C Listen and number. CD1 Wet, net, jet, pet 42 the chant again. Enhance the activity by assigning motions to each group. Repeat the chant as often as time permits. Multi-ROM, disc 1 Wet, net, jet, pet Net, net, pet, pet Jet, jet, wet, wet Wet, net, jet, pet Divide students into four groups representing the four key words. Use the short e and et Student Cards. Students sit in a circle and pass the cards around while you play music.
When the music stops, students stand and say the word of the card in their hand. Assign the word hen to one group and the word red to the other. Play the presentation audio again and have each group perform a motion clap, stand up, etc.
Have students do the activity. Then write one of the key words on the board. Hold up two Phonics Cards: one card for the word on the board and another card from this unit or a previous unit. Students must point to the correct card and say the word. D Circle and write. E Listen and chant. Unit 3 Continue with the rest of the words using new cards.
Play the chant again and have students point to each card as it is said in the chant. Then, as students chant The red pen is on the bed, have them put the red and pen cards on top of the bed card. Repeat until each student can accomplish this without difficulty. Place a set of en and ed Student Cards on each desk, picture down, so that students cannot see the pictures.
Display the en and ed Phonics Cards, picture-out, at the front of the room. Use the en and ed Student Cards. Have students play in groups of five or six. Say the key words and have students repeat after you as they race to touch the cards. Then have one student be the leader. Repeat so that each student gets the chance to be the leader and say Touch hen. The first team member in each line races to the board to write the first letter of the word. The second member then races to the board and writes the word family to complete the word.
Repeat with the other words until each student has had a chance to go to the board at least one time. Sight Words: oh, in, go, to 2. Show a set of Phonics Cards that focuses on a specific sound. Leave one card out. Students raise their hands to identify the missing card. For added challenge, add in cards from previous units. Students should repeat after you and then say the word, e. Have students do this for each picture in each set before they make their decision.
Have students repeat the words as they do the activity. Have students repeat. Elicit or say a sentence for each, such as The pet gets wet and The jet is red and have students repeat after you. Check the answers with the class to make sure that each student has correctly completed the spaces in each column. My Pet Hen CD1 48 1. The red hen is wet. Oh, no! My pet hen is in bed.
We go to the vet. My hen has ten eggs! Sight words: oh, in, go, to Then play the story again. Finally, model reading the story for the students. Then have students read the story on their own.
Sight words: oh in go to Unit 3 2. Assign the roles of the girl, the vet, and the hen. When they finish, choose different students to act out the story. Read through the story again as time permits and have students raise their hands when they read a sight word in the story. Use pairs of Unit 3 Student Cards that rhyme pet-vet, hen-ten, but not egg, as there is no rhyming card. Play music or a chant from Unit 3.
Have students walk around the room until the music stops. Then have students find a partner whose card rhymes with theirs. Check students found a correct partner by having pairs say their rhyming words aloud. Have students stand in a line at the front of the class and give each one a Unit 3 Student Card.
If time permits, include cards from previous units. Have them draw four story frames like those on page 31 in the Student Book. Have them illustrate their stories and include pictures that represent the key words. Have students do this page for homework or in class. Use the Unit 3 Phonics Cards. Occasionally say the wrong word for a card. If the word is incorrect, students raise their hand and shout the correct word. If time permits, include key words from Unit 1 and Unit 2.
CD1 49 Do you remember the interesting insect? Other students repeat. Then play Beanbag Toss p. Have students move their fingers along the sliders as 38 they listen to each word. Then have students volunteer to come to the board. Show a Phonics Card picture and have them write the word.
Word Builder. Give each pair a set of Letter Cards. Sound out one of the words from the lesson: e. Pairs race to be first to spell the word with their Letter Cards and raise their hands. Use the short i key words and key words from previous units.
Speed Sounds. Have the students stand. Insert the short i words occasionally. Students must quickly repeat after you when they hear the target sound. The last person standing wins.
Divide the class into teams of four and give each team some paper and crayons. Whisper a word to a student from each team. CD1 hip, zip, in, ink hip, zip, in, ink in, in, zip, zip hip, hip, ink, ink 52 Assign motions to the key words, e. Say the chant again and have the class perform the motions as they chant the words. Say the chant faster and faster, but make sure that students still pronounce the key words clearly and correctly each time.
