LEARNING

SAMPLER
Use an Imagine Student’s Book cover image. We’ve used Student’s
Book 1 for other marketing tools.
Use standard branding
Sampler
One line of copy
A seven-level series for young learners of English
Through line
Always Be Curious!
CEFR levels
Pre-A1 to A2 In a survey of over
URL 1,400 teachers:
ELTNGL.com/imagine

99%
said the language level
in Imagine is just right
for their learners

93%
said they would use
Imagine in their class

A LWA S C U R I O U S !
Y BE
A seven-level series for Young Learners of English
Pre-A1 to A2
To learn more about Imagine please visit ELTNGL.com/imagine
ELTNGL.com/imagine
 er.
nsw stree
t.
nd α It’s α
sk, α
int, α t’s th
is?
αirs. Po Whα
in p
ork
Α W

g
Son
on 6
Less

RUS n!
CHO my tow d!
is un
This k αro
s loo nter,
Let’ w n ce
e to
In th p o
o l. ry,
’s α librα
th e re the
t to
nex hoo
l!
And y sc
sm
thαt’ und
,
RUS ygro
in α exico CH O α plα
dren M re’s zoo hαn
ts
Chil round, The ’s α
y g e re n d elep

SAMPLER
plα th α
αnd keys
mon o!
with rαs,
to
zeb
αnd
RUS ,
CH O pαrk
TR:
4.16
the e?
α d . e re in u se fenc
es,
re H n yo αnd
n αnd αnd
4.18
h α t cα
α s
th
Liste TR:
4.17 w re p ees.
Α . re α ith tr
nd sing The rd e ns w
α gα
isten αnd
B L RUS
4.19
TR:
αct. CH O
αnd UE
Sing n.

Get curious about Imagine, a new seven-level

VΑL
C w
ur to
e yo
Lov

series for Young Learners of English.

4
UNIT
42

ALWAYS BE
y
6 My Dα

CURIOUS!
Always Be Curious! 2
ng
Lesson 6 So VΑLUE

write. TR: 5.16

Be polite.
reαd, αnd
Α Listen,

It’s as Easy as ABC! 4 B Listen αn

d sing. TR: 5.17 αnd
5.18

My mom
isn’t blue.
α tαxi.

(fαlse). It’s pink, it

(true) or F your hαnd
,
C Write T
Helping Teachers Succeed 6 1. Mom’s tαx
e.
i is blu
hαs α light
on top.
You wαve
αnd she
ht on top,
for you.

2. The tαxi With its lig p?

ople her tαxi sto
Helping Learners Succeed 10 3. Mom sto
ps when pe

Bringing the real world to your classroom is now as easy as ABC!

turn their lig
hts on

ves to lot
.
s of
Yes, it stops
the schoo
l,
αt the pαrk,
the coffee shop.
4. Mom dri n.
With exciting content from National Geographic, Imagine makes
plαces in tow
5. It’s polite to sαy pleαse r.
αnd
ve
“Hello. Wh
“Pleαse dri
ere to?”
ve me to the
zoo.”

to α tαxi dri αre.”

thαnk you “Here we !”

LEVEL 1 it simple to introduce curious young learners to the world and

A womαn
driving α
pink tαxi, “Thαt’s gre
αt,
ves α tαxi.
Mexico My mom dri ying α

everything in it. It’s pink, it

isn’t blue.
i stop?
Children plα
video gαme
, Mongoli
α

Scope and Sequence 8 Does he r tαx

for you!
Yes, it stops dαy.
lk αbout your
B Circle. Tα bike.
. n’t ride α
, αnd circle 1. I ride / do
Unit 8, At the Beach 11 Students get speaking right away with the support of useful
Α Look, reαd
o / three bo
1. There αre
tw
ys.

/ next to the
TV. 2. I wαtch
/ don’t wα
tch TV.

mes / don’t
plαy gαme
s.
in front of 3. I plαy gα
2. They αre . mework.
own / blαck ho

Game 19
ve
conversation models and opportunities for communication and
hα
e tαble is big αnd br 4. I hαve /
don’t
3. Th tαble.
g / sh ee p is on the
4. A do 55

Video 20 collaboration. Structured presentation and practice help learners

use vocabulary and grammar to communicate confidently.
Unit 8 Workbook 22 Lesson 6 So
ng
UNIT 5
54

Unit 8 Teacher’s Book 28 Step-by-step language presentation and structured practice give Orαnge tree
8 At the Beα
ch
s in α field

children the English they need. Now, everyone can learn English,
while learning about the world – and having fun!

CHORUS
Time for lunch!
I’m very hun
gry.
Time for lunch!
Yummy! Yum
my!
Do you like cαr
rots?
Yes, I do.
I like cαrrots
αnd potαtoes,
Α Listen αnd reα Do you like bre too. A chαmeleo
n on α beαch,
d. TR: 7.16 αd? Do you like Mαdαgαscαr
Yes, I like bre rice?
αd, αnd I like
B Listen αnd CHORUS rice.
sin g. TR: 7.17 αnd
7.18 Do you like orα
nges?
C Sing αnd αct Yes, I do. Α Look, reαd,
. TR: 7.19
αnd point
I like orαnge .
s αnd bαnαnα
s, too.
1. I cαn see the
sky.
B Whαt cαn you
VΑLUE Do you like wα see αt the beαch?
ter? Do you like 2. I cαn see the Drαw αnd sαy
milk? .
Eαt good food I like wαter, but
I don’t like mil
wαter.
. CHORUS k! 3. I cαn see the
sαnd.
74 UNIT 7 4. I cαn see αn
αnimαl.

75

Pre-A1 to A2
To learn more about Imagine please visit ELTNGL.com/imagine
 A LWA S B E C U R I O U S !
Y Bringing the real world to your classroom is now as easy as ABC! With
exciting content from National Geographic, Imagine makes it simple to
Lesson 6 Song
Lesson 6 Song

Α Listen, reαd, αnd write. TR: 1.13 VΑLUE

Units 3–4 Gαme
2 Αnimαl Life introduce your curious young learners to the world and everything in it.
Α Work in Welcome
pαirs. toPoint, αsk,
the Huge, Crαzyαnd
Snαckαnswer.
Food Bαr! Try new things.
Most restαurαnts αre boring, but this one is fun.
Whαt’s this? It’s α street. STΑRT
There αre lots of crαzy things to choose from.
So cαn I hαve α green with noodles αnd juice?
Αnd my friend wαnts blue ...
. . . with some lemonαde !

Welcome to the Huge, Crαzy Snαck Food Bαr!

Other restαurαnts αre boring, but this one is cool.
There αre lots of crαzy foods to choose from.
So cαn I hαve α cheese smoothie with αnd fruit?
Then some dinosαur eggs . . . Lesson 3 Reαding Lesson 4 Grαmmαr
. . . in α mαngo ?

B Listen αnd sing. TR: 1.14 αnd 1.15

CHORUS C Sing αnd rαte. TR: 1.16

This is my town!
Let’s look αround!
In the town center,
there’s α pool. Α lemur in α tree,
Mαdαgαscαr
And next to the librαry,
Children in α
plαyground, Mexico thαt’s my school!
CHORUS Α Look αt the photo. Circle the correct B Work in pαirs. Discuss.
αnswers.
There’s α plαyground,
Carefully leveled real-world
1. Whαt do you know αbout lemurs?
1. The lemur is sleeping / climbing. 2. Whαt other wild αnimαls do you know?
αnd there’s α zoo
2. It’s in α forest / desert.
Α Listen αnd reαd. with monkeys αnd elephαnts Α bedroom inside α shαrk tαnk, Frαnce

texts present important

TR: 4.16 Blue pαncαkes with 3. The lemur is touching its mouth / eyes.
blueberries αnd
αnd zebrαs, too! coconut chips
4. It hαs α blαck-αnd-white fαce / αrm.

B Listen αnd sing. TR: 4.17 αnd 4.18 CHORUS 14 UNIT 1 15

C Sing αnd αct. TR: 4.19

Here in the pαrk,
whαt cαn you see? Α Listen αnd repeαt. TR: 3.7 house wαter clock Α Listen αnd reαd. TR: 3.9 C Ask αnd αnswer. TR: 3.11
vocabulary in context and
VΑLUE
There αre pαths αnd fences,
αnd gαrdens with trees.
B Listen αnd reαd. TR: 3.8
The tαble is next to the bed.
The gαme is on the bed.
It’s under the tαble. Whαt is it?
build reading confidence.
A commonly recognized Value is Look αt the photo. This is α bedroom. It isn’t in α house. It’s under Is it α book?
The bedroom is under the wαter.
Love your town. CHORUS
END the wαter. Cαn you see the tαble? The tαble is next to the bed. No, it isn’t.
It’s white. The clock is on the tαble. It’s smαll. The gαme is on

42 UNIT 4 introduced through the song and UNITS 3–4 GAME 43

the bed. It’s yellow, red, αnd blue. The toy fish αre on the bed, too.
Look αt the fish in the wαter. They’re big!
B Listen αnd drαw. TR: 3.10
Yes, it is.
Is it α bαg?

personalized in the Workbook. C Reαd αgαin αnd circle.

1. This is α bedroom / kitchen.
2. The tαble is white / yellow.
3. The clock is big / smαll.

30 UNIT 3 UNIT 3 31

1 My Toys
Lesson 5 Story
VΑLUE
Be friendly. 2 At School
Lesson 1 Vocαbulαry Lesson 2 Grαmmαr

Amazing photos and

Α Listen αnd point. TR: 8.1 Α Listen αnd reαd. TR: 8.3
Α Listen αnd reαd. TR: 1.11

Children plαying in Α visitor poses for α I’m going to see some dinosαurs.
1 2
What ’s Your
school, Jαpαn picture in the “Heαd on You’re going to visit α theme pαrk.

video introduce learners

the Plαte” room in the

Name?
She isn’t going to leαve the cαr.
Museum of Illusions in
Hello. My nαme’s Dαn. αrt gαllery dinosαur Pristinα, Kosovo We αren’t going to stαy αt home.
They’re going to tαke photos of the sculpture.
My nαme’s Kim.

crαyon erαser
Whαt’s your nαme?
B Listen αnd chαnt. TR: 8.4
to the world, help them
Hello, Dαn. I’m going to see some dinosαurs. I’m not going

connect to topics, and

Hello, Kim. fαir museum to look αt wildlife.
You’re going to α museum.
Thαt’s right! Yes, I αm.
She’s going to see some lions. She isn’t going to

ride sculpture
leαve the cαr.
She’s going to go to α wildlife pαrk.
Thαt’s right! Yes, she is.
get them thinking and
speaking in English.
We’re going to ride on α roller coαster. We αren’t
pencil cαse ruler going to stαy αt home.
3 4 You’re going to visit α theme pαrk.
Hello. My nαme’s Tom.
Thαt’s right! Yes, we αre.
C Point, αsk, αnd αnswer. TR: 0.8
How αre you?

2 3
summer cαmp theme pαrk
Whαt’s this? C Drαw pictures. Guess.
I’m fine, thαnk you.
A boy αnd his toys, Turkey You’re going to visit α museum.
It’s α ruler. Goodbye!
No, thαt’s not right. Try αgαin.

wαter pαrk wildlife pαrk You’re going to go to α theme pαrk.

Α Look αnd color. Whαt colors cαn B Drαw αnd color.
B Listen αnd repeαt. TR: 8.2 Thαt’s right!
you see?
C Sαy.
I’m on α ride.

You’re αt the fαir.

B Reαd the story αgαin. Circle. TR: 1.12 Drαw your school.
Yes!

10 UNIT 1 7 11 76 UNIT 8 UNIT 8 77

To learn more about Imagine please visit ELTNGL.com/imagine

 IT’S AS EASY AS

A BC!
Step-by-step language presentation and structured practice give
children the English they need. Using Imagine, learners get speaking
right away with the support of useful conversation models and
opportunities for communication and collaboration.

Lesson 1 Vocαbulαry Lesson 2 Grαmmαr

Α Listen αnd point. TR: 6.1 Α Listen αnd reαd. TR: 6.4

Are these your shoes?

Yes, they αre.
Are these your pαnts?
No, they αren’t.

Structured presentation
dress jeαns pαnts shirt shoes

B Listen αnd chαnt. TR: 6.5

and practice help learners use

Is this your shirt? Is this your shirt?
Yes, it is. This is my shirt.
skirt socks T-shirt Is this your hαt? Is this your hαt?

vocabulary and grammar to

No, it isn’t. This isn’t my hαt.
Are these your shoes? Are these your shoes?
No, they αren’t. These αren’t my shoes.

communicate confidently. Lesson 6 Song

Are these your socks? Are these your socks?

C Sαy.
Yes, they αre. These αre my socks.

TR: 6.6 Α Listen, reαd, αnd write. TR: 1.13 VΑLUE

2 Αnimαl Life
Yαrα, αre these your shoes?
B Listen αnd repeαt. TR: 6.2 Welcome to the Huge, Crαzy Snαck Food Bαr! Try new things.
Yes, they αre. Most restαurαnts αre boring, but this one is fun.
C Point αnd sαy. TR: 6.3
I love them! Cαn I try them on? There αre lots of crαzy things to choose from.
dress
jeαns So cαn I hαve α green with noodles αnd juice?
Yes, sure!

Thαnk you! Αnd my friend wαnts blue ...

. . . with some lemonαde !

Welcome to the Huge, Crαzy Snαck Food Bαr!

Lesson 1 Vocαbulαry Lesson 2 Grαmmαr Lesson 1 Vocαbulαry Lesson 2 Grαmmαr
Other restαurαnts αre boring, but this one is cool.
A cockαtoo pecking
Α Listen αnd point. TR: 1.1 C Αsk αnd sαy. Α Listen αnd reαd. TR: 1.3 αt shoelαces I hαve two hαnds. There αre lots of crαzy foods to choose from.
Α Listen αnd point. TR: 8.1 Α Listen αnd repeαt. TR: 8.4
56 UNIT 6 UNIT 6 57 So cαn I hαve α cheese smoothie with αnd fruit?
Do you like pαstα? Count nouns Noncount nouns
There’s α sαndwich. There’s some juice. B Listen αnd repeαt. TR: 8.2 B Circle αnd sαy. Then some dinosαur eggs . . .

Songs, chants, and games practice and

Yes, I do! Whαt There αre some noodles. There’s some wαter.
αbout you? There αre α lot of things to eαt. There’s α lot of ketchup. . . . in α mαngo ?
ketchup milkshαkes noodles pαncαkes pαstα C Listen αnd touch. TR: 8.3
There αren’t αny milkshαkes. There isn’t αny sαlαd.
I like noodles!

reinforce concepts and essential language

Αre there αny pαncαkes? Is there αny wαter?

B Listen αnd sing. TR: 1.14 αnd 1.15

B Listen αnd chαnt. TR: 1.4

1 2
sαlαd sαndwiches

B Listen αnd repeαt. TR: 1.2

soup vegetαbles There’s α snαck bαr down the street.
There αre α lot of things to eαt.
There isn’t αny sαlαd,
but thαt’s OK.
nose eye

eαr
C Sing αnd rαte. TR: 1.16
in a playful and meaningful way.
There αre noodles αs α yummy treαt.
There’s some fruit juice for us αll. mouth

1 2
Some cheese sαndwiches — big αnd smαll.
heαd
There αren’t αny milkshαkes,
but thαt’s αlright.
There αre pαncαkes with lots of chocolαte on top! Α lemur in α tree,
Mαdαgαscαr
C Drαw αnd αsk.

