's Book – The aim of this
course is to put all the information teachers need in
a very clear and easily navigable layout. Each lesson
page is accompanied by a single teacher's page so
that teachers can quickly and easily refer to the task
instructions, scripts, and drill patterns in the actual
lesson.

The approach to learning
The Tiếng Anh i-Learn Smart Start approach is based on
a number of principles:
• Vocabulary is the core of language – Grammar is
important, but vocabulary carries most of the meaning.
For lower level and young learners, developing
vocabulary is a primary focus. In Tiếng Anh i-Learn
Smart Start, each unit introduces, practices, recycles,
and reviews around 25 new words. Some of these
are introduced as part of a focused lexical set at the
beginning of a lesson. Some are introduced using
pictures to support reading passages in the CLIL/
Culture lessons. Other words that students may already
know, but may have forgotten, are noted purple. All
this vocabulary may be found at the back of the book
along with translations and pronunciation notes.
• Motivation and interest are keys to learning –
Children love engaging stories, games, and music when
studying in their first language. Tiếng Anh i-Learn
Smart Start aims to use the same elements to engage
their curiosity and make lessons fun.

4

• Using an approach that emphasizes clear and
noticeable progress – Success is a powerful
motivation, but learning language is a long-term
process that takes many years of effort. Learners often
have difficulty recognizing the progress they are
making, and this can often lead to losing motivation.
("I've been studying for years, but I still can't speak").
Tiếng Anh i-Learn Smart Start overcomes this by
breaking the syllabus into clear, practical, and
achievable goals.
Key features of the Clear and Noticeable Progress
(CNP) approach:
1. Clarify the goals and create a need
Each page is intended to fill one class period, and forms
part of a single lesson with clear functional, lexical and
structural aims. These are clearly stated in the scope and
sequence, and are designed to be slightly above the
student's current level.
2. Fill the needs
Each stage of the lesson targets a different element
of the aims (e.g. relevant vocabulary, grammar,
pronunciation features, controlled practice, etc.) to
ensure success with the practical communicative
speaking activity at the end of the lesson.
3. Provide evidence of success
The final stage of each lesson gives learners an
opportunity to utilize all the previous knowledge they
have acquired in one of a variety of consolidating
games. The games feature group and pair activities, and
directly addresses the lesson aims noted in the Teacher's
book. Progress is monitored by the teacher, who gives
assistance as necessary and ensures that learners are
able to achieve a successful outcome.

Pronunciation is important and should
be taught early
Tiếng Anh i-Learn Smart Start focuses on all key aspects
of pronunciation and systematically develops it from an
early age.
At Grade 3, students will focus on Sounds – Focus
activities draw attention to elements that learners find
challenging such as vowels, consonants, diphthongs
and consonant clusters. They will hear native speakers
pronounce the language naturally, then mimic the sounds.
Early learners need lots of listening – Listening is
essential not only as a receptive skill but also pivotal in the
development of spoken language proficiency.
1. Listening is vital in the language classroom because
it provides input for the learners. Unless learners can
understand language as presented in the classroom,
learning cannot begin.

2. Listening exercises provide teachers with a means for
drawing learners' attention to new forms (vocabulary,
grammar, new interaction patterns) of the language.
3. Natural spoken language presents a challenge for
learners. Lots of exposure in a relatable context is
essential to build confidence and comprehension.
As with first language learning, providing lots of
comprehensible listening input helps students build an
understanding of the language.
Build understanding of the target culture – Language
is not just words and grammar. Understanding the culture
of the language is essential to communication. Tiếng Anh
i-Learn Smart Start features characters living in a North
American town. Learning about the food they eat, the
games they play, and the way they interact, helps students
understand the way English is actually used.

