Teachers Manual Level 1 Intro_complete
28
OVERVIEW Teacher’s Manual Overview September 2008 1 This Teacher’s Manual should be used in close conjunction with the Teacher’s Guide. The Teacher’s Guide contains vital information on the nature, objectives and structure of Pingu’s English in addition to providing suggestions for the use of the materials, conduct of the classroom and tips for helping children achieve their full potential. This Teacher’s Manual contains stage-by-stage unit notes and lessons plans for each class type for every unit of Pingu’s English. The Pingu’s English system offers flexibility in the numbers and types of classes taught. However, we recommend the following structure to begin with. The session length can be tailored to the requirements of your school and learners, but it should be remembered that the attention span of very young children is not great. In our recommended system each session lasts one hour. Each unit of Pingu’s English is split into 4 distinct class types: CLASS TYPE 1: INTRODUCTION CLASS TYPE 2: EXPANSION CLASS TYPE 3: CONSOLIDATION (up to 3 classes) CLASS TYPE 4: REVIEW AND ASSESSMENT We recommend that at least one session of each class type is given for each unit. There is enough material for up to 3 Consolidation Classes per unit, making a total of 6 hours (6 classes) per unit, which we would suggest are spread over 2 weeks, so one level of 12 units lasts 24 weeks. Six hours per unit gives a total teaching time of 72 hours per level. You may however find that some children will need more introduction or expansion, in which case you should use these lesson plans as a guide and split them up according to the way your children work best. The different class types provide many different kinds of practice and repetition of the new language for each unit and also allow for children who have missed a class to catch up on the new language. The different activities and exercises within each class draw on a range of learning styles because children learn in different ways. Please refer to the Teacher’s Guide for more information about the way we make the most of different learning styles. CLASS TYPE 1: INTRODUCTION In this class, the children work with the Study DVD and Lesson 1 in their Study Book. The DVD and Study Book introduce children to the new language of the unit, and provide various exercises for initial practice of that language. The role of the teacher in this class is to introduce the children to the tasks they are about to undertake and ensure they have enough time and encouragement to complete them comfortably. The running time of each unit on the DVD is around 30 minutes but extra time should be allowed to get the children settled at the beginning of the lesson, for pausing the DVD, if necessary, to allow time for all pupils to repeat the words and phrases, and to sing the song at the end of the lesson. The DVD is designed to run in ‘real time’ so that you should not need to pause it. When children need to respond or carry out tasks (for example in Study Time), appropriate time is given for them to do so. However, depending on your class size, or on the confidence or enthusiasm of your pupils, you may find you need to pause the DVD to give them all the chance to interact or complete the activities. When the DVD work is finished, if any time remains in the session, children can sing the song again or practice pencil control activities, or you can replay the story on the DVD. We do not recommend that you start Lesson 2 in the same session. This is taught in the Expansion Class.
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Transcript of Teachers Manual Level 1 Intro_complete
OVERVIEW
Teacher’s Manual Overview September 2008 1
This Teacher’s Manual should be used in close conjunction with the Teacher’s Guide. The Teacher’s Guide contains vital information on the nature, objectives and structure of Pingu’s English in addition to providing suggestions for the use of the materials, conduct of the classroom and tips for helping children achieve their full potential. This Teacher’s Manual contains stage-by-stage unit notes and lessons plans for each class type for every unit of Pingu’s English. The Pingu’s English system offers flexibility in the numbers and types of classes taught. However, we recommend the following structure to begin with. The session length can be tailored to the requirements of your school and learners, but it should be remembered that the attention span of very young children is not great. In our recommended system each session lasts one hour. Each unit of Pingu’s English is split into 4 distinct class types: CLASS TYPE 1 : INTRODUCTION CLASS TYPE 2: EXPANSION CLASS TYPE 3: CONSOLIDATION (up to 3 classes) CLASS TYPE 4: REVIEW AND ASSESSMENT We recommend that at least one session of each class type is given for each unit. There is enough material for up to 3 Consolidation Classes per unit, making a total of 6 hours (6 classes) per unit, which we would suggest are spread over 2 weeks, so one level of 12 units lasts 24 weeks. Six hours per unit gives a total teaching time of 72 hours per level. You may however find that some children will need more introduction or expansion, in which case you should use these lesson plans as a guide and split them up according to the way your children work best. The different class types provide many different kinds of practice and repetition of the new language for each unit and also allow for children who have missed a class to catch up on the new language. The different activities and exercises within each class draw on a range of learning styles because children learn in different ways. Please refer to the Teacher’s Guide for more information about the way we make the most of different learning styles. CLASS TYPE 1: INTRODUCTION In this class, the children work with the Study DVD and Lesson 1 in their Study Book. The DVD and Study Book introduce children to the new language of the unit, and provide various exercises for initial practice of that language. The role of the teacher in this class is to introduce the children to the tasks they are about to undertake and ensure they have enough time and encouragement to complete them comfortably. The running time of each unit on the DVD is around 30 minutes but extra time should be allowed to get the children settled at the beginning of the lesson, for pausing the DVD, if necessary, to allow time for all pupils to repeat the words and phrases, and to sing the song at the end of the lesson. The DVD is designed to run in ‘real time’ so that you should not need to pause it. When children need to respond or carry out tasks (for example in Study Time), appropriate time is given for them to do so. However, depending on your class size, or on the confidence or enthusiasm of your pupils, you may find you need to pause the DVD to give them all the chance to interact or complete the activities. When the DVD work is finished, if any time remains in the session, children can sing the song again or practice pencil control activities, or you can replay the story on the DVD. We do not recommend that you start Lesson 2 in the same session. This is taught in the Expansion Class.
OVERVIEW
Teacher’s Manual Overview September 2008 2
BASIC STRUCTURE OF CLASS TYPE 1: INTRODUCTION The children will need their Study Books and pencils or felt tips. You will need to show the DVD to the whole class, so you will need access to a player and screen, or a computer that plays DVDs and a projector. Each Introduction Class lesson plan will contain the following elements: - Warm up Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to watch the DVD. The following sections for each unit are in distinct chapters on the DVD for ease of navigation: - Pingu Episode The first part of the DVD is the original Pingu television episode without narration. As an introduction to each unit, children watch the episode, without looking at their books, to get an idea of the context and to get used to the characters and the story.
- Language Presentation The key language for the unit is then presented using on-screen flashcards. The children should not be looking at the Study Time tasks in the Study Book until prompted to do so by the DVD. Use the "Pause" button () to stop the DVD if you need to deal with any queries or problems. The whole episode then plays again with American English narration using the key language.
- Song Time 1 Song Time 1 introduces the children to a simple song in English that relates to the Pingu episode they have seen and the language they have met. They will usually hear just the first two verses and the refrain. You should encourage children to sing along if they can. See the Teacher’s Guide for more advice on the introduction and use of songs.
- Study Time This section of the DVD contains various listening and speaking exercises. The teaching material is presented on the DVD and used alongside the numbered exercises in Lesson 1 in the Study Book. Each exercise in the book has its own chapter on the DVD and there may be between 3 and 6 exercises in the book for each unit. The English narration on the DVD will guide the children through the tasks. Many of the tasks involve responding to some spoken English on the DVD. Encourage the children to join in when prompted by the DVD to speak (they will probably feel happier doing this as a group rather than as individuals at first). The children will need their Study Books open at the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. The narration script for each exercise is printed in the DVD script boxes for your reference. If your children need more time to complete any of the tasks you can use the "Pause" button () on the DVD remote. You can also replay the material if they need to hear it again.
- Writing Time After the Study Time exercises in the Study Book, the DVD presents some letter and number formation tasks. At first, these are simple lines and curves, but they are steadily developed through the units and levels until all the numbers and letters are learned. There will be a related activity in the Study Book for the children to practice themselves. Children watch the DVD and then trace, and later draw the lines and letters and numbers. Additional writing practice is often built into the Expansion and Consolidation Classes. Make sure that the children are holding their pencils correctly. Many young children may need individual attention to get the pencil grip right. Make sure they are tracing from left to right. Please see the section in the Teacher’s Guide for further advice on writing skills and for extra help for left-handed children.
