NUMBERS

Theme 1 LESSON 1 Vocabulary:

zero, one, two, three, four, five, six,
seven, eight, nine
Structure:
What’s your phone number?
It’s ________.

A Listen, point and say. CD1

02 Track 2
1. M: Zero.
2. M: One.
3. M: Two.
zero one two three four five six seven eight nine
4. M: Three.
5. M: Four.
6. M: Five.
1. Arrange the flashcards on the board, play audio and have 7. M: Six.
students listen and repeat. Point to the flashcards along 8. M: Seven.
with the audio. Repeat several times. 9. M: Eight.
2. Play audio again and have students listen, repeat and point 10. M: Nine.
to the pictures in their books.
4. Two teams. Play the game “Heads up. What’s missing?”.
3. Change the order of the flashcards, point to them individually
Arrange flashcards on the board and remove one card when
and have students say the words, correct pronunciation when
students are not looking. One student from each team calls out
needed.
the missing flashcard.

B 1. Listen and read. CD1

03
Track 03 - 04
AFTER A SCHOOL TRIP ... THE TEACHER ASKS FOR THE CHILDREN'S
PHONE NUMBERS…
1
Narrator: Look at the pictures. Listen. There is one example.
0125-844-509
0845-266-187 After a school trip…
2 (Sound of the bus breaking down)
What’s your
phone number? It’s 0125-844-509. 0554-299-182 1. Teacher: Ok, boys and girls. I’m going to call your parents.
0167-849-136
Kids: Yay!
PHONING TOM'S DAD...
!
3
Teacher: Cody, what’s your phone number?
No 0737-258-504
O
h,
0901-624-582 Cody: Thanks. It’s 0125-844-509.
4
Teacher: Ok.(sound of phone calling) Hello, is this 0125-844-509?
WET
FLOOR
0845-052-499 Cody’s mum: Yes, it is…
Narrator: Can you see the circle? This is an example. Now
0976-219-697

1. Introduce the situation “The first day of school! The class is listen and circle.
playing the ‘Teacher says’ game...” 2. Teacher: What’s your phone number, Nick?
2. Have students call out the objects and people they can see. Nick: It’s 0167-849-136.
3. Have students listen and read. Teacher: Ok, thanks. (Sound of phone calling) Hello, is this
0167-849-136?
2. Listen and circle. 04 CD1 Nick’s dad: Yes, that’s right.
3. Teacher: What’s your phone number, Jill?
1. Play audio and demonstrate the activity using the example.
Jill: It’s 0737-258-504.
2. Play audio and have students listen and circle.
Teacher: Thanks, Jill. (sound of phone calling) Hello, is this
3. Play audio again and check answers as a whole class.
0737-258-504?
3. Practice the structure. CD1
05
Jill’s mum: Yes, it is….
Phoning Tom’s dad…
1. Draw students’ attention to the structure box. 4. Teacher: Tom, what’s your phone number?
2. Play audio and have students listen. Tom: It’s 0845-052-499. (sound of phone called)
3. Play audio again and have students listen and repeat. Sam: Hello. This is 0845-052-499.
Teacher: Hello, Mr. Brown. This is Tom’s teacher. The bus is
broken….
STRUCTURE Track 05 Sam: What? Oh no. I’m coming…! (Sound of slipping over
What’s your phone number? W: What’s your phone number? and food landing on him)
It’s 0791-306-052. M: It’s 0791-306-052. Sam: Argh!!!
Teacher: Mr. Brown, Mr. Brown. Are you ok? Mr. Brown…?

8 NUMBER: Lesson 1
 C Listen. Sing along.
CD1
06

Track 06
What’s your phone number? What’s your phone number?
It’s 0791- It’s 0791-306-052.
306-052.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

07
Track 07
1. Focus attention on the example sentence, and briefly explain the focus. B: What’s your phone number?
2. Tell students they must listen and notice the pronunciation feature. G: What’s your phone number?
3. Play the audio once, and draw attention to the pronunciation feature. M: What’s your phone number?
4. Play the audio again. Have students listen and repeat with a focus on
the feature.
PRONUNCIATION TIP 07 CD1

"...your" "...yǝr..."

D Listen and write. Ask and answer. CD1

08

What’s your phone number?

