Let's Begin 2 - PDF

OXFORD LET'S BEGIN 2 Classroom Presentation Too, Teacher's GWc:f e Teache r's Resource Center o':!i!.N' o...

OXFORD LET'S BEGIN 2 Classroom Presentation Too, Teacher's GWc:f e Teache r's Resource Center o':!i!.N' o likes and dislikes Qq Rr Language: queen, quilt, rabbit, rock, sun, sandwich, tiger, queen quilt robbil rock teapot Ss Do you like cake? 0 Yes, /do. Materials: sandwich leopor Hger Teacher Cards 110-117; CD2 Tracks 29-32; I con do this lesson. Uf'llt6 Food 55 Student Cards 110-117 and Unit 6 Chant Video (Teacher's Resource Center) Student Book pages 54-55 www.irLanguage.com Warm up G)D!il The Alphabet Song Review the alphabet. Go around the room and ABCD EFG HIJK LMNOP have students take turns saying one letter each QRS TUV WXYZ Q, R, 5, T! until the whole alphabet has been said in the correct order. 2. Play the audio again. Have students listen to the pronunciation. Then play it again and have Pre-teach Phonics students repeat after each line. 3. Have students sing the song. Introduce the names and the sounds of the letters Q, R, S, and T. Use Teacher Card 110 or write 4. Have students say the alphabet in the correct order. Qq and the word queen on the board. Underline the q in queen. Say the name and the sound of the letter. Have the class pronounce both the m Listen, point, and say. See Teaching Phonics and Reading, Teacher's Guide name and the sound. Do the same for r (rabbit), page 15. s (sun), and t (tiger). 1. Ask students to point to the letters Qq, Rr, Ss, and Tt on the ABC chart in their books. Play Class Student Book page 54 CD2 Track 30 and have students listen and point to D Sing and say. the letters and pictures. See Teaching Phonics and Reading, Teacher's Guide G)nm o, o, 1q1, 1q1 R, R, /r/, /r/ page 15. queen, queen rabbit, rabbit 1. Have students look at the ABC chart in their quilt, quilt rock, rock books, and identify the letter names in red. Then 5, 5, Isl, Isl T, T, /ti, It/ play Class CD2 Track 29 and have students listen. sun, sun tiger, tiger sandwich, sandwich teapot, teapot 2. Play the audio again and have students repeat after each letter and word. 74 Unit6  3. Hold up Teacher Card 110 and say /q/, queen. Have students repeat. Continue with the cards for quilt, 0 Listen and read along. rabbit, rock, sun, sandwich, tiger, and teapot (111-11 7). See Teaching Phonics and Reading, Teacher's Guide Then hold up each card in random order and have page 15. students say the word and the letter it represents. 1. Have students look at the picture and identify the Student Book page 55 objects they see. 0 Watch, point, and chant. o-1::;· 2. Read along. Play Class CD2 Track 32 and have students listen and follow along in their books. See Teaching Phonics and Reading, Teacher's Guide page 15. G-mm Do you like cake? Yes, I do. 1. Play the video. Have students listen and watch. 2. Assign each of the students one of the four letters in the chant. Play the video again. This time, have 3. Choral Reading. Have students read the sentences all the "Q"s stand up when they hear the !qi sound aloud chorally. Then have volunteers read the in the chant. Repeat with each of the other letters. sentences aloud for the class. 4. Act It Out. Have student pairs get up and act GEm The QRST Chant out the dialogue. They can pantomime having the Q, R,S,T! object in the dialogue or they can use their own QR,S,T! realia. Have them switch roles. Ask volunteer pairs Q, R,S,T! to act out the dialogue for the class. /q/, /q/, queen, quilt Ir/, Ir/, rabbit, rock Isl, Isl, sun, sandwich Ji> I can do this lesson. See Teaching with Can-Do Statements, Teacher's Guide /ti, /ti, tiger, teapot (repeat) page 14. Access the Can-Do Activity on the Student Book 3. Play the video again. Have students watch and chant Classroom Presentation Tool. Have students complete along. the task in pairs or small groups. 