Theme 1 NUMBERS LESSON 1 - i-Learn

8

Vocabulary:

zero, one, two, three, four, five, six, seven, eight, nine

Structure:

What’s your phone number? It’s ________.

NUMBER: Lesson 1

Listen, point and say.

1. Arrange the flashcards on the board, play audio and have students listen and repeat. Point to the flashcards along with the audio. Repeat several times.

2. Play audio again and have students listen, repeat and point to the pictures in their books.

3. Change the order of the flashcards, point to them individually and have students say the words, correct pronunciation when needed.

Track 2 1. M: Zero. 2. M: One. 3. M: Two. 4. M: Three. 5. M: Four. 6. M: Five. 7. M: Six. 8. M: Seven. 9. M: Eight. 10. M: Nine.

4. Two teams. Play the game “Heads up. What’s missing?”. Arrange flashcards on the board and remove one card when students are not looking. One student from each team calls out the missing flashcard.

1. Introduce the situation “The first day of school! The class is playing the ‘Teacher says’ game...”

2. Have students call out the objects and people they can see.3. Have students listen and read.

Track 03 - 04 Narrator: Look at the pictures. Listen. There is one example. After a school trip…(Sound of the bus breaking down)1. Teacher: Ok, boys and girls. I’m going to call your parents.Kids: Yay! Teacher: Cody, what’s your phone number?Cody: Thanks. It’s 0125-844-509. Teacher: Ok.(sound of phone calling) Hello, is this 0125-844-509?Cody’s mum: Yes, it is…Narrator: Can you see the circle? This is an example. Now listen and circle.2. Teacher: What’s your phone number, Nick?Nick: It’s 0167-849-136. Teacher: Ok, thanks. (Sound of phone calling) Hello, is this 0167-849-136?Nick’s dad: Yes, that’s right.3. Teacher: What’s your phone number, Jill?Jill: It’s 0737-258-504.Teacher: Thanks, Jill. (sound of phone calling) Hello, is this 0737-258-504?Jill’s mum: Yes, it is….Phoning Tom’s dad…4. Teacher: Tom, what’s your phone number?Tom: It’s 0845-052-499. (sound of phone called) Sam: Hello. This is 0845-052-499. Teacher: Hello, Mr. Brown. This is Tom’s teacher. The bus is broken…. Sam: What? Oh no. I’m coming…! (Sound of slipping over and food landing on him)Sam: Argh!!!Teacher: Mr. Brown, Mr. Brown. Are you ok? Mr. Brown…?

Track 05 W: What’s your phone number?M: It’s 0791-306-052.

1. Listen and read.

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1. Play audio and demonstrate the activity using the example.2. Play audio and have students listen and circle.3. Play audio again and check answers as a whole class.

1. Draw students’ attention to the structure box.2. Play audio and have students listen.3. Play audio again and have students listen and repeat.

2. Listen and circle.

3. Practice the structure.

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

STRUCTURE

zero one threetwo four five six seven eight nine

0125-844-509

0845-266-187

0554-299-182

0167-849-136

0737-258-504

0901-624-582

0845-052-499

0976-219-697

WETFLOOR

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It’s 0125-844-509.What’s your

phone number?

Oh, No!

THE TEACHER ASKS FOR THE CHILDREN'S PHONE NUMBERS…

AFTER A SCHOOL TRIP ...

PHONING TOM'S DAD...

9NUMBER: Lesson 1

Listen. Sing along.

Listen and write. Ask and answer.

Play the “Magic finger” game.

Pronunciation tip1. Focus attention on the example sentence, and briefly explain the focus.2. Tell students they must listen and notice the pronunciation feature.3. Play the audio once, and draw attention to the pronunciation feature.4. Play the audio again. Have students listen and repeat with a focus on

the feature.

1. Play audio and have students listen. 2. Play audio and have students point to the pictures in part A. 3. Play audio and have students sing the song as the whole class.

What’s your phone number?

It’s 0791-306-052.

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

Track 07 B: What’s your phone number?G: What’s your phone number?M: What’s your phone number?