OVERVIEW
Teacher’s Manual Overview September 2008 3
- Language Review The Language Review section on the DVD practices all the new and reviewed language. This is a good time for teachers to see which children may need some additional help or encouragement. Don’t expect too much from the children at first, Pingu’s English recycles language throughout the units so there are plenty of opportunities to pick things up later on. The most important thing is that the children are enjoying the course and start to join in.
- Song Time 2 The children will already be familiar with the song from Song Time 1 but this is the first time they hear it in full. You should teach all the words with the actions as shown in the Lesson Plans and make this a fun and lively activity for the whole group. Many children enjoy learning songs and often pick them up quickly. Many children feel very proud that they are able to sing songs in English and you will be impressed too! Encourage them with lots of praise whenever you hear them singing their new English songs. The words for each unit song are available as subtitles in karaoke style on the DVD and are also printed in each of the unit Lesson Plans, as well as in the Song Book. If you want to utilize the song in other classes, you can use the DVD or the Song CD, which also features a music only version to enable you to vary your use of the songs. Each Introduction Class lesson plan will also contain the following elements: - Bringing the class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given on how to encourage use of the key language, or how the children can use or practice the language at home between classes.
- Extension and practice at home This provides a suggestion of some sort of practice that your pupils could do at home to keep what they have learned in their Pingu’s English class alive for them. CLASS TYPE 2: EXPANSION This class is expansion on the language presented in Lesson 1 on the DVD and worked on in the Study Book. The children work through Lesson 2 in their Study Book. The DVD is not essential but you may find it useful to watch the story again if there has been a long gap, for example, a week, between Class 1 and 2. Teachers will also need the Teacher’s Flashcards and other materials for this unit – details are given in each lesson plan. The teachers will re-present the language to the children, and will get the children to model the language in lots of different scenarios using a wide variety of extension and personalization techniques (highlighted in pink and orange blocks in the lesson plans). BASIC STRUCTURE OF CLASS TYPE 2: EXPANSION For this session the children will need the relevant Study Book and felt tips or pencils. They may also want to use the Pinguland Mat and Figurines – details are given in each lesson plan. You will need the Teacher’s Flashcards for the key language for the unit, plus possibly extra flashcards for review purposes. You may want to show the DVD to the whole class, so you will need access to a player and screen, or a computer that plays DVDs, and a projector. Each Expansion Class will contain the following elements: - Warm up Every lesson plan will provide you with simple a warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. Each lesson plan will give you specific suggestions on how to elicit the unit language using the flashcards.
OVERVIEW
Teacher’s Manual Overview September 2008 4
- Lesson 2 Time There will be four or five exercises in Lesson 2 in the Study Book for each unit. The children will need their Study Books open to the relevant page, and you will need your copy to hold up to show them what they should be doing. The Lesson Plans in this Manual give you instructions for each exercise to show you how to guide the children through them, and what tasks you should try to get the children to perform. Some of the exercises may include suggestions for extension and personalization: Extension – Suggestions for other ways to stimulate children’s production and practice of the key language from the exercise. Personalization – Suggestions for ways to stimulate children’s transference of the key language from talking about the Pingu episode to talking about themselves and their lives.
- Play in Pinguland Games are a good way to include all children and to practice some of the language from the lessons at the same time as providing fun. The Pinguland Mat provides a context for the children to use the language from the unit, and having figurines that they can actually hold involves them physically in the language. Suggestions are given in the lesson plans for appropriate games, which will practice the key language from the unit. You may not always need the Pinguland Mat for this, but it helps to give context. If you don’t have time to do this Activity in the Expansion Class there will be the opportunity to repeat it in the Consolidation Class (Pinguland Mat and Figurines).
- Sing a song It will usually be suggested that you sing the song again at the end of class using the DVD or the Song CD. This brings the children together at the end of the class.
- Bringing a class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans for how to encourage use of the key language, or for how the children can use or practice the language at home between lessons.
- Extension and practice at home All Expansion Class Lesson Plans end with a suggestion of some sort of practice that your pupils could do at home. CLASS TYPE 3: CONSOLIDATION The Consolidation Classes follow a less structured pattern than the Introduction and Expansion Classes and teachers will need some time before each class to organize the room and to prepare the children to work in a gradually less linear way. The aim of the Consolidation Classes is for the children to work at their own pace and for the teachers to choose, from a menu of options, those activities which they judge to be the most appropriate for their children’s needs. Pupils do a range of activities based on different learning styles using all the materials in Pingu’s English. Activities will be chosen by the teachers from menus given in the lesson plans and completed by the children in any order. Having smaller groups of children working on a number of different tasks at the same time allows time for the teacher to assess individual pupils’ progress and diagnose weaknesses and then to provide additional materials to help them. These classes can use all the materials from Pingu’s English so that pupils can practice the language of the unit while developing different skills and learning styles. Therefore the classroom will need to be able to accommodate all the materials as well as provide computer access for one or more children who may want to use the online interactive resources. In the first five units of Level 1 pupils are learning to hold a pencil correctly as pre-letter preparation. We therefore recommend that pupils do not use the Letters and Numbers Book until Unit 6 of Level 1.
OVERVIEW
Teacher’s Manual Overview September 2008 5
Organization of ‘Work Stations’ For each Consolidation (and Review and Assessment) Class you will have to prepare the classroom in advance, giving thought to the particular activities that will be going on in each session. There should be no more than four children’s tables ready for specific work station activities in addition to the Pinguland Mat and Figurines, which should be on the floor, and the computer area which is available for children to do Computer Time. The activities you choose for each session will depend on the number of children in the group, the resources in your classroom and the members of staff you have available to supervise. Children must be able to move freely from one ‘work station’ to another, and should be encouraged to do so. You should refer to the work stations menu at the start of each lesson plan to decide which skills you want your children to practice and therefore which work stations you want to set up. As children move to different work stations, make a note of where each child goes so that by the end of the unit all children have visited each work station at least once. BASIC STRUCTURE OF CLASS TYPE 3: CONSOLIDATION Each Consolidation Class will contain the following elements: - Warm up Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. Flashcard language warm up/Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions on how to elicit the unit language using the flashcards.
- Work Station Time Explain to children that they can now work at different places on different activities and you will come round and help them. Now ask them to go to one of the work stations you set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When each child has finished say Bye-bye and encourage them to say it back to you.
- Bringing a class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans on how to encourage use of the key language, or how the children can use or practice the language at home between lessons.
- Extension and practice at home From Level 1 Unit 6 onwards, each Consolidation Class Lesson Plan will end with a suggestion of some sort of practice that your pupils could do at home using the Letters and Numbers DVD. CLASS TYPE 4: REVIEW AND ASSESSMENT At the end of their work on most units children are offered a range of activities, in a similar format to the Consolidation Classes, and they are given the opportunity to watch the DVD story again so that the teacher has an opportunity to assess each individual child and provide extra support if necessary. The aim of the Review and Assessment Class is for the teachers to make sure that all the children have understood the new language of the unit and are beginning to feel confident enough to use it and are starting to feel comfortable holding a pencil. If any children have issues with vocabulary production in the early stages, this is not a problem: many children go through an extended period of silence when first tackling a new language. They may also have problems with mother tongue development so this is worth checking with their parents/carers. Also check for deafness.