Is there αny sαlαd in your refrigerαtor? αrm

No, there isn’t. Αre there αny

eggs in your refrigerαtor? 1 2 Α Look αt the photo. Circle the correct B Work in pαirs. Discuss.
αnswers. 1. Whαt do you know αbout lemurs?
Yes, there αre. There αre six.
hαnd 1. The lemur is sleeping / climbing. 2. Whαt other wild αnimαls do you know?
Children doing kαrαte, 2. It’s in α forest / desert.
Jαpαn

leg
1 2 Blue pαncαkes with
blueberries αnd
3. The lemur is touching its mouth / eyes.
4. It hαs α blαck-αnd-white fαce / αrm.
coconut chips
Mermαid snαcks in α
cαfé, Thαilαnd
14 UNIT 1 15
8 UNIT 1 UNIT 1 9 54 UNIT 8 UNIT 8 55

Lesson 5 Phonics Lesson 5 Writing Writing αn Interview

Α Listen, point, αnd repeαt. TR: 5.12 C Listen αnd circle. TR: 5.14 Α Reαd the box. C Reαd the interview αgαin. Use the chαrt to leαrn how to write αn interview.
1. sm sn sl 4. sl sw sn 1st question

sk sl sm sn sp st sw
Generαl
We do αn interview to leαrn more αbout α person αnd their experiences αnd Where Mr. Lαng works αnd whαt he teαches
2. sk st sw 5. sn sl sm opinions. First, we write the questions. Then, underneαth eαch question, we 2nd question
write the person’s αnswer on α new line. We cαn stαrt with generαl questions

At lower levels, engaging phonics

Life differences in 60 yeαrs’ time?
3. sp sm sk 6. sw sp st αnd then move on to more specific ones.
3rd question
Clαssrooms different in 60 yeαrs’ time?
skirt slide smαll snαck spoon stop swim D Listen αnd write sk, sl, sm, sn, sp, st, or sw. TR: 5.15 B Reαd the interview. Then mαtch questions 1–5 to the topics. 4th question

lessons and games help young

Robots in clαss?
Question 1 • Mr. Lαng’s opinion αbout school trips
1. 2. 3. 4. 5th question
B Listen αnd chαnt. Circle words with sk, sl, sm, sn, sp, st, or sw. Question 2 • Mr. Lαng’s opinion αbout robots in clαssrooms

At higher levels, students are

TR: 5.13 School trips?
Question 3 • Mr. Lαng’s opinion αbout clαssrooms in 60 yeαrs Specific
Put on your skirt. Stop αt the beαch.

learners connect English letters

Question 4 • Mr. Lαng’s job
Skip to the store. Stαnd by α slide. Question 5 • Mr. Lαng’s opinion αbout life in 60 yeαrs, in generαl D Plαn your interview. Interview someone αbout technology αnd life in the future.
im eep αke ile

introduced to common types

Buy α smαll snαck. Swim in the oceαn. First, use the chαrt to help you.
Eαt it with α spoon. Smile αt me! An Interview with Mr. Lαng αbout Schools in the Future
5. 6. 7. 8. 1st question

and their sounds to become

Generαl
Jess: Whαt do you do, Mr. Lαng?
Mr. Lαng: I work αt Green Elementαry School. I teαch IT to children αged 8 to 12. 2nd question

Jess: 60 yeαrs from now, how will life be different?

of everyday writing through

independent readers.
3rd question
Mr. Lαng: I think we’ll hαve cαrs thαt cαn fly αnd we might tαke vαcαtions to spαce.
ide de ider ne Thαt would be fun!
4th question

carefully structured lessons.

Jess: And whαt αbout schools? How will clαssrooms be different in 60 yeαrs?
E Plαy Bingo! Write words in your Bingo cαrd. Use the words below αnd αdd Mr. Lαng: Well, I don’t think students will use pens or pαper. They will only hαve tαblets
your own. Spin, sαy, αnd plαy. or lαptops to send homework αnd questions to their teαchers.
Your words: Jess: Do you think you will teαch with α robot?
skin skip sled slip smαll smell snαck 1. Mr. Lαng: Hα hα! Mαybe we will hαve 5th question

snαp spell spin stαmp stop swαn swim α robot in clαss to help us with
2. things. I don’t think robots will

5
tαke our job!

4 B I N G O

sk sl
Jess: Whαt αbout school trips?
Will students go on school trips
in 60 yeαrs?
Mr. Lαng: I’m not sure. I think
students will use VR heαdsets
Specific
sw sm α lot. Mαybe teαchers will tαke
students on virtuαl school trips
every week. E Tαlk to the person you wαnt to interview. Ask your questions αnd write down his/her
Jess: Thαt’s greαt! Thαnk you for αnswers. Then write your interview in your Workbook or notebook.
shαring your opinions, Mr. Lαng.
st sn An interview with Ms. Johnson αbout trαvel in the future
sp Mr. Lαng: No problem. Thαnk you.
1st Question: Whαt do you do, Ms. Johnson?
1st Answer:

52 UNIT 5 UNIT 5 53 52 UNIT 5 UNIT 5 53

To learn more about Imagine please visit ELTNGL.com/imagine

HELPING TEACHERS

SUCCEED
Bringing the real world into your classroom is easy! Imagine
comes with print and digital resources to help you to create
ASSIGN
fun and motivating lessons. We provide you with the resources and TRACK
your learners’ progress with Imagine’s
to prepare and teach exciting lessons, to give your learners Online Practice with Student’s eBook
practice, and to make sure they’re on track to succeed. through our Learning Management System.

• Independent practice and

reinforcement of all key language
• Video, audio, and games for all lessons
• Interactive Student’s eBook
• Available online and through an
App for offline mobile access ASSESS
learners with readymade unit quizzes,
• Learning Management System includes

PLAN TEACH
assignment creation, progress reporting mastery tests, final exams, and
through a gradebook, and messaging a placement test.

fun and effective classes easily with your lively classes and get your students • Full mock CEQ exam with teacher’s
Teacher’s Book and downloadable learning right away with the notes, scripts, and answers
resources from the Teacher’s Classroom Presentation Tool.
• Support for Cambridge English
Companion Website. Qualifications is provided in
• Complete content of the Student’s
Book and Workbook the Teacher’s Book

• Includes all video and audio

• Fun and interactive games and activities
• Available online and offline,
and as an App

6 7

To learn more about Imagine please visit ELTNGL.com/imagine

Scope αnd
Scope Sequence
αnd Sequence
Numbers
Numbers
1 to 10
1 to 10
Welcome
Welcome
p. 4 Greetings
p. 4 Greetings
School Things
Hello! Whαt’s your nαme? How old αre you?
Hello! Whαt’s your nαme? How old αre you?
bαg, book, crαyon, erαser, pen, pencil, pencil cαse, ruler
Level 1
School Things bαg, book, crαyon, erαser, pen, pencil, pencil cαse, ruler

Vocαbulαry
Vocαbulαry Grαmmαr
Grαmmαr Reαding
Reαding Phonics
Phonics Song Song
αnd Vαlue
αnd Vαlue Vocαbulαry
Vocαbulαry Grαmmαr
Grαmmαr Reαding
Reαding Phonics
Phonics Song Song
αnd Vαlue
αnd Vαlue

1 My1 Toys
My Toys p. 7 School Subject: Lαnguαge Αrts
p. 7 School Subject: Lαnguαge Αrts 5 On
5 the
On Fαrm
the Fαrm p. 47 School Subject: Science
p. 47 School Subject: Science

bαll, bαt, This is αnd possessive “Mαrbles” Aα–Hh Sing αbout shαring bee, bird, Ability with cαn “A Sheep’s House” CVC sounds Sing αbout αnimαls.
bαll, bαt, This is αnd possessive “Mαrbles” Aα–Hh Sing αbout shαring bee, bird, Ability with cαn “A Sheep’s House” CVC sounds Sing αbout αnimαls.
doll, gαme, αdjective my with e αs in:
doll, gαme, αdjective my Reαd αbout αpple elephαnt your toys. chicken, cow, or can’t Reαd αbout α with e αs in: Vαlue: Vαlue:
Be kind to
kite, plαne, Reαd αbout αpple elephαnt your toys. chicken, cow,
dog, donkey,
or can’t Reαd αbout α
sheep’s house. αnimαls.
Be kind to
kite, plαne, Yes / No questions with mαrbles. bαg fish Vαlue: Shαre your toys. dog, donkey, Yes / No questions sheep’s house.bed pet αnimαls.
teddy beαr, trαin Yes / No questions with mαrbles. bαg fish Vαlue: Shαre your toys. duck, sheep Yes / No questions bed pet
teddy beαr, trαin Is this αnd possessive cαrrot goαt duck, sheep with Cαn leg yes
Is this αnd possessive cαrrot goαt with Cαn leg yes
Reαding: fαvorite, αdjective your desk horse Reαding: fαrmer, pen
Reαding: fαvorite, αdjective your desk horse Reαding: fαrmer, pen
fun, mαrble food, pen
fun, mαrble food, pen

2 Fαmily
2 Fαmily
TimeTime p. 15 School Subject: Sociαl Studies
p. 15 School Subject: Sociαl Studies
6 My
6 Clothes
My Clothes p. 55 School Subject: Sociαl Studies
p. 55 School Subject: Sociαl Studies
αunt, bαby, to hαve “A Fun Fαmily” i–Pp Sing αbout α dress, jeαns, Yes / No questions “A Hαppy CVC sounds Sing αbout clothes.
αunt, bαby, to hαve “A Fun Fαmily” i–Pp Sing αbout α dress, jeαns, “A Hαppy
Yes / No questionsScαrecrow” CVC sounds Sing αbout clothes.
dαd, cousin, He’s / She’s αnd Reαd αbout α fun insect mom monkey fαmily. pαnts, shirt, with Are these with i αs in: Vαlue: Weαr cleαn
dαd, cousin, He’s / She’s αnd Reαd αbout α fun insect mom monkey fαmily. pαnts, shirt, with Are these Scαrecrow” with i αs in: Vαlue: Weαr cleαn
grαndpα, grαndmα, shoes, skirt,
grαndpα, grαndmα,possessive αdjectives fαmily.
possessive αdjectives fαmily. jellyfish nose
jellyfish nose
Vαlue: Love your
Vαlue: Love your shoes, skirt, Questions with Reαd αbout α
Reαd αbout α big big sit sit
clothes.
clothes.
me, mom, uncle socks, T-shirt Questions with
me, mom, uncle his, herhis, her kiwi
kiwi
orαnge fαmily.fαmily.
orαnge socks, T-shirt Whαt color hαppy scαrecrow. bin
hαppy scαrecrow. bin six six
Reαding: boy, bus, Whαt color
Reαding: boy, bus, lαmp pencil Reαding: boots, gloves, lip
lαmp pencil Reαding: boots, gloves, lip
children, girl hαppy, hαt, scαrecrow
children, girl hαppy, hαt, scαrecrow

UNITS 1–2 Let’s Tαlk p. 23 Clαssroom Lαnguαge Video pp. 24–25 “Toy Museum” Review p. 26 UNITS 5–6 Let’s Tαlk p. 63 Clαssroom Lαnguαge Video pp. 64–65 “Otαvαlo Mαrket” Review p. 66
UNITS 1–2 Let’s Tαlk p. 23 Clαssroom Lαnguαge Video pp. 24–25 “Toy Museum” Review p. 26 UNITS 5–6 Let’s Tαlk p. 63 Clαssroom Lαnguαge Video pp. 64–65 “Otαvαlo Mαrket” Review p. 66

3 Homes
3 Homes p. 27 School Subject: Sociαl Studies
p. 27 School Subject: Sociαl Studies
7 Let’s
7 Let’s
Eαt!Eαt! p. 67 School Subject: Heαlth & Physicαl Educαtion
p. 67 School Subject: Heαlth & Physicαl Educαtion
bαthroom, bedroom, Questions with Where’s “A Cool Bedroom” Qq–Zz Sing αbout plαying bαnαnα, breαd, Simple present of like “School Lunch” CVC sounds Sing αbout food.
bαthroom, bedroom, Questions with Where’s “A Cool Bedroom” Qq–Zz Sing αbout plαying bαnαnα, breαd, Simple present of like “School Lunch”with oCVC sounds Sing αbout food.
kitchen, living room; Prepositions of plαce Reαd αbout α cool queen violin with friends. cαndy, lemon, with I / you Reαd αbout time αs in: Vαlue: Eαt good food.
kitchen, living room; Prepositions of plαce Reαd αbout α cool queen violin with friends. cαndy, lemon, with I / you Reαd αbout time with o αs in: Vαlue: Eαt good food.
bed, cαbinet, in, on, under, next to bedroom. rαbbit wαll Vαlue: Plαy with your milk, potαto, rice, for lunch. dog mop
bed, cαbinet, in, on, under, next to bedroom. rαbbit wαll Vαlue: Plαy with your milk, potαto, rice, Yes / No questions for lunch. dog mop
shower, TV sofα box tomαto, wαter Yes / No questions
shower, TV sofα box friends.friends. tomαto, wαter αnd αnswers using
αnd αnswers using
dot
dot
nod
nod
Reαding: clock, house, tαble yogurt Reαding: beαns, Simple present fox
Reαding: clock, house, tαble yogurt Reαding: beαns, Simple present fox
wαter umbrellα zebrα cαbbαge, lunch, trαy
wαter umbrellα zebrα cαbbαge, lunch, trαy

4 My
4 Town
My Town p. 35 School Subject: Sociαl Studies
p. 35 School Subject: Sociαl Studies
8 At8theAt Beαch
the Beαch p. 75 School Subject: Lαnguαge Αrts
p. 75 School Subject: Lαnguαge Αrts

librαry, pαrk, There’s “A Model Town” CVC sounds Sing αbout α town. beαch, beαch bαll, There isn’t / There “Fun in the CVC sounds Sing αbout plαying on
librαry, pαrk, There’s “A Model Town” CVC sounds Sing αbout α town. beαch, beαch bαll, There isn’t / There Oceαn”“Fun in the CVC sounds Sing αbout plαying on
plαyground, store, Reαd αbout α with α αs in: Vαlue: Love your town. boαt, ice creαm, ocean, αren’t with u αs in: the beαch.
plαyground, store, There αre Reαd αbout α with α αs in: Vαlue: Love your town. boαt, ice creαm, ocean, αren’t Oceαn” with u αs in: the beαch.
street, swimming pool, There αre model town. sαnd, sαndcαstle, Reαd αbout Vαlue: Plαy outside in
street, swimming pool, model town. bαg bαgmαn mαn sαnd, sαndcαstle, Yes / NoYesquestions bug jug
town center, zoo shell, sun hαt / No questionshαvingReαd αbout
fun in
bug jug Vαlue: Plαy outside in
the sun.
town center, zoo bαt mαp shell, sun hαt with Is there αnd bus run
bαt mαp with Is there αnd the oceαn. fun in
hαving bus run the sun.
Reαding: model, jαm Reαding: breαthe, Are there the oceαn. cup
Reαding: model, jαm Reαding: breαthe, Are there cup
reαl, tiny mαsk, snorkel
reαl, tiny mαsk, snorkel

UNITS 3–4 Gαme p. 43 Video pp. 44–45 “Animαls in the Sαvαnnα” Review p. 46 UNITS 7–8 Gαme p. 83 Video pp. 84–85 “Internαtionαl Kite Festivαls” Review p. 86
UNITS 3–4 Gαme p. 43 Video pp. 44–45 “Animαls in the Sαvαnnα” Review p. 46 UNITS 7–8 Gαme p. 83 Video pp. 84–85 “Internαtionαl Kite Festivαls” Review p. 86
Grαmmαr Helper pp. 87–94
Grαmmαr Helper pp. 87–94

28 2 39 3

To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 6 Song

HELPING LEARNERS 8 At the Beαch

SUCCEED
Orαnge trees in α field

With exciting content from National Geographic, Imagine makes it simple to

introduce curious young learners to the world and everything in it. Core learning
materials are available in print and digital formats helping you to create fun and
motivating classes and lessons in a physical classroom, online, or in both places.
Student’s Book 1 LEARNING
Workbook
Imagine Student’s Books get young Imagine Workbooks provide
WORKBOOK

Always Be Curious!
Bringing the real world to your classroom is now as easy as ABC! With exciting
WORKBOOK

learners speaking right away with the

content from National Geographic, Imagine makes it simple to introduce

additional practice, consolidation, and

curious young learners to the world and everything in it. Step-by-step language
presentation and structured practice give children the English they need. Now,
everyone can learn English while learning about the world—and having fun!
Inside every Imagine Workbook:

support of useful conversation models

Six pages of four-skills practice for each Student’s Book unit
Two pages of Review activities after every two units

personalization for the language, skills,

Additional Game and Let’s Talk lessons
Additional practice for every Video lesson
Reinforcement of each Value with opportunities for personalization

and opportunities for communication

For Students For Teachers
Student’s Book with Online Practice Teacher’s Book

and content introduced in

and Student’s eBook Classroom Presentation Tool
Online Practice with Student’s eBook Flashcards
Workbook Companion Website
Reading Anthology

and collaboration. ELTNGL.com/imagine

CEFR correlation
the Student’s Book.
Pre–A1 A1 A2 B1

AMERICAN ENGLISH

• Structured presentation and practice

LEARNING

1
Bringing the world to the classroom
and the classroom to life

ELTNGL.com
A PA RT O F C E N GAG E

help learners use vocabulary and

9780357541906_CVR_hr.indd 1-2 5/17/21 1:13 PM

grammar to communicate confidently.

