Listening seed 1 teachers guide

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Unit 1|Greetings Listening Seed 1: Teacher’s Guide Unit Objectives: Students will learn about basic greetings Students will understand the meaning of new words and be able to use the words in sentences Students will practice listening comprehension skills –identifying main ideas and supporting details Students will learn skills in phonics, key points of expressions, vocabulary and grammar Key Words and Phrases: What’s your name? How you spell that? LESSON GUIDE Getting Ready Getting Ready In this section, students learn key vocabulary or phrases from clear images They can then practice using them in a situational cartoon or another visual context As a class, look at the pictures in the dialogue Explain what is happening in the pictures (for more advanced students, ask the students to describe what they see) After a brief discussion, play the dialogue one time for the students Make sure the students are following along in their books Then play the dialogue for the students a second time Have the students read along with the dialogue aloud Then call on students to read the dialogue without the recording (for more advanced students, place the students in pairs) Extra Idea (optional): Self-Introductions: Introduce yourself to the students in the class Include basic self-introduction comments—name, age, birthday, etc After you have modeled this to the class, call on each student to introduce themselves to the rest of the class For more advanced students encourage the addition of more specific or personal information in their self-introductions (hobbies, family, favorite food, etc.) Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise A As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise B As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Phonics As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class Extra Idea (optional): Phonics Relay: Divide the class into two teams Announce a letter to one group (for example, “The letter is going to be ‘B’.”) Then have each student say a word that begins with that letter If each member of the team successfully names a word that begins with the announced letter, that team gets a point If a member of the team fails to successfully name a word that begins with the announced letter, the other team gets a chance Listening Tasks Listening Tasks and are a pair of linked tasks based on dialogues and monologues The first listening of each focuses on understanding the main idea while the second listening focuses on detail and interpretation Listening Task A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Hamlet’s Help The continuing character Hamlet helps students analyze key points of expressions, vocabulary and grammar that affect listening Model the dialogue to the students by reading it to them Reinforce the point covered in the previous exercises Then have the students act out the dialogue (place students into pairs where they take turns in each part of the dialogue, or call on specific students to act out the dialogue with you) Listening Task A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Speaking Task The Speaking Task provides the chance to practice key points of the unit through the production of language Step is a controlled practice section Step is a personalized speaking activity section based on Step Step Explain the directions in Speaking Task Step Present the students with a model answer by telling the students your answers Then have the students complete Step by themselves Once the students have completed Step 1, have them take turns presenting their answers to the rest of the class Step Step is geared towards encouraging student-to-student interaction Students will be practicing both speaking skills and listening comprehension skills Thoroughly explain the directions of Step to the class Model an answer for the students to ensure full understanding Then encourage the students to meet and talk to as many other students in the classroom as possible When the students are done, have them present their answers to the rest of the class Extra Idea (optional): Give your students individual cards You can give them a piece of paper and have them cut it into pieces, cut the paper yourself beforehand, or assign it as homework Have the students write down their name on each card You can also have them write down their phone number, address or class number, as well When they are finished writing, the students will stand up and walk around the classroom greeting each other Practice the important phrases before the students move around the room Every time they "meet" another classmate, they will greet each other and exchange cards Students will exchange the cards until they no long have their own name cards, but instead different name cards from their friends Unit Test In this section, students are tested on what they learned in the unit The Unit Test carefully checks each area of students’ listening skills For the Unit Test, thoroughly explain the directions of each section to ensure full understanding of each exercise Then play each recording for the students at least times (for advanced students the recording may only have to be played 1~2 times) Then have the students complete the Unit Test exercises, and go over the answers as a class Workbook Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class ANSWER KEY: STUDENT BOOK Getting Ready p A Tim Hi, I’m Tim Ella Hello, Tim Tim What’s your name? Ella My name is Ella Tim How you spell that? Ella E-L-L-A Tim Nice to meet you, Ella Ella Nice to meet you, too! Basic Listening p A first last B c b a A My first name is Sue My last name is Fox B