OVERVIEW
Teacher’s Manual Overview September 2008 6
BASIC STRUCTURE OF CLASS TYPE 4: REVIEW AND ASSESSMENT Each Review and Assessment Class will contain the following elements: - Warm up Every lesson plan will provide you with simple warm up and introductory suggestions to get the children settled and ready to practice the language they met in Class 1: Introduction. - Language Review You may want to use the flashcards to warm up and to review key words and phrases. Some children respond well to flashcard activities but others will lose concentration quite quickly so stop when the children lose focus and move onto the Activity areas. The lesson plans will give you specific suggestions for how to elicit the unit language using the flashcards. - Assessment Work Stations Now ask children to go to one of the work stations you have set up. Monitor where they are going and how they are progressing on individual record sheets. Say Hello to each child and encourage them to say Hello back to you as you move around the stations. When each child has finished say Bye-bye and encourage them to say it back to you. - Bringing a class to a close Always formally bring the class to an end and praise the children for their efforts. Suggestions will often be given in the lesson plans for how to encourage use of the key language, or for how the children can use or practice the language at home between lessons. ONLINE TESTING In the Review and Assessment Class pupils should take the online test after every third unit. - Administering the test The tests are designed to help teachers diagnose any problems early on so that additional practice and support can be given. They are available online and are taken in class. The tests are computer-based in order to develop the children’s computer skills and for ease of administration. Computers will need to be available in the classroom for children to access the test. Check that the computer(s) are working and the test is accessible online. The tests should be regarded as a progress assessment and not as a pass or fail exercise. Look at the test yourself first so that you can deal with any queries the children may have. There will need to be at least one teacher or assistant working with the children in the classroom and another teacher or assistant helping the children taking the test. Have ready a list of the children’s names so you can tick them off as they go to the computer(s). They will each have their own individual login for computer tracking purposes, and you should make sure they are logged in before they start the test. You will be able to check their results later. The overall time needed to administer the test depends on the number of computers available at the same time, and the number of children in your class. However, each test itself takes approximately eight to ten minutes per child. While one or more children are taking the online test on computers, the others will be working at work stations similar to those they had in the Consolidation Classes - suggestions are provided in the unit lesson plans. Children do not need to know that they are taking a ‘test’, although some children respond very positively to the idea! It may be more productive for more nervous children if they see the activities as an extension of Computer Time. When a child completes a test you can fill in an individual record sheet so that you can provide extra help where it is needed. You will be able to print out a certificate of achievement, which can be taken home, and the child will then be able to put the appropriate sticker on their Height and Progress Chart. If you (or a teaching colleague) need to speak to a parent about a child’s test results, make sure you arrange something with them as soon as possible.
Pingu’s English Level 1 Vocabulary UNIT TOPIC CORE LANGUAGE OTHER LANGUAGE
1 Pingu Hi Anna who is?
Pinga Where is? Max this
GREETINGS
Hello Bye-bye my name is
2 Mommy look it’s good
Daddy a box in
FAMILY
Grandpa Here is is
3 a ball a rocket all Thank you
a boat wants please
a truck says no toys
TOYS
a train I (I’m)
4 eggs a pancake round and round you let’s
milk hungry put in here are
a bowl make now too more
FOOD
some for and
5 a bed a rabbit stop on
a pillow bounce like home
a chair up the dishes
AT HOME
a trampoline down up and down
6 dishes four cookies yum yum 2 (two)
a cookie: one cookie five cookies gets 3 (three)
two cookies tummyache number 4 (four)
NUMBERS
three cookies has 1 (one) 5 (five)
7 Robby throw blue fly
cry come home take now
play letter with
ACTION
WORDS
walk go get / got doing
8 a hat a boy color
yellow red many
black blue
purple pink
COLORS
a girl
9 a monster one foot I’m be
a face two feet run come
a nose toes friend can
eyes hide body head
a mouth run away our her/his
THE BODY
hands go with they
10 a shadow a bear zoo
a penguin a dog animal
a seal a robot go to bed
a fish sleepy me
a duck night-night
ANIMALS
an octopus
11 a block fly today catch pleased
a towel chase everywhere roof
green wind: it’s a windy day (right) away hang
the line round and round fine then
fall down put happy run
ACTION
WORDS
blow children back
12 school some newspaper name sit down time (for)
a book the teacher time to read Pingi
a snowball the children before going off Pingg
AT SCHOOL
friends laugh tells calls out Pingo
Ping
u’s
Engl
ish
Skill
s Ch
art
TY
PE O
F L
EA
RN
ER:
EN
JO
YS:
LEA
RN
S B
ES
T B
Y:
EX
CELS
IN
: M
AT
ER
IALS
S
UP
PLIE
D:
KIN
ES
TH
ETIC
(m
ove
ment)
* m
ovin
g a
ro
un
d
* t
ou
ch
ing
and
ta
lkin
g
* u
sin
g b
od
y la
ng
ua
ge
* t
ou
ch
ing
* m
ovin
g
* inte
ra
cting
w
ith
sp
ace
* p
roce
ssin
g k
now
led
ge t
hroug
h b
od
ily
sen
sa
tio
ns
* d
ancing
* a
ctin
g
* c
ra
fts
* u
sin
g t
ools
AC
TIV
ITY
BO
OK
CO
MP
UTER
TIM
E
SO
NG
BO
OK
AN
D S
ON
G C
D
PIN
GU
LA
ND
M
AT A
ND
FIG
UR
INES
TEA
CH
ER’S
FLA
SH
CA
RD
S
PO
RTFO
LIO
BO
XES
LIN
GU
IS
TIC
(w
ord
s)
* r
ea
din
g
* w
rit
ing
* lis
tenin
g
* t
ellin
g s
tories
* r
ea
din
g a
nd
se
ein
g w
ord
s
* w
rit
ing
* lis
tenin
g
* d
iscussin
g a
nd
d
eb
atin
g
* r
em
em
be
rin
g n
am
es
* t
hin
kin
g in w
ord
s
* le
arnin
g la
ng
ua
ges
* s
pe
lling
AC
TIV
ITY
BO
OK
SO
NG
BO
OK
AN
D S
ON
G C
D
STO
RY
BO
OK
AN
D S
TO
RY
CD
TEA
CH
ER’S
FLA
SH
CA
RD
S
STU
DEN
T’S
FLA
SH
CA
RD
S
LETTER
S A
ND
NU
MB
ER
S B
OO
K
LO
GIC
AL/
MA
TH
EM
ATIC
AL
(nu
mb
ers)
* d
oing
exp
erim
en
ts
* f
igu
rin
g t
hing
s out
* a
skin
g q
uestio
ns
* w
orkin
g w
ith
num
be
rs
* a
na
lysing
pa
tte
rn
s a
nd
rela
tions
* e
xp
erim
entin
g
* s
olv
ing
p
rob
lem
s
* r
ea
soning
* r
ecog
nis
ing
pa
tte
rns
* u
sin
g a
bstra
ct s
ym
bo
ls
* p
rob
lem
so
lvin
g
AC
TIV
ITY
BO
OK
TEA
CH
ER’S
FLA
SH
CA
RD
S
STU
DEN
T’S
FLA
SH
CA
RD
S
PO
RTFO
LIO
BO
XES
INTER
PER
SO
NA
L
(socia
liser)
* m
akin
g f
rie
nd
s
* t
alk
ing
to p
eop
le
* join
ing
gro
up
s
* s
ha
rin
g
* r
ela
tin
g t
o o
th
ers
* w
orkin
g in te
am
s
* inte
rvie
win
g
* u
nd
ersta
nd
ing
peo
ple
* le
ad
ing
oth
ers
* o
rg
anis
ing
* c
om
munic
ating
PIN
GU
LA
ND
M
AT A
ND
FIG
UR
INES
TEA
CH
ER’S
FLA
SH
CA
RD
S
STU
DEN
T’S
FLA
SH
CA
RD
S
PO
RTFO
LIO
BO
XES
INTR
AP
ER
SO
NA
L
(in
div
idua
l)
* w
orkin
g a
lone
* p
ursuin
g o
wn in
te
rests
* s
elf
-im
ag
ery
* w
orkin
g a
lone
* r
efle
cting
* introsp
ectin
g
* u
nd
ersta
nd
ing
self
* f
ocusin
g in
wa
rd
s o
n
* f
ollo
win
g i
nstincts
* s
ettin
g/p
ursuin
g in
te
re
sts a
nd
g
oa
ls
* b
eing
orig
ina
l
CO
MP
UTER
TIM
E
LETTER
S A
ND
NU
MB
ER
S B
OO
K
PO
RTFO
LIO
BO
XES
MU
SIC
AL
(so
ng
s/rh
yth
ms)
* s
ing
ing
/h
um
min
g/w
histling
* lis
tenin
g t
o m
usic
* r
esp
ond
ing
to m
usic
* p
lay
ing
a
n i
nstrum
en
t
* f
ollo
win
g rh
yth
m
* s
ing
ing
* lis
tenin
g t
o m
usic
a
nd
melo
dies
* s
ing
ing
* p
ickin
g ou
t s
oun
ds
* r
em
em
be
rin
g m
elo
die
s, p
itch
es a
nd
rh
yth
ms
SO
NG
BO
OK
AN
D S
ON
G C
D
SP
ATIA
L
(vis
ua
l)
* d
ra
win
g
* b
uild
ing
* d
esig
ning
a
nd
cre
ating
th
ing
s
* lo
okin
g a
t p
ictures
* v
isua
lisin
g
* u
sin
g t
he m
ind
's ey
e
* w
orkin
g w
ith
p
ictu
res a
nd
colo
urs
* t
hin
kin
g in im
ag
es a
nd
p
ictures
* r
em
em
be
rin
g v
isu
al d
eta
ils
* s
olv
ing
jig
sa
w p
uzzle
s
* r
ea
din
g m
ap
s a
nd
ch
arts
STO
RY
BO
OK
AN
D S
TO
RY
CD
LETTER
S A
ND
NU
MB
ER
S B
OO
K
PO
RTFO
LIO
BO
XES
NA
TU
RA
LIS
T
(se
nsit
ive)
* g
oin
g t
o z
oos, fa
rm
s a
nd
fo
rests
* o
bserving
n
atu
ra
l p
he
nom
en
a
* le
arnin
g a
bo
ut p
lan
ets, s
ta
rs &
sp
ace
* c
am
pin
g a
nd
hik
ing
* s
ortin
g a
nd
cla
ssif
yin
g co
nte
nt i
n
re
latio
n t
o t
he n
atura
l w
orld
* inte
ra
cting
w
ith
na
tu
re
* d
iscrim
ina
ting
flo
ra
a
nd
fa
un
a
* u
nd
ersta
nd
ing
na
tura
l p
hen
om
ena
STO
RY
BO
OK
AN
D S
TO
RY
CD
LEV
EL 1 N
AR
RA
TIO
N S
CR
IP
TS
UN
IT
1 G
RE
ET
IN
GS
Pin
ga
.