4. Divide the class into two groups. Have one group chant the letter names and sounds and the other Games and Activities group chant the words. Then have groups change Play What's the Letter? (p. 21) to practice roles. writing and recognizing letters. To make the game more challenging, have students write the I!] Find the letters. Name the pictures. upper and lowercase letters. See Teaching Phonics and Reading, Teacher's Guide Letter Forms. Divide students into groups of page 15. five. Call out a letter and have students in each group work together to form the letter with 1. Have students look at the picture and name all the their bodies. Call out the letter from Units 1-5, objects they can. as well. 2. Have students find the hidden letters in the picture. I Then have volunteers point to each letter, say the letter, and say the name of the object to which it is attached. Additional Resources 3. Have student pairs take turns asking each other Workbook pages 52-53 about the picture using the question-and-answer Unit 6 Worksheet B (Teacher's Resource Center) pattern. Unit 6 Test (Teacher's Resource Center) Online Practice Unit6 75  Let's Review Units 5 and 6 Lesson Objective: , Students review language from Units 5 0. and 6, and practice test-taking skills. fJ Listen and circle. ()£ID 0 Say these. Gm> I. 2. Review Language: 'a( Bi os Units 5 and 6 language and vocabulary I, sunny 2. cloudy 3. windy Materials: b. Teacher Cards 3-10, 80, 82, 118-122; CO2 3. 4. It's sunn y. Tracks 04, 22, 33-34; Student Cards 3-10, 80, 82, 118-122 (Teacher's Resource Center) () 4. rainy 5. snowy o !I,' oc,_;Cf.;,.re,.. b. b. 6. I can talk about Unit 5. I can talk about Unit 6. :3: 1. Say and ocl 1. How old ore you? Here you ore. Thank you. 2. Do you like pizza? 2. How many cows? : j ' ""-J· j' b. 0, b. 56 Un11 5Md6 irLanguage com Student Book pages 56-57 Let's Talk Let's Learn/Let's Learn More 1. Role-play. In pairs, students pretend to be 1. Divide the class into teams to play Concentration attending each other's birthday parties. Give (p. 17). Use two matching sets of student- or students small objects or Student Cards 3-10 (toys) teacher-made animal cards. Each pair of cards to use as "gifts." Have students find a partner, ask should have a different numbers of animals on it. the partner's age, and give their gifts, then repeat. Students try to find singular and plural matches At the next signal, students find another partner for animals. As they turn over the cards, they count and repeat the conversation with their new gifts. the number of animals on each card. If there is a Write the sample conversation on the board. match, the students say (Five) (cats) and keep the S1: Here you are. cards. S2: Thank you! 2. Play Relay Race (p. 19) using the Student Cards S1: How old are you? for animals. Give the first student in each row the set of cards. When you say Go! S1 takes the first S2: I'm seven. card and says what's on it (One cow). S1 gives it to 2. Living Dialogues. Divide students into groups the next student who says what's on it and then of four and assign each student a line from the gives it to the next student. and so on to the last Units 5 and 6 Let's Talk dialogues. Saying only student. their lines, students arrange themselves in order 3. Have students review the chants and songs. For and then say the dialogue. For a longer dialogue, "Here You Are. Thank You" (Class CD2 Track 04), students can use the dialogue from the role-play put students in rows and give the first student in above. each row a toy (use Student Cards or realia). Have 3. Play Do It! (p. 21) to review the Let's Talk action them sing the appropriate line of the song as they commands. Say one command but do the action pass the item down the row. For "How Old Are for a different command. Students must do the You?" (Class CD2 Track 22) have students hold up command that you say. If they do the command the correct number of fingers as they sing. For the that you do, instead, they sit down. The last student letter chants, have students draw the letter shapes standing wins. in the air as they chant them. 76 Units 5 and 6 Review  Let's Learn to Read G}m> 1. Let's count the cats. 1 cat. 2 cats. 3 cats. 2. How many rabbits? 