Judy Baldwin • Lisa Kingsley

Teacher’s Guide
Top Kids 1 Teacher’s Guide
Judy Baldwin / Lisa Kingsley

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 TABLE OF CONTENTS

Syllabus 4

Unit 1 Hello 6

Unit 2 At School 14

Unit 3 On the Playground 22

Unit 4 In the Neighborhood 30

Review 1 38

Unit 5 My Family 40

Unit 6 Art Class 48

Unit 7 On the Farm 56

Unit 8 At the Park 64

Review 2 72

Appendix 74
 Syllabus
Lesson 1 Lesson 2 Lesson 3 Lesson 4

Unit

1
Words Words Conversation Expansion 1
Lucy, Jack, Ms. West, girl, boy, woman, man, Greetings and Leave Classroom Language:
Mr. Mack, Herby, Princess hedgehog, cat Takings: • Stand up.
A: Hello, Mr. Mack. • Sit down.
Patterns Patterns B: Hi, Jack. • Come here.
A: Goodbye.
• I’m
Lucy. • I’m not a boy. • Go to the board.
B: Bye.
• You’re Lucy. • You’re not a man.
Hello Value: Plus:
• Critical thinking task
Song: Be polite.
I’m Lucy! • Personalization task
Sounds • Mini project

Dd, Tt
• Dd: desk, puddle, bird
• Tt: two, turtle, cat

Unit

2
Words Words Conversation Reading 1
pencil, book, eraser, pen, big, small, old, new, long, Greetings: Non Fiction:
pencil case, book bag short A: How are you? My First Day of School
B: I’m fine, thank you.
Patterns Patterns A: How are you?
B: Fine, thanks.
• It’s a pen. • It’s big.
• It’s an eraser. • It’s not small. Value:
At School Be respectful.
Song:
It’s Not Short Sounds
Bb, Pp
• Bb: boat, baby, cab
• Pp: pear, puppy, map

Unit

3
Words Words Conversation Expansion 2
bike, doll, yo-yo, ball, tree, flower, butterfly, bird, Asking for Personal Classroom Language:
jump rope, kite cloud, puddle Information: • Take out your book.
A: What’s your name? • Open your book.
Patterns Patterns B: My name’s Ben. • Close your book.
A: Hi, Ben. I’m Jack.
• Isit a ball? • This is a tree. • Put your book away.
• Yes, it is. • That’s a bird. Value:
On the • No, it isn’t. Make new friends. Plus:
• Critical thinking task
Song:
Playground Sing With Me Sounds • Personalization task
• Mini project
Gg, Kk
• Gg: goat, angry, bug
• Kk: key, monkey, book

Unit

4
Words Words Conversation Reading 2
bus, car, taxi, truck, doctor, nurse, bus driver, Greetings: Fiction:
subway, train teacher, student, police A: Good morning. A Busy, Busy Town
officer B: Good morning.
Patterns A: Have a nice day!
Patterns B: You, too.
• What’s this?
• It’s a taxi. • She’s a doctor. Value:
In the • What’s that? Be friendly.
Song:
Neighborhood • It’s a subway.
Look! What’s That? Sounds
Mm, Nn
• Mm: mouse, mommy,
jam
• Nn: nine, banana, fan

Review 1 (Units 1-4)

4 Top Kids 1 Teacher’s Guide

 Lesson 1 Lesson 2 Lesson 3 Lesson 4

Unit

5
Words Words Conversation Expansion 3
mother, father, brother, tall, short, young, old, Introductions: Classroom Language:
sister, grandmother, handsome, beautiful A: This is my friend, Jack. • Make a circle.
grandfather B: Hello, Jack. Nice to • Make a line.
Patterns meet you. • Write the word "book."
Patterns • Is
she tall? A: Nice to meet you too. • Pass out the tests.
• She’smy grandmother. • Yes,she is. Value:
My Family •S
 he’s not my mother. • No, he isn’t. Love your family.
Plus:
• Critical thinking task

Song: • Personalization task

Sounds
She’s My Mother • Mini project
Ss, Zz
• Ss: sun, sister, dress
• Zz: zebra, lizard, quiz

Unit

6
Words Words Conversation Reading 3
circle, square, triangle, red, yellow, blue, green, Asking about Personal Non Fiction:
rectangle, star, oval white, black Preferences: Shapes in Our World
A: What’s your favorite
Patterns Patterns color?
•N
 umbers 1-10 • What color is it? B: I like blue.
•H ow many squares? • It’s
A: Me, too.
white.
Art Class • Five squares. Value:
Song:
Be curious.
How Many Circles?
Sounds
Ff, Vv
• Ff: fish, waffle, leaf
• Vv: violin, oven, five

Unit

7
Words Words Conversation Expansion 4
duck, cow, horse, chicken, hot, cold, hungry, thirsty, Accepting Politely: Classroom Language:
sheep, barn tired, angry A: Here you are. • Pick up your pencil.
B: Thank you. • Put your pencil down.
Patterns Patterns A: You’re welcome. • Count the books.
•T
 he horse is in the barn. • Are you hot? • Point to the board.
Value:
•T
 he ducks are on the • Yes, I am. Share things.
On the Farm barn. • No, I’m not.
Plus:
• Critical thinking task
Sounds • Personalization task
Song:
Are You Hungry? Ll, Rr • Mini project
• Ll: lion, yellow, doll
• Rr: rain, carrot, bear

Unit

8
Words Words Conversation Reading 4
run, walk, fly, jump, swim, dance, draw, jump rope, Expressing Concern: Fiction:
sing play baseball, ride a bike, A: Ouch! Everybody Is Special
climb a tree B: I’m sorry.
Patterns A: That’s OK.
• I can run. Patterns
Value:
• I can’t dance. Care about others.
At the Park
Song: Sounds
I Can Run and Jump!
Hh, Ww
• Hh: house, hand, horse
• Ww: water, woman,
watch

Review 2 (Units 5-8)

Top Kids 1 Teacher’s Guide 5

 Unit Lesson 1
Hello
Hello
Unit
Words
A. Track 2 Listen and point. B. Track 3 Listen and say.
C. Point and say.
Target Pattern I’m / You’re ____.
1. Lucy 2. Jack 3. Ms. West
Lucy, Jack, Ms. West, Mr. Mack,
Target Words
Herby, Princess
4. Mr. Mack 5. Herby 6. Princess

Warm-up

•  Introduce yourself to the class.

You: Hello. I am ___.
• Greet each student by name.
You: Hello, (name).
• Have the class practice the greeting as well.
You: (Student name)
Ss: Hello, (Student name).

Words

A. Listen and point. Track 2

• Have the students look at the pictures and read the

words, sounding them out as best they can. D. Remember the letters. Point and say.
• Play Track 2 and point to the images of the words. If
it is possible to show the page using a projector, it will
Ss
Hh
facilitate the activity. Bb
Pp Cc
B. Listen and say. Track 3
4
• Play Track 3. Have the students listen to the Unit 1

track again and repeat the words after the recording.

• Have the students close their books and listen,
repeating after the recording.
• Ask for a volunteer to come to the front of the class. Extension
The volunteer should look in his/her book and read
a word. The class repeats the word after the student.
Catch Me If You Can
Then the student reads a second word aloud. Have other
volunteers come up and do the same. Each volunteer What you will need: (no materials required)
should read two words for the class to repeat. • Students sit in a circle on the floor. Choose a
C. Point and say. student to be “It.” It stands up and walks around
the circle, tapping each student on the shoulder
• Have the students point to each picture or projector while saying a word from the unit. It should be the
image and say the word. same word each time, e.g. Lucy.
• Ask for a volunteer to come to the front of the room. • The student should change the word suddenly
The volunteer should point to a picture or projector and run round the circle. The last student to be
image while the rest of the class says the word. Have touched becomes the runner and must chase and
other volunteers come up and do the same. Each catch It before he/she takes the runner’s seat. If
volunteer should point to two pictures for the class to the runner catches It, repeat the same process. If
say. the runner doesn’t catch It, he/she now becomes
It. The new It now chooses a word and goes
D. Remember the letters. Point and say.
around the circle.
• Have the students point to each letter or projector
image and say the name of the letter and the sound it
makes.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a letter or projector
image while the rest of the class says the letter name
and sound. Have other volunteers come up and do
the same. Each volunteer should point to two letters
for the class to say.

6 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 4 Listen and say.

You’re Lucy.
I’m Lucy.

Patterns

A. Listen and say. Track 4

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 4 and point to the characters who are
1 2 speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
I’m Ms. West. You’re Mr. Mack.
repeating after the recording.

3 4 B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
I’m Princess. You’re Herby. image while the rest of the class says the sentence.
Have other volunteers come up and do the same. Each
C. Practice with a partner. Talk about yourselves.
volunteer should point to two scenes for the class to
I’m Jenny. You’re Tim. I’m Tim. You’re Jenny. say.

C. Practice with a partner. Talk about yourselves.

• Have the students look at the scene or projector
image and say the sentences.
• Ask for a volunteer to come to the front of the room.
Unit 1 5 The volunteer should first indicate him/herself and
say, “I’m (name).” Then the student should indicate a
classmate and say, “You’re (name).” The student who
was indicated by “You’re (name).” should be the next
student to speak.
Extension
EX Student A: I’m (S-A). You’re (S-B).
You’re / I’m Student B: I’m (S-B). You’re (S-C).
What you will need: Small pieces of paper with a Student C: I’m (S-C). etc.
character name (Lucy, Jack, Ms. West, Mr. Mack,
Herby, Princess) written on each piece—enough for
one per student, tape
• Tape one of the character names to the back of
each student.
• Have the students walk around and read the
names on their classmates’ backs. When a student
reads another classmate’s name, the reader
should say, “You’re (name).” Students will find out
the name on their back this way.
• If a student finds another student with the same
character, one will say, “You’re Lucy.” Then the
other student will say, “I’m Lucy!” The students
then link arms and walk around together reading
more names.
• When all of the students are linked up with others,
ask each chain, “Who are you?” The chain can say,
“I’m (name)!” or “We’re (name)!”

Unit 1 7
 Unit Lesson 2
Words
Hello A. Track 5 Listen and point. B. Track 6 Listen and say.
C. Point and say.

Target Pattern I’m not a / You’re not a ____.

girl, boy, woman, man,
Target Words
hedgehog, cat
1. girl 2. boy 3. woman

Warm-up

Review the greeting and structure from Lesson 1

4. man 5. hedgehog 6. cat
using activity C from p. 5.
EX Teacher: Hello. I’m (name). You’re (S-A name). D. Read and circle.
Student A: Hello, I’m (name). You’re (S-B name).
2
Student B: Hello, I’m (name). etc. 1
boy. boy.
I’m a I’m a
woman. man.
Words
3 4
A. Listen and point. Track 5 girl. hedgehog.
I’m a I’m a
• Have the students look at the pictures and read the woman. cat.
words sounding them out as best they can.
• Play Track 5 and point to the images of the words. If E. Remember. Say with a partner. You’re a hedgehog.
it is possible to show the page using a projector, it will
facilitate the activity. I’m Herby.

B. Listen and say. Track 6

• Have the students listen to Track 6 and

repeat the words after the recording.
6 Unit 1
• Have the students close their books and listen,
repeating after the recording.
• Ask for a volunteer to come to the front of the
class. The volunteer should look in his/her book and
read two words for the class to repeat. Have other Extension
volunteers come up and do the same.

C. Point and say. Coin Toss

• Have the students point to each picture or projector What you will need: picture cards (Appendix 1), a coin
image and say the word. • Cut out the picture cards and put them in a row on
• Ask for a volunteer to come to the front of the room. a desk.
The volunteer should point to two pictures while the • Divide the class into two teams. Teams will take
rest of the class says the words. Have other volunteers turns sending one member to toss the coin on their
come up and do the same. team’s turn.
D. Read and circle. • Students take turns throwing a coin onto the
cards.
• Have the students say what they see in the four
pictures. • The student who throws the coin must say the
word it lands on. If the word is correct, his/her
• Have the students read the sentences and circle the
team gets one point.
correct words. Check the answers together.
• If the coin lands on a question mark card, the
E. Remember. Say with a partner. student must say any word he/she knows in
• Have the students look at the scene or projector English. If the student says a word that has not
image and say the sentences. been said in the game yet, his/her team gets a
point.
• Ask for a volunteer to come to the front of the room.
The volunteer should indicate him/herself and say, • If the coin lands on the “Lose a Point” card, the
“I’m (name).” Then the rest of the class should say, team loses a point.
“You’re (name).” Each student should have a turn in • The team with the most points at the end wins!
front of the class.

8 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 7 Listen and say.

You’re not a man.
I’m not a boy.

Patterns

A. Listen and say. Track 7

• Have the students look at the pictures and read the

B. Read the sentences. sentences, sounding them out as best they can.
• Play Track 7 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
I’m not a woman. You’re not a girl. • Have the students close their books and listen,
repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
I’m not a boy. You’re not a cat.
The volunteer should point to two scenes while
C. Practice with a partner. Play a guessing game. the rest of the class says the sentence. Have other
You’re a man.
volunteers come up and do the same. Each volunteer
I’m not a girl.
I’m not a boy.
should point to two scenes for the class to say.
I’m not a woman.
C. Practice with a partner. Play a guessing game.
• Have the students look at the scene or projector
image and say the sentences.
• Write the names of the six characters from Lesson 1 on
D. Track 8 Sing the song. Go to page 76. the board (Lucy, Jack, Ms. West, Mr. Mack, Herby, and
Unit 1 7 Princess).
• Ask for a volunteer to come to the front of the room.
The volunteer should choose in his/her mind one of
the characters. Then the student should say three
sentences using “not” to give clues to the class. The
class tries to guess which character the student has
in mind. If the class is wrong, the student at the front
gives one more clue.
• Have other students come to the front and give clues.

D. Sing the song. Go to page 76. Track 8

• Have the class listen to the song (Track 8)

and read along with the lyrics.
• Play the song again and have the class sing as they
read along.
• Divide the class into four groups. Assign each group
one character (Lucy, Jack, Herby, or Princess). Play the
song again, and have the group sing the verse for
their character only.

Unit 1 9
 Unit Lesson 3
Conversation
Hello A. Track 9 Listen and point. B. Track 10 Listen and say.

Goodbye.
Target Hello, ____. Hi, ____. Hello, Mr. Mack.
Hi, Jack.
Bye.
Dialog Bye. Goodbye.

Warm-up

•  Have each student write a character’s name (Lucy,

Jack, Ms. West, Mr. Mack, Herby, and Princess) on a
small piece of paper.
•  Ask for a volunteer to come to the front of the room.
The volunteer should say three sentences using “I’m” or
“I’m not” to give clues to the class. The class tries to guess C. Role-play the dialogue.

which character the student has written down. If the class D. Value Check ( ) the correct picture.
is wrong, the student at the front gives one more clue.
o l i te .
Be p
•  Have other students come to the front and give clues.

Conversation
1 2

A. Listen and point. Track 9

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
• Play Track 9 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.

B. Listen and say. Track 10

8 Unit 1
• Have the students listen to Track 10 and
repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
Extension
C. Role-play the dialog.
• Model the role-play for the class by having one Picture Flash
student say the dialog with you. You should be Mr.
Mack and the student should be Jack. What you will need: marker, white board, picture
cards (Appendix 2) for characters only—Lucy, Jack,
EX S: Hello, (your name).
Ms. West, Mr. Mack, Herby, and Lucy
T: Hi, (student’s name).
• Cut out the picture cards and put them face down
[Student starts to walk past and away.] on the desk in front of you.
T: Bye. • Write the label “Hello/Hi” on the right side of
S: Goodbye. the board and “Goodbye/Bye” on the left side
• Have the class work in small groups of 4-6 students so of the board. Tell the class that when you hold
that two students in each group act for the rest of the a character card under the “Hello/Hi” label,
the students should say “Hello, __!” for adult
group. Students should then role-play the dialog using characters or “Hi, __!” for children or animals.
their own names. Students should add the character’s name to
whichever they say. When you hold a character
D. Check () the correct picture. card under the “Goodbye/Bye” label, students
• Have the students read the sentence on the banner should say “Goodbye, __!” for adult characters or
held by the animal characters. “Bye, __!” for children or animals.
• Pick up a card and flash it to the class holding it
• Brainstorm examples of this value from students’ under either label on the board. The class should
own experience. This discussion may be done in the quickly shout out the correct words and the
students’ L1, but be sure to repeat the value sentence in character’s name.
English to reinforce the language along with the value. EX (Hold up Ms. West under the “Hello/Hi” label.)
• Have the class look at the scenes and describe what is Class: Hello, Ms. West!
happening in each scene. (Hold up Herby under the “Goodbye/Bye”
label.)
• Have the students choose the correct scene to match Class: Bye, Herby!
the value presented in the activity. • Have volunteers come up and hold up a card for
the class to respond to.

10 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 11 Listen and say.

Dd desk puddle bird

Target Sounds
Dd: desk, puddle, bird
Tt: two, turtle, cat

Tt 2 A. Listen and say.

Sounds

Track 11
two turtle cat
• Have the students look at the letters and pictures.
B. Track 12 Listen and match. Ask them if they know the names of the letters and
1 2 the sounds these letters make. Ask them to read the
words under the pictures, sounding out the words as
best they can.

3
d 4
• Play Track 11 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.

t
• Have the students listen to the track again and repeat
the words after the recording.
5 6
• Have the students close their books and listen,
repeating after the recording.

B. Listen and match. Track 12

C. Track 13 Listen and write d or t.
• Have the students look at the pictures and ask them
if they know the English word for any of them. If
1. 2. 3. students do not know the word, it is OK. They will
4. 5. 6.
hear the word on the recording.
• Play Track 12 and point to the images of the words. If
Unit 1 9
it is possible to show the page using a projector, it will
facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
Extension repeating after the recording.
• Have the students match each picture with either the
Basketball letter “d” or “t” based on which sound they hear in
the word. Check together.
What you will need: two baskets labeled “d” and
“t,” a small ball or wadded up paper ball, Word List C. Listen and write d or t. Track 13
of “d” and “t” words from Appendix 3
• Play Track 13 and have the students repeat
• Have the students take turns to be the thrower. the words after the recording.
Give the thrower a small ball.
• Listen again and have the students write either the
• Read one of the words from the word list. letter “d” or “t” based on which sound they hear in
• The thrower listens to the word and decides if he/ the word. Check together.
she hears a “d” or “t” in the word. The thrower
then throws the ball into the corresponding
basket.
• If the thrower threw the ball into the correct
basket, say, “Right!” and have the class cheer. If
the thrower threw the ball into the wrong basket,
say, “Oops! Better luck next time.”

Unit 1 11
 Unit Lesson 4
Expansion 1
Hello
A. Track 14 Listen and point. B. Track 15 Listen and say.
C. Listen and do.
Target Stand up. Sit down. Come here. Go
Track 16

Language to the board. 1

Stand up.
2 Sit down.

Project Name tag writing

Warm-up


Have the class listen to the Unit 1 song (Track 8).

Play the song again and have the class sing along.
Come here. Go to the
3 4
board.

