Listening seed 3 teachers guide

Unit 1|Sports
Listening Seed 3: Teacher’s Guide

Unit Objectives:
1. Students will learn about sports.
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 sports do you like?

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):
Vocabulary Grab Bag: Divide the class into groups of 2-4 students. Assign everyone a vocabulary word. Have each
student write their word out with each letter on a separate small sheet of paper. Place all the letters in a bag. Students take
turns taking one letter out of the bag at a time. If the letter is one found in their word, they keep it and give the bag to the
next student. If the letter they select is not one of the letters in their word, they put it back in the bag and give it to the next
student. For example, say S1 has CAT as their word, S2 has DOG, and S3 has COW. If S1 draws C from the bag (even if
it is not the C that they wrote), they keep it and give the bag to S2. S2 draws a W, puts it back in the bag, and gives it to

S3, etc. The first student to spell their word wins.)

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

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Exercise A
As a class, look at the Exercise A. Ask the students what they see, and what they think should be filled in the blanks. After
a brief discussion, play the recording for the students. Have the students listen to the recording of the text and follow
along in the student book. Then play the recording again, and have the students fill in the blanks. Play the recording again
if needed (for more advanced students, play the recording once). When complete, go over the answers as a class.
Exercise B
As with the previous Exercise, have the students look at Exercise B. Ask the students what they see. After a brief
discussion, play the recording for the students. Have the students listen to the recording of the text and follow along in the
student book. Then play the recording again, and have the students complete the exercise. Play the recording again if
needed (for more advanced students, play the recording once). When complete, go over the answers as a class.
Exercise C
As with the previous Exercise, have the students look at Exercise C. 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, place the students in pairs and have them
act out the dialogue.
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

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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):
Freeze: Place a set of vocabulary cards in the middle of the circle and teach the children that they are to throw the ball to
any person in the circle. When the teacher yells, "Freeze!," everyone must stop moving. The person with the ball must
draw a card and say the word. For advanced learners, challenge students to use the word in a sentence.

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.
1. soccer

2. basketball

3. baseball

4. tennis

5. badminton

6. table tennis

7. swimming

8. volleyball

B.
1. They play basketball.
2. They play table tennis.
3. They play soccer.
4. They swim.
5. They play badminton.
6. They play volleyball.
7. They play tennis.

Basic Listening p. 7
A. 1. basketball 2. volleyball
B. 3, 1, 2 C. a
A. 1. He likes to play basketball.
2. He likes to play volleyball.
B. 1. He likes to play baseball.
2. She likes to play tennis.
3. She likes to swim.

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C. A What sports do you like to play?
B I like to play badminton.

Listening Task 1 p. 8
A. c
B. 1. swims 2. tennis 3. watch
Anna

What sports do you like to play, Jake?

Jake

I like to swim. I swim every day. My mom says I’m a fish.

Anna

Oh, really? I don’t like to swim very much.

Jake

Well, what sports do you like, Anna?

Anna

My favorite sport is badminton. But I also like to play tennis a lot.

Jake

I like to play tennis, too.

Anna

You like everything, Jake! What sports don’t you like?

Jake

I don’t like to play soccer. But I like to watch it on TV!

Listening Task 2 p. 9
A. a B. 1. a 2. a
Three school sports teams played games last weekend. The soccer team played first. They did not win, but they played
well. They scored two goals. Good job, soccer team! The basketball team played second. They did not play very well. But
they will play well next time. Cheer up, basketball team! Lastly, the baseball team played very well. They won their game!
Yay, baseball team! Way to go, sports teams!

Unit Test p. 11
1. b 2. a 3. c 4. b 5. b 6. a
1. They like to play soccer.
2. He plays tennis in the morning and basketball in the evening.
3. What sports do you like to play?
4. Do you like to play badminton?
5. A Do you like baseball?
B Yes, I do.
A Let’s play baseball after school.

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B Well, I like to watch baseball. But I don’t like to play it.
A Oh, I see.
6. I played soccer with my friends. I scored a goal, and my team played well. The score was 3 to 2, and we won the game.
We were very excited.

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ANSWER KEY: WORKBOOK

Unit 1 Sports p. 2
Listening Task 1
Anna

What sports do you like to play, Jake?

Jake

I like to swim. I swim every day. My mom says I’m a fish.

Anna

Oh, really? I don’t like to swim very much.

Jake

Well, what sports do you like, Anna?

Anna

My favorite sport is badminton. But I also like to play tennis a lot.

Jake

I like to play tennis, too.

Anna

You like everything, Jake! What sports don’t you like?

Jake

I don’t like to play soccer. But I like to watch it on TV!

Listening Task 2
Three school sports teams played games last weekend. The soccer team played first. They did not win, but they played
well. They scored two goals. Good job, soccer team! The basketball team played second. They did not play very well. But
they will play well next time. Cheer up, basketball team! Lastly, the baseball team played very well. They won their game!
Yay, baseball team! Way to go, sports teams!