Tiếng Anh 3 i-Learn Smart Start unit
and lesson overview
Getting Started
Tiếng Anh 3 i-Learn Smart Start begins with five
introductory lessons aimed at preparing students for
the English classroom environment in Grade 3. These
lessons review some basic language that students learned
in Tiếng Anh 1 & 2 i-Learn Smart Start. They are also
reintroduced to the general lesson model and the book's
main characters.
Lessons 1-- 3
Each lesson features a three-page layout with a consistent
format. This standardized approach means that students
quickly become comfortable with the lesson style and
lesson preparation is fast and easy for teachers.
Page 1:
A. Words – Part 1 uses pictures and flashcards to introduce
and practice key vocabulary. Part 2 presents a
communicative game to practice the new words.
B. Useful language – The teacher uses this to explicitly
illustrate the key (grammatical/functional) language. The
words in blue show variable elements student can replace
with their own ideas. This is followed by a practice activity
to help students gain understanding of the use of the
language.
Page 2:
C. Pronunciation – Each tip targets a single phonological
feature.
Task 1 shows the focus sound and has students listen
and repeat it. In Task 2, students are then given a short
chant which gives additional focus on the sounds,
both in isolation and within the words, to a fun musical
background.
It is understood that not all learners will be able to master
each phonological feature immediately. Of course, many
learners will take time to master this. However, the most

important part of learning pronunciation is to help learners
become aware of possible issues as they arise. This will make it
easier for learners to fully understand natural spoken English
and, of course, to improve their own speaking.
D. Story – Part D in each lesson from 1-3 is an episode in a
simple narrative. This uses a consistent set of characters and
settings that students can follow and get to know. These
stories use attractive comic-style illustrations featuring the
characters using the target language in a familiar setting.
These activities aim to:
• Show the target structure in a familiar context to
motivate students.
• Review the vocabulary introduced in Part A.
• Develop listening skills using a listening task that helps to
exemplify the target structure.
Students will first listen and follow along with the story.
In Part 2, they will listen again and complete a
comprehension task. Teachers should confirm the answers
with the class.
In Part 3, students will practice the conversation in pairs/
groups of three.
Page 3:
E. Practice – This activity supports students in practicing
the key structure/vocabulary and provides a clear practice
model to follow. The teacher can encourage students to
continue practicing the correct sound and rhythm features.
G. Free production/Personalization – When the students
are comfortable forming the target language, they are given
the opportunity to use the structure to say true things about
themselves, things around them and/or their ideas and
feelings. This task directly reflects the aims, and can be used
by the teacher to fully assess the students' ability to produce
the target language.
Lesson 4: Culture and content
Lesson 4 in each unit follows a different format.
These lessons focus on a mix of content subjects (e.g. math,
science, history, etc.) and social studies topics (e.g. cultural
traditions, music, food). They feature a balance of four skills
(listening, reading, speaking, and writing).
Page 1:
A. New vocabulary related to the topic is introduced. This
is followed by a communicative game to practice the
vocabulary.
B. The useful language is explicitly illustrated and reinforced
with a controlled practice exercise.
Page 2:
C. The 'FOCUS ON' section features a reading activity that
focuses on either a CLIL (Content Language Integrated
Learning) topic focused on a school subject, or on
cross-cultural differences between Vietnam and an English
speaking country.
D. This is a listening exercise that follows up on the CLIL
or Cultural content in Part C. It recycles the language and
concepts introduced in Part C and develops listening
comprehension skills.

5

Page 3:
E. This part features a reading passage that extends the
content in Part C and Part D and presents a model for the
writing task in F.
F. This is a scaffolded writing task that presents a framework
for students to write about their own ideas and experiences.
G. This is a speaking follow-up to Part F. Students will talk in
pairs/small groups about their own ideas on the topic using
the model they prepared in their writing. Weaker students
can read out what they wrote, but stronger students
should be encouraged to expand on their answers and ask
questions.
Lesson 5: Review and Practice
Regular review and recycling of lesson content are essential.
These pages have a number of key aims:
• To give practice in listening and reading skills using
languaqe and topics from the Unit.
• To finish the unit with a communicative game that
reinforces and gives practice with the key language and
skills found in the unit.
• To review all lesson content and give students a chance to
self-analyze their ability using the "What can you do?"
statements at the end of the unit.
Each lesson features the following:
Receptive skills practice – This includes one Listening
and one Reading/Writing focus.
Game – The final speaking task of the unit is focused
on free (but guided) production of the structures and
vocabulary covered in the unit. These activities are in
the form of an interactive game and provide an effective
review of the unit for the students. It also allows teachers
to evaluate students' ability to handle the "What can you
do?" aims of the unit.
"What can you do?" – Student use "I can…" sentences
to show how confident they are with the target ability
by marking either the smiley face (showing ability and
confidence) or the frown face (more practice needed).
These also help parents understand what their children
have been learning in the lessons and how well they are
doing.
Term tests – Tests are included after Units 4 and 8 to
review the contents of Units 1-4 and 5-8. These include
activities to assess and reinforce students understanding
of the vocabulary, grammar, communication patterns, as
well as the Listening, Reading and Writing skills covered in
those units.