Expansion 1

A. Listen and point. Track 14

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 14 and point to the images of the scenes. If
it is possible to show the page using a projector, it will
facilitate the activity. Go to the
D. Practice with a partner.
board.
B. Listen and say. Track 15

• Have the students listen to Track 15 and

repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

C. Listen and do. Track 16 10 Expansion 1

• Have the students listen to Track 16 and

repeat the words after the recording. After saying the
action, students do the action.
• Have the students close their books and listen,
repeating after the recording. Students should say and Extension
do the action.
• Ask for a volunteer to come to the front of the class. “Do It” Dialog
The volunteer should look in his/her book and read What you will need: (no materials required)
a command. The class repeats after the student and
does the action. Have other volunteers come up • Demonstrate the following simple dialog that
and do the same. Each volunteer should read two students will use with each other in this activity.
commands for the class to repeat and follow. T: Hi, (name).
S: Hello, (name).
D. Practice with a partner.
T: Go to the board. (Or use any command here.)
• Have the students work in pairs or small groups. One
student gives a command. His/Her partner or group S: OK. (Student does the action.)
does the action. • Now it is the demonstrating student’s turn. He/
• Each student in the pair or group should have a turn She should begin the dialog calling out any other
giving commands. student’s name. The other student responds, and
the dialog continues.
• Challenge: Have the students give two or three
commands before his/her partner or group does it. • Let all students have a turn giving a command.
EX Ss: Stand up. Come here. Sit down.
• For large classes, have the students work in
or smaller teams at the same time.
Ss: Stand up. Go to the board. Come here.

12 Top Kids 1 Teacher’s Guide

 Lesson 4

E. What’s next? Match.

1 a
boy E. What's next? Match.
• Have the students look at the pictures in the first row.
2 b Point to the first picture and ask, “What is it?” The
cat class should say, “Boy.” Point to the next picture and
ask, “What is it?” The class should say, “Girl.” Repeat
3 c for all of the pictures in the first row.
woman • After the last picture in the row, ask “What’s next?”
The class should say, “Girl.” Ask, “Where is the girl?”
4 d The class should say, “e.” Students then match #1 with
man “e.”
• Have the students work on their own to complete 2
5 e
through 6.
girl
• Check by asking “What is it?” for each picture in the
row and ending with “What’s next?”
6 f
hedgehog
F. Project. Make a name tag.
F. Project. Make a name tag. • Draw a blank name tag on the board like the one
shown on p. 11.
• Show the class how to fill in the name tag by using
Hello! your information (name, I’m a woman/man., I’m not a
I’m . girl/boy/hedgehog.).
I’m a . • Draw a simple picture of yourself beside the
I’m not a .
information.
• Have the class make name tags for themselves.
• Ask each student to stand up and read their name tag
Expansion 1 11 for the class.

Extension

Fun Tags
What you will need: blank paper (full size or
smaller) for each student to make a name tag, tape
• Have the class make name tags for people or
animals, not themselves. They can make them for
a character in the Top Kids series, or a famous
person/character, or someone in their family.
• Tape the name tags on the wall of the classroom
and let the students read each other’s work.

Unit 1 13
 Unit Lesson 1
At School
At School
Unit
Words
A. Track 17 Listen and point. B. Track 18 Listen and say.
C. Point and say.
Target Pattern It’s a ____.
1. pencil 2. book 3. eraser
pencil, book, eraser, pen,
Target Words
pencil case, book bag
4. pen 5. pencil case 6. book bag

Warm-up

Review the target patterns from Unit 1 by having

students practice each other’s names. Sit in a large
circle. Say to the student on your right,
“I’m (name). You’re not (name). You’re (name).”
Then that student repeats the pattern with the student
on their right.

Words

A. Listen and point. Track 17

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 17 and point to the images of the words. If
it is possible to show the page using a projector, it will D. Remember. Say with a partner. You’re a hedgehog.
You’re not a cat.
facilitate the activity. You’re a cat.
You’re not a hedgehog.
B. Listen and say. Track 18

• Play Track 18. Have the students listen to the

track again and repeat the words after the recording. 12 Unit 2

• Have the students close their books and listen,

repeating after the recording.
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read
a word. The class repeats after the student. Then Extension
the student reads a second word aloud. Have other
volunteers come up and do the same. Each volunteer Think Fast
should read two words for the class to repeat.
What you will need: pencil, book, eraser, pen, pencil
C. Point and say. case, book bag
• Have the students point to each picture or projector • You will hold up realia of one of the vocabulary
image and say the word. items (pencil, book, eraser, pen, pencil case, book
• Ask for a volunteer to come to the front of the room. bag) and ask the class: “What is it?”
The volunteer should point to a picture or projector • The students will call out what it is: “It’s a ___.”
image while the rest of the class says the word. Have
• Once the students are familiar with all of the
other volunteers come up and do the same. Each
names of the items, you will call out one of the
volunteer should point to two pictures for the class to
items.
say.
• The students will look for the item around their
D. Remember. Say with a partner. desk. The first student to find the item and hold it
• Have the students look at the scene or projector up will say, “It’s a ___.”
image and say the sentences. • Challenge: If the students know more
• Ask for two volunteers to come to the front of the room. vocabulary for school supplies (e.g. ruler,
One volunteer should indicate his/her partner and say, glue, notebook, folder, etc.) beyond the target
“You’re a (boy/girl). You’re not a (boy/girl/cat/man/etc.)” vocabulary of the lesson, then you can mix in
Then the second volunteer should do the same. Each those items as well.
student should have a turn in front of the class.

14 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 19 Listen and say.

It’s a pen. It’s an eraser.

Patterns

A. Listen and say. Track 19

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 19 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
It’s a book. It’s a pencil case.
repeating after the recording.

3 4 B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
It’s a pencil. It’s a book bag. image while the rest of the class says the sentence.
Have other volunteers come up and do the same. Each
C. Practice with a partner. Use your own things.
volunteer should point to two scenes for the class to
It’s an eraser. It’s a book bag. say.

C. Practice with a partner. Use your own things.

• Have the students look at the scene or projector
image and say the sentences.
• Ask for a volunteer to come to the front of the room.
Unit 2 13 Give the student an object that the class knows
(pencil, pen, eraser, book, book bag, or pencil case).
The volunteer should first indicate the object and say,
“It’s a/an (object).” Then the student should indicate a
classmate.
Extension The classmate should say, “It’s a/an (object).” The
student who was indicated by the first volunteer
Word-Be-Gone should be the next student to come to the front and
name an object that you give to him/her.
What you will need: whiteboard, board eraser, marker
• Split the class into two or three teams and assign
them to a certain side or part of the whiteboard.
• Have members of each team take turns writing all
of the vocabulary words on the board.
• After all teams have their word lists on the board,
have the teams form into lines on the opposite
side of the classroom.
• Call out a word, and the first student in each team will
try to find the word and erase it from the board. The
student then runs to the back of the team’s line.
• The teams are scored according to the order they
get back in line. If there are three teams, for
example, first = 3 points, second = 2 points, and
third = 1 point.
• If a student erases the wrong word, write the word
again on the board before the next round begins.
• The team with the most points wins.
• Challenge: Call out a word that was erased earlier
in the game and have the students write the word
back on the board (adding it back to the list)
before running back to their team’s line. Score in
the same manner.

Unit 2 15
 Unit Lesson 2
Words
At School A. Track 20 Listen and point. B. Track 21 Listen and say.
C. Point and say.

Target Pattern It’s / It’s not ____.

Target Words big, small, old, new, long, short

1. big 2. small 3. old

Warm-up

Review the structure from Lesson 1 using activity D

from p. 12 using any vocabulary known. Each student
indicates another student randomly. The indicated 4. new 5. long 6. short

student becomes the next speaker. D. Read and check ( )

EX Teacher: (to a girl) You’re a girl. You’re not a woman.
Student A: (to another girl) You’re a girl. You’re not
a cat.
Student B: (to a boy) You’re a boy. You’re not a pencil.
It’s short. It’s small.

Words

It’s new. It’s long.

A. Listen and point. Track 20

• Have the students look at the pictures and read the E. Remember. Say with a partner. I’m small.
words sounding them out as best they can. I’m not big.

• Play Track 20 and point to the images of the words. If

it is possible to show the page using a projector, it will
facilitate the activity.
B. Listen and say. Track 21 I’m big.
14 I’m not small.
• Have the students listen to Track 21 and repeat Unit 2

the words after the recording.

• Have the students close their books and listen,
repeating after the recording.
• Ask for a volunteer to come to the front of the Extension
class. The volunteer should look in his/her book and
read two words for the class to repeat. Have other
Yes or No
volunteers come up and do the same.
C. Point and say. What you will need: picture cards (Appendix 4),
tape, classroom objects
• Have the students point to each picture or projector
image and say the word. • Divide the room into two by putting down a long
piece of tape on the floor. Designate one side as
• Ask for a volunteer to come to the front of the room. the “Yes” side and the other side as the “No” side.
The volunteer should point to two pictures while the
rest of the class says the words. Have other volunteers • Students stand on the tape in the middle of the
come up and do the same. room to begin.
• You will show a picture card and say a statement:
D. Read and check (). “It’s ___.”
• Have the students say what they see in the eight • If the statement is true, students will go to the
pictures. “Yes” side. If false, students go to the “No” side.
• Have the students read the sentences and check the • Before telling students the correct answer, ask
correct pictures. Check the answers together. all the students what they think the answer is.
E. Remember. Say with a partner. Indicate the “Yes” side and ask, “Is it ___?” The
• Have the students look at the scene or projector students on that side say, “Yes, it’s ___.” For the
image and say the sentences. “No” side, students should answer, “No, it’s not
___. It’s___.”
• Ask for a volunteer to come to the front of the room
to demonstrate the activity. Indicate yourself and say, • Before having students come back to the middle
“I’m (adjective). I’m not (adjective). The volunteer for the next round, have all students on the
should indicate him/herself and say, “I’m (adjective). correct side high five each other. All students on
I’m not (adjective).” Then have the class work in pairs the wrong side pat each other on the back and
practicing the structures. say, “Try again.”

16 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 22 Listen and say.

It’s not small.
It’s big.

Patterns

A. Listen and say. Track 22

• Have the students look at the pictures and read the

B. Read the sentences. sentences, sounding them out as best they can.
• Play Track 22 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
It’s long. It’s not short. • Have the students close their books and listen,
repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
It’s old. It’s not new.
The volunteer should point to two scenes while
C. Practice with a partner. Use your things. the rest of the class says the sentence. Have other
It’s small. It’s short. volunteers come up and do the same. Each volunteer
It’s not big. It’s not long. should point to two scenes for the class to say.

C. Practice with a partner. Use your things.

• Have the students look at the scene or projector
image and say the sentences.
• Ask students to find an object they want to talk about.
D. Track 23 Sing the song. Go to page 76. It can be an object from their book bag, desk, pocket,
Unit 2 15 or in the classroom.
• Ask for a volunteer to come to the front of the room.
The volunteer shows the class his/her object. Then the
student should say two sentences like the example in
the book.
• Have other students come to the front and talk about
their objects.

D. Sing the song. Go to page 76. Track 23

• Have the class listen to the song (Track 23) and

read along with the lyrics.
• Play the song again and have the class sing as they
read along.
• Divide the class into two groups. Assign each group
one of the objects (pen or book). Play the song again,
and have the group sing the verse for their object
only. The whole class sings along for the chorus.

Unit 2 17
 Unit Lesson 3
Conversation
At School A. Track 24 Listen and point. B. Track 25 Listen and say.

C. Role-play the dialogue.

Target How are you? I’m fine, thank you.
How are you?
Dialog How are you? Fine, thanks.
How are you? Fine, thanks.

I’m fine, thank you.

Warm-up

•  Have each student write a character’s name (Lucy,

Jack, Mike, Wendy, Ava, Ms. West, Mr. Mack, Herby,
Princess, Snap (snail), Bonnie (bee), or Cheeky
(squirrel) on a small piece of paper.
•  Ask for a volunteer to come to the front of the room
and indicate him/herself and say, “I’m (adjective). I’m
not (adjective).” The two sentences should describe D. Value Check ( ) the correct picture.
the character on the student’s piece of paper. The
class tries to guess which character the student wrote
down. If the class is wrong, the student at the front Be respec tful.
gives two more clues.
•  Have other students come to the front and give clues.
1 2

Conversation
A. Listen and point. Track 24

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
• Play Track 24 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity. 16 Unit 2

B. Listen and say. Track 25

• Have the students listen to Track 25 and

repeat the words after the recording.
• Have the students close their books and listen, Extension
repeating after the recording.

C. Role-play the dialog. Sentence Scramble

• Model the role-play for the class by having one What you will need: pieces of paper with the
student say the dialog with you. You should be Ms. following words: How (x2), are (x2), you (2), ? (x2),
West and the student should be Lucy. I’m (x1), fine (x1), thank (x1), you (x1), Fine (x1),
• Have the class work in small groups of 4-6 students so thanks (x1) , ,(x4), . (x2)
that two students in each group act for the rest of the • You will mix up the papers and hand them out to
group. Students should then role-play the dialog. students randomly. If there are more papers than
there are students, then some students may have
D. Check () the correct picture. two or more.
• Have the students read the sentence on the banner • Students will work together to build the
held by the animal characters. conversation in order on the board.
• Brainstorm examples of this value from students’ • After all of the words or punctuation marks have
own experience. This discussion may be done in the been placed, you will ask two students to read the
students’ L1, but be sure to repeat the value sentence dialog and correct any mistakes.
in English to reinforce the language along with the
• Challenge: Once the students are able to build
value.
the conversation accurately, you can split the class
• Have the class look at the scenes and describe what is into teams and time how fast each team builds the
happening in each scene. conversation. Otherwise, the class can compete
• Have the students choose the correct scene to match together to see what can be their fastest time.
the value presented in the activity.

18 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 26 Listen and say.

Bb boat baby cab

Target Sounds
Bb: boat, baby, cab
Pp: pear, puppy, map

Sounds
Pp pear puppy map A. Listen and say. Track 26

• Have the students look at the letters and pictures.

B. Track 27 Listen and circle. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the
1 2 3
words under the pictures, sounding out the words as
best they can.
• Play Track 26 and point to the images of the words. If
b p b p b p it is possible to show the page using a projector, it will
facilitate the activity.
4 5 6 • Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
b p b p b p repeating after the recording.

C. Track 28 Listen and write b or p. B. Listen and circle. Track 27

• Have the students look at the pictures and ask

them if they know the English word for any of them.
1. 2. 3.
If students do not know the word, it is OK. They will
4. 5. 6. hear the word on the recording.
• Play Track 27 and point to the images of the words. If
Unit 2 17
it is possible to show the page using a projector, it will
facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
Extension repeating after the recording.
• Have the students circle either the letter “b” or “p”
Letter Face-Off based on which sound they hear in each word. Check
together. When checking, see if the class can say the
What you will need: (no materials required)
word correctly from memory.
• Split the class into two teams and have them line
up facing each other. C. Listen and write b or p. Track 28

• Then assign the letter “B” to one team and the • Play Track 28 and have the students repeat
letter “P” to the other team. the words after the recording.
• The first student of the “B team” will say a word • Listen again and have the students write either the
that has the letter b in it. The student can say a letter “b” or “p” based on which sound they hear in
word from the new vocabulary list or any other the word. Check together.
word that he/she knows. If the word has the letter
b, then that student will go to the end of his/her
team’s line. If the word that is said does not have
the letter b, the student will sit down.
• Then, the first student of the “P team” will say
a word that has the letter p. If the word has the
letter p, then that student will go to the end of his/
her team’s line. If the word that is said does not
start with the letter p, the student will sit down.
• Each team will go back and forth until there are
only 3 students remaining on one team. The team
with the most students at that time wins.

Unit 2 19
 Unit Lesson 4

At School Reading 1 My First Day of School

A. Track 29 Listen and follow along.

Reading My First Day of School

New Words Let’s, play, yes, school, fun Goodbye, Julie. Hello. I’m
Ms. Park.
Bye, Mom.

Hello. I’m
Warm-up Julie.


Have the class listen to the Unit 2 song (Track 23).

Play the song again and have the class sing along.

Reading 1
How are you,
Julie?
A. Listen and follow along. Track 29

• Have the students look at the pictures and talk about

what they see in the story. Students should predict the
storyline from what they see. This discussion may be I’m fine,
thank you.
done in the students’ L1.
• Play Track 29 and point to the story panels as the
story is read. If it is possible to show the page using a
projector, it will facilitate the activity.

B. Listen, read and say. Track 30

D. Read. Write a check ( ) or an ( ).
• Have the students listen to Track 30 and
repeat the words after the recording. 1. I’m Julie. 2. I’m Ms. Park.
• Have the students close their books and listen,
repeating after the recording.
18 Reading 1
C. Read with a partner.
• Assign students to work in pairs. One student in each
pair will begin as the “Reader” while the other student
begins as the “Coach.”
• The “Reader” reads the story aloud while the “Coach” Extension
listens. The “Coach” follows along and corrects any
mistakes he/she hears or sees. Swat the Fly
• Have the pair switch roles. The “Reader” rereads
What you will need: Fly swatter (2), whiteboard,
the same text, and the “Coach” provides corrective
markers, teacher’s list of questions/statements
feedback.
(Appendix 5)
D. Read. Write a check () or an (X). • Split the class into two teams.
• Have the students work individually to answer the • Dictate the following responses and have the
four comprehension questions. students from each team write them on the board.
• To check, assign students to work in pairs. Students -OK.
should take turns to orally check their partner’s -I’m Tom.
answers. -I’m fine, thank you.
EX S-A: Number one? -Bye, Mom.
S-B: Check. (for correct answer) OR X. (for wrong -Hi, I’m Julie.
answer) -It’s big!
S-A: Yes. OR No. • Once all of the responses are written, have the
S-B: Number two? writers return to their teams. Then have the first
etc. player from each team come forward and hold a
• Check answers together as a whole class to make sure fly swatter.
everyone has all the correct answers. • Ask a question or say a statement. See the list
from Appendix 5.
• The student who “swats” the correct response
among their list of responses wins a point for their
team.

20 Top Kids 1 Teacher’s Guide

 Lesson 4

B. Track 30 Listen, read and say. C. Read with a partner.

I’m Tom.
I’m Julie. Let’s play. It’s a pencil. Yes. It’s
a pencil.

Optional Extension

Hat Trick
What you will need: 2 hats, slips of paper with
questions/statements (Appendix 6)
• Print two copies of Appendix 6 and cut out two
Sit down.
sets of the same questions/statements. One
question/statement should appear per slip of
paper cut from the lists.
• Put all of the slips of paper in two hats, Hat A and
School is fun!
Hat B. Each hat will have a full set of questions/
statements.
• Students will be split into two teams, A and B.
• Student 1 from Team A will choose a piece of paper
from Hat A and read it to the first student in Team
B’s line. Student 1 from Team B will have to either
New words : • let’s • play • yes • school • fun answer appropriately or perform the command
correctly. If the student is correct, he/she stays in
the game. If the student is incorrect, he/she sits
down.
3. I’m Tom. 4. It’s a pen.
• The student at the front of Team B’s line then
chooses a slip of paper from Hat B. Each team
will now choose a paper from the hat and read it
to the first student in the other team’s line. This
19
Reading 1
will continue until all of the students have had at
least one turn to read a question/statement and
respond to one as well.
• Challenge: More questions and statements/
commands can be added depending on the class’
Extension
knowledge.

Fun Tags
What you will need: blank paper (full size or
smaller) for each student to make a name tag, tape
• Have the class make name tags for people or
animals, not themselves. They can make them for
a character in the Top Kids series, or a famous
person/character, or someone in their family.
• Tape the name tags on the wall of the classroom
and let the students read each other’s work.

