Đang tải... (xem toàn văn)
Ismart star grade 1 teachers book(Teachers Book); Đĩa nghe (Class Audio CDs); Tranh hình (Flashcards) ... học (Student Book Answer Key); Đáp án sách bài tập (Workbook Answer Key) ...(Teachers Book); Đĩa nghe (Class Audio CDs); Tranh hình (Flashcards) ... học (Student Book Answer Key); Đáp án sách bài tập (Workbook Answer Key) ...
c h e r’ o o sB Bản mẫu k Te a Scope and Sequence Unit Getting Started (page 06–09) Vocabulary Sentence Patterns hello, goodbye, stand up, sit down, listen This is my (mother) Family mother, father, brother, sister Nice to meet you Nice to meet you, too School pencil, book, bag It's a (pencil) (page 10–15) (page 16–19) Phonics Aa ant Bb boy Cc cap Dd door REVIEW UNITS - (page 20–21) It's (red) Colors (page 22–27) My Body (page 28–31) red, yellow, blue, pink, white, flower It's a (pink) flower head, leg, arm Touch your (head) Thank you You're welcome Review: Aa, Bb, Cc, Dd Ee elephant Ff food REVIEW UNITS - (page 32–33) I like (cats) Animals (page 34–39) Activities (page 40–43) cat, dog, bird, monkey, snake, bear This is a (monkey) swim, sing, run I can (run) I'm sorry That's OK Gg girl Hh hop Review: Ee, Ff, Gg, Hh REVIEW UNITS - (page 44–45) (Vinh)'s (six) Numbers one, two, three, four, five, six How old are you? I'm (six) Food banana, cookie, sandwich (page 46–51) (page 52–55) I want a (banana) Ii insect, ink Jj jump, juice Kk kick, kite Ll love, leaf REVIEW UNITS - (page 56–57) I have a (car) Toys (page 58–63) 10 My House (page 64–67) car, teddy bear, ball, seven, eight, nine, ten living room, kitchen, bedroom (ten) (teddy bears) How many (cars)? (Seven) (cars) This is my (living room) REVIEW UNITS - 10 (page 68–69) Mm mouse, mouth Review: Ii, Jj Review: Aa to Mm Characters Bill’s family Vinh’s family Sue Bill Kim’s family Vinh Bobby’s family Kim Mai Bobby Introduction to i-Learn Smart Start About the course The best course for classrooms, teachers, and learners i-Learn Smart Start is a five-level course for young English learners Designed to be super easy to prepare and teach One of the primary aims of the course is to reduce teachers' workload and keep preparation time to a minimum i-Learn Smart Start was designed to make lesson preparation smoother and easier for the teacher by incorporating: • Clear and simple tasks – The activities have clear illustrations and short, simple, standardized instructions to make understanding and setting up tasks easy • A standard unit/lesson format – Every unit follows a similar pattern of activities This allows students and teachers to become familiar with the lesson style quickly • An easy to refer to Teacher's Book – The aim of this course is to put all the information teachers need in a very clear and easily navigable layout Each lesson page is accompanied by a single teacher's page so that teachers can quickly and easily refer to the task instructions, scripts, and drill patterns in the actual lesson The approach to learning listening input helps students build an understanding of the language i-Learn Smart Start is based on the philosophy that all children deserve an opportunity to develop and thrive while learning a language We understand that children learn differently and not conform to a set and predictable pattern To support their learning, we use the theory that children need a wide range of activities to enable language acquisition i-Learn Smart Start unit and lesson overview Getting Started i-Learn Smart Start Grade begins with two introductory lessons aimed at preparing students for the English classroom environment These lessons teach students basic introductory language, as well as essential classroom commands that will prepare them for the rest of the course They also get a chance to meet some of the book's main characters and get a taste of the general lesson model Units 1–10 Lesson Each Lesson features a two-page layout with a consistent format This standardized approach means that students quickly become comfortable with the lesson style and lesson preparation is fast and easy for teachers The i-Learn Smart Start approach is based on a number of principles: • Vocabulary is the core of language – Grammar is Page 1: important, but vocabulary carries most of the meaning Lesson aims – A simple summary of the lesson aims, including For lower level and young learners, developing vocabulary is key language and learning objectives, is shown at the top of a primary focus In i-Learn Smart Start, each unit introduces, the first page practices, recycles, and reviews up to 30 new words A Words (5-8 min) – Pictures and flashcards are used to • Motivation and interest are keys to learning – Children introduce and practice key vocabulary love engaging stories, games, and music when