Use pencils and erasers
Tiếng Anh i-Learn Smart Start Student's Book has been
designed to be reusable. For this to be possible, students
must be encouraged to use pencils and erasers for tasks
that require writing directly onto the book.

6

Smart Start icon key
WB

Play audio for WB Track 02.

CD1

Play audio for CD1 Track 10.

02

10

Have students practice with their friends.
Have students use their pencils and erasers.
Have students practice in pairs/small groups.
Have students act the roles. Encourage them
to make eye contact and show appropriate
body language and emotions.
S tudents can look up the meaning and
pronunciation of a purple word in the Word
List at the back of the book.

Teacher's Background Notes

Alfie

123455667
778898903

Alfie is an alien visitor
from Planet Alpha. He is
friendly, but he always
has a lot of questions.
4345434

Tom is eight years old.
He lives with his funny
family in the USA. He is
Alfie's best friend.

Lucy is Tom's big sister.
She is eleven years old.

Where's Bean?
Find him in
every unit!

1234556677788989034345434

Alfie

Alfie has many co
ol gadgets.
He even has his
own spaceship.
He can make his
spaceship very
small and put it
in is backpack!

Play the “Where's Bean?” game!
Alfie has a pet named Bean who came with him to Earth.
Bean ran away, and now is hidden somewhere in every unit.
Children will enjoy finding him and teachers can use this to
practice language like:
• Questions: “Where is Bean?”
• Pronouns/simple prepositions/nouns:
“He is on the table/under the bed.”
• Adverbs (position): “Here/there he is.”
• etc.

7

GETTING
GETTING STARTED
STARTED

LESSON 1

Aim:

Vocabulary:

Sentence pattern:

Students will be able to follow simple instructions
in class.

stand up, sit down, hands up

Stand up, please.

A

Listen and point. Repeat.

1

CD1

02

3

2

Track 02
1. M: stand up
2. M: sit down
3. M: hands up

stand up

sit down

hands up

1. Arrange the flashcards on the board, play audio, and point
to each flashcard.
2. Play audio again and have students point to the pictures in
their books.
3. Play audio again and have students listen and repeat.
4. Play "Guess."
5. Arrange the flashcards on the board and write a number
under each card.
6. Have students look at the flashcards for the count of ten.
Turn the flashcards over to face the board when the
students are not looking.
7. Call out a number and have students take turns to guess
the face-down card. Turn the card over after each guess.

B

Listen and point. Repeat. Role-play.
Sit down,
please.

Hands up,
please.

CD1

03

Stand up,
please.

Listen and point.
1. Have students call out the things they can see.
2. P
 lay audio and have students listen and point to the
characters.
Repeat.
Play audio and have students listen and repeat.
Role-play.
1. Divide the class into pairs.
2. H
 ave students practice the dialogue.
3. Swap roles and repeat.
4. A
 fterwards, have some pairs demonstrate the activity in
front of the class.

8

Track 03
1. Teacher: Let's play the "Teacher says" game, OK?
Children: Yay!
Teacher: Teacher says: "Sit down, please."
2. Teacher: Teacher says: "Hands up, please."
3. Teacher: Stand up, please.
Tom: No, Nick. Teacher didn't say.
Nick: Oh...

C

Point, say, and do.

1

2

Hands up, please.

3
2

Practice (optional).
1. Divide the class into two teams.
2. Show a flashcard to the class.
3. Have Team A call out the command and Team B do the action.
4. Swap roles and repeat.
e.g.
(Teacher shows flashcard "hands up.")
• Team A: "Hands up, please."
(Team B puts their hands up.)
Point, say, and do.
1. Divide the class into pairs.
2. Have Student A point and say, have Student B do the action.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in front of the class.

D

Play Simon says.

Simon says: “Stand up, please.”

Hands up, please.

