English Language Teaching Catalog

2024

英語教材カタログ

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2023 101

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ーContents
PHONICSTop Phonics ................................................................................ 4

COURSE BOOKSTop Kids ........................................................................................ 6
Fast Track ...................................................................................... 8

READING
Easy Fun Reading ...................................................................... 10
Fun Reading ................................................................................ 12
Easy Fun Facts ............................................................................ 14
Fun Facts ...................................................................................... 16
Timed Reading for Fluency ................................................... 18
Reading for the Academic World ........................................ 20

READERS
Culture Readers: Foods ........................................................... 22
Culture Readers: Holidays ...................................................... 24
Future Jobs Readers ................................................................ 26
New Classic Art Readers .................................................................. 28
World History Readers............................................................. 30

WRITING
Writing Time ............................................................................... 34
Early Writers ................................................................................ 36
New Good Writers ............................................................................... 38
New
New

LISTENING
Early Listeners ............................................................................ 40
Good Listeners .......................................................................... 42
Smart Listeners .......................................................................... 44
Intensive Listening Training ................................................. 46

SPEAKING
New

Easy Speaking for Speeches ................................................. 48
Speaking for Speeches Second Edition ........................... 50
Speaking for Presentations .................................................. 52

GRAMMAR
Happy Grammar ........................................................................ 54

VOCABULARY
1200 Key English Words ......................................................... 564500 Key English Words ......................................................... 58
New 7000 Key English Words ......................................................... 60

TEST PREPEIKEN Navi .................................................................................. 62
TOEIC® Skills Series .................................................................. 64
Completing TOEIC® Skills ...................................................... 64
Delta’s Key to the TOEFL iBT® ................................................ 66

PRICE LIST............................................................................................... 67

2024 Seed Learning Level Chart
ACTFL
LEVEL

CEFR
LEVEL

VOCAB
LEVEL

Advanced HighC1 Mid

5,000

C1 Low

4,000

Advanced Mid

B2 High

3,500

B2 Mid3,000

Advanced Low

B2 Low

2,400

PHONICSCOURSEBOOKSREADINGREADERS

Reading
for theAcademic
World
1-3

Fast Track
1-3

B1 Mid1,600

B1 Low

1,200

A2 High

1,000

Timed
Readingfor
Fluency
1-4

Audio CD

Fiction Reading
1
No
nfic
tion

800

Reading Builder

Audio CD

Casey Malarcher

la r

ch

er

ey

Ma

A2 MidFutureJobs
Readers
4 Levels

Nonfiction Reading

Eas y Fun Reading 1

Intermediate Mid

2,000

Ca s

Intermediate HighB1 High1

Audio CD

1

A1 HighNovice HighA1 Mid

A1 Low

Audio CD

Easy
R

Top Kids
1-6

Liana Robinson

1

Fun
Reading
1-3

400

200

NA

Top
Phonics
1-6

ob

ins

on

na

600

Lia

A2 Low

Very Eas y Fun Reading 1

Intermediate Low

NonerfictionReading Build

Easy Fun
Reading
1-3

Word Count
15-35

Easy Fun
Facts
1-3

Word Count
35-65
Word Count
25-55

Fun Facts
1-3

Word Count
55-75

CultureReaders:
Foods
4 Levels

CultureReaders:
Holidays
4 LevelsREADERSWRITING

LISTENING

SPEAKING

GRAMMARVOCABULARY

New7000 Key
EnglishWords 1-34500 Key
English
Words
1-4

World
History
Readers
6 Levels

Intensive
Listening
Training
1-3

Speaking
forPresentations
1-2

New

Classic Art
Readers
4 Levels

New
SpeakingforSpeeches
SecondEdition
1-3

Smart
Listeners
1-3
New

Good
Listeners
1-3

Good
Writers
1-3
New
New

Writing
Time
1-3

Early
Writers
1-3

Early
Listeners
1-3

Happy
Grammar
1-4
Easy
SpeakingforSpeeches
1-3

1200 Key
EnglishWords
1-3

TEST PREP
Target Test
Score

Building TOEIC® Skills

450-550Developing TOEIC® Skills

650-750

Mastering TOEIC® Skills

850-990

PHONICSTOP PHONICS
Top Phonics is an easy-to-use five-level phonics series developed
for young learners of English. Starting in Top Phonics Book 1,
students will learn to recognize and say the letters of the English
alphabet. By the end of Book 5, students will be able to read andwrite words and phrases. The five levels of Top Phonics provide
a guided, step-by-step presentation of single-letter sounds andvowel and consonant combinations. Top Phonics allows learners
to develop their English skills in an engaging, systematic, andeffective manner.

Features• 5 charming characters who appear throughout all five books• Entertaining chants and songs to provide listening andpronunciation practice• Fun stories to develop reading skills• Engaging activities to build reading, listening, and writing skills
beyond rote practice• Strategic introduction of sight words to increase reading fluency• Enjoyable review activities at the end of each bookComponents
Student Books- Top Phonics 1 Single-Letter Sounds- Top Phonics 2 Short Vowel Sounds- Top Phonics 3 Long Vowel Sounds- Top Phonics 4 Double-Letter Consonant Sounds- Top Phonics 5 Double-Letter Vowel Sounds
Workbooks 1-5
www.seed-learning.com/TP

Downloadable Resources:

Free Online Program(See p.74)

MP3 Files

AnswerKeys

Tests

Flashcards

Meet the Top Phonics Kids!
Five young children are the main characters of theseries. These fun characters appear in each unit andthroughout the series. Students will be able to identify
with the interests and hobbies of these characters as
they encounter them in various situations in the books.

4

Board
Game

PPT

Teacher’s Worksheets
GuidesPHONICS
Student Book

[ New Letters and Sounds ]Introduction to target sounds and words
with chants, writing practice, and tracing
practice[ New Words ]Understanding the letter-sound relationshipand vocabulary building[ Further Practice & On My Own ]Reinforcing newly acquired knowledge andreviewing words and sounds from earlier units[ On My Own & Story & Wrap-Up ]Reading and decoding and a fun song basedon the story page

Top Phonics 6

Top Phonics Readers 1-5• MP3 Audio QR Code
• QR codes link to online videos• 8 bonus story cards• Workbook (sold separately)

Top Phonics 6 is an easy to use review of the essential
sounds of English, ideal for young learners who canalready recognize and pronounce single letter soundswith confidence. Top Phonics 6 covers a variety ofsounds that are introduced in Top Phonics 2, 3, 4, and 5.

• Audio CD included• 4 stories per book

Top Phonics Readers is a 5-book series developed
for young learners who are already familiar with theEnglish alphabet. Top Phonics Readers can be used as astand-alone reading series, or as a supplement to Seed
Learning’s Top Phonics textbook series.

5COURSE BOOKSTOP KIDSTop Kids is a six-level course for young English language learners.
This engaging and instructive course incorporates a systematic
double-strand approach to introduce vocabulary and grammar
within thematic units graded over six levels.
The double-strand approach to building vocabulary andgrammar skills of learners is key to the course. English language
learners need to acquire vocabulary in order to comprehend
English and participate in classroom discussions, and as well, it
is key to reading comprehension. In addition, grammar is central
to the teaching and learning of languages as it is the foundationof language.
Top Kids prepares young learners to be able to understand andcommunicate well in English on a variety of subjects.

Features• Engaging characters with whom students will identify as they study• Functional dialogs to demonstrate effective social behavior forchildren• Expansion activities for collaborative and communicative practice• Graded passages for extensive reading practiceComponents

www.seed-learning.com/TK
Free Online Program(See p.74)

Student Books with MP3 CDs- Top Kids 1 An Introduction to English- Top Kids 2 Second Steps in English- Top Kids 3 Personalizing English- Top Kids 4 Active English- Top Kids 5 Growing with English- Top Kids 6 Sharing in English
Workbooks 1-6
Downloadable Resources:

MP3 Files

6

AnswerKeys

Word Lists

Tests

★

Syllabuses

PPT★

Teacher’s Flashcards
Guides★

COURSE BOOKS
Student Book

Introduction to target words andlanguage patterns through engaging
illustrations and simple text.