Pin
gu
.
Hi P
ing
u.
Wh
ere is P
ing
u?
Wh
ere is P
ing
u?
By
e-b
ye
P
ing
u.
Hello
P
ing
u.
Wh
ere is P
ing
u?
By
e-b
ye
P
ing
u.
Wh
ere is P
ing
u?
By
e-b
ye
.
Wh
ere is P
ing
u?
Pin
gu
.
Hello
P
ing
u.
UN
IT
2
FA
MILY
Pin
ga
.
Look.
A b
ox.
Pin
ga
is in
th
e b
ox
.
Look, P
ing
u.
Here is P
ing
a.
Here is M
om
my
.
Mom
my
.
Look, M
om
my
.
Hi,
Mom
my
!
Here is P
ing
a.
Here is G
ra
nd
pa
.
Gra
nd
pa
.
Look G
ra
nd
pa
! P
ing
a!
By
e-b
ye
G
ra
nd
pa
.
Wh
ere is D
ad
dy
?
Look. H
ere is D
ad
dy
.
Wh
ere is P
ing
a?
Here is P
ing
a.
Wh
ere is P
ing
a?
Wh
ere is D
ad
dy
?
Wh
ere is th
e b
ox?
Wh
ere is P
ing
a?
Here is P
ing
a!
Look P
ing
u, P
ing
a is h
ere!
UN
IT
3
T
OY
S
Look.
Pin
gu
a
nd
Mom
my
.
Oh
P
ing
u.
Look, P
ing
u!
A b
oa
t.
A b
oa
t.
Look. A
b
all.
A b
all.
A b
all.
No b
all,
P
ing
u.
Mom
my
sa
ys n
o.
A t
ruck
.
A t
ruck
.
A t
ruck
.
Mom
my
sa
ys n
o.
A b
oa
t.
A t
ra
in.
Mom
my
sa
ys n
o.
A r
ocket!
Uh
oh
.
Oh
h n
oooo P
ing
u!
Good
, P
ing
u.
Uh
oh
.
Here is th
e ro
cket.
Oh
no! T
he
b
oa
t!
Good
, P
ing
u.
Look, P
ing
u, th
e ro
cket.
Good
, P
ing
u!
LEV
EL 1 N
AR
RA
TIO
N S
CR
IP
TS
UN
IT
4
FO
OD
Pin
gu
a
nd
P
ing
a.
Mom
my
.
Eg
gs. T
he
eg
gs.
Th
e m
ilk
.
Pin
gu
a
nd
P
ing
a a
re
h
ung
ry
.
Mom
my
is m
ak
ing
p
an
ca
kes.
Look P
ing
a. H
ere is th
e b
ow
l.
Pin
gu
w
ants th
e b
ow
l.
Pin
gu
w
ants th
e b
ow
l.
Look P
ing
u. H
ere is th
e b
ow
l.
More m
ilk
.
Oh
!
Oh
no, n
o, P
ing
u!
Mom
my
sa
ys n
o!
Look.
Mom
my
is m
ak
ing
p
an
ca
kes.
Pin
ga
is m
akin
g p
an
ca
kes.
Pin
gu
is m
akin
g p
an
ca
ke
s.
Wh
ere is th
e p
an
ca
ke?
Uh
oh
.
Mom
my
is m
ak
ing
more.
More p
an
ca
kes! O
h P
ing
u!
Mom
my
is m
ak
ing
more.
Here is D
ad
dy
.
Look, P
ing
u.
Here is th
e p
an
ca
ke.
Good
job
, P
ing
u!
Mom
my
is h
un
gry
. M
om
my
w
an
ts a
p
an
ca
ke.
Pin
ga
is h
ung
ry
. P
ing
a w
an
ts a
p
an
ca
ke.
Da
dd
y is h
un
gry
. D
ad
dy
w
ants a
p
an
ca
ke.
Pin
gu
is h
un
gry
. W
he
re is th
e p
an
ca
ke?
Here is th
e p
an
ca
ke!
UN
IT
5
A
T H
OM
E
Pin
gu
is b
ouncin
g.
Pin
gu
b
ounce
s o
n t
he
b
ed
.
Uh
oh
.
Th
e d
ish
es!
Sto
p P
ing
u.
Mom
my
sa
ys sto
p.
Pin
gu
sto
ps.
On t
he
ch
air, P
ing
u.
Pin
gu
bounces o
n t
he
ch
air.
Sto
p P
ing
u.
Mom
my
sa
ys n
o.
Pin
gu
b
ounce
s o
n t
he
p
illo
w.
Pin
gu
b
ounce
s o
n t
he
ra
bb
it.
Here's
D
ad
dy
.
Da
dd
y sa
ys b
ye-b
ye
.
Da
dd
y sa
ys g
ood
.
Da
dd
y sa
ys n
o.
Good
, P
ing
u.
Ah
hh
...
Pin
gu
… a
nd
D
ad
dy
… a
re
ma
kin
g a
tra
mp
oline.
A t
ra
mp
oline.
Look!
Da
dd
y is b
ouncin
g!
Pin
gu
b
ounce
s.
Pin
gu
b
ounce
s m
ore.
Pin
gu
b
ounce
s m
ore.
Uh
oh
. H
ere's
Mom
my
.
Mom
my
sa
ys sto
p.
Pin
gu
sto
ps.
Pin
gu's
on th
e ch
air.
Pin
gu
?
Ah
. Th
e tra
mp
olin
e here
.
Mom
my
sa
ys ‘G
ood
’.
Bounce P
ing
u!
Bounce D
ad
dy
!
Bounce!
UN
IT
6
N
UM
BE
RS
Here's
Mom
my
.
Mom
my
h
as cookie
s.
Cookie
s.
Pin
gu
lik
es cookie
s.
Here a
re th
e d
ish
es fo
r th
e cookie
s
Pin
gu
w
ants m
ore cookie
s.
Mom
my
sa
ys n
o.
Pin
ga
, P
ing
u w
ants m
ore cookie
s.
No, P
ing
u.
Pin
gu
h
as th
e b
ox o
f cookie
s.
Sto
p, P
ing
u!
Ah
, P
ing
u w
ants m
ore cookie
s.
No m
ore cookie
s.
Here's
G
ra
nd
pa
.
Look, P
ing
u.
One cookie
.
Pin
gu
w
ants m
ore cookie
s.
Oh
, P
ing
u lik
es th
e cookie
s.
Sto
p, P
ing
u!
Oh
no. P
ing
u h
as a
tum
my
ach
e.
Pin
gu
is in
b
ed
. P
ing
u h
as a
tum
my
ach
e.
Oh
! P
ing
u h
as a
tum
my
ach
e.
Look. Th
ree cookie
s a
re
g
ood
.
More cookie
s? Tum
my
ach
e.
Pin
ga
h
as th
e cookie
s.
One cookie
.
