CHILDREN’S DEPARTMENT

THE IRAN LANGUAGE INSTITUTE

RESEARCH AND PLANNING DEPARTMENT

 THE IRAN LANGUAGE INSTITUTE

Important Notes: 1. Make sure you have already checked and corrected the materials
assigned before you begin to teach the new lesson.
2. Refer to the Student Book table of contents to know which words
and structures are to be covered.
Session Check and Correct Teach/ Do Assign

1 Review Primer 1,2 Workbook: Writing Practice,

Student Book: Unit 1 Unit 1
Song 1 Activity Book: Unit 1
Dictation 1 (Unit 1)
2 Workbook: Writing Practice, Student Book: Unit 2 Workbook: Unit 2
Unit 1 Film 1 Activity Book: Unit 2
Activity Book: Unit 1 Dictation 1
3 Workbook: Unit 2 Student Book: Unit 3 Workbook: Unit 3
Activity Book: Unit 2 Film 2 Activity Book: Unit 3
Dictation 2 (Units 1-3)
4 Workbook: Unit 3 Student Book: Unit 4 Workbook: Unit 4
Activity Book: Unit 3 Dictation 2 Activity Book: Unit 4

5 Workbook: Unit 4 Student Book: Unit 5 Workbook: Unit 5

Activity Book: Unit 4 Activity Book: Unit 5
Dictation 3 (Units 3-5)
6 Workbook: Unit 5 Student Book: Unit 6 Workbook: Unit 6
Activity Book: Unit 5 Dictation 3 Activity Book: Unit 6

7 Workbook: Unit 6 Student Book: Unit 7 Workbook: Unit 7

Activity Book: Unit 6 Film 3 Activity Book: Unit 7
Dictation 4 (Units 5-7)
8 Workbook: Unit 7 Student Book: Unit 8 Workbook: Unit 8
Activity Book: Unit 7 Song 2 Activity Book: Unit 8
Dictation 4
9 Workbook: Unit 8 Student Book: Unit 9 Workbook: Unit 9
Activity Book: Unit 8 Activity Book: Unit 9
Review 1
10 Workbook: Unit 9 Review Lessons 1-9
Activity Book: Unit 9 Class Revision One
Review 1 Film (Revision One)
Class Revision One
11 Teacher- Parents’ Meeting
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Session Check and Correct Teach/ Do Assign

12 Student Book: Unit 10 Workbook: Unit 10

Song 3 Activity Book: Unit 10
Dictation 5 (Units 7-10)
13 Workbook: Unit 10 Student Book: Unit 11 Workbook: Unit 11
Activity Book: Unit 10 Dictation 5 Activity Book: Unit 11

14 Workbook: Unit 11 Student Book: Unit 12 Workbook: Unit 12

Activity Book: Unit 11 Song 4 Activity Book: Unit 12
Dictation 6 (Units 11,12)
15 Workbook: Unit 12 Student Book: Unit 13 Workbook: Unit 13
Activity Book: Unit 12 Film 4 Activity Book: Unit 13
Dictation 6
16 Workbook: Unit 13 Student Book: Unit 14 Dictation 7 (Units 13,14)
Activity Book: Unit 13 (p. 31,32)

17 Student Book: Units 14, 15 Workbook: Unit 14

(p. 33,34) Activity Book: Unit 14
Film 5
Dictation 7
18 Workbook: Unit 14 Student Book: Unit 15 Workbook: Unit 15
Activity Book: Unit 14 (p. 35,36) Activity Book: Unit 15
Song 5 Dictation 8 (Units 5-7,
12,14,15)
19 Workbook: Unit 15 Student Book: Unit 16 Workbook: Unit 16
Activity Book: Unit 15 Dictation 8 Activity Book: Unit 16

20 Workbook: Unit 16 Student Book: Unit 17 Workbook: Unit 17

Activity Book: Unit 16 Activity Book: Unit 17
Review 2
21 Workbook: Unit 17 Review Lessons 10-17
Activity Book: Unit 17 Class Revision Two
Review 2 Film (Revision Two)
Class Revision Two
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Unit 2
1. Present Structure.

On the board, make a chart similar to the one on the first page of Unit 2.

An apple

egg

ice cream cone orange

umbrella

First, write the vowels, saying them as you write them. (T: a, e, i, o, u) If you have a different
colored marker or chalk, underline the vowels with it. Then write the words after the vowels, saying
them aloud as you write them. Ask students to repeat after you as you point to each word.

2. Practice

a. Hold up one of the six objects and show it to the class. Then choose one student to identify it.
Repeat after him/her (making sure that an is also stated clearly) and ask the class to repeat together.
Continue with the other objects one by one.

b. Place six picture cards on the board. Ask the whole class to identify them chorally. Reinforce
by saying the words again with the correct pronunciation. Then hand out the six picture cards,
along with the six pieces of realia (or illustrations), so that twelve of your students each have either
a picture card or an object. Instruct the twelve students that they should have either a picture card
or an object and that they should each hold up their card or object and say the word aloud when
you point to the word written on the board. Model by pointing to an egg, holding up the picture
card, and clearly stating an egg. After they have had a chance to name all six items a couple of
times, you may want to change the game by altering the speed of the game (e.g., by pointing faster)
or the volume (by going from whispers to shouts).
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Unit 3
I. Present Structure.

Say the words and ask students to repeat a couple of times. On the board write the words It is.
Then combine It is with the new vocabulary as you walk around the room and point or touch the
objects named. (T: It is a desk. It is a pencil. It is a board, etc.) Have students repeat each sentence.

2. Practice.

a. Collect a book, book bag, pen, pencil, pencil case, and ruler from students in your class. As you
pick them up, identify them using the new structure. (T: It is a book. It is a pencil.) Place the
objects on top of your desk (or at any visible point at the front of the room). Hold up one of the
six objects and show it to the class. Then choose one student to identify it. Repeat after him/her,
making sure that it is a/an is also stated clearly, and ask the class to repeat together. Continue
showing the objects one by one.

b. Return the borrowed items to students. Ask those students to name them using the new
structure. Reinforce by modeling and asking for choral repetition. Then point to other items in
your class; practice the new structure by asking for both individual and choral responses.