Teacher’s Notes

Unit 2 21
 Unit Lesson 1
On the Playground
On the Playground
Unit
Words
A. Track 31 Listen and point. B. Track 32 Listen and say.
C. Point and say.
Is it a ____?
Target Pattern
Yes, it is. No, it isn’t. 1. bike 2. doll 3. yo-yo

bike, doll, yo-yo, ball, jump rope,

Target Words 4. ball 5. jump rope 6. kite
kite

Warm-up

Review the target patterns from Unit 2 by having

students practice with objects in the classroom. Write
the twelve target words from Unit 2 on the board
(pencil, pen, eraser, book, book bag, pencil case, big,
small, old, new, long, short). Model the patterns by
holding up a pencil. Say, “It’s a pencil. It’s long. It’s
not short.” Point to the words on the board as you use
them. Then hold up another object. The class should
say three sentences like those that were modeled.

Words

A. Listen and point. Track 31 D. Remember. Play a guessing game. It’s a yo-yo.
• Have the students look at the pictures and read the It’s not a doll.
words sounding them out as best they can. It’s not a bike.
• Play Track 31 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.
20
B. Listen and say. Track 32 Unit 3

• Play Track 32. Have the students listen to the

track again and repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
• Ask for a volunteer to come to the front of the class. Extension
The volunteer should look in his/her book and read
a word. The class repeats after the student. Then Guess What?
the student reads a second word aloud. Have other
volunteers come up and do the same. Each volunteer What you will need: vocabulary words from units 1,
should read two words for the class to repeat. 2, and 3 written on index cards: Lucy, Jack, Ms. West,
C. Point and say. Mr. Mack, Princess, Herby, boy, girl, man, woman,
• Have the students point to each picture or projector cat, hedgehog, pencil, pen, eraser, book, book bag,
image and say the word. pencil case, big, small, old, new, long, short, bike,
• Ask for a volunteer to come to the front of the room. The doll, yo-yo, ball, jump rope, kite
volunteer should point to a picture or projector image • Divide the class into teams.
while the rest of the class says the word. Have other • One student from the first team will hold an index
volunteers come up and do the same. Each volunteer
should point to two pictures for the class to say. card with one word on it over his/her head.
• The other students in that team will try to act it
D. Remember. Play a guessing game.
out or describe what the word is for one minute or
• Have the students look at the scene or projector
image and say the sentences. until the student with the card guesses the word.
• Write the names of the objects from Units 2 and 3 on • If the student guesses the word in less than a
the board (pencil, pen, eraser, book, book bag, pencil minute, then he/she will hold up another index
case, bike, doll, yo-yo, ball, jump rope, kite). card and the team will continue acting out or
• Ask for a volunteer to choose in his/her mind one describing the word until 1 minute is up. The team
of the objects. Then the student should say two scores one point for each correct word guessed by
sentences using “not” to give clues to the class. The the holder.
class tries to guess which object the student has in
mind. If the class is wrong, the student at the front • Then the next team has a turn to play.
gives one more clue. • If all of the index cards are used, shuffle the cards
• Have other students come to the front and give clues. together to mix them and continue playing.
• The team with the most points wins.

22 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 33 Listen and say.

Is it a ball? Yes, it is. Is it a kite? No, it isn’t.

Patterns

A. Listen and say. Track 33

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 33 and point to the characters who are
Yes, it is.
Is it a bike? Is it a yo-yo? No, it isn’t. speaking. If it is possible to show the page using a
1 2
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
Is it a jump rope? Is it a doll? Yes, it is.
No, it isn’t.
3 4 B. Read the sentences.
• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
image while the rest of the class says the sentence.
C. Practice with a partner. Play a guessing game.
Have other volunteers come up and do the same. Each
volunteer should point to two scenes for the class to
Is it a book? Yes, it is. say.

C. Practice with a partner. Play a guessing game.

• Have the students look at the scene or projector
image and say the sentences.
• Ask for a volunteer to come to the front of the
Unit 3 21 room. The student should choose one of the twelve
vocabulary items studied in Units 2 and 3 (pencil, pen,
eraser, book, book bag, pencil case, bike, doll, yo-yo,
ball, jump rope, kite). The student only thinks of the
object but does not say what it is.
Extension • The volunteer will draw one line or one part of the
object on the board. The class then tries to guess the
Match Them Up word. If the class guesses wrong, the volunteer draws
What you will need: 6 index cards per pair of another line or part.
students in the class • The student who correctly guesses the object becomes
•  Divide students into pairs. Give each the next one to draw at the board.
pair 6 index cards with a pre-drawn
line in the middle (see image below).
This will be to make puzzle pieces.
•  Each pair will write a vocabulary word (bike, doll,
yo-yo, ball, jump rope, kite) on one side and draw
the word on the other side.
• Then each pair will cut up each piece of paper
along the pre-drawn line to make puzzle pieces.
• After cutting apart all of the cards, pairs will trade
their puzzle pieces with another pair.
• All of the puzzle pieces should be mixed. When
you say “Go!” each pair will try to match the
puzzle pieces as quick as possible.
• When a pair finishes, they should yell, “Match
them up!”
• You will then check the cards of the pair to yell “Match
them up!” If all the words and the pictures match, that
team wins, and everyone will trade their puzzle sets
with another pair and play again.
• If the pair has made a mistake, then everyone
mixes their puzzle pieces and you will yell “Go!”
again.

Unit 3 23
 Unit Lesson 2
Words
On the Playground A. Track 34 Listen and point. B. Track 35 Listen and say.

C. Point and say.

This is ____.
Target Pattern
That's ____.
tree, flower, butterfly, bird, cloud,
Target Words
puddle
1. tree 2. flower 3. butterfly

Warm-up

Review the structure from Lesson 1 using the

4. bird 5. cloud 6. puddle
activity D from p. 20.
• Ask for a volunteer to come to the front of the room. D. Look, read and write a, b, c or d.
The volunteer should choose in his/her mind one of
a b c d
these objects: pencil, pen, eraser, book, book bag,
pencil case, bike, doll, yo-yo, ball, jump rope, or kite.
Then the student should say two sentences using
“not” to give clues to the class. The class tries to guess
which object the student has in mind. If the class is 1. It’s a tree. 2. It’s a cloud.
wrong, the student at the front gives one more clue.
3. It’s a butterfly. 4. It’s a puddle.
• Have other students come to the front and give clues.
E. Remember. Draw. Ask and answer.
No, it isn’t.
Words Is it a butterfly?

A. Listen and point. Track 34

• Have the students look at the pictures and read the

words, sounding them out as best they can.
22
• Play Track 34 and point to the images of the words. If Unit 3

it is possible to show the page using a projector, it will

facilitate the activity.

B. Listen and say. Track 35 E. Remember. Draw. Ask and answer.

• Have the students listen to Track 35 and • Have the students look at the scene or projector
repeat the words after the recording. image and say the sentences.
• Have the students close their books and listen, • Ask two volunteers to come to the front of the room.
repeating after the recording. One volunteer should draw one of the six target
• Ask for a volunteer to come to the front of the vocabulary words on the board (tree, flower, butterfly,
class. The volunteer should look in his/her book and bird, cloud, puddle). The other volunteer stands with
read two words for the class to repeat. Have other his/her back to the board so the he/she can’t see what
volunteers come up and do the same. was drawn.
• The student with his/her back to the board then
C. Point and say. asks the rest of the class, “Is it a ___?” The class will
• Have the students point to each picture or projector respond, “No, it isn’t.” or “Yes, it is.”
image and say the word. • Once the picture is guessed correctly, the guesser
• Ask for a volunteer to come to the front of the room. becomes the next student to draw. Before sitting
The volunteer should point to two pictures while the down, the drawer randomly chooses a new student
rest of the class says the words. Have other volunteers from the class to be the guesser.
come up and do the same.

D. Look. Read and write a, b, c or d.

• Have the students say what they see in the four
pictures.
• Have the students read the sentences and write the
correct letters. Check the answers together.

24 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 36 Listen and say.

This is a tree.

Patterns

A. Listen and say. Track 36

That’s a bird. • Have the students look at the pictures and read the
B. Read the sentences. sentences, sounding them out as best they can.
• Play Track 36 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
That’s a cloud. This is a puddle. • Have the students close their books and listen,
repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
That’s a butterfly. This is a flower.
The volunteer should point to two scenes while
C. Practice with a partner. Use your own things. the rest of the class says the sentence. Have other
This is a pencil.
volunteers come up and do the same. Each volunteer
That’s a ball.
should point to two scenes for the class to say.

C. Practice with a partner. Use your own things.

• Have the students look at the scene or projector
image and say the sentences.
• Ask students to find two objects they want to talk
D. Track 37 Sing the song. Go to page 77. about. They can be an object from their book bag,
Unit 3 23 desk, pocket, or in the classroom. Students should
hold one object in their hands for “this.” The other
object should be farther away for “that.”
• Ask for a volunteer to come to the front of the room.
The volunteer indicates for the class his/her objects.
Extension Then the student should say two sentences like the
example in the book.
Pass It On • Have other students come to the front and talk about
What you will need: (no materials are required for their objects.
this activity)
D. Sing the song. Go to page 77. Track 37
• You will think of two vocabulary words to make a
short sentence like, “It’s a bird in a tree.” or “It’s a • Have the class listen to the song (Track 37) and
kite in a puddle.” read along with the lyrics.
• All of the students will make a line. Whisper the • Play the song again and have the class sing as they
sentence to the first student, followed by, “Pass read along.
it on.” For example, “It’s a yo-yo in a tree. Pass it • Divide the class into two groups. Assign each group to
on.” sing either the “This is a...” or “That is a...” verses. Play
• The first student will whisper what you said to the the song again, and have the group sing the verse for
next student. Each student will whisper the same their part only.
thing down the line.
• When it gets to the last student, the student must
say what he/she heard.
• If the final sentence is not correct, tell the class
what you originally said. Play again by having
student change their places in the line.

Unit 3 25
 Unit Lesson 3
Conversation
On the Playground A. Track 38 Listen and point. B. Track 39 Listen and say.

C. Role-play the dialogue.

What’s your name?
Target
My name’s ____.
Dialog What’s your name?
Hi, ____. I’m ____. Hi, Ben. I’m Jack.
My name’s Ben.

Warm-up

•  Ask for a volunteer to come to the front of the

room and stand with his/her back to the board. Draw
one of the six target vocabulary words on the board
(tree, flower, bird, butterfly, cloud, puddle).
• The student with his/her back to the board then
asks the rest of the class, “Is it a ___?” The class will D. Value Check ( ) the correct picture.
respond, “No, it isn’t.” or “Yes, it is.”

M a ke n e w f r i e n d s .
• Once the picture is guessed correctly, the guesser
chooses the next student to guess while you draw
another picture on the board.

Conversation 1 2

A. Listen and point. Track 38

• Have the students look at the pictures and read the

sentences sounding them out as best they can.
• Play Track 38 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
24 Unit 3
B. Listen and say. Track 39

• Have the students listen to Track 39 and

repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording. Extension
C. Role-play the dialog.
What Is It?
• Have the class work in small groups of 4-6 students so
that two students in each group act for the rest of the What you will need: pictures cards of the
group. Students should then role-play the dialog. vocabulary words (Appendix 7)
• You will have three students come to the front.
D. Check () the correct picture.
• Student 1 will stand in the middle. Students 2 and 3
• Have the students read the sentence on the banner
will each be given a picture.
held by the animal characters.
• Student 2 (with a picture of a tree) will stand next
• Brainstorm examples of this value from students’
to Student 1.
own experience. This discussion may be done in the
students’ L1, but be sure to repeat the value sentence • Student 3 (with a picture of a flower) will stand far
in English to reinforce the language along with the away.
value. • Student 1 will have to point to Student 2’s picture
• Have the class look at the scenes and describe what is and say, “This is a tree.” Then, Student 1 will point
happening in each scene. to Student 3’s picture and say, “That is a flower.”
• Have the students choose the correct scene to match • You will continue calling on students until each
the value presented in the activity. student has had a chance to practice the sentences
“This is a...” and “That is a ….”

26 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 40 Listen and say.

Gg goat angry bug

Target Sounds
Gg: goat, angry, bug
Kk: key, monkey, book

Sounds
Kk key monkey book A. Listen and say. Track 40

• Have the students look at the letters and pictures.

B. Track 41 Listen. Write a check ( ) if the words begin the same. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the
1 2 3
words under the pictures, sounding out the words as
best they can.
• Play Track 40 and point to the images of the words. If
it is possible to show the page using a projector, it will
C. Track 42 Listen. Write a check ( ) if the words end the same. facilitate the activity.
1 2 3
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

D. Track 43 Listen and write g or k. B. L

 isten. Write a check () if the words begin
the same. Track 41

1. 2. 3. C. Listen. Write a check () if the words end

the same. Track 42
4. 5. 6.
• Have the students look at the pictures for activities
B and C, and ask them if they know the English word
Unit 3 25 for any of them. If students do not know the word, it
is OK. They will hear the word on the recording.
• Play Track 41 and 42 and have the students repeat the
words after the recording.
Extension • Have the students close their books and listen,
repeating after the recording.
Will You Sit or Stand? • Play Track 41 only, and have the students check the
pictures if the two words begin with the same sound.
What you will need: (no materials are required for • Play Track 42 only, and have the students check the
this activity) pictures if the two words end with the same sound.
• Say a word from the lesson (goat, angry, bug, key, • Verify students have the correct answers by having
monkey, book). the students say the words in each pair from memory.
• If the word has a “g” sound, then the students Then confirm whether they have written a check ()
should sit. or not.
• If the word has a “k” sound, then the students
D. Listen and write g or k. Track 43
should stand.
• Play Track 43 and have the students repeat
• If a student sits when he/she should stand, or
the words after the recording.
stands when he/she should sit, then he/she is out.
• Listen again and have the students write either the
• You can start with the six words from the lesson.
letter “g” or “k” based on which sound they hear in
Once the students are comfortable with those
the word. Check together.
words, you can add other words with a “g” or “k”
sound.

Unit 3 27
 Unit Lesson 4
Expansion 2
On the Playground
A. Track 44 Listen and point. B. Track 45 Listen and say.
C. Listen and do.
Take out your book.
Track 46

Target
Open your book. Close your book. 1 Take out your book. 2
Open your book.
Language
Put your book away.
Project Drawing activity

Warm-up


Have the class listen to the Unit 3 song (Track 37).

Play the song again and have the class sing along. 3 Close your book. 4
Put your book away.

Expansion 2

A. Listen and point. Track 44

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 44 and point to the images of the words. If
it is possible to show the page using a projector, it will
D. Practice with a partner.
facilitate the activity.
Close your book.
B. Listen and say. Track 45

• Have the students listen to Track 45 and

repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
26 Expansion 2 8 Expansion 1
C. Listen and do. Track 46

• Have the students listen to Track 46 and

repeat the words after the recording. After saying
the action, students do the action.
• Have the students close their books and listen, Extension
repeating after the recording. Students should say and
do the action. Do What I Say, Not What I Do
• Ask for a volunteer to come to the front of the class. What you will need: two books per student
The volunteer should look in his/her book and read
• Each student should have two books on their desk.
a command. The class repeats after the student and
does the action. Have other volunteers come up • You will give a command:
and do the same. Each volunteer should read two - Put your book away.
commands for the class to repeat and follow. - Open your book.
D. Practice with a partner. - Close your book.
• Have the students work in pairs or small groups. One - Take your book out.
student gives a command. His/Her partner or group • Students will have to do as you command.
does the action. • To make things more interesting, you will have
• Each student in the pair or group should have a turn your own set of books and say one command, but
giving commands. do something else with your book.
• Challenge: Include commands from Expansion 1 and • If a student makes a mistake, he/she is out.
have the students give two or three commands before • You should continue until only a few students
his/her partner or group does it. remain.
EX Ss: Take out your book. Stand up. Come here.
or
Ss: Go to the board. Open your book.

28 Top Kids 1 Teacher’s Guide

 Lesson 4

E. What doesn’t belong? Circle.

1
tree cloud yo-yo puddle E. What doesn’t belong? Circle.
• Have the students look at the pictures in the first row
2 and read the words aloud together as a class.
butterfly boy girl woman
• Ask the class, “What doesn’t belong?” You can also
ask, “What is different?” if the class does not quite
3
understand. The class should say “Yo-yo.”
eraser man book pen
• Have the students work on their own to complete 2
4
through 6.
kite ball doll pencil • Check by asking “What doesn’t belong?” for each row.
After students give the answer, ask “Why?” In order
5 to explain the reason, students may use their L1. After
bird cat flower hedgehog students have explained the reason for the difference,
try to give a simple statement in English that explains
6 the reason. For example, for #1, students may explain
Lucy bike Jack Mr. Mack that the other things are found in nature, but a yo-yo
is made by people. Then you could say simply, “It’s not
F. Project. Draw your things. natural.” This is mainly for extra exposure to English.
• big • small • new • old • long • short
F. Project. Draw your things.
• Draw a simple table on the board like the one shown
on page 27.
• Draw something on the table, for example a big book.
Then tell the class, “This is my book. It’s big.”
This is my . That’s my . • Write the sentences that you said on the board below
It’s . It’s . your picture. This is my book. It’s big.
• Have the class draw two pictures for their own things.
Expansion 2 27
• Divide the class into pairs. Each student should show
his/her partner the pictures he/she drew and say the
sentences that go with the pictures.
• NOTE: Be sure that students understand that the
Extension picture with the table should include “this” while the
picture without the table indicates something not as
Letter Passing close and should include “that.”

What you will need: a ball or wadded up piece of

paper
• You will say one of the words from the unit: tree,
cloud, yo-yo, puddle, butterfly, boy, girl, woman,
eraser, man, book, pen, kite, ball, doll, pencil, bird,
cat, flower, bike.
• Then you will toss the ball to one student.
• That student will have to say the first letter of the
word and toss the ball to Student 2.
• Student 2 will have to say the next letter of the
word and toss the ball to Student 3.
• This will continue until the word is completed.
• The student who says the last letter of the word
will say the word again as he/she throws the ball
back to you.
• If the word was spelled incorrectly, then you will
say the word again and throw the ball out to a
random student to continue the round.
• If the word was spelled correctly, then you will
say another word and throw the ball out to start
another round.

Unit 3 29
 Unit Lesson 1
In the Neighborhood
In the Neighborhood
Unit
Words
A. Track 47 Listen and point. B. Track 48 Listen and say.
C. Point and say.
What’s this/that?
Target Pattern
It’s a ____. 1. bus 2. car 3. taxi

Target Words bus, car, taxi, truck, subway, train

4. truck 5. subway 6. train

Warm-up

Review the target patterns from Unit 3 by having

students practice the target vocabulary through
Charades. Whisper a word to a student: bike, doll, yo-
yo, ball, jump rope, kite, tree, flower, butterfly, bird,
cloud, or puddle. The student should act out the word
without speaking. The rest of the class tries to guess the
word.

Words

A. Listen and point. Track 47

• Have the students look at the pictures and read the

words, sounding them out as best they can. D. Remember. Use your book. Point and say.
That’s a truck.
• Play Track 47 and point to the images of the words. If This is a bus.
it is possible to show the page using a projector, it will
facilitate the activity.

