n

& io
H it
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catalogue
Sample
pages
IT N
BR ICA
ER
AM
 h F l u f f y a n d
Fly high wit

Designed for very young learners, the Hi Kids! course, which consists of three
books, is sure to thrill and delight children. Its aim is to make learning and
teaching English as fun and as easy as possible. Students are immersed in the
language and learn English the same way that native speakers do - by listening
and speaking first, before they learn to read and write.

COURSE FEATURES COURSE COMPONENTS

 units which include songs, stories,  Student’s Book
games, listening activities as well as  Workbook with practical and
a wide range of hands-on activities interesting activities, cut-out pages
 alphabet/phonics section  Teacher’s Resource Pack including:
 revision units to recycle and • Teacher’s Book with reduced form of
consolidate through various activities the Student’s Book and the Workbook
which promote students’ autonomous • Alphabet book
learning
• Alphabet book audio CD/CD-ROM also
 activities promoting critical thinking including Teacher’s notes
skills
• Student’s CD/CD-ROM
 cross-curricular topics
• Puppet
• Class CDs
• Flashcards
• Posters
• Interactive Whiteboard CD-ROM

BRITISH & AMERICAN Edition

2
COMPONENTS COMPONENTS
FOR STUDENTS FOR TEACHERS

BRITISH
version

AMERICAN
version

Student’s Book Teacher’s Book Alphabet book Flashcards

with reduced-size audio CD/CD-ROM
Student’s Book and also including
Workbook pages Teacher’s notes

Class Audio CDs Interactive Whiteboard material

Workbook with interactive games

Posters

Student’s
CD/CD-ROM

Alphabet books (1&2), (3)

Little
Books
Readers Teacher’s Resource Pack
(Teacher’s Book, Alphabet book,
Puppet Alphabet audio CD/CD-ROM, Flashcards,
Class Audio CDs, Posters, Puppet,
Interactive Whiteboard CD-ROM)
3
 CONTENTS
Hi Kids 1 Hi Kids 2 Hi Kids 3
Hello Hello Hello
Unit 1 It’s red! Unit 1 My classroom Unit 1 Family and friends
Unit 2 My classroom Unit 2 Stand up! Unit 2 My home/neighbourhood
Unit 3 Numbers Unit 3 Colours and shapes Unit 3 Jobs
Revision 1 Unit 4 Home and family Revision 1
Unit 4 Who I am Revision 1 Unit 4 Days of the week
Unit 5 My face Unit 5 My body Unit 5 The seasons
Unit 6 My friends Unit 6 My senses Unit 6 It’s morning.
Unit 7 My family Unit 7 I can Unit 7 My country
Revision 2 Unit 8 My clothes Revision 2
Unit 8 My toys Revision 2 Unit 8 This is a car.
Unit 9 My town Unit 9 He’s a farmer. Unit 9 My bike is fast.
Unit 10 My pet Unit 10 At the farm Unit 10 I like oranges!
Unit 11 My house Unit 11 I like bananas! Unit 11 My clothes
Revision 3 Unit 12 It’s cold! Revision 3
Unit 12 Shapes Revision 3 Unit 12 A rabbit can jump!
Unit 13 It’s funny! Unit 13 Water Unit 13 Plants
Unit 14 I’m hungry! Unit 14 Plants Unit 14 Let’s swim!
Unit 15 My holiday Unit 15 Holidays Unit 15 Holidays
Revision 4 Revision 4 Revision 4
Story 1 (Hello - Unit 3) Story 1 (Hello - Unit 4) Story 1 (Hello - Unit 3)
Story 2 (Unit 4 - Unit 7) Story 2 (Unit 5 - Unit 8) Story 2 (Unit 4 - Unit 7)
Story 3 (Unit 8 - Unit 11) Story 3 (Unit 9 - Unit 12) Story 3 (Unit 8 - Unit 11)
Story 4 (Unit 12 - Unit 15) Story 4 (Unit 13 - Unit 15) Story 4 (Unit 12 - Unit 15)

4
 ,
SAMPLE PAGES FROM Hi Kids! 1 - STUDENT S BOOK

clear photos introducing new vocabulary humorous episodes combined with

eye-catching, full-colour illustrations

2. My classroom
Lesson 1 Unit 2 - Lesson 2

c
b

         

     
 

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craft activities for students to practise the

a fun activity which practises the language items vocabulary and structures of the unit

Unit 2 - Lesson 3 Unit 3 - Lesson 4

Make number plates

2

2






4
   
 3     
 

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 ,
SAMPLE PAGES FROM Hi Kids! 1 - STUDENT S BOOK

picture stories to consolidate the material taught in the unit

and to provide listening for entertainment purposes

Unit 3
2 - Lesson 4 Unit 3
2 - Lesson 4

Welcome to school

a c

b d

VALUE
1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.   