Track 08 Narrator: Look at the pictures. Listen. There is one example. 1. Alfie: What’s your phone number, Tony?Tony: It’s 0125-844-509.Alfie: It’s what?Tony: 0125-844-509.Narrator: Can you see the numbers? This is an example. Now listen and write.2. B: What’s your phone number, Sam?Sam: It’s 0167-849-136.B: Pardon?Sam: It’s 0167-849-136.3. G: What’s your phone number, Dan?Dan: It’s 0737-258-504.G: Is it 0737-258-504?Dan: Yes, that’s right.4. G: What’s your phone number, Ann?Ann: It’s 0845-052-499.G: It’s what?Ann: 0845-052-499.

4. Divide class into two groups. Group A: sing the questions/first part; group B: sing the answers/second part.

5. Swap roles and repeat.

1. Demonstrate the game.2. Divide the class into pairs.3. Have student A write ten numbers (0-9) on student B’s back, using

their finger. Student B writes the numbers down.4. Then have student A ask “What’s your phone number?” and have

student B answer using the numbers they have written down “It’s _______.”

5. Afterwards, have some students demonstrate in front of the class.

Listen and write.1. Have students call out the people and numbers they can see.2. Play audio and demonstrate the activity using the example.3. Play audio again and have students listen and write.4. Play audio again and check answers as a whole class.Ask and answer.5. Divide students into pairs. 6. Have student A point to a picture and say “What’s your phone

number?” and have student B respond with “It’s _______.”7. Swap roles and repeat.8. Afterwards, have some pairs demonstrate in front of the class.

"...your" "...yǝr..."PRONUNCIATION TIP CD1

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What’s your phone number? It’s 0125-844-509.

0 1 2 5 - 8 4 4 - 5 0 9

0 7 _ 7 - 2 _ 8 - 5 _ 4

_ 1 _ 7 - 8 4 _ - 1 3 6

0 8 _ 5 - 0 _ 2 - _ 9 9

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What’s your phone number? It’s 0148-950-437.

1010 NUMBER: Lesson 2

Vocabulary:

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twentyStructure:

How old is/are _______?He's/She's/Name's _______ years old.They’re _______ years old.

1. Listen and read.





4. Play the “Guess” game. 5. Arrange the flashcards on the board and write a number

under each card.6. Have students look at the flashcards for the count of ten.

Track 09 1. M: Ten. 2. M: Eleven. 3. M: Twelve. 4. M: Thirteen. 5. M: Fourteen. 6. M: Fifteen. 7. M: Sixteen. 8. M: Seventeen. 9. M: Eighteen. 10. M: Nineteen. 11. M: Twenty.

Turn the flashcards over to face the board when the students are not looking.

7. Call out a number and have students take turns to guess the face down card. Turn the flashcard over after each guess.

Track 10 - 11 Narrator: Look at the pictures. Listen. There is one example. Tom is asking how old people are….1. Teacher: Cody, your mum and your sister are here.Tom: How old is your sister, Cody?Cody: She’s eighteen years old. Goodbye!Narrator: Can you see the number? This is an example. Now listen and write the numbers.2. Mai: That’s my cousin, Lulu.Tom: How old is she, Mai?Mai: She’s fifteen years old. Bye, everyone.Tom and Nick: Bye, Mai.3. Jill: Oh, my big brothers are here.Tom: How old are they?Jill: They’re thirteen years old. 4. Tom: Is that your brother, Nick? How old is he?Nick: He’s seventeen years old.Teacher: Tom, your mum’s here. Let’s go. Goodbye Mr. Murphy.Driver: Goodbye. (Sound of car pulling away and a pause)Driver: Uh! (Screaming and scared) Argh! What’s that?(Sound of Bean jumping in a bush)

Track 12 W: How old is she?M: She’s twelve years old.W: How old are they?M: They’re thirteen years old.

Review 1. Write the vocabulary from the previous lesson on the board.2. Have students read the words on the board.3. Write the structure from the previous lesson on the board.4. Have students read the sentences on the board.5. Have some students come to the front and practice using the

vocabulary and structure in front of the class.

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Theme 1 NUMBERS LESSON 2

A A A!

She’s ___ years old.

She’s ___ years old.

They’re ___ years old.

He’s ___ years old.

TOM IS ASKING HOW OLD PEOPLE ARE...

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2

4

3

18

She's 18 years old.

How old is she?