Presentation of additional targetwords for the unit along withspeaking focused activities.

Value and citizenship lessons are presented through theseries characters. Lessons wrap up with phonics reviews forthe lower levels and reading practice for the higher levels.

EXPANSION ACTIVITIES

Odd unit expansion pages present practicalclassroom language activities along withreview of target vocabulary from the unit.

Even unit expansion pages include fiction
and nonfiction passages for reading fluency
development through extensive reading practice.

7

COURSE BOOKSFAST TRACK
Fast Track is a three-level series designed for young-adult andadult learners of English who have had some exposure to English
but need review practice and fluency development to become
better communicators. Each thematically-organized unit in theseries integrates functional language models with skill-based
activities. Lessons guide students from speaking together using
structured dialogs to engaging in more flexible conversations
using theme-based sets of questions. Informative readings on
topics provide springboards for additional engaging in-classdiscussion.

Featureswww.seed-learning.com/FT
Detachable Study
Book provides a quick
language-learningreference for target
expressions, vocabulary,
and additional grammar
tips.

Fast Track 1

8• A multi-skill approach to developing communicative skills whilestrengthening accuracy and fluency skills of learners• Authentic, conversational dialogs that model language variations
to enrich comprehension and production skills• Interactive and communicative tasks to engage learners whilechallenging them to stretch their skills• Model responses to support student completion of all productive
speaking and writing tasks• Fundamental grammar points linked to each unit’s listening andreading samples• Video and audio recordings with linked tasks for listening comprehension,modeling pronunciation, and developing fluency• Pair-work question sets for fun and flexible conversation practiceDownloadable Resources:

MP3 Files

AnswerKeys

PPT

Teacher’s
Guides

Tests

★

★

★

Fast Track 2

Fast Track 3

Unit 1

Nice to meet you.

We had a blast!

There’s no place like home.

Unit 2Are you busy?

Are you all right?

Time waits for no man.

Unit 3

I couldn’t put it down.

They’re easy to care for.

What should I do?

Unit 4

Money talks!

That sounds interesting!

I appreciate the offer.

Unit 5

Would you like some?

Who’s calling?

Don’t let me down.

Unit 6

Come rain or shine.

Are you a people person?

It’s going from bad to worse.

Unit 7

Sooner or later.

Welcome to our home.

It may be just around the corner.

Unit 8

I’m not from around here

Better late than never!

Could you say that again?

Unit 9What do you do?

Let’s get cooking.

It’s cooked to perfection!

Unit 10

I’ll take it.

We’re not so different after all.

I’m really into it.

Unit 11

You’re like one of the family.

I can’t believe it’s late again.

It's stated in black and white.

Unit 12How do I look?

You can’t be too careful.

I suppose it could be true

COURSE BOOKS
Student Book
Getting Ready

Unit

1

The Warm-up section of theFast Track series begin with ashort listening activity alongwith various comprehension
activities and a guided
discussion question to activate
basic language that students
may already know related tothe unit’s theme.

A Listen.

A Think about these questions and share your ideas with the class.
When would you use a casual greeting in English?
When would you use a formal greeting in English?
B Listen to these common words and expressions used when speaking.
Hey!
I’m hanging in there.
Got it.
Gotcha.

A: Gloria!

2.

Variations for the language
functions related to the unit
theme are presented in alistening task that targets
modeling and pronunciation.
Students are then encouraged
to creatively adapt the dialog
with suggested expressions or
their own ideas.

B Practice the conversation with a partner.

01

No trouble at all.
What’s up?
Same old same old.
It’s a pleasure to meet you.

C Use these expressions in the conversation above or use your own ideas.

Hello.

Glad to meet you.

C Look at the pictures. Fill in the blanks using words and expressions from B. Then listen to
02
check.
1.

03

Parker: Hi.
Morgan: Hi. I’m Morgan. Morgan Harris.
Parker: My name is Parker Leeds.
Morgan: Nice to meet you, Parker.
Parker: It’s nice to meet you, too.
Morgan: What’s your last name again?
Parker: It’s Leeds. L-E-E-D-S.
Morgan: Leeds. Got it.

Audio

You must be Bill.
How’ve you been?
Long time no see.
What’ve you been up to?

Conversation

3 Conversation

Nice to meet you.

1 Getting Readysee!

How do you do?

How’s it going?

Morning!

A: YouIt’s a pleasure.
What did you say
your last name is?

Pleased to meet you.

.

B: Ted! How

B: Yes. It’s?

.

2 Expressions in Use

4 Sounds Fun
A Watch and listen.

A When can you use the given expressions? Check the places.
with a friend

at a party

in a classroom

at aconference





























1. Allow me to introduce myself.
2. How’ve you been?
3. Pleased to meet you.
4. Long time, no see.
5. My name is, but
you can call me.

04

A: Hello.
B: Hey.
A: My name’s Chance.
B: It’s nice to meet you, Chance. My name’s Ty.
A: Glad to meet you. How do you spell your name?
B: Uh. It’s spelled T-Y. It’s short for Tyler.
A: I see. Glad to meet you.
B Repeat after the audio.

05

C Watch and say the assigned role.

06

B Work with a classmate. Make a short dialog using the above expressions. Act it out.
A: Hi there.
B:
A:
B:

1. You are B:

2. You are A:

6

Unit 1: Nice to meet you.

7

Expressions in Use

Sounds Fun

A graphic presentation of
expressions related to theunit’s theme shows language
options for student pairs
to practice within a simple
substitution-based dialog.

Short video dialogs arepresented in repeatedsequences. Variations in thesequence remove subtitles
and/or audio for students topractice from memory.

5 Speaking

B Now listen to the rest of the conversation. Then answer the questions.

1. What’s your last name?
My last name is Carter.

that

2. How do you spell your first name?
It’s spelled J-O-N.

08

3. Aren’t you from New York?

1. What does Paul say about Siobhan’s name?
2. Where is the room that Paul is looking for?

No, I’m from Los Angeles.

C Work with a partner. One person reads a response. The other person makes a question for the
response.
1. It is spelled R-E-I-D.
2. My name is Lee.
3. I’m fine, thanks.
4. Yes, I’m new here.
5. No, I don’t know Bill.

4. What is something you like to do?
I like to read comic books.

5. Is there one place you usually do that?
Yes, there is. I usually read in my room.

D Change roles.

Students practice speaking fromtheir own knowledge throughlistening, note-taking, andsharing. Additional speaking
is practiced through creating
questions linked to the unit’s
theme and language functions.

Questions

A Read the questions and sample answers on this page and on page 102. Then write your own
09
answer to each question.

07

Siobhan: Hi there.
Paul: Hi.
Siobhan: Need some 1?
Paul: Yeah. I think I’m really lost. I’m 2
for Room 118.
Siobhan: This old school 3
can be so confusing. I can show you 4
room is.
Paul: Thank you so much.
Siobhan: Are you 5
here?
Paul: Uh, yeah, today’s my 6
day of class.
Siobhan: Oh! Welcome to the academy. My 7
is Siobhan.

Speaking

Set A

7 Pair WorkA Fill in the missing words in the dialog. Then listen and check your answers.

I like classical music.

A: Hello.
B: Hi there.
A: My name is. What is your name?
B: My name is.
A: It’s nice to meet you,.
B: Nice to meet you, too.
A: Are you new here?
B: Yes, I am.
A: Then you probably don’t know
. Let me introduce you.
B: OK, sure.
Ann / Debra / HelenBob / Evan / Jacob

7. What is your favorite thing to do on weekends?
I like to meet up with my friends.

8. Where do you do that?
We hang out in coffee shops.

Casey / Taylor / Shawn

B Work with a partner. One person should use this page. The other person should use page 102.
Take turns asking and answering questions.