5 rabbits. Phonics: moon, monkey, nest, net, octopus, ostrich, panda, 3. I like cake. popcorn, queen, quilt, rabbit, rock, sun, sandwich, tiger; 4. Do you like bread? No, I don't. I like rice. teapot 5. Jump. 1. Board Race (p. 40). Write the phonics words on 6. Make a line. the board. Divide students into teams. Say one of the phonics sounds. Students race to the board to touch the word that has the initial sound they hear. 4. Use the other Student Cards for animals and foods 2. Have students read the sentences from the Listen for further review. Have the students work in and read along sections of Units 5 and 6 as they pairs, creating their own listening test questions. listen to the audio. Then have students show that they understand the sentences by playing Find Student Book page 57 the Picture. Ask How many (eggs)? or Do you like The Weather (tigers)? as you show one of the Listen and read along pictures to students. Students point to the item in the picture as they answer (3) (eggs) or Yes, D Saythese. I do.!No, I don't. Once you have gone through all 1. Have students look at the pictures and the sentence. the words on both pictures, have students do the Play Class CD2 Track 34 and have students point activity in pairs. to the words as they listen. Then have students repeat after the audio, for pronunciation practice. Student Book page 56 Let's Review G}E&m 1. sunny, sunny 2. cloudy, cloudy The listening assessment provides practice for students 3. windy, windy planning to take standardized tests, such as the 4. rainy, rainy Cambridge English Qualifications. 5. snowy, snowy It's sunny. It's sunny. D Listen and circle. 2. Use Teacher Cards 118-122. Show each card, say 1. Before students open their books, prepare them for the word, and have students repeat. Then show one the test procedure. On the board, set up a sample of the cards and have students say the sentence It's to resemble the listening test on page 54 of the (sunny). Go through all the cards faster and faster Student Book. Tape Teacher Cards 80 and 82 (dog, until students are saying the sentences fluently. cat) to the chalk board. Draw a letter A under the first card and a letter B under the second card. Have one student stand by the cards. Identify one of the cards: (One) (dog). The student points to the fl I can talk about Units 5 and 6. See Teaching with Can-Do Statements, Teacher's Guide correct card and circles the correct letter. Repeat page 14. until all students understand the procedure. 2. Have students look at the test in their books. Have Read each question or statement aloud and have students identify the items in numbers 1-4 and students respond together in pairs or small groups. the actions in numbers 5-6. Encourage students Monitor their progress. Praise them for their accomplishments in English! I to anticipate the language they might hear on the audio. 3. Play Class CD2 Track 33. Have students listen and point to the appropriate pictures. Then play Additional Resources Unit 5 Test (Teacher's Resource Center) the audio again and have students do the exercise Unit 6 Test (Teacher's Resource Center) as a written test. Note: If you want to do this as a Workbook pages 54-55 formal test, have students do the written test only. Online Practice Correct the test with students. Units 5 and 6 Review 77  Unit 7 My Body Let's Talk Topic: Unit Apologies 7 My Body o::;,', :::o :····.,,. Lesson Objectives: That's OK, Learning how to apologize and how to Oops! I'm sorry. accept an apology Oops! I'm sorr!i, M. · , :: ; ; :::.RA li!..ilfl/ Learning two new action commands That's OK. t - 9. Language: Oops! I'm sorry! That's OK. () Watch the video. O - 0 Listen and do.C,- Stamp your feet. 0 Soy ond act. Q)m, Clap your hands. Materials: Teacher Cards 118-124; CO2 Tracks 25, I. Stomp your feet. 2. Clop your hands 35-38; Student Cards 118-124 and Unit 7 Let's Talk Video (Teacher's Resource Center) I con do this lesson. 58 Untt7Mveo.t,, Student Book pages SS-59 characters, finally listening and repeating familiar Warm up words. Explain new language, if necessary. 1. Review weather words. Hold up each of the weather cards (Teacher Cards 118-122) and G}EElll Oops! I'm sorry. have students say It's (sunny). Go through the That's OK. cards several times, as quickly as possible. Point outside and have students say what the weather is like. At the beginning of every class, ask 3. Play the audio again. Have students repeat after students what the weather is like. the audio, focusing on natural intonation, rhythm, and speed. 2. Chant "I Like Cake, I Like Ice Cream" (Class CD2 Track 25). Then change the words to animals: I like (cats), I like (dogs), I like (birds). I]) Watch the video. 0 · Have students use gestures for each animal. You See Teaching with Video, Teacher's Guide page 14. can also use toys. 1. Explain the word Ohhhhh! if necessary. Pretend to bump your foot or elbow on a desk, say Ohhhhh! Student Book page 58 as if in pain. Have students repeat. Have a few D Listen and say. students take turns pretending to hurt themselves and saying Ohhhhh! See Teaching Conversation, Teacher's Guide page 13. 