Listening seed 1 teachers guide

Unit 1|Greetings
Listening Seed 1: Teacher’s Guide

Unit Objectives:
1. Students will learn about basic greetings.
2. Students will understand the meaning of new words and be able to use the words in sentences.
3. Students will practice listening comprehension skills –identifying main ideas and supporting details
4. Students will learn skills in phonics, key points of expressions, vocabulary and grammar.
Key Words and Phrases:
What’s your name?
How do 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.

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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 1 and 2 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 1

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 1 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 1 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 2
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 2 Exercise A. Then go over the answers as a class.

2


B) Play the recording for the students again. After the students have thoroughly listened to and understand the recording
have them complete Listening Task 2 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 1 is a
controlled practice section. Step 2 is a personalized speaking activity section based on Step 1.
Step 1

Explain the directions in Speaking Task Step 1. Present the students with a model answer by telling the students your
answers. Then have the students complete Step 1 by themselves. Once the students have completed Step 1, have them take
turns presenting their answers to the rest of the class.
Step 2
Step 2 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 2 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 9 individual cards. You can give them a piece of paper and have them cut it into 9 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 9 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 3 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 1
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 2

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

3


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.

4


ANSWER KEY: STUDENT BOOK

Getting Ready p. 6
A.
Tim

Hi, I’m Tim.

Ella

Hello, Tim.

Tim

What’s your name?

Ella

My name is Ella.

Tim

How do you spell that?

Ella

E-L-L-A.

Tim

Nice to meet you, Ella.

Ella

Nice to meet you, too!

Basic Listening p. 7
A. 1. first 2. last B. 1. c 2. b 3. a
A. 1. My first name is Sue.
2. My last name is Fox.
B. 1. His first name is Bob.
His last name is Brown.
2. Her first name is Maggie.
Her last name is Miller.
3. Her first name is Paris.
Her last name is Park.

Phonics

1. /b/ 2. /p/ 3. /p/ 4. /b/
1. book
2. pizza
3. pen
4. ball

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Listening Task 1 p. 8
A. b B. 1. Jackson 2. 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 2 p. 9
A. b B. 1. c 2. 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
1. a 2. c 3. b 4. b 5. c 6. a
1. I go to school.
2. My name is Emily Jones.
3. What’s your name?
4. Nice to meet you.
5. 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.
6. My name is Sophie Lee.
I am a music teacher.
My students are cute.

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ANSWER KEY: WORKBOOK

Greetings p. 2
Listening Task 1
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 2
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!

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Unit 2|Colors and Shapes
Listening Seed 1: Teacher’s Guide

Unit Objectives:
5. Students will learn about colors and shapes.
6. Students will understand the meaning of new words and be able to use the words in sentences.
7. Students will practice listening comprehension skills –identifying main ideas and supporting details
8. 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

8


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 1 and 2 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 1
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 1 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 1 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 2
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 2 Exercise A. Then go over the answers as a class.

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B) Play the recording for the students again. After the students have thoroughly listened to and understand the recording
have them complete Listening Task 2 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 1 is a
controlled practice section. Step 2 is a personalized speaking activity section based on Step 1.

Step 1
Explain the directions in Speaking Task Step 1. Present the students with a model answer by telling the students your
answers. Then have the students complete Step 1 by themselves. Once the students have completed Step 1, have them take
turns presenting their answers to the rest of the class.
Step 2
Step 2 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 2 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 3 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 1
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 2
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

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Getting Ready p. 12
A.
Colors
1. red

6. pink

2. orange

7. brown

3. green

8. gray

4. blue

9. black

5. purple

10. white

Shapes

1. circle

4. oval

2. square

5. rectangle

3. triangle

6. diamond

B.
1. a yellow triangle
2. a red circle
3. a green oval
4. a pink diamond
5. a blue square
6. an orange rectangle

Basic Listening p. 13
A. 1. pink 2. red
B. 3, 2, 1
A. 1. It’s a pink circle.
2. It’s a red square.

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B. 1. It’s a diamond.

2. It’s a triangle.
3. It’s a square.

Phonics
1. /k/ 2. /g/ 3. /k/ 4. /g/
1. color
2. gray
3. key
4. girl

Listening Task 1 p. 14
A. b B. 1. pink 2. cookies
Ella

Tim, look. This is a robot!

Tim

A robot? Umm… what color is it?

Ella

It’s pink! It has so many shapes!

Tim

What shapes do you see?

Ella

I see one rectangle, one square and four circles!