It’s 0125-844-509. Track 08
Narrator: Look at the pictures. Listen. There is one example.
1 2
1. Alfie: What’s your phone number, Tony?
Tony: It’s 0125-844-509.
Alfie: It’s what?
0 1 2 5 - 8 4 4 - 5 0 9 _ 1 _ 7 - 8 4 _ - 1 3 6 Tony: 0125-844-509.
Narrator: Can you see the numbers? This is an example. Now
3 4 listen and write.
2. B: What’s your phone number, Sam?
Sam: It’s 0167-849-136.
B: Pardon?
0 7 _ 7 - 2 _ 8 - 5 _ 4 0 8 _ 5 - 0 _ 2 - _ 9 9
Sam: It’s 0167-849-136.
Listen and write. 3. G: What’s your phone number, Dan?
1. Have students call out the people and numbers they can see. Dan: It’s 0737-258-504.
2. Play audio and demonstrate the activity using the example. G: Is it 0737-258-504?
3. Play audio again and have students listen and write. Dan: Yes, that’s right.
4. Play audio again and check answers as a whole class. 4. G: What’s your phone number, Ann?
Ann: It’s 0845-052-499.
Ask and answer.
G: It’s what?
5. Divide students into pairs.
Ann: 0845-052-499.
6. Have student A point to a picture and say “What’s your phone
number?” and have student B respond with “It’s _______.”
7. Swap roles and repeat.
8. Afterwards, have some pairs demonstrate in front of the class.

E Play the “Magic finger” game. 1. Demonstrate the game.

What’s your phone number?
2. Divide the class into pairs.
It’s 0148-950-437. 3. Have student A write ten numbers (0-9) on student B’s back, using
their finger. Student B writes the numbers down.
4. Then have student A ask“What’s your phone number?”and have
student B answer using the numbers they have written down“It’s
_______.”
5. Afterwards, have some students demonstrate in front of the class.

NUMBER: Lesson 1 9
 NUMBERS
Theme 1 LESSON 2 Vocabulary:
eleven, twelve, thirteen, fourteen, fifteen,
sixteen, seventeen, eighteen, nineteen,
Review twenty
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board.
3. Write the structure from the previous lesson on the board. How old is/are _______?
4. Have students read the sentences on the board. He's/She's/Name's _______ years old.
5. Have some students come to the front and practice using the They’re _______ years old.
vocabulary and structure in front of the class.

A Listen, point and say. CD1

09 Track 09
1. M: Ten.
ten eleven twelve thirteen fourteen 2. M: Eleven.
fifteen sixteen seventeen eighteen nineteen twenty
3. M: Twelve.
4. M: Thirteen.
1. Arrange the flashcards on the board, play audio and have 5. M: Fourteen.
students listen and repeat. Point to the flashcards along 6. M: Fifteen.
with the audio. Repeat several times. 7. M: Sixteen.
2. Play audio again and have students listen, repeat and point 8. M: Seventeen.
to the pictures in their books. 9. M: Eighteen.
3. Change the order of the flashcards, point to them individually 10. M: Nineteen.
and have students say the words, correct pronunciation when 11. M: Twenty.
needed.
4. Play the “Guess” game. Turn the flashcards over to face the board when the
5. Arrange the flashcards on the board and write a number students are not looking.
under each card. 7. Call out a number and have students take turns to guess the
6. Have students look at the flashcards for the count of ten. face down card. Turn the flashcard over after each guess.