Have students stand and try to guess the name of each Phonics Card before you show them the picture. Students who make a mistake have to sit down but can participate from their seats. Repeat this process with the cards in a different order each round.
The last student standing is the winner. Use Pages 34—35 tip 4. Unit 4 3. Show three of the ip Phonics Cards. Students raise their hands to identify the missing key word. For added challenge, use cards from the previous unit as a way to review. As further reinforcement, hold up one of the ip Phonics Cards and say the word. Have students hold up a different, but rhyming, Student Card and say the word.
Elicit from students the two words from the previous lesson that rhyme: hip and zip. Give each student an ip Student Card. When you call out a word, the students with that card hop forward and repeat after you. Continue to call out several different words. For added challenge, occasionally say a word that does not end in ip.
No one should hop forward. Have students stand. Say an ip key word. Continue around the room with different words from the lesson and words from previous units. Put students into teams. The first team to correctly guess the word gets a point. C Listen and circle the one that rhymes. Practice and Components Unit 4 D. After students have completed exercise D, check the answers with the class.
Then say one of the key words and have a volunteer come to the board to write it. Multi-ROM, disc 1 I like to sip with my lips. Have students chant along and perform the actions when they hear their word.
Reassign the actions and repeat the chant as time permits. Students stand when they hear the target sound and sit when a different sound is said. That student hands the bib to another student who repeats the introduction. Repeat with all students.
Then play Say It. Use the ib and id Phonics Cards. Put the cards down and have students say the words in order. Do a quick dictation activity. Sound out one word at a time. Have students write down each word and spell it back to you. Give each student an ib or id Student Card.
Students say the chant and show their Student Card when they hear it in the chant. Have students trade cards with other students and repeat the chant as time permits. Repeat until each student has had a chance to play or as often as time permits.
Each team sits in a line. Trace a word on the back of the last student in each line. Those students trace the word on the back of the student ahead of them. Students continue down the line. The first student in line races to write the word on the board and say it.
The first to do so correctly wins a point for his or her team. Have students change places and repeat until all students have had a chance to be first and last, or as time permits. Say a sentence, such as: The kid has a bib or The rib is on the lid.
Pairs write the sentence and quickly draw or sketch it out. Have pairs read the sentence as they show the class their pictures. Sight Words: can, open, needs 2. Give each student a set of shuffled Unit 4 Student Cards.
Use Pages 38—39 tip sip A. Before students do exercise A, point to each picture and repeat its target sound two times. Then have students complete exercise A on their own. After students finish, point to pictures in exercise A at random and have students say each word. Then have students say a rhyming word. Explain that students will repeat the words that they hear and then write them in the correct columns. Then say the Now try these! Have them repeat. Elicit the column where each Now try these!
CD1 Now try these! Play CD1Track The Kid CD1 62 1. The kid can use ink. He can open a lid. He can sip and zip. This kid needs a bib! Sight words: can, open, needs Then play the story again. Finally, model reading the storyand have students read the story on their own.
Put the Unit 4 Student Cards in a cap or a bag, box, or other container. Have student pairs pass the cap. For added challenge, include the Unit 3 cards. Repeat You, Repeat Me. Arrange the students in a circle.
Say a key word and perform a motion. Have the next student in the circle repeat your word and motion and add a new word and motion. Continue and see how long the class can keep the chain going.
Encourage students to be silly and dramatic. Have them draw four story frames like those on page 39 in the Student Book. Have them illustrate their own stories and include pictures that represent the key words. Sight words: can open needs Unit 4 2. Assign the roles of the boy and mother. Give the students Phonics Cards for the key words and have them hold the cards up when they say each key word in the story.
Change the Phonics Cards. The egg needs a box. The can needs a lid. And Dad needs socks. The hen needs a jet. The pen needs ink. And she needs a net. Model the sounds and have students repeat.
Then use the Phonics Cards to review the words from Unit 3 and Unit 4. Remind students that words with word families et, en, ed, ip, ib, id are also short e and short i words. Match can to lid, match hen to jet. Match kid to sip, match girl to net. CD1 The pet needs a vet. Match pet to vet, match Dad to socks. The kid needs a sip. Have students repeat the words they hear as they circle the correct pictures. Have the students listen to the song again. This time, have students sing along and point to the pictures that represent the key words.
Then have students match the items. They can either match them by using their hands to point to two different items or by using their pencils to draw arrows from one item to another item. Give each group a set of shuffled Unit 3 and Unit 4 Student Cards.