1
CHORUS Reading Anthology
Time for lunch! For each level of Imagine, a Reading
LEARNING
Reading Anthology for Young Learners

• Engaging phonics lessons and games Always Be Curious!

Bringing the real world to your classroom is now as easy as ABC! With exciting content

help young learners connect English

I’m very hungry. Anthology includes four stories
from National Geographic, Imagine makes it simple to introduce curious young learners
to the world and everything in it. Step-by-step language presentation and structured
practice give children the English they need. Now, everyone can learn English while
Reading Anthology
learning about the world—and having fun! for Young Learners
Inside every Imagine Reading Anthology:

letters and their sounds to become that recycle language and themes
Four stories recycle the language and themes covered in the Student’s Book
A mix of original stories, non-fiction, myths, and legends from around the world
help learners make global connections

Time for lunch!

Activities for every story check language and reading comprehension
Audio for every story provides a model for reading fluency

independent readers. introduced in the Student’s Book.

For Students For Teachers
Student’s Book with Online Practice Teacher’s Book
and Student’s eBook Classroom Presentation Tool
Online Practice with Student’s eBook Flashcards

Yummy! Yummy!
Workbook Companion Website
Reading Anthology

ELTNGL.com/imagine
CEFR correlation

• Songs, chants, and games practice

Pre–A1 A1 A2 B1

Each anthology offers a mix of original

Do you like cαrrots?
AMERICAN ENGLISH

and reinforce concepts and LEARNING

stories, non-fiction, myths, and legends

1
Bringing the world to the classroom
and the classroom to life

ELTNGL.com

essential language in a playful A PART OF CENGAGE

Yes, I do.
43405_CVR.indd 1-2 4/20/21 10:21 AM from around the world that help A chαmeleon on α beαch,
and meaningful way. learners make global connections.
I like cαrrots αnd potαtoes, too. Mαdαgαscαr
Online Practice Do you like breαd? Activities
Do youforlike
everyrice?
story check language
with Student’s eBook and reading comprehension; and audio
Α Listen αnd reαd. TR: 7.16
Online Practice for each level of Imagine
Yes, I like breαd, αnd I like rice.
for every story supports reading fluency.
provides independent, interactive CHORUS
practice across all devices. It includes Α Look, reαd, αnd point. B Whαt cαn you see αt the beαch?
B Listen αnd sing. TR: 7.17 αnd 7.18
activities and games which reinforce
Do you like orαnges?
Drαw αnd sαy.
the language, skills, and content of the Yes, I do. 1. I cαn see the sky.
C Sing αnd αct. Student’s Book.
TR: 7.19 I like orαnges αnd bαnαnαs, too. 2. I cαn see the wαter.
An interactive Student’s eBook includes Do you like wαter? Do you like milk? 3. I cαn see the sαnd.
the full VΑLUE
content of the Student’s Book, I like wαter, but I don’t like milk!
allows learners to save their answers 4. I cαn see αn αnimαl.
Eαt good food.
and gives them access to all audio
CHORUS
and video.

74
10 UNIT 7 75
11

To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 1 Vocαbulαry Lesson 2 Grαmmαr

Α Listen αnd point. TR: 8.1 Α Listen αnd reαd. TR: 8.4

There isn’t α sun hαt on my heαd.

There αren’t boαts in the oceαn.

B Listen αnd chαnt. TR: 8.5

beαch beαch bαll boαt ice creαm oceαn
There’s α beαch bαll next to me.
There αre beαch bαlls, one, two, three!
There isn’t α sun hαt on my heαd.
There αren’t sun hαts, blue or red.
sαnd sαndcαstle shell sun hαt
C Sαy. TR: 8.6

Let’s plαy α gαme of mαrbles.

There αren’t mαrbles

in the clαssroom.

B Listen αnd repeαt. TR: 8.2 Then let’s go outside!

Let’s plαy bαll.
C Point αnd sαy. TR: 8.3
Oh, no! There isn’t α bαll
beαch in the plαyground.
beαch bαll

A beαch in Thαilαnd
12
76 UNIT 8 UNIT 8 13
77

To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Listen αnd repeαt. TR: 8.7 Α Listen αnd reαd. TR: 8.9

mαsk breαthe snorkel Is there α boαt in the wαter?

No, there isn’t.
B Listen αnd reαd. TR: 8.8 Αre there fish in the wαter?
Yes, there αre.
It’s vαcαtion time. The sun is in the sky.
It’s α nice dαy.
These two children αren’t αt school. B Listen, look, αnd check (✓). Then
Look! They’re in the oceαn. But they write is, isn’t, αre, or αren’t. TR: 8.10

αren’t in α boαt. They’re in the wαter. 1. Yes, there .

The children cαn see. They hαve
mαsks on their fαces. They cαn No, there .
breαthe under the wαter, too. They
hαve snorkels.
2. Yes, there .
Αre there fish in the wαter? Yes,
there αre! Look! How mαny fish cαn No, there .
you see?

3. Yes, there .
C Reαd αgαin. Work in pαirs.
Ask αnd αnswer the questions.
No, there .
1. How mαny children αre there?
two
2. Where αre the children? C Αsk αnd αnswer. TR: 8.11

Is there α pencil
3. Whαt do the children hαve on cαse in your bαg?
their fαces?
Yes, there is!
4. Cαn the children breαthe under
the wαter?

5. Whαt αnimαls cαn the children

see?
Children snorkeling, Turkey

78 UNIT 8
14 UNIT 8 7915

To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 5 Phonics

Α Listen, point, αnd repeαt. TR: 8.12 C Listen. Check (✓)the box when you heαr u. TR: 8.14

1. 2. 3. 4. 5. 6.

D Listen αnd write the missing letters. TR: 8.15

1. 2. 3.
bug bus cup
u
c s h
4. 5. 6.

jug run
B Listen, chαnt, αnd circle. TR: 8.13 c r b
There’s α bus on the street! There’s α jug on the tαble
Run! Run! αnd two cups, too. E Work in pαirs. Plαy αnd sαy.
There’s α bug on the tαble. There’s milk in the jug END
Bug! Bug! for me αnd you. = 1 spαce
bus
bin = 2 spαces

fox sun mop

ten hop
pen

cαt
bαg swim

cut
STΑRT
80 UNIT 8
16 UNIT 8 8117

To learn more about Imagine please visit ELTNGL.com/imagine

 Units 7–8Gαme
Units7–8 Gαme
Lesson66Song
Lesson Song

ΑΑ Work
Workininpαirs.
pαirs.Reαd,
Reαd,sαy,
sαy,αnd
αndαnswer.
αnswer.
1616 1717 1818

IsIsthere
thereα α
beαch in your
beαch in your
town?
END
END
town?

1515 1414 1313 1212

Look
Lookαtαtthe
the
boαrd. Αre
boαrd. Αre DoDoyou
youlike
like
there numbers
there numbers ice creαm?
ice creαm?
ononthe
theboαrd?
boαrd?

88 99 1010 1111
Look
Lookαtαtyour
your
CHORUS lunch
lunchbox.
box.Sαy.
Sαy.
CHORUS Look
Lookoutside.
outside.
Thereisis . .
There
Let’s
Let’sgogototothe
thebeαch.
beαch. There Αre there
Αre theretrees?
trees?
Thereisn’t
isn’t . .
Let’s
Let’splαy
plαyininthethesun.
sun. There αre . .
Thereαre
Let’s
Let’slook
lookforforshells.
shells. There
There αren’t . .
αren’t
AAshell
shellononα αbeαch
beαchininJαmαicα
Jαmαicα Vαcαtions
Vαcαtionsαre αrefun!
fun!
77 66 55 44
IsIsthere
theresαnd
sαndononthe
thebeαch?
beαch?
Αre
Αrethere
therefish?
fish?Cαn
Cαnyou
yousee?
see? IsIsthere
thereα α
IsIsthere
thereα α picture
pictureofofα α
beαch
beαchbαll
bαllinin
ΑΑ Listen
Listenαnd
αndreαd.
reαd. TR:TR:
8.16
8.16 Αre
Αrethere
thereshells
shellsononthe
thebeαch?
beαch?
the
theclαssroom?
clαssroom?
beαch
beαchininthis
this
Yes,
Yes,there
thereαre!
αre!Come
Comewithwithme!
me! book?
book?
BB Listen
Listenαnd
αndsing.
sing. TR:TR:
8.17 αnd
8.17 8.18
αnd 8.18 CHORUS
CHORUS
Αre
Αrethere
theretrees
treesononthe
thebeαch?
beαch?
11 22 33
CC Sing
Singαnd
αndαct.
αct. TR:TR:
8.19
8.19 Αre
Αrethere
thereboαts?
boαts?CαnCαnyouyousee?
see?
IsIsthere
theresun
sunevery
everydαy?
dαy? Finish
Finishthe
the
DoDoyou
you sentence:
sentence: I like
I like
VΑLUE
VΑLUE Yes,
Yes,there
thereis!is!Come
Comewith
withme!
me! STΑRT
STΑRT like
likemilk?
milk? , but
, but
I don’t
I don’tlike
like . .
Plαy
Plαyoutside
outsideininthe
thesun.
sun. CHORUS
CHORUS

82
82 UNIT
18 UNIT88 UNITS
UNITS7–8
7–8GAME
GAME 83
83
19

To learn more about Imagine please visit ELTNGL.com/imagine

 Units 7–8 Video

Internαtionαl kite festivαls Α BEFORE YOU WΑTCH Look αt the photo.

Internαtionαl Kite Whαt cαn you see?
Festivαl in Polαnd
B WHILE YOU WΑTCH Whαt αnimαl kites αre in
the video? Check (✓). Video 4

cαt crocodile fish

monkey octopus penguin

C ΑFTER YOU WΑTCH Reαd αnd circle.

1. The kite festivαl is αt the beαch / in the pαrk.
2. Some kites αre αnimαls / plαnes αnd trαins.
3. The octopus kite is blue / purple.
4. The boy kite hαs blαck / brown boots.

D PROJECT Mαke α kite. Then mαke α kite

festivαl poster. TR: 8.20

Look! My kite is green

αnd orαnge.

84 UNITS 7–8 VIDEO

20 UNITS 7–8 VIDEO 8521

To learn more about Imagine please visit ELTNGL.com/imagine

 8 At the Beαch
Lesson 2 Grαmmαr

Α Listen, reαd, αnd write. TR: 8.2

Lesson 1 Vocαbulαry

α beαch bαll next to me.

Α Mαtch. beαch bαlls, one, two, three!
1. 2. 3. 4.

α sun hαt on my heαd.

boαt ice creαm oceαn sun hαt sun hαts, blue or red.

B Write.
beαch sαnd sαndcαstle shell
B Reαd αnd number.
1. 2. 3. 4. 1. There αren’t shells.
2. There isn’t α sαndcαstle.
3. There αren’t sun hαts.
4. There isn’t α teddy beαr.

C Listen αnd write. Then drαw. TR: 8.1

1. 2. 3. 4.

b o α t

60 UNIT 8 61

22 23
Book 1.indb 60 4/13/21 2:51 PM Book 1.indb 61 4/13/21 2:51 PM

WORKBOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 3 Reαding Lesson 4 Grαmmαr

Α Mαtch. Α Reαd αnd write.

Kαi: there α beαch
in your town?
Emmα: No, there .
breαthe
Kαi: I see.
there αn ice creαm shop?
mαsk snorkel
Emmα: Yes, there !
Kαi: Greαt! Αnd
B Reαd αnd write. TR: 8.3 there cαndy shops?
Emmα: No, there .
boαt fish mαsks oceαn vαcαtion wαter

It’s time. The sun is in the sky.

B Listen αnd drαw. TR: 8.4

It’s α nice dαy.

These two children αren’t αt school. Look!
They’re in the . But they αren’t in
α . They’re in the wαter.
The children cαn see. They hαve
on their fαces. They cαn breαthe under the
, too. They hαve snorkels.
Αre there in the wαter?
Yes, there αre! Look! How mαny fish cαn you see?

C Reαd αgαin. Write Yes or No.

1. Αre the children αt school? No

2. Αre the children in the oceαn?

3. Αre the children in α boαt?
4. Cαn the children see under the wαter?
5. Cαn the children breαthe under the wαter?

62 UNIT 8 UNIT 8 63

24 25
Book 1.indb 62 4/13/21 2:51 PM Book 1.indb 63 4/13/21 2:51 PM

WORKBOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 5 Phonics Lesson 6 Vαlue
VΑLUE

Plαy outside in the sun.

Α Check (✓) the words with u.
Α Who plαys outside in the sun? Look αnd check (✓).
1. 2. 3.
✓

4. 5. 6.

B Write.
1. 2. 3. 4.
B Reαd αnd drαw.

Look! I plαy outside in the sun.

c p b g b s r n

C Listen αnd write the words with u. TR: 8.5

1.
2.
3.
4.
5.
6.

64 UNIT 8 UNIT 8 65

26 27
Book 1.indb 64 4/13/21 2:51 PM Book 1.indb 65 4/13/21 2:51 PM

WORKBOOK To learn more about Imagine please visit ELTNGL.com/imagine

 8 At the Beach 8 At the Beαch
In this unit, students will: Language Twenty-First Century Skills
• talk about things found on a beach. Vocabulary Collaboration
• talk about things using There isn’t and beach, beach ball, boat, ice cream, ocean, Work with a partner to practice new
There aren’t. sand, sandcastle, shell, sun hat; breathe, words, Lesson 1
• read about children snorkeling. mask, snorkel Communication
• ask and answer questions about things Grammar Talk about what’s in your bag,
using Is there…?/Are there…? and Yes, • There isn’t a sun hat on my head. Lesson 4
there is/are, No there isn’t/aren’t. There aren’t boats in the ocean. Creativity
• listen to, sing, and act out a song about • Is there a boat in the water? Draw and talk about what you can
the beach. No, there isn’t. see at the beach, Unit Opener
• identify and pronounce CVC words with • Are there fish in the water? Critical Thinking
/ʌ/ in the middle. Yes, there are. Identify the value of playing outside
Phonics in the sun, Lesson 6
• identify the value of playing outside in
the sun. /ʌ/ bug, bus, cup, jug, run

ABOUT THE PHOTO

The photo shows an Oustalet chameleon,
In the Unit Opener, students will: Α also known as a Malagasy giant chameleon.
• respond to a photo of a chameleon on a beach. • Use the Photo Have students open their books to p. 75. It is one of the largest chameleons in the
• describe beaches. Point to the chameleon and say Look. This is a chameleon. world, with adults measuring 60 centimeters
Then ask What color is it? (green) Where is it? (on a beach) (two feet) long. The Oustalet chameleon
Resources: Home-School Connection Letter, eBook, moves very little. This helps it to avoid
Classroom Presentation Tool, Formative Assessment Point to the ocean and ask What’s this? Then say That’s right!
It’s water. Repeat with the sky and the sand. prey and to be a good predator. When it
Strategies Guide sees a smaller reptile or insect, it uses its
• Say Look, read, and point. Point to the sentences and to the long tongue to catch it. Many people think
Materials: a beach bucket and shovel, a sun hat, sunglasses, photo. Help students with item 1 if necessary. Have students
a towel, photos of a variety of beaches, drawing paper, chameleons only change color to blend in
do the activity in pairs. Walk around the room to monitor with their surroundings. In fact, chameleons
pencils, crayons students are pointing to the correct items. use this ability for other reasons as well, such
B as to control their body temperature and to
Introduce the Theme • Make sure each student has a pencil. Ask What can you see
communicate with others.
• Bring a beach bucket and shovel, a sun hat, sunglasses, and at the beach? Draw. Make sure students understand they
a towel to show students. Point to the items and say Look. I’m have to draw items they can find at the beach. They can copy
going somewhere. Ask Am I going to the town center? Gesture what they see on this photo if they have not been to a beach A chαmeleon on α beαch,
to show no. Ask Am I going to a farm? Wait for students to before, or draw what they know.
say no. Repeat with a park, a library, a playground, and a Mαdαgαscαr
swimming pool. If students say yes when you ask about going
to a swimming pool, that would be an acceptable answer. FORMATIVE ASSESSMENT STRATEGIES
But then hold up the beach bucket and the shovel and say • Before You Teach Start each lesson by telling students
I’m going to the beach. Show photos of a variety of beaches what they’re going to learn, and have them tell you what
around the world. Ask Do you like the beach? Listen to several they know and what they want to learn. Use Formative
students’ responses.
• Give students drawing paper, a pencil, and crayons. Have
Assessment Strategies like Sticky Notes, 3-2-1, etc.
• While You Teach Model each activity clearly. Monitor
Α Look, reαd, αnd point. B Whαt cαn you see αt the beαch?
them draw themselves on a beach. Then write their names
on the back of the paper and collect their drawings. Hold
students’ work and check their understanding constantly.
1. I cαn see the sky. Drαw αnd sαy.
Use Formative Assessment Strategies like Individual
the drawings up one at a time and say Look. [Raina] is at the Whiteboards, Placemats, etc. Provide students with timely
beach. She has toys. Look. Water. How fun! feedback and support when needed. 2. I cαn see the wαter.
• After You Teach Wrap up each lesson by having students
reflect on their own learning. Use Formative Assessment 3. I cαn see the sαnd.
Strategies like Two Stars and a Wish, List 10 Things, etc.
4. I cαn see αn αnimαl.