B. Listen and say. Track 48

• Play Track 48. Have the students listen to the 28 Unit 4

track again and repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read Extension
a word. The class repeats after the student. Then
the student reads a second word aloud. Have other Do You See What I See?
volunteers come up and do the same. Each volunteer
should read two words for the class to repeat. What you will need: pictures of the vocabulary
words (Appendix 8)
C. Point and say. • All of the students will sit in a circle with the six
• Have the students point to each picture or projector picture cards in the middle.
image and say the word. • One student will close his/her eyes. Write one
• Ask for a volunteer to come to the front of the room. The vocabulary word on the board for the rest of
volunteer should point to a picture or projector image the class to see, but no one should say the word
while the rest of the class says the word. Have other aloud. After all of the students read the word on
volunteers come up and do the same. Each volunteer the board, erase it. The student who closed his/her
should point to two pictures for the class to say. eyes will try to guess what the word is.
• The children take turns giving clues to the one
D. Remember. Use your book. Point and say. student who is guessing.
• Have the students look at the scene or projector - “I spy with my little eye, something (color, short/
image and say the sentences. long, big/small,etc)…”
• Ask for two volunteers to come to the front of the - “I spy with my little eye, something that starts
room. One volunteer should bring his/her book. The with…”
student with the book should indicate his/her book
and say, “This is a ___.” while pointing to one picture in • If the guesser thinks he/she knows what the word
the book. The other student should point at the book is, he/she will say, “It’s a ….!” Continue giving
and say, “That is a ___.” while pointing to some other clues until the guesser makes a correct guess.
picture in the book. Each student should have a turn • Choose another student to guess the next round.
in front of the class.

30 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 49 Listen and say.

It’s a taxi.
What’s that? It’s a subway.
What’s this?
Patterns

A. Listen and say. Track 49

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 49 and point to the characters who are
1
What’s this?
2
It’s a train. speaking. If it is possible to show the page using a
It’s a truck. projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
What’s that? repeating after the recording.

3
It’s a bus.
4
It’s a car. B. Read the sentences.
What’s that? • Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
image while the rest of the class says the sentence.
What’s this?
Have other volunteers come up and do the same. Each
C. Practice with a partner. Use your own things. volunteer should point to two scenes for the class to
say.
What’s that? It’s a pencil case.

C. Practice with a partner. Use your own things.

• Have the students look at the scene or projector
image and say the sentences.
• Ask each student to find an object that the class
Unit 4 29 knows (pencil, pen, eraser, book, book bag, or pencil
case). Ask one student, “What’s that?” The student
should say what he/she is holding, “It’s a ___.” Then
have that student choose another student to ask,
“What’s that?”
Extension • Continue with the teller becoming the next asker each
time.
Quick Thinking
What you will need: 6 pieces of paper per student,
picture cards (Appendix 8)
•  Have the students write each of the six vocabulary
words (bus, car, taxi, truck, subway, train) on
separate pieces of paper.
• You will show one of the picture cards.
• Students should find the correct vocabulary word
and hold it up. The first student to hold up the
correct word wins a point.
• Once students are comfortable with the words,
you can show two picture cards at a time. Students
will have to hold up both vocabulary words to get
the point.
• If the pictures match, that team wins, and
everyone will trade their puzzle sets with another
pair and play again.
• If the pair has made a mistake, then everyone
mixes their puzzle pieces and you will yell “Go!”
again.

Unit 4 31
 Unit Lesson 2
Words
In the Neighborhood A. Track 50 Listen and point. B. Track 51 Listen and say.
C. Point and say.

Target Pattern He’s/She’s a ____.

doctor, nurse, bus driver, teacher,
Target Words
student, police officer
1. doctor 2. nurse 3. bus driver

Warm-up

Review the structure from Lesson 1 using activity D

4. teacher 5. student 6. police officer
from p. 28 using any vocabulary known from any page
of Unit 4. D. Read and match. a

• Ask for two volunteers to come to the front of the c

1. I’m a student.
room. One volunteer should bring his/her book. The
student with the book should indicate his/her book
and say, “This is a ___.” while pointing to one picture in 2. I’m a nurse.
the book. The other student should point at the book b
and say, “That is a ___.” while pointing to some other 3. I’m a police officer.
picture in the book. Each pair that speaks chooses the
next pair to speak in front of the class. Each student
should have a turn in front of the class. 4. I’m a teacher. d

E. Remember. Say with a partner.

Words You’re a nurse.

A. Listen and point. Track 50

• Have the students look at the pictures and read the

words, sounding them out as best they can.
I’m not a doctor.
• Play Track 50 and point to the images of the words. If 30 Unit 4

it is possible to show the page using a projector, it will

facilitate the activity.

B. Listen and say. Track 51

E. Remember. Say with a partner.
• Have the students listen to Track 51 and • Have the students look at the scene or projector
repeat the words after the recording. image and say the sentences.
• Have the students close their books and listen, • Ask for a volunteer to come to the front of the room
repeating after the recording. to demonstrate the activity. Indicate yourself and say,
• Ask for a volunteer to come to the front of the “I’m not a (job). I’m not a (job).” giving two clues
class. The volunteer should look in his/her book and about which job you do NOT do. The volunteer should
read two words for the class to repeat. Have other guess the job you have in mind by saying, “You’re a
volunteers come up and do the same. ___.”
C. Point and say. • If the student is correct, say, “Yes!” If the student is
wrong, give two more clues.
• Have the students point to each picture or projector
image and say the word. • Then have the class work in pairs practicing the
structure.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to two pictures while the
rest of the class says the words. Have other volunteers
come up and do the same.

D. Read and match.

• Have the students say what they see in the four
pictures.
• Have the students read the sentences and match each
one to the correct picture. Check the answers together.

32 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 52 Listen and say.

He’s a student.

Patterns

A. Listen and say. Track 52

She’s a doctor. • Have the students look at the pictures and read the
B. Read the sentences. sentences sounding them out as best they can.
He’s a police officer. She’s a bus driver. • Play Track 52 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
She’s a nurse. He’s a teacher. repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to two scenes while
C. Practice with a partner. Use your books. the rest of the class says the sentence. Have other
She’s a police officer.
volunteers come up and do the same. Each volunteer
He’s a doctor.
should point to two scenes for the class to say.

C. Practice with a partner. Use your books.

• Have the students look at the scene or projector
image and say the sentences.
• Ask students to use the pictures in their books to
D. Track 53 Sing the song. Go to page 77. practice the sentences.
Unit 4 31
• Ask for two volunteers to come to the front of the
room. The volunteers show the class his/her books.
Then each student should say a sentence like, “He’s/
She’s a ___.”
Extension • Have other students come up and show their pictures
to the class.
Can You Remember? D. Sing the song. Go to page 77. Track 53

What you will need: (no materials required for this • Have the class listen to the song (Track 53) and
activity) read along with the lyrics.
• Have the class sit in a circle. • Play the song again and have the class sing as they
• One student begins and says, “I’m a ___.” The read along.
student can say any job from the unit. • Divide the class into four groups. Assign each group
• The student to the left then says, “I’m a ___. He/ two lines of the song.
She’s a ___.” This student says a job for him/herself EX Group 1: Look! What’s that?
and whatever the previous student said. Group 2: It’s a bus. / It’s a train.
• Continue in this way going around the circle Group 3: She’s a ___. / He’s a ___.
clockwise with each student adding his/her idea Group 4: (all of the dialog expressions)
and repeating all the previous students’ jobs.
All: (last verses with “All on the ___.”)
• The student who began should be the last student Play the song again, and have the group sing
and say what everyone else said. only their verses. But the whole class sings
along for the last lines.

Unit 4 33
 Unit Lesson 3
Conversation
In the Neighborhood A. Track 54 Listen and point. B. Track 55 Listen and say.

C. Role-play the dialogue.

Target Good morning. Good morning.
Dialog Have a nice day. You, too! Good morning.

Warm-up You, too!

•  Write “Come in” and “Go out” on the board.

• Ask the class to tell you what they can say in English
when they come into the room or go out of the room.
Good morning. Have a nice day!
The class should be able to tell you at least two
expressions for each situation. Come in = Hello. / Hi.
Go out = Goodbye. / Bye. If the class knows other
good expressions, put those on the board as well. D. Value Check ( ) the correct picture.
• Tell the class they will learn some more things to say
for these situations.
Be friendly.
Conversation
A. Listen and point. Track 54 1 2

• Have the students look at the pictures and read the

sentences sounding them out as best they can.
• Play Track 54 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.

B. Listen and say. Track 55

• Have the students listen to Track 55 and

32 Unit 4
repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

C. Role-play the dialog.

Extension
• Have the class work in small groups of 4-6 students so
that two students in each group act for the rest of the
Catch Me If You Can
group. Students should then role-play the dialog.
What you will need: (no materials are required for
D. Check () the correct picture. this activity)
• Have the students read the sentence on the banner • Students sit in a circle on the floor. Choose a
held by the animal characters. student to be “It.” It stands up and walks around
• Brainstorm examples of this value from students’ the students, tapping each on the shoulder while
own experience. This discussion may be done in the saying “Good morning.” at each tap.
students’ L1, but be sure to repeat the value sentence • The student should suddenly change what he/
in English to reinforce the language along with the she is saying to “Have a nice day!” and run round
value. the circle. The student touched on “Have a nice
• Have the class look at the scenes and describe what is day!” must chase and catch It before he/she takes
happening in each scene. the other student’s seat. If this student catches It,
• Have the students choose the correct scene to match repeat the same process. If the student doesn’t
the value presented in the activity. catch It, he/she is now It. The new It student now
chooses a word and goes around the circle.

34 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 56 Listen and say.

Mm mouse mommy jam

Target Sounds
Mm: mouse, mommy, jam
Nn: nine, banana, fan

Nn 9
Sounds

nine banana fan A. Listen and say. Track 56

• Have the students look at the letters and pictures.

B. Track 57 Listen. Circle the m words. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the
1 2 3 4
words under the pictures, sounding out the words as

10 best they can.

• Play Track 56 and point to the images of the words. If
it is possible to show the page using a projector, it will
C. Track 58 Listen. Circle the n words. facilitate the activity.
• Have the students listen to the track again and repeat
1 2 3 4
the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

B. Listen. Circle the m words. Track 57

D. Track 59 Listen and write m or n.
C. Listen. Circle the n words. Track 58

1. 2. 3.
• Have the students look at the pictures for
activities B and C, and ask them if they know the
4. 5. 6. English word for any of them. If students do not know
the word, it is OK. They will hear the word on the
Unit 4 33 recording.
• Play Track 57 and 58 and have the students repeat the
words after the recording.
• Have the students close their books and listen,
Extension repeating after the recording.
• Play Track 57 only, and have the students circle the
Over or Under? pictures if the word has the m sound in it.
• Play Track 58 only, and have the students circle the
What you will need: a long string pictures if the word has the n sound in it.
• Tie a long string between two desks across the • Check answers by having students say the words from
middle of the room so that it is about ½ meter off memory. Then verify whether they circled the words or
the floor. not.
• Each student will come up to the string one at a
time. You will say a word from the lesson (mouse, D. Listen and write m or n. Track 59

mommy, jam, nine, banana, fan). • Play Track 59 and have the students repeat
• If the word has a “m” sound, then the student the words after the recording.
should jump over the string to the other side. • Listen again and have the students write either the
• If the word has a “n” sound, then the student letter “m” or “n” based on which sound they hear in
should crawl under the string to the other side. the word. Check together.
• If any student does the wrong action, he/she is
out.
• You can start with the six words from the lesson.
Once the students are comfortable with those
words, you can add other words with a “m” or “n”
sound. Students can also come up in pairs to see
who can do the correct action the fastest.

Unit 4 35
 Unit Lesson 4

In the Neighborhood Reading 2 A Busy, Busy Town

A. Track 60 Listen and follow along.

Reading A Busy, Busy Town

Look at the town.
New Words town, busy, Oh, no! It’s small.
It’s busy.

Warm-up


Have the class listen to the Unit 4 song (Track 53).

Play the song again and have the class sing along.
Have a nice day!

Reading 2
You, too!
Good morning.
A. Listen and follow along. Track 60 He’s a police officer.
He’s busy, too.
• Have the students look at the pictures and talk about Oh, no!
what they see in the story. Students should predict the Look at the truck.

storyline from what they see. This discussion may be

done in their L1. Princess is busy.
Look at the ball.
• Play Track 60 and point to the different parts of the It’s new.
picture as the story is read. If it is possible to show the Good morning,
page using a projector, it will facilitate the activity. Officer Goat.

B. Listen, read and say. Track 61

D. Read. Write a check ( ) or an ( ).
Hello.

• Have the students listen to Track 61 and Good morning,

1 2
repeat the words after the recording. Officer Goat.

• Have the students close their books and listen,

repeating after the recording.
34 Reading 2
C. Read with a partner.
• Assign students to work in pairs. One student in each
pair will begin as the “Reader” while the other student
begins as the “Coach.”
• The Reader reads the story aloud while the Coach Extension
listens. The Coach follows along and corrects any
mistakes he/she hears or sees. Picture Chain
• Have the pair switch roles. The Reader rereads
What you will need: whiteboard, marker
the same text, and the Coach provides corrective
feedback. • Have Student 1 draw a picture of an object or
person/character on the far left-hand side of the
D. Read. Write a check () or an (X). whiteboard.
• Have the students work individually to answer the • Have Student 2 draw a picture of an object or
four comprehension questions. person/character next to Student 1’s drawing.
• Assign students to work in pairs. Students should take • Next, Student 3 will look at both pictures. If
turns to orally check their partner’s answers. another drawing is necessary for the scene, he/she
EX S-A: Number one? will draw a picture. If another object or person/
S-B: Check. (for correct answer) OR X. (for wrong character is not needed, Student 3 will draw a
answer) speech bubble for one of the people/characters
S-A: Yes. OR No. and write a sentence learned from the lesson.
S-B: Number two? • Have the students come up one by one to draw
etc. the objects and write in the speech bubbles.
• Check answers together as a class to make sure • The students’ drawings and characters’ speech
everyone has all the correct answers. does not necessarily need to match exactly what is
drawn/written in the lesson’s town scene.
• Encourage the students to be creative.

36 Top Kids 1 Teacher’s Guide

 Lesson 4

B. Track 61 Listen, read and say. C. Read with a partner.

Look at the puddle.

It’s big.
Herby is busy, too.

Optional Extension

Letter Bee

What’s this? What you will need: (no materials are required for
It’s a bird. this activity)
• Have the students form a straight line.
• You will say one of the words from the unit: bird,
town, busy, this, that, nice, day, good, morning,
Hello. Hi. I’m Teddy. look, ball, puddle, truck, small, teacher, bike, big,
She’s a teacher. new.
She’s busy, too.
Oh, no!
• One by one the students will give one letter to
Look at the bike. spell out the word. For example, if the word is
“bird,” student 1 will say “b,” student 2 will say “i,”
student 3 will say “r,” and student 4 will say “d.” If
The busy, busy town is fun! all four students have said the correct letter, then
student 5 will say “done.”
New words : • town • busy • Oh, no! • If at any time a student says the wrong letter, he/
she is out and must sit down.
Have a nice day! • Continue giving words until there are only 3
It’s a bird.
students remaining.
3 4

Reading 2 35

Extension

Letter Passing
What you will need: a ball or wadded up piece of
paper
• You will say one of the words from the unit: tree,
cloud, yo-yo, puddle, butterfly, boy, girl, woman,
eraser, man, book, pen, kite, ball, doll, pencil, bird,
cat, flower, bike.
• Then you will toss the ball to one student.
• That student will have to say the first letter of the
word and toss the ball to Student 2.
• Student 2 will have to say the next letter of the
word and toss the ball to Student 3.
• This will continue until the word is completed.
• The student who says the last letter of the word
will say the word again as he/she throws the ball
back to you.
• If the word was spelled incorrectly, then you will
say the word again and throw the ball out to a
random student to continue the round.
• If the word was spelled correctly, then you will
say another word and throw the ball out to start
another round.

Unit 4 37
Review 1 Review 1
A. Find and circle the words. Then match.

1 2 3

Target Review of words and sentences from 4 5 6

Language Units 1 through 4

aoteacherarflowercupenoewomanmosubwayufbike

Warm-up tsboynweraserpkdolljabutterflyqutraingedoctor

7 8 9
Have the class listen to the four songs from the
Units 1 – 4
first half of the book (Tracks 8, 23, 37, 53).
Have the class sing along with the songs. 10 11
C. Read and circle.
12

1 2

B. Listen and number.

Review 1
Track 62

It’s big. It’s new.

A. Find and circle the words. Then match. 3 4

• Have the students look at the twelve pictures and talk

about what they see in each one. See if the class can 36 Review 1
It’s a subway. It’s a book bag.
suggest possible words that they learned from Units 5 6
1 through 4 for each picture. It is OK for students to
suggest more than one possible word for each picture.
• Have the students look at the row of letters on the It’s a jump rope. It’s a cloud.

pencil and see if they can see any words in the rows of D. Track 63 Listen and check ( ) Yes or No.
letters. Students should circle the words they find. 1 2 3
Yes Yes Yes
• Have the students draw lines from the words that they
found to the matching pictures above and below the No No No

pencil. 4 5 6
Yes Yes Yes

B. Listen and number. Track 62

No No No

• Have the students look at the five pictures and

say aloud the name of each character. Review 1 37

• Listen to the recording (Track 62). Students should

write the number of the correct character by each
picture.
C. Read and circle. Extension
• Have the students work individually to complete the
activity by reading the sentences under each box and Do You See What I See?
circling the correct picture.
What you will need: pictures of the vocabulary
• When checking the answers, see if students can say the
words (Appendix 8)
sentence to match with the incorrect answer choice.
EX You: Number one?
• All of the students will sit in a circle with the six
Students: It’s big. (indicating the big book) picture cards in the middle.
You: And this one? (indicating the small book) • One student will close his/her eyes. Write one
Students: It’s small. vocabulary word on the board for the rest of
You: Number two? the class to see, but no one should say the word
Students: It’s new. (indicating the new yo-yo) aloud. After all of the students read the word on
You: And this one? (indicating the old yo-yo) the board, erase it. The student who closed his/her
Students: It’s old. eyes will try to guess what the word is.
etc.
• The children take turns giving clues to the one
D. Listen and check () Yes or No. Track 63 student who is guessing.
• Have the students close their books and listen • “I spy with my little eye, something (color, short/
as you play the recording (Track 63). long, big/small,etc)…”
• Play the track a second time and have the students • “I spy with my little eye, something that starts
repeat after the recording. with…”
• When you play the recording a third time, have the • If the guesser thinks he/she knows what the word
students mark each picture “Yes” or “No” in their books. is, he/she will say, “It’s a ….!” Continue giving
• Check the answers as a class. For each picture that is clues until the guesser makes a correct guess.
marked “No,” ask students to say a sentence that would • Choose another student to guess the next round.
change the answer to “Yes.”