Unit 4
I. Present Structure.

Begin by selecting five items in the room, e.g., a board, a chair, a book, a desk, and a door.
Model the question and answer. (T: Is it a board? Yes, it is. Is it a chair? Yes it is. Is it a book?
Yes, it is.) After going through the five items, repeat again. This time encourage students to
give you a choral response, Yes, it is. After going through the items the second time, start
introducing the negative response. For example, point to the board and ask Is it a chair? Shake
your head and say No, it is not. Continue several times, asking students to join in on the choral
response, No, it is not.

2. Practice.

a. Distribute six randomly chosen picture cards from the first three units to one row of
students (or choose six students to hold the picture cards). Ask each of them individually to
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hold up their card. Model the question and the answer. (T: Is it an umbrella? Yes, it is.) Have
the students repeat after you, first individually and then as a group, giving both the question
and the response twice, before going on to the next picture card. Then have students
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with the cards ask the questions. (S1: Is it a lion?) Have the entire class respond. (Ss: Yes, it
is./No, it isn't.) Encourage them to solicit negative responses as well. For example, you can
point to an egg and ask Is it an orange? If they are having a difficult time catching on, you may
need to take the lead in order to get the negative responses. Vary the practice by handing out
different cards to additional students so that they can have a chance asking the questions.
Continue for five to seven minutes.

b. Practice the new structure with the new vocabulary. Model the pattern and have students
repeat. Continue for several minutes. If you feel that students need additional practice,
distribute the cards and have them practice.

Unit 5
I. Present Structure.

Hold up one of the picture cards and introduce the new structure. (T: What is it? It is a house.)
Have students repeat both the question and answer in full sentences. Review the cards at least
twice. Vary responses by asking students to repeat individually, in rows, as well as in chorus.

2. Practice.

a. Choose a selection of picture cards from this unit and previous units and attach them to your
board. Point to the cards and model the question. (T: What is it?) Have students repeat the question
in chorus. Correct pronunciation after they have responded. Repeat for all ten items.

b. Divide the class in half. Have one group ask the question as you point to the picture cards. The
other half should respond. (Ss: It is a TV.) After one round of all the picture cards, switch so the
other group has a chance to ask or answer. You can vary this practice by dividing the class into
even smaller groups.

Unit 6
1. Present Structure.

a. Hold up one of the photos or picture cards and introduce the new structure. (T: He is a boy.
He is a man. He is a mail carrier.) Continue presenting the photos, magazine pictures, and picture
cards for this unit and have students repeat after you. Vary the presentation by calling on students
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to repeat in rows. Review the vocabulary at least twice.

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b. Introduce the characters using the new structure (T: He is Jimmy Lee. She is May Lee.) Have
students repeat as a group, in rows, and individually.

c. Hold up the picture card of a nurse and the picture of May Lee. Show how the article is not
used when a name is used. (T: She is a nurse; she is May Lee.) You may initially want to put
emphasis on the article when it is used, but then resume natural pronunciation. Have students
repeat in chorus, in rows, and individually.

2. Practice.

a. Point to a boy in the class and say He is a boy. Now point to a girl in the class and say She is a
girl. Then ask students to join in with you as you point to other students. Vary the practice by
increasing the speed and volume of the phrases. Also point to yourself and any pictures of people
you have in your classroom. Go around a second time, this time using the students' names as well.
Again point out that with a personal name, no article is used.

b. Chain Drill. Draw a picture of a teacher on the board (you can draw a caricature of yourself).
Point to it and identify the occupation and name. (T: She is a teacher. She is Miss Smith.) Then
choose a student, point to him, and identify him/her in the same way. (T: He is a student. He is
Ken.) Now it is the student's turn; he/she should point to another student and continue the chain."
Model a few links in the chain at first. Play until everyone has been introduced.

Unit 7
1. Present Structure.

Hold up one of the photos or magazine pictures and introduce the new structure. (T: What is he?
He is a father. What is she? She is a grandmother.) Continue presenting the vocabulary for this
unit and have students repeat after you. Vary the presentation by calling on students to repeat in
rows. Go through the vocabulary at least twice.

2. Practice.

Take out your collection of family photographs (teacher-made picture cards and/or pictures)
of a father, mother, grandfather, and grandmother, as well as pictures of a farmer, firefighter,
dentist, and doctor. Show them to the class. (For large classes, you may want to choose larger
photographs and walk around.) Ask the questions What is he? What is she? as you hold up the
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photos. Model the response a few times. (T: What is he? He is a father.) Have students answer.
Reinforce by modeling correct pronunciation and having them repeat.

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Unit 8
1. Present Structure.

a. Begin by pointing to yourself and saying I am (your name). I am a teacher. Then point to
one of the students, one that is outspoken or not too shy, and encourage him/her to say the
same: I am (his/her name). I am a student. Continue by selecting individuals. You may have
to help them because they may still be confused between He/She is and I am.

b. Point to yourself and say I am a teacher. I am not a doctor. I am Miss (your name). I am
not Mr. (another teacher's name). Use real names; the students will remember if the names
mean something to them. If you can, choose someone who is very unlike you, or even someone
in the class when you say I am not. Choose a student with whom to practice the structure.
Encourage him/her to say I am a student. I am not a (teacher). Have students repeat in chorus,
in rows, and then individually. After going around the room using the word student, introduce
the idea of using names. Encourage students to say I am (own name). I am not (another name).
If you can get them to use names of other children in the room or of people they all know,
they will have more fun and remember the structure.

2. Practice.

Have students take out their collection of student-made cards or family photos. They should
take turns standing up and presenting the card/photo and then themselves in the following
way: She is a grandmother. I am a student. I am not a grandmother. You can vary it by having
students say different things. The most important point of this practice is that they take turns
practicing the new structure. Reinforce and model as necessary.