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Unit 2|Describing People
Listening Seed 3: Teacher’s Guide

Unit Objectives:
5. Students will learn about describing different people.
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 does he look like?

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: Write the unit’s key words and phrases on the board in any random order. Place two chairs in front of the
board with a fly swatter on each chair. Divide class into two equal teams. Have one student from each team sit in the
chairs with their backs to the board. Say one of the vocabulary words on the board. Students stand and find the word on
the board. Students get one swat and the first student to hit the word with their fly swatter gets one point for their team. If
neither student hits the right word, the next students are up and no points are awarded. Repeat until everyone has had at
least one turn. Use pictures for young students who haven't learned the alphabet.

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.
Exercise C
As with the previous Exercise, have the students look at Exercise C. 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, place the students in pairs and have them
act out the dialogue.
Extra Idea (optional):
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

10


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):
Word Find: Prepare small cards with words and their meanings (separately) in advance. Put all the cards in a small bowl
or a hat and have all of the students stand up and pull one card out each. Optionally, you can ask the students who get

words on one side of the room and students who get meanings on the other side. Tell the students that the objective of the
game is for them to find the student whose card matches the one they have. Prizes and penalties can be given to the first
and last pairs to finish.

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

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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.

12

ANSWER KEY: STUDENT BOOK

Getting Ready p. 12
A.
1. young

2. old

3. short

4. tall

5. fat

6. thin

7. curly

8. straight

9. long

10. blond

B.
1. She has curly hair.
2. She is short and old.
3. She has straight hair.
4. He is tall and young.
5. He is old and fat.

Basic Listening p. 13
A. 1. blond 2. fat
B. 3, 1, 2 C. c
A. 1. She has curly blond hair.
2. He is old and fat.
B. 1. She has red hair and blue eyes.
2. She is old and has gray hair.
3. She has long black hair.
C. A What does he look like?
B He has straight brown hair.

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Listening Task 1 p. 14
A. c
B. 1. sister 2. short and thin 3. hair
Jake

Hi, Molly, what’s wrong?

Molly Oh, Jake. I’m looking for my little sister Kate. I lost her in the library.
Jake

Oh, no! I can help you. What does she look like?

Molly Well, she’s short and thin.
Jake

What color hair does she have?

Molly She has long black hair like me.
Jake

Is she wearing a blue T-shirt?

Molly Yes, she is. And I think she’s wearing purple pants.
Jake

I see her! She’s standing over there.

Molly Oh, thank you, Jake!

Listening Task 2 p. 15
A. b, e B. 1. b 2. c
My name is Mike. There are five people in my family: my mom, my dad, my two sisters and me. We do not look alike.
My dad is tall and has brown hair. My mom is short and has curly red hair. My sister Sally has short blond hair, and my
sister Rachel has long brown hair. My mom, my dad and my sisters have blue eyes. But I have straight black hair and
brown eyes.

Unit Test p. 17
1. b 2. b 3. b 4. a 5. c 6. b
1. She has long curly hair.
2. He is fat, but she is thin.
3. Does your brother have blond hair?
4. What does your mother look like?
5. A What does your brother look like?
B He looks like me. He has brown eyes. And he has red hair like me.
A Is he thin like you?

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B Yes, he is.
6. My favorite singer is Dave. My friend says he looks old. But I think he looks young. He is short and cute. And he has
long straight hair.

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ANSWER KEY: WORKBOOK

Unit 2 Describing People p. 3
Listening Task 1
Jake

Hi, Molly, what’s wrong?

Molly Oh, Jake. I’m looking for my little sister Kate. I lost her in the library.
Jake

Oh, no! I can help you. What does she look like?

Molly Well, she’s short and thin. Jake What color hair does she have?
Molly She has long black hair like me.
Jake

Is she wearing a blue T-shirt?

Molly Yes, she is. And I think she’s wearing purple pants.
Jake

I see her! She’s standing over there.

Molly Oh, thank you, Jake!

Listening Task 2
My name is Mike. There are five people in my family: my mom, my dad, my two sisters and me. We do not look alike.
My dad is tall and has brown hair. My mom is short and has curly red hair. My sister Sally has short blond hair, and my
sister Rachel has long brown hair. My mom, my dad and my sisters have blue eyes. But I have straight black hair and
brown eyes.

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Unit 3|Jobs
Listening Seed 3: Teacher’s Guide

Unit Objectives:
9. Students will learn about different jobs.
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:
What do you want to be when you grow up?

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):
Speed Game: Prepare small cards with key words and related words in advance. Divide the class into two teams (ex.
Team A and Team B), and have each team choose a captain. Each team is given a turn; when it is Team A’s turn show the
card to Team A’s captain (make sure none of the other students see it). The team captain is given a time limit to describe
each thing on the card using only English. The captain cannot say the words on the cards. After the time has expired each
team is awarded points according to how many correct guesses their team made.