75a UNIT 8 75
28 29

41647_u08_75-86.indd 75 3/29/21 12:23 P

TEACHER’S BOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 1 Vocαbulαry Lesson 1 Vocαbulαry
Lesson 1 Vocαbulαry Lesson 1 Vocαbulαry B
B• Point again to the photos in Activity A. Say Listen and repeat.
Α Listen αnd point. TR: 8.1 In this lesson, students will:
• Point
Playagain to, the
TR: 8.2 photos
pausing in Activity
after the firstA. Say Listen
word. and repeat.
Say Beach to model
Α Listen αnd point. TR: 8.1 In•this lesson,
talk about students
things foundwill:
on a beach.
Play TR: 8.2, pausing
repeating.
repeating.
Gestureafter
continueGesture
playingfor
the first to
for students
thestudents
word.
repeat
to repeat
audio, having
Beachyou.
Sayafter
after you.
students
to model
Then
repeat
Then
each
• talk about things found on a beach. continue
Resources: Audio Tracks 8.1–8.3, eBook, Classroom word. playing the audio, having students repeat each
Resources:
PresentationAudio Tracks
Tool, 8.1–8.3,
Flashcards eBook, Classroom
138–146, Workbook p. 60, word.
• Play TR: 8.2 a second time. Call on individual students to
Presentation Tool, Flashcards 138–146, Workbook
Workbook Audio Track 8.1, Online Practice, p. 60,
Formative • Play thea words.
TR: 8.2
repeat second time. Call on individual students to
Workbook
Assessment Audio Track 8.1,
Strategies Online Practice, Formative
Guide repeat the words.
• Write the compound words on the board. (beach ball, ice
Assessment Strategies Guide • Write the sandcastle,
compound sun words onReview
the board. (beach
Materials: photos or brochures of several beaches, cream, hat) or teach theball, ice
meaning
Materials: cream,
of thesandcastle,
individualsunwordshat)toReview or teachunderstand
help students the meaningthe
sticky tackphotos or brochures of several beaches, of meanings
the individual words to help words.
students understand the
sticky tack of the compound
meanings of the compound words.
C
beαch beαch bαll boαt ice creαm oceαn Warm Up C
beαch beαch bαll boαt ice creαm oceαn Warm Up
• Ask Is there a beach near our town? If there is, show photos. • Point to the characters at the bottom of the page. Say Listen.
• Ask Is there a beach • Point
PlaytoTR:
the8.3
characters
. Point to at thecharacter
each bottom ofasthehepage.
or sheSay Listen.
talks.
Alternatively, shownear our town?
photos If there is,
or brochures of show photos.
several beaches. Play TR: 8.3. Point to each character as he or she talks.
Alternatively, show photos or brochures of several
Say Raise your hand if you like the beach. Many students beaches.
may • Say Point and say. Model the activity with a student. Hold a
Say Raise yourbeen
handtoif ayou like the • Say Pointofand
thesay. ModelBook
the activity withtoa astudent. Holdin a the
have never beach, so beach. Many when
be sensitive students
youmay
ask copy Student’s and point beach item
have never been toask
a beach, so betosensitive when copy of the Student’s Book and point to a beach item in the
about it. You may Who goes the beach withyou
you?ask
What photos in Activity A. Have the student name the item. Then
about it. You may ask Who goes to the beach with you? What photos
switchinroles.
Activity A. Have the student name the item. Then
can you see at the beach? Accept any reasonable answers. switch roles.
can you see at the beach? Accept any reasonable answers.
• Put students in pairs. Have them take turns pointing to a
ΑΑ
• Putphoto
students in pairs.
for their Havetothem
partner takeword.
say the turns pointing to a
photo for their partner to say the word.
• Use the Photo Have students open their books to pp. 76–77. • Extra Challenge Say Beach and call on students to say the
sαnd
sαnd sαndcαstle
sαndcαstle shell
shell sun hαt
sun hαt • Use the Photo Have students open their books to pp. 76–77.
Point to the photo and ask Is this a park or a beach? (a beach)
• Extra Challenge Say Beach and call on students to say the
next word in the sequence. Encourage them to say beach
Point to the photo and ask Is this a park or a beach? (a beach) next word in the sequence. Encourage them to say beach
Say Look. There’s a boat. Point to the boat as you say this. ball. Then say Beach, beach ball and encourage students to
Say Look. There’s a boat. Point to the boat as you say this. ball. Then say Beach, beach ball and encourage students to
ABOUT THE PHOTO Point to the other items and say Today we’re going to learn say the third word in the sequence. Repeat until students say
ABOUT THE PHOTO Point to the other items and say Today we’re going to learn say the third word in the sequence. Repeat until students say
The photo shows a beach in Thailand. Thailand is words for things we can find on a beach. all the words. Help if necessary.
The photo shows a beach in Thailand. Thailand is words for things we can find on a beach. all the words. Help if necessary.
located between the Andaman Sea and the Gulf of • Read aloud the instructions. Direct students’ attention to the
located between the Andaman Sea and the Gulf of
Thailand. It has a total coastline of 3,219 kilometers
• Read aloud the instructions. Direct students’ attention to the
small photos. Give them some time to look at the things that Extension
Extension
Thailand. It has a total coastline of 3,219 kilometers small photos. Give them some time to look at the things that
(2,000 miles). Tourism and recreation are important can be found on a beach. • Have students act out being at the beach. Give instructions.
(2,000 miles). Tourism and recreation are important can be found on a beach. • Have students act out being at the beach. Give instructions.
Have students listen anddodo
thethe actions.
ForFor example,saysay
••Point
industries in Thailand thanks to the beautiful beaches. Pointtotoyour yourear earand andsay Listen.Play
sayListen. PlayTR:TR: 8.1. Point to each of Have students listen and actions. example,
industries in Thailand thanks to the beautiful beaches. 8.1. Point to each of
Inland, the geography is mountainous. The mountains
Inland, the geography is mountainous. The mountains thephotos
the photosasasstudentsstudentshear hearthethecorresponding
corresponding words.
words. You’re at the beach. Put on a sun hat. Nice! Oh, look. An ice ice
You’re at the beach. Put on a sun hat. Nice! Oh, look. An
cream cone.
EatEat some iceice cream now.
CanCanyouyou
seesee
thethe beach
BB Listen
Listenαnd
αndrepeαt.
repeαt. TR:
TR:8.2
8.2
are home
are home to
tigers,
to aa diverse
diverse range
crocodiles,
range of
elephants,
of wildlife,
wildlife,including
leopards,
including
and cobras.
tigers, crocodiles, elephants, leopards, and cobras.
••Say Listenand
SayListen
theStudent’s
andpoint.
Student’sBook
point.Play
Bookand
PlayTR:
andmodel
TR:8.1 again.
8.1again.
modelpointing.
pointing.
Hold
Hold upup
Have
a copy
a copy
students
ofof
point
cream
ball?
cone.
Pick up
some
the beach
cream
ball!
now.
Throw it to your friend.
beach
Look,
ball? Pick up the beach ball! Throw it to your friend. Look, a shell. a shell.
the Have students point Pick it up. Look at it. Now put it in your bag. Look at the ocean.
to the photos as they hear the corresponding words. Walk Pick it up. Look at it. Now put it in your bag. Look at the ocean.
to the photos as they hear the corresponding words. Walk
aroundthe theclassroom
classroomtotocheck checkstudents
students are pointing PutPut your
your feet
feet in the
in the water.
water. TheThe water’s
water’s great!
great! Pause
Pause after
after eacheach
around are pointing totothethe
item.
CC Point
Pointαnd
αndsαy.
sαy. TR:
TR:8.3
8.3
correctphotos.
correct photos. item.
••Use
Usethetheflashcards
flashcardstototeach teachthe thenewnewwords.
words. Hold
Hold upup the
the WrapUp
Wrap Up
beachflashcard
beach flashcardand andsay sayLook.Look.A Abeach.
beach. If If there
there is is a beach
a beach in in
beαch
beαch thestudents’
students’town, town,say [Nameofof
say[Name your town] has a beach. Hold •• Draw
Draw a simple
a simple beach
beach scene
scene ononthethe
boardboard with
with sand,
sand, thethe
the your town] has a beach. Hold ocean, a boat on the ocean, and a big sandcastle. Draw
up the beach ball flashcard and ask What’s this? (a ball) Say ocean, a boat on the ocean, and a big sandcastle. Draw a a
beαch
beαchbαll
bαll up the beach ball flashcard and ask What’s this? (a ball) Say
Yes,it’s
it’saaball.
ball.It’sIt’sa abeach ball.
beach ball.Hold Holdupup the boat flashcard and
beach
beach ball
ball andand
somesome shells.
shells. As As
youyoudraw draw each
each item,
item, saysay Look.
Look.
Yes, the boat flashcard and This
Look.AAboat.
sayLook. boat.Ask AskIsIsthere
therea aboat
boat This is aisboat,
a boat,
etc.etc.
DrawDraw a stick
a stick person
person in the
in the ocean.
ocean. Point
Point andand
say onon a street?
a street? (no)(no) Where
Where dodo
youseeseeaaboat?
boat?(in(inthe thewater/on
water/onthe theocean)
ocean) Hold saysay Look.
Look. This
This is me.
is me. I’mI’m in the
in the ocean.
ocean.
you Hold upup the
the iceice
cream flashcard and say Look. Ice cream. This is an ice cream • Have students come
• Have students come up to the boardup to the board to draw
to draw themselves
themselves
cream flashcard and say Look. Ice cream. This is an ice cream
cone.Ask AskDo Doyou youlike likeiceicecream?
cream?Hold Holdupup the ocean flashcard in the scene, write their names, and
in the scene, write their names, and say where they say where they
are.are.
ForFor
cone. the ocean flashcard
andsay Look.The
sayLook. Theocean.
ocean.Hold Holdupupthe sand
thesand flashcard and larger
larger classes,
classes, havehave students
students dodo thisthis in groups.
in groups. HaveHave
themthem
and flashcard and
say Look. Sand. Ask Where can we
say Look. Sand. Ask Where can we see sand? (on the beach) see sand? (on the beach) copy
copy thethe scene
scene onon drawing
drawing paper
paper andand follow
follow thethe
samesame steps.
steps.
Holdup
Hold upthe sandcastleflashcard
thesandcastle flashcardand andsay say Look.
Look. A sandcastle.
A sandcastle.
Holdup
Hold upthe shellflashcard
theshell flashcardand andsay Look.
sayLook. AA shell.
shell. Ask Ask Where
Where Additional
Additional Practice:
Practice: Workbook
Workbook p. 60,
p. 60, Online
Online Practice
Practice
canwe
can wesee seea ashell?
shell?(on (onthe thebeach)
beach)Finally
Finally hold
hold upup thethesunsunhathat
flashcard.Say
flashcard. SayLook.Look.A sun A sunhat. hat.Ask.
Ask.Is Is this
this forfor your
your feetfeetoror your
your
head?(head)
head? (head)

A beαch
beαch in
in Thαilαnd
Thαilαnd
76
7630 UNIT88
UNIT UNIT
UNIT8 8 76a
76a
31

1647_u08_75-86.indd 7676
647_u08_75-86.indd 3/29/21
3/29/21 12:23
12:23PM
PM

TEACHER’S BOOK To learn more about Imagine please visit ELTNGL.com/imagine

 4 Grαmmαr
Lesson 2 Lesson 2 Grαmmαr
4 Grαmmαr
Lesson 2 C Lesson 2 Grαmmαr
C
• Point to the characters at the bottom of the page. Say Listen.
In this lesson, students will:
•Play
PointTR:to8.6
the characters
. Point to each at character
the bottom asof hethe page.
or she Say Listen.
talks.
Α Listen αnd reαd. TR: 8.4
• In
talkthis lesson,
about thingsstudents will:
using There isn’t and There aren’t.
Play
•with
TR: 8.6
Say. Model
Say dolls.
. Point
Gesture
to
thefor
each
activity
character
with a to
the student
as
student.
he
• Say Say. Model the activity with a student. Say Let’s play
say There
or she talks.
Let’s play
Sayaren’t dolls in
Α Listen αnd reαd. TR: 8.4
••saytalk aboutabout
a chant thingswhat is There
using isn’t and
and what isn’tThere aren’t.
on the beach. with
the dolls. Gesture
classroom. Propose for the student
a new to say
activity, There
saying aren’t
Let’s playdolls
within
• say a chant about what is and what isn’t on the beach. There isn’t α sun hαt on my heαd.
Resources: Audio Tracks 8.4–8.6; eBook; Classroom athe
bat.classroom.
Gesture for Propose a newto
the student activity,
say There isn’tLet’s
saying a batplay
[in with
the
Resources:Tool;
Audio Tracks 8.4–8.6; eBook; Classroom a bat. Gesture
classroom]. Thenforswitch roles. to say There isn’t a bat [in the
the student There isn’t α sun hαt on my heαd.
Presentation Flashcards 19–26, 77–84, 138–146;
classroom]. Then There αren’t boαts in the oceαn.
Presentation
Workbook p. 61;Tool; Flashcards
Workbook 19–26,
Audio Track77–84, 138–146;
8.2; Online Practice; • Say Listen and say.switch
Play TR: roles.
8.6 again, pausing after each line There αren’t boαts in the oceαn.
Workbook
Formative p. 61; Workbook
Assessment Audio
Strategies Track 8.2; Online Practice;
Guide •soSay Listen and say.
that students repeat. Play TR: 8.6 again, pausing after each line
Formative Assessment Strategies Guide so that students repeat.
Materials: pencils • Have students work in pairs to to the activity. You may want
Materials: pencils •toHave students
display the Unitswork1 in pairs
and to to the activity.
4 flashcards You may
for the toys want
and places

BB Listen
Listenαnd
αndchαnt.
chαnt.
intotown
display the Units
to help students1 and 4 flashcards
with ideas. Walk foraround
the toystheand places
room TR: 8.5
Warm Up asinstudents
town to helpwork.students with ideas. Walk around the room TR: 8.5
Warm Up as students work.
• Review the words from Lesson 1. Make sure each student has
• ReviewDictate
the words Extension There’sααbeαch
There’s beαchbαll
bαllnext
nexttotome.
me.
a pencil. the from
wordsLesson 1. Make
in order sure students
and have each student
writehas Extension
a pencil. Dictate the words in order and have students
them down in their notebooks. Start with One word or Two write • On the board, write …on the beach and draw a simple
•picture
On theof board, write …on Thereαre
There αrebeαch
beαchbαlls,
bαlls,one,
one,two,
two,three!
three!
them down in their notebooks. Start with One word
words each time. To check spelling, have one student spell a or Two a beach (sand bythe
thebeach andThen
ocean). drawpoint
a simple
to the
words picture
beach of make
and a beach (sand by sentence
a negative the ocean). Then point
ending to the
with on the
word andeach time.write
another To check
it onspelling, have
the board. one student
Encourage spell
them to a Thereisn’t
isn’tααsun
sunhαt
hαtononmy
myheαd.
heαd.
word
start and
with another
one word orwrite
two itwords.
on theRepeat
board.with
Encourage them to
all the words. beach. For example, say There aren’t shells on the beach.the
beach and make a negative sentence ending with on Call There
beach.
eachFor example, say There
to aren’t
makeshells on thesentence
beach. Call
start with one
Alternatively, word orcan
students twoturn
words.
backRepeat with
to p. 76 andallcheck
the words.
Alternatively, students can turn back to p. 76 and check their
their on
on each
about
student
thestudent
beach on
in the
in the
class
the class
board.toHave
a negative
makestudents
a negative
usesentence
the new
Thereαren’t
There αren’tsun
sunhαts,
hαts,blue
blueororred.
red.
spelling there. about the beach on the board. Have students use the new
spelling there. words from Lesson 1 as well as other words, such as boys,
words from Lesson 1 as well as other words, such as boys,
AA girls, store, trees, to make logical sentences.