His first name is Bob His last name is Brown Her first name is Maggie Her last name is Miller Her first name is Paris Her last name is Park Phonics /b/ /p/ /p/ /b/ book pizza pen ball Listening Task p A b B Jackson student Brenda Hello, I’m Brenda Peter Hi, Brenda I’m Peter Brenda Nice to meet you, Peter Peter Nice to meet you, too What’s your last name, Brenda? Brenda It’s Smith What’s your last name, Peter? Peter Jackson I’m a new student here Listening Task p A b B c a Hi, my name is Green My last name is Seed I go to Tree Elementary School I have a pet He is a cat He is cute His name is Lewis His last name is Seed He is part of my family! Unit Test p 11 a c b b c a I go to school My name is Emily Jones What’s your name? Nice to meet you A Hello! I’m David What’s your name? B Hi! I’m Angie Jackson What’s your last name, David? A It’s Miller My name is Sophie Lee I am a music teacher My students are cute ANSWER KEY: WORKBOOK Greetings p Listening Task Brenda Hello, I’m Brenda Peter Hi, Brenda I’m Peter Brenda Nice to meet you, Peter Peter Nice to meet you, too What’s your last name, Brenda? Brenda It’s Smith What’s your last name, Peter? Peter Jackson I’m a new student here Listening Task Hi, my name is Green My last name is Seed I go to Tree Elementary School I have a pet He is a cat He is cute His name is Lewis His last name is Seed He is part of my family! Unit 2|Colors and Shapes Listening Seed 1: Teacher’s Guide Unit Objectives: Students will learn about colors and shapes Students will understand the meaning of new words and be able to use the words in sentences Students will practice listening comprehension skills –identifying main ideas and supporting details Students will learn skills in phonics, key points of expressions, vocabulary and grammar Key Words and Phrases: What color is it? What shape is it?? LESSON GUIDE Getting Ready Getting Ready In this section, students learn key vocabulary or phrases from clear images They can then practice using them in a situational cartoon or another visual context A) As a class, look at the pictures Read the names to the students (for more advanced students, ask the students to read what they see) After a brief discussion, play the recording one time for the students Make sure the students are following along in their books Then play the recording for the students a second time Have the students read along with the recording aloud Then call on students to read the words without the recording (for more advanced students, place the students in pairs) B) As a class look at the picture Briefly discuss what can is happening in the picture Then play the recording for the students (for weaker students, play the recording more than once) Then have the students number each item according to the recording When completed, go over the answers as a class Extra Idea (optional): Fly Swatter: divide the class into two teams Provide each of the teams with a fly swatter, and an array of colors and shapes spread out on the floor Call out a color or a shape and see who can swat it first For more of a challenge, prepare colored shapes for the students to swat Basic Listening In this section, students practice listening comprehension skills through simple sentence listening using short listening and writing exercises Exercise A As a class, look at the Exercise A Ask the students what they see, and what they think should be filled in the blanks After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students fill in the blanks Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Exercise B As with the previous Exercise, have the students look at Exercise B Ask the students what they see After a brief discussion, play the recording for the students Have the students listen to the recording of the text and follow along in the student book Then play the recording again, and have the students complete the exercise Play the recording again if needed (for more advanced students, play the recording once) When complete, go over the answers as a class Phonics As a class, look at the pictures in the Phonics box Ask the students if they know what the pictures are; if they don’t explain to the students what each picture is (for more detail, write the words on the board or if the students are advanced have them spell out the words) Then play the recoding for the students Briefly discuss what was heard in the recording, and play it for the students again Then have the students complete the exercise When complete, go over the answers as a class Extra Idea (optional): The End Game: One person starts by saying a word (the teacher) The next person must stay a word that starts with the sound at the end of the first word This continues until someone cannot think of a word Listening Tasks Listening Tasks and are a pair of linked tasks based on dialogues and monologues The first listening of each focuses on understanding the main idea while the second listening focuses on detail and interpretation Listening Task A) Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Hamlet’s Help The continuing character Hamlet helps students analyze key points of expressions, vocabulary and grammar that affect listening Model the dialogue to the students by reading it to them Reinforce the point covered in the previous exercises Then have the students act out the dialogue (place students into pairs where they take turns in each part of the dialogue, or call on specific students to act out the dialogue with you) Listening Task A) As a class, look at the picture Briefly discuss what can be seen in the picture Then play the recording to the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise A Then go over the answers as a class