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3.When students understand the activity, have them work in pairs and ask questions and give answers using the cards.. UNIT 1 UNIT 1 Reproducible Worksheet Instructions 3.Use the uncut pa

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Draw and Write

Use with the Let’s Start lesson.

Activity summary:Students draw a picture and complete a sentence to introduce themselves

Steps:

1.Distribute a copy to each student

2.Have students trace the words in each speech bubble

Then, have them write their own name, and draw a picture of themselves As students work, circulate and help them with the spelling of their names, if necessary

Variation:

Students can choose to draw a picture of their favorite cartoon character, and write that character’s name instead of their own

Classroom Objects

Use with the Let’s Learn More lesson.

Activity summary:Students turn over cards and ask and answer questions in pairs The activity reinforces classroom vocabulary and the question-and-answer patterns What’s this? It’s (a pencil) and Is this (a pencil)?

Yes, it is No, it isn’t.

Steps:

1.Give one set of cards to each student or team

2.Model the activity with one pair of students (or two teams) as other students watch

a.Have S1 and S2 place their stacks of cards on the table, face down in front of them

b.Prompt S1 to turn over the top card and ask,

What’s this?S2 answers It’s (a pencil) Next, have S2 turn over a card and ask S1 a question

3.When students understand the activity, have them work in pairs and ask questions and give answers using the cards

Variations:

1.Have students make a grid with nine numbered squares Students place one of the cards in each square

Call out the word on another card at random

T: Number 1 Is this (a board)?If the student has the same card in the square, he or she answers Yes, it is If

he or she has a different card in the square, he or she answers No, it isn’t

2.Use duplicate sets of cards to play Concentration

UNIT 1

Reproducible Worksheet Instructions

3.Use the uncut page to play Bingo.Have students cross out (or cover) two squares on the page Play Bingo

in the usual way Crossing out two squares in the beginning increases the number of times that students will get Bingo

Listen and Draw

Use with the Let’s Learn lesson.

Activity summary:In this activity, you read a sentence and students draw a picture accordingly The activity reinforces color and shape vocabulary and the grammar structure It’s a (blue) (triangle).

Steps:

1.Distribute one page to each student

2.Model the activity as students watch

a.Have students point to the color words and read them with you Color the balloons on the enlarged copy as students color their own pages

b.Point to number 1 at the bottom of the page and read sentence number 1 below: It’s a red triangle.Draw a red triangle in the square and prompt students to do the same Check that all students have drawn a red triangle in number 1

3.Continue the activity, reading the sentences below and having students draw the corresponding pictures

on their pages

1 It’s a red triangle.

2 It’s a green circle.

3 It’s an orange and blue square.

4 It’s a yellow and black diamond.

5 It’s a brown and white star.

6 It’s a purple, pink, and gray rectangle.

Variation:

Give each student two copies of the page On one copy, they draw the colored objects Then, they take turns telling their partners to draw the same objects

Afterward, have them compare the original to their partner’s copy

Color and Talk

Use with the Let’s Build lesson.

Activity summary:Students take turns asking and answering questions about colors, and then appropriately coloring various objects The activity

UNIT 2 UNIT 2

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reinforces color vocabulary and the grammar pattern

What color is it? It’s (blue).

Steps:

1.Distribute one page to each student and have them

fold it in half so that only the You section is visible

a.Point to the pencil in You(1), and say several

colors aloud, as if trying to make a decision Decide on

one color and use it to color the pencil

b.Have the students make their own choice and

color the pencil in the first section on their paper

c.Unfold the enlarged copy and point to number 1

at the bottom of the page Ask S1 about his or her

pencil: What color is it?S1 should answer based on the

color selected for the pencil Color in the pencil on

your page using that color

d.Ask the students to finish coloring in the objects

in the Yousection

3.Have students take turns asking and telling colors

(keeping their pages folded in half to help them

remember if they are the asking or telling student in

each pair) The student asking the questions colors the

objects on the bottom part of the page After they have

completed all six items, have students compare their

pages to see if the colors match

Variation:

Have students use more than one color per object

Bingo: Singular and Plural

Activity summary:Students play Bingousing singular

and plural objects The activity reinforces singular and

plural classroom vocabulary and the grammar structures

It’s (a crayon) and They’re (crayons).

Steps:

1.Make a set of cue cards by making an enlarged copy

of the page and cutting the bottom of the page into

individual squares (you should have 18 cue cards, 9

singular and 9 plural) and put them in a bag

2.Give each student a page and something to cover the

spaces on the grid (e.g., small pieces of paper, coins,

etc.)