1. Review the story from the previous lesson "Tom and his friends met an alien in the playground."

2. Now introduce the situation "Tom is asking Alfie where he is from…"



3. Practice the structure. CD1

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1. Play audio and demonstrate the activity using the example.2. Play audio and have students listen and write the numbers.3. Play audio again and check answers as a whole class.

2. Listen and write the numbers. CD1

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How old is she? She’s twelve years old.How old are they? They’re thirteen years old.

STRUCTURE

ten

fifteen sixteen seventeen eighteen nineteen twenty

eleven twelve thirteen fourteen

11NUMBER: Lesson 2

Listen. Sing along.

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

Play the “Board race” game.

Pronunciation tip1. Focus attention on the example sentence, and briefly

explain the focus.2. Tell students they must listen and notice the pronunciation

feature.3. Play the audio once, and draw attention to the

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

focus on the feature.


How old is she?She’s ten years old.

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

Track 14 B: He’s thirteen years old.G: He’s thirteen years old.M: He’s thirteen years old.



1. Divide the class into two teams.2. Have one student from each team come to the front.3. Whisper “He’s/She’s/They’re _______.” to the two students.4. Have the students run to the board, write the number and

ask “How old is/are he/she/they?” and have students from their team call out the answer “He’s/She’s/They’re _______ years old.”

5. First team to answer gets one point.6. Swap roles and repeat.

Continue whole class/group/individual drills, with:• he/fifteen• she/nineteen• they/thirteenPoint, ask and answer.6. Divide students into pairs. 7. Have student A point to a picture and say “How old is/

are_______?” and have student B answer with “_______’s/ They’re _______ years old.”

8. Swap roles and repeat.9. Afterwards, have some pairs demonstrate in front of the class.

Listen and circle.1. Play audio and demonstrate the activity using the example.2. Play audio and have students listen and circle.3. Play audio again and check answers as a whole class.Practice.4. T: I say ”he”. You say, "How old is he?"T: I say “they”. You say, "How old are they?" OK?T: heClass: How old is he?T: TheyClass: How old are they?Continue whole class/group/individual drills, with:• he • she • Tom • Lucy5. Divide class into Group A and Group BT: I say ”he/eleven”.Group A, you say “How old is he?”Group B, you say, “He’s eleven years old.”T: I say ”they/four”.Group A, you say, ‘How old are they?’ Group B, you say, ”They’re four years old.”T: he/elevenGroup A: How old is he? Group B: He’s eleven years old.T: they /four

Track 15 Narrator: Look at the pictures. Listen. There is one example. M: How old is he?W: He’s fifteen years old.Narrator: Can you see the circle? This is an example. Now listen and circle.2. W: How old is she?M: She’s twelve years old.3. M: How old are they?W: They’re sixteen years old.4. W: How old is he?M: He’s eighteen years old.5. M: How old are they?W: They’re eleven years old.

Stress: 13-19 'thirTEEN, fourTEEN, etc

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How old is he?

He’s seven years old.

He’s seven.

12 NUMBER: Lesson 3

Vocabulary:

thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

Structure:______ plus ______ is _______.

1. Listen and read.

Listen, point and say. Track 16 1. W: Thirty. 2. W: Forty. 3. W: Fifty. 4. W: Sixty. 5. W: Seventy. 6. W: Eighty. 7. W: Ninety. 8. W: One-hundred.

Track 17 - 18 Narrator: Look at the picture. Listen. There is one example. The children are at the school fair...1. (Sound of school fair)Tom: Wow! A big bear for Lucy.Alfie: It’s 30 tickets. I have twelve tickets.Tom: I have eight. Eight plus twelve is twenty.Narrator: Can you see the numbers? This is an example. Now listen and write the numbers.2. Tom: Hey, Ben. How many tickets do you have?Ben: I have five.Tom: Twenty plus five is twenty five.3. Tom: Nick! How many tickets do you have?Nick: I have three tickets.Tom: Ok, twenty five plus three is twenty eight.4. Tom: Cody, how many tickets do you have?Cody: I have two tickets.Tom: Twenty-eight plus two is thirty! let's get the bear!Tom and Alfie: (Huffing) Huh, huh, huh…

Track 19 M: Twenty-eight plus two is thirty.