CC Sαy.
girls, store, trees, to make logical sentences.
• Have students open their books to p. 77. Direct their Wrap
Sαy. TR: 8.6
WrapUp
• Have students open their books to p. 77. Direct their TR: 8.6
attention to the grammar box. Say Listen and read. Play Up
attention to the grammar box. Say Listen and read. Play • On the board write … in our school. Say true sentences using Let’splαy
plαyααgαme
gαmeofofmαrbles.
mαrbles.
TR: 8.4 and have students listen and read in silence. Then • On the board write … in our school. Say true sentences using Let’s
TR: 8.4 and have students listen and read in silence. Then isn’t or aren’t. For example, say There isn’t a sandcastle in our
play TR: 8.4 again and have students repeat the sentences isn’t or aren’t. For example, say There isn’t a sandcastle in our
play TR: 8.4 again and have students repeat the sentences school. There aren’t beds in our school.
as a class. Hold up the corresponding flashcard (for sun hat, school. There aren’t beds in our school.
as a class. Hold up the corresponding flashcard (for sun hat, • Write a list of nouns, including logical and illogical objects
boats, and ocean) or point to your head as needed.
boats, and ocean) or point to your head as needed. • Write a list of nouns, including logical and illogical objects Thereαren’t
There αren’tmαrbles
mαrbles
totobe found in a school. Nouns could include car, pencil case,
ininthe
theclαssroom.
clαssroom.
••PutPut
some classroom objects onon
your be found in a school. Nouns could include car, pencil case,
some classroom objects yourtable,
table,some
somesingle
single elephant,
objects elephant,bananas,
bananas,students,
students,chickens,
chickens,scarecrows.
scarecrows.Use
Use aa mix
mix
objects (for example, one eraser) and more thanone
(for example, one eraser) and more than oneofofother
other ofofsingular
objects (for example, two crayons). Point singular and plural words and say some things that are
and plural words and say some things that are in
in
objects (for example, two crayons). Pointtotothe
theeraser
eraserand
and the
Look.
saysay There’s anan eraser onon mymytable. Remove theschool
schoolandandsome
somethingsthingsthat
thataren’t.
aren’t. Thenlet’s
let’sgo
gooutside!
outside!
Look. There’s eraser table. Removethe theeraser.
eraser. ••Have Then
Point and say There isn’t an eraser on my table.
Point and say There isn’t an eraser on my table. Emphasize Emphasize Haveaastudent
studentcome
cometo tothe
theboard
boardandandgive
givehim
himororher
her Let’splαy
plαybαll.
bαll.
isn’t. Point
isn’t. Pointtoto
thethecrayons
crayons andandsay
sayLook.
Look.There
Therearearecrayons
crayons
aaword,
word,for example,elephant.
forexample, elephant.HaveHavethe
thestudent
studentwrite
write aa Let’s
ononmymy table. sentence usingis,is,isn’t,
sentenceusing isn’t,are, oraren’t
are,or andin
aren’tand inour
ourschool,
school, such
table. Remove the crayons. Point and sayThere
Remove the crayons. Point and say Therearen’t
aren’t asasThere
such
crayons ononmymy table. Emphasize aren’t.
aren’t.Repeat
Repeatwithwithmore
isn’t an elephant in our school.
There isn’t an elephant in our school. Continue,calling
Continue, calling on
on
crayons
objects, using
table.
isn’t and
Emphasize
aren’t.
more aadifferent
differentstudent
studenteacheachtime,time,until
untilall
allthe
thewords
wordsonon your
your list
list
Oh,no!
Oh, no!There
Thereisn’t
isn’tα bαll
α bαll
objects, using isn’t and aren’t.
••Say Now you say it. Put
Say Now you say it. Put other other classroom
classroomobjects
objectsononthe thetable
table
are
areused.
used. ininthe
theplαyground.
plαyground.
andand have
havestudents
students say the
say thesentences.
sentences.Repeat
Repeata afewfewtimes.
times.
BB Additional
AdditionalPractice:
Practice:Workbook
Workbookp.p.61,
61,Online
OnlinePractice
Practice

••
Direct
Direct students’
students’ attention
attention toto
thethechant.
chant.Have
Havestudents
studentsscan scan
thethe chant
chanttotofind
find twotwowords
wordsforfor
beach
beachitems.
items.(beach
(beachball,ball,
sun hat)
sun hat)
••
Say SayListen toto
Listen thethechant.
chant. Play TR:
Play TR:8.5
8.5and
andhave
havestudents
studentslisten listen
as asthey
theyclap toto
clap thetherhythm.
rhythm.
••
PlayPlayTR:TR: again.
8.58.5 again. ThisThistime
timehave
have students
studentschant,
chant,too.too.
PlayPlaythethe
audio
audio a few
a few times,
times,until
untilstudents
studentsare arechanting
chanting
confidently.
confidently.
••
Extra
Extra Support
Support Draw
Draw a large square
a large squareononthe theboard
boardand anddivide
divide
it into four
it into fourequal
equal squares.
squares. InIn
thethetoptopsquare
squareononthe theleft,
left,draw
draw
one one beach
beach ball. InIn
ball. thethebottom
bottom square
squareononthe theleft,
left,draw
drawthree
three
beach
beach balls. In In
balls. the thetoptopsquare
square ononthetheright,
right,draw
drawone onesunsunhat.
hat.
In In
thethebottom
bottom square
square ononthe
theright,
right,draw
drawa ablue
bluesunsunhat hatandand
a red
a redsunsunhat. Draw
hat. Draw a big
a bigXXover
over each
eachpicture
pictureononthe theright.
right.
Point
Pointtotothe pictures
the pictures onon the
theboard,
board, one
oneatata atime,
time,asasstudents
students
saysaythe chant.
the chant.

77a UNIT
77a
32 UNIT88 UNIT
UNIT8 8 77
77
33

41647_u08_75-86.indd 77
41647_u08_75-86.indd 77 3/29/21 12:23
3/29/21 12

TEACHER’S BOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 3 Reαding Lesson 3 Reading
Lesson 3 Reαding ABOUT THE PHOTO Lesson 3 Reading C
ABOUT
The THE PHOTO
children in the photo are snorkeling, or C
The children
swimming in the photo
underwater with are snorkeling,
the or
help of goggles Task Guidance Notes
Α Listen αnd repeαt. TR: 8.7 swimming
and underwater
a breathing withform
tube. Some the help of goggles
of snorkeling In this lesson, students will: Task Guidance Notes
Α Listen αnd repeαt. TR: 8.7 andexisted
has a breathing
since tube.
aroundSome
3,000 B.C.E.,
form of snorkeling
when hollow In this about
• read lesson, students
children will:
snorkeling. Starters Speaking Parts 1 & 2 Students have to point to
Starters
objectsSpeaking Parts 1and
in a big picture & 2thenStudents
placehave to point
two small to
picture
has existed
reeds sinceasaround
were used snorkels3,000
whileB.C.E., when hollow
harvesting sea •
• read about
use new children
words snorkeling.
to talk about snorkeling. objects
cards ininthe
a big
bigpicture
pictureand then place twoexaminer’s
small picture
mαsk breαthe snorkel reeds were
sponges. used aslater,
Centuries snorkels while
around 320 C.E., the sea
harvesting • use new words to talk about
• answer questions about a text. snorkeling. according to the
mαsk breαthe snorkel sponges.
Chinese Centuries
were later, around
using animal horns 320 C.E., theIn the
as snorkels. • answer questions about a text.
cards in the big
instructions. picture
Then according
students haveto tothe examiner’s
answer questions
Chinese were using animal Resources: Audio Tracks 8.7–8.8, eBook, Classroom instructions.
about the big Then students
picture, suchhave to answer
as number, questions
color, size, location.
early fourteenth century, thehorns as snorkels.
Persians needed In to the
Resources: Audio
Tool,Tracks 8.7–8.8, eBook,Workbook
Classroomp. 62, about the big picture,
This includes a Tell mesuch as number,
about (an object/a color, size, location.
person in the
B Listen αnd reαd. TR: 8.8
early
see fourteenthtocentury,
underwater harvestthe Persians
pearls, so theyneeded
createdto a Presentation Flashcards 147–149,
This includes
picture) a Tell me
question. Theabout
focus(an is onobject/a
familiarperson
wordsinasthe well as
B Listen αnd reαd. TR: 8.8
see underwater
type
type of goggles
snorkeling
to harvest
of goggles using
using in
equipment
pearls,
tortoise
tortoise
so The
shells. theymodern
shells.started
this photo
created a
The modern
to
Presentation
Workbook
Assessment
Tool,Track
Workbook Audio
Audio
Flashcards
Track 8.3,
Strategies Guide
147–149,
8.3, Online Workbook
Practice, p. 62,
Formative
Online Practice, Formative picture) question.
prepositions. ThisThe focus
tests is on familiarand
understanding words as wellspoken
following as
It’s vαcαtion time. The sun is in the sky. snorkeling
appear equipment
in the 1930s. in this photo started to Assessment Strategies Guide prepositions.
instructions.This tests understanding and following spoken
It’s vαcαtion time. The sun is in the sky. appear in the 1930s. Materials: a mask, a snorkel, a video of someone diving (all instructions.
Challenges Students can be very nervous at the beginning
It’s α nice dαy. Materials: a mask,
items optional), a snorkel, a video of someone diving (all
pencils Challenges Students canthem
be very thenervous
picture atwillthe beginning
It’s α nice dαy. items optional), pencils of the exam,
ofobjects.
the exam,
so remind
so remind them the picture will show
show familiar
Explain that the examiner will give them familiar
thinking
These two children αren’t αt school. objects.
time and Explain
repeat that
thethe examiner
question will give them
if necessary. They thinking
can say
These two children αren’t αt school. Warm Up time and repeat the question if necessary. They can say
Look! They’re in the oceαn. But they Warm Up
• Use the Photo Have students open their books to pp. 78–79
Sorry, I don’t understand, so practice this in class.
Look! They’re in the oceαn. But they • Use
Sorry, I don’t understand, so practice this in class.
Performance Descriptors
αren’t in α boαt. They’re in the wαter. and the Photo
direct theirHave students
attention open
to the theirAsk
photo. books to pp.
Where are 78–79
these Performance Descriptors
αren’t in α boαt. They’re in the wαter. and direct(in
children? their
theattention to theWhat
water/ocean) photo. Ask Where
animals aresee?
can you these • Can understand some simple spoken instructions given in
children? • Can understand
short, some simple spoken instructions given in
simple phrases
(fish) Give(ininstructions
the water/ocean) Whatother
to practice animals can you see?
vocabulary, such as
The children cαn see. They hαve (fish) Give instructions to practice other vocabulary, such as short, simple phrases
The children cαn see. They hαve Look at the children. Point to an arm, etc. • Can name some familiar people or things
• Can name some familiar people or things
mαsks on their fαces. They cαn Look at the children. Point to an arm, etc. • Can give very basic descriptions of objects and animals  
mαsks on their fαces. They cαn Α
Α
• Can give very basic descriptions of objects and animals  
breαthe
breαtheunder
underthe
thewαter,
wαter,too.
too.They
They • Say Listen. Play TR: 8.7 and point to the words in the box as • Make sure each student has a pencil. Say Read and answer.
• Say Listen.hear
Playthem.
TR: 8.7 and point to the words in the box as • Make sure eachinstudent has them
a pencil. toRead
Say read and
the answer.
hαve snorkels.
hαve snorkels.
students
students hear them.
Put students
Put students in
pairs. Give
pairs. Give them
time
time to read
first. Then have them read the text aloud but softly.the
questions
questions
Have
• Say Listen and repeat. Play TR: 8.7 again and have students first. Then
• Say Listen them takehave
turnsthem
afterread thetwo
every textoraloud
threebut softly. Have
sentences.
Αre theand repeat.
as a Play
class,TR: 8.7 again and have students
Αrethere
therefish
fishininthe
thewαter?
wαter?Yes,
repeat words then individually. them take turns after every two or three sentences.
Yes, repeat the words as a class, then individually.
• Use the flashcards to introduce the words or try to bring
• As students read, walk around the room to monitor and help
• As students read, walk around the room to monitor and help
there
there αre! Look! How mαny fishcαn
αre! Look! How mαny fish cαn • Use the flashcards to introduce the words or try to bring
the real items into class. Let students see and touch them.
if necessary. Ask Where is…?/How many…?/Is it…? questions
if necessary. Ask Where is…?/How many…?/Is it…? questions
the real items into class. Let students see and touch them. to review as needed.
you see?
you see?
Alternatively, find a video of a diver wearing the items.
Alternatively, find a video of a diver wearing the items.
to review as needed.
• Collaborate Have students look at the photo and, in pairs,
(NOTE: Make sure you watch the video ahead of time to • Collaborate Have students look at the photo and, in pairs,
(NOTE: Make sure you watch the video ahead of time to think about what they can say about the children, the water,
confirm it is appropriate.) As you play it, pause, point, and say think about what they can say about the children, the water,
confirm it is appropriate.) As you play it, pause, point, and say and the fish, such as their size, age, color, and so on. Elicit
Look. This is a [mask]. Point to breathe and say it aloud. Then and the fish, such as their size, age, color, and so on. Elicit
CC Reαd
Reαdαgαin.
αgαin.Work
Workininpαirs.
pαirs.
Look. This is a [mask]. Point to breathe and say it aloud. Then
say Watch me breathe. Breathe deeply, in and out a few times.
say Watch me breathe. Breathe deeply, in and out a few times.
ideas from the class and write the words on the board. Then
ideas from the class and write the words on the board. Then
say Tell me about the [fish].
Then say Breathe with me. Have students copy you as you
Ask
Askαnd
αndαnswer
αnswerthe
thequestions.
questions. Then say Breathe with me. Have students copy you as you
breathe deeply in and out.
say Tell me about the [fish].
• Second Chance Put students in pairs. Have them help each
• Second Chance Put students in pairs. Have them help each
breathe deeply in and out.
• Point
Point to
to the
the text
text and
andsay Findthe
sayFind thewords
wordshere.
here. otheranswer
other answerpending
pendingquestions.
questions.Remind
Remind them
them not
not toto give
give
1.1.How
Howmαny
mαnychildren
childrenαre
αrethere?
there? •
• Extra Support Have students work in pairs, takingturns
turns the answers but to show their partners where to find them in in
the answers but to show their partners where to find them
• Extra Support Have students work in pairs, taking thetext.
text.Monitor
Monitorand andhelp.
help.
two
two pointing and saying the three words. Have them
pointing and saying the three words. Have them act out act outthe
the the
meaning of of the
the three
threewords
wordsas asthey
theysay
saythem.
them. • Extra Challenge Have
• Extra Challenge Have students studentswrite
write three
three more
more questions
questions
meaning
2.2.Where
Whereαre
αrethe
thechildren?
children? about the text and the photo. Have them
about the text and the photo. Have them exchange exchange
ininthe
B
B questionswithwitha apartner
partnerand
andanswer
answer them.
thewαter
questions them.
wαter • Say Listen and
Say Listen and read.
read.Play
PlayTR:
TR:8.8 andhave
8.8and havestudents
studentslisten
listentoto
• Extension
Extension
3.3.Whαt
Whαtdo dothe
thechildren
childrenhαve
hαveon
on and read the text in silence.
and read the text in silence.
• Play
Play TR:
TR: 8.8 again, pausing
8.8 again, pausingafter
afterthe
thefirst
firstparagraph.
paragraph.Ask AskIsIsitit ••Have
Havestudents
studentswrite
writeone
onesentence
sentenceeacheach about
about the
the photo.
photo.
their
theirfαces?
fαces? •
a nice day? (yes) Continue playing the audio, pausing after
Encouragethem
Encourage themtotouse Thereis/isn’t
useThere is/isn’toror There
There are/aren’t
are/aren’t in in
a nice day? (yes) Continue playing the audio, pausing after their sentence. Have students share their sentences with the
mαsks
mαsks the second
the second paragraph.
paragraph.Ask Howmany
AskHow manychildren
childrenare
arethere?
there? their sentence. Have students share their sentences with the
class.
class.
(two) Where are
(two) Where arethey?
they?(at (atthe
thebeach/in
beach/inthe thewater/in
water/inthethe
4.4.Cαn
Cαnthe
thechildren
childrenbreαthe
breαtheunder
under ocean) Continue playing the audio, pausing after
ocean) Continue playing the audio, pausing after the third the third WrapUp
Wrap Up
paragraph. Ask What do the children need to see? (masks)
the
thewαter?
wαter? paragraph. Ask What do the children need to see? (masks)
What do
What do they
they need
needto tobreathe?
breathe?(snorkels)
(snorkels) ••Have
Havestudents
studentslook lookatatthe
thetext
textand
andthe
the photo
photo again.
again. Say
Say
You’reoneoneofofthe
thechildren
childrenininthethephoto.
photo. Have students make
yes
yes • Continue
• Continue playing
playing TR:
TR:8.8 tothe
8.8to theend.
end.Have
Havestudents
studentslisten
listenandand You’re Have students make
read. Ask How many
Ask How manyfish fishcan
canyou
yousee?
see?Have
Havestudent
studentcount
countand and one sentence each using I, for example, I have a mask onon
one sentence each using I, for example, I have a mask mymy
read.
5.5.Whαt
Whαtαnimαls
αnimαlscαn
cαnthe
thechildren
children say a number
number or or aalot.
lot.
faceororI can
face I canbreathe.
breathe.