3.Review the vocabulary on the Bingogrid

4.Have students make their Bingogrids unique by

adding an sto some of the objects in the Bingosquares

(so some squares will be singular and some will be

plural)

5.Draw a cue card from the bag and say what the

picture is (e.g., It’s a table.) Check for correct singular vs

plural covering of squares

UNIT 3

6.When students understand the activity, have volunteers take turns drawing cue cards from the bag and saying what the pictures are

7.Once a student has covered three squares in a row, he

or she should say Bingo!

8.Check the student’s row of squares by asking the student to make sentences about the activities on the covered squares (e.g., It’s a crayon They’re pencil cases It’s a cell phone.)

Variation:

Vary the squares that students must cover to win Instead of three squares in a row (across, down, or diagonally), play Letter-shape Bingo,where students cover squares to form specific alphabet letters in order

to win Capital letters that work especially well for this

Bingovariation include C, I, H, O, T, and X.

Color and Play the Game

Activity summary:In this activity, groups of three or four play a board game and ask and answer questions The game reinforces color, number, and classroom object vocabulary; and the grammar structures What color (is this) / (are these)? and How many (crayons)?

Steps:

1.Display an already colored copy of the game board at the front of the room Choose two students to help you model the activity

2.Model the activity

a.Have S1 roll a die Move a marker the corresponding number of spaces on the game board, and ask S1 a question about the object in the space he

or she lands on What color is this? What color are these?

or How many (crayons)?

b.If S1 answers the question correctly, S1’s marker remains in that square, or, in the case of arrow squares,

he or she moves the marker the indicated number of spaces If S1 answers incorrectly, the marker returns to the space at which S1 started the turn

c.Have S2 roll the die next, and S1 asks a question When S2’s turn is finished, he or she asks the question

to the next student

3.Put students in groups of three or four each, and give

a game board, crayons, markers, and a die to each group Set a time limit for coloring the game squares and then begin to play

Variation:

This game can be played as an entire class in three teams, using one large game board at the front of the room

UNIT 3

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Can and Can’t Cards

Use with the Let’s Start lesson.

Activity summary:Students work in groups and turn

over cards to find a match The activity reinforces I can,

I can’t,and ability vocabulary

Steps:

1.Divide the class into groups of three to four students

Give each group a set of cards

2.Model the Concentrationgame with one group as

other students watch

a.Have students place the cards face down in

random order

b.S1 turns over two cards, looking for a can/can’t

match (e.g., I can count to ten andI can’t count to ten.)

Have S1 make a sentence after turning over each card If

S1 finds a match, he or she takes the cards and the next

student in the group takes a turn If the cards don’t

match, S1 randomly places the cards back into the pile,

toward the bottom The student with the most matches

is the winner

3.When students understand the activity, have them

work in groups and play the game

Variations:

1 Bingo.Copy an extra set to use as Bingocue cards

Give a set of cards to each student and have him or her

put the pictures face up in a 3 x 3 or 4 x 4 formation

Play Bingo

2.Copy each picture twice to expand the

Concentrationpossibilities To make a match, a student

must find the identical card (e.g., I can count to tenand

I can count to ten)

Family Game

Activity summary:Groups of students play a board

game and make sentences combining adjectives and

family vocabulary The game reinforces he/she,

adjectives, family vocabulary, and the grammar

structures This is my (father) (He’s) (tall).

Steps:

1.Display an enlarged copy of the game board at the

front of the room Place Student Cards 113-120

(adjectives) face down in the center of the board

Choose a student to help you model the activity

a.Roll a die Move a marker that number of spaces

on the game board, draw one adjective card from the

Student Card pile, and make sentences about the person

UNIT 4

UNIT 4 b.If the sentences are correct, the player’s marker

remains in that square If a player lands on an arrow square, the player moves the indicated number of spaces, and then makes a sentence If either sentence is incorrect, the marker returns to the position at the start

of that turn Alternately, you can have the other players help make a correct sentence

c.Have S1 next roll the die, and make a sentence

3.Put students in groups of three or four each, and give

a game board, Student Cards, markers, and a die to each group

Variations:

1.Play as an entire class in three teams, using one large game board at the front of the room

2.Use the family pictures at the bottom of the page to make cards to play either Slap(multiple sets of cards face up in the center of the group) or Concentration

(double set of cards for each group)

3.Cut out the pictures of the family Students can spread them out minus one or two cards and the other players must guess who is missing

4.Play the game again, having students ask and answer questions about the family members, (e.g., Who’s he? Who’s she?)

Interview: What Can You Do?