Help your classmates. 

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discuss the moral

of the story
Unit 2 - Lesson 5

a
present the letters Bb
of the alphabet Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll apple
Mm
Nn
Oo
Pp
Qq
Rr
Ss
Tt
Uu
Vv ant
Ww
Xx
Yy
Zz
  

  
  


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6
 SAMPLE PAGES FROM Hi Kids! 1 - WORKBOOK

fun activities practising language items in an enjoyable way

2. My classroom
Lesson 1 Unit 2 - Lesson 2

1 2

 Look at the pictures and circle the differences. Then colour.
 

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a comprehension activity based on an activity practising the letter of the alphabet

the story in the Student’s Book

Unit 2 - Lesson 4 Unit 2 - Lesson 5



a
a
1. Trace.

a tracing
activity

Cut out and put the story in the correct order. 2. Say the word, trace and colour the picture.
 

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7
SAMPLE PAGES FROM Hi Kids! 1 - Revision 1

a revision unit practising the vocabulary

and structures of previous units a self-assessment section

Lesson 1 Revision 1 - Lesson 3

Revision 1 Revision 1
Lesson 1

Now I can

3
  
         3
  

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SAMPLE PAGES FROM Hi Kids! 1 - Story

a story revising vocabulary and

structures of previous units

STORY 3 (Unit 8 – Unit 11) STORY 3 (Unit 8 – Unit 11)

Be my friend

a b e f

c d g h

VALUE
1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play.   Friends can be different.
 

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8
 ,
SAMPLE PAGES FROM Hi Kids! 1 - TEACHER S BOOK

aim and active vocabulary reduced pages from the Student’s Book
introduced is each lesson and the Workbook facilitating the teacher

UNIT 2
Unit 2 - Lesson 4
Unit 3
2 - Lesson 4 Unit 3
2 - Lesson 4 
Welcome to school

My classroom
Lesson 4 a c

Aim
To consolidate vocabulary and structures taught in this unit.

 Revise [AmE Review] the previous lessons. Play a game. 

b

1. Revise. 2. Talk about the pictures. 3. Listen, point and repeat. 4. Role play. 5. Discuss the value.   
VALUE
Help your classmates.
d


Cut out and put the story in the correct order.

Hi kids_KG1_Mod2_2015_WB.indd 21


25-Feb-15 3:51:31 PM

• Show Ss the flashcards of the words that they have learnt

Hi kids_KG1_Mod2_2015_SB.indd 20 25-Feb-15 3:48:47 PM Hi kids_KG1_Mod2_2015_SB.indd 21 25-Feb-15 3:49:00 PM