Tim

That’s not a robot! Those are my cookies! Don’t eat them, Ella!

Listening Task 2 p. 15
A. b B. 1. c 2. c
Colors make colors! Red and yellow make orange. I draw and color three orange circles! Blue and yellow make green! I
draw and color one green triangle. Look! What do I have? It’s an ice cream cone!

Speaking Task p. 16
Step 1.
A The cheese is a yellow triangle.
The bread is a brown circle.
The chocolate bar is a black rectangle.

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The book is a blue square.
B The cheese is a yellow triangle.
The bread is a brown diamond.
The chocolate bar is a white rectangle.
The book is a blue square.

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ANSWER KEY: WORKBOOK

Colors and Shapes p. 3
Listening Task 1
Ella

Tim, look. This is a robot!

Tim

A robot? Umm… what color is it?

Ella

It’s pink! It has so many shapes!

Tim

What shapes do you see?

Ella

I see one rectangle, one square and four circles!

Tim

That’s not a robot! Those are my cookies! Don’t eat them, Ella!

Listening Task 2
Colors make colors! Red and yellow make orange. I draw and color three orange circles! Blue and yellow make green! I
draw and color one green triangle. Look! What do I have? It’s an ice cream cone!

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Unit 3|Body Parts
Listening Seed 1: Teacher’s Guide

Unit Objectives:
9. Students will learn about body parts.
10. Students will understand the meaning of new words and be able to use the words in sentences.
11. Students will practice listening comprehension skills –identifying main ideas and supporting details
12. Students will learn skills in phonics, key points of expressions, vocabulary and grammar.
Key Words and Phrases:
Does he have big eyes?

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 recording one time for the students. Make sure
the students are following along in their books. Model the words for the students, by pointing to your own body as the
recording plays. Then play the recording for the students a second time. Have the students read along with the recording
and also pointing to the corresponding body parts. Then call on students to read the words without the recording (for more
advanced students, place the students in pairs).
Extra Idea (optional):
Scrambled Letters: Write up eight words with their letters shuffled (e.g. eicscen for science) on the board. When the
teacher says 'go', the students, individually or in pairs, endeavor to untangle the words as quickly as they can—the first
student or pair, to do so wins. The teacher can then quickly run through each of the scrambled letter groups on the board,
eliciting information about each word or concept. Tip: Don't make them too difficult.

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.

15


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):
Telephone: Divide the class into 2 teams or play as one large team. Whisper the word to the first student. Then that
student must whisper the word to the next student, and so on. The last student must write the word they hear on the board.

Listening Tasks
Listening Tasks 1 and 2 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 1
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 1 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 1 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 2
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 2 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 2 Exercise B. Then go over the answers as a class.

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Speaking Task
The Speaking Task provides the chance to practice key points of the unit through the production of language. Step 1 is a
controlled practice section. Step 2 is a personalized speaking activity section based on Step 1.

Step 1
Explain the directions in Speaking Task Step 1. Present the students with a model answer by telling the students your
answers. Then have the students complete Step 1 by themselves. Once the students have completed Step 1, have them take
turns presenting their answers to the rest of the class.
Step 2
Step 2 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 2 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):
Back Writing: Have students sit in a circle for a smaller class or make team lines for a larger class. Choose a letter or word
from the unit’s key words and phrases and have children trace it in the air together. Next, have students trace the letter
onto the back of the person in front of them. Observe the students and correct where necessary. Repeat using new letters.
Use words or sentences for higher levels.

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 3 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 1
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 2
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.

17


ANSWER KEY: STUDENT BOOK

Body Parts
A.
1. head
4. nose
7. shoulder
10. hand
13. foot

2. eye
5. mouth
8. arm
11. knee
14. toe

3. ear
6. neck
9. finger
12. leg

Basic Listening p. 19
A. 1. head

2. eyes B. 2, 1, 3
A.

1. He has a big head.
2. She has beautiful eyes.

B.

1. I have four arms.
2. I have five legs.
3. I have eight fingers.

Phonics
1. /m/ 2. /m/ 3. /n/ 4. /n/
1. mouth
2. monkey
3. nose
4. neck
Listening Task 1 p. 20
A. c
B.
1. ears
2. mouth
Mr. Smith
Children, welcome to the Seed Elementary School Mask Festival!
Ella
Hi, Mr. Smith! I’m Ella.
Mr. Smith
Oh, hi, Ella. You have two big ears.
Ella

Yes, I do. You have a big mouth.
Mr. Smith
Yes. Where is Tim? Does he have three eyes?
Ella
Yes, that’s him!
Listening Task 2 p. 21
A. b, d B. 1. c 2. a
Hello! My name is Boo. This is my friend Ba. We are from Mars. I have one eye. I have four toes. My friend Ba has a big
head. And he has three eyes and five legs. We are different from you. But we want to be your friends.
Speaking Task p. 22
Step 1.
Jack
I have small eyes.
I have a big nose.
I have a small mouth.
Ray
I have big eyes.
I have a big nose.
I have a big mouth.

