LESSON 02 • 30 MINUTES

R or L

Today I can: communicate clearly about r or l.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about r or l?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about r or l.

BSure. First, right.

ACan you tell me about correct tongue position?

BYes. slow repetition.

AWhat should we remember?

Bclear sound.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about r or l.

BSure. First, .

ACan you tell me about correct tongue position?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about r or l.

BSure. First, right.

ACan you tell me about ?

BYes. slow repetition.

A should we remember?

Bclear sound.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about r or l.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

right, light,
correct tongue position — say it clearly.
slow repetition, minimal pair,
clear sound — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about r or l.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about r or l. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 03 • 30 MINUTES

B or V

Today I can: communicate clearly about b or v.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about b or v?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about b or v.

BSure. First, berry.

ACan you tell me about close the lips?

BYes. touch the teeth.

AWhat should we remember?

Bsound contrast.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about b or v.

BSure. First, .

ACan you tell me about close the lips?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about b or v.

BSure. First, berry.

ACan you tell me about ?

BYes. touch the teeth.

A should we remember?

Bsound contrast.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about b or v.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

berry, very,
close the lips — say it clearly.
touch the teeth, voice vibration,
sound contrast — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about b or v.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about b or v. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 04 • 30 MINUTES

F or H

Today I can: communicate clearly about f or h.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about f or h?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about f or h.

BSure. First, fan.

ACan you tell me about lower lip?

BYes. warm breath.

AWhat should we remember?

Bhear the difference.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about f or h.

BSure. First, .

ACan you tell me about lower lip?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about f or h.

BSure. First, fan.

ACan you tell me about ?

BYes. warm breath.

A should we remember?

Bhear the difference.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about f or h.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

fan, hand,
lower lip — say it clearly.
warm breath, silent throat,
hear the difference — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about f or h.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about f or h. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 05 • 30 MINUTES

S or SH

Today I can: communicate clearly about s or sh.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about s or sh?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about s or sh.

BSure. First, see.

ACan you tell me about narrow air?

BYes. rounded lips.

AWhat should we remember?

Brepeat clearly.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about s or sh.

BSure. First, .

ACan you tell me about narrow air?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about s or sh.

BSure. First, see.

ACan you tell me about ?

BYes. rounded lips.

A should we remember?

Brepeat clearly.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about s or sh.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

see, she,
narrow air — say it clearly.
rounded lips, sound pair,
repeat clearly — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about s or sh.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about s or sh. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 06 • 30 MINUTES

CH or J

Today I can: communicate clearly about ch or j.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about ch or j?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about ch or j.

BSure. First, cheap.

ACan you tell me about stop the air?

BYes. voiced sound.

AWhat should we remember?

Bcontrast practice.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about ch or j.

BSure. First, .

ACan you tell me about stop the air?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about ch or j.

BSure. First, cheap.

ACan you tell me about ?

BYes. voiced sound.

A should we remember?

Bcontrast practice.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about ch or j.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

cheap, jeep,
stop the air — say it clearly.
voiced sound, mouth movement,
contrast practice — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about ch or j.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about ch or j. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 07 • 30 MINUTES

P or B

Today I can: communicate clearly about p or b.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about p or b?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about p or b.

BSure. First, pat.

ACan you tell me about air burst?

BYes. voiced lips.

AWhat should we remember?

Bp-b pair.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about p or b.

BSure. First, .

ACan you tell me about air burst?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about p or b.

BSure. First, pat.

ACan you tell me about ?

BYes. voiced lips.

A should we remember?

Bp-b pair.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about p or b.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

pat, bat,
air burst — say it clearly.
voiced lips, paper test,
p-b pair — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about p or b.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about p or b. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 08 • 30 MINUTES

T or D

Today I can: communicate clearly about t or d.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about t or d?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about t or d.

BSure. First, ten.

ACan you tell me about tongue tip?

BYes. voiced consonant.

AWhat should we remember?

Brepeat the pair.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about t or d.

BSure. First, .

ACan you tell me about tongue tip?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about t or d.