B 1. Listen and read. CD1

10 Track 10 - 11
Narrator: Look at the pictures. Listen. There is one example.
TOM IS ASKING HOW OLD PEOPLE ARE...
1
Tom is asking how old people are….
How old is she?
1. Teacher: Cody, your mum and your sister are here.
18 years old.
She’s ___
Tom: How old is your sister, Cody?
2 Cody: She’s eighteen years old. Goodbye!
She's 18 years old. She’s ___ years old.
Narrator: Can you see the number? This is an example. Now
listen and write the numbers.
A A A! 3 2. Mai: That’s my cousin, Lulu.
They’re ___ years old.
Tom: How old is she, Mai?
Mai: She’s fifteen years old. Bye, everyone.
4 Tom and Nick: Bye, Mai.
He’s ___ years old. 3. Jill: Oh, my big brothers are here.
Tom: How old are they?
1. Review the story from the previous lesson "Tom and his Jill: They’re thirteen years old.
friends met an alien in the playground." 4. Tom: Is that your brother, Nick? How old is he?
2. Now introduce the situation "Tom is asking Alfie where he Nick: He’s seventeen years old.
is from…" Teacher: Tom, your mum’s here. Let’s go. Goodbye Mr. Murphy.
3. Have students call out the objects and people they can see. Driver: Goodbye.
4. Have students listen and read. (Sound of car pulling away and a pause)
Driver: Uh! (Screaming and scared) Argh! What’s that?
2. Listen and write the numbers. 11 CD1
(Sound of Bean jumping in a bush)
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and write the numbers.
Track 12
3. Play audio again and check answers as a whole class.
W: How old is she?
M: She’s twelve years old.
3. Practice the structure. CD1
12
W: How old are they?
1. Draw students’ attention to the structure box. M: They’re thirteen years old.
2. Play audio and have students listen.
STRUCTURE
3. Play audio again and have students listen and repeat.
How old is she? She’s twelve years old.
How old are they? They’re thirteen years old.
10 NUMBER: Lesson 2
 C Listen. Sing along. CD1
13

Track 13
How old is she? How old is she?
She’s ten She’s ten years old.
years old.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

14
Track 14
1. Focus attention on the example sentence, and briefly B: He’s thirteen years old.
explain the focus. G: He’s thirteen years old.
2. Tell students they must listen and notice the pronunciation M: He’s thirteen years old.
feature.
3. Play the audio once, and draw attention to the
pronunciation feature.
PRONUNCIATION TIP CD2

4. Play the audio again. Have students listen and repeat with a 14

Stress: 13-19 'thirTEEN, fourTEEN, etc

focus on the feature.

D Listen and circle. Practice. Point, ask and answer. CD1

15
Track 15
Listen and circle. Narrator: Look at the pictures. Listen. There is one example.
M: How old is he?
1. Play audio and demonstrate the activity using the example.
W: He’s fifteen years old.
2. Play audio and have students listen and circle.
Narrator: Can you see the circle? This is an example. Now listen
3. Play audio again and check answers as a whole class.
and circle.
Practice. 2. W: How old is she?
4. T: I say ”he”. You say, "How old is he?" M: She’s twelve years old.
T: I say “they”. You say, "How old are they?" OK? 3. M: How old are they?
T: he W: They’re sixteen years old.
Class: How old is he? 4. W: How old is he?
T: They M: He’s eighteen years old.
Class: How old are they? 5. M: How old are they?
Continue whole class/group/individual drills, with: W: They’re eleven years old.
• he • she • Tom • Lucy
5. Divide class into Group A and Group B Continue whole class/group/individual drills, with:
T: I say ”he/eleven”. • he/fifteen
Group A, you say “How old is he?” • she/nineteen
Group B, you say, “He’s eleven years old.” • they/thirteen
T: I say ”they/four”. Point, ask and answer.
Group A, you say, ‘How old are they?’ 6. Divide students into pairs.
Group B, you say, ”They’re four years old.” 7. Have student A point to a picture and say “How old is/
T: he/eleven are_______?” and have student B answer with “_______’s/
Group A: How old is he? They’re _______ years old.”
Group B: He’s eleven years old. 8. Swap roles and repeat.
T: they /four 9. Afterwards, have some pairs demonstrate in front of the class.

E Play the “Board race” game.
He’s seven.
1. Divide the class into two teams.
2. Have one student from each team come to the front.
How old is he? 3. Whisper “He’s/She’s/They’re _______.” to the two students.
4. Have the students run to the board, write the number and
ask “How old is/are he/she/they?” and have students from
He’s seven their team call out the answer “He’s/She’s/They’re _______
years old.
years old.”
5. First team to answer gets one point.
6. Swap roles and repeat.

NUMBER: Lesson 2 11
 NUMBERS
Theme 1 LESSON 3 Vocabulary:
thirty, forty, fifty, sixty, seventy, eighty, ninety,
one hundred
Review
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. ______ plus ______ is _______.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

A Listen, point and say. CD1

16
Track 16
1. W: Thirty.
2. W: Forty.
3. W: Fifty.
thirty forty fifty sixty 4. W: Sixty.
5. W: Seventy.
seventy eighty ninety one hundred 6. W: Eighty.
7. W: Ninety.
8. W: One-hundred.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along
with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point 4. Two teams. Play the game “Heads up. What’s missing?”.
to the pictures in their books. Arrange flashcards on the board and remove one card
3. Change the order of the flashcards, point to them individually when students are not looking. One student from each
and have students say the words, correct pronunciation when team calls out the missing flashcard.
needed.