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Sue
I have big eyes.
I have a small nose.
I have a big mouth.
Unit Test p. 23
1. a 2. c 3. b 4. a 5. b 6. c
1. It has two big ears.

2. It has a big nose.
3. Do you have a small mouth?
4. Does he have long legs?
5. A What’s that?
B It’s a toy doll. It has three ears.
A Oh, it has five arms, too.
6. This is my dog. He has big ears and short legs. He is very cute. He is my best friend!

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ANSWER KEY: WORKBOOK

Body Parts p. 4
Listening Task 1
Mr. Smith
Children, welcome to the Seed Elementary School Mask Festival!
Ella
Hi, Mr. Smith! I’m Ella.
Mr. Smith
Oh, hi, Ella. You have two big ears.
Ella
Yes, I do. You have a big mouth.
Mr. Smith
Yes. Where is Tim? Does he have three eyes?
Ella
Yes, that’s him!
Listening Task 2
Hello! My name is Boo. This is my friend Ba. We are from Mars. I have one eye. I have four toes. My friend Ba has a big
head. And he has three eyes and five legs. We are different from you. But we want to be your friends.

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Unit 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 will practice listening comprehension skills –identifying main ideas and supporting details
16. Students will learn skills in phonics, key points of expressions, vocabulary and grammar.
Key Words and Phrases:
He is my younger brother.

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):
The teacher writes up 10 words, phrases and/or expressions on the board. Each student chooses any 5 of the items from

the board and writes them down. The teacher then selects one of the items at random (bits of paper from a hat, for
example) and offers a brief definition or synonym of the item but does not say the word itself. If a student thinks they
have the word the teacher described, they tick it. When a student ticks all of their words, they shout BINGO!! The first
student to shout BINGO wins the round. Additional rounds can be played with different sets of words.

Basic Listening
In this section, students practice listening comprehension skills through simple sentence listening using short listening and
writing exercises.
Exercise A

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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):
Speed Reading: Write a number of words on the board. If necessary, go over the pronunciation of each word. Then read

through a list of the same words at a good speed leaving out only one of the words. The students should be listening to
you read the list of words while following along on the board. After you are finished, they tell you which word (words)
you didn’t read out. This activity can be targeted for a higher level by adjusting the vocabulary used, the speed you read,
the number of words you leave off, or by doing additional tasks (e.g., like telling you which word you read wasn’t on the
board).

Listening Tasks
Listening Tasks 1 and 2 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 1
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 1 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 1 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 2

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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 2 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 2 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 1 is a
controlled practice section. Step 2 is a personalized speaking activity section based on Step 1.
Step 1
Explain the directions in Speaking Task Step 1. Present the students with a model answer by telling the students your
answers. Then have the students complete Step 1 by themselves. Once the students have completed Step 1, have them take
turns presenting their answers to the rest of the class.
Step 2
Step 2 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 2 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):
Pictionary: Divide the class into two teams. Call on 1 student at a time to draw on the board. Each student is permitted
only to draw on the board in front of the class. They cannot use any symbols, numbers or letters in what they draw. The
rest of the team should shout out any answers that come to mind. If the team is able to guess the word within the
designated time, they score a point. If after two minutes the team has not guessed the word correctly, the other team gets
one chance to guess the word. If they are correct, they score a point and then continue with their turn. Continue playing
until you run out of time or you run out of words. The team with the higher score at the end of the game wins.

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 3 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 1
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.

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Listening Task 2
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.

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ANSWER KEY: STUDENT BOOK

Getting Ready p. 24
A.
1. grandfather

2. grandmother

3. father

4. mother

5. brother

6. sister

7. aunt

8. uncle

9. cousin

B.
1. aunt
2. father
3. grandmother
4. sister
5. cousin

Basic Listening p. 25
A. 1. brothers 2. aunt B. 1, 3, 2
A. 1. She has two brothers.
2. He has an aunt.
B. 1. She has a grandfather and a grandmother.
2. She has a sister.
3. She has an uncle.

Phonics

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