Activity summary:Students work in pairs, interviewing each other about various abilities The activity

reinforces can/can’tand the question What can you do?

Steps:

1.Distribute one page to each student

2.Model the activity with an enlarged copy

a.Point to the boy playing with a yo-yo Match and elicit the verb phrase Along with students, trace the dotted line between the picture and the phrase Have students draw lines between the remaining pictures and phrases For non-readers, read each verb phrase aloud and have students find the corresponding picture and draw a line between the two

b.Ask S1 What can you do?S1 can answer using any

of the abilities pictured on the page S1: I can draw a picture.Point to draw a pictureat the bottom of the page and ask students what it says If necessary, show students how they can use the matching exercise to help them “read” the verb phrases at the bottom of the page Then, place a check mark in the I cancolumn next to draw a picture.

3.In pairs, students take turns asking and answering questions about abilities Remind students to mark their partner’s answers, not their own

UNIT 5

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1.When students finish, have them write out sentences

about their own abilities using each of the six verb

phrases

2.Have students make a similar interview grid using

their own choice of verb phrases from Units 1 to 5

Connect, Color, and Write

Activity summary:Students connect the dots to reveal

objects, color the objects, and then write labels beneath

the objects Then, they use the cards to practice asking

and answering questions in pairs The activity reinforces

color and classroom vocabulary, and the

question-and-answer pattern What is it? It’s (a red kite).

Steps:

1.Model the drawing activity on an enlarged copy

a.Point to the first object and ask What is it?

Students can guess or answer I don’t know Have

students connect the dots to reveal the object Ask the

question again This time students can answer It’s a kite.

b.Point to the same object and ask What color is it?

Again, the answer will be I don’t know.Color the object

and ask the question again This time students will be

able to answer the question

c.Ask What is it?and encourage students to answer

with both color and object name (e.g., What is it? It’s a

red kite.)

d.Write the appropriate label beneath the picture

(e.g., a kite)

2.Give one page and crayons or colored pencils to each

student

a.Have students connect the dots, color, and label

the six objects on their pages

3.Model the game activity with two students

a.Have students cut out the squares on their pages

to make six cards Combine both students’ cards and

place the twelve cards face down on the table

b.Have S1 turn over the first card and ask What is

it?S2 answers Students take turns asking and answering

questions

work in pairs and ask questions and give answers using

the cards

Variations:

1.Use duplicate sets of cards to play Concentration

(matching objects, not color)

2.Use multiple sets of Student Cards to play Slap.

Students have to listen to both object and color to

decide which card is the target

UNIT 5

Ask and Answer Where Are the Animals?

Activity summary:Students ask and answer questions

in pairs The activity reinforces prepositions, animal vocabulary, and the question-and-answer pattern

Where’s the (bug)? It’s (on) the (desk).

Steps:

1.Give one page to each student

2.Model the activity with one student as other students watch Have one copy of the page with the four animal cards already cut out and pasted into position Don’t show students your page until the end of the activity

a.Display an enlarged page on the board, and give S1 the four previously cut out cards from the bottom of the page

b.Prompt S1 to ask a question about one of the animals: Where’s the bug?Answer It’s on the desk.S1 should place (or tape) the card so that it is on the desk Continue for the remaining three animals

c.Once all of the cards have been placed on the page, show the class your original and have them see if S1 put the animals in the correct locations

3.When students understand the activity, have them work in pairs and ask questions and place the animal cards Either have students sit back-to-back, or sit with a screen between them so that they can’t see their

partner’s pages

Variations:

1.Have students paste the animals on the page, and then write a sentence for each of the four animals (e.g.,

The bug is on the desk.)

2.Play the game with three students S1 sits on one side

of the room, and places the animals in the picture S2 sits on the other side of the room and asks questions S3 moves between S1 and S2, carrying information from one student to the other S2: Where’s the dog?S3 to S1:

Where’s the dog?S1: It’s under the table.S3 to S2: It’s under the table.

Hidden Objects

Use with the Let’s Build lesson Activity summary:Students work in pairs and count the number of objects hidden in the picture The activity reinforces number and nature vocabulary, and the question-and-answer pattern How many (kites) are there? There are (two kites).

UNIT 6 UNIT 6

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1.Give one page to each pair of students

2.Model the activity with an enlarged copy Ask How

many kites are there?Count along with the class If

desired, number the kites in the picture as you identify

them

work in pairs and ask questions and give answers,

counting the objects hidden in the picture

Variation:

Have students write a sentence for each of the objects in

the key at the bottom of the page (e.g, There are two

trees.)