Unit 9
I. Present Structure.

a. Begin by pointing to a student and stating, You are a student. You are (Austin). Have all
the students repeat after you. Then point to another student and repeat the activity. Continue
for several students. b. Select a student and ask Are you (Jennifer)? (Here you should choose
a name that doesn't belong to that student, and preferably one that is not from the class-e.g.,
someone famous whom all the students would know, such as the president or a movie star.)
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Model for the student. (T: No, I am not.) Ask the student again, this time using his/her real
name. Now help the student to say Yes, I am. Have the class repeat after you. Repeat the
model with another student and have the class repeat. Continue for several students.
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If you can get students to use names of children in the room or people they all know, they will
have more fun and remember the structure.

2. Practice.

Have students work in small groups of four. They should, if possible, sit in a circle. The first
student will start by asking Are you (Tony)? to the next student in line. (Student 1 should start
by using the correct name of the student.) Student 2 will continue around the circle, answering
and then asking the next student in turn. (S2: Yes, I am. Are you Lauren? S3: Yes, I am, etc.)
After several minutes, stop the game and have them ask names that are incorrect so that
students will practice saying No, I am not. You will need to help them get started. Reinforce
as necessary.

Unit 11
I. Present Structure.

a. Begin by choosing a student and shaking his/her hand. Introduce yourself using your name.
(T: Hello. I am Mr./Mrs. Ross.)

b. Introduce the Contraction. Write the contraction on the board: I am = I'm. Say the
structure using the contraction and have students repeat. (T: Hello. I'm Mr./Mrs. Ross.) Then
move on to another student, shake his/her hand and repeat. When you get to the third student,
add some new words. (T: Hi. I'm Mr./Mrs. Ross. How are you?)

c. Have students repeat each phrase after you. (T: Hello. Ss: Hello. T: Hi. Ss: Hi. T: How are
you? Ss: How are you? etc.) Continue by saying Fine, thank you and Fine, thanks. Model and
reinforce as necessary. (The pronunciation of /th/ may be especially difficult for some
students.)

d. Hold up three pictures indicating morning, afternoon, and nighttime. These can be photos,
simple drawings, or magazine cutouts. Start with morning. Hold up the picture and say Good
morning. Have students repeat. Continue with afternoon and night. (If students can tell time,
you can use or draw a clock to indicate the different times of day.)

2. Practice.
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a. Practice a basic dialogue by dividing the whole class in half. They can recite the following
dialogue:

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Group 1: Group 2:

Hi

Hello

How are you?

Fine, thanks. How are you?

Fine, thank you

You may need to help them get started and then to reinforce, as necessary. After practicing as
a whole class, the students can practice row by row.

b. Conversation Lines. Have students stand in two parallel lines facing each other. Each pair
greets each other and answers using the structures they have just learned. Then the two lines
move in opposite directions, one to the left and one to the right, so that every student has a
new partner. Listen to the pairs at the front of the lines and help as necessary.

Unit 13
1. Present Structure.

a. Begin by modeling various sentences several times (e.g., T: May I hold your book? May I
open your pencil box? etc.) You don't have to use the words the students have just learned in
Unit 12; your goal is to introduce them to May I (verb)? Encourage students to answer yes or
no.

b. Divide the class into half or use rows. Have one group ask the May I-questions (guide them
with examples) while the other group answers Yes, you may. Model the May I-questions for
the first group. Then reverse and repeat.

c. Stand in the front of the class and ask to borrow a book from one of the students near you.
(T: May I hold your book?) The student should respond using the structure just learned. ($1:
Yes, you may.) Then you respond by saying thank you.

d. Introduce the Contraction. Write the contraction on the board: you are = you're. Say you're
welcome and have students repeat.
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e. Go on to another student and repeat the structure by asking to borrow something else. This
time, when you are finished, the whole class should repeat after you. (T: May I hold your pencil
case? Ss: May I hold your pencil case? T: Yes, you may. Ss: Yes, you may.

T: Thank you. Ss: Thank you. T: You're welcome. Ss: You're welcome.) Repeat thank you and
you're welcome several times. (T: Thank you. You're welcome. Ss: Thank you. You're welcome.
T: Thank you. Ss: You're welcome. Thank you. T: You're welcome.)

Unit 14
1. Present the Concept of a Noun.

Illustrate a person, a place, and a thing on the board as shown to the right. Try to elicit more
words from the students that would fit the three categories. Then, after you have several
examples, briefly explain that a noun is the name of a person, a place, or a thing.

Nouns name a person.

a boy

a girl

a nurse

Nouns name a place.

a house

a beach

a school

Nouns name a thing.

a ball

a hat

a dog
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Unit 15
Present Structure.

a. Using realia and picture cards place several items on top of a desk in front of the room. (Be
sure to use only items that require -s endings, not-es.) Hold the items/ cards up individually.
Wherever possible, have students give you the name. Model the plural (e.g., hold up two books
and say books). Then continue modeling this structure with other items. After giving several
examples, have students repeat after you. (T: Ball. Ss: Ball. T: Balls. Ss: Balls.)

b. After several minutes or rounds, introduce the rule. Using examples, remind students that
a noun is the name of a person, a place, or a thing. Then explain the rule. (T: For more than
one person, place, or thing, we usually add -s.) Name things from around the room, showing
these things as one and as two. (T: pen, pens; student, students, book, books; etc.) Have
students repeat after you as a whole class and then by rows and/or individually.

c. Use sets of the items from page 36, such as two (or more) boxes, brushes, or watches, hold
them up and name them. Then, on the board, make two columns of nouns: one with the nouns
that end in-s, the other with those that end in es. (See the chart below.) Give the rule. (T: Some
nouns add-es.) Model from your lists on the board and have students repeat after you.
Reinforce pronunciation as necessary. After a couple of minutes, call on individuals to identify
the items aloud. Have the whole class repeat.