studying in B Story (10 min) – Part B in each Lesson is a simple their first language i-Learn Smart Start aims to use the same narrative These use a consistent set of characters and settings elements to engage their curiosity and make lessons fun that students can follow and get to know These stories use • Phonics leads to literacy – Research shows that when attractive comic style illustrations featuring the characters children are taught phonics in a structured way, starting with using the target language in a familiar setting These activities the easiest sounds and progressing to the most complex, they aim to: develop better literacy skills Phonics lessons are a useful aid • Show the target structure in a familiar context to motivate in developing better pronunciation, as children learn how to students formulate new sounds in an unfamiliar language • Review the vocabulary introduced in Part A • Early learners need lots of listening – Listening is • D evelop listening skills using a listening task that helps to not only essential as a receptive skill, but aids in the exemplify the target structure development of spoken language proficiency Key story features: Listening is vital in the language classroom because - Situations and language are always natural and logical it provides input for the learners Unless learners can - They feature familiar characters in situations students can understand language that is presented in the classroom, identify with learning cannot begin - Stories use illustrations that clearly show the context, Listening exercises provide teachers with a means for characters' emotions, and background drawing learners' attention to new forms (vocabulary, C Mini-song (5 min) – This activity features a short, fun grammar, interaction patterns) of the language song that utilizes music to practice the key structure using natural rhythm, stress, and intonation It aims to familiarize and Natural spoken language presents a challenge for learners Lots of exposure in a relatable context is essential make students more comfortable with the sound patterns of English before they are asked to practice the language to build confidence and comprehension As with first language learning, providing lots of comprehensible Page 2: D Practice (10 min) – This activity supports students in practicing the key structure/vocabulary and provides a clear practice model to follow The teacher can encourage students to continue practicing the correct sound and rhythm features E Free production/Personalization (5 min) – When the students are comfortable forming the target language, they are given the opportunity to use the structure to say true things about themselves, things around them, and/or use their own ideas and feelings i-Learn Smart Start and uses cartoon animals to illustrate how to play the game or how to role-play This task directly reflects the aims, and can be used by the teacher to fully assess students' abilities Repeat CD1 50 Lesson 2: Phonics Lesson introduces letters and sounds with activities that focus on recognition of the letter and production of its sound The lesson contains letter formation activities and active sound identification games All letter sounds are reviewed and reinforced systematically to enhance retention Lesson 3: Vietnamese Content or Review and Practice Each unit ends with either a Vietnamese Content lesson or a Review and Practice lesson The Vietnamese Content lessons are designed to encourage the students to talk about their own experiences and the world around them There is also a story that focuses on functional language The Review lessons are designed to increase language retention through testing and games Each starts with a listening activity that asks students to listen and circle the correct answer This is followed by a fun review game They cover all the language from the previous two units Use pencils and erasers i-Learn Smart Start Student's Book has been designed to be reusable For this to be possible, students must be encouraged to use pencils and erasers for tasks that require writing directly onto the book Smart Start icon key WB 02 CD1 10 p.68 Play audio for WB Track 02 Play audio for CD1 Track 10 Have students turn to page 68 of their textbooks Have students use their pencils and erasers Have students trace the letter with their fingers Have students jump when they hear the correct letter sound Have students hop when they hear the correct letter sound Have students clap when they hear the correct letter sound GETTING STARTED LESSON Aim: Students will be able to say "Hello!" and "Goodbye!" A Listen and point Repeat Hello! hello CD1 03 Track 03 M: hello M: goodbye Goodbye! goodbye Arrange the flashcards on the board, play audio, and