1. Have students look at the example.
2. Tell students they must only follow commands that start with "Simon says..."
3. D
 emonstrate the game by giving the students different commands. If the command starts with "Simon says," students must do
the action. If it doesn't start with "Simon says," students who do the action must sit down.
4. Have one student come to the front of the class to be "Simon."
5. Swap roles and repeat with a new "Simon."

9

GETTING
GETTING STARTED
STARTED

LESSON 2

Aim:

Vocabulary:

Sentence pattern:

Students will be able to follow simple instructions
in class.

open your book, close
your book, hands down

Open your book.
Yes, Teacher.

A

Listen and point. Repeat.

1

CD1

04

3

2

open your book

close your book

Track 04
1. M: open your book
2. M: close your book
3. M: hands down

hands down

1. Arrange the flashcards on the board, play audio, and point to
each flashcard.
2. Play audio again and have students point to the pictures in
their books.
3. Play audio again and have students listen and repeat.
4. Play "Heads up. What's missing?"
5. Divide the class into two teams.
6. Arrange the flashcards on the board and remove one card
when students are not looking.
7. One student from each team calls out the missing flashcard.

B

Listen and point. Repeat. Role-play.
Open your
books.

Yes, Teacher.

Hands down.

Yes, Teacher.

CD1

05

Close your
books.

Yes, Teacher.

Listen and point.
1. Have students call out the things they can see.
2. Play audio and have students listen and point
to the characters.
Repeat.
Play audio and have students listen and repeat.
Role-play.
1. Divide the class into pairs.
2. Have students practice the dialogue.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
front of the class.

10

Track 05
1. Teacher: Open your books.
Students: Yes, Teacher.
2. Teacher: Hands down.
Students: Yes, Teacher.
3. Teacher: Close your books.
Students: Yes, Teacher.

C

Point, say, and do.

Open your
book.

1

2

3

Yes, Teacher.

Practice (optional).
1. Divide the class into two teams.
2. Show a flashcard to the class.
3. Have Team A call out the command and Team B do the action.
4. Swap roles and repeat.
e.g.
(Teacher shows flashcard "hands down.")
• Team A: "Hands down."
• Team B: "Yes, Teacher."
Team B puts their hands down.
Point, say, and do.
1. Divide the class into pairs.
2. Have Student A point and say, have Student B do the action.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in front of the class.

D

Play Read my lips.

Open your book.

..................

No, Nick.
Close your book.
Yes, that's right.

1. Have students look at the example.
2. Divide the class into threes.
3. Have one student say a sentence silently.
4. Have the other students try to guess what they said.
5. Have students swap roles.

11

GETTING
GETTING STARTED
STARTED

LESSON 3

Aim:

Vocabulary:

Sentence pattern:

Students will be able to introduce
themselves.

hello, goodbye, Tom, Lucy

Hello. What's your name?
My name's Tom.
Goodbye.

A
1

Listen and point. Repeat.
Hello!

hello

CD1

06

3

2

4

Goodbye!

goodbye

2

Lucy

Tom

Track 06
1. M: hello
2. M: goodbye
3. M: Tom
4. M: Lucy

1. Arrange the flashcards on the board, play audio,
and point to each flashcard.
2. Play audio again and have students point to the
pictures in their books.
3. Play audio again and have students listen and repeat.
4. Play "Guess."
5. Arrange the flashcards on the board and write a number
under each card.
6. Have students look at the flashcards for the count of ten.
Turn the flashcards over to face the board when the students
are not looking.
7. Call out a number and have students take turns to guess the
face-down card. Turn the card over after each guess.

B

Listen and point. Repeat. Role-play.

Hello. What's
your name?

My name's
Cody.

My name's
Mai.

Goodbye.

CD1

07

Goodbye.

2

Listen and point.
1. Have students call out the things they can see.
2. Play audio and have students listen and point
to the characters.
Repeat.
Play audio and have students listen and repeat.
Role-play.
1. Divide the class into pairs.
2. Have students practice the dialogue.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
front of the class.

12

Track 07
1. Tom: Hello. What's your name?
Cody: My name's Cody.
Mai: My name's Mai.
2. Lucy: Goodbye.
Peter: Goodbye.

C

Practice with your friends.