S es

Balls boxes

Ducks glasses

Caps watches

Unit 16
1. Present Structure.

a. On a desk in front of the room, have a collection of realia representing previous vocabulary
items. Have more than one of each item. Pick up a single item and use it to review It is (from
Unit 3). (T: It is an apple.) Continue with the other items. Have students repeat after you as a
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whole class, by rows, and individually.

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b. After a while, pick up two of the same item in order to introduce the other new language
structure. (T: Apples. They are apples, etc.) Let students repeat as a whole class, by rows, and
individually.

2. Practice.

Hold up one or two of the items that you have on your desk and again model the new
structure. (T: They are flowers.) Then call on students and ask them to identify the item(s)
using the new structure. You can vary the practice by dividing the students into four groups.
Hold up one or two of the items and then call on a group to identify it.

Unit 17
1. Present Structure.

a. If you are female, select a group of girls to stand up in the front of the classroom with you
(if you are male, do the same with boys and adjust the whole exercise accordingly). Ask several
boys to stand in front of the class as well, but in a separate group. Now say We are girls. Have
the standing girls repeat after you. (Girls: We are girls. T: Yes, we are girls. Girls: Yes, we are
girls.) Then point to the group of boys. (T: You are boys.) Have the girls repeat after you. Now
model for the boys. (T: We are boys. Yes, we are boys.) Have the boys repeat after you. Let
the first groups sit. Call up a second group of girls and boys. Repeat the drill.

b. With the second group of boys and girls still standing up, introduce the second new
structure. Ask the class, as you point to the group of boys, Are they boys? Model for the
standing girls and other seated students. (T: Yes, they are.) Students repeat after you. Model
the phrase again, only substitute girls for boys. (T: Are they girls?) The standing boys and other
seated students should answer Yes, they are.

c. Have everyone sit down. Question groups in rows in order to introduce the negative
structure. Point to the first row and ask Are they teachers? Students should repeat the question
after you. Model the answer. (T: No, they are not.) Repeat the question, replacing teachers with
police officers, shopkeepers, pilots, etc. Have students repeat and respond. Reinforce and
model pronunciation as necessary.
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2. Practice.

Have students repeat as you model various questions/answers from this unit's material. Then
solicit both positive and negative responses as you ask questions to the whole class, rows, and
individuals.

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Unit 1
1. Name Game.

Quickly review vocabulary before you begin by holding up the picture cards individually and
asking for a choral identification of each. Reinforce by saying each animal name again with
correct pronunciation and having students repeat after you. Keep one picture card for yourself
and give the other nine to individual students. Ask students with animals to stand up. Model
by stating the indefinite article and the name of your card (T: a lion) and then sitting down.
Point to each student and ask him/her to say the name of his/her animal. The class repeats
the article and the name and then the student sits down. Continue until all students have had
a chance to hold and identify an animal.

2. Who Am I?

Review the names of the animals (using the indefinite article) as you hold up the picture cards.
Then divide the class into two teams. Have the two teams line up on opposite sides. Hold up
one of the picture cards and have the first person on Team 1 identify the animal (including the
indefinite article). If he/she gets it right, then Team 1 receives a point and a new card is chosen
for Team 2. If the student answers incorrectly, by either misidentifying the animal or omitting
the article, the other team is shown the same card. The teams alternate; the first team to get
ten points wins.

Unit 2
1. Sit Down Drill.

Put the objects (or illustrations) from Unit 1 on top of your desk or somewhere so that the
whole class can see them. Ask the entire class to stand up. Model by pointing to and identifying
one of them (T: a lion). Point to an animal and choose a student to respond. (Pause before
choosing a student so that all students can have time to formulate answers.) If the student
answers correctly, using both the indefinite article and the name, he/she can take a seat.
Continue until all students have had a chance to respond.

2.Circle Game.
Step Up One

Have all students stand up in a circle (or a square, depending on the size and structure of your
classroom). Distribute the sixteen objects (or picture cards, from Units 1 and 2) to
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your students. Use less for smaller classes, so that there are several students who don't have
objects or cards. Ask each student to say both the article and name of the item he/she has in
his/her hand. (S1: an egg, S2: a lion, etc.) Then, after telling students to begin, have them pass
the objects from one person to the next. They should continue passing until you say Stop.
When you say Stop, call on the students who have objects in their hands to say the name of
the object along with its article. If a student does not state the correct article or name, have
him/her sit in the middle ("the stew pot") or off to the side. This is also a good game to play
with music (similar to Hot Potato or Musical Chairs); students stop passing when the music
stops. You can play for several rounds or for five or ten minutes.

Unit 3
I. Say It Game.

Combine the set of picture cards from Unit 2 with those from Unit 1. Shuffle them so that
they are mixed up. Hold them up one at a time. Model pronunciation, making sure the articles
are clear, and have students repeat. Then divide the class into two teams and have them line
up on opposite sides of the room (for larger classes, students can stay in their seats). Choose
one side to go first. Place the cards face down in front of you. Draw the top card and show it
to the first student from Team 1. If he/she correctly identifies both the article and the item,
Team 1 gets a point and goes again, the next person in line having the next chance. Team 1
continues until someone misses; then it is Team 2's turn. The first team to get ten points wins.

2. Pair Work.

Divide the students into pairs. Ask them to gather the items (book, book bag, pen, etc.) from
page 7 and place them on one of their desks. Have Student 1 begin by pointing to the items
from page 7 first and then to those from page 8. As Student 1 points, Student 2 responds. (S2:
It is a pencil. It is a door, etc.) Have the students switch roles after a few minutes. After about
seven minutes, or after each student has had a couple of turns, instruct them to keep going at
different paces or volumes. You can call out Faster! Slower! Louder! Softer!, so that it becomes
more of a game.
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Unit 4
1. Team Guessing Game.