2. Play the video. Have students watch and raise their 1. Use puppets or student volunteers to model the hands when they hear a word they know. conversation Oops! I'm sorry. That's OK. Have Ohhhhh! students repeat the lines after you to practice pronunciation. Have students take one role while Oops! I'm sorry. you take the other, and then switch. That's OK, Andy. 2. Have students look at the picture and identify Oops! I'm sorry. the characters and objects they recognize. Play Class CD2 Track 35. Have students listen to the 2. Play the video again. Have students watch and conversation several times: first listening with copy the gestures and actions, where appropriate. eyes closed, then listening and pointing to the 78 Unit 7  3. Play the video again. Pause the video after each 3. Divide the class into two groups to sing the song. exchange and have students repeat the extended Encourage students to add gestures and actions to conversation and copy the gestures. accompany their singing. 4. Pretend to bump into a student and say Oops! I'm sorry. That student responds with That's OK. Repeat with several students. D Listen and do. See How to Practice Language in Pairs and Groups, Teacher's Guide page 14. B Say and act. 1. Introduce the action commands Stamp your feet See How to Practice Language in Pairs and Groups, and Clap your hands with actions, to reinforce the Teacher's Guide page 14. meaning of the verbs. Have students repeat the 1. Have students look at the pictures and identify sentences and do the actions several times. Then the characters. Use puppets or student volunteers have students practice in pairs. to model the conversation Oops! I'm sorry. That's 2. Play Class CD2 Track 38. Have students listen to OK. Ask a volunteer to say what goes in the blank the commands and point to the pictures that show in the first conversation. Have students repeat each action. Play the audio again and have students the lines after you to practice pronunciation. Ask repeat the commands. a volunteer to say what goes in the blank in the second conversation, then have students practice GEEID 1. Stamp your feet. the lines. Stamp your feet. 2. Play Class CD2 Track 36 and have students repeat. 2. Clap your hands. Clap your hands. G&D 1. Oops! I'm sorry. 2. Oops! I'm sorry. That's OK. That's OK. 3. Show Teacher Cards 123-124 and have students say the actions. Then have student pairs take turns saying the commands and doing the actions. 3. Have student pairs get up and role-play the dialogue. Encourage them to use a book and a book bag to act out the scenes. Have them switch roles. Ask volunteer pairs to act out the dialogue for the class. fl I can do this lesson. See Teaching with Can-Do Statements, Teacher's Guide Student Book page 59 page 14. l!J Listen and sing. Access the Can-Do Activity on the Student Book Classroom Presentation Tool. Have students complete See How to Use Songs and Chants, Teacher's Guide the task in pairs or small groups. page 14. 1. Play Class CD2 Track 37 and have students repeat Games and Activities words they recognize from the conversation. Play Charades (p. 17) with all the verbs from Units 1-7. GEIB Oops! I'm Sorry Practice the Let's Talk dialogue and let students be creative. Divide the class into pairs and have Oops! I'm sorry. them think of a situation that would fit the That's OK. Oops! I'm sorry. dialogue. Then have pairs act out their dialogues Oops! I'm sorry. (repeat) for the class. Oops! I'm sorry. Our Chant (p. 20). Use the language from Units That's OK. 1-7. Start with a basic rhythm that requires students to stamp their feet and clap their hands. Have students choose a dialogue or verb phrases Oops! I'm sorry. and fit them into the beat. That's OK. 2. Have students clap to keep the beat as you model the song, line by line. Have students echo the lines after you and then practice the song as a chant. Additional Resources I Workbook pages 56-57 Online Practice Unit 7 79  Unit 7 My Body Let's Learn Topic: 0 Make sentences. Gm Body 0 Learn the words. G)mi Lesson Objective: Naming the parts of the body Language: head, shoulders, knees, toes I can touch my head. I. head 2. shoutders Materials: Teacher Cards 125-128; CD2 Tracks 22, 39-42; Student Cards 125-128 (Teacher's (!) Listen, point, and chant.G)SD1:: J Resource Center) 3. knees 4. loes 0 Listen and point. G- 60 Unl17 My Student Book pages 60-61 Warm up 2. Play Class CD2 Track 39 and have students repeat. 