B Change roles.

8

Role Play

Unit 1: Nice to meet you.

9

An extensive list of discussion
questions are included in each
unit. After writing their own
ideas to answer the questions,students practice a semi-guided
conversation using the questions
to interview each other.

8 Reading
A Read about some famous people.

B Check one or more boxes for each question below.

11

Who enjoys . . .

Famous People

A dialog structured aroundsubstituting students’ ideas
or information allow for
personalization of thelanguage being studied.

1. riding something?

Hi! My name is Cameron. Today I’m going totell you a little bit about myself. I am from San Diego.
My favorite thing to do is to go snowboarding. I lovezipping down a snow-covered mountain. I also liketo be outside. For me, snowboarding is exciting andrelaxing. Now you know a few things about me.
Thanks for letting me share.

2. turning on music to enjoy free time?
3. playing a game outdoors?

CameronJustin

Emma

























A short comprehension activity
reinforces informative content
from the reading passage. Thisis followed by a discussion
topic supported with images tostimulate student responses.

Who likes . . .

4. to relax through a sport?
5. to make something to relax?
6. to relax by hearing great songs?

C What is your favorite thing to do? Tell a partner.

Cameron Diaz
Hello. My name is Justin. My family name isBieber. You spell that B-I-E-B-E-R. I’m from
Stratford in Canada. My favorite things to do
are to listen to music and skateboard. Both of
those are fun and relaxing for me. I like playing
video games, too. One of my favorite games is
Halo. That is a little about me. Thanks for yourattention.

D Now tell your partner something about yourself as in the reading passage.

My favorite thing to do is . . .

Justin Bieber
Hey everyone! My name is Emma. Allow me to sharesomething about myself with you all. I am from
Oxfordshire, England. My favorite thing to do is todance. I love modern dancing and break dancing. I
also like playing tennis. When I want to relax, I takeart classes. That’s all I wanted to share. I hope you
enjoyed hearing about what I like to do.

Reading

Pair Work

6. What kind of music do you like?

6 Role PlayA Introduce yourself and find out if your partner knows a certain person.

I love . . .

I like . . .

When I want to relax, I . . .

Emma Watson
10

Unit 1: Nice to meet you.

11

A short passage describing
well-known people or current
topics help students relate theunit’s theme to today’s world
and their personal lives.
9 Grammar

10 Writing

A Learn the grammar.

A Study the writing example. Then fill in the blanks with the correct information.

Choosing the correct form of be• After modals:
It can be… You must be… They should be…
• After dummy or empty subjects:
It is… There are…

Hi! My name is Emily. Today I’m going to tell you alittle bit about myself. I was born in Toronto. I love Canada!
My favorite thing to do after school is to listen to music.
I like singing pop songs. I also love to jog for exercise.
Now you know a few things about me. Thanks for letting me share.

• As the main verb in a sentence:
I like… He/She enjoys…
You/We/They love…
• As part of imperative suggestions:
Let me introduce… Let’s ask…
• As gerunds or infinitives after like, love, enjoy:
I enjoy playing… He/She loves going…
They like to walk…

• After adjectives, in the infinitive form:
I am happy to be… It is good to be…

GrammarLondon• After adjectives, in the infinitive form:
I am happy to meet… It is fun to play…

am
1. What

are

Reed.

to play video gamesisWriting models and a CriticalThinking task support students
in creating short presentations
to give for the class.

watching movies.
.

confusing.

a pleasure to meet you, Paul.

5. My favorite things to do
6. Both of these
8. You must

puzzle games

B Project: Prepare a short presentation as above to introduce yourself to the class.

3. This old school building can

7. I

Webb

your name?

2. My family name
4. It

be

EnglandHello. My name is Jacob. My family name is 1.
I’m from 2. That is in 3.
My favorite thing to do after school is 4
I really like playing 5. I also love 6
It’s very nice to meet all of you. I’m glad to be in this class together withyou all.

B Write the correct words in the blanks.

Each unit concludes with areview of a grammar topic
linked to the language that iscentral to the unit's theme.

Writing & Critical Thinking

Functions of verbs• As the main verb in a sentence:
I am… He/She/It is… You/We/They are…

to listen to music and skateboard.
fun and relaxing for me.

glad toin this class together with you all.
Bill.

C Circle the correct form of the verbs.
1. I (am like / like) classical music.

11 Critical Thinking
A Analyze: Look back through the unit for expressions used for meeting and greeting others.
List the expressions you have learned as formal or informal.

2. Glad to (meet / meeting) you.

Formal Expressions

3. You probably (doesn’t / don’t) know Jane.
4. I don’t really (use / using) social media.
5. How do you (spell / spelled) your name?
6. (Let / Let’s) me introduce you.
7. I enjoy (walk / walking) with my sister.

Informal Expressions

•

•

•

•

•

•

8. We (hang out / hangs out) in coffee shops.
9. I like to take a walk to (relax / relaxing).
10. I love (zip / zipping) fast down a mountain.
12

B Evaluate: Share your ideas with the class. Does everyone agree about which expressions areformal and informal?
Unit 1: Nice to meet you.

13

9

READING

Very Eas y Fun Reading 1

Audio CD

Level: Beginning

Easy
Liana Robinson

Easy Fun Reading is a three-level series devised for emergent
students of English who are beginning to move from thelearning-to-read stage into the reading-to-learn stage. Easy
Fun Reading is designed to set a foundation in reading in orderto prepare students for future study of academic material in
English. The series also utilizes a four-strand approach thatprovides the framework for students to practice receptive andproductive skills alongside focused language study and fluency
practice.

1

Liana Robinson

15-20 words

Easy

Very Eas y Fun Reading 3

Very Eas y Fun Reading 2

Audio CD

Liana Robinson

EASY
FUN READING

Features
Audio CD

Easy
Liana Robinson

2

3

Liana Robinson

Liana Robinson

20-25 words

25-35 words

www.seed-learning.com/EFR• Graded reading passages• Word recognition activities to stimulate reading fluency• High-frequency sentence patterns to highlight useful grammaticalstructures• Review units with activities and games to reinforce vocabularyacquisition• Fun illustrations and images that aid in comprehension andretention• Pull-out full-color workbook included
Downloadable Resources:

Free Online Program(See p.74)

MP3 Files

10

AnswerKeys

Word Lists

Tests

Syllabuses

PPT

READING
Student Book
New Words
Reading

Lists key vocabulary alongwith illustrations thatprovide visual definitions
for the words. An audio
recording of the words isavailable.

Presents a simple, fun
original passage using
grammar structuresand vocabulary easy for
beginner students. An
audio recording of eachpassage is available.

Word Watch
Presents a quick
seek-and-find word
recognition activity tofocus students on highfrequency words foundin the passage.

Say ItPractices speaking andreading comprehension
while reinforcing key
sentence structures.
Here, students match
written information
with images selected toreview the unit’s newwords.

Check It
Includes two to three
reading comprehension
questions related to theunit’s reading passage.

Learn It
Reinforces the unit’s
target vocabulary
through visual
recognition and written
practice.

Know It
Practices listening
comprehension byhaving students matchaural information withimages selected toreview the unit’s target
vocabulary and key
concepts.

Workbook
Workbook
Provides extra vocabulary
reinforcement, reading fluency drills,
and basic writing practice that can becompleted as homework.

11

READING

FUN READING
Level: High-Beginning
Fun Reading is a three-level series designed for elementary
students of English who are moving from the learning-toread stage into the reading-to-learn stage. Fun Reading
incorporates short and simple fiction and non-fiction texts to
support students in developing fundamental readings skills
required for future study of academic material in English.
Strict vocabulary control of all passages and activities allows
students to gradually accumulate new vocabulary while
practicing learned items from previous units.