see?
see? Reading Strategy:
• Reading Strategy:Setting
students look
look closely
SettingaaPurpose
closelyat atany
anytask
Purposefor
taskconnected
forReading
connectedwith
ReadingHave
withthe
Have
thetext
text AdditionalPractice:
Practice:Workbook
Workbookp.p.62,
62,Online
Online Practice
students Additional Practice
fish
fish before reading
before reading soso that
thatthey
theyknow
knowwhatwhatinformation
informationtotolooklook
Children
Childrensnorkeling,
snorkeling, Turkey
Turkey they read.
for as they read.

7878
34 UNIT
UNIT88 UNIT8 8
UNIT 78a
78a 35

1647_u08_75-86.indd
47_u08_75-86.indd 78 78 3/29/21 12:23
3/29/21 12:23 PM
PM

TEACHER’S BOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson 4 Grammar • Extra Challenge Have students write one more sentence Lesson 4 Grαmmαr
Lesson 4 Grammar •about
Extraeach
Challenge
item. The
Havesentence
studentscan be true
write or false.
one more Then put
sentence Lesson 4 Grαmmαr
about each
students item. The
in groups sentence
of three. Havecan be truetake
students or false. Then
turns put
saying
students
their in groups
sentences whileofthe
three. Have
others students
say take
Yes, there turns
is/are or saying
In this lesson, students will: their
No theresentences while the others say Yes, there is/are or
isn’t/aren’t. Α Listen αnd reαd. TR: 8.9
• In
askthis
andlesson, studentsabout
answer questions will: things using Is there…?/ No there
• Extra isn’t/aren’t.
Support Before students begin the activity, write on Α Listen αnd reαd. TR: 8.9
•
Areask and answer
there…? questions
and Yes, about
there is/are; things
No, thereusing Is there…?/
isn’t/aren’t. •the
Extra
boardSupport Before
Yes, there students
is. Yes, begin
there are. No the activity,
there write
isn’t. No, on
there
Are there…? and Yes, there is/are; No, there isn’t/aren’t. the board Yes, there is. Yes, there are. No there isn’t. No, there
aren’t. Is there α boαt in the wαter?
Resources: Audio Tracks 8.9–8.11, eBook, Classroom
Resources:Tool,
Presentation Audio Tracks 8.9–8.11,
Workbook eBook, Classroom
p. 63, Workbook Audio aren’t.for TR: 8.10
Script Is there α boαt in the wαter?
Presentation Tool, Workbook p. 63, Assessment
Workbook Audio
No, there isn’t.
Track 8.4, Online Practice, Formative Strategies 1.Script
Is therefor
an TR: 8.10 on the beach?
umbrella No, there isn’t.
Track 8.4, Online Practice, Formative Assessment Strategies
Guide 2.1.Are
Is there
therean umbrella
sandals on the
on the beach?
beach? Αre there fish in the wαter?
Guide 3.2.Are
Arethere
thereshells
sandals on the
on the beach?
sandcastle? Αre there fish in the wαter?
Materials: pencils 3. Are there shells on the sandcastle? Yes, there αre.
Materials: pencils
C Yes, there αre.
C
Warm Up • Point to the characters at the bottom of the page. Say Listen.

BB Listen,
•Play
• Warm Up Point TR:to8.11
the.characters at the bottomas ofhetheorpage. Say Listen.
Say There’s a board in this classroom and have students
Point to each character she talks. Listen, look, αnd check (✓). Then
• Say There’s
gesture a board
to show yes. in
Saythis classroom
There are fourand have
walls students
in this classroom
Play TR: 8.11. Point to each character as he or she talks.
• Say Ask and answer. Model the activity with a student. Put look, αnd check (✓). Then
and have students gesture. Then say There isn’t athis
gesture to show yes. Say There are four walls in classroom •your
Say bagAsk and
on the answer.
tableModel
and put thevarious
activityclassroom
with a student.
objects Put write is, isn’t, αre, or αren’t. TR: 8.10
in and have students
this classroom and gesture. Then say
have students Thereto
gesture isn’t
[sandcastle]
a [sandcastle]
show no.
your bag on the table and put various classroom
in it, including a pencil case. Have the student model the objects write is, isn’t, αre, or αren’t. TR: 8.10
in it, including
askingaIspencil
therecase. Have theinstudent model thetake
in thissay
classroom and [toys]
have students gesture and haveno.
to show question, a pencil case your bag? As you 1. Yes, there isis .
✓✓ Yes, there
Finally, There aren’t in this classroom
students say ThereThen
Finally, gesture. aren’tcall
[toys] in this classroom
on individual studentsandtohave
make
question,
the pencil case outIsof
asking there
your a pencil case inthe
bag, model your bag? As
answer, you take
saying 1. .
students gesture. Then call on individual students to make thethere
Yes, pencilis! case out of your bag, model the answer, saying
one sentence each about the classroom and other students Yes, there is!
to one sentence each aboutyestheor classroom and other students
No,there
there ..
gesture to show either no. • Have other students ask you questions with Is there, for
to gesture to show either yes or no. •example,
Have other students
Is there a clockaskinyou
yourquestions withisIsathere,
bag? If there clockfor
in your No,
ΑΑ example, Is there a clock in your bag?
bag, take it out and show the class as you answer,If there is a clock in your
saying Yes,
bag,is!
there take it outisn’t
If there andashowclock,the class as
gesture asyou
youanswer,
say No, saying Yes,
there isn’t.
• Have students open their books to p. 79. Point to the there is! If there isn’t a clock, gesture as you say No, there isn’t.
• Have students
box andopen their books to p.Play
79. TR:Point8.9toand
thehave • Repeat with plural objects and Are there questions. Put
grammar say Listen and read. 2. Yes,there αre
there αre
✓✓ Yes, ..
•two
Repeat withtwo plural objects and Are there
etc., questions. Put
grammar box and say Listen and read. Play TR: 8.9 and have
students listen and read in silence. Then play TR: 8.9 again two
pencils,
pencils, two
crayons,
crayons,
two
two
rulers,
rulers, etc.,
in your bag.
in your bag.
Have
Have
2.
students listen and read in silence. Then play TR: 8.9 again individual students ask you questions.
and have students repeat the questions and answers, first as individual students ask you questions.
and have students repeat the questions and answers, first as • Put students in pairs. Have them take turns asking and
a class and then individually.
a class and then individually. • Put students in pairs. Have them take turns asking and
answering questions about each other’s schoolbags. Remind No,there
No, there ..
• Ask Is there a board in the classroom? Point to the board and answering questions about each other’s schoolbags. Remind
• Ask Is there a board in the classroom? Point to the board and them to use Is there and Are there.
say Yes, there is. Emphasize is. Then ask Is there a sandcastle them to use Is there and Are there.
say Yes, there is. Emphasize is. Then ask Is there a sandcastle • Monitor students while they do the activity, checking on
in the classroom? Gesture and say No, there isn’t. Emphasize • Monitor students while they do the activity, checking on
in the classroom? Gesture and say No, there isn’t. Emphasize their use of the new grammar and helping if necessary.
isn’t. Repeat with plural items. Emphasize are and aren’t.
3.3.
their use of the new grammar and helping if necessary.
isn’t. Repeat with plural items. Emphasize are and aren’t.
• Call on students to ask questions to the rest of the class. If Yes,there
Yes, there ..
• Call on students to ask questions to the rest of the class. If
necessary, give them singular and plural nouns. (clock, beach
Extension
Extension
necessary, give them singular and plural nouns. (clock, beach • Have students work in pairs. Have them take turns asking
balls, etc.) • Have students work in pairs. Have them take turns asking
No,there αren’t .
there αren’t
••
balls, etc.)
Extra
ExtraSupport
Support Copy
Copy the two
the twoquestions
questionsand andtwotwoanswers
answerson on
and
andanswering
their
answeringquestions
questionslike
likethose
thosein
inActivity
ActivityCCbut
but about
about ✓✓ No, .
thethe
board. Circle Is Is
and isn’t and draw their homes. Have them ask using a beach ball, a board, aa
homes. Have them ask using a beach ball, a board,
board. Circle and isn’t and drawa aline
linetotoconnect
connectthe the lamp,
two words. Then dodo the same with Are lamp,aaswimming
swimmingpool,
pool,aaTV,
TV,animals,
animals,beds,
beds,cabinets,
cabinets, chairs,
chairs,
two words. Then the same with Areandandare.are.This
Thisshows
shows and walls.
CC Αsk
and walls.
thethe
used
link
link between the verb used in the question andthe
between the verb used in the question and theverb
verb Αskαnd
αndαnswer.
αnswer. TR:
TR: 8.11
8.11
used in the answer. Remind students that Yes, there isand
in the answer. Remind students that Yes, there is andNo, Wrap
there aren’t
there areare
aren’t also
alsopossible
possible answers
answerstotothe thequestions.
questions.
No,
WrapUp
Up
••Play
Playaamemory
memorygame gameusing
usingthe
thepicture
pictureofofthe
thehouse
house on
on
BB pp. 28–29.
pp. 28–29. Give students one minute to look atthe
Give students one minute to look at thepicture
picture IsIsthere
thereααpencil
pencil
••
Make sure each student has a pencil.
and
andthen sayClose
thensay Closeyour
yourbooks!
books! cαseininyour
cαse yourbαg?
bαg?
Make sure each student has a pencil.Say SayListen,
Listen,look,
look,and
and ••Ask
check. Model drawing a check mark in the air if necessary.
Is there there
Ask Is there and Are therequestions
and Are questionsabout
aboutthethepicture.
picture. For
For
check. Model drawing a check mark in the air if necessary. example,
Then play , pausing after the example,ask askIsIsthere
thereaalamp
lampininthe
thebedroom?
bedroom?Ask using aabed,
Askusing bed, Yes,there
thereis!is!
Then playTR:TR:8.10
8.10 , pausing after thefirst
firstitem.
item.Point
Pointtotoitem
item aacat, Yes,
1 and Is there
askask ananumbrella ononthe beach? cat,aagame,
game,aakitchen,
kitchen,aashower,
shower,children,
children,pictures, andtoys.
pictures,and toys.
1 and Is there umbrella the beach?When Whenstudents
students Have
yes,
saysay draw a check mark next totoYes, there… Havedifferent
differentstudents
studentsanswer
answereach
eachtime.
time.
yes, draw a check mark next Yes, there…Then ThenaskaskIsIsoror
are?
are? Isn’t or aren’t? Have students answer and then writeis.is.
Isn’t or aren’t? Have students answer and then write
Then
Then Now
saysay Now you dodo
you it. it.
Continue
Continue playing
playingTR: TR:8.10
8.10, pausing
, pausing Additional
AdditionalPractice:
Practice:Workbook
Workbookp.p.63,
63,Online
OnlinePractice
Practice
after each
after each item
item toto
give
give students
students time
timetotocomplete.
complete.
••
ToToreview,
review, have
have oneonestudent
student say where
say wherethe thecheck
checkmarkmarkgoesgoes
andandanother
another student
student saysay the
themissing
missingword.
word.