point to each flashcard Play audio again and have students point to the pictures in their books Play audio again and have students listen and repeat B Vocabulary: hello, goodbye Listen and point Play "Heads up What's missing?" Divide the class into two teams Arrange the flashcards on the board and remove one card when students are not looking One student from each team calls out the missing flashcard CD1 04 Introduce the situation Play audio and have students look at the picture Demonstrate the activity by pointing to the new vocabulary items Play audio Have students listen and point Hello! Goodbye! C Sing Goodbye! CD1 05 Track 04 Tim: Hello, Bill Bill: Hello! Lily: Goodbye! Mom/Dad: Goodbye! p.68 Hello, Bill Hello, Ki m Have students turn to page 68 Read the lyrics as a whole class Play audio and have students listen Play audio and have students sing the song Hello, Bill Track 05 Hello, Bill Hello, Kim Goodbye, Bill Goodbye, Kim D Role-play Hello, Lily Hello! Hello! Hello, Lola HISTORY lITERATER MATH P.E HISTORY MATH P.E HISTORY VIETNAMESE ART lITERATER MATH lITERATER MATH VIETNAMESE VIETNAMESE ART MATH P.E MATH P.E HISTORY VIETNAMESE ART lITERATER MATH MATH VIETNAMESE VIETNAMESE ART Goodbye! Goodbye! E Practice (optional) Say a name to the class Have students practice the structure using the name Repeat with other names e.g • Teacher: "Bill" • Class: "Hello, Bill." Role-play Divide the class into pairs Have students practice the dialogue Swap roles and repeat Afterwards, have some pairs demonstrate the activity in front of the class Say Goodbye! Hello! Hello, Katie Goodbye, Katie Have students look at the example Divide the class into groups of four Have students take turns saying "Hello!" and "Goodbye!" to their friends Afterwards, have some students demonstrate the activity in front of the class GETTING STARTED LESSON Aim: Students will be able to understand basic classroom language A Listen and point Repeat stand up CD1 06 Track 06 M: stand up M: sit down M: listen sit down listen Arrange the flashcards on the board, play audio, and point to each flashcard Play audio again and have students point to the pictures in their books Play audio again and have students listen and repeat Play "Guess." B Listen and point Vocabulary: stand up, sit down, listen Arrange the flashcards on the board and write a number under each card Have students look at the flashcards for the count of ten Turn the flashcards over to face the board when the students are not looking Call out a number and have students take turns to guess the face-down card Turn the card over after each guess CD1 07 Listen Stand up Introduce the situation Play audio and have students look at the picture Demonstrate the activity by pointing to the new vocabulary items Play audio Have students listen and point Track 07 W: Listen G: Stand up B: Sit down Sit down C Sing CD1 08 p.68 Stand up Sit down Have students turn to page 68 Read the lyrics as a whole class Play audio and have students listen Play audio and have students sing the song Track 08 Stand up Sit down Listen D Say and Stand up Listen Sit down Listen E Practice (optional) Show a flashcard to the class Have students practice the structure using the new word Repeat with other flashcards e.g (Teacher shows flashcard "listen.") • Class: "Listen." Say and Divide the class into pairs Have Student A say, e.g "Stand up.", and Student B the action Swap roles and repeat Afterwards, have some pairs demonstrate the activity in front of the class Play "Simon says." Simon says: "Listen." Sit down Have students look at the example Tell students they must only follow commands that start with "Simon says…" Demonstrate the game by giving the students different commands If the command starts with "Simon says," students must the action If it doesn't start with "Simon says," students who the action must sit down Have one student come to the front of the class to be "Simon." Swap roles and repeat with a new "Simon." Unit FAMILY LESSON Aim: Students will be able to introduce family members Vocabulary: mother, father Review Write the vocabulary from the previous unit on the board Have students read the words on the board Write the useful language from the previous unit on the board A Listen and point Repeat Sentence pattern: This is my (mother) Have students read the sentences on the board Have some students practice using the vocabulary and useful language in front of the class CD1 09 Track 09 M: mother M: father mother father Arrange the flashcards on the board, play audio, and point to each flashcard Play audio again and have students point to the pictures in their books Play audio again and have students listen and repeat Play "Guess." B Listen and point Arrange the flashcards on the