I Want… I Don’t Want… Cards

Activity summary:Students work in groups and turn

over cards to find a match The activity reinforces I

want, I don’t want, thirsty/hungry,and food vocabulary

Steps:

1.Divide the class into groups of three to four students

Give each group a set of cards

2.Play Concentration.Model with one group as other

students watch

a.Have students place the cards face down in

random order

b.S1 turns over two cards, looking for a

picture/word match (e.g., picture of an orange and the

word orange) Have S1 make two sentences after turning

over each card, combining hungry/thirstyand I want / I

don’t want (e.g., I’m hungry I want an orange; or I’m

thirsty I don’t want an orange.) If S1 finds a match and

makes correct sentences, S1 takes the cards and the next

student in the group takes a turn If S1 says incorrect

sentences, the cards remain The student saying correct

sentences with the most matches is the winner

work in groups and play the game

Variations:

1.Play Slapin small groups Place the word and picture

cards face up in the center As you call out one of the

items, students race to touch either the word or picture

card and make two sentences (using hungry/thirstyand

I want / I don’t want.) There will be two winners each

round (because there are two cards for each item)

2.When less time is available, have students play

Concentrationwithout making sentences

UNIT 7

What do you want? Bingo

Use with the Let’s Learn lesson.

Activity summary:Students play Bingousing tall, short, fat, and thin objects The activity reinforces adjectives and the grammar structures What do you want? I want a (short robot).

Steps:

1.Make an enlarged copy of the page and cut the bottom of the page into individual squares (you should have 12 cue cards) and put them in a bag These will be cue cards

2.Give each student a page and markers to cover the grid spaces (e.g., small pieces of paper, coins, etc.)

3.Review the vocabulary on the cards at the bottom of the page Since there are only three objects, the

adjective is important for distinguishing between them

4.Have students cut out the cards at the bottom of the page, and select nine to place in their Bingogrids (this will make each grid unique)

5.Draw a cue card from the bag, and have the class ask

What do you want?T: I want (a short robot).If a student has placed this card on his or her grid, he or she can cover that square

6.When students understand the activity, have volunteers take turns drawing cue cards from the bag and answering the class’s questions

7.Once a student has covered three squares in a row, he

or she should say Bingo!

8.Check the student’s row of squares by asking the student to make sentences about the activities on the covered squares (e.g., I want a fat robot I want a tall dog.

I want a short cat.)

Variations:

1.Vary the squares that students must cover to win Instead of three squares in a row (across, down, or diagonally), play Letter-shape Bingo,where students cover squares to form specific alphabet letters in order

to win Capital letters that work especially well for this

Bingovariation include C, I, H, O, T, and X.

2.Use duplicate sets of the cue cards to play

Concentration.

Do You Like?

Activity summary:Students ask and answer questions about likes and dislikes The activity reinforces animal vocabulary and the question Do you like (birds)?

UNIT 8 UNIT 7

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1.Distribute one page to each student Review the

animal vocabulary and question-and-answer pattern

a.Walk up to S1 and ask Do you like birds?S1

answers Yes, I door No, I don’t Circle the yesor no

answer, and then hand the page to S1 and say Please

write your name.S1 writes his or her name on the paper

and gives the paper back to the teacher

b.Move to S2 and ask a different question

3.Once students understand the activity, have them

move around the classroom, asking questions about the

animals on the page Note that the form limits students

to asking one question per student

Variations:

1.When students finish, have them write out sentences

about their own likes using each of the twelve animals

2.Make a class survey of how many students like each

animal Make a chart on the board Ask Do you like

birds?Students who like birds raise their hands as they

answer Have the class count hands Ask How many

students like birds?Students answer 15 students.(Note:

students have not learned this question form yet, but

should be able to answer it in this context.) Write the

number of students on the survey sheet

Review Game: Level 1

Activity summary:In this activity, groups of students

play a board game, and ask and answer questions The

game reviews various vocabulary and grammar

structures presented in Level 1

Steps:

1.Select two student volunteers to help you model the

game Display an enlarged game board at the front of

the room

a.Have S1 roll a die Move a marker the

corresponding number of spaces on the game board,

and ask S1 the question in the space If S1 lands on an

action space, he or she should read the sentence and do

the action

b.If S1 answers the question correctly, his or her

marker gets to remain in that square If the answer is

incorrect, the marker is returned to where it was before

S1 rolled the die

c.Have S2 next roll the die, and S1 asks a question

The student rolling the die becomes the question asker

for the next student

3.Put students in groups of three each, and give a game

board, markers, and a die to each group

UNIT 8

Variation:

This game can be played as an entire class in three teams, using one large game board at the front of the room

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