Features35-45 words

45-55 words

55-65 words

www.seed-learning.com/FR
Free Online Program(See p.74)

12• Graded fiction and non-fiction reading passages• Pre-reading questions to stimulate interest and backgroundknowledge• Fun seek-and-find questions that ask students to carefully consider
illustrations and photos• Review units with activities and games to reinforce vocabularyacquisition• Pull-out full-color workbook included
Downloadable Resources:

MP3 Files

AnswerKeys

Word Lists

Tests

Syllabuses

PPT

READING
Student Book
Words to Know

Warm Up

Lists key vocabulary
along with illustrations
that provide visual
definitions for the words.

Uses a key question
to stimulate students’interest in the unit topic.

Reading

Presents a quick seekand-find activity to focus
students on details of theunit’s main illustration or
photo.

Presents a simple, fun,original story using
grammar structures andvocabulary familiar tohigh-beginning students.
An audio recording ofeach passage is available.

After Reading

Practice It

Reading Comprehension
Includes threecomprehension
questions related to theunit’s reading passage.

Listening
Practices listening
comprehension byhaving students matchaural information withimages selected toreview the unit’s target
vocabulary.

Find It!

Summarizing
Reinforces the unit’s
target vocabulary
and passage content
through various types ofsummary activities.

Vocabulary Consolidation
Highlights the target
vocabulary of the unit
along with previously
studied vocabulary items
within the series.

Workbook

Provides extra vocabulary reinforcement,
reading fluency drills, and basic writing
practice that can be completed as
homework.

13

READING

Audio CD

Level: Beginning

1

Easy Fun Facts is a three-level series designed for elementary
students of English who are being taught comprehension
skills in the reading-to-learn stage. Easy Fun Facts exclusively
focuses on nonfiction texts to equip students for future studyof academic material in English. The series also utilizes a fourstrand approach that sets a foundation for students to practice
receptive and productive skills alongside focused language
study and fluency practice.

NonerfictionReading Build

ins

on

Lia

na

R

Liana RobinsonobFeatures25-35 words
Audio CD

Audio CD

2

3

Non
er
fictionReading BuildNonerfictionReading Build

aR
ob

on

ins

on

Lia n

ins

Lia

na

R

Liana Robinson

Liana Robinsonob35-45 words

EASY
FUN FACTS

45-55 words• Graded nonfiction reading passages that are informative andaccessible for entry-level students• Pre-reading questions to stimulate interest and backgroundknowledge• Sight word practice to increase recognition and reading fluency• Quick tasks to practice scanning skills with each passage• Review units with activities and games to reinforce vocabularyacquisition• Pull-out full-color workbook included
Downloadable Resources:

www.seed-learning.com/EFF
Free Online Program(See p.74)

14MP3 Files

AnswerKeys

Word Lists

Tests

Syllabuses

PPT

READING
Student Book
Sight Words

Key Words
Two, Four, Six, More!

Unit

Provides a visual
dictionary for the four
key vocabulary words.
An audio recording of
the words is available.

9

Sight
Words

Track 19

but

legs

four

Highlights three sightwords that appear in theunit’s passage.

Think
Track 18

Some animals have four legs.

How many legs do you have?

Cats and dogs have four legs.

Key Words

Some animals have six legs.
Bugs like ants have six legs.
Spiders have eight legs.
Crabs have ten legs.

animals

Reading

But worms have none!
Poor worms.
Check It
Check the crab’s legs.

ant

Think
Uses a key question
to stimulate students’interest in the unit topic.

crab

none
40

41

Presents an easy, fun
original passage using
grammar structures andvocabulary designed forentry-level students. An
audio recording of eachpassage is available.

Check It
Asks students to scan the passage and/or image
to find key points in preparation for answering
reading comprehension questions on the next
page of the unit.

Read and Answer
Match and Write

Includes threecomprehension
questions related to theunit’s reading passage.

Read and Answer

Match and Write

Read and choose the correct answers.
1 This reading is aboutb. arms

2 Somehave four legs.

1

Some

have

2

Bugs likelegs.

have •

• b

legs.

•

• c

!

•

• d

legs.

have six legs.

a. worms

b. ants

haveShow and Tell

Check ( ) the correct pictures.
1 noneBut

4

Say and Choose

a

• a

have

3
3 Bugs like

Reinforces the unit’s
target vocabulary
through an oral practiceand visual recognition
activity.

•

b.

a.

Say and Choose

Highlights the target
vocabulary of the unit
along with key grammar
structures for focusedlanguage practice.

Read, match, and write.

.

a. legs

Talk about how many legs.
2 animals
a

b

a

4

b

b

6

c

8

d

Show and Tell

Draw your idea.

1

3 ant
a

How many legs does a cat have?

4 crab
a

b

2

b

3

42

It has 4 legs. How about you?

I have 2 legs.

43

Supports basic speaking
practice through simple
substitution drills with apartner.

Workbook
Unit

9WorkbookTwo, Four, Six, More!

Reading Fluency
Check ( ) the correct answers.
1

Word Review

a Bugs like ants have eight legs.
b Bugs like ants have six legs.

Match and say.
1

artist2

museum4

2

b A worm has ten legs.

5

crab
none

3

Provides extra vocabulary
reinforcement, reading fluency drills,
and basic writing practice that can becompleted as homework.

a A worm has no legs.

ant

6

Wrap Up
Unscramble and write.

animals

1 four legs. / Cats and dogs / have

Writing Practice
2 animals have / six legs. / Some

Read and write.
1 Some2 Bugs like3
4 But worms have

20

have four legs.
have six legs.
have ten legs.

3 have none! / Poor worms. / But worms

How many legs does a spider have?
!

21

15

READING

FUN FACTS
Level: High-Beginning
Fun Facts is a three-level series designed for elementary students
of English who are seeking to develop their comprehension skillsin the reading-to-learn stage. Fun Facts exclusively focuseson nonfiction texts to prepare students for future study ofacademic material in English. The series also utilizes a fourstrand approach that sets a foundation for students to practice
receptive and productive skills alongside focused language
study and fluency practice.

Features55-60 words• Graded nonfiction reading passages that are informative andaccessible for high-beginning students• Pre-reading questions to stimulate interest and backgroundknowledge• Key Structure notes to highlight useful grammatical structures• Check It tasks to practice scanning skills with each passage• Pull-out full-color workbook included
Downloadable Resources:60-65 words

65-75 words
MP3 Files

www.seed-learning.com/FF
Free Online Program(See p.74)

16

AnswerKeys

Word Lists

Tests

Syllabuses

PPT

READING
Student Book
Key Structures
Key Words

Highlights one to threegrammatical structuresthat appear in the unit’s
passage.

Lists key vocabulary
along with illustrations
that provide visual
definitions for the words.

Reading
Presents a simple,
interesting reading
passage using grammar
structures and vocabularyfamiliar to high-beginning
students. An audio
recording of each passage
is available.

Think
Uses a key question
to stimulate students’interest in the unit topic.

Check It
Asks students to scan the passage to find key
points in preparation for answering reading
comprehension questions on the next pageof the unit.

Read and Answer

Match and Write

Includes threecomprehension
questions related to theunit’s reading passage.

Reviews the target
vocabulary of the unit
along with key grammar
structures for focusedlanguage practice.

Say and Choose
Reinforces the unit’s
target vocabulary
through an oral practiceand visual recognition
activity.

Show and Tell
Supports basic speaking
practice through simple
substitution drills with apartner.

Workbook

Provides extra vocabulary reinforcement,
reading fluency drills, and basic writing
practice that can be completed as
homework.