Hold up the picture cards from this unit one at a time. Model pronunciation and have students
repeat. Then divide the class into two teams and have them line up on opposite sides of the
room (for larger classes, students can stay in their seats). Place the cards face down in front of
you. Draw the top card and show it to everyone on Team 1. The first student from Team 2
guesses first. (If the teams are not too big, you can allow the team to quickly and quietly discuss
what guesses the student should make.) He/She has only three chances to guess what the item
is on the picture card. (S1: Is it a _ ?) After each guess, Team 1 responds as a group with either
Yes, it is or No, it is not. If Student 1 guesses correctly, Team 2 gets a point and goes again; if
he/she misses, Team 1 gets a point and has a turn to guess a new word. The first team to get
ten points wins.

2. Pair Guessing Game.

Divide the students into pairs. Have them write their names on a piece of paper to keep score.
Let them choose one person to guess first (S1); the other (S2) will hide one item (book bag,
pen, pencil, pencil case, ruler, or any other items or picture cards students have) behind his/her
back. Student I will have three chances to guess the item. If Student I guesses correctly, he/she
gets to go again. If not, it is Student 2's chance to go. Let them play for five to ten minutes.
The student who gets the most points wins.

Unit 5
1. Quick-Draw Drawing Game.

Review the vocabulary learned in this unit. Then divide the class into two teams. Choose a
word and whisper it into the ear of Student 1 from Team 1. Student 1 then has sixty seconds
to draw his/her item on the board. Tell the other students not to speak aloud while Student 1
is drawing. After sixty seconds, ask Team 2 what it is. (T: Team 2, what is it?) One student
from Team 2 must respond using the correct structure and pronunciation. (S2: It is a car.)
They have two chances to guess. Team 1 will get a point for drawing the right item; Team 2
earns two points for the correct answer. Play for several rounds or about ten minutes.
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2.What's in the Bag?

Place realia of vocabulary items in a bag. A volunteer feels the bag and tries to identify an item
without looking at it. Ask him/her What's it ? The volunteer says It's (shampoo) then removes
it from the bag. If the student identified the item correctly, he/she keeps it and another
volunteer takes a turn. If he/she did not identify the item correctly, he/she puts the item back
in the bag and another volunteer takes a turn. Continue in the same way until no items are left
in the bag.

Unit 6
1. Say It Game.

Have a collection of teacher-made picture cards showing people representative of the

professions introduced in this unit. Hold them up one at a time and present each person. (T:
He is a police officer. She is a doctor, etc.) Model pronunciation and have students repeat at
first in a group, then by rows. Divide the class into two teams and have them line up on
opposite sides of the room (for larger classes, students can remain in their seats). The object
of the game is to identify the cards both quickly and correctly. Choose one team to go first.
Place the cards face down in front of you. Draw the top card and show it to the first student
from Team 1. If he/she correctly identifies the person using the new structure and vocabulary
learned in this unit, e.g., He is a police officer, that team gets a point and goes again, the next
person in line having the next chance. Team 1 continues until someone misses; then it is Team
2's turn. The first team to get ten points wins. After the game has ended and students are back
in their seats, review the cards one more time by holding them up and having the whole class
identify them.

2. Pair Work.

Have students make six of their own picture cards of people, which can include the characters
in this unit and even themselves in the future. You will have to put a time limit on their drawing
or assign this as part of their homework. Divide the class into pairs. Choose one person to go
first. Student 1 starts by showing his/her cards; Student 2 needs to identify the person on the
card as Student 1 holds it up. (S1: He is Jimmy Lee.) They should take turns for a couple of
rounds.
Step Up One

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Unit 7
I. Charades Game.

Combine pictures representing vocabulary from Units 6 and 7, excluding Jimmy and May.
Display the pictures on the board. Divide the class into two teams. Each team must collectively
decide on a particular person whom they will act out. Allow the teams one minute to prepare.
Then the first person on Team 1 has thirty seconds to act out the person/character, after
which Team 2 has two chances to guess who that person is. If Team 2 correctly identifies the
character, they receive two points and Team I receives one point. If no one guesses correctly,
no team receives any points. It is then Team 2's turn to act out. The play alternates for about
five rounds.

3. Small Group Game.

The object of this game is to quickly and correctly identity student-supplied pictures or picture
cards. Have students sit in either pairs or groups of four. They should have their own collection
of four to six picture cards (from Unit 6, or photos or pictures they have cut out). The pictures
should be placed face down on their desks or on their laps. One student goes first, showing a
picture card and asking What is he/she? The first person that answers and correctly identifies
the card, e.g., He is a mail carrier, gets a point and goes next. Play continues for several rounds.

Unit 8
1. Name Chain Game.

This game is best played standing up in a circle. The object of the game is to keep the chain
going. Si begins by stating his/her name and then the name of the next student. (S1:1 am Amy.
He is Patrick. S2: I am Patrick. She is Kristen.) If someone does not respond when his/her
name is called, or if for some reason he/she breaks the chain, he/she has to sit in the stew pot
(the middle). This game can easily be made more difficult by using clapping (rhythm) and speed
or tossing a ball to a person in order to indicate who goes next.

2. Identity Guessing Game.

The object of this game is for a student to guess the name/occupation of a person whose
identity is taped to his/her back. First review the pictures used in the last two units. Then
Step Up One

choose a student (S1) who is not shy. Have Student 1 come to the front of the room and face
the board. Attach a picture to his/her back. He/She must continue to face the board as he/she

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guesses using the following structures: I am a policeman. I am not a teacher. As Student 1

makes such statements, the class answers either no or yes. Student 1 has five chances to guess.
After five, the class can tell him/her the answer. Either you or the first student can choose the
next student to go. You can vary the game by letting the class play in small groups. Play until
several students have had a chance to be guessers.

Unit 9
1. Name Chain Game.

This game is best played standing up in a circle. The object of the game is to keep the chain
going. Student 1 begins by stating his/ her name and then the name of the next student. ($1:1
am Katie. You are Joshua. $2: I am Joshua. You are Allison.) If someone does not respond
when his/her name is called, or if for some reason he/she breaks the chain, he/she has to sit
in the stew pot (the middle). Use clapping (rhythm) and speed to increase difficulty.