[AmE learned] in this unit (book, pencil, bag and chair) and
get them to name them. Liz Look, Tonia! A pencil and a book.
• Alternatively, point to actual classroom objects and elicit Tonia Wow! Look, Liz! A bag. It’s red, green, yellow and
Ss’ response. bl... Oh, no! 
 Whispers Liz Here, Tonia. Blue.
• Tell Ss that they are going to play a game. Tonia Thank you, Liz.
• Stick the flashcards of the vocabulary Ss have learnt
[AmE learned] in this unit (book, pencil, bag and chair) on
P O S T- S T O R Y A C T I V I T Y (c r i t i c a l t h i n k i n g s k i l l s)
the board.
• Ask Ss who they are sitting next to in the class.
• Divide Ss into two teams. The teams stand in two lines
with their backs turned to you and the board, except for • Ask Ss, Have you ever forgotten any of your school items
the first player in each team, who should be facing you at home, e.g. your book, pencil, etc? How did you feel?
and the board. What did you do? Have you ever borrowed something or
given any of your things away?
• Point to a flashcard. The two players facing you look at the
flashcard and whisper the word down the line. The last • Discuss with Ss how important it is to help our classmates.
clearly staged player in each team has to find the flashcard that depicts  Role play. Post-story
the word, point to it and say it. If he/she is correct, then activity
step-by-step the team gets a point.
• Divide Ss into groups of three and assign a role to each
(the teacher, Liz and Tonia). practising
guidelines for • Then the last player goes to the front of the line.
• Have Ss act out the scene.
each activity • The team with the most points wins. Ss’ critical
• Have groups of Ss change roles so that everyone has a
 Talk about the pictures. chance to act out all parts. thinking
• Tell Ss to open their books to pp.20-21. • You can play the CD while Ss are acting, for guidance. skills
• Draw Ss’ attention to the pictures and ask them, in L1, what
they can see. (In the first picture, we can see two girls and a
 Discuss the value. (c r i t i c a l t h i n k i n g s k i l l s)
• Read the value out loud and explain it in L1.
teacher in a classroom. The girls are introducing themselves
to each other. In the second picture, they sit down and look • Discuss the value with Ss in L1.
at their desks. One is green and the other is blue. In the • Ask Ss, in L1, if they believe that it is important to help
third picture, one of the girls has drawn a pencil and a book their classmates and why.
using red and blue coloured [AmE colored] markers. The • Discuss with Ss instances when they have helped their
other girl has drawn a bag, but she looks worried because classmates.
she hasn’t got [AmE doesn’t have] a blue coloured
[AmE colored] marker to finish colouring [AmE coloring] the
 Do the activity on p.21.
bag. In the fourth picture, one of the girls is giving the other • Tell Ss to open their Workbooks to p.21.
her blue coloured [AmE colored] marker. They look happy.) • Instruct Ss to cut out the frames of the story and
rearrange them in the correct order.
 Listen, point and repeat. • When Ss have finished, go round [AmE around] the class
• Draw Ss’ attention to the story. and make sure Ss have put the story in the correct order.
• Play the CD and have Ss listen to the story.
• Get Ss to point to the characters and the items while you
 Play a game.
play the CD for the second time.  Walk and touch
• Play the CD again, pausing after each sentence for Ss to • Tell Ss that they are going to play a game.
repeat. • Stick the flashcards of Unit 2 around the walls of the
classroom.
Track 23 Welcome to school • Explain that you are going to play the song Book and
Liz Hello, I’m Liz. pencil (Track 20) and Ss can walk round [AmE around] the
Tonia Hello, Liz. I’m Tonia. classroom.
Liz Look, Tonia!  • At some point, stop the music and call out ‘It’s a pencil’.
• Ss must walk to the pencil flashcard, touch it and say ‘It’s
Liz It’s blue. a pencil’.
Tonia It’s green.  • Repeat the procedure several times with all flashcards.



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extra activity to be done in the lesson

9
SAMPLE PAGES FROM Hi Kids! - ALPHABET BOOK 1&2
introducing letters
draw lines activity and their sounds

1. Draw lines from left to right.

CC
1. Listen and say the letter, the sound and the words. Then sing.

2. Trace. Then write.

CC Cc Cc
1

tracing
activity
C cc c
Cc
3. Trace and match to the correct picture.

tracing
and
matching
activity
4. Look and write.

b a c
_ ike _ pple _ ake
4 8

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writing activity

introducing cvc words

a e
cat bag red pen
1. Listen and say the letter, the sound and the words. 1. Listen and say the letter, the sound and the words.

2. Look and complete. 2. Look and complete.

1 c r 2 c t 3 v n 1 b d 2 h n 3 p n
e e
3. Colo(u)r the pictures with a. 3. Look and circle.

1 2
34 35

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10
 
C, //, cat, cake
LETTERS Aa Bb Cc • Play the Alphabet song and explain to Ss that they have to repeat the letter, the sound and
Aim the words during the pauses.
To introduce the letters Aa, Bb, Cc.
 Colour [AmE Color]. Then say. • After Ss listen to and sing the song, say the words again (cat, cake) and ask them if they a
• Draw Ss’ attention to the fourth activity.
1. Listen and say the letter, the sound and the words. Then sing.
can hear the sound // at the beginning of the words.
Vocabulary • Ask Ss to colour [AmE color] in the apple and the ant. • Ask Ss to repeat the sound //. 2. Trace. Then write.