Tw
o cookie
s.
Th
ree cookie
s.
Four cookie
s.
Five cookie
s.
One. T
wo. Th
ree. Four. Five
.
Oh
, P
ing
u!
One m
ore cookie
, P
ing
u?
LEV
EL 1 N
AR
RA
TIO
N S
CR
IP
TS
UN
IT
7
A
CT
IO
N W
OR
DS
Pin
ga
is p
lay
ing
.
Pin
ga
is p
lay
ing
w
ith
th
e ra
bb
it.
Pin
ga
lik
es th
e ra
bb
it.
Pin
gu
.
Pin
gu
!
Pin
ga
w
an
ts th
e ra
bb
it.
Get th
e ra
bb
it, P
ing
a!
Uh
oh
.
Pin
gu
th
ro
ws th
e ra
bb
it.
Pin
ga
is cry
ing
.
Here com
es M
om
my
.
Here com
es D
ad
dy
.
Go g
et th
e ra
bb
it, P
ing
u.
Oh
! W
here's
th
e ra
bb
it?
Go g
et th
e ra
bb
it, P
ing
u!
Pin
gu
g
ets th
e ra
bb
it.
Pin
gu
th
ro
ws th
e ra
bb
it.
Now
w
he
re's
th
e ra
bb
it?
Pin
gu
w
alk
s…
…a
nd
w
alk
s…
…a
nd
w
alk
s…
…a
nd
w
alk
s.
Ro
bb
y!
Ro
bb
y is b
ouncin
g th
e ra
bb
it.
Ro
bb
y lik
es th
e ra
bb
it.
Now
Pingu
w
ants th
e ra
bb
it.
Ro
bb
y th
ro
ws th
e ra
bb
it.
Oh
no!
Now
w
he
re's
th
e ra
bb
it?
Go g
et th
e ra
bb
it, P
ing
u!
Good
, P
ing
u, g
ood
.
You g
ot th
e ra
bb
it, P
ing
u!
Pin
gu
is com
ing
h
om
e.
Here's
P
ing
u a
nd
th
e ra
bb
it!
Pin
ga
is p
lay
ing
.
By
e-b
ye
ra
bb
it.
UN
IT
8
C
OLO
RS
Da
dd
y a
nd
Mom
my
.
Pin
gu
a
nd
P
ing
a.
Look. H
ats.
Mom
my
w
ants a
h
at.
Look. M
ore h
ats.
A b
lack
h
at.
Mom
my
like
s th
e p
ink h
at.
Th
e p
ink a
nd
y
ello
w a
nd
b
lue
a
nd
red
h
at!
Th
e b
la
ck
h
at.
A b
lue h
at.
Th
e p
ink h
at.
And
here's
a
p
ink h
at.
Pin
gu
! P
ing
a! Th
e h
ats!
Blu
e a
nd
b
lack
a
nd
p
ink
a
nd
p
urp
le h
ats.
Da
dd
y sa
ys sto
p.
Oh
no! T
he
p
ink a
nd
y
ello
w a
nd
b
lue a
nd
red
h
at!
Oh
, M
om
my
. Th
e p
ink h
at is g
ood
.
Th
e h
at is in
th
e b
ox.
Look.
Pin
gu
in
th
e p
ink h
at.
Pin
ga
!
Pin
gu
!
Sto
p! S
to
p!
Oh
no!
Pin
gu
ma
kes a
p
ink…
and
y
ello
w h
at.
Th
e h
at is in
th
e b
ox.
Mom
my
lo
oks in
th
e b
ox
.
Th
e h
at! Th
e p
ink
h
at!
Th
e p
ink a
nd
y
ello
w a
nd
b
lue
a
nd
red
h
at!
Da
dd
y lik
es it.
Mom
my
like
s it.
Good
g
irl,
P
ing
a!
Good
b
oy
, P
ing
u!
UN
IT
9
T
HE
B
OD
Y
Pin
gu
.
A m
onster.
Pin
gu
sa
ys, I'm
th
e m
onster.
Here com
es th
e m
onster, P
ing
a!
Run a
wa
y, P
ing
a!
Uh
oh
.
Pin
gu
h
as feet.
Pin
gu
w
ants m
onster feet.
Pin
gu
is m
akin
g m
onster feet.
Pin
gu
is m
akin
g m
onster toes.
Look.
Pin
gu
h
as m
onster f
eet.
Here is P
ing
a.
Wh
ere is P
ing
u, P
ing
a?
Pin
gu
is p
la
yin
g m
onster.
Pin
gu
is a
g
ood
monster.
Pin
gu
h
id
es.
Pin
ga
runs a
wa
y.
Pin
gu
a
nd
P
ing
a p
lay
monster.
Pin
gu
ma
kes a
g
ood
monster foot.
No, P
ing
u. L
ook.
Pin
gu
runs a
wa
y.
Pin
ga
h
id
es h
er e
ye
s.
Go w
ith
P
ing
a, M
onster.
Pin
gu
is h
id
ing
.
Look P
ing
u. It's
a
monster!
Pin
gu
a
nd
P
ing
a lik
e th
e m
onster.
Th
e m
onster lik
es P
ing
u a
nd
P
ing
a.
Here is D
ad
dy
.
Wh
ere's
th
e m
onster?
Th
e m
onster is h
id
ing
.
Ya
y!
LEV
EL 1 N
AR
RA
TIO
N S
CR
IP
TS
UN
IT
10
A
NIM
ALS
Mom
my
a
nd
D
ad
dy
.
Da
dd
y is sle
ep
y.
Pin
gu
a
nd
P
ing
a a
re
p
lay
ing
.
Oh
! A
monster!
Pin
gu
a
nd
P
ing
a g
o to b
ed
.
Nig
ht-nig
ht.
Oh
! A
monster!
A m
onster!
Look P
ing
a. N
o m
onster.
Oh
hh
. It's
a
sh
ad
ow
. P
ing
u m
akes a
sh
ad
ow
.
Pin
gu
ma
kes a
d
uck.
A f
ish
.
A d
uck.
A d
og
.
An o
ctop
us.
A b
ea
r.
A r
ob
ot.
Ma
ke R
ob
by
, P
ing
u. M
ake a
se
al.
Pin
gu
ma
kes R
ob
by
.
Pin
ga
ma
kes R
ob
by
.
Pin
gu
ma
kes a
b
oa
t.
Pin
ga
ma
kes a
b
oa
t.
Look. A
p
eng
uin
. P
ing
u m
akes D
ad
dy
.
Here is D
ad
dy
.
Da
dd
y h
as a
sh
ad
ow
.
Oh
, D
ad
dy
is h
ere.
Da
dd
y is sle
ep
y.
Pin
ga
is sle
ep
y.
Pin
gu
is sle
ep
y.
Nig
ht-nig
ht, P
ing
u.
Nig
ht-nig
ht, P
ing
a.
Nig
ht-nig
ht, D
ad
dy
.
Here is M
om
my
.
Wh
ere's
P
ing
a?
Nig
ht-nig
ht.
UN
IT
11 A
CT
IO
N W
OR
DS
Look. Th
e b
lock
s.
Pin
gu
p
lay
s w
ith
th
e b
lock
s.
Th
e tow
els
.
Pin
ga
p
lay
s w
ith
th
e tow
els. B
ye-b
ye, P
ing
a.
Pin
gu
a
nd
P
ing
a g
o round
a
nd
round
.
Pin
ga
is ch
asin
g P
ing
u.
Run, P
ing
u, run!
Hello
, P
ing
a.
Uh
oh
.
Pin
gu
a
nd
P
ing
a w
an
t to p
la
y.
Mom
my
sa
ys ‘P
ut th
e tow
els
on
th
e lin
e.’
Mom
my
a
nd
D
ad
dy
sa
y ‘B
ye-b
ye
.’
Th
e b
lock
s…
a
ll fa
ll d
ow
n.
Th
e g
reen t
ow
el.
Good
.
Pin
gu
is p
uttin
g th
e b
lue tow
el on th
e lin
e.
Good
.
Uh
oh
.
Th
e tow
els
! Th
e tow
els
a
re
fly
ing
!
Go P
ing
u! G
o P
ing
a!
Here's
th
e b
lue
to
we
l.
Th
e g
reen t
ow
el
is fly
ing
.
Sto
p, tow
el!