2. Charades Game.

The object of this game is for students to guess the name or occupation of a person. The
student who is "it" stands in front of the class and tries to imitate a person, who should be
someone they can all identify (book character, fellow student, school personnel, etc.) Students
raise their hands to guess. They must phrase a question using the new structure: Are you (a/an)
? The student who is "it" must respond using the new structure: Yes, I am./No, I am not.
Students have three chances to guess. The student who guesses correctly is "it" next. If nobody
guesses correctly, you can either let that student go again or choose another student.

Unit 10
1. Charades Game.

The object of this game is for students to guess the name or occupation of a person. The
student who is "it" stands in front of the class and tries to imitate a person, who should be
someone they can all identify (book character, fellow student, school personnel, etc.) Students
raise their hands to guess. They must phrase a question using the new structure: Are you (a/an)
Step Up One

___? The student who is "it" must respond using the new structure: Yes, I am./No, I am not.
Students have three chances to guess. The student who guesses correctly is "it" next. If nobody
guesses correctly, you can either let that student go again or choose another student.

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They may ask other students about the one who is standing in the front : Is she (a/an)...? Is he
(a/an) ...? The answer must be given by other students.

Unit 11
I. Telephone Call.

This game is best played standing up in a circle. Choose a student to go first. You can start the
game by "calling" a student. Hold your fist up to your cheek as if you were on the phone, say
ring, ring, and indicate the person you are calling. (T: Hello. S1: Hi/Hello. T: How are you?
S1: Fine, thank you. How are you? T: Fine, thanks. Good-bye. S1: Good-bye.) Have Student
1 call another student. Continue playing until everyone has been called. You can vary the game
by having students include good morning, good afternoon, and/or good night.

2. Party Game.

Have students stand in two circles, one inside the other, facing each other. These circles will
move in opposite directions so you may have to move some chairs out of the way. (If there is
not enough room in your class, you might have one group standing and walking around while
the other group sits.) The object of the game is to have everyone introduced to each other
using the dialogue learned in this lesson. When you say Go, students should shake hands with
the person facing them and take turns saying the dialogue. (S1: Hello. I am David. S2: Hi, I am
Lynne. S1: How are you? S2: Fine, thanks. How are you? S1: Fine, thank you. S2: Good-bye.
S1: Good-bye.) After each exchange, they should move on to the next person. Again, they will
be moving in opposite directions so that they are always facing someone new. You can vary
the game by increasing/decreasing the speed of their exchanges.

Unit 12
1. Simon Says.

This game is best played standing up. Tell students that one person is going to be Simon;
he/she will be giving the commands. They must listen carefully to what Simon says and follow
his directions. Anyone who doesn't follow the directions correctly must sit down.

2. Charades Game.
Step Up One

Play charades using the command phrases. One student at a time chooses one of your word
cards and acts out the command. The class must guess the command. The correct guesser gets
to do the next charade. You can also do this game in teams.
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3. Do It! Give each student a picture card.

Name one of the cards twice and then give a command. For example: mountain, mountain,
stand up! Student(s) with that card name the card and do the action. For added challenge, name
two cards at once so that more students are doing the actions. Students then take on the
teacher's role. Continue in the same way for four to five minutes.

Unit 13
1. Mother May I?

This game is best played standing up in a large space. Tell students that one person is going to
be “it," and, as in Simon Says, he/she will be giving the commands. The other students must
listen carefully to what "it" says and follow the directions. However, before they do anything,
they must ask Mother, may I?-at which point "it" responds Yes, you may. Anyone who doesn't
correctly follow the directions is out. You will probably need to assist students with some ideas
for commands. Let the student who is "it" continue for several minutes and then choose
another student. Continue playing for several rounds. 2. Charades Game.

Play charades using the command to trigger requests with “May"One student at a time
chooses one of your word cards and acts out the command. The class must guess the
command, the next student asks a request with May. You can also do this game in teams.

May I sit down here?

May I look at your book?

May I hold up your book?

May I open your book?

Unit 14
1. Say It Game.

Divide the class in half and have them line up on opposite sides of the room. Stand in the
front and hold up a picture card from this unit The first student from each team tries to give
Step Up One

the name of the picture at the same time. The student that answers first earns a point for
his/her team. The first two students then move to the back of their team's line. Show the next

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picture card to the next two students. The game continues until each student has had a chance
to name the pictures. The team that gets the most points wins.

2. Charades Game.

Have one student from each team simultaneously act out a noun you whisper to them or show
them on a picture card. The teams guess the charade. Vary the game by having only one person
do the charade at a time.

Unit 15
1. Name Those Nouns.

Divide the class into two teams and have them line up on opposite sides of the room. Stand
in the front and hold a big box containing some of the items or picture cards from this and
the previous unit. The first student from Team 1 pulls an item or a card out of the box and
then tries to name its plural. Team 2 goes next. Students on each team take turns answering.
Correct answers earn a point for the team. The game continues until each student has had a
chance to name an item. The team that gets the most points wins.

2. Pair Work.

Have the class draw some of the items from this unit (as plurals): apples, oranges, buses,
glasses, etc. Specify the items they should draw, as well as a time limit. After they finish
drawing, have students practice with a partner. One partner should hold up his/her picture
while the other identifies it. Pairs can identify additional items around them by pointing to or
holding up pens, pencils, books, etc. Continue practicing for several minutes.

3. Four Corners.

In each corner of the classroom, place a sign with a picture representing a unit category. For
example: rooms in a house, food items, buildings, nature items. Say a word that corresponds
with one of the categories (for example: mushrooms). Students repeat the word and run to the
corner of the room with that category's sign. If students are standing in the wrong corner, they
must sit down. Continue in the same way until there is just one student left standing.