1
apple, ant, bike, boy, cat, cake 2

 3
Warm up Bb SONG
• Tell Ss to open their Alphabet books to p.6. The Alphabet Song
a
• Draw Ss’ attention to the letter ‘Aa’ and say it out loud.  Listen and say the letter, the sound and the words. C, //, //, // (Ss repeat)
• Get Ss to repeat after you. Then sing. (CD tracks 4-5)
• Write the letter ‘Aa’ on the board in order to show Ss how the letter • Tell Ss to turn their Alphabet books to p.7. // for cat, // for cake (Ss repeat) a
3. Trace and say.

is written. • Draw Ss’ attention to the first activity of the letter ‘Bb’. C, //, //, // (Ss repeat)
• Get Ss to trace the letter ‘Aa’ several times in their books with • Draw Ss’ attention to the letter and say the letter, the sound and A
their index finger. the words out loud a few times.  Trace. Then write. a
4. Colo(u)r. Then say.
• Ss can also practise [AmE practice] ‘writing’ the letter in the air. • Play the CD and get Ss to repeat a few times. • Draw Ss’ attention to the second activity.
• Repeat the same procedure with the other two letters, ‘Bb’ and ‘Cc’. 
B, //, bike, boy • Ask Ss to trace the letter ‘Cc’ (upper and lower case) along the lines, following the
clearly staged • Show Ss how they can make the shapes of the letters with their direction of the arrows and the dotted lines.
bodies and get them to do them. • Play the Alphabet song and explain to Ss that they have to repeat • Then instruct Ss to write the letter ‘c’ (lower case) starting from the arrow.
step-by-step the letter, the sound and the words during the pauses. • When Ss have finished tracing and writing, go round [AmE around] the classroom to make
• After Ss listen to and sing the song, say the words again (bike, boy) 6
guidelines for sure that they have traced and written the letters correctly.
alphabet_book_HK1.indd 6 2/16/2015 4:12:13 PM
and ask them if they can hear the sound // at the beginning of
each activity the words.  Trace and match to the correct picture.
Aa Bb Cc • Ask Ss to repeat the sound //. • Draw Ss’ attention to the third activity of the letter ‘Cc’.
• Ask Ss to trace the letter ‘Cc’ and then draw a line to the picture that corresponds to the
 SONG letter ‘Cc’.
Aa The Alphabet Song
B
1. Listen and say the letter, the sound and the words. Then sing.
• Then instruct Ss to say the letter and the word (Cc, cat). 2. Trace. Then write.

1 2
 Listen and say the letter, the sound and the words. B, //, //, // (Ss repeat)  Look and write.
Then sing. (CD tracks 2-3)
// for bike, // for boy (Ss repeat) • Draw Ss’ attention to the fourth activity.
• Draw Ss’ attention to the first activity of the letter ‘Aa’. B
• Ask Ss to look at each picture and the letter below it carefully. Then ask Ss to complete
• Draw Ss’ attention to the letter and say the letter, the sound and B, //, //, // (Ss repeat)
the words below each picture by writing the initial letter.
Bb Bb
the words out loud a few times.
• Then instruct Ss to say the letters and the words (A, apple - B, bike – C, cake).
• Play the CD and get Ss to repeat a few times.  Trace. Then write. bbb
3. Look and circle.
• Draw Ss’ attention to the second activity. Sing (CD track 8)

A, //, apple, ant • Ask Ss to trace the letter ‘Bb’ (upper and lower case) along the • Play the Alphabet song A-C once and ask Ss to listen to it carefully. A B A B
• Play the Alphabet song and explain to Ss that they have to repeat lines, following the direction of the arrows and the dotted lines. • Play the song again and encourage Ss to sing along.
b a b a
the letter, the sound and the words during the pauses. • Then instruct Ss to write the letter ‘b’ (lower case) starting from • Ss can ‘write’ the letters in the air or point to the corresponding letters of the alphabet in
• After Ss listen to and sing the song, say the words again (apple, the arrow. 4. Match.
their books while they are singing the song.
ant) and ask them if they can hear the sound // at the beginning • When Ss have finished tracing and writing, go round [AmE around] A b
of the words. the classroom to make sure that they have traced and written the Play games
• Ask Ss to repeat the sound //. letters correctly. B a
Memory circle
7
 SONG  Look and circle. • Tell Ss to form a circle.
alphabet_book_HK1.indd 7 2/16/2015 4:12:30 PM