Write these categories on the board for the students to reference. Have students reshuffle their cards at the end of each round. Students take turns spelling words from Unit 3 or Unit 4. Include sight words from the stories and the Now try these! Then have students shuffle their Student Cards or choose new ones. Concentration p.
Pairs of students use two sets of Unit 1 and Unit 2 Student Cards. Have pairs shuffle their cards and place them picture down on a desk. Students alternate turning over two cards and saying their names. When a student matches two pictures, he or she says the word and their partner repeats the word.
The student who matched the cards keeps those cards. When no cards remain on the desk, have students reshuffle and repeat. B Listen, circle, and write. Review 1 CD1 1. Show the picture side of a Phonics Card from Unit 1 or Unit 2 to the students at the board. Repeat with different cards and different students as often as time permits.
Oxford Phonics World Workbook 1, pp. Have students complete these pages for homework or in class. Then go back to the beginning of the exercise.
Do you hear the same sound? Draw Key Words: 1. Warm Up Divide students into small groups and give each group a set of Student Cards for Units 1 and 2.
The first team to hold up a card showing a picture of a word that starts with that sound and say the word wins a point. Use Pages 22—23 22 C. Draw or. Have students repeat the words they hear. Encourage the students to smile when the words begin with the same sound and frown when the words begin with a different sound.
Combine some adjectives and key words that have different initial sounds, e. Have students smile if the initial sounds are the same and frown if the initial sounds are different.
Match and say. Have students pronounce the sounds and words as they connect them in exercise D. After students have completed exercise D, use the exercise as a review tool. Point to an individual picture and elicit the word from a student. Then have the class repeat the word. Continue until you have covered all of the pictures in exercise D. Play the game. Divide the students into pairs. Have each student make or choose a small game piece.
Model placing and spinning the paperclip for the students. Alphabet Game p. Divide the class into four teams and have them gather in different corners of the classroom. Give each team a set of shuffled Student Cards with one word from each set beginning with a letter from A to F. Each team should have a different set of words. Then have teams go around the room and check that the other groups ordered their cards correctly. Letter Pictures. Pairs of students take turns drawing pictures of the A to F key words that incorporate the target letter into each, e.
After pairs complete their drawings, the class names the picture. Repeat until everyone has had a turn to draw. Charades p.
Divide students into groups of four to six. Show one student from each group a Phonics Card or whisper a key word to them. Students go back to their group and act it out for the others to guess.
Game E Play the game. Start End Review 1 first picture that represents the partner letters on the spinner, and say the word for that picture. If they can say the word successfully, they stay on that square. If not, they move back. Then the next student spins, and so on. The first student to reach the end of the game board is the winner.
Play the game with groups of five or six students instead of pairs. Play another variation of the game. Divide the class into six groups. Spin the paper clip on the spinner and say the sound that it lands on. If the student group assigned to that sound can identify the first picture in the game that matches that sound, then they proceed. Then spin the paper clip again. Continue playing until one group completes the game board. This is the letter G. Then do a repetition drill with the sound and words from the audio.
CD1 gorilla, gorilla 2. Have a Writing Race on the board. Whisper a different Gg key word to the student at each end.
Students whisper the words down the line without repeating themselves. When the key words reach the ends of the line, have the students on the ends say the key words they heard. Repeat You, Repeat Me. Assign motions to the four key words. Divide the class into groups of four and give each group paper and crayons. Whisper a word to a student from each group.
Without speaking, the student must draw a picture representing the word for their team to guess. Teams get a point if they guess the correct word. I see a E Listen and chant. Practice and Components Unit 3 Extend the activity by using the Phonics Cards from this unit and the previous units.
Have students identify each card and raise their hands when they say the names of the Gg cards. I see a girl. I see a gift. I see a goat. Play Round and Round. Small groups of students each start saying the chant at different times. Each group tries to finish without making a mistake. Use the Gg Phonics Cards.
Show the cards and say the words. Put the cards down and have students say the words in the same order. Shuffle, repeat, and increase the speed. Use Pages 26—27 A. This is the letter H. Then have students pretend to be happy horses and introduce themselves. Display three of the four Phonics Cards where everyone can see them. When students have decided which card is missing, they raise their hands, identify the missing card, and say its beginning sound.
Model the first one for the students. Put students into two teams. The first student to slap their buzzer and say the correct word wins a point for his or her team.