B 1. Listen and read. CD1

17
Track 17 - 18
THE CHILDREN ARE AT THE SCHOOL FAIR...

Narrator: Look at the picture. Listen. There is one example.

8 tickets plus 12 tickets
is 20 tickets. The children are at the school fair...
1. (Sound of school fair)
30 tickets

Tom: Wow! A big bear for Lucy.

25 100

Oh. It's 30 tickets.

Alfie: It’s 30 tickets. I have twelve tickets.
Tom: I have eight. Eight plus twelve is twenty.
Narrator: Can you see the numbers? This is an example. Now
listen and write the numbers.
4345434
3098988

efilA
7776655
4321

2. Tom: Hey, Ben. How many tickets do you have?

1 8 plus 12 is 20.
3 ___________ plus ___________ is 28.
1. Review the story from the previous lesson "Tom and his
friends met an alien in the playground."
2. Now introduce the situation "Tom is asking Alfie where he
is from…"
3. Have students call out the objects and people they can see.
4. Have students listen and read.
2. Listen and write the numbers. 18
2 20 plus __________ is _____________.
4 28 plus __________ is _____________.
CD1
Ben: I have five.
Tom: Twenty plus five is twenty five.
3. Tom: Nick! How many tickets do you have?
Nick: I have three tickets.
Tom: Ok, twenty five plus three is twenty eight.
4. Tom: Cody, how many tickets do you have?
Cody: I have two tickets.
Tom: Twenty-eight plus two is thirty! let's get the bear!
Tom and Alfie: (Huffing) Huh, huh, huh…

1. Play audio and demonstrate the activity using the example.

2. Play audio and have students listen and write the numbers. STRUCTURE
3. Play audio again and check answers as a whole class. Twenty-eight plus two is thirty.

3. Practice the structure. CD1

19

1. Draw students’ attention to the structure box.

Track 19
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat. M: Twenty-eight plus two is thirty.

12 NUMBER: Lesson 3
 C Listen. Sing along.
CD1
20

Track 20
o.
Twenty plus two is twenty-tw Twenty plus two is twenty-two.
Thirty plus th Thirty plus three is thirty-three.
ree is thirty-three.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

21
Track 21
1. Focus attention on the example sentence, and briefly
explain the focus. B: Ten plus twenty is thirty.
2. Tell students they must listen and notice the pronunciation G: Ten plus twenty is thirty.
feature. M: Ten plus twenty is thirty.
3. Play the audio once, and draw attention to the
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP CD1
21

focus on the feature. Word stress: 30-90

THIRty, FORty, etc

D Write. Point and say.

1. 20 + 9 = 29 Write.
Twenty plus nine is twenty-nine.
1. Demonstrate the activity using the example.
2. 30 + 2 = ___________
2. Have students read the sums and write the answers.
3. 40 + 4 = ___________ 3. Check answers as a whole class.
Point and say.
4. 50 + 1 = ___________
4. Demonstrate the activity.
5. 60 + 5 = ___________ 5. Divide class into pairs.
6. Have student A point to a sum and have student B practice
1234556677788989034345434

Alfie

6. 70 + 8 = ___________ 5
4 saying it “_______ plus _______ is _______.”
6

7. 80 + 7 = _______ 7. Swap roles and repeat.

8. Have some pairs demonstrate in front of the class.
8. 90 + 10 = ______

E Play the “Read my lips” game.

… ? 1. Divide students into pairs or small groups.

Seventy plus three 2. Have one student mouth a sentence silently e.g. “Seventy
is seventy-three.
plus two is …”
3. Have the other students take turns to guess what was said
No, Alfie.
and give the correct answer.
4. Swap roles and repeat.
Seventy plus two is
seventy-two.
123455667778898903

Alfie
4345434

Yes, that's right!

NUMBER: Lesson 3 13
 NUMBERS
Theme 1 LESSON 4 Vocabulary:
square, circle, triangle, rectangle, star,
oval
Review
1. Write the vocabulary from the previous lesson on the board. Structure:
2. Have students read the words on the board. How many _______ can you see?
3. Write the structure from the previous lesson on the board. I can see ________ ________.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

Track 22
A Listen, point and say. CD1
22
1. W: Square.
1 2 3 4 5 6 2. W: Circle.
3. W: Triangle.
4. W: Rectangle.
square circle triangle rectangle star oval 5. W: Star.
6. W. Oval.