38 Top Kids 1 Teacher’s Guide

Review 1

E. Track 64 Listen and check ( ).

1 2

E. Listen and check ().

3 4
Track 64

• Have the students practice sentences using “this”

5 6
and “that” to remind them of the proper usage. For
example, indicate a big book on your desk and say,
“This is a big book.” Then point to a small book on a
student’s desk and say, “That is a small book.”Have
F. Read and circle.
the students make examples using “this” and “that”
for objects around the room as well.
1 It’s a 2 It’s
tree. long.
It’s not a G. Track 65 Listen
It’sand
notmatch.
• Look at the twelve pictures and see if students can
1
a

3 It’s a 4 It’s a make “this” and “that” statements for all of them.
ruler. car.
It’s not a It’s not a • Listen to the recording (Track 64), and have the
students mark the correct picture for each statement
2
b
5 6
they hear.
It’s a It’s a
bike. cat.
It’s not a It’s not a
• Check by having the class say the answer together for
c
each question item.
3
38 Review 1

EX You: Number one?

d
Students: That’s a flower.
You: Number two?
4

Students: This is a puddle.
etc.
H. Track 66 Listen and write the letter.

m •n •g •k •b •p •d •t
F. Read and circle.
• Have the students work individually to complete the
1. 2. 3. 4. activity by reading the answer choices next to each
5. 6. 7. 8. picture and circling the correct choice.
• When checking the answers, see if students can say
Review 1 39 what each item is for those items in which “It’s not” is
the correct choice.
EX You: Number one?
Students: It’s a tree.
You: Number two?
Extension Students: It’s not long.
You: It’s not long. What is it?
Word Volley Students: It’s short.
What you will need: tape, balloon etc.
•  Divide the class into two teams, and make a line in G. Listen and match. Track 65
the middle of the classroom floor with the tape. • Have the students close their books and listen
• Each team should stand on opposite sides of the as you play the recording (Track 65).
line. • Play the track a second time and have the students
• The aim is for students to hit the balloon over to match the correct pictures in their book.
their opponents’ side and make it touch the floor • Check the answers as a class.
to gain a point.
• Call out a letter from one of the phonics activities H. Listen and write the letter. Track 66
of Units 1 through 4 (d, t, b, p, g, k, m, or n). Then • Play Track 66 and have the students repeat the words
toss the balloon to one team to begin the game. after the recording.
• Before hitting the balloon, a student must say a • Listen again and have the students write the letter
word that starts with the letter that was called from the box based on which sound they hear in the
out. The next student can say any word except word. Check together.
for the previous word. If a student repeats the
previous word or cannot think of a word before
hitting the balloon and it touches the floor, then
the other team gets a point.
• After the balloon touches the floor, call out a new
letter and begin again.

Review 1 39
 Unit Lesson 1
My Family
My Family
Unit
Words
A. Track 67 Listen and point. B. Track 68 Listen and say.
C. Point and say.
Target Pattern He’s/She’s not my ____.
1. mother 2. father 3. brother
mother, father, brother, sister,
Target Words
grandmother, grandfather
4. sister 5. grandmother 6. grandfather

Warm-up

Review the target patterns from Unit 4 by having

students practice with objects in the classroom. Write
the twelve target words from Unit 2 on the board
(pencil, pen, eraser, book, book bag, pencil case, big,
small, old, new, long, short). Model the patterns by
holding up a pencil. Say, “This is a pencil. It’s long.”
Then point to a book on a student’s desk. Say, “That’s
a book. It’s not new.” Ask volunteers to model some
sentences with either “This is” or “That’s” using other
objects in the room.

Words

A. Listen and point. Track 67

D. Remember. Draw. Talk about your family.
• Have the students look at the pictures and read the This is my grandfather.
This is my sister.
words, sounding them out as best they can.
• Play Track 67 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.
40 Unit 5
B. Listen and say. Track 68

• Play Track 68. Have the students listen to the

track again and repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording. Extension
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read Basket Toss
a word. The class repeats after the student. Then
the student reads a second word aloud. Have other What you will need: a basket, a ball, picture cards
volunteers come up and do the same. Each volunteer (Appendix 9)
should read two words for the class to repeat. • Line the students up into two teams.
C. Point and say. • Show the first picture card to the first student in
• Have the students point to each picture or projector each team.
image and say the word. • Whoever says the word correctly first gets to shoot
• Ask for a volunteer to come to the front of the room. The a ball into a basket.
volunteer should point to a picture or projector image • If the student makes the ball into the basket, he/
while the rest of the class says the word. Have other she gets 2 points. If not, the student gets 1 point.
volunteers come up and do the same. Each volunteer
should point to two pictures for the class to say. • Repeat until all of the students have had at least
one turn.
D. Remember. Draw. Talk about your family.
• Have the students look at the scene or projector
image and say the sentences.
• Ask each student to draw a picture of one person
from his/her family on a blank sheet of paper.
• Ask for a volunteer to come to the front of the room.
The volunteer should show his/her picture and say a
sentence in English telling the class who the person is.
EX “This is my father.” or “This is my brother.”
• Have other student come to the front and talk about
their pictures.

40 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 69 Listen and say.

She’s not my mother.
She’s my grandmother.

Patterns

A. Listen and say. Track 69

• Have the students look at the pictures and read the

sentences sounding them out as best they can.
B. Read the sentences. • Play Track 69 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
He’s my father. He’s not my grandfather.
repeating after the recording.

3 4 B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
She’s my mother. She’s not my sister. image while the rest of the class says the sentence.
Have other volunteers come up and do the same. Each
C. Practice with a partner. Draw and talk about your family. volunteer should point to two scenes for the class to
He’s my brother.
say.
He’s not my father.
C. Practice with a partner. Draw and talk about your
family.
• Have the students look at the scene or projector
image and say the sentences.
Unit 5 41 • Ask each student to draw a picture of one person
from his/her family on a blank sheet of paper.
• Students will work in pairs. Each person in the pair
should show his/her picture and say two sentences to
explain who the person is.
Extension
EX “She’s my mother. She’s not my grandmother.”

Are You My Mother? • Have the students change partners for extra practice.

What you will need: picture cards (Appendix 9)

•  You will pass out the picture cards to six students.
Another student will stand with the six students
and introduce his/her “family” to the class:
-”She is my…”
-”He is my…”
• Then you will put your hand over one of the six
students and ask the other students who are
sitting down: “Is he/she (Sue)’s grandmother?”
• The students will answer:
-”Yes, he/she is.”
-”No, he/she is not.”
• If time allows, allow other students to participate
in the front as well.

Unit 5 41
 Unit Lesson 2
Words
My Family A. Track 70 Listen and point. B. Track 71 Listen and say.
C. Point and say.

Is he/she ____?
Target Pattern Yes, he/she is.
No, he/she isn’t.
tall, short, young, old, handsome, 1. tall 2. short 3. young
Target Words
beautiful

Warm-up
4. old 5. handsome 6. beautiful

Review the structure from Lesson 1 using activity D from D. Read and match.
p. 40.
1 2 3 4
• Ask each student to draw a picture of one person
from his/her family on a blank sheet of paper.
• Ask for a volunteer to come to the front of the room.
The volunteer should show his/her picture and say a He’s She’s He’s She’s
sentence in English telling the class who the person is.
EX “This is my father.” or “This is my brother.”
• Have other students come to the front and talk about
a. handsome. b. old. c. young. d. short.
their pictures.
E. Remember. Talk about yourselves. You’re handsome.
Words I’m not old.

A. Listen and point. Track 70

• Have the students look at the pictures and read the

words, sounding them out as best they can.
42 Unit 5
• Play Track 70 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.

B. Listen and say. Track 71 D. Read and match.

• Have the students listen to Track 71 and • Have the students say what they see in the four
repeat the words after the recording. pictures.
• Have the students close their books and listen, • Have the students read the sentence parts and match
repeating after the recording. the right parts for each picture. Check the answers
together
• Ask for a volunteer to come to the front of the
class. The volunteer should look in his/her book and E. Remember. Talk about yourselves.
read two words for the class to repeat. Have other
• Have the students look at the scene or projector
volunteers come up and do the same.
image and say the sentences.
C. Point and say. • Ask two volunteers to stand. One volunteer will say a
• Have the students point to each picture or projector sentence that includes “not” to describe him/herself.
image and say the word. The other volunteer will say a second sentence to
describe the first speaker.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to two pictures while the • The two volunteers then get to pick the next two
rest of the class says the words. Have other volunteers students to stand and talk.
come up and do the same. • Continue as time allows.

42 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 72 Listen and say.

Is he old? No, he isn’t.
Is she tall? Yes, she is.

Patterns

A. Listen and say. Track 72

• Have the students look at the pictures and read the

B. Read the sentences. sentences, sounding them out as best they can.
• Play Track 72 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
Is he handsome? Yes, he is. Is she young? No, she isn’t. • Have the students close their books and listen,
repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
Is she short? No, she isn’t. Is she beautiful? Yes, she is.
The volunteer should point to two scenes while
C. Practice with a partner. Talk about your classmates. the rest of the class says the sentence. Have other
No, he isn’t.
volunteers come up and do the same. Each volunteer
Is he old? should point to two scenes for the class to say.

C. Practice with a partner. Talk about your classmates.

• Have the students look at the scene or projector
image and say the sentences.
• Have the students work in pairs. The pairs will take
D. Track 73 Sing the song. Go to page 78. turns asking and answering questions.
Unit 5 43
• The asker can look around and indicate any other
student in the classroom. He/She then asks a question
to describe that other student. The asker’s partner
then answers with either “Yes, he/she is.” or “No, he/
she isn’t.”
Extension
• The students in the pair then switch roles.
Hot Seat • Continue asking and answering as time allows.

What you will need: 2 chairs, whiteboard, marker D. Sing the song. Go to page 78. Track 73

• Split the class into two teams and put two chairs • Have the class listen to the song (Track 73)
at the front of the class, facing the team members. and read along with the lyrics.
These chairs are the “hot seats.” • Play the song again and have the class sing as they
• Then Student 1 from each team will come up and read along.
sit in the chair, so they are facing their teammates • Divide the class into two groups. Assign each group
and have their back to the board. to sing either the statements or the questions in the
• Write one of the vocabulary words (tall, short, song. Play the song again, and have the group sing
young, old, handsome, beautiful) on the board their lines only.
• Student will list objects that are described by the
adjective. For example, if the word is “tall,” then
Student 2 could say objects such as tree, giraffe,
building, etc.
• The students in the hot seats listen to their
teammates and try to guess the word.
• The first hot seat student to say the correct word
wins a point for their team.
• As a new student of each team takes the hot seat,
write the next adjective on the board.

Unit 5 43
 Unit Lesson 3
Conversation
My Family A. Track 74 Listen and point. B. Track 75 Listen and say.

C. Role-play the dialogue.

This is my friend, ____. Hello, Jack. Nice to meet you.
Target
Hello, ____. Nice to meet you.
Dialog
Nice to meet you, too. This is my friend, Jack.
Nice to meet you, too.

Warm-up

•  Divide the class into four groups. One group is for

students with a brother. One group is for students with
a sister. One group is for students who will talk about
their mothers. One group is for students who will talk
about their fathers.
• Use a pencil, pen, or ball of paper as a baton. Go D. Value Check ( ) the correct picture.
to any student and ask a question using a target
adjective: “Is your brother/sister/father/etc. tall?” Then
give the baton to the student. Lo ve yo ur fa m ily .
• The student answers “Yes, he is.” or “No, he isn’t.” as
appropriate.
1 2
• The student then goes to any other student to ask a
question. After passing the baton, the student should
return to his/her seat and wait for the others to finish. 73

Conversation
A. Listen and point. Track 74

• Have the students look at the pictures and read the

sentences sounding them out as best they can. 44 Unit 5

• Play Track 74 and point to the characters who are

speaking. If it is possible to show the page using a
projector, it will facilitate the activity.

B. Listen and say. Track 75

Extension
• Have the students listen to Track 75 and
repeat the words after the recording. Making New Friends
• Have the students close their books and listen,
repeating after the recording. What you will need: (no materials are required for
this activity)
C. Role-play the dialog. • Have four students work in a group facing each
• Have the class work in small groups of 4-6 students so other. The group will use the following dialog
that three students in each group act for the rest of speaking in turns.
the group. Students should then role-play the dialog. Student 1: (speaking to student on left but
indicating student on right) This is my friend,
D. Check () the correct picture. (name).
• Have the students read the sentence on the banner Left Student: Hello, (name). I’m (name).
held by the animal characters. Right Student: Nice to meet you.
• Brainstorm examples of this value from students’ Left Student: Nice to meet you, too.
own experience. This discussion may be done in the • Student Left then becomes Student 1 in the dialog
students’ L1, but be sure to repeat the value sentence above.
in English to reinforce the language along with the • Continue with students taking each role in turn
value. around the circle.
• Have the class look at the scenes and describe what is
happening in each scene.
• Have the students choose the correct scene to match
the value presented in the activity.

44 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 76 Listen and say.

Ss sun sister dress

Target Sounds
Ss: sun, sister, dress
Zz: zebra, lizard, quiz

Sounds
Zz zebra lizard quiz A. Listen and say. Track 76

• Have the students look at the letters and pictures.

B. Track 77 Listen and circle. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the

0
1 2 3
words under the pictures, sounding out the words as
best they can.
• Play Track 76 and point to the images of the words. If
s z s z s z it is possible to show the page using a projector, it will
facilitate the activity.
4 5 6 • Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
s z s z s z
B. Listen and circle. Track 77
C. Track 78 Listen and write s or z.
• Have the students look at the pictures for activity
B, and ask them if they know the English word for any
1. 2. 3. of them. If students do not know the word, it is OK.
They will hear the word on the recording.
4. 5. 6.
• Play Track 77 and have the students repeat the words
Unit 5 45
after the recording.
• Have the students close their books and listen,
repeating after the recording.
• Play Track 77 and have the students circle the target
sounds that they hear.
Extension • Check by having the class say the words in each pair
from memory and then confirming which sound to
Find a Chair circle.
What you will need: marker, whiteboard C. Listen and write s or z. Track 78
• Write any twelve “s” or “z” words on the board, six • Play Track 78 and have the students repeat
of each. Words from this page include sun, sister, the words after the recording.
dress, zebra, lizard, quiz, sock, zero, puzzle, eraser,
• Listen again and have the students write either the
grass, fizz, sit, zoo, listen, lazy, buzz, bus.
letter “s” or “z” based on which sound they hear in
• Make a circle of chairs so that every student except the word. Check together.
one has a chair. One student stands in the center
while the other students sit in the chairs.
• Assign some of the students as “s” sounds and
some students as “z” sounds. You can assign “s”
to boys and “z” to girls or number students 1 or 2
with all 1s being “s” and all 2s being “z” etc.
• The center student says a word from the board.
• If the word has an “s” sound, all of the “s”
students must change chairs. If the word has a “z”
sound, all of the “z” students must change chairs.
The center student tries to sit as well.
• The student who does not find a seat becomes the
next center student.

Unit 5 45
 Unit Lesson 4
Expansion 3
My Family
A. Track 79 Listen and point. B. Track 80 Listen and say.
C. Listen and do.
Target Make a circle. Make a line. Write the
Track 81

Language word “book.” Pass out the tests. 1 Make a circle. 2

Make a line.

Project Drawing activity

Warm-up


Have the class listen to the Unit 5 song (Track 73). Play
the song again and have the class sing along.
Pass out
3 4
Write the word the tests.
“book”.
Expansion 3

A. Listen and point. Track 79

• Have the students look at the pictures and read the

words sounding them out as best they can.
• Play Track 79 and point to the images of the scenes. If
it is possible to show the page using a projector, it will
facilitate the activity. D. Practice with a partner.

B. Listen and say. Track 80

Make a line.
• Have the students listen to Track 80 and
repeat the words, after the recording.
• Have the students close their books and listen,
repeating after the recording.

C. Listen and do. Track 81 46 Expansion 3

• Have the students listen to Track 81 and

repeat the words after the recording. After saying the
action, students do the action.
• Have the students close their books and listen,
repeating after the recording. Students should say and Extension
do the action.
• Ask for a volunteer to come to the front of the class. Mix It Up
The volunteer should look in his/her book and read What you will need: music
a command. The class repeats after the student and
• You will play music as students randomly walk
does the action. Have other volunteers come up
around the room.
and do the same. Each volunteer should read two
commands for the class to repeat and follow. • When the music stops, you will give a command:
- Make a line of 5. (Students should make a line of
D. Practice with a partner. 5 and hold the shoulders of the person in front
• Have the students work in small groups. One student of them.)
gives a command. His/Her group does the action. - Make a circle of 3. (Students should make a circle
The commands should be written on the board for of 3 and hold each other’s hands.)
student reference: • Whoever is left out will be out for the round.
-Stand up. -Sit down.
• You will play the music again while the students
-Come here. -Go to the board.
walk around. When the music stops, you will ask
-Take out your book. -Open your book.
students again to make lines or circles in varying
-Close your book. -Put your book away.
numbers.
• Each student in the group should have a turn giving
• This will continue until only a few a students are
commands.
left.
• Challenge: Include commands from Expansion 1 and
• After the round is over, all the students are invited
2 and have the students give two or three commands
back to the middle of the room and the music
before his/her group does it.
starts again.
EX Ss: Take out your book. Stand up. Make a circle.

46 Top Kids 1 Teacher’s Guide

 Lesson 4

E. Read and circle. Check ( ) the correct picture.

1. She’s not old. She’s young.

She’s my mother / grandmother. E. Read and circle. Check () the correct picture.
• Have the students look at the pictures and guess who
each person might be (brother, sister, mother, father,
2. He’s young. He’s not old. grandmother, or grandfather).
He’s my father / brother.
• After guessing for all of the pictures, have the
students read the descriptions and work on their own
to complete the activity.
3. He’s not young. He’s old. • Check by asking four students (sitting side by side in
He’s my grandfather / brother. a row or one behind the other) to read aloud and
answer for #1:
EX Student 1: She’s not old.

4. She’s not tall. She’s short. Student 2: She’s young.

She’s my sister / mother.
Student 3: She’s my mother.
Student 4: Picture 1!
F. Project. Draw a picture of your family. Talk about your family. • Have the next four students read aloud for #2.

F. Project. Draw a picture of your family. Talk about

your family.
• Draw a simple picture of your family on the board.
Stick figures for each person are fine, but try to
include enough detail to show male/female, height
differences, and age differences.
• Tell the class about three people in your family
picture. Say, “This is my family. This is my father. He
47
is tall. This is my sister. She is not young. This is my
Expansion 3
mother. She is beautiful.”
• Have the class draw pictures of their own families.
• Divide the class into pairs. Each student should show
his/her partner the pictures he/she has drawn and
Extension describe at least three people to his/her partner.

Spelling Aerobics
What you will need: marker, whiteboard
• Explain to the class that they will exercise while
spelling. When spelling, each letter has a move
according to the letter’s shape. Draw a three
line printing guide on the board to help students
imagine the letters.

→ If the letter extends above the middle line (b, d, f,

h, k, l, t), students should reach their hands over
their head while saying the letter.
→ If the letter is written only between the bottom
and middle lines: (a, c, e, i, m, n, o, r, s, u, v, w, x,
z), students should put their hands on their hips
while saying the letter.
→ If the letter extends below the bottom line (g, j,
p, q, y), students should stretch toward their toes
while saying the letter.
• Call out a target word from the unit and have the
students spell it aloud while making the correct
motions for each letter.

Unit 5 47
 Unit Lesson 1
Art Class
Art Class
Unit
Words
A. Track 82 Listen and point. B. Track 83 Listen and say.
C. Point and say.
Numbers 10
Target Pattern How many ____? 1. circle 2. square 3. triangle
(Number) (item).
circle, square, triangle, rectangle, 4. rectangle 5. star 6. oval
Target Words
star, oval

Warm-up

Review the target patterns from Unit 5 by having

students volunteer to come to the front of the room.
The volunteer should draw a simple picture of one
of his/her family members and say two sentences
in English telling the class who the person is and a
sentence with an adjective for this person.
EX “This is my father. He is handsome.” or “This is my
brother. He is not old.”