Ask students to put their heads down so they cannot see what you are doing. Hide the Hh Phonics Cards around the classroom. Then ask students to quietly find the cards. Then students continue to look for the other Phonics Cards. Students each get one Hh Student Card. When you say the four key words in any order, students get into groups of four at the front of the room and line up to match your order.
Repeat as often as time permits and change the order each time. Invite students to come up to the board and write the letters. Have the whole class say the sound and word for each. It is a house. It is a hot dog. It is a horse. Say the chant again. Have students use their Hh Student Cards and hold the appropriate ones up when they hear the word in the chant.
Add challenge by using a countdown during the game. Use Pages 28—29 A. This is the letter I. Then divide the class into two groups. Assign one of the following words to each group: interesting and insect. Play the dialogue again.
Have each group perform a motion, such as clapping or standing, each time their word is said. Then begin to draw a picture of one of the key words on the board, one line at a time.
Have students raise their hands and try to guess the word and say the sound. Then play Letter Trace Relay p. Trace and color. Then have the students do the activity on their own.
When they are finished, check their answers. Have students sit in a circle. Give each one an Ii Student Card. When you say the sound and a key word, those students with that card stand up and repeat.
After a few rounds, have students trade cards and repeat. When you call a word, the students with that card hop forward and repeat after you. Continue to call several different cards. Whisper G, H, or I to a student from each team. The first team to correctly guess the letter wins a point for their team. Review the key words associated with that letter. For added challenge, review A to F, too. Practice and Components Unit 3 29 1.
I have an insect. Cue students to stop passing the cards for the last two lines. At that point, only those students with the correct cards hold them up and say the last parts of the chant. For example, the students with an igloo card will hold their card up when the chant says I have an igloo. Then they will lower their cards. Multi-ROM, disc 1 I have an iguana. I have Ink. Sight Words: want, this, my 2. Use Pages 30—31 A.
Have students repeat the words that they hear and circle the correct letters. Ii Gg Hh 4. Ii Unit 3 CD1 1. Show the students the Phonics Card corresponding to exercise B, number 1: girl. Have them say its beginning sound and the word. Repeat with other words. Then have the students do this and complete the exercise.
Have the students listen to the story once. I see an iguana. This is a bear. It is a gorilla. I want my bear! I want a gorilla! Sight words: want, this, my Play the story again. Have students point to pictures of the key words in their books when they hear them. Read the story for the students. Then have students read the story on their own. Use the Unit 3 Student Cards. Say the Unit 3 words and have students repeat after you as they race to touch the cards. Then have one student be the leader.
Down the Line p. Have a student from each team start at opposite ends and go down the line of cards, naming each one in a race to get to the other end. Have them draw four story frames like those on page 31 in the Student Book. Have them illustrate their own stories and include pictures that represent the Gg, Hh, and Ii key words. This is a.
I want a! Practice and Components Sight words: want this my Unit 3 2. Assign the roles of the kids to two students and the roles of the hotdog seller, bear, iguana, and gorilla to other students. You play the adult. When they are finished, choose different students to act out the story. Then have students read the sight words by themselves. All students begin by standing. When you say a letter sound or a key word, the groups that do not correspond to that letter or sound sit down.
The last student to sit from each group is out. Continue in this way, eliminating students. The last student standing is the winner. Use Pages 32—33 A. This is the letter J. Then play the audio again. Have students move around the room and pretend they are jets. Continue for several more rounds. After students complete exercise C, have several students come to the board.
Give them half a minute to write Jj, neatly, as many times as they can. Then play Match It. Give each student one of the Jj Student Cards. Students race to hold their card up and repeat after you. Then write Jj. After students complete exercise D, check their answers. Then hold up the corresponding Phonics Cards, one at a time.
Display three Phonics Cards from the lesson. Students raise their hands to identify the missing key word. Shuffle the cards and repeat. For added challenge, also include cards from the previous unit. Display the Phonics Cards in a row. Place a set of Student Cards on each desk, picture down, so that students cannot see the pictures. Reshuffle all cards and repeat as time permits. Divide the class into groups of four and give each some paper and crayons. Repeat so that all students have a chance to draw.
Multi-ROM, disc 1 pairs take turns reading the sight words by themselves. Read 4. Unit 1 Online Test story sentences. Act it out. Have students act out the This time, have students raise their story. Assign the role of the man to hands each time they read and hear one student. Assign the role of the a sight word. Choose a few students to represent the other objects in the story.