1. Sing "How Old Are You?" (Class CD2 Track (D'mB 1. head, head 2. shoulders, shoulders 22) with students counting their ages on their 3. knees, knees 4. toes, toes fingers. rn Listen and point. 2. Do You Like... ? Review the question-and­ answer pattern, animals, and food words. When you say Go! students walk around the room asking Do you like (rabbits)? They must ask three See Teaching Vocabulary, Teacher's Guide page 13. classmates. If the answer is No, I don't, they 1. Play Class CD2 Track 40. Have students listen must ask a question until they get a Yes answer. and point to the pictures in the order they hear the words. Pre-teach Language (DDml head 1. Use Teacher Cards 125-128 to introduce the shoulders words. Show one Teacher Card at a time and say knees the word. Students repeat each word several times. toes 2. Introduce the parts of the body by pointing to knees your head, shoulders, knees, and toes. toes head shoulders Student Book page 60 D head Learn the words. toes See Teaching Vocabulary, Teacher's Guide page 13. shoulders knees 1. Using Teacher Cards 125-128, conduct a quick drill of the words. Silently show the cards and have students identify the body parts. Gradually pick up speed as students get used to saying the words. 80 Unit 7 ir Language.com  toes (Df.llB Head, Shoulders, Knees, Toes knees Head, shoulders, knees, toes head Head, shoulders, knees, toes shoulders One knee, two knees One toe, ten toes 2. Show Teacher Cards 125-128. As you show each card, have students say the word. Gradually pick Head, shoulders, knees, toes up speed so that you show each card a bit faster Head, shoulders, knees, toes than students are answering. Change the order of Two shoulders, one head the cards frequently, showing the words that the Head, shoulders, knees, toes students are having problems with more often than the ones they know how to say Continue until I can touch my head. students are saying the words spontaneously. I can touch my shoulders. 3. Make sure everyone has Student Cards 125-128. I can touch my knees. Hold up one card and say the body part. Students I can touch my toes. hold up matching cards. Then say one of the body Head, shoulders, knees, toes parts and have students point to the body part on Head, shoulders, knees, toes their own bodies. 2. Model the chant, line by line. Have students clap to the beat after you. Play the audio again and have Student Book page 61 [!I Make sentences. students chant along. See Teaching Grammar, Teacher's Guide page 13. 3. Have students stand up and chant as they touch each part of their bodies when it is mentioned in 1. Have students look at the picture and describe the chant. what they see. Direct students' attention to the sentence pattern in the book or write it on the board. Then play Class CD2 Track 41 and have the I can do this lesson. students listen and point to the body parts. Then See Teaching with Can-Do Statements, Teacher's Guide have students repeat after the audio. page 14. (DEIID I can touch my head. Access the Can-Do Activity on the Student Book 1. I can touch my head. Classroom Presentation Tool. Have students complete 2. I can touch my shoulders. the task in pairs or small groups. 3. I can touch my knees. 4. I can touch my toes. Games and Activities Have the class stand in a circle. Give each student a different Teacher Card (125-128 body parts). 2. Have students make a circle and give each student Say Go! Each student looks at his/her card and one of Teacher Cards 125-128. Say Go! and have says I can touch my (head) as he/she touches it. the students look at their cards, touch the body part Then have students pass the card to the student on indicated on the card, and say I can touch my (head). their right and repeat. Then have students pass their card to the student on their right so everyone has a new body part Do It! (p. 21). Play using the pattern Touch your card. Repeat the procedure faster and faster. (knees). m Listen, point, and chant. See How to Use Songs and Chants, Teacher's Guide Additional Resources page 14. I Workbook pages 58-59 Online Practice 1. Have students look at the pictures and identify the body parts. Then play Class CD2 Track 42. Have students listen to the audio and point to the body parts as they hear them in the chant.  