B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Speaking Task The Speaking Task provides the chance to practice key points of the unit through the production of language Step is a controlled practice section Step is a personalized speaking activity section based on Step Step Explain the directions in Speaking Task Step Present the students with a model answer by telling the students your answers Then have the students complete Step by themselves Once the students have completed Step 1, have them take turns presenting their answers to the rest of the class Step Step is geared towards encouraging student-to-student interaction Students will be practicing both speaking skills and listening comprehension skills Thoroughly explain the directions of Step to the class Model an answer for the students to ensure full understanding Then encourage the students to meet and talk to as many other students in the classroom as possible When the students are done, have them present their answers to the rest of the class Extra Idea (optional): Picture dictation: Divide the students into pairs In this game, one student describes a picture to another student, who must draw it The drawer can ask questions about the picture, but is not allowed to see it while drawing Unit Test In this section, students are tested on what they learned in the unit The Unit Test carefully checks each area of students’ listening skills For the Unit Test, thoroughly explain the directions of each section to ensure full understanding of each exercise Then play each recording for the students at least times (for advanced students the recording may only have to be played 1~2 times) Then have the students complete the Unit Test exercises, and go over the answers as a class Workbook Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class ANSWER KEY: STUDENT BOOK 10 B) Play the recording for the students again After the students have thoroughly listened to and understand the recording have them complete Listening Task Exercise B Then go over the answers as a class Speaking Task The Speaking Task provides the chance to practice key points of the unit through the production of language Step is a controlled practice section Step is a personalized speaking activity section based on Step Step Explain the directions in Speaking Task Step Present the students with a model answer by telling the students your answers Then have the students complete Step by themselves Once the students have completed Step 1, have them take turns presenting their answers to the rest of the class Step Step is geared towards encouraging student-to-student interaction Students will be practicing both speaking skills and listening comprehension skills Thoroughly explain the directions of Step to the class Model an answer for the students to ensure full understanding Then encourage the students to meet and talk to as many other students in the classroom as possible When the students are done, have them present their answers to the rest of the class Extra Idea (optional): Fly Swatter: Write the unit’s key words and phrases on the board in any random order Place two chairs in front of the board with a fly swatter on each chair Divide class into two equal teams Have one student from each team sit in the chairs with their backs to the board Say one of the vocabulary words on the board Students stand and find the word on the board Students get one swat and the first student to hit the word with their fly swatter gets one point for their team If neither student hits the right word, the next students are up and no points are awarded Repeat until everyone has had at least one turn Use pictures for young students who haven't learned the alphabet Unit Test In this section, students are tested on what they learned in the unit The Unit Test carefully checks each area of students’ listening skills For the Unit Test, thoroughly explain the directions of each section to ensure full understanding of each exercise Then play each recording for the students at least times (for advanced students the recording may only have to be played 1~2 times) Then have the students complete the Unit Test exercises, and go over the answers as a class Workbook Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class Listening Task Play the recording for the students (for weaker students, play the recording more than once) Briefly discuss what the recording was about Encourage students to offer their opinions/comments on what they have heard You may want to 83 briefly summarize the recording in order to ensure full students comprehension After the students have thoroughly listened to and understand the recording have them fill-in-the-blanks Then go over the answers as a class 84 ANSWER KEY: STUDENT BOOK Getting Ready p 72 A bird cat dog fish lizard rabbit turtle spider snake 10 hamster B rabbit hamster bird cat dog lizard fish Basic Listening p 73 A cat spider B 2, 3, A I want a cat I don’t want a spider B She wants a rabbit She doesn’t want lizards 85 She wants a bird Phonics /g/ /d/ /d/ /g/ frog bird bed pig Listening Task p 74 A a B cute snake Tim Ella, look at the dog It’s cute Ella Yes, it is I want a dog Do you have a pet? Tim Yes, I I have a spider Ella A spider? Spiders are scary! Tim No, they aren’t They are cute Do you have a pet, Ella? Ella Yes, I I have a snake! Tim What??? Listening Task p 75 A b B c b My parents and I are looking for a pet I want a dog But my mother doesn’t want a dog She thinks dogs are noisy! She wants a cat But my father doesn’t want a cat He doesn’t think cats are friendly Look at the hamster! It is not noisy And it is friendly It is the perfect pet for us! Speaking Task p 76 Step 1 hamster dog spider turtle rabbit