1. Arrange the flashcards on the board, play audio and have pronunciation when needed.
students listen and repeat. Point to the flashcards along 4. Play the “Word Tennis” game. Have one student come to the
with the audio. Repeat several times. front and play "Tennis with you.
2. Play audio again and have students listen, repeat and point 5. As you say a word hit it to the student and have the student
to the pictures in their books. respond with another word and hit it back to you.
3. Change the order of the flashcards, point to them 6. Divide students into pairs and have them play with each
individually and have students say the words, correct other. Have some pairs demonstrate in front of the class.

B 1. Listen and read. CD1

23
Track 23 - 24
Narrator: Look at the picture. Listen. There is one example.
1
THE CHILDREN VISIT LUCY'S ART CLASS... The children visit Lucy's art class...
How many circles can you see? 1. Lucy: Hello, Tom. Hello, Alfie.
6 Alfie: Wow, I like your paintings.
Lucy: Thank you.
2
21
43
55
66 7
77
lA

88
89
09
efi

43
43
45
43

Tom: Look, Alfie. How many circles can you see?

34

12345566777889890343454
Alfie

I can see
six circles. Alfie: I can see six circles.
Narrator: Can you see the number? This is an example. Now
3
listen and write the numbers.
2. Alfie: Tom, Look! How many triangles can you see?
Tom: I can see eight triangles.
3. Tom: How many squares can you see?
4 Alfie: Hmm, I can see ten squares.
1234556677788989034345434

Alfie

4. Tom: How many stars can you see, Alfie?

Alfie: I can see fourteen stars.
Alfie
1234556677788989034345434

Art teacher: Hello, little blue boy. Can we paint you? (French accent)
1. Review the story from the previous lesson "Tom and his Alfie: Yes, you can!
friends met an alien in the playground."
2. Now introduce the situation "Tom is asking Alfie where he
is from…"
3. Have students call out the objects and people they can see. STRUCTURE
4. Have students listen and read.
How many circles can you see?
2. Listen and write the numbers. 24 CD1 I can see six circles.
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and write the numbers.
3. Play audio again and check answers as a whole class. Track 25
M: How many circles can you see?
3. Practice the structure. CD1
25
M: I can see six circles.
1. Draw students’ attention to the structure box.
2. Play audio and have students listen.
3. Play audio again and have students listen and repeat.

14 NUMBER: Lesson 4
 C Listen. Sing along. CD1
26

Track 26
e?
How many squares can you se How many squares can you see?
I can see I can see six squares.
six quares.

1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions/
2. Play audio and have students point to the pictures in part A. first part; group B: sing the answers/second part.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.

 Pronunciation tip CD1

27
Track 27
1. Focus attention on the example sentence, and briefly
explain the focus. B: I can see a star.
2. Tell students they must listen and notice the pronunciation G: I can see a star.
feature. M: I can see a star.
3. Play the audio once, and draw attention to the
pronunciation feature. PRONUNCIATION TIP 27
CD1

4. Play the audio again. Have students listen and repeat with a "Can…" "kǝn…"
focus on the feature.

D Count. Practice. Ask and answer. T: circles

Class: How many circles can you see?
How many rectangles can you see? I can see seven rectangles. Continue whole class/group/individual drills, with:
• rectangles • stars • ovals • triangles
6. Divide class into Group A and Group B
T: I say “squares/four”.
Group A, you say “How many squares can you see?”
Group B, you say, “I can see four squares.”
T: I say “circles/seven”.
Group A, you say, “How many circles can you see?”
Group B, you say, “I can see seven circles.” OK?
T: squares/four
Group A: How many squares can you see?
Count. Group B: I can see four squares.
1. Have students call out the shapes they can see. T: circles/seven
2. Demonstrate the activity using the example. Continue whole class/group/individual drills, with:
3. Have students count the amount of each shape they see in • rectangles/eleven • stars/eighteen
the picture. • ovals/thirty-five • triangles/sixty-three
4. Check answers as a whole class. Ask and answer.
Practice. 7. Divide students into pairs.
5. T:I say “squares”. You say, “How many squares can you see?” 8. Have student A ask “How many _______ can you see?” and
T:I say “circles”. You say, "How many circles can you see?” OK? have student B respond with “I can see _______ _______.”
T: squares 9. Swap roles and repeat.
Class: How manysquares can you see? 10. Afterwards, have some pairs demonstrate in front of the class.