17

READING

TIMED READINGFOR FLUENCY
Level: High-Beginning to Intermediate
Timed Reading for Fluency is a useful series for students who want
to develop their reading fluency. Because fluency development
requires students to make the best use of what they already know,
the reading passages in this series target familiar vocabulary
and grammar. Such reading material allows students to practicerecognizing and processing texts that they read without undue
struggle while aiming toward a faster reading speed. This
series of books uses timed readings of standard lengths so thatstudents can track their progress throughout the course.

Features• Reading texts developed within controlled vocabulary andgrammar guidelines

www.seed-learning.com/TRFF– Timed Reading for Fluency 1: 200 word passages with 800 headwords– Timed Reading for Fluency 2: 275 word passages with 1100 headwords– Timed Reading for Fluency 3: 350 word passages with 1500 headwords– Timed Reading for Fluency 4: 400 word passages with 2000 headwords• Thematically organized chapters that help students focus on
subject-specific content and language• Chapter preview pages to familiarize students with key vocabulary
and proper nouns found in the chapter’s reading passages• Reading speed charts at the back of each book for students torecord their comprehension question score and reading speed foreach passage• Audio recordings of all passages for supplementary listening• Downloadable answer key
Downloadable Resources:

MP3 Files

Paul Nation

Professor of Global
English Education

18

Reading at a reasonable speed, or
reading fluently, is an important goalfor second language learners. This seriesof books uses timed readings. Students
should aim to increase their speed until
it gets close to 250 words per minute.

AnswerKeys

Word Lists

Tests

★

READING

Cha

Student Book

A

r
pte

B

7 Spo rts

Write the right word in each blank. Two (2) words will not be used.
betterrules

Match two (2) phrases with each sport.
a. play an electronic sport
d. kick and hit
g. need skill to stack quickly

electronic
socks

protect
team

ready
stack

Some people who do sports put on special 1.
ortouch their hats as they get 2.
to play. They
believe these things help them do 3.
at theirsport!

b. drive a carc. need an engine
e. like stacking blocks
f. use a computerh. learn skills to protect yourself

Chapter

All sports have 4.
that players must follow,
whether the player does the sport alone or on a5.
. The rules are there to 6.
all of theplayers.

C• Each book consists of eight themes(chapters); each chapter consists of fivepassages.

Answer these questions. Then ask your classmates. Can you find another person
who has the same answers as you?
Name of other student
1. A boring sport to watch is.

2. A team sport that I sometimes enjoy is
1. Racing:• Introductory pages expose students to.

3. I don’t know the rules of

2. Taekwondo:.

4. A fun electronic game I have played isconcepts and key vocabulary found in thechapter.

.

D Find the right word in the box to add to the given words. Write the sports phrases
below.

blocksbookcaptainengineracingsocks

1. car

3. horse

5. rule2. soccer

4. stacking

6. team• At the end of the introductory pages, students
can find a list of proper nouns appearing in
the chapter’s passages.

Proper Nouns to Know
3. Cup Stacking:

Study these words that you will find in the readings for this chapter.

4. Gaming:

FranceChapter 7: Sports 79

Korea

University of California, Irvine

80 Chapter 7: Sports

Reading Comprehension
Comprehension questions always appear onleft facing pages so that students can checkhow much they understood from their reading
without looking at the passage.

Reading

Rea

Passages always appear on
right facing pages so thatstudents can focus on reading
without the distraction ofother related texts.

din

g

31

Circle the right answer.
1. This reading is about:

Start Your Engines!

Time

Motorsports are full of fast cars and fun! The sport of racing cars has a long history.
People used to race cars on the roads from town to town. Car races started in the 1890s,

Each passages is followed bya place to record time spentreading. These times can be
charted in the Speed Reading
Chart at the back of the book.

Comprehension Questions

and the first car race was in France. After that, people began to race their cars in otherplaces, too. Racing cars on the road was very dangerous. People soon created closed tracks
5

so cars could race there without any problems. The first race cars were not very fast. They
only went about 24 km/h. But some cars today can go as fast as 375 km/h.
The fastest cars are special kinds of race cars. They have only one seat, large tires, andno windows. The engine for the car is behind the driver, and the racing team has to build
the car by themselves.

10

These cars race very fast. Many cars have their tires changed two or three times
during the race. Drivers need to be strong and in good health to race, so they must
exercise. They drink a lot of water before they race because the cars get very hot. Drivers
can lose about 4 kg of water during a race.

a. how dangerous car racing is.
b. a sport that uses cars.
c. building a race car.
2. The writer says that:a. racing on the streets is dangerous.
b. racing on a closed track is not popular.
c. racing cars is an expensive sport.
3. The first race cars only went:a. about 24 km/h.
b. about 375 km/h.
c. about 4 km/h.
4. Which of the following is NOT part of the fastest race cars?
a. A seatb. Windows
c. Tires5. In order to race, a driver must:a. be in good health for a race.
b. not drink water before or during a race.
c. drive with another person in the car.

Score

Word Count 200 words

Extra Practice: Vocabulary
Time

Circle True or False for each sentence.

Word CountAll passages in a book are
written to a standard length
to facilitate analysis of one’s
reading speed.

Reading 31: Start Your Engines! 81

1. The first car race was in Germany.

True

False

2. The first cars went less than 30 km/h.

True

False

3. Today, cars can race at over 300 km/h.

True

False

4. The fastest race cars have no seats or windows.

True

False

5. Today, race cars only need to change their tires after races.

True

False

82 Chapter 7: Sports

Extra PracticeAn additional activity
targeting useful vocabulary
items encountered in thelesson’s reading passage
follows each passage’s set ofcomprehension questions.

Reading Speed Chart
Reading Speed Chart
Write your score for each reading passage at the bottom of the chart. Then put an X in one of theboxes above the reading passage number to mark your time for each passage. Look on the rightside of the chart to find your reading speed for each reading passage.
Time

wpm

45s

266

50s

240

55s

218

1m

200

1m 5s

185

1m 10s171

1m 15s160

1m 20s150

1m 25s141

1m 30s133

1m 35s126

1m 40s120

1m 45s114

1m 50s109

1m 55s

104

2m

100

2m 5s

96

2m 10s92

2m 15s89

2m 20s85

2m 25s83

2m 30sReading
Score

112

80
1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19 20

Students should target a reading speed of 250 wpm(words per minute). By charting their reading speed for
different passages using the charts at the back of eachbook, students can better understand how well theyread at present and how much they need to improve.
The four levels of Timed Reading for Fluency canprovide effective practice for students at any level.

• Minimal suggested reading speeds for various tests:
IELTS®

150 wpm

TOEFL® 200 wpm

19READINGREADING FOR THE
ACADEMIC WORLD
Level: High-Intermediate to Advanced
Reading for the Academic World is a three-book series designed
for students who are seeking to develop their academic reading
skills with particular focus on passages that incorporate items
from the Academic Word List. Reading for the Academic World
provides students with a range of informative texts from various
academic fields including history, natural science, literature,social issue, psychology, business, linguistics, and more. All
passages in the series are supported with activities to provide
opportunities for students to practice comprehension of input,
refinement of output, fluency with current skills, and languagefocused learning.

Featureswww.seed-learning.com/RAW
Free Online Program(See p.74)• Reading passages developed to target exposure and practice ofmore than 500 words from the Academic Word List
• Thematically organized paired readings covering a broad range ofacademic topics• Comprehension activities that include question types commonly
found on standardized test of English• Vocabulary development activities to reinforce items presented
from the Academic Word List
• Language extension activities to practice grammar structures andparaphrasing• Audio recordings of reading passages
Downloadable Resources:

MP3 Files Word Lists

20

Tests

★

PPT

READING
Student Book

Three questions
prepare students forthe unit reading by
asking them to think
about their experiencesor opinions inconnection with the
topic of the unit’s
passage.

age

Langu

1

Uni
t

Lang

uage

1

Not Just One Way

uage

Lang

How to Learn a Foreign Language
Topic at a Glance

30

Most students are required to study some kind of foreign language in high school. As students getolder, they often choose to continue their studies or even choose to study additional languages. Individuals
and school programs follow a wide variety of ways to teach foreign languages. Have any of these ways tolearn proven to be better than others? A number of factors can affect how well one way to learn works overanother, but there are a few language learning principles that can certainly help just about any student.