Encourage students to have fun while they act out the story. Give each student a set of shuffled Unit 1 Student Cards. B Listen, point, and repeat. Have the class stand in a circle.
Give the student next to you the bag. The student draws a card and says the word. Then the line for the new card. Repeat as 4. Circle and write. Have students different order and have students name Model how to do the activity. Point point as they repeat the words. Help with pronunciation. Then say CD1 the letter names aloud, make each 1. Listen and number. Have students write After students have completed exercise the number under the correct picture.
D, check their answers. Odd One Out. Display the ad and ag Phonics Cards and include one C Listen and number. Match the Order. Divide the class 2 3 1 4 into teams of four and have each team stand around a desk. Place a set of ad and ag Student Cards on D Circle and write. Then have students close their eyes for a moment.
Display the ad and ag Phonics Cards, picture-out, at 2. The first team to do so raises their hands and says the key words. Reshuffle all 4. Give paper and crayons to each group. Bring one E Listen and chant. The Unit 2 13 first group to guess correctly wins a point.
Repeat until all students have had a turn to draw. Spell and sound out Then divide the students into groups Practice and Components the words. Have students write. Oxford Phonics World Workbook 2, in the chant.
Have the students in each p. Have students complete this E. Have students word is said in the chant. Each have the bag group of students mime instructions and answer key. Give each group a new 2.
Multi-ROM, disc 1 Bag, dad, pad, rag time permits. Dad, dad, rag, rag Pad, pad, bag, bag Bag, dad, pad, rag. Next, show the class the cards. Flip though in a steady rhythm before putting them down on the desk. Shuffle and repeat. Use Pages 14—15 4. Use a real cap or draw a picture of one. Then toss it to a student who repeats CD1.
Continue around the room. Have students After students finish, check their point as they repeat the words. Make a gesture for each word as answers. Then display the ap and CD1 you say it. Have students mimic some ad and ag Phonics Cards. Invite 1. Read and match. Play CD1 Track 23, number 1.
Pause Model the first one. Say tap, follow and make sure students circled tap and the maze, and write tap. Then have map. Then play the rest of Track Put students C Listen and circle the ones that rhyme.
One 1. If they are successful, they remain standing. Then the pair passes the cap to the next pair. For extra challenge, add the ad and ag cards. D Read and match. Rhyme Time p. Use pairs of ad, 1. Give each student a card.
Play music or the. Students walk around the room. When the music tap stops, students must find a partner whose card rhymes with theirs, such. Check that students found a correct partner by having pairs say their rhyming words aloud. Have students trade map W N. S E cards and play again. Charades p. Show one student from each team a Phonics Card or whisper a key word. Students go E Listen and chant. This Is that your cap on the map?
Finally, have three or Is that p. Have students complete this four students come to the board. Have Is that your cap page for homework or in class. Have students around a desk that has four cap Student 3.
Each Cards and one map Student Card on it. When they get to the last lines, students CD1 put one cap card on the map card. Then Cap, cap, cap 24 play the chant again. Tell students to B Listen, point, and repeat. Students stand when they hear the target sound and sit when they hear a different target sound. Groups take turns repeating the presentation and using their arms to mime swinging a bat. Encourage students to have fun acting like Point to the pictures in exercise B in a After students complete exercise baseball players.
Have students sound C, check their answers. Then have out and say the words as you point to students close their books. Call out B. Have students occasionally choose two key words that listen and point as they repeat. Listen and circle the one that rhymes. Have students words rhyme and repeat the words. Listen, match, and write. Model the first one.
Then play 1. Have students complete 3. Chair Game p. Put two chairs in the center of the room. Divide C Listen and circle the one that rhymes. The other students 1. Put a different Phonics Card, picture-up, 2. Say the name of one of the cards. The students race to be the first to sit on the chair with 3. For added challenge, use additional cards and chairs. Spell It. Put students into small teams of three or four. Give each team a set of at Student Cards and D Listen, match, and write.
Groups race to spell the 1. The first team to do so and raise b b their hands wins. Repeat with other key words. Word Trace Relay p. Trace a word on the back of the last m h student in each line without letting the other students see. When you say E Listen and chant. The first student in each line bat hat rat mat quickly goes to the board, writes the word, and says it.