BSure. First, ten.

ACan you tell me about ?

BYes. voiced consonant.

A should we remember?

Brepeat the pair.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about t or d.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

ten, den,
tongue tip — say it clearly.
voiced consonant, final sound,
repeat the pair — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about t or d.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about t or d. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 09 • 30 MINUTES

K or G

Today I can: communicate clearly about k or g.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about k or g?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about k or g.

BSure. First, coat.

ACan you tell me about back of tongue?

BYes. voiced throat.

AWhat should we remember?

Bclear contrast.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about k or g.

BSure. First, .

ACan you tell me about back of tongue?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about k or g.

BSure. First, coat.

ACan you tell me about ?

BYes. voiced throat.

A should we remember?

Bclear contrast.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about k or g.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

coat, goat,
back of tongue — say it clearly.
voiced throat, sound release,
clear contrast — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about k or g.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about k or g. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 10 • 30 MINUTES

M or N

Today I can: communicate clearly about m or n.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about m or n?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about m or n.

BSure. First, map.

ACan you tell me about closed lips?

BYes. tongue behind teeth.

AWhat should we remember?

Bword ending.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about m or n.

BSure. First, .

ACan you tell me about closed lips?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about m or n.

BSure. First, map.

ACan you tell me about ?

BYes. tongue behind teeth.

A should we remember?

Bword ending.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about m or n.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

map, nap,
closed lips — say it clearly.
tongue behind teeth, nasal sound,
word ending — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about m or n.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about m or n. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 11 • 30 MINUTES

Short I or Long E

Today I can: communicate clearly about short i or long e.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about short i or long e?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about short i or long e.

BSure. First, ship.

ACan you tell me about relaxed vowel?

BYes. smiling vowel.

AWhat should we remember?

Blisten and choose.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about short i or long e.

BSure. First, .

ACan you tell me about relaxed vowel?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about short i or long e.

BSure. First, ship.

ACan you tell me about ?

BYes. smiling vowel.

A should we remember?

Blisten and choose.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about short i or long e.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

ship, sheep,
relaxed vowel — say it clearly.
smiling vowel, vowel length,
listen and choose — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about short i or long e.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about short i or long e. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 12 • 30 MINUTES

Short A or Short E

Today I can: communicate clearly about short a or short e.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about short a or short e?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about short a or short e.

BSure. First, bad.

ACan you tell me about open mouth?

BYes. middle vowel.

AWhat should we remember?

Brepeat slowly.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about short a or short e.

BSure. First, .

ACan you tell me about open mouth?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about short a or short e.

BSure. First, bad.

ACan you tell me about ?

BYes. middle vowel.

A should we remember?

Brepeat slowly.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about short a or short e.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

bad, bed,
open mouth — say it clearly.
middle vowel, vowel contrast,
repeat slowly — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about short a or short e.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about short a or short e. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 13 • 30 MINUTES

OU or AW

Today I can: communicate clearly about ou or aw.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about ou or aw?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about ou or aw.

BSure. First, boat.

ACan you tell me about lip rounding?

BYes. moving vowel.

AWhat should we remember?

Bhear the change.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about ou or aw.

BSure. First, .

ACan you tell me about lip rounding?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about ou or aw.

BSure. First, boat.

ACan you tell me about ?

BYes. moving vowel.

A should we remember?

Bhear the change.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about ou or aw.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

boat, caught,
lip rounding — say it clearly.
moving vowel, steady vowel,
hear the change — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about ou or aw.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about ou or aw. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 14 • 30 MINUTES

Word Stress

Today I can: communicate clearly about word stress.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about word stress?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about word stress.

BSure. First, strong syllable.

ACan you tell me about stress mark?

BYes. longer sound.

AWhat should we remember?

Btap the beat.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about word stress.

BSure. First, .

ACan you tell me about stress mark?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about word stress.

BSure. First, strong syllable.

ACan you tell me about ?

BYes. longer sound.

A should we remember?