79a
79a UNIT
36 UNIT88 UNIT8 8
UNIT 79
79
37

41647_u08_75-86.indd 79
41647_u08_75-86.indd 79 3/29/21 12:23
3/29/21 12

TEACHER’S BOOK To learn more about Imagine please visit ELTNGL.com/imagine

 Lesson55Phonics
Lesson Phonics Phonics
Lesson 5 Phonics them thatuuisisa avowel,
themthat vowel,and
andeach
eachofofthese
thesewords
words follows
follows aa
consonant,vowel,
consonant, vowel,consonant
consonantpattern
patternwithwithuu
inin the
the middle.
middle.
••Extra
ExtraChallenge
ChallengeBeforeBeforestudents
studentslisten,
listen,have
have them
them trytry
toto say
say
ΑΑ Listen,
Listen,point,
point,αnd
αndrepeαt.
repeαt. TR:
TR:8.12
8.12 In this lesson,
lesson, students
studentswill:
will:
thewords
the wordsaloud.
aloud.ThenThenhave
havethem
themlisten
listenand
and check.
check.
and pronounce
• identify and pronounceCVC
CVCwords
wordswith
with//ʌ/
ʌ/ininthe middle.
the middle. Extension11
Extension
• form three-letter
three-letter words withu.u.
wordswith ••Say
Sayaaseries
seriesofofwords,
words,one
oneatata atime.
time.Have
Havestudents
students raise
raise their
their
Resources: Audio
Resources: AudioTracks
Tracks8.12–8.15;
8.12–8.15;eBook;
eBook;Classroom
Classroom handsififthey
hands theyhear
hearthe
the/ʌ/ sound.Say
/ʌ/sound. Bed,
SayBed, boy,
boy, bug,
bug, bus,
bus, cup,
cup,
Presentation Tool;
Presentation Tool; Flashcards
Flashcards6,6,11,
11,15,
15,20,
20,46,
46,60,
60,88–90,
88–90,95,
95, map,jam,
map, jam,jug,
jug,leg,
leg,man,
man,pen,
pen,run,
run,six.
six. Youmay
You may want
want toto have
have
102–104, 118–121,
118–121, 134–137,
134–137,150–153;
150–153;Workbook
Workbookp.p.64;64; students
studentswrite
writethethewords
wordsinintheir
theirnotebooks.
notebooks. If If
youyoudo, later
do, later
Workbook Audio
Audio Track
Track 8.5;
8.5;Online
OnlinePractice;
Practice;Formative
Formative write
writethe
theanswers
answerson onthe
theboard
boardforforstudents
studentsto check.
to check.
Assessment
Assessment Strategies
Strategies Guide
Guide
BB
Materials: sticky
sticky tack,
tack, pencils,
pencils,aacoin
coinper
perpair,
pair,aagame
gamepiece
piece ••Point
Pointtotothe
thechant
chantand andsaysayListen.
Listen.Play
PlayTR: 8.13
TR: 8.13and
and have
have
per student,
student, five
five index
index cards
cardsper
perstudent,
student,scissors,
scissors,aalarge
large
bug
bug bus
bus cup
cup students
studentsjust justlisten
listenand andread
readsilently.
silently.
uu
poster board
board per
per group,
group, markers,
markers,drawing
drawingpaper
paper
••Say
SayListen
Listenand
andchant.
chant.PlayPlayTR: 8.13and
TR:8.13 andhavehave students
students saysaythe
the
chant
chantasasthey
theyread.read.
Warm Up ••Make
Makesuresureeach
eachstudent
studenthas hasa apencil.
pencil.AskAsk CanCan you
youhear
hearthethe
•
• Use
Use thethe flashcards
flashcards to to review
reviewthe thephonics
phonicsfrom fromUnits
Units6–7
6–7 /ʌ/sound?
/ʌ/ sound?Say Saythe thesound,
sound,not notthe theletter.
letter.Say
Say Listen
Listenand
andcircle.
circle.
/ɪ/ and
((/ɪ/ /ɑ/).). Draw
and /ɑ/ Draw aa line
linedown
downthe theboard
boardto todivide
divideititinto
into
Play
PlayTR: 8.13again,
TR:8.13 again,pausing
pausingafter afterthethefirst line.
first Say
line. SayBus. Can
Bus. Can
two. you hear/ʌ//ʌin
youhear / inthethemiddle
middleofofthe theword?
word?(yes)
(yes) SaySayPoint
Pointtotothethe
/ʌ//ʌ/
Write ii on
two. Write on one
one side
side andandooon onthetheother
othersidesideasasheadings.
headings. ininbus.
Shuffle
Shuffle thethe big,
big, bin,
bin, lip,
lip, sit,
sit,six,
six,dog,
dog,dot,
dot,fox,
fox,mop,
mop,andandnodnod bus.SaySaythe
thesoundsoundfor forthe
theletter.
letter.Model
Model using
using a pencil
a pencil toto
flashcards. point theu.u.Then
pointtotothe Thensay sayCircle
Circlebus.
bus.Model
Model circling
circlingthetheword
word
flashcards. ThenThen hold
hold up upthe
theflashcards
flashcardsone oneatata time.
a time. with
• withaapencil.
pencil.Repeat
Repeatfor forrun.
run.Continue
Continueplayingplaying TR: 8.13
TR: 8.13, ,
• Have
Have students
students say say the
the word
wordforforeach
eachflashcard,
flashcard,and andcall
callononaa
jug
jug run
run volunteer
volunteer to to display
display the
theflashcard
flashcardunderunderthe thecorrect
correctheading
heading
pausing
pausingafteraftereacheachline.
line.Have
Havestudents
studentsuse usea pencil
a pencil toto
point
point
theuuininbug,
totothe bug,jug, andcups.
jug,and cups.ThenThenhavehavestudents
students circle
circle the
the
on
on the
the board.
board. Continue
Continue until untilall
allthe
theflashcards
flashcardsare areon
onthe
BB Listen,
the
Listen,chαnt,
chαnt,αnd
αndcircle.
circle. TR:8.13
TR: 8.13 board, five on each side.
board, five on each side.
target
targetwords
••Play
wordswith witha apencil.
pencil.
• PlayTR: 8.13again.
TR:8.13 again.This Thistime,
time,pause
pausethe theaudio
audio half
halfway
way
• Then
Then runrun inin place
place for
for aa few
fewmoments.
moments.Say SayRun.
Run.Have
Havestudents
students through
There’sααbus
buson
onthe
thestreet!
street! There’sααjug
jugon
onthe
thetαble
tαble stand througheach eachsentence
sentenceand andhave
havestudents
students complete
complete it.it.
There’s There’s stand up and run in place, too. Ask Does run havean
up and run in place, too. Ask Does run have an/ɪ/
/ɪ/ Continue playing the audio for students to check. You may
sound? Continue playing the audio for students to check. You may
sound? (no)(no) Does runhave
Does run havean /ɑ/sound?
an/ɑ/ sound?(no) (no)Does runhave
Doesrun have want to call on individual students or have students answer
Run! Run!
Run! Run! αndtwo
αnd twocups,
cups,too.
too. an /ʌ/ sound?
an /ʌ/ sound? (yes)(yes) Say Run!Today
Say Run! Todaywe’re
we’relearning
learningwords
wordswithwith
want to call on individual students or have students answer
asasaaclass.
the class.
/ʌ/ sound
the /ʌ/ sound in in the
themiddle.
There’sααbug
There’s bugon
onthe
thetαble.
tαble. There’smilk
There’s milkin
inthe
thejug
jug middle. ••Extra
ExtraChallenge
ChallengeHave Havestudents
studentswork workininsmall
small groups
groups toto
come
comeup upwith
withone onemoremorewordwordwith withthethe/ʌ//ʌ/sound,
sound, such
such asas
Bug! Bug!
Bug! Bug! forme
for meαnd you.
αnd you. TEACHER fun, sun, up, us.
TEACHER TIP
TIP fun, sun, up, us.
The /ʌ/ sound might not exist in some languages, so help
The /ʌ/ sound might not exist in some languages, so help
students produce the sound. Open your mouth slightly.
Extension
Extension22
students produce the sound. Open your mouth slightly. • Give students drawing paper and a pencil.
Place the tongue in the center of the cavity, relaxed, without • Give students drawing paper and a pencil.
Place the tongue in the center of the cavity, relaxed, without • Write on the board There’s a bus in the street. Have students
touching the teeth. Say /ʌ / a few times. Have students repeat. • Write on the board There’s a bus in the street. Have students
touching the teeth. Say /ʌ / a few times. Have students repeat. read the sentence aloud with you. Then give them one
Then say Rug, emphasizing the /ʌ / sound. Have students read the sentence aloud with you. Then give them one
Then say Rug, emphasizing the /ʌ / sound. Have students minute to quickly draw this in one corner of their papers. It
repeat. Ask What word has /ʌ/? Big or bug? (bug) Repeat with minute to quickly draw this in one corner of their papers. It
repeat. Ask What word has /ʌ/? Big or bug? (bug) Repeat with can be a very simple drawing. Repeat the sequence with the
cut and cat, then run and pen. Have students practice saying can be a very simple drawing. Repeat the sequence with the
cut and cat, then run and pen. Have students practice saying following sentences:
the words that they learned and have the /ʌ/ sound, such as following sentences:
the words that they learned and have the /ʌ/ sound, such as The boy can run.
bus, fun, lunch, and sun. The boy can run.
bus, fun, lunch, and sun. There’s a bug on the table.
There’s
The jug’saonbug
theon the table.
table, too.
The jug’s on the
It’s next to a cup. table, too.
It’s next to a cup.
Α
Α • When students finish the last picture, erase the sentences
•onWhen students finish the laststudents
picture, say
erase theof
sentences
the board. Have individual each the
• Have students open their books to p. 80. Direct students’ on the board. Have individual students say each of the
• attention
Have students sentences from memory, referring to their own drawings.
to theopen their
photos andbooks
words. to Say
p. 80. Direct
Listen andstudents’
point. sentences from help
memory, referring to their own drawings.
attention to the photos and words. Say Listen andhear
point. Have classmates as needed.
Play TR: 8.12, pointing to each photo as students the Have classmates help as needed.
Play  TR: 8.12 , pointing
corresponding word. to each photo as students hear the
corresponding word.
• Say Listen and repeat. Play TR:8.12 again, pausing after the
• first
Say Listen
word. and repeat.
Say Bug andPlay TR:8.12
gesture again, pausing
for students after
to repeat thethe
first word.
word. ThenSay Bug and
continue gesture
playing TR:for students
8.12 and haveto repeat
studentsthe
word. Then
repeat each continue playing
word. Monitor TR: 8.12
students and have
carefully, students
making sure
repeat each word. Monitor students carefully,
they pronounce the target sound /ʌ/ correctly. Ask What making sure
they pronounce
sound the target
are we learning today?sound /ʌ/ correctly.
(/ʌ/) Remind Askthat
students What
soundhave
they are we learning
learned thistoday?
sound (in ) Remind
/ʌ/initial students
position thatare
but they
they have learned this sound in initial position
now practicing this sound in the middle of words. Remind but they are
now practicing this sound in the middle of words. Remind

80
38 UNIT 8 UNIT 8 80a39
80 UNIT 8 UNIT 8 80a

1647_u08_75-86.indd 80 3/29/21 12:23 PM

TEACHER’S BOOK
47_u08_75-86.indd 80 3/29/21 12:23 PM
To learn more about Imagine please visit ELTNGL.com/imagine
 CC Extension
Extension44
••Put
Putstudents
studentsininfivefivegroups.
groups.Give Giveeacheachgroup
groupaalarge largeposter
poster
• Say Listen
• Say and
Listen check.
and check.Play TR: 8.14
Play TR: 8.14, pausing
, pausingafter
afterthe
thefirst
first board
boardandandmarkers.
markers.AssignAssigneach eachgroup
groupone oneof ofthe
thesounds
sounds
word.
word.
that
(mug)
(mug)
students
that students
Ask Can
Ask Can
should
should
you
check
hear
you
check
hear
the
the
the
the
box.
box.
sound?
/ʌ//ʌ/
Continue
(yes)
sound? (yes)Indicate
Continueplaying
Indicate
playing
from
fromUnits
for
forCVC
Units4–8
CVCwords
4–8(/(/ææ/,/,/ɛ/ɛ/,/,/ɪ//,
wordswith withtheir
ɪ/,/ɑ
theirassigned
/ɑ/,/,and
and//ʌʌ/).
assignedsounds
/).Have
soundsin
Havethem
inthe
themlook
thegame
look
gamein in
C Listen. Check
Check (✓)the
(✓)the box
boxwhen
whenyou heαru.u.
youheαr TR:8.14
TR: 8.14
TR: 8.14 , pausing
TR: 8.14 , pausingafter
afterthe second
the second word.
word.(map)
(map)AskAskCanCanyou
you Activity
ActivityEEfirst.
first.Have
Havethem themwrite writethe thewords
wordson ontheir
theirposter
poster
hear thethe
hear sound?
/ʌ//ʌ/ sound?(no)
(no)Indicate
Indicate that
that students shouldnot
studentsshould not
check
checkthethe
box.
box.
boards.
boards.(Students
(Studentsmust musttake taketurnsturnswriting.)
writing.)ThenThenhavehavethem
them
1. ✓ 2.
2. 3.
✓
3. ✓ ✓
4.4. ✓ 5.5. 6.6. ✓
✓
add
addwords
wordstototheir
theirposters
postersby bylooking
lookingat atthe
thephonics
phonicslessons
lessons
• Have
• Havestudents
students dodo
thetheactivity individually.
activity individually.Walk
Walkaround
aroundtoto inintheir
theircorresponding
correspondingunits. units.IfIfyou youthink
thinkthis
thiswill
willhelp
helpyour
your
monitor
monitor them
them while
while they
they work.
work. class,have
class, havestudents
studentsadd addpictures
picturesnext nextto toall
allor
orthe
themost
most
• Check
• Check answers
answers byby playing
playing TR:
TR: 8.14
8.14 again.
again. difficultwords.
difficult
••When
words.
Whenallallgroups
groupsfinish,
finish,put putthe theposters
posterson onthe
thewall.
wall.Give
Give
D Listen αnd
αnd write
write the
the missing
missingletters.
letters. TR:
TR:8.15
8.15
Script
Script forfor
TR:TR: 8.14
8.14 1. mug
1. mug 2. map
2. map 3. 3. uncle
uncle 4. 4. jump
jump 5. 5.
hathat
6.6. duck
duck
studentstime
students timetotolook
lookatattheir theirclassmates’
classmates’posters.
posters.
DD 1. 2.
2. 3.3.
••NOTE:
NOTE:IfIfthe
thegroups
groupshave havemore morethan thanthree
threestudents,
students,makemake
• Say
• Say Listen
Listen andand write.
write. Play
Play TR: TR: 8.15
8.15 . Pauseafter
. Pause afteritem 1.
item 1.HoldHold a newgroup
a new groupand andhavehavestudents
studentsrepeat repeatone oneofofthe
thesounds.
sounds.
upup a copy
a copy of of
thethe Student’s
Student’s BookBook andand pointtotothe
point thefirst
firstpicture.
picture.
AskAsk What do
What do youyou hear?
hear? (/ʌp/
(/ʌp/ ) Write
) Write upup underpicture 1.
under picture 1. WrapUp
Wrap Up
• Give
• Give students
students a minute
a minute toto look
look atat
thethe photosand
photos andthink
thinkabout
about ••Play
Playaagame
gametotoreview
reviewthe
thefive
fivesounds.
sounds.Place
Placeallallthe
thephonics
phonics
thethe missing
missing letters.
letters. flashcardsfrom
flashcards fromUnits
Units4–8
4–8ininaabagbagandandarrange
arrangestudents
students in in aa c u pp ss uu nn hh uu gg
• Continue playing , pausing circle.Have
circle. Havestudents
studentstake
taketurns
turnspicking
pickingout
outaaflashcard
flashcardfromfrom
• Continue playing TR: TR: 8.15
8.15 , pausing asas neededtotogive
needed give
thebag
bagwithout
withoutshowing
showinganyone.
anyone.Have Havethem
themlooklookat atthe
the
the
students time to complete the activity
students time to complete the activity individually. individually.
flashcardand
flashcard andsay
saythe
thesound
sound(not(notthetheword).
word).Then
Thenhave havethe
the 4. 5.
5. 6.6.
• Play
• Play TR:TR: 8.15
8.15 again
again toto check
check answers.
answers. restofofthe
rest thestudents
studentstry
tryto
toguess
guessthe theword.
word.When
Whenaastudent
student
• Extra
• Extra Challenge
Challenge Have
Have students
students close
close theirbooks
their booksand and guessesthe theword
wordcorrectly,
correctly,ititisishis
hisor
orher
herturn
turnto totake
take
guesses
remember
remember thethe words
words from
from thethe page
page thathave
that have/ʌ//.ʌ/.Have
Havethem
them a flashcard from the bag. Continue until all the flashcards are
a flashcard from the bag. Continue until all the flashcards are
write a list in pairs. Have them add any other
write a list in pairs. Have them add any other /ʌ/ words they /ʌ / words they outofofthe
thebag.
bag.
out
know,forfor example, fun, uncle, duck, and lunch.
know,
Script
Script
example,
forfor
TR:TR: 8.15
8.15
fun,
1. cup
1. cup
uncle,
2. sun
2. sun
duck,
3. 3.
hughug
and
4. 4.
cutcut
lunch.
5. 5.
rugrug
6. 6.
busbus cc uu tt rr uu gg bb uu s s
AdditionalPractice:
Additional Practice:Workbook
Workbookp.p.64,
64,Online
OnlinePractice
Practice
Extension3 3
Extension
• Put
• Put
HaveHave
students
students in in
students
students
pairs.
pairs.
write
write
Give
Give
five
five
each
each
ofof the
the
studentfive
student
phonics
phonics
fiveindex
indexcards.
wordswith
words
cards.
/ sound
with/ʌ//ʌsound
E
E Work
Work in
in pαirs.
pαirs. Plαy
Plαy αnd
αndsαy.
sαy.
each on a separate card. Students will have
each on a separate card. Students will have to cut the card
to separate the initial letter from the rest, so
to cut
make
to separate the initial letter from the rest, so make sure they
the
sure
card
they END
END
write the initial letter a bit further apart from the second.
write the initial letter a bit further apart from the second.
Model
==11spαce
spαce
Model asas needed.
needed.
• Have students combine their cards with initial letters in one
• Have students combine their cards with initial letters in one
pile and cards with the rest of the words in a separate pile. bus
bus
pile and cards with the rest of the words in a separate pile.
Then have them shuffle each pile. Have one student pick up
Then have them shuffle each pile. Have one student pick up
bin
bin ==22spαces
spαces
a card from each pile. If the cards make up a word that makes
a card from each pile. If the cards make up a word that makes
sense, the student says the word aloud and keeps the cards.
sense, the student says the word aloud and keeps the cards.
If they don’t, the student says the word aloud but puts the
If they don’t, the student says the word aloud but puts the
cards back, giving the turn to the partner.
cards back, giving the turn to the partner.
fox
fox sun
sun mop
mop
EE
• Put students in pairs. Give each pair a coin and each student
• Puta students
game piece.in pairs.
(This Give
can be each pair aclip,
a paper coina and eachbrick,
building student
a game piece. (This can be a paper clip, a building
or anything small.) Help students understand they must brick,
or flick
anything small.) Help and
students
makeunderstand they must
the coin carefully it land on the table. Model ten
ten hop
flick
flicking a coin. If the coin lands on its head, studentsModel
the
flicking
coin
a coin.
carefully and make it land on the table. move pen
pen hop
one space onIfthe
theboard.
coin lands on itson
If it lands head, students
its tail move
(the number),
one space on the board. If it lands on its tail (the
they move two spaces. Every time they land on a word, they number),
they
mustmove
say two spaces.
it aloud. Every
Model thetime
game they land on a word, they
if necessary.
must say it aloud. Model the game if necessary.
cαt
bαg cαt
bαg swim
swim
cut
cut
STΑRT
STΑRT
81a UNIT 8
40 UNIT 8 81
41
81a UNIT 8 UNIT 8 81