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thirty forty fifty sixty

seventy eighty ninety one hundred

25 100

Al�e

1234556677788989034345434

30 tickets

8 plus 12 is 20.

___________ plus ___________ is 28.

20 plus __________ is _____________.

28 plus __________ is _____________.

THE CHILDREN ARE AT THE SCHOOL FAIR...

1 2

3 4

8 tickets plus 12 ticketsis 20 tickets.

Oh. It's 30 tickets.






19



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Twenty-eight plus two is thirty.STRUCTURE

13NUMBER: Lesson 3

Listen. Sing along.

Write. Point and say.

Play the “Read my lips” game.







Twenty plus two is twenty-two.Thirty plus three is thirty-three.

Track 20 Twenty plus two is twenty-two.Thirty plus three is thirty-three.

Track 21 B: Ten plus twenty is thirty.G: Ten plus twenty is thirty.M: Ten plus twenty is thirty.

Write.1. Demonstrate the activity using the example.2. Have students read the sums and write the answers.3. Check answers as a whole class.Point and say.4. Demonstrate the activity.5. Divide class into pairs. 6. Have student A point to a sum and have student B practice

saying it “_______ plus _______ is _______.”7. Swap roles and repeat.8. Have some pairs demonstrate in front of the class.

1. Divide students into pairs or small groups. 2. Have one student mouth a sentence silently e.g. “Seventy

plus two is …”3. Have the other students take turns to guess what was said

and give the correct answer. 4. Swap roles and repeat.



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Twenty plus nine is twenty-nine.Al�e

1234556677788989034345434

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1. 20 + 9 = 29

2. 30 + 2 = ___________

3. 40 + 4 = ___________

4. 50 + 1 = ___________

5. 60 + 5 = ___________

6. 70 + 8 = ___________

7. 80 + 7 = _______

8. 90 + 10 = ______

Word stress: 30-90THIRty, FORty, etc

PRONUNCIATION TIP CD1

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Al�e

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Seventy plus three is seventy-three.

Seventy plus two is seventy-two.

No, Alfie.

Yes, that's right!

… ?

14 NUMBER: Lesson 4

Vocabulary:

square, circle, triangle, rectangle, star, oval

Structure:

How many _______ can you see?I can see ________ ________.

1. Listen and read.

Listen, point and say. Track 22 1. W: Square. 2. W: Circle. 3. W: Triangle. 4. W: Rectangle. 5. W: Star. 6. W. Oval.

Track 23 - 24 Narrator: Look at the picture. Listen. There is one example.The children visit Lucy's art class...1. Lucy: Hello, Tom. Hello, Alfie.Alfie: Wow, I like your paintings.Lucy: Thank you.Tom: Look, Alfie. How many circles can you see?Alfie: I can see six circles.Narrator: Can you see the number? This is an example. Now listen and write the numbers.2. Alfie: Tom, Look! How many triangles can you see?Tom: I can see eight triangles.3. Tom: How many squares can you see?Alfie: Hmm, I can see ten squares.4. Tom: How many stars can you see, Alfie?Alfie: I can see fourteen stars.Art teacher: Hello, little blue boy. Can we paint you? (French accent)Alfie: Yes, you can!

Track 25 M: How many circles can you see?M: I can see six circles.





3. Change the order of the flashcards, point to them individually and have students say the words, correct

pronunciation when needed. 4. Play the “Word Tennis” game. Have one student come to the

front and play "Tennis with you. 5. As you say a word hit it to the student and have the student

respond with another word and hit it back to you.6. Divide students into pairs and have them play with each

other. Have some pairs demonstrate in front of the class.

rectanglesquare circle triangle star oval

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Al�e 123

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Al�e

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THE CHILDREN VISIT LUCY'S ART CLASS...

How many circles can you see?

I can see six circles.

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6






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How many circles can you see?I can see six circles.

STRUCTURE

15NUMBER: Lesson 4

Listen. Sing along.

Count. Practice. Ask and answer.

Play the “Picture this!” game. Ask and answer.







How many squares can you see?

I can see six quares.

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

Track 27 B: I can see a star. G: I can see a star. M: I can see a star.