1. Demonstrate the activity using the example. Draw four stars on the
E Play the “Picture this!” game. Ask and answer.
board. Then ask and answer with the class.
stars squares rectangles circles triangles ovals 2. Divide the class into two teams. Have them play rock/scissors/paper.
I can see four stars.
3. The team that wins goes first, choose a student to come draw
How many stars can you see? on the board. Write down and show the student what will be drawn.
4. After drawing have the student ask their team “How many
_______ can you see?” If the team answers with the correct
I can see four stars. number, award one point.
5. Swap roles and repeat.
6. The teacher can use any nouns students have already learned as
well as the nouns in the box on the page.

NUMBER: Lesson 4 15
 NUMBERS
Theme 1 LESSON 5 Vocabulary:
rice paper, tofu, fat cake, flag, starfruit
Structure:
Review
The _______ is a/an ________.
1. Write the vocabulary from the previous lesson on the board. The _______ are ________s.
2. Have students read the words on the board.
3. Write the structure from the previous lesson on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.

NEW WORDS Listen, point and say. CD1

28 Track 28
1. M: Rice paper.
2. M: Tofu.
1 2 3 4 5
3. M: Fat cake.
4. M: Flag.
5. M: Starfruit.
rice paper tofu fat cake flag starfruit

3. Change the order of the flashcards, point to them individually and

1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along
with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point
to the pictures in their books.
have students say the words, correct pronunciation when needed.
4. Two teams. Play the game “Heads up. What’s missing?”.
Arrange flashcards on the board and remove one card
when students are not looking. One student from each
team calls out the missing flashcard.

LISTENING Listen and number. CD1 Track 29

29

THE CHILDREN ARE PLAYING "I SPY"...

Narrator: Look at the pictures. Listen. There is one example.
The children are playing “I Spy"…
1. Vinh: Ok, Kim. Let’s play “I Spy”.
Kim: Great!
Vinh: I spy a triangle.
Kim: Umm…Oh! I know. It’s the fat cake. The fat cake is a
triangle!
Narrator: Can you see the number? This is an example. Now
1 listen and number.
2. Kim: My turn. I spy a star.
Vinh: Star, star, star. Oh! I know! The starfruit is a star.
Kim: Yes!
The fat cake is a triangle. 3. Vinh: Ok! I spy a square.
You’re right.
Kim: Umm. The chair?
Vinh: No.
Kim: Oh, it’s the tofu! The tofu is a square!
1. Introduce the situation: “The children are playing ‘I spy’ …” 4. Kim: I spy a rectangle.
2. Have students call out the objects they can see. Vinh: It’s the flag! The flag is a rectangle!
3. Play audio and demonstrate the activity using the example. Kim: That’s right!
4. Play audio and have students listen and number. 5. Vinh: My turn. I spy a circle.
5. Play audio again and check answers as a whole class. Kim: Is it the clock?
6. Play audio again and have students listen and repeat. Vinh: No, not that one.
Kim: It’s the rice paper! The rice paper is a circle!
Vinh: Yeah, that’s right.

 Useful language box

1. Have students look at the useful language box.
2. Have students listen to audio and repeat.
STRUCTURE 30 CD1 Track 30
The fat cake is a triangle. M: The fat cake is a triangle.
W: The rice papers are circles.
The rice papers are circles.
16 NUMBER: Lesson 5
 READING Read and circle.

There are shapes all around us. Fishballs are circles.

The watermelon is an oval. Flags are rectangles.The
book is a rectangle and pizzas are circles.
1. Have students read the passage.
1. Fishballs are (a) triangles (b) squares (c) circles
2. Read the passage as a whole class.
3. Demonstrate the activity using the example.
2. A book is (a) a circle (b) a rectangle (c) a square
4. Have students read the questions and circle the correct
3. A watermelon is (a) an oval (b) a square (c) a circle
answers.
4. Pizzas are (a) rectangles (b) circles (c) triangles
5. Check answers as a whole class.

SPEAKING Point and say.