Unit 7 My Body Let's Learn More Topic: 0 Ask and answer. G= Face Learn tho words. Q)BD What con you do? I con touch my eyes. Lesson Objectives: Learning more par ts of the body Asking what someone can do Language: eyes, ears, mouth, nose I. eyes What can you do? I can touch my eyes. m usten, point, and sing. Gmo 1:.' Materials: Teacher Cards 125-132; CD2 Tracks 42-46; Student Cards 125-132 (Teacher's Resource 3. mouth 4. nose Center) 0 Listen ond point. G)rm I con do this lesson. vi Unl17 My&d( over them Unit 4 Let's Learn More, 4. The oval is on the rug. if they do not match. pages 32-33. B. Trace. Answers A. Trace and match. 1. match Students trace the shapes on the train. Students trace the numbers and draw 2." a line to match them to the correct C. Complete the pattern. Write. 3. match number of shapes. Students draw shapes to complete the 4. match Answers pattern and then write sentences. 5." 6 six stars Answers B. Circle. 7 seven diamonds 1. Is it a star? Yes, it is. Drawing of a 8 eight circles Students circle the pictures that match star. the commands. 9 nine squares 2. Is it an oval? No, it isn't. It's a heart. Drawing of a heart. Answers 10 ten triangles 3. Is it a triangle? Yes, it is. It's a 1. Go. B. Write el' or){. triangle. Drawing of a triangle. the girls racing, the traffic officer telling the car to go Students check or " the pictures. Unit 3 Let's Learn to Read, 2. Stop. Answers the car at a stop sign, the woman 1. "· V," pages 26-27. holding a stop sign 2. "· V, V A. Circle and say. 3. Come here. Students look at the letters and circle the letters in the same order. Then they the boy walking 4. Turn around. C. Count and write. Students look at the small pictures and ,-.. the boy turning around find the number of items in the large say the letters. 5. Sit down. picture. They.then write the question Answers the boy sitting in a chair and the number. 1. EFGH, EFGH Answers /"", 2. efgh, efgh 1. How many? 6 2. How many? 7 3. How many? 4 4. How many? 10 98 Workbook Answer Key r Unit 4 Let's Learn to Read, Classroom Commands, Unit 5 Let's Learn, r- pages 34-35. page 37. pages 40-41. r A. Draw. A. Circle. A. Find and number. Students find the letters in the puzzle Students circle the pictures that match. Students look at the small pictures, and draw the correct shapes around find the items in the larger picture, and Answers them. number them. 1. Take out your pencil. Answers girl taking her pencil out of her book B. How many? Write and say. Students draw a triangle around three bag, boy taking his pencil out of his I's and two i's. pencil case Students look at the pictures and write how many of each animal there are. Students draw a circle around two J's 2. Close your book. Then they count aloud. and two j's. girl and boy closing their books Students draw a square around two K's 3. Open your book. Answers r and three k's. girl opening her book, boys opening 1. 3 cats r Students draw a heart around two L's their books 2. 1 bird and one I. 4. Put away your pencil. 3. 5 dogs boy putting away his pencil B. Match and trace. 4. 1 dog 5. 1 cat r Students trace the capital and lowercase Unit 5 Let's Talk, letters and then draw a line to match 6. 8 birds r them to the pictures that start with each pages 38-39. (' letter. A. Match. Unit 5 Let's Learn More, Answers Students draw a line to match the pages 42-43. 1. I iguana pictures. - 2. J jump rope A. Find. r Answers 3. K kite k Students draw a line down the correct 1. man giving Andy a toy path to match the pictures. Note: For 4. L lion 1 Andy thanking the man some animals, there is more than one r C. Match and write. 2. Kate giving Andy a yo-yo way to get to the right answer. Andy thanking Kate Students follow the lines to match the Answers 3. Jenny giving her mom a newspaper pictures and read to figure out which duck ducks Jenny's mom thanking Jenny numbers to write. Then they trace the rabbit rabbits r- numbers and write the sentences. B. Match and say. cows cow Answers Students draw a line to match the 1. Is it a 1? No, it isn't. It's a 10. Students action, object, and complete scene. Then B. Count and write. trace 10. they say what is happening in the scene. Students find the number of animals in r the large picture and write the number. 