board and write a number under each card Have students look at the flashcards for the count of ten Turn the flashcards over to face the board when the students are not looking Call out a number and have students take turns to guess the face-down card Turn the card over after each guess CD1 10 This Thisisismy my mother mother Introduce the situation Play audio and have students look at the picture D emonstrate the activity by pointing to the new vocabulary items Play audio Have students listen and point Track 10 Bill: This is my mother May: Hello, Kim Bill: This is my father Tony: Hello, Kim Kim: Hello! C Sing CD1 11 p.68 This is my mother This is m y father Have students turn to page 68 Read the lyrics as a whole class Play audio and have students listen Play audio again and have students listen and sing along 10 Track 11 This is my mother This is my father Review Listen and repeat CD2 46 Track 46 W: "i," "i," "i," "j," "j," "j" Have students look at the pictures Point to the pictures and say the letters' sounds Play audio Have students listen and repeat the letter sounds Listen and point CD2 47 Track 47 W: "j," "j," "i," "i," insect, juice, jump, ink Have students look at the pictures Demonstrate pointing to the correct letter when you hear the sound Play audio Have students point to the correct picture at the top of the page when they hear the appropriate sound Write the letters Have students look at the pictures and call out the beginning sounds Demonstrate the activity using the example Have students write the letters Check answers as a whole class Play "Board race." "ink" I "i" Have students look at the example Divide the class into teams and have one student from each team stand a distance from the board Write two letters on the board and then say a word beginning with one of their sounds Have the students race to the board, touch that letter, and say the correct sound The first student to touch the letter and say the sound gets a point for their team Continue with other students 61 TOYS Unit LESSON Vocabulary: seven, eight, nine, ten Aim: Students will be able to ask and answer about numbers of objects A Listen and point Repeat seven CD2 48 eight nine Track 48 M: seven M: eight Listen and point CD2 Have students call out the things they can see Have students listen and follow Play audio and demonstrate pointing Play audio Have students listen and point eight cars seven balls ten teddy bears Track 49 Vinh: Here are my toys eight cars seven balls ten teddy bears CD2 50 Have students look at the useful language box Play audio Have students listen to the useful language Have students practice the useful language C Arrange the flashcards on the board and write a number under each card Have students look at the flashcards for the count of ten Turn the flashcards over to face the board when the students are not looking Call out a number and have students take turns to guess the face-down card Turn the card over after each guess 49 Here are my toys Listen and repeat Point and say ten teddy bears Track 50 B: ten teddy bears seven books Divide the class into pairs Have Student A point to the pictures and Student B say, e.g "seven books." Swap roles and repeat Afterwards, have some pairs demonstrate the activity in front of the class 62 M: nine M: ten ten Arrange the flashcards on the board, play audio and point to each flashcard Play audio again and have students point to the pictures in their books Play audio again and have students listen and repeat Play "Guess." B Sentence patterns: (ten) (teddy bears) How many (cars)? (Seven) (cars) D Listen to the story CD2 51 Introduce the situation Have students call out the things they can see Play audio and have students listen and read How many cars? Seven cars Listen and repeat Track 51 Vinh: Bobby, how many cars? Bobby: Seven cars Vinh: How many balls? Bobby: Nine balls Vinh: How many teddy bears? Bobby: One teddy bear CD2 52 Have students look at the useful language box Play audio Have students listen to the useful language Have students practice the useful language How many cars? Seven cars Track 52 G: How many cars? B: Seven cars E Play "Count the objects." How many bags? One bag Divide the class into pairs Have Student A ask and Student B answer Swap roles and repeat Afterwards, have some pairs demonstrate the activity in front of the class 63 MY HOUSE Unit 10 LESSON Aim: Students will be able to identify rooms in a house Review Vocabulary: living room, kitchen, bedroom Write the vocabulary from the previous unit on the board Have students read the words on the board Write the useful language from the previous unit on the board A Listen and point Repeat 53 kitchen bedroom Arrange the flashcards on the board, play audio, and point