Words
A. Listen and point. Track 82 D. Remember. Draw. Point and say.
That’s not a square.
• Have the students look at the pictures and read the This is a triangle.
words sounding them out as best they can.
• Play Track 82 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.
48 Unit 6
B. Listen and say. Track 83

• Play Track 83. Have the students listen to the

track again and repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording. Extension
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read Find That Shape!
a word. The class repeats after the student. Then
the student reads a second word aloud. Have other What you will need: (no materials are required for
volunteers come up and do the same. Each volunteer this activity)
should read two words for the class to repeat.
• Call out one of the shapes (circle, square, triangle,
C. Point and say. rectangle, star, and oval).
• Have the students point to each picture or projector • The students will then search around the
image and say the word.
classroom to find things that are the shape or
• Ask for a volunteer to come to the front of the room. The have the shape on them that you called out.
volunteer should point to a picture or projector image
while the rest of the class says the word. Have other • Extra: Call out several shapes at a time (i.e. stars
volunteers come up and do the same. Each volunteer and circles), and the students should find things
should point to two pictures for the class to say. with either shape.
D. Remember. Draw. Point and say.
• Have the students look at the scene or projector
image and say the sentences.
• Ask for two volunteers to come to the front of the
room. One volunteer will draw a shape on the board
and say what it is.
EX He/She draws an oval and says, “This is an oval.”
• The second volunteer should say a sentence using
“that” and “not” for the same shape.
EX “That is not a square.”
• The drawer sits down and the second volunteer then
draws a shape. A new student comes up to say a
sentence with “that” and “not.”
48 Top Kids 1 Teacher’s Guide
 Lesson 1
Patterns

A. Track 84 Listen and say.

1 one 2 two 3 three 4 four 5 five

6 six 7 seven 8 eight 9 nine 10 ten Patterns

How many squares? How many triangles?
Five squares. Two triangles. A. Listen and say. Track 84

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
• Play Track 84 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
B. Read the sentences.
How many stars? • Have the students listen to the track again and repeat
How many circles?
1 2 Ten stars. the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
Three circles. B. Read the sentences.
How many rectangles? How many ovals?
Nine ovals.
• Have the students point to each scene or projector
3 4
Four rectangles. image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
image while the rest of the class says the sentence.
Have other volunteers come up and do the same. Each
C. Practice with a partner. Draw and talk about the shapes. volunteer should point to two scenes for the class to
How many circles?
Six circles. say.

C. Practice with a partner. Draw and talk about the

shapes.
• Have the students look at the scene or projector
image and say the sentences.
Unit 6 49 • Ask each student to draw any kind of picture that
includes some of the shapes from the unit (squares,
rectangles, triangles, circles, stars, ovals).
• Have the students work in pairs. One student will
show his/her drawing and ask, “How many ___?” The
Extension other student will find the correct number of shapes in
the picture and say the answer. Then students in the
Hidden Shape pairs will switch roles.
What you will need: 6 sheets of drawing paper • For extra practice, have the students find new
•  Divide the class into six groups and assign each partners and repeat the activity.
group a shape: circle, square, triangle, rectangle,
star, or oval. The group should write the name of
their shape at the top of their drawing paper.
• Together each group will then draw a collective
scene that includes objects of all shapes. Some
ideas for a drawing could be at the beach, at
school, at home, etc.
• Once all the groups are finished drawing, they
will count how many of their assigned shape they
included in their drawing. The group will need to
remember this number for their picture. Be sure to
emphasize this!
• Collect all the drawings and mix them up
randomly. Pass them to each group making sure
that a group does not receive its own drawing.
• Each group will try to locate and count the various
objects of the assigned shape in the drawings.
• At the end, groups can share how many of the
shapes they found, and the group that drew the
picture can confirm whether or not it matches the
number they drew.

Unit 6 49
 Unit Lesson 2
Words
Art Class A. Track 85 Listen and point. B. Track 86 Listen and say.
C. Point and say.

What color is it?

Target Pattern
It’s ____.
red, yellow, blue, green, white,
Target Words
black 1. red 2. yellow 3. blue

Warm-up
4. green 5. white 6. black
Review the structure from Lesson 1 using activity
D from p. 48, having pairs of students come to the D. Read and circle.
board. One student will draw and say, “This is a
(shape).” The other student will say, “That is not a 1
green.
2
white.
(shape).” Continue with students exchanging roles and It’s It’s
new pairs coming to the board to draw and speak. white. black.

Words 3
blue.
4
red.
It’s It’s
A. Listen and point. Track 85 black. yellow.

• A. Listen and point.

E. Remember. Draw. Talk about the shapes and colors.
• Have the students look at the pictures and read the
words, sounding them out as best they can. My rectangle is red. My oval is blue.

• Play Track 85 and point to the images of the words. If

it is possible to show the page using a projector, it will
facilitate the activity.

B. Listen and say. Track 86 50 Unit 6

• Have the students listen to Track 86 and

repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording. E. Remember. Draw. Talk about the shapes and colors.
• Ask for a volunteer to come to the front of the • Have the students look at the scene or projector
class. The volunteer should look in his/her book and image and say the sentences.
read two words for the class to repeat. Have other • Ask students to draw a shape and color it red, blue,
volunteers come up and do the same. yellow, green, black, or white.
C. Point and say. • Choose a student to be a volunteer and ask, “What
color is your (shape)?” The student should answer,
• Have the students point to each picture or projector “My (shape) is (color).” Then have that student ask
image and say the word. the student beside him/her.
• Ask for a volunteer to come to the front of the room. • Continue until all of the students have had a turn to
The volunteer should point to two pictures while the ask and answer.
rest of the class says the words. Have other volunteers
come up and do the same.

D. Read and circle.

• Have the students say what they see in the four
pictures.
• Have the students read the sentence parts and choose
the right color for each object. Check the answers
together.

50 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 87 Listen and say.

What color is it? It’s white. What color is it? It’s blue.

Patterns

A. Listen and say. Track 87

• Have the students look at the pictures and read the

B. Read the sentences. sentences, sounding them out as best they can.
• Play Track 87 and point to the characters who are
1 What color is it? 2
It’s green. What color is it? It’s black. speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
What color is it?
repeating after the recording.
3 It’s yellow. 4
What color is it? It’s red.
B. Read the sentences.
• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to two scenes while
C. Practice with a partner. Play a game. Use your own things. the rest of the class says the sentence. Have other
What color is it? It’s white. volunteers come up and do the same. Each volunteer
should point to two scenes for the class to say.

C. Practice with a partner. Play a game. Use your own

things.
• Have the students look at the scene or projector
image and say the sentences.
D. Track 88 Sing the song. Go to page 78. • Ask students to find one thing that is a color from the
Unit 6 51 unit: red, yellow, blue, green, black, or white. Each
student should find one object.
• Have four students stand in front of the class. All of
them should hold up their object for everyone to see.
A fifth student will stand and silently choose one
Extension object.
• You should ask, “What color is it?” The student should
Color Pages answer with the color. NOTE: It is OK if more than one
What you will need: old magazines or books that object is the same color.
students can cut up, scissors for each group, glue for • You should then say the name of the object. “It’s a(n)
each group, a sheet of construction paper for each ___.” The student will say yes or no until the correct
group object is named.
• Divide the class into six groups and assign each • Continue with different students in each role.
group one of the following colors: red, yellow,
blue, green, black, or white. D. Sing the song. Go to page 78. Track 88

• Have each group choose a few magazines or • Have the class listen to the song (Track 88) and
books to work with. Group members will look read along with the lyrics.
through the magazines and books for 5-6 objects • Play the song again and have the class sing as they
or pictures that are their assigned color. They read along.
should cut out the objects and glue them to the • Divide the class into two groups: the circle group and
construction paper. the star group. The star group will sing the question
• To complete their color pages, have the students “How many circles?” The circle group will answer with
cut out large letters in order to spell their the verses about the number and colors of the circles.
color. The letters should also be glued to the Then the circle group will sing the question “How
construction paper to spell out their assigned many stars?” The star group will answer with the
color. verses about the number and colors of the stars.
• Display each group’s color page on the classroom • Play the song, and have each group sing only their
walls. verses.

Unit 6 51
 Unit Lesson 3
Conversation
Art Class A. Track 89 Listen and point. B. Track 90 Listen and say.

C. Role-play the dialogue.

What’s your favorite color?
Target
I like blue.
Dialog What’s your favorite color?
Me, too. Me, too.
I like blue.

Warm-up

•  Have all of the students take a blank sheet of

paper. Tell the class to draw a certain number of each
shape for review.
EX “Draw three circles. Draw two stars. Draw four
squares.” etc.
• Next, have the students color their shapes as they like. D. Value Check ( ) the correct picture.
• Ask one student to stand and show the class his/her
shapes. Ask the rest of the class, “How many (color)
(shapes)?” The class should answer with the right Be c u r ious.
color and number.
• Continue with other students showing their colored
1 2
shapes. You will always ask the question about each
drawing.

Conversation
A. Listen and point. Track 89

• Have the students look at the pictures and read the

sentences, sounding them out as best they can. 52 Unit 6

• Play Track 89 and point to the characters who are

speaking. If it is possible to show the page using a
projector, it will facilitate the activity.

B. Listen and say. Track 90 Extension

• Have the students listen to Track 90 and
repeat the words after the recording. Color Match
• Have the students close their books and listen, What you will need: one small colored piece of
repeating after the recording. paper per student
• Cut out small colored pieces of paper and give
C. Role-play the dialog. a color randomly to each student. The student
should look at the color but then put it in their
• Have the class work in small groups of 4-6 students so pocket so that others don’t see it. Give out equal
that two students in each group act for the rest of the numbers of each color if possible.
group. Students should then role-play the dialog. • Write the numbers per color on the board. The aim
for each student is to find all of the other students
D. Check () the correct picture. who have their same color.
• Have the students read the sentence on the banner •S tudents will go around asking other students what
held by the animal characters. their favorite color is. Students should respond with
the name of the color they are holding.
• Brainstorm examples of this value from students’ • If the two students hold different colors, then the
own experience. This discussion may be done in the conversation should go as follows:
students’ L1, but be sure to repeat the value sentence A: What’s your favorite color?
in English to reinforce the language along with the B: My favorite color is (assigned color). What’s
value. your favorite color?
• Have the class look at the scenes and describe what is A: My favorite color is (assigned color).
happening in each scene. • If the two students hold the same color, then the
conversation should go as follows:
• Have the students choose the correct scene to match
A: What’s your favorite color?
the value presented in the activity.
B: My favorite color is (assigned color).
A: Me too!
• The first color group of students to find all other
students with the same color wins.

52 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 91 Listen and say.

Ff
Ff: five, waffle, leaf
Target Sounds
Vv: violin, oven, five
fish waffle leaf

Vv 5 A. Listen and say.

Sounds

Track 91
violin oven five
• Have the students look at the letters and pictures.
B. Track 92 Listen and match. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the
1 2 3
words under the pictures, sounding out the words as
best they can.
• Play Track 91 and point to the images of the words. If
it is possible to show the page using a projector, it will

f v facilitate the activity.

• Have the students listen to the track again and repeat
the words after the recording.

7
4 5 6
• Have the students close their books and listen,
repeating after the recording.

B. Listen and match. Track 92

C. Track 93 Listen and write f or v. • Have the students look at the pictures for
activity B, and ask them if they know the English word
1. 2. 3. for any of them. If students do not know the word, it
is OK. They will hear the word on the recording.
4. 5. 6.
• Play Track 92 and have the students repeat the words
53
after the recording.
Unit 6
• Have the students close their books and listen,
repeating after the recording.
• Play Track 92 again and have the students match the
pictures to the correct sound, “f” or “v.”
Extension • Check by having the class say the words from memory
and then confirming which sound each matches with.
Body Letters
C. Listen and write f or v. Track 93
What you will need: (no materials are needed for
• Play Track 93 and have the students repeat
this activity)
the words after the recording.
• Divide the class into two or three teams depending
• Listen again and have the students write either the
on how large the class is.
letter “f” or “v” based on which sound they hear in the
• Say an “f” or “v” word. word. Check together.
• Depending on what sound they hear, students in
each team will race to form the letter with their
bodies.
• The first team to form the correct letter wins a
point for their team.
F or V word list:
fish, waffle, leaf, violin, oven, five, vase, finger,
coffee, seven, give, giraffe, very, fan, muffin, oval,
live, wife, butterfly, flower, beautiful, father, bus
driver

Unit 6 53
 Unit Lesson 4

Art Class Reading 3 Shapes in Our World

A. Track 94 Listen and follow along.

Reading Shapes in Our World

we, see, everywhere, has, sides, We see shapes
New Words
same, round everywhere.

Warm-up Look! It’s a bus.

 What shape is it?
It’s a rectangle.
Have the class listen to the Unit 6 song (Track 88). A rectangle has four sides.
Two sides are long.
Play the song again and have the class sing along. Two sides are short.

Reading 3 Look! It’s a tree.

What shape is it?
It’s a triangle.
A. Listen and follow along. Track 94
A triangle has three sides.
Look! It’s a ball.
• Have the students look at the pictures and talk about What shape is it?
what they see. Students should predict the storyline It’s a circle.
A circle has no sides.
from what they see. This discussion may be done in
It’s round.
the students’ L1.
• Play Track 94 and point to the different parts of the
picture as the story is read. If it is possible to show the
page using a projector, it will facilitate the activity.
D. Read. Write a check ( ) or an ( ).
B. Listen, read and say. Track 95 2
1
• Have the students listen to Track 95 and
repeat the words after the recording. A rectangle
has four sides. A square is round.
• Have the students close their books and listen,
repeating after the recording. 54 Reading 3

C. Read with a partner.

• Assign students to work in pairs. One student in each
pair will begin as the “Reader” while the other student
begins as the “Coach.” Extension
• The “Reader” reads the story aloud while the “Coach”
listens. The “Coach” follows along and corrects any Bingo
mistakes he/she hears or sees.
What you will need: Bingo sheets for each student
• Have the pair switch roles. The “Reader” rereads (Appendix 10)
the same text, and the “Coach” provides corrective
feedback. • Copy enough Bingo sheets so that each student
can have one.
D. Read. Write a check () or an (X). • Have the students fill in their own Bingo sheets
• Have the students work individually to answer the by drawing one shape (circle, square, triangle,
four comprehension questions. rectangle, star, or oval) in each square. Then have
the students color their shapes using the target
• Assign students to work in pairs. Students should take
colors (red, yellow, blue, green, black, or white).
turns to orally check their partner’s answers.
EX S-A: Number one?
• Play Bingo with students using their sheets. Call
out shapes and colors randomly (but keep a list
S-B: Check. (for correct answer) OR X. (for wrong
for checking the winner), and students mark their
answer)
Bingo cards if they have that colored shape.
S-A: Yes. OR No.
S-B: Number two? • The first student to mark five colored shapes in a
etc. row (horizontally, vertically, or diagonally) wins!
• Check answers together as a class to make sure • Let the winner be the next Bingo caller for extra
everyone has all the correct answers. practice.

54 Top Kids 1 Teacher’s Guide

 Lesson 4

B. Track 95 Listen, read and say. C. Read with a partner.

Look! It’s a kite.

What shape is it?
It’s a square.
A square has four sides, too.
The four sides are the same. Optional Extension

Silly Shape Man

What you will need: whiteboard, marker
• Choose a student and say, “Silly Shape Man needs
a (shape) head.” While saying this, point to your
Shapes are head.
everywhere. • The student can draw any shape for Silly Shape
Man’s head.
• Choose another student and say, “Silly Shape Man
needs (shape) eyes.” While saying this, point to
your eyes.
• The student can draw any shape for Silly Shape
Man’s eyes.
• Continue choosing different students and
assigning Silly Shape Man’s different body parts
New words : • we • see • everywhere • has • sides • same • round until Silly Shape Man is fully drawn.
• Repeat the activity in order to allow all students to
4 participate.
3

A triangle has four sides. A circle has no sides.

Reading 3 55

Teacher’s Notes

Unit 6 55
 Unit Lesson 1
On the Farm
On the Farm
Unit
Words
A. Track 96 Listen and point. B. Track 97 Listen and say.
C. Point and say.
Target Pattern The ____ is in/on the ____.
1. duck 2. cow 3. horse
barn, chicken, cow, duck, horse,
Target Words
sheep
4. chicken 5. sheep 6. barn

Warm-up

Review the target patterns from Unit 6. Ask students to

draw a shape and color it one of these colors: red, blue,
yellow, green, black, or white. Choose a student to be
a volunteer and ask, “What color is your (shape)?” The
student should answer, “My (shape) is (color).” Then have
that student ask the student beside him or her. Continue
until all of the students have asked and answered.

Words

A. Listen and point. Track 96

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 96 and point to the images of the words. If D. Remember. Use your books. Point and say.
it is possible to show the page using a projector, it will This is a horse.
This is not a duck.

facilitate the activity.

B. Listen and say. Track 97

• Play Track 97. Have the students listen to the

track again and repeat the words after the recording. 56 Unit 7

• Have the students close their books and listen,

repeating after the recording.
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read
a word. The class repeats after the student. Then Extension
the student reads a second word aloud. Have other
volunteers come up and do the same. Each volunteer What Am I?
should read two words for the class to repeat.
What you will need: (no materials are needed for
C. Point and say.
this activity)
• Have the students point to each picture or projector
image and say the word. • You will describe an animal to the students. You
may give up to 3 hints to the students.
• Ask for a volunteer to come to the front of the room. The
volunteer should point to a picture or projector image EX - I have two feet.
while the rest of the class says the word. Have other - I am white.
volunteers come up and do the same. Each volunteer - I like to swim in the water.
should point to two pictures for the class to say. • The students can discuss and give one collective
D. Remember. Use your books. Point and say. answer. If it is correct, then the students get a
point. If it is incorrect, you get a point.
• Have the students look at the scene or projector
image and say the sentences. • You can start with the animals in the lesson (duck,
• Assign students to work in pairs. Each pair should sit horse, cow, chicken, and sheep). If the students
with their books open in order to see the words and are comfortable with the names of these animals,
pictures on page 56. then you can include more animals that you
already know.
• One student begins by pointing to an animal. The
student will say two sentences. One sentence should
be “This is a…” and the other sentence should be
“This is not a…”
• Then the second student in the pair will do the same
for a different animal on the page.
• Pairs continue taking turns back and forth until all six
animals have been discussed.

56 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 98 Listen and say.

The ducks are on the barn.
The horse is in the barn.
Patterns

A. Listen and say. Track 98

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 98 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
The cow is in the barn. The chicken is on the barn.
repeating after the recording.

3 4 B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
The sheep are in the barn. The cat and hedgehog are on image while the rest of the class says the sentence.
the barn. Have other volunteers come up and do the same. Each
C. Practice with a partner. Use your own things. volunteer should point to two scenes for the class to
The pen is on the desk. The books are in the desk.
say.

C. Practice with a partner. Use your own things.

• Have the students look at the scene or projector
image and say the sentences.
• Ask for a volunteer to come to the front of the room.
Unit 7 57 Give the student an object that the class knows
(pencil, pen, eraser, book, book bag, or pencil case).
The volunteer should place the object in or on another
object that the class knows.
• Have the volunteer indicate a classmate and ask,
Extension “Where is the ___?” The student who was indicated
should answer the question using a complete sentence
Follow the Leader like this: “The ___ is in/on the ___.”
What you will need: 6 small pieces of paper or • The student who answered the question is the next
index cards for each student volunteer to come to the front of the room.
•  Have the students draw their own pictures of the
six words from this unit on the pieces of paper or
cards (duck, cow, horse, chicken, sheep, barn).
• You will verbally call out two statements:
- The duck is on the barn.
- The chicken is in the barn.
• Students will need to demonstrate the statements
by placing their animal pictures in the appropriate
place. “On” should be above the barn card. “In”
should be under the barn card.
• Continue giving out two statements at a time.
• If students place a wrong animal or place an
animal in the wrong place, they are out.
• Once the students are comfortable with two
statements, you can make it more challenging by
increasing the number of statements with each
round.
• When three students remain, the game is over.
• All of the students are called back in. You can
choose one of the three students that remained
until the end to call out the statements for the
next game.