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.
Exercise C
As with the previous Exercise, have the students look at Exercise C. 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, place the students in pairs and have them
act out the dialogue.
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

18


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):
Team Spelling: Put the class into teams. The teacher shows a team a picture of one of the key words, and the team must
each write down one letter of that word (without showing their teammates), depending on their position. The leftmost
student writes down the first letter, the next student the second letter, etc. (ex. The teacher shows a group of five students

a picture of an apple. The leftmost student writes down "a", the next student "p", the next student "p", the next "l" and the
rightmost student "e".) Give the students a time limit (depending on their English level) and then have them all reveal the
letters they wrote. Award one point if the word is correctly spelled, then move on to the next group.

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

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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. 18
A.
1. businessman

2. teacher

3. chef

4. doctor

5. firefighter

6. police officer

7. scientist

8. vet

9. artist

10. astronaut

B.
1. He is a doctor.
2. She is a teacher.
3. She is a vet.
4. He is an artist.
5. He is a firefighter.

6. He is a chef.
7. He is a businessman.

Basic Listening p. 19
A. 1. businessman 2. chef
B. 3, 2, 1 C. a
A. 1. He wants to be a businessman.
2. She wants to be a chef.
B. 1. She wants to be a scientist.
2. He wants to be a doctor.

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3. She wants to be an artist.
C. A What do you want to be when you grow up?
B I want to be a police officer.

Listening Task 1 p. 20
A. a
B. 1. scientists 2. drawing 3. aliens
Jake

What do you want to be when you grow up, Anna?

Anna

Hmm. I don’t know, Jake. My mom and dad are scientists, but I don’t like science.

Jake

Well, what do you like to do?

Anna

Umm… I like to draw and paint a lot.

Jake

Do you want to be an artist?

Anna

That sounds fun. What do you want to be when you grow up, Jake?

Jake

I want to be an astronaut. I love adventure and outer space.

Anna

Wow! Maybe you can meet some aliens!

Jake

I really hope so!

Anna

You will be famous one day, Jake!

Listening Task 2 p. 21
A. b B. 1. b 2. a
Hi, my name is Lucy. My family has a Mexican restaurant. My mother takes care of our restaurant. My aunt is a chef and
she cooks all the food. My brother is a waiter. He serves the food to the customers. And my father is the restaurant
manager. My parents want me to be a chef in the future. But when I grow up, I want to be an entertainer. I will sing and
dance for the customers in our restaurant.

Speaking Task p. 22

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Step 1

Unit Test p. 23
1. b 2. a 3. c 4. b 5. a 6. b
1. She wants to be a firefighter in the future.
2. They are a chef and an artist.
3. What do you like to do?
4. Do you want to be an astronaut?
5. A What do you want to be when you grow up?
B I want to be a teacher like my aunt.
A What does she teach?
B Art. But I want to teach music.
6. My grandfather is a vet. He helps sick animals. My father is a doctor. He helps sick people. My mother is a chef. She
works for a restaurant.

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ANSWER KEY: WORKBOOK

Unit 3 Jobs p. 4
Listening Task 1
Jake

What do you want to be when you grow up, Anna?

Anna

Hmm. I don’t know, Jake. My mom and dad are scientists, but I don’t like science.

Jake

Well, what do you like to do?

Anna

Umm… I like to draw and paint a lot.

Jake

Do you want to be an artist?

Anna

That sounds fun. What do you want to be when you grow up, Jake?

Jake

I want to be an astronaut. I love adventure and outer space.

Anna

Wow! Maybe you can meet some aliens!

Jake

I really hope so!

Anna

You will be famous one day, Jake!

Listening Task 2
Hi, my name is Lucy. My family has a Mexican restaurant. My mother takes care of our restaurant. My aunt is a chef and
she cooks all the food. My brother is a waiter. He serves the food to the customers. And my father is the restaurant
manager. My parents want me to be a chef in the future. But when I grow up, I want to be an entertainer. I will sing and
dance for the customers in our restaurant.

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Unit 4|Cooking
Listening Seed 3: Teacher’s Guide

Unit Objectives:
13. Students will learn about cooking.
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:
What do we do next?
Next, we peel the onions.

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 pictures. Briefly discuss what can is happening in the pictures. Then play the recording for the
students (for weaker students, play the recording more than once). Then have the students fill in each blank with the
correct response according to the recording. When completed, place the students into pairs and have them act out the
conversation.
Extra Idea (optional):
Blackout: Prepare six flashcards (numbered 1-6) for each group. Each flashcard should have a picture/clue on it. Give
each player a paper cup, a standard die, and 6 chips/pieces of the same color (squares of paper, etc.). Students place the
die in their cup, shake it up and roll the die. If they roll a 1, they place their marker on card #1. Students must say the word
indicated by the flashcard. If they are answer correctly, they leave their chip on the card. The first player to have a chip on
all 6 flashcards is the winner. Have more advanced students say a full sentence using the structure or vocabulary indicated
on the flashcard. Make a dialog with 6 lines and have flashcards represent lines 1-6.

Basic Listening
In this section, students practice listening comprehension skills through simple sentence listening using short listening and

writing exercises.

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