1. Demonstrate the activity using the example.

The star fruit is a star.
1 2
2. Divide the class into pairs.
3 4 3. Have student A point to a picture and have student B say,
“The _______ is/are _______.”
4. Swap roles and repeat.
5. Afterwards, have some students demonstrate in front of the class.

WRITING Look at
SPEAKING and write the sentences.

1. The starfruit is a star.

2. The fishballs are __________________________________________.

3. The tofu__________________________________________________.

4. _________________________________________________________.

1. Demonstrate the activity by using the example.

2. Have students look at Speaking and write the sentences related to the pictures.
3. Check answers as a whole class.

NUMBER: Lesson 5 17
 NUMBERS
Theme 1 LESSON 6 Review and Practice

LISTENING Listen and draw lines. CD1

31

1. G: What’s his name?

Example
1 2 3 4
B: That’s Sam.
G: How old is Sam?
B: He’s forty-four years old.
G: How old?
B: He’s forty-four.
2. B: Who’s she?
G: She’s Lucy’s grandmother. She’s Grace.
B: How old is she?
G: She’s seventy-three years old.
B: Seventy-three?
G: Yes, that’s right.
1. Have students look at the picture and call out the people 3. G: What’s his name?
and numbers they can see. B: Oh, that’s Dan.
2. Play audio and demonstrate the activity using the example. G: How old is Dan?
3. Play audio and have students listen and draw lines. B: He’s sixty-nine years old.
4. Play audio again. G: How old?
5. Play audio again and check answers as a whole class. B: He’s sixty-nine.
4. B: Who’s she?
Track 31 G: She’s Tom’s mum. She’s Ann.
B: How old is she?
Narrator: Look at the pictures. Listen. There is one example.
G: She’s forty-three years old.
G: Who’s he?
B: Forty-three?
B: He’s Tom.
G: Yes, that’s right.
G: Oh, how old is he?
Narrator: Now listen again.
B: He’s seven years old.
G: Seven?
B: Yes, that’s right.
Narrator: Can you see the line? This is an example. Now listen
and draw lines.

READING & WRITING Look at the pictures. Look at the letters. Write the words.

Example
1. Demonstrate the activity using the example on the board.
twelve elwetv
Write the mixed up letters on the board, then write the
word “twelve” next to the letters, cross out each letter once
1 wtnyte–rfuo they have been put in the correct order.
2. Have students look at the mixed up letters and the pictures
of numbers. Have students spell the numbers in the spaces
2 yffit–sxi provided.
3. Check answers as a whole class.
4. Afterwards, have some students demonstrate spelling the
3 geiyth–enni words in front of the class.

18 NUMBER: Lesson 6
 SONG Turn to page 102 . Listen. Sing along. CD1
32

1. Have students turn to page 102.

2. Read lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.

GAME Play the “Board” game.

Pair 1 vs. Pair 2

1. Demonstrate playing the game.

69 2. Divide the class into groups of four, two students in each team.
26 + 57 = ?
0791-306
-052
3. Have teams play rock, paper, scissors. The winning team goes
forward two spaces and the losing team goes forward one
space.
0845-216-934
12 + 49 = ?
Go ahead
2 spaces
4. Have students match the symbol to the structure and ask and
answer or practice. (if the question or answer is incorrect, that
team move back one space).
43
5. Swap roles and repeat until the game is finished. (Rock, paper,
0125-844-509
42 + 57 = ?
scissors is played each turn)
73 6. Before the end of the lesson, check the answers as a whole class.

What's your phone number?

35 + 41 = ?
How old is he/she/name? How old are they?
The ....... is a ........
...... plus ....... is ........

winner: move 2 spaces

loser: move 1 space

I CAN...

•I can ask for someone's phone number. 2. In pairs, have students give a few more examples of each
•I can ask how old someone is. function, then briefly practice.
•I can do basic math.
•I can count things I can see.
3. Ask students to color one, two or three stars, to show how
well they can perform the tasks.
= Great!
‘Can Do’ statements
 = Ok
1. Read out the statements and give an example for each.
 = Needs more study
• I can ask for someone's phone number.
For students with two or fewer stars, recommend that they
• I can talk about age.
review the theme at home, or do the Workbook or Activity
• I can do basic math.
Multi-ROM (if they have it).
• I can count things I can see.

NUMBER: Lesson 6 19