Hello. What's
your name?

My name's...

1. Demonstrate the activity.
2. Divide the class into groups.
3. Have students take turns asking and answering.
4. A
 fterwards, have some pairs demonstrate the activity in front of the class.

D

Play the Chain game.

Hello. What's
your name?

My name's Harry.

Hello. What's
your name?

My name's Nick.

1. Have students look at the example.
2. Divide the class into groups.
3. Have the students stand up.
4. Have Student A turn to Student B and ask the question, then have Student B answer.
5. Next, have Student B turn to Student C and ask the question, then have Student C answer.
6. Continue until all students have practiced.
7. Have some groups demonstrate the activity in front of the class.

13

GETTING
GETTING STARTED
STARTED

LESSON 4

Aim:

Vocabulary:

Sentence pattern:

Students will be able to ask about the colors
of things.

red, yellow, blue, black, white

What color is it?
It's yellow.

A

Listen and point. Repeat.

1

red

4

3

2

CD1

08

black

blue

yellow

Track 08
1. M: red
2. M: yellow
3. M: blue
4. M: black
5. M: white

5

white

1. Arrange the flashcards on the board, play audio,
and point to each flashcard.
2. Play audio again and have students point to the
pictures in their books.
3. Play audio again and have students listen and repeat.
4. Play "Heads up. What's missing?"
5. Divide the class into two teams.
6. Arrange the flashcards on the board and remove one card
when students are not looking.
7. One student from each team calls out the missing flashcard.

B

Listen and fill in the blanks. Repeat. Role-play.
What color
is it?

It's

.

What color
is it?

It's

CD1

09

.

2

What color
is it?

It's
yellow .

Listen and fill in the blanks. Color.
1. Have students call out the things they can see.
2. Play audio and demonstrate the activity using the example.
3. Play audio and have students listen and fill in the blanks.
4. Have students color the pictures.
5. Play audio again and check answers as a whole class.
Repeat.
Play audio and have students listen and repeat.
Role-play.
1. Divide the class into pairs.
2. Have students practice the dialogue.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in
front of the class.

14

Track 09
1. Lucy: What color is it?
Sue: It's yellow.
2. Tom: What color is it?
Ben: It's blue.
3. Mai: What color is it?
Kim: It's red.

C

Point, ask, and answer.

What color
is it?

It's red.

1. Divide the class into pairs.
2. Have Student A point and ask, have Student B answer.
3. Swap roles and repeat.
4. Afterwards, have some pairs demonstrate the activity in front of the class.

D

Play Guess the picture.

What color
is it?
It's white.

No.

It's black.

Yes.

1. Have students look at the example.
2. Divide the class into two teams.
3. Have a student stand facing away from the board and stick a flashcard on the board behind them.
4. Have someone from the same team ask the student a question about the flashcard.
5. Have the student try to guess the answer without looking at the flashcard.
6. Give that team one point if it's a correct guess.
7. Have teams take turns.

15

GETTING
GETTING STARTED
STARTED
Aim:

Vocabulary:

Sentence pattern:

Students will be able to ask how old someone is.

one, two, three, four, five, six,
seven, eight, nine, ten

How old are you?
I'm eight.

A

Listen and point. Repeat.

1

one

6

six

2

two

7

seven

3

CD1

10

4

three

8

eight

5

four

five

9

10

nine

Track 10
M: one
M: two
M: three
M: four
M: five
M: six
M: seven
M: eight
M: nine
M: ten

ten

1. Arrange the flashcards on the board, play audio, and point to
each flashcard.
2. Play audio again and have students point to the numbers in
their books.
3. Play audio again and have students listen and repeat.
4. Play "Pass the word." Divide the class into groups of 4–5
students and have the students stand in a circle.
5. Have one student point to another student at random and
say the first word in the sequence.
6. The other student must point to another student and say the
next word in the sequence.
7. If a student says the wrong word, they are "out" and must sit
down.
8. The last student standing is the winner.

B
How old
are you?

Listen and fill in the blanks. Repeat. Role-play.
I'm
seven

.

How old
are you?

I'm
nine

.

How old
are you?

I'm
eight

Listen and fill in the blanks.
1. Have students call out the things they can see.
2. Play audio and demonstr...