2. Is it a 2? Yes, it is. Students trace 2. Answers 3. Is it a 9? Yes, it is. Students trace 9. 1. Jump. jump rope girl jumping Answers rope 1. 4 cows Units 3-4 Let's Review, 2. Skip. open door boy skipping 2. 7 ducks past the open door page 36. 3. 1 dog C. Write v' or K. 4. 10 birds A. Find and circle. 5. 2 rabbits Students check or X the pictures. Students look at the patterns and then circle them in the larger picture. Answers Unit 5 Let's Learn to Read, = Answers 1. in row 3, columns 1, 2, and 3 1. X, V, V 2. V, X, V pages 44-45. 2. in row 5, columns 2, 3, and 4 A. Find and circle. 3. in row 2, columns 2, 3, and 4 Students look for MN O P and m n o p and circle them. 4. in row 1, columns 3, 4, and 5 Answers Row 1: MNOP, mnop Row 3: MNOP Workbook Answer Key 99  Row 4: mnop, mnop 2. a slice of pizza, a whole pizza, a slice C. Write and say. Row 5: MNOP of pizza Students write sentences corresponding Row 6: mnop 3. a slice of cake, a round cake, a square to the pictures. Then they say the cake sentences. Row 7: MNOP 4. five pieces of chicken, a piece of Answers B. Trace and match. chicken, two pieces of chicken 1. Do you like cake? Yes, I do. Students trace the capital and lowercase B. Write and number. No, I don't. letters and then draw a line to match them to the pictures that start with each Students look at the small pictures and 2. Do you like pizza? Yes, I do. letter. write sentences. Then they find the 3. Do you like fish? No, I don't. items in the larger picture and number 4. Do you like milk? Yes, I do. Answers them. 1.Mm monkey 2. Nn nest Answers Units 5-6 Let's Review, 1. I like ice cream. 3. Oo octopus page 54. 2. I like chicken. 4. Pp panda 3. I like pizza. A. Match. C. Match and say. Count and write. 4. I like cake. Students draw a line to match the tops of the pictures to the bottoms. Students draw a line to match the pictures, count, and write the answer. Unit 6 Let's Learn More, Answers Then they say the questions and pages 50-51. 1. 1 rabbit answers. 2. 4 cats Answers A. Circle. 3. ice cream 1. How many dolls? 3 dolls Students circle the pictures that match. 4. skip 2. How many cars? 4 cars Answers 5. rice 3. How many balls? 7 balls 1. a carton and glass of milk 6. make a circle 2. a bowl of rice Unit 6 Let's Talk, 3. a slice of bread The Weather, page 55. pages 46-47. 4. fish on a plate A. Match and trace. A. Draw. B. Match and say. Students draw a line to match the Students follow the lines to the pictures Students follow the lines to match the weather pictures. Then they trace the and then draw the correct number of questions and answers. Then they say weather in the pictures at the bottom. candles. the sentences. Answers 1. sunny It's sunny. B. How old are you? Draw and color. Unit 6 Let's Learn to Read, 2. cloudy It's cloudy. Students draw their faces and candles on the cake according to their age. pa es 52-53. 3. windy It's windy. Then they color the picture. 4. rainy It's rainy. A. Write v' or K. 5. snowy It's snowy. C. Write v' or K. Students check or K the letters. Students check or K the pictures. Answers Unit 7 Let's Talk, Answers 1. K, V,K pages 56-57. 1.K, V,K 2.K,K,v 3.K,K,11 A. Match. 2. K. V, K Students draw a line to match the B. Match and trace. pictures. Unit 6 Let's Learn, Students trace the capital and lowercase Answers pages 48-49. letters. Then they draw a line to match 1. girl knocking down a book the capital letters to the pictures that A. Match. Kate at her desk start with each letter. 2. Scott having thrown a ball Students draw a line to match similar Answers Andy with a ball at his feet pictures. 1. Q queen 3. Jenny knocking over a glass Answers 2. R rabbit boy with spilled milk on a table 1. an ice cream cone with two scoops, a 3. S sun bowl of ice cream, an ice cream cone 4. T tiger 100 Workbook Answer Key  B. Match. Unit 7 Let's Learn More, C. Trace and say. Students draw a line to match the two pages 60-61. Students trace and say the sentences. action commands to the pictures. Answers Answers A. Match. 1. What can you do? I can touch my 1. Stamp your feet. Students draw a line to match the toes. pictures. 2. Clap your hands. 2. What can you do? I can clap my 3. Clap your hands. Answers hands. 4. Stamp your feet. 1. eyes tiger 3. What can you do? I can run. 5. Clap your hands. 