Pre-reading Questions

35

Think about the following questions.
1. What other language would you like to be able to speak?
2. What do you find difficult about learning English?
3. What advice would you give to someone beginning to learn another language?

There are four principles that are useful to follow when you learn a foreign language.
Work out what your needs are and learn what is most useful for you
Balance your learning
Apply conditions and techniques that help learning
Principle 4 Keep motivated and work hard
Principle 1
Principle 2
Principle 3

5

Vocabulary Preview
Write the word that matches the definition.
analysis
motivatedgoal

focusedoutputitem

gradedprinciple
role

input
involvetechnique

1. a basic truth or guiding rulen.

2. directed at seeing one part or a certain partadj.

3. something put in for use or analysisn.

4. working hard because of a strong desire or clear reason

adj.

5. arranged in levels, grades, or ordered positions

adj.

6. the end result that one seeks to reachn.

7. one part or unit of a list or groupn.

8. something made or given out as a resultn.

9. the expected or assigned duty of somethingn.

10. to require for use; to include as a necessary partv.

11. the method used to perform a taskn.

12. the study of something’s parts to understand how the parts relate

n.

10

15

20

1
2
3

Unit 1: Not Just One Way 9

Needs
Part of deciding what you need to learn involves needs
analysis. You need to be clear why you are learning thelanguage. If speaking the language is your main goal, youneed to get some help on pronouncing the language early inyour study of the language. If reading is your main goal, study
vocabulary1 and read a lot. Choose books that are the right level for you, particularly books
or stories that have some but not too many unknown words for you.
Balancing learning
You need to spend equal amounts of time on each of four kinds of practice:
1 learning from meaning-focused input (listening and reading)
2 learning from meaning-focused output (speaking and writing)
3 language-focused learning (studying pronunciation, vocabulary, grammar etc)
4 fluency2 development (getting good at using what you already know)

40

45

50

If you like using a tablet or cell phone, find a good flash card program for doing yourword card learning. Or you can make small cards with the foreign word or phrase on one
side and the translation on the other.
Get a movie that you like in the foreign language and find the script for it online.
Watch parts of the movie many times while studying the script. Copy and repeat usefulphrases and sentences until you remember them and are happy with your pronunciation.
There are books specially prepared for learners of English called graded readers.
When you have read a graded reader carefully, read it again but more quickly. Do lots ofeasy reading every week, at least twenty minutes each day if possible.
Try to arrange a regular speaking time with a native speaker, either face-to-face oronline. Practice useful role plays of common situations, such as saying hello and goodbye
to people, buying things in a shop, asking for help, and asking directions. Repeat theserole plays several times so they can be done fluently. Keep a list of them so they can bepracticed again and varied over several weeks.
Learn useful phrases and sentences as whole units but
also make sure you understand their parts and how they fit
together. Understanding the parts makes the whole phrase or
sentence easier to remember.
Spend some time regularly studying and practicing
pronunciation, if possible with a teacher who understands
about the sounds of the language. This is very important if
you are learning a language which uses very different sounds from your first language.
The two most important conditions supporting learning are spaced repetition4 andthe quality of attention given to items. Quality is increased by recalling what you have met,
making varied recalls, analyzing language items, and giving focused attention to them.
Hard work
Learning a language involves a lot of work and even themost skilled language learners must devote time and energy
to learning a language. Be prepared to work hard, practice55
regularly and keep your motivation high bynoting your successes in using the language
and in increasing your language knowledge.
Set regular weekly goals for words to learn,
pages to read, and minutes to spend doing
60
listening. Keep a record of what you do so you
can see your progress.

Techniques and conditions
There are some very useful language learning techniques that you should use andyou need to understand how to use these techniques well and in the right balance. These
techniques include extensive3 reading, using word cards, speed reading, prepared talks,and extensive listening.

vocabulary (n.) — all the words one knows
fluency (n.) — ease of ability in a skill such as speaking, writing, etc.
extensive (adj.) — wide; broad

4

10 Language

repetition (n.) — doing the same thing again

Unit 1: Not Just One Way 11

Vocabulary Preview

Topic at a Glance

Readings

Twelve words from the Academic Word
List are highlighted in each passage of theseries. Simple definitions reflecting usage of
the words in the unit’s passage are provided
in a pre-reading activity.

Before each unit’s
passage, students will
read a short paragraphcommenting on thefocus of the reading.

The three levels in the series present
informative academic passages of600, 700, or 800 words. Footnotes
for each passage provide additional
vocabulary support for students.

Reading Comprehension

Language Focus

Multiple-choice questions
after each passage focus oncommon question types fortests of English reading.

A particular grammar structure
found in the reading passage isreviewed and practiced in each
unit.

Vocabulary
Reinforcement

1Choose the best answer.
1. Balancing your learning involves
a. choosing the type of language practice that is the most important for you.
b. spreading learning across the four skills of listening, speaking, reading and writing.
c. giving equal time to each of four types of language learning practices.
d. doing lots of meaning-focused learning.
2. What is included in language-focused learning?
a. Study of parts of the languageb. Doing plenty of readingc. Concentrating on English
d. Getting good at what you already know
3. Why does extensive reading usually involve graded readers?
a. Because you should do extensive reading each day.
b. Because they include only be a small number of unknown words.
c. Because there needs to be plenty of repetition in order to remember words.
d. Because it is one of the four important language learning practices.

it
Un

age

Langu

Reading Comprehension

Language Focus

Vocabulary Reinforcement

Parallel structure in a sentence means that words, phrases, or clauses have the same form.

A. Complete the passage using the given words. Three (3) words will not be used.

Quality is increased by recalling what you have met, making varied recalls, analyzing
language items, and giving focused attention to them.
Set regular weekly goals for words to learn, pages to read,
read and minutes to spend doing
listening.

Circle the part of each sentence that is NOT parallel. Then suggest a way to revise
the sentence to give it parallel structure.
1. Learners need to master reading, writing, speaking, and to listen whether they study English,
Spanish, Japanese, or some other language.
2. Graded readers are useful for improving your reading comprehension, how fast you read,and your vocabulary recognition.
3. Phrases are built from words, clauses are built from phrases, and phrases and clauses makesentences.
4. Working with a native speaker can help language learners understand correct pronunciation
when speaking, how to respond when things are said, and how to act when words are not used.

analysis
gradedmotivatedfocusedinput
outputgoal
involvetechniques

Not all English teachers use the same teaching 1.
even when
they present lessons of similar content guided by the same principles of language
learning. For example, consider two teachers working with 2.
readers
in their classrooms. A key principle guiding both teachers may be connecting language
instruction with what the students already know in their first language. However, one
teacher’s technique may 3.
in-class reading practice with the teacher
in the role of providing 4.
for students. The other teacher might ask
students to read at home and then come to class ready to talk about the story. The
5.
in this case is for the teacher to listen to the students in class andfocus on key items in the 6.
spoken by students to improve theirEnglish.

4. What should you do when you want to learn phrases and sentences?
a. Study them through input, output, fluency practice, and language-focused learning
b. Use graded readersc. Choose books that are the right level for you
d. Analyze their parts

Paraphrasing PracticeFind the sentence(s) from the indicated paragraph that means the same as the given
sentence. Copy the sentence(s) from the paragraph.
1.

You should think about why learning a language is important or necessary
for you when you are considering what to study.

2.

Paragraph 7

Vocabulary Extension

Words Among 750-1500

hard understand spendmean sound already clear
either include support until
language practice preparecommon decide record
page special quick space

goal grade unit repeat
direction principle focus
foreign regular balance
condition involve roleattention increase quality
amount analyze apply
development equal least

Paragraph 2

After you finish studying a graded reader, try re-reading it faster.