Btap the beat.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about word stress.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

strong syllable, weak syllable,
stress mark — say it clearly.
longer sound, clear vowel,
tap the beat — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about word stress.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about word stress. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 15 • 30 MINUTES

Sentence Stress

Today I can: communicate clearly about sentence stress.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about sentence stress?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about sentence stress.

BSure. First, content word.

ACan you tell me about main message?

BYes. strong beat.

AWhat should we remember?

Bnatural rhythm.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about sentence stress.

BSure. First, .

ACan you tell me about main message?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about sentence stress.

BSure. First, content word.

ACan you tell me about ?

BYes. strong beat.

A should we remember?

Bnatural rhythm.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about sentence stress.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

content word, function word,
main message — say it clearly.
strong beat, weak beat,
natural rhythm — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about sentence stress.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about sentence stress. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 16 • 30 MINUTES

Linking Sounds

Today I can: communicate clearly about linking sounds.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about linking sounds?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about linking sounds.

BSure. First, linking consonant.

ACan you tell me about smooth connection?

BYes. no pause.

AWhat should we remember?

Bsay it naturally.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about linking sounds.

BSure. First, .

ACan you tell me about smooth connection?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about linking sounds.

BSure. First, linking consonant.

ACan you tell me about ?

BYes. no pause.

A should we remember?

Bsay it naturally.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about linking sounds.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

linking consonant, next vowel,
smooth connection — say it clearly.
no pause, connected speech,
say it naturally — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about linking sounds.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about linking sounds. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 17 • 30 MINUTES

Reduced Sounds

Today I can: communicate clearly about reduced sounds.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about reduced sounds?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about reduced sounds.

BSure. First, weak form.

ACan you tell me about gonna?

BYes. wanna.

AWhat should we remember?

Bcareful speech.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about reduced sounds.

BSure. First, .

ACan you tell me about gonna?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about reduced sounds.

BSure. First, weak form.

ACan you tell me about ?

BYes. wanna.

A should we remember?

Bcareful speech.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about reduced sounds.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

weak form, schwa,
gonna — say it clearly.
wanna, natural speed,
careful speech — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about reduced sounds.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about reduced sounds. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 18 • 30 MINUTES

Rising Intonation

Today I can: communicate clearly about rising intonation.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about rising intonation?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about rising intonation.

BSure. First, yes-no question.

ACan you tell me about uncertainty?

BYes. check information.

AWhat should we remember?

Bpractice the question.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about rising intonation.

BSure. First, .

ACan you tell me about uncertainty?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about rising intonation.

BSure. First, yes-no question.

ACan you tell me about ?

BYes. check information.

A should we remember?

Bpractice the question.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about rising intonation.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

yes-no question, voice goes up,
uncertainty — say it clearly.
check information, rising arrow,
practice the question — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about rising intonation.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about rising intonation. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 19 • 30 MINUTES

Falling Intonation

Today I can: communicate clearly about falling intonation.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about falling intonation?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about falling intonation.

BSure. First, statement.

ACan you tell me about wh-question?

BYes. certainty.

AWhat should we remember?

Bfinish firmly.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about falling intonation.

BSure. First, .

ACan you tell me about wh-question?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about falling intonation.

BSure. First, statement.

ACan you tell me about ?

BYes. certainty.

A should we remember?

Bfinish firmly.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about falling intonation.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

statement, voice goes down,
wh-question — say it clearly.
certainty, falling arrow,
finish firmly — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about falling intonation.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about falling intonation. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 20 • 30 MINUTES

Final Consonants

Today I can: communicate clearly about final consonants.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about final consonants?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about final consonants.

BSure. First, last sound.

ACan you tell me about plural ending?

BYes. past ending.

AWhat should we remember?

Bclear word.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about final consonants.

BSure. First, .

ACan you tell me about plural ending?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about final consonants.

BSure. First, last sound.

ACan you tell me about ?

BYes. past ending.

A should we remember?

Bclear word.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about final consonants.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

last sound, release gently,
plural ending — say it clearly.
past ending, do not drop it,
clear word — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about final consonants.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about final consonants. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score