Unit 7 57
 Unit Lesson 2
Words
On the Farm A. Track 99 Listen and point. B. Track 100 Listen and say.
C. Point and say.

Are you ____?

Target Pattern
Yes, I am. / No, I’m not.
angry, cold, hot, hungry, thirsty,
Target Words
tired 1. hot 2. cold 3. hungry

Warm-up
4. thirsty 5. tired 6. angry
Review the structure from Lesson 1 using activity
D from p. 56.
D. Read and check ( ) the correct picture.
• Assign students to work in pairs. Each pair should sit
with their books open in order to see the words and
pictures on page 56.
• One student begins by pointing to an animal. The She’s tired. He’s thirsty.
student will say two sentences. One sentence should
be, “This is a…” and the other sentence should be,
“This is not a…”
• Then the second student in the pair will do the same
for a different animal on the page. He’s hungry. She’s cold.

• Pairs continue taking turns back and forth until all six E. Remember. Talk about yourselves.
You’re not angry.
animals have been discussed. I’m hungry.

Words

A. Listen and point. Track 99

58 Unit 7
• Have the students look at the pictures and read the
words, sounding them out as best they can.
• Play Track 99 and point to the images of the words. If
it is possible to show the page using a projector, it will
D. Read and check () the correct picture.
facilitate the activity.
• Have the students say what they see in the eight
B. Listen and say. Track 100 pictures.
• Have the students listen to Track 100 and • Have the students read the sentences and check the
repeat the words after the recording. right pictures. Check the answers together.
• Have the students close their books and listen,
E. Remember. Talk about yourselves.
repeating after the recording.
• Have the students look at the scene or projector
• Ask for a volunteer to come to the front of the
image and say the sentences.
class. The volunteer should look in his/her book and
read two words for the class to repeat. Have other • As a class, make up six motions to indicate each of the
volunteers come up and do the same. adjectives in this unit (hot, cold, hungry, thirsty, tired,
angry).
C. Point and say. • Have a volunteer come to the front of the room
• Have the students point to each picture or projector and act out one of the motions. The volunteer then
image and say the word. indicates one classmate who must say a sentence
• Ask for a volunteer to come to the front of the room. using “not” to say what the volunteer is NOT doing.
EX The volunteer acts out “hot.” She indicates a
The volunteer should point to two pictures while the
rest of the class says the words. Have other volunteers classmate who says, “You’re not tired.”
come up and do the same. • If the classmate said a correct “not” sentence, the
volunteer says, “Right. I’m ___.” and says what action
she did.
• The indicated student then becomes the next
volunteer.

58 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 101 Listen and say.

Are you tired? No, I’m not.
Are you hot?
Yes, I am.
Patterns

A. Listen and say. Track 101

• Have the students look at the pictures and read the

B. Read the sentences. sentences, sounding them out as best they can.
Are you thirsty? No, I’m not. Are you angry? Yes, I am. • Play Track 101 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
Are you cold? No, I’m not. Are you hungry? Yes, I am. repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to two scenes while
C. Practice with a partner. Talk about yourselves. the rest of the class says the sentence. Have other
Are you hungry? Yes, I am. volunteers come up and do the same. Each volunteer
should point to two scenes for the class to say.

C. Practice with a partner. Talk about yourselves.

• Have the students look at the scene or projector
image and say the sentences.
• Have the students work in pairs. The pairs will take
D. Track 102 Sing the song. Go to page 79. turns asking and answering questions.
Unit 7 59
• The asker can choose any adjective from page 58 to
make a question. The asker then uses that adjective in
the question, “Are you ___?”
• The other student in the pair then answers the
Extension question with either “Yes, I am.” or “No, I’m not.”
• The student in each pair then switch roles.
Bingo Questionnaire • Continue asking and answering as time allows.
What you will need: blank Bingo pages (Appendix D. Sing the song. Go to page 79. Track 102
10) so that each student has one
• You will pass out blank Bingo cards to each • Have the class listen to the song (Track 102) and
student. read along with the lyrics.
• Students will write questions randomly on their • Play the song again and have the class sing as they
Bingo cards. read along.
- Are you hot/cold? - Are you thirsty/hungry? • Divide the class into two groups. One group will
- Are you tired? -Are you angry? sing the questions, and the other group will sing the
• Students may also add 2 bonus questions from
past lessons such as: answers. Play the song again, and have the group
- How are you? - Are you tall/short? sing their lines only.
- Are you young/old?
• Have the students write “Free” in the very center
square of the Bingo page.
• Once all the students have their Bingo cards ready,
they will go around asking students the questions.
They should keep their Bingo cards hidden while
they ask the question.
• I f a classmate gives a positive answer (yes), then the
student draws a big circle (O) in the Bingo square. If
the student gives a negative answer (no), then the
student will draw a big cross (X) in the square.
• The goal of each student is to get the same shape
(circles or crosses) for 5 squares in a row (vertically,
horizontally, or diagonally).

Unit 7 59
 Unit Lesson 3
Conversation
On the Farm A. Track 103 Listen and point. B. Track 104 Listen and say.

C. Role-play the dialogue.

Here you are.
Target
Thank you.
Dialog
You’re welcome. Thank you.
You’re welcome.
Here you are.

Warm-up

•  Have the students look at the adjectives at the

top of page 58. Each student should pick an adjective
for him or herself and write it on a small piece of
paper. When another student asks, “Are you ___?” for
that adjective, the student will answer “Yes, I am.”
• Tell the class to walk around and ask the question, D. Value Check ( ) the correct picture.
“Are you ___?” to each other. Each time they ask, they
must wait to be asked by the other student as well.
things.
Share
They can only ask one question before moving on to
another student.
• If the student answers, “No, I’m not,” then he or she
is still in the game and should walk around and ask 1 2

more.
• If the student answers, “Yes, I am,” then he or she is
out and should sit down.
• Continue playing until about half of the class is sitting
down.

Conversation
60 Unit 7
A. Listen and point. Track 103

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
• Play Track 103 and point to the characters who are
speaking. If it is possible to show the page using a Extension
projector, it will facilitate the activity.
B. Listen and say. Track 104 At the Restaurant
• Have the students listen to Track 104 and What you will need: tablecloth, pictures of different
repeat the words after the recording. food, plates
• Have the students close their books and listen, • Put the students in groups of three or four.
repeating after the recording. • One student in each group will be the waiter/
C. Role-play the dialog. waitress. The other students will be customers at
the restaurant.
• Have the class work in small groups of 4-6 students so
that three students in each group act for the rest of • The waiter/waitress will come to the table with
the group. Students should then role-play the dialog. food for one customer.
EX - Waiter/Waitress: Here you are.
D. Check () the correct picture. - Customer: Thank you.
• Have the students read the sentence on the banner - Waiter/Waitress: You’re welcome.
held by the animal characters. • Each student will practice being a speaking
• Brainstorm examples of this value from students’ customer and a waiter/waitress.
own experience. This discussion may be done in the
students’ L1, but be sure to repeat the value sentence
in English to reinforce the language along with the
value.
• Have the class look at the scenes and describe what is
happening in each scene.
• Have the students choose the correct scene to match
the value presented in the activity.

60 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 105 Listen and say.

Ll lion yellow doll

Target Sounds
Ll: lion, yellow, doll
Rr: rain, carrot, bear

Sounds
Rr rain carrot bear A. Listen and say. Track 105

• Have the students look at the letters and pictures.

B. Track 106 Listen. Circle the l words. Ask them if they know the names of the letters and
the sounds these letters make. Ask them to read the
1. 2. 3. 4. words under the pictures, sounding out the words as
best they can.
• Play Track 105 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.
C. Track 107 Listen. Circle the r words.
• Have the students listen to the track again and repeat
1. 2. 3. 4. the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

B. Listen. Circle the l words. Track 106

D. Track 108 Listen and write l or r.
C. Listen. Circle the r words. Track 107

• Have the students look at the pictures for

1. 2. 3.
activities B and C, and ask them if they know the
4. 5. 6. English word for any of them. If students do not know
the word, it is OK. They will hear the word on the
Unit 7 61 recording.
• Play Track 106 and 107 and have the students repeat
the words after the recording.
• Have the students close their books and listen,
Extension repeating after the recording.
• Play Track 106 only, and have the students circle the
Stand Like L or R pictures if the word has the l sound in it.
• Play Track 107 only, and have the students circle the
What you will need: list of L and R words (see pictures if the word has the r sound in it.
Appendix 11)
• Check by having the class say the words from memory
• All the students will need to stand up for this and then confirming to circle it or not.
activity.
• Call out words that contain “l” and “r” slowly. D. Listen and write l or r. Track 108

• If you say an “l” word, the students will stand • Play Track 108 and have the students repeat
straight and tall (like an “l”). the words after the recording.
• If you say an “r” word, the students should bend • Listen again and have the students write either the
or curve their bodies (like an “r”). letter “l” or “r” based on which sound they hear in the
word. Check together.
• Students must hold their position until they hear
the next word and then move (or not move)
accordingly.
• Students who move the wrong way are out.

Unit 7 61
 Unit Lesson 4
Expansion 4
On the Farm
A. Track 109 Listen and point. B. Track 110 Listen and say.
C. Listen and do.
Pick up your pencil. Put down your
Track 111

Target
pencil. Count the books. Point to the 1 2
Put your pencil down.
Language Pick up your pencil.
board.
Project Drawing activity

Warm-up


Have the class listen to the Unit 7 song (Track 102).

Play the song again and have the class sing along. 3 4 Point to the board.
Count the books.

1, 2, 3…
Expansion 4

A. Listen and point. Track 109

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 109 and point to the images of the words. If
it is possible to show the page using a projector, it will
D. Practice with a partner.
facilitate the activity.
Point to the board.
B. Listen and say. Track 110

• Have the students listen to Track 110 and

repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording.
62 Expansion 4
C. Listen and do. Track 111

• Have the students listen to Track 111 and repeat the

words after the recording. After saying the action,
students do the action.
• Have the students close their books and listen, Extension
repeating after the recording. Students should say and
do the action. If You’re A…
• Ask for a volunteer to come to the front of the class. What you will need: (no materials are required for
The volunteer should look in his/her book and read this activity)
a command. The class repeats after the student and
• Review the following commands with the class.
does the action. Have other volunteers come up and
-Pick up your pencil. -Put down your pencil.
do the same.
-Count to 3. -Point to the board.
D. Practice with a partner. -Make a circle. -Make a line.
-Take out your book. -Open your book.
• Have the students work in small groups. One student
-Close your book. -Put your book away.
gives a command. His/Her group does the action. The
commands should be written on the board for student • Teach the class the phrase, “If you’re a…” for this
reference: game. The possible endings on this phrase will be:
boy, girl, kids, brother, sister, or student.
-Stand up. -Sit down.
-Come here. -Go to the board. • Give a command to the class using the statement,
-Take out your book. -Open your book. “If you’re a ___, (command).” Then all students
-Close your book. -Put your book away. who are that, should follow the command.
-Make a circle. -Make a line. • Give four or five commands so that the class
-Write the word “__.” -Pass out the tests. understands how to play. Then have a volunteer
• Each student in the group should have a turn giving come up to the front. The volunteer will give three
commands. commands for the class to follow.
• Challenge: Include commands from Expansion 1, • Ask more volunteers to come to the front as time
2, and 3, and have the students give two or three allows.
commands before his/her group does it.
EX Ss: Take out your book. Stand up. Point to the board.

62 Top Kids 1 Teacher’s Guide

 Lesson 4

E. Look, read and write.

E. Look, read and write.

• Have the students look at the pictures and talk about
where each animal is (in or on) and what it is doing or
how it might feel.
• After guessing for all of the pictures, have the
students read the sentences and work on their own to
complete the activity.
1. It’s not in the barn. It’s not hungry. It’s thirsty. What is it? • Check by asking five students (sitting side by side in
It’s a . a row or one behind the other) to read aloud and
answer, like this for #1:
2. It’s on the barn. It’s not angry. It’s hot. What is it? It’s a .
EX Student 1: It’s not in the barn.
3. It’s in the barn. It’s not thirsty. It’s tired. What is it? It’s a .
Student 2: It’s not hungry.
4. It’s not in the barn. It’s not hot. It’s angry. What is it? It’s a .
Student 3: It’s thirsty.
F. Project. Draw your favorite farm animal or animals. Student 4: What is it?
Student 5: It’s a horse.
• Have the next five students read aloud for #2.

F. Project. Draw your favorite farm animal or animals.

• Draw a simple picture of your favorite farm animal
on the board. Stick animals are fine, but try to include
enough detail to clearly show what the animal might
be.
• Tell the class about your animal, where it is, and what
it is doing, or how it feels in the picture. Say, “This is a
Expansion 4 63 chicken. It is in the barn. It is hungry. It is eating corn.”
• Have the class draw pictures of their own.
• Divide the class into pairs. Each student should show
his/her partner the picture and say three to four
sentences according to the model above.
Extension

Letter Mix and Match

What you will need: 10 small squares of paper for
each student, Word List from page 80 of the student
book
• Give each student 10 small squares of paper, and
have the students write any letter they wish on
each of the papers. One letter should be written
per piece of paper.
• Put the students into groups of three or four
students each. The groups will combine all the
letters they have written and work as a group.
• Call out a word from any unit 1 through 7 for the
groups to spell. The groups must search through
their letters and try to spell the word. If they do
not have a certain letter that they need among all
of their letters, they cannot spell the word.
• Score points for each group as they spell words:
Fastest group for the word = 3 points, Second
fastest = 2 points, and Third Fastest = 1 point.
• Groups then mix all of their letters again before
you call out the next word to spell.
• Continue playing as time allows.

Unit 7 63
 Unit Lesson 1
At the Park
At the Park
Unit
Words
A. Track 112 Listen and point. B. Track 113 Listen and say.
C. Point and say.
Target Pattern It/I/You/They can ____.
1. run 2. walk 3. fly
Target Words run, walk, fly, jump, swim, sing

4. jump 5. swim 6. sing

Warm-up

Review the target patterns from Unit 7 by having

students volunteer to come to the front of the room.
The volunteer should face the class. Write a phrase on
the board behind the volunteer so that he/she can’t see
the phrase. The class must give clues using “not” for the
student to guess first the animal and then the adjective
with the phrase.
EX You write “a hungry chicken” on the board.
Class: It’s not a horse. It’s not a sheep.
Volunteer: A chicken!
Class: Yes! It’s not angry. It’s not tired.
Volunteer: A thirsty chicken.
Class: No. It’s not thirsty. It’s not hot. etc.

Words D. Remember. Tell a partner. Act it out.

Jump!
A. Listen and point. Track 112

• Have the students look at the pictures and read the

words, sounding them out as best they can.
• Play Track 112 and point to the images of the words. If 64 Unit 8
it is possible to show the page using a projector, it will
facilitate the activity.
B. Listen and say. Track 113

• Play Track 113. Have the students listen to the

track again and repeat the words after the recording. Extension
• Have the students close their books and listen,
repeating after the recording. Go, You Can Go!
• Ask for a volunteer to come to the front of the class.
The volunteer should look in his/her book and read What you will need: (no materials are required for
a word. The class repeats after the student. Then this activity)
the student reads a second word aloud. Have other • All of the students will stand along a wall in a line,
volunteers come up and do the same. Each volunteer while you stand on the other side of the room.
should read two words for the class to repeat.
• Say one of the verbs (run, walk, fly, jump, swim,
C. Point and say. sing).
• Have the students point to each picture or projector • Turn and face the wall while the class does the
image and say the word.
action and moves towards you doing the action.
• Ask for a volunteer to come to the front of the room. The
volunteer should point to a picture or projector image • Turn around suddenly. All the students must stop/
while the rest of the class says the word. Have other freeze.
volunteers come up and do the same. Each volunteer • If a student is still moving, he/she must go back to
should point to two pictures for the class to say. the starting wall.
D. Remember. Tell a partner. Act it out. • The first student to reach you becomes the caller
• Have the students look at the scene or projector and begins the next round by using one of the
image and say the sentences. verbs.
• Ask the class to stand up. Give one student an action
to do (run, walk, fly, jump, swim, sing). That student
does the action and moves to touch another student.
• When the first student touches the second, he/she
gives a command for the second student to do.
• The second student does the command and moves to
touch a third student. Continue as time allows.

64 Top Kids 1 Teacher’s Guide

 Lesson 1
Patterns

A. Track 114 Listen and say.

It can fly.
I can run.

Patterns

A. Listen and say. Track 114

• Have the students look at the pictures and read the

sentences, sounding them out as best they can.
B. Read the sentences. • Play Track 114 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen,
He can walk. It can jump.
repeating after the recording.

B. Read the sentences.

3 4
• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
The volunteer should point to a scene or projector
He can swim. You can sing. image while the rest of the class says the sentence.
Have other volunteers come up and do the same. Each
C. Practice with a partner. Talk about yourselves. volunteer should point to two scenes for the class to
I can jump. I can swim. say.

C. Practice with a partner. Talk about yourselves.

• Have the students look at the scene or projector
image and say the sentences.
• Have the class sit in a large circle. One student will
Unit 8 65 begin by saying one action he/she can do (run, walk,
jump, swim, sing).
The student to the left of the first student will say one
thing he/she can do and tell what the first student
could do as well.
Extension
EX Student 1: I can run.

What Can It Do? Student 2: I can jump. Bill can run.

• Continue going around the circle with each student
What you will need: animal pictures or animal adding the verb of their choice and repeating all the
toys of various kinds (bird, frog, cow, dog, chicken, previous students’ verbs. At the end, the first student
kangaroo, cheetah, whale, fish, duck, etc.) should say all the verbs for the entire circle.
• Divide the board into six sections and write the
vocabulary words on the board, one word per
section.
• If the students know the animal names, show
the animal picture card/toy and ask, “What is it?”
After the students give the name of the animal,
ask, “What can it do?”
• The students will say, “It can…”
• Ask one student to place the animal/picture on the
board under the correct verb.
• Extra: Go through the verbs one by one and ask
students to brainstorm other animals that can do
the action.

Unit 8 65
 Unit Lesson 2
Words
At the Park A. Track 115 Listen and point. B. Track 116 Listen and say.
C. Point and say.

Target Pattern It/I/You can’t ____.

climb a tree, dance, draw, jump
Target Words
rope, play baseball, ride a bike

1. dance 2. draw 3. jump rope

Warm-up

Review the structure from Lesson 1 using activity D

from p. 64. Ask the class to stand up. Give one student
an action to do (run, walk, fly, jump, swim, sing). That 4. play baseball 5. ride a bike 6. climb a tree
student does the action and moves to touch another
student. When the first student touches the second, he/ D. Look, read and write a, b, c or d.
she gives a command for the second student to do. The
a b c d
second student does the command and moves to touch
a third student. Continue as time allows.

Words 1. You can climb a tree. 2. I can ride a bike.

3. She can play baseball. 4. He can jump rope.

A. Listen and point. Track 115

• Have the students look at the pictures and read the E. Remember. Talk about yourselves.
I can draw.
words, sounding them out as best they can.
I can dance.
• Play Track 115 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.