The first student Unit 2 17 to do so correctly wins a point for their team. The first student moves to the back of the line to change the order.
Teams play until all students have had a chance to be 1. Have students chant along with Farmer Fred. Each line repeats. Practice and Components After students have finished, have them CD1 1.
Then say a word and elicit the bat, hat, rat, mat page for homework or in class. As a review tool, you can 3. Multi-ROM, disc 1 recreate this activity on the board and Have students put their at Student replace the letters and word families Cards on their desks.
Repeat the phonograms with those of Unit 1. This time, have students hold up the corresponding cards during the last lines. Warm Up Play Down the Line p. Have students bag cap mat do this for all three words in each set before they make their decision. Listen and write. Have students Now try these! CD1 pad, pad rat, rat 30 bag, bag map, map nap, nap hat, hat check their answers with your answers CD1 A Day with Dad 31 bat, bat cap, cap on the board. Then have the students write the Now try these!
This is my dad. He has a hat, tap, tap rag, rag a bag, and a map. Draw dad, dad mat, mat 2. That is my girl. She has a bat and pictures or act out their meanings for Now try these! He is mad. The 3. At the house, we use the tap.
He can pat the cat. Then we take a nap! Sight words: day, girl, she, we, use, C. Have students Have the students listen to the tell you the words that they heard. Play the story again. Have students story once. Write the words in the correct columns point to pictures of the key words on the board.
Then, have students that they hear in the audio and see in the story. Finally, model reading. Touch p. Use the Unit 2 Student Story Cards. Divide students into groups C Look and listen. She has pictures up, on the desk in the 1 2 This is my dad!
He has a bat and a cap. Model the a hat, a bag, and a map. Then have one student be the leader and say the next word. Repeat so that each student gets the chance to be the leader and say Touch hat. Rhythm Circle p. Students sit in a circle and keep a simple rhythm as you call out a word family 3 4 phonogram , such as at. Students take turns around the circle to say words with that sound at the end of their rhythm: slap, slap, clap, clap, Then we take a nap!
Sentence Share. Divide the students into pairs. Say a sentence or two, for example: The girl has a hat. She takes a nap. Pairs write the sentences and At the house, quickly draw or sketch them out. Have pairs read the sentences as they show their pictures to the class.
Sight words: day girl she we use then take Practice and Components Unit 2 19 1. Oxford Phonics World Workbook 2, p. Have students complete this page for homework or in class. Have the students repeat instructions and answer key. Then have students read the sight words by themselves. Have 2. Have student pairs take turns reading the students locate the sight words in 3. Multi-ROM, disc 1 story sentences.
If time permits, 4. Unit 2 Online Test read the story aloud one more 3. Have students act out time. Have students raise their the story. Assign the roles of the hands when they hear one of the dad and the girl to two student sight words. When they are finished, choose two different students to act out the story. Read and point to the sight words and pronounce them.
Sing along. Warm Up Write the word families am, an, ad, ag, ap, and at on the board. Model the sounds for the students and have them repeat after you. Then use the Phonics Cards to review the words from Unit 1 and Unit 2. Show the cards and elicit responses. Explain how all the words are short a words. Use Pages 20—21 A. Have students the bag. Circle the map, circle the rat, circle CD1 the ram. Bag, map, ax, cap, fan, can, pan.
A girl with a bag, Model the first one for the students. Integrating theory and practice in an accessible way, it draws onup-to-date research and classroom practice that is internationally relevant. Enter a world of imaginative play! Meet Daisy, Robin and their toy Mouse who feature throughout the course.
They love to dress up, and their different costumes in every unit lead to new adventures, capturing children's imaginations. With Mouse and Me! Exciting interactive routines and songs with actions make new language more memorable. There are lots of opportunities to act out the stories, and children will love the adorablepuppet.
Fun craft activities embrace multiple intelligences. Rich, captivating video content engages children, develops their understanding of the language, and encourages them to make cultural comparisons. Live-action songs enable children to learn from other real-life children, andanimations of thestories bring the characters and stories to life.
Lesson plans containing teaching suggestions for all aspects of the student books Complete support with details of the games and activities used in lesson plans A Games bank offers ideas for more games and activities Tips for teaching Oxford Phonics World is the first step on your students' journey into English, leading you through all 44 sounds. It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide. Basic reading ; teacher's edition for book 5.
In collaboration with William A. Anna R.
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