Count.1. Have students call out the shapes they can see.2. Demonstrate the activity using the example.3. Have students count the amount of each shape they see in

the picture.4. Check answers as a whole class.Practice.5. T:I say “squares”. You say, “How many squares can you see?”T:I say “circles”. You say, "How many circles can you see?” OK?T: squaresClass: How manysquares can you see?

1. Demonstrate the activity using the example. Draw four stars on the board. Then ask and answer with the class.

2. Divide the class into two teams. Have them play rock/scissors/paper.3. The team that wins goes first, choose a student to come draw

on the board. Write down and show the student what will be drawn. 4. After drawing have the student ask their team “How many

_______ can you see?” If the team answers with the correct number, award one point.

5. Swap roles and repeat.6. The teacher can use any nouns students have already learned as

well as the nouns in the box on the page.

T: circlesClass: How many circles can you see?Continue whole class/group/individual drills, with:• rectangles • stars • ovals • triangles6. Divide class into Group A and Group BT: I say “squares/four”. Group A, you say “How many squares can you see?”Group B, you say, “I can see four squares.”T: I say “circles/seven”. Group A, you say, “How many circles can you see?”Group B, you say, “I can see seven circles.” OK?T: squares/fourGroup A: How many squares can you see? Group B: I can see four squares.T: circles/sevenContinue whole class/group/individual drills, with:• rectangles/eleven • stars/eighteen• ovals/thirty-five • triangles/sixty-threeAsk and answer.7. Divide students into pairs. 8. Have student A ask “How many _______ can you see?” and

have student B respond with “I can see _______ _______.”9. Swap roles and repeat.10. Afterwards, have some pairs demonstrate in front of the class.

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How many rectangles can you see? I can see seven rectangles.

"Can…" "kǝn…"PRONUNCIATION TIP CD1

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How many stars can you see?

I can see four stars.

I can see four stars.

stars squares rectangles circles triangles ovals

16 NUMBER: Lesson 5

Vocabulary:rice paper, tofu, fat cake, flag, starfruit

Structure:The _______ is a/an ________.The _______ are ________s.


Listen and number.







1. Introduce the situation: “The children are playing ‘I spy’ …”2. Have students call out the objects they can see.3. Play audio and demonstrate the activity using the example.4. Play audio and have students listen and number.5. Play audio again and check answers as a whole class.6. Play audio again and have students listen and repeat.

Track 29 Narrator: Look at the pictures. Listen. There is one example.The children are playing “I Spy"…1. Vinh: Ok, Kim. Let’s play “I Spy”.Kim: Great!Vinh: I spy a triangle.Kim: Umm…Oh! I know. It’s the fat cake. The fat cake is a triangle!Narrator: Can you see the number? This is an example. Now listen and number.2. Kim: My turn. I spy a star.Vinh: Star, star, star. Oh! I know! The starfruit is a star.Kim: Yes!3. Vinh: Ok! I spy a square.Kim: Umm. The chair?Vinh: No.Kim: Oh, it’s the tofu! The tofu is a square!4. Kim: I spy a rectangle.Vinh: It’s the flag! The flag is a rectangle!Kim: That’s right! 5. Vinh: My turn. I spy a circle.Kim: Is it the clock?Vinh: No, not that one.Kim: It’s the rice paper! The rice paper is a circle!Vinh: Yeah, that’s right.

Track 30 M: The fat cake is a triangle.W: The rice papers are circles.

Useful language box1. Have students look at the useful language box.2. Have students listen to audio and repeat.

Track 28 1. M: Rice paper. 2. M: Tofu. 3. M: Fat cake. 4. M: Flag. 5. M: Starfruit.

NEW WORDS

LISTENING

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The fat cake is a triangle.The rice papers are circles.

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You’re right.The fat cake is a triangle.

1

THE CHILDREN ARE PLAYING "I SPY"...

tofurice paper fat cake flag starfruit

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17NUMBER: Lesson 5

Look at and write the sentences.

Read and circle.

Point and say.

1. Have students read the passage.2. Read the passage as a whole class.3. Demonstrate the activity using the example.4. Have students read the questions and circle the correct

answers.5. Check answers as a whole class.

1. Demonstrate the activity using the example.2. Divide the class into pairs.3. Have student A point to a picture and have student B say,

“The _______ is/are _______.”4. Swap roles and repeat.5. Afterwards, have some students demonstrate in front of the class.