Good
, P
ing
a!
Look.
Pin
ga
is fly
ing
!
Fly
, P
ing
a, fly
.
Sto
p to
we
l!
Wh
ere is th
e p
urp
le tow
el
go
ing
?
Ah
, h
ere
a
re
a
ll th
e tow
els
.
Pin
gu
a
nd
P
ing
a p
lay
w
ith
th
e b
lock
s.
Oh
no! S
to
p!
Good
, P
ing
u.
Da
dd
y w
ants to
p
lay
.
By
e-b
ye
D
ad
dy
.
Th
e b
lock
s…
a
ll fa
ll d
ow
n!
UN
IT
12
A
T S
CH
OO
L
Look. H
ere a
re P
ing
u a
nd
h
is frie
nd
s.
Th
e frie
nd
s th
row
snow
ba
lls.
Pin
gu
ma
kes snow
ba
lls.
Here com
es th
e tea
ch
er.
It's
tim
e f
or sch
oo
l.
Pin
gu
, it's
tim
e f
or sch
oo
l.
No, P
ing
u!
Pin
gu
sa
ys, I'm
sorry
.
Her n
am
e is P
ing
i. P
ing
i is h
ere.
His n
am
e is P
ing
g. P
ing
g is h
ere.
His n
am
e is P
ing
o. P
ing
o is h
ere
.
His n
am
e is P
ing
u. P
ing
u is h
ere
.
Look. Th
e tea
ch
er g
ets som
e n
ew
sp
ap
er.
He m
akes a
fish
.
Th
e ch
ild
ren lik
e th
e fish
.
Pin
gu
w
ants to
ma
ke t
he
fish
.
Th
e tea
ch
er sa
ys n
o.
Oh
! W
here is th
e b
ook g
oin
g?
Go g
et th
e b
ook, tea
ch
er!
Th
e ch
ild
ren la
ug
h.
Pin
gu
g
ets th
e fish
.
Oh
no.
Th
e ch
ild
ren la
ug
h.
Run, t
ea
ch
er, run!
Pin
gu
is m
akin
g a
fish
.
Th
e ch
ild
ren la
ug
h.
Pin
gu
la
ug
hs.
Oh
no! S
to
p, ch
ild
ren, sto
p!
Here's
th
e b
ook.
Uh
oh
. Th
e tea
ch
er fa
lls d
ow
n.
Wh
ere is P
ing
u?
Oh
! H
ere's
th
e tea
ch
er.
Here's
P
ing
u.
Th
e ch
ild
ren m
ake a
p
eng
uin
.
Tim
e to g
o!
LEV
EL 1 LA
NG
UA
GE
R
EV
IE
W S
CR
IP
TS
UN
IT
1 G
RE
ET
IN
GS
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
Pin
gu
. P
ing
a. H
ello
. W
here
is? H
i. B
ye-b
ye
.
Wh
o is th
is? [
pa
use]
Pin
gu
.
Wh
o is th
is? [
pa
use]
Pin
ga
.
Good
job
!
By
e-b
ye
.
Now
it’s song
tim
e.
UN
IT
2
FA
MILY
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
Mom
my
. D
ad
dy
. G
ra
nd
pa
. lo
ok. a
b
ox. H
ere is.
Wh
o’s th
is? [
pa
use]
It’s
Mom
my
.
Wh
o’s th
is? [
pa
use]
It’s
D
ad
dy
.
Wh
o’s th
is? [
pa
use]
It’s
G
ra
nd
pa
.
Here is a
…
b
ox. H
ere is …
[p
au
se]
Here is a
b
ox.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
By
e-b
ye
.
UN
IT
3
T
OY
S
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a b
all. a
b
oa
t. a
tru
ck. a
tra
in. a
ro
cket. w
ants:
Pin
gu
w
ants a
b
all. sa
ys n
o: M
om
my
sa
ys n
o.
Here
’s a
…
[p
au
se]
Good
! H
ere
’s a
ro
cket.
Here
’s a
…
[p
au
se]
Th
at’s rig
ht. H
ere
’s a
b
oa
t.
Here
’s a
…
[p
au
se]
Ye
s. H
ere
’s a
tru
ck
.
Here
’s a
…
[p
au
se]
Here
’s a
b
all.
Here
’s a
…
[p
au
se]
Here
’s a
tra
in.
Pin
gu
w
ants a
b
all.
Mom
my
sa
ys n
o.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
LEV
EL 1 LA
NG
UA
GE
R
EV
IE
W S
CR
IP
TS
UN
IT
4
FO
OD
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
eg
gs. m
ilk
. a
b
ow
l. a
p
an
ca
ke. h
ung
ry
. m
ake.
Wh
at’s
th
is? [
pa
use]
It’s
a
b
ow
l.
Wh
at’s
th
is? [
pa
use]
It’s
milk
.
Wh
at a
re
th
ese
? [
pa
use]
Eg
gs.
Pin
gu
is …
? [
pa
use]
Pin
gu
is h
un
gry
.
Da
dd
y, M
om
my
, P
ing
u a
nd
P
ing
a a
re
…? [
pa
use]
Da
dd
y, M
om
my
, P
ing
u a
nd
P
ing
a a
re
ma
kin
g
pa
nca
kes
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
UN
IT
5
A
T H
OM
E
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a b
ed
. a
p
illo
w. a
ch
air. a
tra
mp
olin
e. a
ra
bb
it.
bounce
.
Wh
at’s
th
is? [
pa
use]
It’s
a
tra
mp
olin
e.
Wh
at’s
th
is? [
pa
use]
It’s
a
ch
air.
Wh
at’s
th
is? [
pa
use]
It’s
a
ra
bb
it. P
ing
a’s ra
bb
it.
Wh
at’s
th
is? [
pa
use]
It’s
a
p
illo
w.
Wh
at’s
th
is? [
pa
use]
It’s
a
ch
air.
Wh
at’s
P
ing
u d
oin
g? [
pa
use]
Pin
gu
is b
ouncin
g o
n t
he
tra
mp
oline.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
UN
IT
6
N
UM
BE
RS
Let’s
lo
ok a
t th
e n
ew
w
ord
s.
dish
es. cookie
. o
ne cookie
. tw
o cookie
s. th
ree
cookie
s. four cookie
s. fiv
e cookie
s. p
ing
u h
as a
tum
my
ach
e.
Wh
at’s
th
is? [p
au
se]
Th
ree cookie
s.
Wh
at’s
th
is? [
pa
use]
One cookie
.
Pin
gu
w
ants m
ore a
nd
more cookie
s a
nd
now
…
Pin
gu
h
as…
? [
pa
use]
Pin
gu
h
as a
tum
my
ach
e.
Th
e n
um
bers
1, 2
, 3
, 4
, 5
.
Let’s
sa
y th
em
1 [
pa
use]
2 [
pa
use]
3 [
pa
use]
4 [
pa
use]
5 [
pa
use]
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
LEV
EL 1 LA
NG
UA
GE
R
EV
IE
W S
CR
IP
TS
UN
IT
7
A
CT
IO
N W
OR
DS
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
cry
, p
la
y, w
alk
, th
ro
w, com
e h
om
e, R
ob
by
.
Wh
at is P
ing
a d
oin
g? [
pa
use]
Pin
ga
is p
lay
ing
.
Wh
at is P
ing
a d
oin
g? [
pa
use]
Pin
ga
is cry
ing
.
Wh
at is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is th
ro
win
g.
Wh
at is P
ing
a d
oin
g? [
pa
use]
Pin
ga
is p
lay
ing
.
Wh
at is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is w
alk
ing
.
Wh
at is P
ing
u d
oin
g n
ow
? [
pa
use]
Pin
gu
is com
ing
h
om
e.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
UN
IT
8
C
OLO
RS
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a h
at. y
ello
w. b
la
ck
. p
urp
le. a
g
irl. a
b
oy
. red
.
blu
e. p
ink.
Wh
at’s
th
is? [p
au
se]
It’s
a
g
irl.
Wh
at’s
th
is? [p
au
se]
It’s
a
b
oy
.
Wh
at’s
th
is? [p
au
se]
It’s
a
h
at.
Wh
at’s
th
is? [p
au
se]
It’s
red
.
Wh
at’s
th
is? [p
au
se]
It’s
y
ello
w.
Wh
at is th
is? [
pa
use]
It’s
b
lue
.