bird cat snake Unit Test p 77 86 c a b c b c Her pet is a hamster He wants a pet turtle Do you have a pet? What animals you like? A Do you have any pets? B Yes, I My pet can talk A Wow! What is it? B A parrot! It’s a bird I have a big black dog My sister doesn’t think it’s cute But it’s cute and friendly I love it 87 ANSWER KEY: WORKBOOK UNIT 12 Pets p 13 Listening Task Tim Ella, look at the dog It’s cute Ella Yes, it is I want a dog Do you have a pet? Tim Yes, I I have a spider Ella A spider? Spiders are scary! Tim No, they aren’t They are cute Do you have a pet, Ella? Ella Yes, I I have a snake! Tim What??? Listening Task My parents and I are looking for a pet I want a dog But my mother doesn’t want a dog She thinks dogs are noisy! She wants a cat But my father doesn’t want a cat He doesn’t think cats are friendly Look at the hamster! It is not noisy And it is friendly It is the perfect pet for us! 88 Review Test 1|Unit ~ Unit Listening Seed 1: Teacher’s Guide Review Test Objectives: 49 To review previously learned material 50 To enhance and gauge student understanding of the material covered 51 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and circle the first sound Phonics Review: For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 89 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 90 ANSWER KEY: c c b c a /p/ b /n/ c /k/ b c a b 10 b 11 b It’s a gray circle Her name is Jane Steward Do you have any brothers? How you spell your name? a park b neck c cat A What is this? B It’s my robot It has two legs A Who is this? Is he your father? B No, he’s not He’s my uncle 8~9 A I draw a purple rectangle and two red circles B Jack! I know! It’s a car! A You’re right! Okay, it’s your turn, Emily! B I draw a big green rectangle and a red triangle A I know! It’s a house! 10~11 I have a younger sister She likes my toy robot Its name is Tobby We play with it a lot It has two triangle eyes and one big mouth It has a big round body, but it doesn’t have legs 91 Review Test 2|Unit ~ Unit Listening Seed 1: Teacher’s Guide Review Test Objectives: 52 To review previously learned material 53 To enhance and gauge student understanding of the material covered 54 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and circle the first sound Phonics Review: For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 92 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 93 ANSWER KEY: a a c b a /t/ b /l/ c /r/ b b c b 10 b 11 b It’s five fifteen It’s August 13th Do you like hamburgers? What’s the date today? a table b lemon c radio A What time is it? B It’s 4:40 A I like chicken B I don’t like chicken, but I like fish 8~9 A What day is it today? B It’s Wednesday What you on Wednesdays? A I have a piano lesson at 3:00 What about you? B I play baseball at 2:00 Now it’s 2:10 I’m late 10~11 I am very busy this week I have a birthday party on Monday On Wednesday, I have a computer class in the afternoon On Friday, I have a soccer game What a week! 94 Review Test 3|Unit ~ Unit 12 Listening Seed 1: Teacher’s Guide Review Test Objectives: 55 To review previously learned material 56 To enhance and gauge student understanding of the material covered 57 To serve as supplementary material for the lessons covered REVIEW GUIDE Listen and choose the correct pictures For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the best response for each question For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud You may have to play the recording more than once After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and circle the first sound Phonics Review: For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen and choose the correct answer for each dialogue For this section, explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording; for more advanced students, simply read the recording dialogue out loud After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 95 Listen twice and chooses the correct answers For this section, thoroughly explain the directions given Explain and model what is expected from the students After the students have completely understood the directions, play the recording twice; for more advanced students, simply read the recording dialogue out loud twice After the students hear the recording have them complete the exercises Make sure all the students have completed this section before moving on 96 ANSWER KEY: a c b c a /t/ b /s/ c /g/ b a c b 10 a 11 c I want a turtle He is running What is Dad doing? What’s your favorite subject? a boat b bus c pig A Amy, can you play the piano? B No, I can’t But I can play the flute A What are you doing? Are you studying? B No, I’m not I’m reading a book It’s about animals 8~9 A What are you doing, Sally? B Hi, James! I’m studying science It’s my favorite subject A Gee, it’s difficult My favorite subject is English B But English is difficult, too 10~11 I have a pet dog Her name is Lucy I play the piano and Lucy jumps Look, I’m playing the piano now and she’s jumping! She can run fast, too She’s very cute She is my best friend 97 ... answers as a class 17 ANSWER KEY: STUDENT BOOK Body Parts A head nose shoulder 10 hand 13 foot eye mouth arm 11 knee 14 toe ear neck finger 12 leg Basic Listening p 19 A head eyes B 2, 1, A He has a... 4|Family Listening Seed 1: Teacher’s Guide Unit Objectives: 13 Students will learn about family 14 Students will understand the meaning of new words and be able to use the words in sentences 15 Students... 5|Time Listening Seed 1: Teacher’s Guide Unit Objectives: 17 Students will learn about time 18 Students will understand the meaning of new words and be able to use the words in sentences 19 Students
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