LARGE CLASSES: Students point to the correct corner instead of running there.
Step Up One

4. Bee or Snake?

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Students draw a big snake in the shape of an S on one side of a piece of paper and they draw
a big bee on the other side. Say a final s word (see Suggested Words below). Students repeat
the word and hold up their snake if the word has a /s/ final s sound and their bee if the word
has a /z/ final s sound. Do the same with eight to ten different words. Suggested Words: kites,
clocks, ducks, caps, cats, chips, cups, shops, bags, bees, boys, girls, bananas,chickens, pens,
balls.

Unit 16
1. Name Those Nouns.

Divide the class into two teams and have them line up on opposite sides of the room. Stand
in the front and hold a big box containing some of the items from this and the previous unit.
or the picture card. The first student from Team 1 pulls an item out of the box and then tries
to name the items using the new structure (They are books). Correctly identifying the item
earns the team a point.

2. Pictionary Game.

Divide the class into groups of four to six students. Each group will have a student
representative, who will need scrap paper and a pencil. To begin, gather all the student
representatives near you and whisper the name of the item that they will have to draw. Once
students return to their groups, they start drawing when you say Go! Then, with absolutely no
talking on the part of the representative (and no writing of letters), he/she must draw the item
and have his/her group guess what it is. The team that guesses first gets a point. Continue
playing, changing the representatives with each round. Continue playing for about five rounds.

Unit 17
1. Charades Game.

Review the names of professions that students are familiar with. Write occupation names
(teacher, nurse, police officer, etc.) on small pieces of paper and put them in a hat or a large
bowl. The object of the game is for students to act out the occupation written on the paper
while the other students correctly guess what it is. Divide the class into groups of about five
students (if your class is small, students can work in pairs). Out of the hat or bowl, each group
Step Up One

should pick one piece of paper, which may be shown to all group members but not to anyone
outside the group. Choose one group to go first. Everyone in the group should do the charade.

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After acting for thirty seconds, the other groups in the class take a few seconds to discuss what
occupation Team 1 is acting out. After the short group discussion, students on Team 2 should
raise their hands to be called on to guess what the charade is about. Then Team 1 answers.
(Team 2: You are pilots. Team 1: Yes, we are./No, we are not.) Assign points for accurate
guesses. Play for several rounds. You can vary the game by having one person instead of the
whole team act out the charade.

2. Charades Variation.

Shuffle occupation pictures and place them face down on the table. Each student should come
to the front of the class and pick a picture. He/She should look at it without showing it to the
rest of the class. That student must then act out the occupation. Students call out answers;
only those with the correct structure get points.

Step Up One

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Step Up One

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Unit One
C. Listen and circle.
1. a mouse 2. a duck 3. a lion 4. a pig 5. a cow
D. listen and check the correct box.
1. M is for mouse.
2. D is for dog.
3. C is for cow
4. M is for monkey.
5. C is for cat.

Unit Two
C. Listen and fill in the blanks with correct letters.
1. an orange 2. an egg 3. a duck 4. an ice cream cone 5. a cow

Unit Three
D. Listen and fill in the blanks.
1. It is an umbrella.
2. It is a duck.
3. It is a pen.
4. It is an apple.
5. It is a picture.

Unit Four
D. Listen and fill in the blanks.
1. It is a bag.
2. Is it a desk?
3. Is it a board?
Step Up One

4. It is an elephant.
5. Is it a pencil case?

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Unit Five
B. Listen and fill in the blanks.
- Look. What is it?
- Is it an ice cream cone?
- No, it is not. It is a hat.

Unit Six
C. Listen and put a check in the correct box.
1. She is a girl.
2. He is a teacher.
3. She is a nurse.
4. He is Mr. Lee.
5. She is Mrs Lee.

Unit Seven
C. Listen and fill in the blanks.
1. He is a father.
2. What is she?
3. She is a dentist.
4. She is a grandmother.
5. He is a firefighter.

Unit Eight
D. Listen and fill in the blanks with correct letters.
1. a teacher 2. a grandmother 3. a nurse 4. a police officer
5. a doctor

Unit Nine
C. Listen and fill in the blanks.
1. You are May.
Step Up One

2. I am not a girl.
3. Are you a mother?

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4. She is a dentist.
5. Is he Mr.Lee?

Unit Ten
D. Listen and answer.
1. He is a firefighter.
2. She is not a girl.
3. I am a nurse.
4. It is a dog.
5. I am not a student.

Unit Eleven
C. Listen and fill in the blanks with correct letter(s).
1.fine 2. Thank you 3.evening 4.night 5.morning 6.student
7.erase 8.scooter 9.elephant 10.orange

Unit Twelve
C. Listen and put a check in the correct box.
1. Point to the picture, please.
2. Sit down, please.
3. Look at your book, please.
4. Hold up your book, please.
5. Shut your book, please.

Unit Thirteen
C. Listen and fill in the blanks.
1. May I shut the window, please?
2. May I hold up a pen, please?
3. May I open my book, please?
Step Up One

4. You're welcome.
5. Good morning. How are you?

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Unit Fourteen
C. Listen and circle.
3. a bookstore
1. a newspaper 4. a zookeeper
2. a kite 5. a pilot

Unit Fifteen
C. Listen and circle.
1.caps
2.dogs
3.buses
4.brushes
5.watches

Unit Sixteen
C. Listen and write.
1.bees 2.trees 3.flowers 4.cups 5.ducks 6.students 7.dishes 8.foxes
9.watches 10.chickens

Unit Seventeen
C. Listen and write the missing words.
1. We are pilots.
2. They are students.
3. Are they girls?
4. You are nurses.
5. Are they boys?
Step Up One

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Step Up One

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Song 1
The Hello Song
1. Hello, hello, hello! 2.Hello, hello, hello!
What's your name? What's your name?
Hello, hello, hello! Hello, hello, hello!
My name is John. My name is Kate.
My name is John. My name is Kate.
Hello, John! Hello, Kate!
Hello, John! Hello, Kate!
Hello! Hello!
3.Hello, hello, hello! 4.Hello, hello, hello!
What's your name? What's your name?
Hello, hello, hello! Hello, hello, hello!
My name is Andy. My name is Jenny.
My name is Andy. My name is Jenny.
Hello, Andy! Hello, Jenny!
Hello, Andy! Hello, Jenny!
Hello! Hello!
5. Hello, hello, hello!
What's your name?
Hello, hello, hello!
My name is Lisa.
My name is Lisa.