Wh
at’s
th
is? [p
au
se]
It’s
p
ink
.
Wh
at’s
th
is? [p
au
se]
Th
is is p
urp
le.
Wh
at’s
th
is? [p
au
se]
It’s
b
lack
.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
UN
IT
9
T
HE
B
OD
Y
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a m
onster. a
nose
. o
ne f
oot. tw
o f
eet. toes. a
fa
ce
. a
mouth
. h
an
ds. run a
wa
y. h
id
e. g
o w
ith
.
Wh
o is th
is? [
pa
use]
It’s
a
m
onster.
Wh
at’s
th
is? [p
au
se]
It’s
a
foot.
Wh
at a
re
th
ese
? [
pa
use]
Tw
o feet.
Wh
at a
re
th
ese
? [
pa
use]
Toes.
Wh
at’s
th
is? [p
au
se]
A f
ace
.
Wh
at a
re
th
ese
? [
pa
use]
Th
ey
a
re h
an
ds.
Wh
at is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is runnin
g a
wa
y.
Now
w
ha
t is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is h
id
ing
.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
LEV
EL 1 LA
NG
UA
GE
R
EV
IE
W S
CR
IP
TS
UN
IT
10
A
NIM
ALS
Let’s
lo
ok a
t th
e n
ew
w
ord
s.
a sh
ad
ow
. a
p
en
guin
. a
se
al. a
fish
. a
d
uck
.
an o
ctop
us. a
b
ea
r. a
d
og
. a
ro
bot. sle
ep
y.
nig
ht-n
ig
ht.
Wh
at’s
th
is? [
pa
use]
It’s
a
n o
ctop
us.
Wh
at’s
th
is? [
pa
use]
It’s
a
d
og
.
Wh
at’s
th
is? [
pa
use]
It’s
a
d
uck
.
Wh
at’s
th
is? [
pa
use]
It’s
a
ro
bot.
Wh
at’s
th
is? [
pa
use]
It’s
a
se
al.
Wh
at’s
th
is? [
pa
use]
It’s
a
p
en
guin
.
Wh
at’s
th
is? [
pa
use]
It’s
a
sh
ad
ow
. It’s P
ing
u’s sh
ad
ow
.
Da
dd
y is …
?[p
au
se]
Da
dd
y is sle
ep
y.
And
w
ha
t d
oes M
om
my
sa
y? [
pa
use]
Mom
my
sa
ys n
ig
ht-nig
ht.
Good
job
.
Now
it’s song
tim
e.
UN
IT
11 A
CT
IO
N W
OR
DS
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a b
lock
. a
to
we
l. g
reen. th
e line. b
low
.
fly
. ch
ase
. w
ind
: It’s a
w
ind
y d
ay
.
round
a
nd
round
. p
ut. fa
ll d
ow
n.
Wh
at’s
th
is? [
pa
use]
It’s
a
b
lock
.
Wh
at’s
th
is? [
pa
use]
It’s
a
to
we
l.
Wh
at’s
th
is? [
pa
use]
It’s
g
reen.
Wh
at’s
th
is? [
pa
use]
Win
d: It’s a
w
ind
y d
ay
.
Wh
at is M
om
my
d
oin
g?. [
pa
use]
Mom
my
is p
uttin
g th
e tow
els
on t
he
lin
e.
Wh
at’s
P
ing
a d
oin
g? [
pa
use]
Ya
y! P
ing
a is fly
ing
!
Wh
at is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is ch
asin
g th
e tow
els
.
Wh
at a
re
P
ing
u a
nd
P
ing
a d
oin
g? [
pa
use]
Pin
gu
a
nd
P
ing
a a
re
g
oin
g round
a
nd
round
.
Wh
at a
re
th
e b
lock
s d
oin
g? [
pa
use]
Th
e b
lock
s a
re
fa
llin
g d
ow
n.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
UN
IT
12
A
T S
CH
OO
L
Let’s
lo
ok a
t th
e n
ew
w
ord
s a
ga
in.
a b
ook. a
snow
ba
ll. som
e n
ew
sp
ap
er. th
e
tea
ch
er. th
e ch
ild
ren. la
ug
h. frie
nd
s. sch
oo
l.
Wh
o’s th
is? [
pa
use]
It’s
th
e tea
ch
er.
Wh
ere is th
e tea
ch
er? [
pa
use]
He’s
in
sch
oo
l.
Wh
o’s th
is? [
pa
use]
It’s
th
e ch
ild
ren.
Wh
at is th
is? [
pa
use]
It’s
a
b
ook.
Wh
at is P
ing
u d
oin
g? [
pa
use]
Pin
gu
is la
ug
hin
g.
Wh
at is th
is? [
pa
use]
Som
e n
ew
sp
ap
er.
Wh
at’s
th
is? [
pa
use]
It’s
a
snow
ba
ll.
Good
job
every
bo
dy
!
Now
it’s song
tim
e.
PINGU'S ENGLISH FLASHCARDS ALPHABETICAL WORD LIST (Levels 1, 2, 3)
airplane Level 3 Unit 3
all over Level 2 Unit 9
angry Level 2 Unit 2
apple Level 3 Unit 4
ball Level 1 Unit 3
balloon Level 2 Unit 1
banana Level 2 Unit 4
bang Level 3 Unit 5
bathroom Level 2 Unit 12
be careful Level 2 Unit 7
bear Level 1 Unit 10
bed Level 1 Unit 5
big Level 2 Unit 6
bigger Level 3 Unit 1
bird Level 2 Unit 7
black Level 1 Unit 8
blanket Level 2 Unit 10
block Level 1 Unit 11
blow Level 1 Unit 11
blow up Level 2 Unit 1
blue Level 1 Unit 8
boat Level 1 Unit 3
book Level 1 Unit 12
bottom Level 2 Unit 12
bounce Level 1 Unit 5
bowl Level 1 Unit 4
box Level 1 Unit 2
boy Level 1 Unit 8
bread Level 2 Unit 4
break Level 3 Unit 7
breakfast Level 3 Unit 2
broken Level 3 Unit 7
broom Level 2 Unit 4
bubbles Level 3 Unit 11
buy Level 3 Unit 3
Bye-bye Level 1 Unit 1
cake Level 3 Unit 3
can Level 2 Unit 7
can't Level 2 Unit 7
carry Level 2 Unit 12
catch Level 2 Unit 6
cereal Level 3 Unit 2
chair Level 1 Unit 5
chase Level 1 Unit 11
cheese Level 2 Unit 4
cherry Level 3 Unit 4
children Level 1 Unit 12
circle Level 2 Unit 8
clap Level 2 Unit 1
clean up Level 2 Unit 3
climb Level 2 Unit 7
cold Level 3 Unit 1
come home Level 1 Unit 7
Come on! Level 2 Unit 12
cookie Level 1 Unit 6
cough Level 2 Unit 9
cry Level 1 Unit 7
cup Level 3 Unit 2
Daddy Level 1 Unit 2
dance Level 2 Unit 2
dishes Level 1 Unit 6
dive Level 2 Unit 11
does not like Level 2 Unit 5
dog Level 1 Unit 10
don't touch Level 3 Unit 9
door Level 2 Unit 9
doorbell Level 3 Unit 7
down Level 2 Unit 7
draw Level 2 Unit 12
drop Level 2 Unit 7
duck Level 1 Unit 10
eat Level 2 Unit 4
eggs Level 1 Unit 4
eight (8) Level 2 Unit 6
eighteen (18) Level 3 Unit 6
eleven (11) Level 3 Unit 6
excited Level 3 Unit 10
Excuse me! Level 3 Unit 1
explore Level 3 Unit 8
eyes Level 1 Unit 9
face Level 1 Unit 9
fall down Level 1 Unit 11
faster Level 3 Unit 1
feet (two) Level 1 Unit 9
fifteen (15) Level 3 Unit 6
find Level 3 Unit 11
firetruck Level 2 Unit 12
fish Level 1 Unit 10
PINGU'S ENGLISH FLASHCARDS ALPHABETICAL WORD LIST (Levels 1, 2, 3)
five (cookies) Level 1 Unit 6
fix it Level 2 Unit 8
flag Level 3 Unit 8
flashlight Level 2 Unit 10
floor Level 2 Unit 3
flute Level 3 Unit 11
fly Level 1 Unit 11
foot (one) Level 1 Unit 9
four (cookies) Level 1 Unit 6
fourteen (14) Level 3 Unit 6
Friday Level 3 Unit 10
friends Level 1 Unit 12
fruit Level 3 Unit 4