B. Listen and say. Track 116

66 Unit 8
• Have the students listen to Track 116 and
repeat the words after the recording.
• Have the students close their books and listen,
repeating after the recording. E. Remember. Talk about yourselves.
• Ask for a volunteer to come to the front of the • Have the students look at the scene or projector
class. The volunteer should look in his/her book and image and say the sentences.
read two words for the class to repeat. Have other • Write the twelve verbs from this unit on the board
volunteers come up and do the same. (run, walk, fly, jump, swim, sing, dance, draw, jump
C. Point and say. rope, play baseball, ride a bike, climb a tree).
• Have the students point to each picture or projector • Have one volunteer come up to the board and erase
image and say the word. one verb. He/She then must say “I can ___.” using the
verb that he/she erased. He/She must also act out the
• Ask for a volunteer to come to the front of the room. action.
The volunteer should point to two pictures while the
rest of the class says the words. Have other volunteers • Have another volunteer come up and erase another
come up and do the same. word. Continue until all of the verbs have been
erased.
D. Look, read and write a, b, c or d. • If there are more students in the class, have the next
• Have the students say what they see in the four student come up and write one of the erased words
pictures. back on the board, say the sentence, and do the
• Have the students read the sentences and choose the action. The next student adds back another of the
right picture for each sentence. Check the answers words. See if students can add back all twelve of the
together. words from memory!

66 Top Kids 1 Teacher’s Guide

 Lesson 2
Patterns

A. Track 117 Listen and say.

She can’t ride a bike.
I can’t dance.

Patterns

A. Listen and say. Track 117

• Have the students look at the pictures and read

B. Read the sentences. the sentences, sounding them out as best they can.
• Play Track 117 and point to the characters who are
1 2
speaking. If it is possible to show the page using a
projector, it will facilitate the activity.
• Have the students listen to the track again and repeat
the words after the recording.
It can’t draw. You can’t climb a tree. • Have the students close their books and listen,
repeating after the recording.
3 4

B. Read the sentences.

• Have the students point to each scene or projector
image and say the sentence.
• Ask for a volunteer to come to the front of the room.
He can’t play baseball. I can’t jump rope.
The volunteer should point to two scenes while
C. Practice with a partner. Talk about yourselves. the rest of the class says the sentence. Have other
volunteers come up and do the same. Each volunteer
I can’t jump rope. I can’t play baseball.
should point to two scenes for the class to say.

C. Practice with a partner. Talk about yourselves.

• Have the students look at the scene or projector
image and say the sentences.
• Have the class stand in a circle. One volunteer will
D. Track 118 Sing the song. Go to page 79. start by saying a sentence that includes “can’t” to
Unit 8 67 describe him/herself to student #2 on his/her left.
Student #2 will turn to student #3 on his/her left and
repeat what the first student said plus say what he/
she can’t do.
EX Student #1: I can’t jump rope.
Extension
 Student #2: (to student #3) He can’t jump rope. I
can’t play baseball.
Show Me What You’ve Got
 Student #3: (to student #4) She can’t play
What you will need: picture cards (Appendix 12), baseball. I can’t swim. etc.
word cards (Appendix 12) • Continue until Student #1 turns to tell Student #2 what
• Divide the students into three groups. he/she can’t do again.
• Give each student in Group 1 a person or animal
card. Give each student in Group 2 a verb card. D. Sing the song. Go to page 79. Track 118

Students in Group 3 will speak without cards. • Have the class listen to the song (Track 118) and
• The three groups will stand in lines so that the first read along with the lyrics.
students in each group are facing each other. • Play the song again and have the class sing as they
• The first two students in Group 1 and 2 will reveal read along.
the card. • Have the class close their books and try to sing along
• The first student in Group 3 will look at the cards from memory while doing motions for run, jump, and
and give the correct statement: “He/She/It can/ fly in the song.
can’t…”
• Then the first student in each group will go to the
end of their group line and the second student in
each group will move up.
• After going through all the students in each
group, the groups will rotate. After the third
rotation, each student should have had the
opportunity to show a card and give a statement.

Unit 8 67
 Unit Lesson 3
Conversation
At the Park A. Track 119 Listen and point. B. Track 120 Listen and say.
C. Role-play the dialogue.

Ouch!
Target
I’m sorry.
Dialog
That’s OK. I’m sorry. That’s OK.

Ouch!

Warm-up

• Create a class survey of what students can or

can’t do. Start by dividing the class into small groups
of four or five students each. Each group should
choose verbs so that each member of the group will
“research” one verb (swim, sing, dance, draw, ride a
bike, play baseball).
D. Value Check ( ) the correct picture.
• Students walk around and ask all other members
of the class, “Can you ___?” and record how many
students can and how many students can’t do that Care about others.
verb.
• After collecting all the data, students return to their
group and share what they learned. Groups can make 1 2

simple graphs to share their information with the rest

of the class.

Conversation

A. Listen and point. Track 119

68 Unit 8
• Have the students look at the pictures and read the
sentences, sounding them out as best they can.
• Play Track 119 and point to the characters who are
speaking. If it is possible to show the page using a
projector, it will facilitate the activity. Extension
B. Listen and say. Track 120
Who Can Do What?
• Have the students listen to Track 120 and
repeat the words after the recording. What you will need: small rectangular squares
• Have the students close their books and listen, of paper (6 for each student), tape, whiteboard,
repeating after the recording. marker
• Each student will draw 6 self-portraits of himself/
C. Role-play the dialog. herself.
• Have the class work in small groups of 4-6 students so • Divide the board into six sections with one
that two students in each group act for the rest of the vocabulary word written in each section: dance,
group. Students should then role-play the dialog. draw, jump rope, play baseball, ride a bike, climb
a tree.
D. Check () the correct picture.
• If students can do the action written in a section,
• Have the students read the sentence on the banner
they should tape their self-portrait in that section.
held by the animal characters.
• Once all of the students have taped their self-
• Brainstorm examples of this value from students’
portraits to the board, ask questions for students
own experience. This discussion may be done in the
to answer:
students’ L1, but be sure to repeat the value sentence
in English to reinforce the language along with the EX You: What can (student name) do?
value. Student: He/She can…., …., and ….
• Have the class look at the scenes and describe what is You: Can (student name) draw?
happening in each scene. Student: Yes, he/she can draw. / No, he/she
• Have the students choose the correct scene to match cannot draw.
the value presented in the activity.

68 Top Kids 1 Teacher’s Guide

 Lesson 3
Sounds

A. Track 121 Listen and say.

Hh
Hh: house, hand, horse
Target Sounds
Ww: water, woman, watch
house hand horse

Sounds
Ww water woman watch
A. Listen and say. Track 121

• Have the students look at the letters and pictures.

Ask them if they know the names of the letters and
B. Track 122 Listen. Write a check ( ) if the words begin the same. the sounds these letters make. Ask them to read the
words under the pictures, sounding out the words as
1 2 3 best they can.
• Play Track 121 and point to the images of the words. If
it is possible to show the page using a projector, it will
facilitate the activity.
• Have the students listen to the track again and repeat
4 5 6
the words after the recording.
• Have the students close their books and listen,
repeating after the recording.

B. L isten. Write a check () if the words

C. Track 123 Listen and write h or w. begin the same. Track 122

• Have students look at the pictures for activity B, and

1. 2. 3. ask them if they know the English word for any of
them. If students do not know the word, it is OK. They
4. 5. 6.
will hear the word on the recording.
Unit 8 69
• Play Track 122 and have the students repeat the words
after the recording.
• Have the students close their books and listen,
repeating after the recording.
• Play Track 122 again and have the students check the
Extension pictures that begin with the same sound.
• Check by having the class say the words from memory
Race to the Basket and then confirming which begin with the same
sound.
What you will need: two baskets, picture cards of
“h” and “w” words (see Appendix 13) C. Listen and write h or w. Track 123
• Place six picture cards (3 x “h” and 3 x “w”) around • Play Track 123 and have the students repeat
the room. Place the cards face down. Put two the words after the recording.
baskets, one labeled “H Words” and one labeled
• Listen again and have the students write either the
“W Words” on your desk.
letter “h” or “w” based on which sound they hear in
• Choose two students. One student will look for “h” the word. Check together.
words. The other student will look for “w” words.
• When a student finds a picture card that
corresponds with his/her assigned letter, he/she
will put it in the correct basket.
• The first student to place all three cards in the
basket wins.
• After each round, place three more cards for each
letter (the same or new ones) around the room,
and two more students will race each other to find
their words.

Unit 8 69
 Unit Lesson 4

At the Park Reading 4 Everybody Is Special

A. Track 124 Listen and follow along.

Reading Everybody Is Special 1

New Words snail, says, happy, bee, everybody

Warm-up
 Track 118 The friends are in the park.
Herby is a hedgehog.
Have the class listen to the Unit 8 song (Track 118). He can run.
Play the song again and have the class sing along. Snap is a snail.
He can’t run.
“Oh, no! I can’t run,” says Snap.

Reading 4 He’s not happy.

4
A. Listen and follow along. Track 124

• Have the students look at the pictures and talk about

what they see. Students should predict the storyline
from what they see. This discussion may be done in
the students’ L1. Look at Snap.
• Play Track 124 and point to the different parts of the He can climb.
“Look at me. I can climb!” says Snap.
picture as the story is read. If it is possible to show the Snap is happy.
page using a projector, it will facilitate the activity.

B. Listen, read and say. Track 125 D. Read. Write a check ( ) or an ( ).

• Have the students listen to the track again and repeat
the words after the recording.
• Have the students close their books and listen, 1. Snap is a hedgehog. 2. Princess can’t jump.
repeating after the recording.
70 Reading 4
C. Read with a partner.
• Assign students to work in pairs. One student in each
pair will begin as the “Reader” while the other student
begins as the “Coach.”
• The “Reader” reads the story aloud while the “Coach” Extension
listens. The “Coach” follows along and corrects any
mistakes he/she hears or sees. Create A Story
• Have the pair switch roles. The “Reader” rereads What you will need: A4 paper, crayons
the same text, and the “Coach” provides corrective
feedback. • Divide the students into 4-6 groups.
• Each group will draw a scene using a hedgehog,
D. Read. Write a check () or an (X). snail, bee, and cat.
• Have the students work individually to answer the • Once each group has drawn a scene, they will use
four comprehension questions. the words they know from this lesson and previous
• Assign students to work in pairs. Students should take lessons to write a story about the four animals.
turns to orally check their partner’s answers. Each student in the group should write one or two
EX S-A: Number one?
sentences for the story.
S-B: Check. (for correct answer) OR X. (for wrong • After the groups have written their stories, two
answer) volunteers from each group will go to the front of
the class. One volunteer will hold up the picture
S-A: Yes. OR No. that the group drew. The other volunteer will read
S-B: Number two? aloud the sentences for the story.
etc. • Extra: Following each group’s story presentation,
• Check answers together as a class to make sure ask questions to the rest of the class based on that
everyone has all the correct answers. group’s story.

70 Top Kids 1 Teacher’s Guide

 Lesson 4

B. Track 125 Listen, read and say. C. Read with a partner.

2 3
Princess is a cat.
She can jump.
Snap can’t jump.
“Oh, no! I can’t jump,” says Snap.
He’s not happy.
Optional Extension

Tower of Words
What you will need: Jenga or similar game of
Bonnie is a bee.
blocks, Word List for Top Kids 1 from page 80 of the
She can fly. student book
Snap can’t fly.
• You will call out a word from the word list.
“Oh, no! I can’t fly,” says Snap.
He’s not happy. • Student 1 will spell the word. If the student
spells the word correctly, he/she will have the
5 opportunity to pull out a block.
“Let’s climb.”
It’s fun. • If Student 1 spells the word wrong, then Student
Everybody is happy! 2 will have an opportunity to spell the word
correctly and pull out a block.
• Once the block is pulled out, the student will place
it on the top.
• You will continue giving students words to spell
New words : • snail • says • happy • bee • everybody out.
• The round is over when the tower of blocks falls.

3. Bonnie is a bee. 4. Snap can climb.

Reading 4 71

Extension

Letter Mix and Match

What you will need: 10 small squares of paper for
each student, Word List from page 80 of the student
book
• Give each student 10 small squares of paper, and
have the students write any letter they wish on
each of the papers. One letter should be written
per piece of paper.
• Put the students into groups of three or four
students each. The groups will combine all the
letters they have written and work as a group.
• Call out a word from any unit 1 through 7 for the
groups to spell. The groups must search through
their letters and try to spell the word. If they do
not have a certain letter that they need among all
of their letters, they cannot spell the word.
• Score points for each group as they spell words:
Fastest group for the word = 3 points, Second
fastest = 2 points, and Third Fastest = 1 point.
• Groups then mix all of their letters again before
you call out the next word to spell.
• Continue playing as time allows.

Unit 8 71
Review 2 Review 2
A. Find and circle the words. Then write.

Target Review of words and sentences from

Language Units 5 through 8
1. 2. 3. 4.

c o w m s i s t e r
z t i r e d t a l l
v s i n g r b l u e
s t a r f d a n c e

Warm-up


Have the class listen to the four songs from

Units 5 – 8
the second half of the book (Tracks 73, 88, 102, 118). 5. 6. 7. 8.

B.
Have the class sing along with the songs. Listen and check ( ).
Track 126

C. Read and match. a

1 2 3

1. He’s handsome.
b

Review 2 2. It’s a square.

4 5 6 c

A. Find and circle the words. Then write. 3. She’s my mother.

d
• Have the students look at the twelve pictures and talk 4. He’s angry.

about what they see in each one. See if the class can 72 Review 2 e

suggest possible words that they learned from Units 5. She can draw.

1 through 4 for each picture. It is OK for students to f

6. It’s black.
suggest more than one possible word for each picture.
• Have the students look at the rows of letters and see
D. Listen and check ( ) Yes or No.
if they can see any words. Students should circle the
Track 127

words they find. 1

Yes
2
Yes
3
Yes

• Have the students draw lines from the words that they No No No

found to the matching pictures above and below the

rows of letters. 4
Yes
5
Yes
6
Yes

No No No
B. Listen and check (). Track 126

• Have students close their books and listen Review 2 73

to the recording (Track 126).

• Play the track a second time and have students repeat
after the recording.
D. Listen and check () Yes or No. Track 127
• When you play the recording a third time, have
students check the correct pictures in their book. • Have the students close their books and
listen as you play the recording (Track 127).
• Check the answers as a class. For each picture that
is not checked, ask students to say a sentence that • Play the track a second time and have the students
would allow them to write a check by the picture. repeat after the recording.
• When you play the recording a third time, have the
C. Read and match. students mark each picture “Yes” or “No” in their books.
• Have students work individually to complete the • Check the answers as a class. For each picture that is
activity by reading the answer choices next to each marked “No,” ask students to say a sentence that would
picture and circling the correct choice. change the answer to “Yes.”
• After checking the answers, have the class brainstorm
alternative vocabulary items to create new sentences
similar to the ones in the activity. Write sentence
prompts on the board, and then have the class
suggest words to complete the prompts.
EX prompts: He’s ______. / She’s ______. / It’s ______.
It’s a ______. / He’s a ______. / She’s a ______.
She’s my ______. / He’s my ______.
She can ______. / He can ______.

72 Top Kids 1 Teacher’s Guide

Review 2

E. Look, read and circle.

1 in
The chicken is the barn.
on

2 can
You climb a tree.
can’t

3 He’s
E. Look, read and circle.
• Have the students work individually to complete the
my father.
She’s

4 he Yes, is. activity by reading the answer choices next to each

Is
she
short?
No,
he
isn’t. picture and circling the correct choice.
5 circle? circle.
How many
circles?
Two
circles.
F. Listen and circle. Track 128

6 What I’m • Have the students look at the pictures and

How
color is it?
It’s
red.
brainstorm questions that could be answered with the
G. Listen and write a, b, c or d.
answer choices given in the book. Students will need
Track 129

F. Track 128 Listen and circle.

1 Yes, he is. 2
1
Seven ovals.
2
to brainstorm at least two questions for each picture.
No, he isn’t. Red ovals. • Listen to the recording (Track 128) and have the
students circle the correct answer for the question
3 4
Yes, I’m. It can jump.
they hear.
No, I’m not. It’s green.

G. Listen and write a, b, c or d. Track 129

3 4
74 Review 2
• Have the students look at the pictures and
brainstorm simple dialogs from Units 5 through 8 that
might be used in each situation.
• Listen to the recording (Track 129) and have the
students write the letters in the order that they hear.
H. Track 130 Listen and write the letter.
H. Listen and write the letter. Track 130
s •z •f •v •l •r •h •w
• Play Track 130 and have the students repeat
1. 2. 3. 4.
the words after the recording.
5. 6. 7. 8.
• Listen again and have the students write the letter
they hear at the beginning of each word. Students
should use the letters provided in the box. Check
75
together.
Review 2

Extension

Scenes from Memory

What you will need: (no materials are required for
this activity)
•  Assign student to work in pairs or groups of three.
•  Each pair or group should look back through Top
Kids 1 Units 1 through 8 and find a dialog from
one of the units that they want to perform for the
class. It is OK for more than one pair or group to
perform the same dialog.
•  The students in the groups should assign roles
among themselves and study their lines so that
they can say them from memory.
•  Ask each pair or group to come to the front of the
class and role play their dialog from memory. Be
sure to have the class applaud after each pair or
group performs.

Review 2 73
 Appendix

74 Appendix
Appendix 1 Coin Toss
Extension | Unit 1 Lesson 2

Appendix 75
 Lose Lose
a Point a Point
??

76 Appendix
Appendix 2 Picture Flash
Extension | Unit 1 Lesson 3

Appendix 77
 Appendix 3 Basketball
Extension | Unit 1 Lesson 3

T-words D-words

two desk

turtle puddle

cat bird

towel window

foot dog

button bed

tree door

mitten Monday

bat good

78 Appendix
Appendix 4 Yes or No
Extension | Unit 2 Lesson 2

Appendix 79
 Appendix 5 Swat the Fly
Extension | Unit 2 Lesson 4

Questions /
Responses:
Statements:
(The correct “fly”
(Read these aloud
to swat.)
to players.)

• Sit down. • Yes, ma'am.

• I’m Julie. • I’m Tom.

• I’m fine, thank

• How are you?
you.

• Goodbye, Julie. • Bye, Mom.

• Hello, I’m Ms.

• Hi, I’m Julie.
Park.

• It’s not small. • It’s big!

80 Appendix
Appendix 6 Hat Trick
Extension | Unit 2 Lesson 4

Goodbye, Julie.

Hello, I’m Ms. Park.

How are you?

Go to the board.

Let’s play.

Is it a pencil?

Sit down.

Appendix 81
 Appendix 7 What Is It?
Extension | Unit 3 Lesson 3

82 Appendix
Appendix 8 Do You See What I See? / Quick Thinking
Extension | Unit 4 Lesson 1

Appendix 83
 Appendix 9 Basket Toss / Are You My Mother?
Extension | Unit 5 Lesson 1

84 Appendix
Appendix 10 Bingo / Bingo Questionnaire
Extension | Unit 6 Lesson 4 / Unit 7 Lesson 2

Bingo

Appendix 85
 Appendix 11 Stand Like L or R
Extension | Unit 7 Lesson 3

L-words R-words
lion rain
yellow carrot
doll bear
leaf ring
balloon star
pillow bird
ball Herby
cloud Princess
beautiful rope
old tree
tall father
cold horse
long tired
old short
pencil car
small nurse
black teacher
blue train
oval red

86 Appendix
Appendix 12 Show Me What You’ve Got
Extension | Unit 8 Lesson 2

Appendix 87
 run walk fly jump

play
swim sing dance
baseball

open ride
stand up sit a a
book bike

say
write count draw
“hello”

88 Appendix
Appendix 13 Race to the Basket
Extension | Unit 8 Lesson 3

Appendix 89