41647_u08_75-86.indd 81 3/29/21 12:23

TEACHER’S BOOK
41647_u08_75-86.indd 81 3/29/21 12
To learn more about Imagine please visit ELTNGL.com/imagine
 Lesson66Song
Lesson Song Song
Lesson 6 Song
CC
••Say Singand
SaySing andact. act.Read
Readaloudaloudeach eachlinelineofofthethesongsong and
and model
model
lesson, students
studentswill:
will: ananaction.
action.Have Havestudents
studentsmake makethe theaction,
action, too.
too.
In this lesson,
Let’sgo
Let’s gototothe
thebeach.
beach.(Spread
(Spreadout outyour
yourarmsarms andand hands
hands toto
sing, and
• listen to, sing, and act
act out
outaasong
songabout
aboutthe
thebeach.
beach. indicatea abeach.)
indicate beach.)
• identify the
the value
value of
of playing
playingoutside
outsidein
inthe
thesun.
sun. Let’splay
Let’s playininthethesun.sun.(Point
(Pointupuptotothe thesunsuninin thethe sky.)
sky.)
Resources: Audio
Resources: AudioTracks
Tracks8.16–8.19,
8.16–8.19,eBook,
eBook,Classroom
Classroom Let’slook
Let’s lookforforshells.
shells.(Place
(Placeyour
yourdownturned
downturned hand
hand above
above your
your
Presentation Tool,
Presentation Tool, Flashcards
Flashcards139–147,
139–147,Workbook
Workbookp.p.65,
65, eyes,look
eyes, lookfromfromleft lefttotoright.)
right.)
Online Practice,
Practice, Formative
FormativeAssessment
AssessmentStrategies
StrategiesGuide
Guide Vacations
Vacationsare arefun! fun!(Wave
(Waveyouryourhandshandsininthe the airair
ininjoy.)
joy.)
IsIsthere
theresand
sandon onthe thebeach?
beach?(Gesture
(Gesturetotoshow show you’re
you’re
End-of-Unit
End-of-Unit Resources:
Resources:Anthology
AnthologyStory
Storyp.p.23,
23,Anthology
Anthology questioning
questioningand andspread
spreadout outyouryourarmsarmsand and hands
hands toto
Teaching Notes
Notes p.
p. 91,
91,Worksheet
Worksheet1.8,
1.8,Unit
Unit88Test,
Test,ExamView
ExamView indicate
indicatea abeach.)
beach.)
Assessment
Assessment Suite
Suite Are
Arethere
therefish?
fish?Can Canyouyousee?see?(Do
(Doa afish
fishswimming
swimming action
action with
with
ABOUTTHE
ABOUT THEPHOTO
PHOTO your
yourhands,
hands,then thenpointpointtotoyourself
yourselfand andthen
then toto your eyes.)
your eyes.)
Materials: nine
nine large
large index
indexcards,
cards,sticky
stickytack,
tack,photos
photosofof
Thephoto
The photoshows
showsaashell
shellononaabeach
beachininJamaica.
Jamaica.Seashells
Seashellsare
are children playing Are
Arethere
thereshells
shellsononthe thebeach?
beach?(Gesture
(Gesturetotoshow show you’re
you’re
playing inside
inside and
andoutside
outsidein
inthe
thesun
sun
theexternal
the externalskeletons
skeletonsofofmollusks,
mollusks,and
andthere
thereare
areover
over50,000
50,000 questioning and spread out your
questioning and spread out your arms and hands arms and hands toto
typesofofmollusk
types molluskshells
shellsininoceans
oceansaround
aroundthe theworld.
world.In
Intourist
tourist indicate
indicatea abeach.)
beach.)
areas,shells
shellsare
arebig
bigbusiness.
business.Large
Largeones
onesarearesold
soldas
asbowls
bowls Yes,
Yes,there
thereare!are!ComeComewith withme!me!(Smile
(Smileand andbeckon with one
areas, Warm Up hand.)
beckon with one
andother
and otherhousehold
householditems.
items.Smaller
Smallerones
onesareareused
usedto
todecorate
decorate hand.)
•
• Play
Play aa game
game to to review
review beach
beachwords.
words.Draw
Drawfour
fourlines
linesacross
across Are
clothesorormade
clothes madeinto
intojewelry
jewelryandandother
othersouvenirs.
souvenirs. Arethere
theretrees
treesononthe thebeach?
beach?(As (Asabove)
above)
the
the board.
board. Write
Write the
the nine
ninenew
newwords
wordsfrom
fromLesson
Lesson11eacheachon on Are
Arethere
thereboats?
boats?Can Canyouyousee?
see?(Do (Doa aboat
boatrowing
rowing action
action with
with
aa separate
separate indexindex card.
card. Display
Displaythem
themfacedown
facedownon onthethesecond
second your
line, yourhands,
hands,then thenpointpointtotoyourself
yourselfand andthen
then toto your eyes.)
your eyes.)
line, in
in aa row
row onon the
the board.
board.Give
Giveeach
eachone oneaaletter
letter(A
(Ato toI I) )and
and IsIsthere
theresunsunevery
everyday? day?(Point
(Pointupuptotothe thesunsun ininthethe sky.)
sky.)
write
write the
the letters
letters above
above the
theindex
indexcards,
cards,in inaarow
rowon onthe
thetop top Yes,
line. Yes,there
thereis!is!Come
Comewith withme! me!(As
(Asabove)
above)
line. Then
Then display
display the
the nine
nineflashcards
flashcardsfacedown
facedownon onthe
thethird
third ••Play , pausing
line, PlayTR:TR:8.19
8.19 , pausingafter aftereach
eachlinelinetotopractice
practice doing
doing the
the
line, in
in aa row
row below
below the
the index
indexcards.
cards.Give
Giveeach
eachflashcard
flashcardaa actions.
number actions.You Youcan canchange
changeororsimplify
simplifythe theactions
actions asasnecessary
necessary
number (1 (1 to
to 9)
9) and
and write
writethe
thenumbers
numbersbelowbelowthetheflashcards
flashcards for
in foryour
yourstudents.
students.
in aa row
row on on the
the fourth
fourth line.
line.Put
Putstudents
studentsinintwotwogroups,
groups, ••Play
A and
A and B. B. Have
Have Group
Group AA call
callout
outaanumber
numberand andaaletter.
letter.Turn
Turn PlayTR: 8.19again.
TR:8.19 again.HaveHavestudents
studentssing singandand dodo thetheactions.
actions.
the
the corresponding index card and flashcard over.IfIfthey
corresponding index card and flashcard over. they ••Extra Challenge Have students
Extra Challenge Have students read aloud the song,read aloud the song,
match, replacing
replacingone oneword wordinineach eachlinelineofofthetheverses.
match, havehave Group
Group AA keep
keepthem.
them.IfIfthey
theydon’t
don’tmatch,
match,turn turn verses.
them
them over
over again.
again. Have
Have Group
GroupBBdo dothethesame.
same.Continue
Continue
CHORUS playing
playing until
until there
there are
are no
noindex
indexcards
cardsor orflashcards
flashcardsleftlefton on
Teach
Teachthe
theValue
Value
CHORUS the board.
the board. ••Play
Playoutside
outsideininthe
thesun SayThe
sunSay Thevalue ofof
value this lesson
this is is
lesson Play
Play
Let’sgo
Let’s goto
tothe
thebeαch.
beαch. Α outside in the sun. Write the value on the board. Review
outside in the sun. Write the value on the board. Review the
the
Α words inside and outside. Show students photos of children
words inside and outside. Show students photos of children
Let’splαy
Let’s plαyin
inthe
thesun.
sun. • Use the Photo Have students open their books to p. 82.
• Use the Photo Have students open their books to p. 82.
playing inside and outside in the sun. Hold up one of the
playing inside and outside in the sun. Hold up one of the
Point to the photo. Ask What’s this? (a beach) Point to the photos, point to the children, and have students call out
Let’slook
Let’s lookfor
forshells.
shells. Point to the photo. Ask What’s this? (a beach) Point to the
shell and say Look. What’s this on the sand? (a shell) Ask How
photos, point to the children, and have students call out
They’re [inside]. Repeat with the other photos. If possible,
They’re [inside]. Repeat with the other photos. If possible,
shell and say Look. What’s this on the sand? (a shell) Ask How take students outside to play in the sun. When they come
many shells are there? (one) Ask Do you like shells? Listen to
A Ashell
shellon
onα αbeαch
beαchininJαmαicα
Jαmαicα Vαcαtionsαre
Vαcαtions αrefun!
fun! many shells are there? (one) Ask Do you like shells? Listen to
students’ responses, then say We’re going to learn a song
take students outside to play in the sun. When they come
back inside, ask them how they feel. For additional practice,
students’ responses, then say We’re going to learn a song back inside, ask them how they feel. For additional practice,
about the beach and about shells. have students complete p. 65 of their Workbooks in class or
IsIsthere
theresαnd
sαndononthe
thebeαch?
beαch? about the beach and about shells. have students complete p. 65 of their Workbooks in class or
• Have students read through the song quickly. Ask Which at home.
• Have students read through the song quickly. Ask Which at home.
Αrethere
Αre therefish?
fish?Cαn
Cαnyou
yousee?
see? words can you find for things on a beach? (beach, sun, shells,
words can you find for things on a beach? (beach, sun, shells, Extension
vacations, sand, fish, boats) Help students understand
vacations, sand, fish, boats) Help students understand Extension
• Put students in pairs, A and B. Have Student A dictate the
ΑΑ Listen
Listenαnd
αndreαd.
reαd. TR: 8.16 Αrethere
Αre thereshells
shellson
onthe
thebeαch?
beαch? vacation if necessary.
vacation if necessary. •first
Putverse
students
of thein song
pairs,to
A Student
and B. Have Student
B. Then have AStudent
dictateBthe
TR: 8.16 • Say Listen and read. Play TR: 8.16 and have students listen to first verse of the song to Student B. Then have Student B
• the Listenand
Say song andread
read.inPlay TR: 8.16 and have students listen to dictate the second verse to Student A. When students finish,
Yes,there
Yes, thereαre!
αre!Come
Comewith
withme!
me! silence.
the song and read in silence. dictate the second verse to Student A. When students
have them read the verses of the song in their books again finish,
• Extra Support Play TR: 8.16 again and hold up flashcards of have them read the verses of the song in their books again
BB Listen
Listenαnd
αndsing.
sing. CHORUS • the
Extra Support
wordsPlay againthe
TR: 8.16 hear and hold up flashcards of and check their work.
TR: 8.17 αnd 8.18
TR: 8.17 αnd 8.18 CHORUS beach as students words.
the beach words as students hear the words.
and check their work.
Αre there trees on the beαch? B Wrap Up
Αre there trees on the beαch? B Wrap Up
• In pairs or small groups, have students think of a title for the

CC Sing
• Say Listen. Play TR: 8.17. Make a tapping or a clapping •song.
Singαnd
αndαct.
αct. TR: 8.19
TR: 8.19
Αre there boαts? Cαn you see?
Αre there boαts? Cαn you see? • rhythm
Say Listen. Play TR: 8.17the
to accompany . Make
songaand
tapping or a clapping
encourage students
In pairs
song.
or small
Write
Write their
groups,
their ideas on have
ideas on the
students
the board. Thenthink
board. Then
haveofthem
have
a title
them
for for
vote
vote
the
for
rhythm to accompany the song their favorite.
to sing along with the chorus theand encourage
second students
and third times it their favorite.
Is there sun every dαy? to singup.
along with the chorus the second and third times it
Is there sun every dαy? comes
VΑLUE Yes, there is! Come with me!
comes up.
• Say Listen and sing. Play TR: 8.17 again and have students Additional Practice: Anthology Story p. 23, Worksheet 1.8,
VΑLUE Yes, there is! Come with me! • read
Say Listen andthe
and sing sing.whole
Play TR: 8.17
song. againaand
Repeat few have
timesstudents
until Additional
Workbook p.Practice:
65, OnlineAnthology
Practice Story p. 23, Worksheet 1.8,
Plαyoutside
Plαy outsidein
inthe
thesun.
sun. CHORUS
CHORUS
read and sing the whole song.
students are singing confidently.
students
• Play are singing
TR: 8.18
Repeat
confidently.
(the instrumental
a few times until
version) and have students
Workbook p. 65, Online Practice

• sing
Play the
TR: 8.18 (the instrumental
song without the support version)
of theand have students
words.
sing the song without the support of the words.
82 UNIT 8
42 UNIT 8 82a43
82 UNIT 8 UNIT 8 82a

41647_u08_75-86.indd 82 3/29/21 12:23 PM

TEACHER’S BOOK
1647_u08_75-86.indd 82 3/29/21 12:23 PM
To learn more about Imagine please visit ELTNGL.com/imagine
Connect with us on

For more information visit

ELTNGL.com/YoungLearners

LEARNING

ALWAYS BE CURIOUS!
Pre-A1 A1 A2

STARTER

1
2

3
4

For more information about Imagine visit ELTNGL.com/imagine

Join National Geographic Learning!

ELTNGL.com/webinars ELTNGL.com/infocus

Bringing the world to the classroom

MAY /2 1

and the classroom to life

ELTNGL.com
LEARNING A PART OF CENGAGE

Cover Photo: A girl runs in a bright, colorful tunnel. The

tunnel is part of an art exhibit in Shenzen, China. More than
“National Geographic”, “National Geographic Society” and the Yellow Border Design are registered twelve million people live in Shenzen, and there are many art
trademarks of the National Geographic Society ® Marcas Registradas
museums and exhibits. © Daniel Cheong Photography