fun Level 2 Unit 4
game Level 2 Unit 12
garage Level 3 Unit 8
get Level 3 Unit 3
get in Level 2 Unit 5
girl Level 1 Unit 8
gloves Level 3 Unit 9
go away Level 2 Unit 2
go in Level 3 Unit 3
go with Level 1 Unit 9
Grandpa Level 1 Unit 2
grapes Level 3 Unit 4
green Level 1 Unit 11
hands Level 1 Unit 9
happy Level 2 Unit 2
has Level 1 Unit 6
hat Level 1 Unit 8
head Level 2 Unit 4
headphones Level 2 Unit 2
hear Level 2 Unit 2
Hello Level 1 Unit 1
helmet Level 3 Unit 8
help Level 2 Unit 1
her Level 2 Unit 3
Here is Level 1 Unit 2
Hi Level 1 Unit 1
hide Level 1 Unit 9
high Level 2 Unit 11
hill Level 2 Unit 12
his Level 2 Unit 3
hit Level 3 Unit 7
houses Level 2 Unit 8
hungry Level 1 Unit 4
hurt Level 2 Unit 9
in trouble Level 3 Unit 9
inside Level 3 Unit 5
it's snowing Level 2 Unit 8
job Level 3 Unit 10
jump Level 2 Unit 7
kiss Level 2 Unit 12
knit Level 3 Unit 9
lady Level 3 Unit 10
laugh Level 1 Unit 12
learn Level 2 Unit 12
likes Level 2 Unit 5
line Level 1 Unit 11
line Level 2 Unit 8
listen Level 3 Unit 11
little Level 2 Unit 11
lollipop Level 2 Unit 9
long Level 3 Unit 9
look Level 1 Unit 2
look at Level 3 Unit 8
Look out! Level 3 Unit 1
loud Level 3 Unit 7
lunch Level 2 Unit 4
machine Level 3 Unit 9
make Level 1 Unit 4
man Level 3 Unit 11
mess Level 2 Unit 8
milk Level 1 Unit 4
Mommy Level 1 Unit 2
Monday Level 3 Unit 10
money Level 3 Unit 3
monster Level 1 Unit 9
moon Level 3 Unit 8
mouth Level 1 Unit 9
music Level 2 Unit 2
my Level 3 Unit 2
new Level 2 Unit 3
night-night Level 1 Unit 10
nighttime Level 3 Unit 8
nine (9) Level 2 Unit 6
nineteen (19) Level 3 Unit 6
noise Level 2 Unit 10
PINGU'S ENGLISH FLASHCARDS ALPHABETICAL WORD LIST (Levels 1, 2, 3)
nose Level 1 Unit 9
nurse Level 2 Unit 9
octopus Level 1 Unit 10
OK Level 2 Unit 1
old Level 2 Unit 10
orange (color) Level 2 Unit 8
orange (fruit) Level 3 Unit 4
outside Level 3 Unit 5
paint Level 2 Unit 3
pan Level 3 Unit 5
pancake Level 1 Unit 4
party Level 3 Unit 3
pencil Level 2 Unit 12
penguin Level 1 Unit 10
phone Level 2 Unit 2
picture Level 2 Unit 8
pillow Level 1 Unit 5
Pinga Level 1 Unit 1
Pingg Level 1 Unit 12
Pingi Level 1 Unit 12
Pingo Level 1 Unit 12
Pingu Level 1 Unit 1
pink Level 1 Unit 8
play Level 1 Unit 7
playground Level 3 Unit 2
pot Level 3 Unit 5
present Level 3 Unit 3
pull Level 3 Unit 4
purple Level 1 Unit 8
push Level 3 Unit 1
put Level 1 Unit 11
put on Level 3 Unit 9
quiet Level 2 Unit 10
rabbit Level 1 Unit 5
radio Level 2 Unit 2
ready Level 2 Unit 11
red Level 1 Unit 8
ride Level 2 Unit 3
right Level 3 Unit 10
Robby Level 1 Unit 7
robot Level 1 Unit 10
rocket Level 1 Unit 3
roll Level 3 Unit 1
round and round Level 1 Unit 11
rubber band Level 2 Unit 12
run away Level 1 Unit 9
sad Level 2 Unit 3
sandwich Level 3 Unit 4
Saturday Level 3 Unit 10
says no Level 1 Unit 3
scared Level 2 Unit 7
scarf Level 3 Unit 9
scary Level 2 Unit 10
school Level 1 Unit 12
schoolbag Level 2 Unit 5
scooter Level 2 Unit 3
seal Level 1 Unit 10
seesaw Level 3 Unit 2
seven (7) Level 2 Unit 6
seventeen (17) Level 3 Unit 6
shadow Level 1 Unit 10
shake Level 3 Unit 7
share Level 3 Unit 2
shoe Level 2 Unit 6
sick Level 2 Unit 9
sing Level 3 Unit 5
sister Level 3 Unit 3
sit Level 2 Unit 5
six (6) Level 2 Unit 6
sixteen (16) Level 3 Unit 6
sky Level 3 Unit 8
sled Level 3 Unit 4
sleepy Level 1 Unit 10
small Level 2 Unit 6
snack Level 2 Unit 10
snowball Level 1 Unit 12
snowboard Level 2 Unit 12
snowman Level 3 Unit 5
soccer Level 3 Unit 7
some newspaper Level 1 Unit 12
sorry Level 2 Unit 1
soup Level 2 Unit 5
space Level 3 Unit 8
spaceman Level 3 Unit 8
spoon Level 3 Unit 5
spots Level 2 Unit 9
square Level 2 Unit 8
stairs Level 3 Unit 10
PINGU'S ENGLISH FLASHCARDS ALPHABETICAL WORD LIST (Levels 1, 2, 3)
star Level 2 Unit 8
stars Level 3 Unit 8
stickers Level 3 Unit 2
stinky Level 2 Unit 5
store Level 2 Unit 3
stove Level 3 Unit 5
strong Level 3 Unit 4
student Level 2 Unit 12
Sunday Level 3 Unit 10
suspenders Level 3 Unit 4
swim Level 2 Unit 11
swimming pool Level 2 Unit 11
swing Level 3 Unit 2
table Level 2 Unit 8
take a bath Level 2 Unit 5
take off Level 3 Unit 9
talk Level 2 Unit 2
teach Level 2 Unit 12
teacher Level 1 Unit 12
ten (10) Level 2 Unit 6
tent Level 2 Unit 10
Thank you Level 2 Unit 1
thermometer Level 2 Unit 9
thirteen (13) Level 3 Unit 6
three (cookies) Level 1 Unit 6
throw Level 1 Unit 7
throw away Level 3 Unit 6
Thursday Level 3 Unit 10
tickle Level 2 Unit 5
today Level 2 Unit 12
toes Level 1 Unit 9
touch Level 3 Unit 9
towel Level 1 Unit 11
train Level 1 Unit 3
trampoline Level 1 Unit 5
trash Level 2 Unit 5
trashcan Level 3 Unit 5
triangle Level 2 Unit 8
truck Level 1 Unit 3
try Level 2 Unit 12
tub Level 2 Unit 5
Tuesday Level 3 Unit 10
tummyache Level 1 Unit 6
turn (around) Level 2 Unit 12
turn away Level 3 Unit 11
turn off Level 2 Unit 10
turn on Level 2 Unit 10
twelve (12) Level 3 Unit 6
twenty (20) Level 3 Unit 6
two (cookies) Level 1 Unit 6
up Level 2 Unit 7
wake up Level 2 Unit 9
walk Level 1 Unit 7
walk away Level 3 Unit 3
wants Level 1 Unit 3
warm Level 3 Unit 1
watch Level 2 Unit 11
water Level 2 Unit 6
watermelon Level 3 Unit 4
Wednesday Level 3 Unit 10
wheels Level 2 Unit 3
Where is? Level 1 Unit 1
white Level 2 Unit 7
wind Level 1 Unit 11
work Level 3 Unit 10
wrong Level 3 Unit 10
yellow Level 1 Unit 8
your Level 3 Unit 2