6 Hello, hello, hello! What's your name?

Hello, hello, hello!
Hello, hello, hello!
Step Up One

My name is Scott.
My name is Scott. Hello, Scott! Hello, Scott!

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Hello, Lisa! Hello, Lisa!

Hello!
Hello!
Circle the names. Write them down.
Boys Girls

Song 2
Hi! I'm Annie. I'm Annie.
I'm a girl. I'm a girl.
Hi! I'm Ted. Hi! I'm Ted.
I'm a boy. I'm a boy.
Hi! I'm Annie. Hi! I'm Annie.
Hi! I'm Ted. Hi! I'm Ted.
How are you today, Ted?
Fine, thank you, Annie.
How are you?
Fine, thank you.
Draw your picture.
Hi! I'm……………………………….
I'm a …………………………………

Song 3
Hi, How Are You?
Hi, how are you?
I'm fine. Hi, how are you? I'm fine.
Hi, how are you? I'm fine. How are you?
I'm fine, I'm fine, I'm fine.
Hi, how are you? I'm fine. How are you?
Step Up One

Hi, how are you? I'm fine.

Hi, how are you? I'm fine. How are you?
I'm fine, I'm fine, I'm fine.

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Count these words. Write the number.

Hi -……………………..
Fine……………………..

Song 4
Hokey Pokey And you shake it all about.
1 You put your right foot in, You do the hokey pokey,
You put your right foot out, And you turn yourself around,
You put your right foot in, That's what it's all about.
And you shake it all about.
You do the hokey pokey, 4. You put your head in,
And you turn yourself around, You put your head out,
That's what it's all about. You put your head in
And you shake it all about.
2. You put your left foot in, You do the hokey pokey,
You put your left foot out, And you turn yourself around,
You put your left foot in, That's what it's all about.
And you shake it all about.
You do the hokey pokey, 5. You put your whole self in,
And you turn yourself around, You put your whole self out,
That's what it's all about. You put your whole self in,
And you shake it all about.
3. You put your left hand in, You do the hokey pokey,
You put your left hand out, And you turn yourself around,
You put your left hand in, That's what it's all about.

Count these words. Write the number.

foot --------------- hand------------------
head ----------------whole self-----------------
Step Up One

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Song 5
Heads and shoulders,
Knees and toes, knees and toes.
Heads and shoulders,
Knees and toes, knees and toes.
And the eyes and the ears,
And a mouth and a nose.
Heads and shoulders,
Knees and toes, knees and toes.
Write how many you have.
Eyes…………………. Head…………………
Shoulders……………….. Knees………………..
Ears………………… Mouth………………….
Toes………………… Nose………………..

Step Up One

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Step Up One

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Film1
Title Louie's World (Families)

Key Words (Not to be Taught)

cat, kitten, dog, puppy, mother, father, baby, rabbit, bunny, sheep, lamb, rooster, hen, chick,
bear, cub bear, elephant, baby elephant, lion, lioness, young lion

Film 2
Title Louie's World (Vehicles)

Key Words (Not to be Taught)

car, bicycle, bus, cement mixer, tractor, truck, train, airplane, hot-air balloon

Film 3
Title What is it?

Key Words camel, bear, lion, monkey

Structure What is it? Is it a...?

Film 4
Title Please, sit down.

Key Words fountain, close, go to turn (left, right)

Objective Commands

Film 5
Title Louie's World (Fruits and Vegetables) Key Words (Not to be Taught)

banana, pear, apple, tomato, cucumber, green pepper, onion, strawberry, carrot

Revision One
Titles
Step Up One

1. Bim and Bam (Dog- Elephant) 2. Colors and Shapes

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Revision Two
Titles

1. Brainy Baby 2. Brainy Baby

Step Up One

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Step Up One

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Use one or two of these hints in order to give your students a dictation.

Dictation 1
A. Write the names of five or more animals.

B. Write words beginning with d,c,m,p.

C. Write 10 words (optional for the students)

Dictation 2
A. Fill in the blanks. (Dictate the words and have the students fill in the blanks. e.g. a cat
c---t ,a desk ----sk

B. Put 15 different objects/ pictures on the desk/ board and tell the students to write the
names of 10

of them. Later it can be played as a memory game. The teacher can cover the objects and the

students will write what they can remember.

C. Ask the students to write the names of 10 objects they can see in the class.

Dictation 3
Dictate different words. Students are supposed to write those things that can be found in a
house.

window-bus-door-cow bed-sofa- elephant- radio boat- desk- picture-chair ship-table

___ ou ___ e

w ___ d ___ s ___

r ___ p ___ c ___
Step Up One

d ___ t ___ b ___

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Dictation 4
Dictate 4 sentences and 6 words.

It is a turtle/ duck.

He is a boy/ man.

It is a chair/ desk.

She is a girl/ woman.

Dictation 5
- Dictate some words. Give them the beginning letters.

mo ----,fa----, far -----, doc --- -

At the end of the dictation ask the students to copy some sentences from the board.
Handwriting and punctuation mark should be taken care of..

e.g. Are you a police officer? No, I am not.

Are you Mr. Brown? Yes, I am.

Dictation 6
Dictate the words and have them unscramble the words. Make sure to dictate the word.

1. i, s,t __ sit

2. i, r, g, 1 __ girl

3. w, a, h, t __what

4. o, p, i, n, t__ point

Dictation 7
- Select pairs of students to work together. Have the students write 5 nouns for each.
Step Up One

Person Place Thing

- Divide the class into 3 groups to find the nouns.

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Dictation 8
- Dictate 5 sentences and 15 words. Spell each word twice after dictating the word.

e.g. a kite___ K-I-T-E ___ A kite.

Step Up One

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