B. Fill in the blanks with the correct phrases. Three (3) phrases will NOT be used.

The following words from the passage are divided into group by frequency thatthe wor ds appear in a corpus of English.
Words Among First 750

graded readers
an important role
meaning-focused input

2. Create your own set of word-study cards by writing words you don’t know on one side andthat word in your first language on the other side. Use these cards to learn the words.
3. Find the words on your word cards in the reading passage for this unit. Look at the phrases
and sentences where those words appear.
Unit 1: Not Just One Way 13

highly motivatedfor further analysis

1. All of the students in the class seemed
2. Sleep plays
3. Our teacher showed us

1. Which list has the most words you don’t know?

12 Language

a good technique
key principle
the printed output

Words Above 1500
analysis output vary
academy copy etc. native
otherwise progress speed
target technique pronounce
recall web arrange flash
translateit
Un

Pre-Reading
Questions

4. You can’t buy
you can get them online.
5. The program gives good results, butusers to read and understand.

14 Language

Paraphrasing Practice

Vocabulary Extension

Students read sample paraphrases
to match with content from thereading passage.

A variety of tasks help students
extend their knowledge ofacademic words.

.
in studying and learning.
for memorizing words in class.
from the bookstore near the school, but

is not easy for new

Two activities reinforce
the twelve vocabulary
items highlighted
in the unit. One
activity practices
usage of the words
in a related but newcontext. The second
activity focuses oncommon collocations
incorporating thetarget vocabulary.

21

READERSCULTURE READERS:FOODSLevel: High Beginner to Low Intermediate
Series Editor: Anne Taylor
Seed Learning’s Culture Readers: Foods is a new nonfiction
series that explores foods and culinary traditions around theworld. The series explains dishes that are central to the cuisineof various nations while looking at important aspects of thesefoods. Readers will get a glimpse into the history of how people
began eating certain foods and the customs that surround thesefoods. In particular, the series aims to broaden the perspectiveof learners who may have limited exposure to other culturesby presenting positive and accurate portraits of foods andtraditions around the world.

www.seed-learning.com/CRF

Features• Provide informative descriptions of what people eat around theworld and how these foods came into being• Allow learners to develop their reading fluency through extensive
reading practice• Present strictly controlled vocabulary over the graded levels of the series• Include comprehension questions in each reader to encouragelearner accountability• Highlight both subject-specific and level-appropriate terms in
succinct glossary pages• Provide menus consisting of foods that appeared in the reading
and more• Suggest additional words to use when discussing the foods
introduced in each reader
Downloadable Resources:

MP3 Files

ActivityPack

PPT

LessonPlans

 Video Supplements

Available on YouTube

22

Levels12

34Base Vocabulary

500

750

1000

1250

Word Count

400

600

800

1000

ERF ScaleHigh Beginner

Elementary

Early Intermediate

CEFR

A1

A2

B1

READERS

Levels and Content
LEVEL 1

Delicious Indian Food

India is in the south of Asia.
It is a very large country!
It has over 137 million people.

Lots of Indian food

CRF_1-1_shutterstock_365010536

People in India canbuy many spices.

India is 3,214 km
from north to south!

India’s food has many colors!
It also has many spices.

45

1 Foods from India

2 Foods from Italy

3 Foods fromSouth Korea

4 Foods from

5 Foods from Spain

Level 1 - 1 Foods from India

MexicoLEVEL 2

Fun Facts about the United States

The United States of America (US or USA) is a verylarge country.
It goes all the way from the Pacific to the Atlantic
Ocean.
It is made up of fifty states,
Foods of the U.S.A.

so the flag has fifty stars on it.
The flag is red, white, andThe US has over 300 million people!

blue.
The flag has 50 stars!

These people are from many different places
around the world.
That’s why there are so many different types offood across the US
Each part of the country has its special foods, butthere are some foods
that Americans in
all areas like.
Americans come frommany different places.

A map of the USA
4

5

1 Foods from

2 Foods from China

the United States

3 Foods from

4 Foods from France

England

5 Foods fromSouth Africa

Level 2 - 1 Foods from the UnitedStatesLEVEL 3Famous German Food

German cars in a truck

Germany isa large countryin Europe. It has over
80 million people!
It is famous for its
castles. It has more

Germany is also known
for sausages andsauerkraut.

than 2,100 castles!
Berlin is the capitalcity.

A map of Europe

Germany is famous for making cars. It is also
famous for some of its foods! You can find German
restaurants all over the world. Maybe you’ve had
German pretzels.
4

A map of Germany and its flag

5

1 Foods from

2 Foods from Japan

Germany

3 Foods from

4 Foods from

5 Foods from

MoroccoThailandTurkeyLevel 3 - 1 Foods from Germany

LEVEL 4All About Australia

The Outback

Australia is an island
country. It is in the
middle of the Pacific

The interior of Australia is called the Outback. The

Ocean and the Indian
Ocean. It is the sixth
largest country in the world.

Outback is very hot and dry. Most people live along
There are sevencontinents in the world

the coast. The weather is cooler here.
Australia is home to many different animals. The

Almost 26 million people live here!
Australia is special for many reasons. It is a country
and a continent. It is also the smallest and driest
continent in the world!

most well-known animals are koalas, emus, andkangaroos. The kangaroo is
one of Australia’s national
animals.

A kangaroo, an emu,
and a koala

Australia is in
the middle of
the Pacific andIndian oceans

45

1 Foods from

Australia

2 Foods from Brazil

3 Foods from Greece

4 Foods from Russia

5 Foods fromLevel 4 - 1 Foods from Australia

VietnamWhy is learning about food and culture important?
“The exchange of food is the exchange of culture, and thus understanding a place’s food can be an incredible insight into
their culture and lifestyle.”- Marvin Harris (American anthropologist and author)“A people without the knowledge of their past history, origin and culture is like a tree without roots.”- Marcus Garvey (Political Activist, Journalist, and Orator)

23

READERSCULTURE READERS:
HOLIDAYS
Level: Low-Beginning
Series Editor: Kelly Daniels
Seed Learning’s Culture Readers: Holidays is a new nonfiction
series that explores holidays and festivals celebrated aroundthe world. The series explains important aspects of theseholidays including when they are celebrated, how they began,
and what people do for them. Readers will gain a better
understanding of the history and beliefs of different cultures
as they learn about dates and times of the year designated forcelebrations worldwide. In particular, the series aims to broaden
the perspective of learners who may have limited exposure toother cultures by presenting positive and accurate portraits ofcustoms and traditions around the world.

www.seed-learning.com/CRH

Features• Provide informative descriptions of how people celebrate culturalor religious holidays and festivals• Allow learners to develop their reading fluency through extensive
reading practice• Present strictly controlled vocabulary over the graded levels of theseries• Include comprehension questions in each reader to encouragelearner accountability• Highlight both subject-specific and level-appropriate terms in
succinct glossary pages• Suggest additional topics for students to research and discuss on“Teachers’ Notes” pages
Downloadable Resources:

MP3 Files

ActivityPack

PPT

LessonPlans

 Video Supplements

Available on YouTube

24

Levels12

34Base Vocabulary

500

750

1000

1250

Word Count

400

600

800

1000

ERF ScaleHigh Beginner

Elementary

Early Intermediate

CEFR

A1

A2

B1

READERS

Levels and Content
LEVEL 1A Holiday for Love

Valentine’s Day is a well-known holiday.
This holiday is on February 14th.
A special day in February

A man with gifts for someone he loves

On this day, people who are in love give gifts toeach other.
They give each other chocolate.
They give each other flowers.
They give each other cards.
4

1 Valentine’s Day

2 Chinese New Year

3 Easter

4 La Tomatina

5 Thanksgiving Day

5

Level 1 - 1 Valentine’s Day

LEVEL 2

A Spring Celebration
India and Nepal

Holi is a fun Hindu festival.
It is at the start of spring.
It celebrates the end of winter and the startof spring.