The Alphabet Song • Draw Ss’ attention to the third activity. • Draw an apple, an ant, a bike, a boy, a cake and a cat on different pieces of paper and
• Ask Ss to circle the letters (upper and lower case) that correspond photocopy them twice.
A, //, //, // (Ss repeat)
to the pictures of the bike and the boy. • Shuffle all the pieces of paper and give them, face down, to a S.
// for apple, // for ant (Ss repeat) • Then instruct Ss to say the letter and the words (B, bike, boy). • This S turns over the first piece of paper, looks at the picture, says the word and places
A, //, //, // (Ss repeat)
 Match. the piece of paper under the pile. Then he/she gives the pile to the S next to him/her.
• Follow the same procedure until all Ss have had a turn.
CC
1. Listen and say the letter, the sound and the words. Then sing.

2. Trace. Then write.

• Draw Ss’ attention to the fourth activity. 1

 Trace. Then write. • If a S can’t remember the word, then he/she is out of the game. This S can sit at his/
• Ask Ss to match the uppercase and lowercase letters ‘Aa’ and ‘Bb’
• Draw Ss’ attention to the second activity. her desk and draw an apple, a bike or a cat.
to the picture of the bike or the apple. CC Cc Cc
• Ask Ss to trace the letter ‘Aa’ (upper and lower case) along the • Then instruct Ss to say the letters and the words (Aa, apple - Bb, Make letter bricks
lines, following the direction of the arrows and the dotted lines. bike). • Stick large sheets of paper on the wall. Divide the wall into 26 ‘bricks’, one for each
• Then instruct Ss to write the letter ‘a’ (lower case) starting from letter. C cc c
3. Trace and match to the correct picture.
the arrow. Cc • Divide Ss into three groups, one for every letter (A, B, C).
• When Ss have finished tracing and writing, go round [AmE around] • Give each group pages from magazines and ask them to find and cut out words with
the classroom to make sure that they have traced and written the  Listen and say the letter, the sound and the words. their group’s letter, e.g. ‘Aa’ for the first group, ‘Bb’ for the second and so on, or to cut
letters correctly. Then sing. (CD tracks 6-7) out just the letter. (Make sure there is at least one word with the letter ‘Aa’ etc. on the Cc
4. Look and write.
• Tell Ss to turn their Alphabet books to p.8. pages you hand out and that the letters are big enough for Ss to cut out.)
 Trace and say. • Draw Ss’ attention to the first activity of the letter ‘Cc’. • Alternatively, you can write various words on a piece of paper and make photocopies.
• Draw Ss’ attention to the third activity of the letter ‘Aa’.
• Draw Ss’ attention to the letter and say the letter, the sound and Some of them must be the ones taught in this lesson, e.g. ‘apple, ant’ for Group A,
• Ask Ss to trace the lines connecting uppercase and lowercase ‘Aa’ b a c
the words out loud a few times. ‘bike, boy’ for Group B, ‘cat, cake’ for Group C. Make sure they are written with capital
to the apple. _ ike _ pple _ ake
• Play the CD and get Ss to repeat a few times. and lowercase letters. 8
• Then instruct Ss to say the letter, the sound and the word (A, //,
alphabet_book_HK1.indd 8 2/16/2015 4:12:50 PM
• Ss stick their words/letters on the first three bricks, accordingly, on the wall.
apple).

 

alphabet_book_HK1_Teachers.indd 4 25-Feb-15 4:29:53 PM alphabet_book_HK1_Teachers.indd 5 25-Feb-15 4:30:04 PM

extra games

11
SAMPLE PAGES FROM Hi Kids! 1 - ALPHABET BOOK TEACHER'S NOTES
 BRITISH Edition AMERICAN Edition

Interactive Whiteboard
material with interactive
games

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