2. ears rabbit 4. What can you do? I can jump. 3. mouth lion C. Number. 4. nose dog Unit 8 Let's Talk, Students number the pictures of the girl, using the smaller pictures above B. Draw. pages 64-65. that resemble her actions. Students look at the pictures of the A. Find. Answers parts of the body and draw them on the Students draw a line down the correct clown. 5, 4, 2, 3, 1 path to match the pictures. C. Number and write. B. Trace. Unit 7 Let's Learn, Students look at the pictures and write pages 58-59. sentences. Then they number the Students trace the sentences. smaller pictures. A. Circle. C. Write V or K. Answers Students check or K the pictures. Students circle the pictures that match. I can touch my ears. 2 Answers Answers I can touch my eyes. 4 1. boy's head 1. K, V, K I can touch my knees. 1 2. woman's shoulders, man's shoulders 2. V, K, K I can touch my toes. 3 3. boy's knees, girl's knees 4. girl's toes, boy's toes Unit 7 Let's Learn to Read, Unit 8 Let's Learn, pages 62-63. pages 66-67. B. Match. Students draw a line to match the A. Match. A. Circle and say. pictures. Students draw a line to match the Students look at the letter and circle the pictures to two other pictures. Answers item that starts with that letter. Then 1. I can touch my knees. they say the letters. Answers boy touching his knees 1. boy sitting Answers 2. I can touch my shoulders. bicycle 1. U umbrella boy riding a bicycle boy touching his shoulders 2. V violin 2. girl singing 3. I can touch my head. boy touching his head 3. W watch music notes 4. I can touch my toes. girl singing a song B. Match and trace. 3. girl with string boy touching his toes Students trace the capital and lowercase kite letters and then match them to the girl flying a kite pictures that start with each letter. 4. boy dribbling Answers basketball 1. u umbrella u boy bouncing a ball 2. V vest V 3. W watch w Workbook Answer Key 101  ,......, B. Match and say. B. Write and say. C. Write and say. Students draw a line to match the Students write sentences describing the Students write sentences describing the pictures and then say what the children pictures and say the sentences. pictures and say the sentences. can or can't do. Answers Answers Answers 1. Can you sing? Yes, I can. 1 I can wink. '"' 1. boy riding a bicycle 2. Can you wink? No, I can't. 2. I can't swim. boy standing near a bicycle I can ride a bicycle. I can't ride a bicycle. 3. Can you smile? Yes, I can. 3. I can smile. 4. I can't ride a bike. " 2. boy bouncing a ball Unit 8 Let's Learn to Read, 5. I can bounce a ball. " boy holding a ball pages 70-71. 6. I can't dance. " I can bounce a ball. ,,......, I can't bounce a ball. A. Draw. Units 7-8 Let's Review, 3. boy singing well Students find the letters in the puzzle "' page 72. boy not singing well I can sing a song. and draw the correct shapes around them. " I can't sing a song. Answers A. Find and number. " 4. boy flying a kite Students look at the small pictures and a kite stuck in a tree Students draw a diamond around two then find the items in the larger picture -, I can fly a kite. X's and two x's. and number them. " I can't fly a kite. Students draw an oval around two Y 's and three y's. Days of the Week, page 73. Unit 8 Let's Learn More, Students draw a square around two Z's pages 68-69. and two z's. A. Match. " A. Find and circle. B. Circle and trace. Students draw a line to match the days of the week. " Students trace the letters and then circle ,.... Students find the items in the large picture and circle them. the pictures that start or end with each letter. Alphabet Practice, " Answers Answers pages 74-80. ,......, The girl winking is standing next to the 1.X fox......., X A.-G. Color and trace. pool. The boy smiling is the lifeguard. 2. y yarn y Students trace the letters and color the " 3. Z zebra z pictures. The boy swimming is in the pool. The girl dancing is beside the table. 102 Workbook Answer Key  Oxford University Press is the world's authority on the English language. As part of the University of Oxford, we are committed to furthering English language learning worldwide. We continuously bring together our experience, expertise and research to create resources such as this one, helping millions of learners of English to achieve their potential. 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