to each flashcard Play audio again and have students point to the pictures in their books Play audio again and have students listen and repeat B Listen and point Have students read the sentences on the board Have some students practice using the vocabulary and useful language in front of the class CD2 living room Track 53 M: living room M: kitchen M: bedroom Play "Heads up What's missing?" Divide the class into two teams Arrange the flashcards on the board and remove one card when students are not looking One student from each team calls out the missing flashcard CD2 54 This is my living room Introduce the situation Play audio and have students look at the picture Demonstrate the activity by pointing to the new vocabulary items Play audio Have students listen and point Track 54 Bill: This is my living room Lola: It's nice Bill: This is my bedroom Lola: Wow! Bill: This is my kitchen Lola: I like your house, Bill Bill: Thanks C Sing CD2 55 p.68 This is my living room This is m y kitchen Have students turn to page 68 Read the lyrics as a whole class Play audio and have students listen Play audio again and have students listen and sing along 64 Sentence pattern: This is my (living room) Track 55 This is my living room This is my kitchen This is my bedroom D Point and say This is my bedroom Practice (optional) Show a flashcard to the class Have students practice the structure using the new word Repeat with other flashcards e.g (Teacher shows flashcard "living room.") • Class: "This is my living room." Point and say Divide the class into pairs Have Student A point to the picture and Student B say, e.g "This is my living room." Swap roles and repeat Afterwards, have some pairs demonstrate the activity in front of the class E Play "Guess the picture." This is my kitchen This is my bedroom No Yes Have students look at the example Divide the class into two teams Have a student stand facing away from the board and stick a flashcard on the board behind them Have the student try to guess without looking at the flashcard Give that team one point if it's a correct guess Have teams take turns 65 Unit 10 PHONICS LESSON Aim: Students will review the sounds for letters A to M Sing the alphabet song AS Play the alphabet song and have students listen Play audio again and sing the song Put the flashcards on the board for the letters in red (a to m) P oint to each flashcard, call out the letter's name, and have students repeat Listen and repeat CD2 56 Have students look at the pictures Point to the pictures and say the letters' sounds Play audio Have students listen and repeat the letter sounds Listen and point CD2 57 Have students look at the pictures D emonstrate pointing to the correct letter when you hear the sound P lay audio Have students point to the correct picture at the top of the page when they hear the appropriate sound Track 56 W: "k," "k," "k," "l," "l," "l" Track 57 W: "k," "l," "l," "k," love, kick, love, kick Find the odd one out Circle a, b, or c Have students look at the pictures and call out the things they can see Demonstrate the activity using the example Have students choose the odd one out and circle a, b, or c Check answers as a whole class Play "Stepping stones." Divide the class into pairs Have Student A start at A and say the first letter sound Have Student B start at B and say the first letter sound Have students take turns saying the sounds and go all the way round 66 Listen and repeat CD2 58 Have students look at the pictures Point to the pictures and say the letter sounds Play audio Have students listen and repeat the letter sounds Listen and point CD2 59 Have students look at the pictures D emonstrate pointing to the correct letter when you hear the sound P lay audio Have students point to the correct picture at the top of the page when they hear the appropriate sound Track 58 W: "a," "b," "c," "d," "e", "f," "g," "h," "i," "j," "k," "l," "m" Track 59 W: "h," "ant," "insect," "kite," "f" W: "juice," "cap," "e," "l," "d" W: "m," "b," "girl" Write the letters Have students look at the pictures and call out the beginning sounds Demonstrate the activity using the example Have students write the letters Check answers as a whole class Play "Magic finger." Have students look at the example Divide the class into pairs Have Student A draw a letter on Student B's back Have Student B try to guess which letter it is Have students swap roles and repeat 67 REVIEW A Listen and circle (A or B) AIM Students will review saying what objects they have, asking and answering about numbers of objects, and identifying rooms in a house CD2 60 Example: A B A A B B A B Track 60 B: I have a teddy bear G: A teddy bear? B: Yes G: How many balls? B: Six balls B: How many cars? G: Eight cars B: Wow! G: How many balls? B: Two No, ten G: Ten balls? B: Yes Narrator: Now, listen again Have students look at the pictures, call out the objects they can see, and count them Play audio and demonstrate the activity using the example Play audio Have students listen and circle A or B Play audio again and check answers as a whole class B Play the "Chain" game One car Two balls Two balls Three Have students look at the example Divide the class into groups of four Have the students stand up Have Student A turn to Student B and say a sentence, then have Student B say a sentence Next, have Student B turn to Student C and say a sentence, then have Student C say a sentence Continue until all students have practiced Have some groups demonstrate the activity in front of the class 68 REVIEW 10 A Listen and circle (A or B) CD2 61 Example: A B A A B B A B Track 61 B: This is my living room G: Sorry? B: This is my living room G: This is my bedroom B: Wow! It's nice B: This is my kitchen G: I like it B: Thank you 4.G: This is my bedroom B: Your what? G: My bedroom Narrator: Now, listen again Have students look at the pictures and call out the rooms they can see Play audio and demonstrate the activity using the example Play audio Have students listen and circle A or B Play audio again and check answers as a whole class B Play "Board race." "bedroom" This is my bedroom Have students look at the example Divide the class into teams and have one student from each team stand a distance from the board Stick two flashcards on the board and then say one of them Have the students race to the board, touch that flashcard, and say the correct sentence The first student to touch the flashcard and say the sentence gets a point for their team Continue with other students 69 Flashcards List GETTING STARTED 1 hello 2 goodbye stand up sit down 5 listen Unit 1: FAMILY Lesson 6 mother 7 father Lesson 8 ant 9 boy Lesson 10 brother 11 sister Unit 2: SCHOOL Lesson 12 pencil 13 book 14 bag Lesson 15 cap 16 door Unit 3: COLORS Lesson 17 red 18 yellow 19 blue Lesson 20 pink 21 white 22 flower Unit 4: MY BODY Lesson 23 head 24 leg 25 arm Lesson 26 elephant 27 food 70 Unit 5: ANIMALS Unit 9: TOYS Lesson 28 cat 29 dog 30 bird Lesson 56 car 57 teddy bear 58 ball Lesson 31 girl 32 hop Lesson 59 mouse 60 mouth Lesson 33 monkey 34 snake 35 bear Lesson 61 seven 62 eight 63 nine 64 ten Unit 6: ACTIVITIES Lesson 36 swim 37 sing 38 run Unit 7: NUMBERS Lesson 39 one 40 two 41 three Lesson 42 insect 43 ink 44 jump 45 juice Lesson 46 four 47 five 48 six Unit 8: FOOD Lesson 49 banana 50 cookie 51 sandwich Lesson 52 kick 53 kite 54 love 55 leaf Unit 10: MY HOUSE Lesson 65 living room 66 kitchen 67 bedroom WORD LIST ant /ænt/ kiến cap /kæp/ arm /ɑːrm/ car /kɑːr/ bag /bæɡ/ cặp sách, túi cat /kæt/ mèo ball /bɔːl/ cookie /ˈkʊki/ chuối banana /bəˈnỉnə/ dog /dɔːɡ/ chó bear /ber/ door /dɔːr/ bedroom /ˈbedruːm/ eight /eɪt/ bird /bɜːrd/ elephant /ˈelɪfənt/ cánh tay bóng gấu phòng ngủ mũ lưỡi trai xe bánh quy cánh cửa số tám chim voi blue /bluː/ father /ˈfɑːðər/ book /bʊk/ sách five /faɪv/ boy /bɔɪ/ cậu bé flower /ˈflaʊər/ brother /ˈbrʌðər/ food /fuːd/ màu xanh dương anh, em trai bố, ba số năm hoa thức ăn 71 WORD LIST four /fɔːr/ kite /kaɪt/ số bốn diều girl /ɡɜːrl/ cô bé goodbye /ɡʊdˈbaɪ/ leaf /liːf/ Goodbye! tạm biệt chân head /hed/ listen /ˈlɪsn/ đầu hello /heˈləʊ/ lắng nghe Hello! living room /ˈlɪvɪŋ ruːm/ xin chào phòng khách hop /hɑːp/ love /lʌv/ ink /ɪŋk/ monkey /ˈmʌŋki/ nhảy lò cò mực insect /ˈɪnsekt/ côn trùng juice /dʒuːs/ yêu, thương khỉ mother /ˈmʌðər/ mẹ mouse /maʊs/ nước ép chuột jump /dʒʌmp/ mouth /maʊθ/ nhảy miệng kick /kɪk/ đá nine /naɪn/ số chín kitchen /ˈkɪtʃɪn/ one /wʌn/ nhà bếp 72 leg /leɡ/ số WORD LIST pencil /ˈpensəl/ swim /swɪm/ bút chì bơi pink /pɪŋk/ teddy bear /ˈtedi ber/ màu hồng red /red/ màu đỏ run /rʌn/ chạy sandwich /ˈsỉnwɪtʃ/ bánh mì kẹp seven /ˈsevən/ số bảy sing /sɪŋ/ hát gấu ten /ten/ số mười three /θriː/ số ba two /tuː/ số hai white /waɪt/ màu trắng yellow /ˈjeloʊ/ màu vàng sister /ˈsɪstər/ chị, em gái sit down /sɪt ˈdaʊn/ ngồi xuống six /sɪks/ số sáu snake /sneɪk/ rắn stand up /stænd ˈʌp/ đứng dậy 73 FOUR, HORSE ... School pencil, book, bag It's a (pencil) (page 10 15 ) (page 16 19 ) Phonics Aa ant Bb boy Cc cap Dd door REVIEW UNITS - (page 20– 21) It's (red) Colors (page 22–27) My Body (page 28– 31) red, yellow,... writing directly onto the book Smart Start icon key WB 02 CD1 10 p.68 Play audio for WB Track 02 Play audio for CD1 Track 10 Have students turn to page 68 of their textbooks Have students use their... again and have students listen and sing along Track 12 W: "a," "a," "a" Track 15 W: Clap when you hear the "a" sound 1 Listen and repeat Trace CD1 16 Play audio Have students listen and repeat Demonstrate