1. Demonstrate the activity by using the example. 2. Have students look at Speaking and write the sentences related to the pictures.3. Check answers as a whole class.

The star fruit is a star.

1 2 3 4

SPEAKING

SPEAKINGWRITING

READING

There are shapes all around us. Fishballs are circles. The watermelon is an oval. Flags are rectangles.The book is a rectangle and pizzas are circles.

1. Fishballs are (a) triangles (b) squares (c) circles

2. A book is (a) a circle (b) a rectangle (c) a square

3. A watermelon is (a) an oval (b) a square (c) a circle

4. Pizzas are (a) rectangles (b) circles (c) triangles

1. The starfruit is a star.

2. The fishballs are __________________________________________.

3. The tofu__________________________________________________.

4. _________________________________________________________.

18 NUMBER: Lesson 6

Review and Practice

Look at the pictures. Look at the letters. Write the words.

Listen and draw lines.

1. Have students look at the picture and call out the people and numbers they can see.

2. Play audio and demonstrate the activity using the example.3. Play audio and have students listen and draw lines.4. Play audio again.5. Play audio again and check answers as a whole class.

1. Demonstrate the activity using the example on the board. Write the mixed up letters on the board, then write the word “twelve” next to the letters, cross out each letter once they have been put in the correct order.

2. Have students look at the mixed up letters and the pictures of numbers. Have students spell the numbers in the spaces provided.

3. Check answers as a whole class.4. Afterwards, have some students demonstrate spelling the

words in front of the class.

Track 31 Narrator: Look at the pictures. Listen. There is one example.G: Who’s he?B: He’s Tom.G: Oh, how old is he?B: He’s seven years old.G: Seven?B: Yes, that’s right.Narrator: Can you see the line? This is an example. Now listen and draw lines.

1 32 4Example

READING & WRITING

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LISTENING

t w e l v e e l w e t v

w t n y t e – r f u o

y f f i t – s x i

g e i y t h – e n n i

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Example

1. G: What’s his name?B: That’s Sam.G: How old is Sam?B: He’s forty-four years old.G: How old?B: He’s forty-four.2. B: Who’s she?G: She’s Lucy’s grandmother. She’s Grace.B: How old is she?G: She’s seventy-three years old.B: Seventy-three?G: Yes, that’s right.3. G: What’s his name?B: Oh, that’s Dan.G: How old is Dan?B: He’s sixty-nine years old.G: How old?B: He’s sixty-nine.4. B: Who’s she?G: She’s Tom’s mum. She’s Ann.B: How old is she?G: She’s forty-three years old.B: Forty-three?G: Yes, that’s right.Narrator: Now listen again.

19NUMBER: Lesson 6

Play the “Board” game.

1. Have students turn to page 102.2. Read lyrics as a whole class. 3. Play audio and have students listen.4. Play audio again and have students listen and sing along.

1. Demonstrate playing the game.2. Divide the class into groups of four, two students in each team.3. Have teams play rock, paper, scissors. The winning team goes

forward two spaces and the losing team goes forward one space.

4. Have students match the symbol to the structure and ask and answer or practice. (if the question or answer is incorrect, that team move back one space).

5. Swap roles and repeat until the game is finished. (Rock, paper, scissors is played each turn)

6. Before the end of the lesson, check the answers as a whole class.

2. In pairs, have students give a few more examples of each function, then briefly practice.

3. Ask students to color one, two or three stars, to show how well they can perform the tasks. = Great! = Ok = Needs more study For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM (if they have it).

‘Can Do’ statements1. Read out the statements and give an example for each.

• I can ask for someone's phone number.• I can talk about age.• I can do basic math.• I can count things I can see.

Go ahead 2 spaces

26 + 57 = ?

12 + 49 = ?

42 + 57 = ?

35 + 41 = ?

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What's your phone number?

How old is he/she/name? How old are they?

The ....... is a ........

...... plus ....... is ........

winner: move 2 spacesloser: move 1 space

Pair 1 Pair 2vs.

• I can ask for someone's phone number.• I can ask how old someone is.• I can do basic math.• I can count things I can see.

CD1

32Turn to page 102 . Listen. Sing along.SONG

GAME

I CAN...

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Theme 1 NUMBERS LESSON 1 - i-Learn