The end of winterThe start of spring

The Hindu god
GaneshaHoli started in India.
It was mostly celebrated inIndia and Nepal.
But these days, it iscelebrated all over the world.

4

1 Holi

2 The Lantern Festival

3 New Year’s Day

4 St. Patrick’s Day

5 Halloween

5

Level 2 - 1 HoliLEVEL 330 Hungry Days
Ramadan runs for 30 days.
During Ramadan, Muslims cannot eat or drink

Eid al-Fitr is a holiday for

during the day.

people whose religion is Islam.

They call this a fast.

People who believe in Islam are

They must wait until it gets dark tocalled Muslims.

eat and drink.

Every year, Muslims have a special month.

They do this for the whole month.

This month is Ramadan.

It’s difficult!

Muslim women praying during Ramadan

Ramadan is
30 days long.

A fast is a time when you eat very little or no food.

4

1 Eid al-Fitr

2 The Dragon Boat

3 Oktoberfest

4 Christmas

5 Ice Festivals

5

Level 3 - 1 Eid al-Fitr

Festival

LEVEL 4

Remember, Remember the 5th of November
Why do British people want to remember

If you are in Great Britain in the fall, you might

November 5th?
What is special about that date?
What happened on November 5th?

hear these words:“Remember, remember the 5th of November.
Gunpowder, treason, and plot!

In fact, the date is important because of somethingthat did NOT happen!

I know no reason why gunpowder and treason

The Union Flag is theflag of Great Britain.

Should ever be forgot!”

RememberNovember 5th!

This map of Europe shows thelocation of Great Britain.

Don’t forget thisimportant date.

Why is November 5th a holiday?
4

1 Guy Fawkes Day

2 The Naadam Festival

3 Carnival

4 Songkran

5 Hanukkah

5

Level 4 - 1 Guy Fawkes Day

What is culture?
”Culture is the way we live. It is the clothes we wear, the foods we eat, the language we speak, the stories we tell, and theways we celebrate. It is the way we show our imaginations through art, music, and writing.”- Bobbie Kalman (Author, Educator, and Psychologist)
Why is learning about other cultures important?
”A people without the knowledge of their past history, origin and culture is like a tree without roots.”- Marcus Garvey (Political Activist, Journalist, and Orator)“The beauty of the world lies in the diversity of its people.”- Unknown

25

READERS

FUTURE JOBSREADERS
Level: High-Beginning
Series Editor: Casey Malarcher
Seed Learning’s Future Jobs Readers is a new nonfiction series
that explores exciting new careers that may soon become
available to young people today. The series explains the typeof work these careers will entail along with the kind of study
and experience they require. Many of the careers that the series
focuses on relate to developing technologies with applications
in many different fields. In particular, the series aims to spark
the interest of readers in considering the study of STEM-related
subject areas that can open up new horizons for the next
generation in the workplace.

www.seed-learning.com/FJR

Features• Provide informative descriptions of what people do in various
careers along with basic requirements for entering certain fields• Allow learners to develop their reading fluency through extensive
reading practice• Present strictly controlled vocabulary over the graded levels of theseries• Include comprehension questions in each reader to encouragelearner accountability• Highlight both subject-specific and level-appropriate terms in
succinct glossary pages• Suggest additional topics for students to research and discuss on“Teachers’ Notes” pages
Downloadable Resources:

MP3 Files Workbooks Answer
Keys (WB)26

PPTInterviewWorksheets

Levels12

34Base Vocabulary

700

1000

1400

1800

Word Count

700

800

1000

1200

ERF Scale

Elementary

Intermediate

CEFR

A2

B1

READERS

Levels and Content
LEVEL 1The Job of Robotics Engineers
Robotics engineers need to be creative.
Building a robot is not easy.

Who makes robots?

New problems come up all the time.

Robotics engineers make them!

Robotics engineers also need to be patient.

What kind of people make good robotics engineers?

It takes a long time to build a good robot.
Some robots take years and years to make!

Thinking about how to solve problems

Engineers working on a robot

4

1 Robotics Engineers

2 Cyber Security

Experts

3 Medical Scientists

4 Social MediaManagers

5 Asset Managers

5

Level 1 - 1 Robotics Engineers

LEVEL 2

DronesDo you have a drone? Have you ever flown one
before? They are a lot of fun.

Children can fly drones.

People can fly drones with the use of a remotecontrol. Drones can also fly themselves using the rightcomputer programs.
Flying a drone
for fun

4

1 Drone Pilots

2 App Developers

3 Wearable

Technology Creators

4 ComputerIntelligence Engineers

5 Digital

5

Level 2 - 1 Drone Pilots

Modelers

LEVEL 3Marketing in a Connected World

The world today is not like the world was ten years
ago. At that time, people had computers and phones
and internet connections, but these things were still
new. The online market was opening up. Today, internet
connections and things to connect us to the internet are
everywhere!
One person can havemore than one device.

How many computers and phones are really out
The internet in
the old days

there in the world? Consider this. There are less than
8 billion people on earth. But there are more than 8billion computers and phones connected to the internet
around the world!

4

1 IoT Marketing

Specialists

2 Space Pilots

3 Water Harvesters

4 Genetic

Counselors

5 Data Miners

LEVEL 4

5

Level 3 - 1 IoT Marketing Specialists

The Job of DBAs

A person who manages a database is called a
database administrator (DBA). A DBA has threeimportant duties related to the database that he or she
is put in charge of. These duties are maintaining thedatabase, solving problems for database users, andsetting up new databases.

Working with a database
Different types of data

A database is an organized collection of data. This data
can be anything. Some databases are made of personal
information such as names, addresses, and ID numbers.
Some databases are made of banking or shopping
information. Some databases are made of healthrecords.

4

1 Database

Administrators

2 Nanotechnology

Research Scientists

3 Quantum Computer

Scientists

4 AgriculturalEngineers

5 Intellectual

5

Level 4 - 1 Database Administrators

Property Lawyers“The future of the economy is in STEM. That’s where the jobs of tomorrow will be.”James Brown (Executive Director of the STEM Education Coalition in Washington, D.C. )Data from the US Bureau of Labor Statistics (BLS) support that assertion. Employment in occupations related to
STEM—science, technology, engineering, and mathematics—is projected to grow to more than 9 million by 2022
[in the US alone]...Overall, STEM occupations are projected to grow faster than the average for all occupations.
from “STEM 101: Intro to Tomorrow’s Jobs” US Bureau of Labor Statistics

27

READERSNew

CLASSIC ART
READERS
Level: High-Beginner to Low Intermediate
Series Editor: Liana Robinson
Seed Learning’s Classic Art Readers is a nonfiction series that
explores the lives and works of twenty artists from Renaissanceart through to contemporary art. The series presents facts
about the lives of the featured artists and their world-famous
works of art. Each book in the series allows students to deepen
their understanding of the past while looking from an artist’s
perspective.

Features• Provides informative descriptions of the life of each featured artist
and explanation of their important works• Allows learners to develop their reading fluency through extensive
reading practice• Presents strictly controlled vocabulary over the graded levels of
the series• Includes comprehension questions in each reader to encouragelearner accountability• Highlights level-appropriate terms in succinct glossary pages• Provides audio tracks for enhanced flow, concentration, andcomprehension• Introduces important museums around the worldwww.seed-learning.com/CAR

Downloadable Resources:

MP3 Files

28

Activity
Pack

Teacher’s
SlidesLessonPlans

Biography
Flapbook

Levels12

34Base Vocabulary

750

1000

1250

1500

Word Count

600

800

700

900

ERF Scale

Elementary

CEFR

A2

Lower-Intermediate

B1

Intermediate

B1

B1

READERS

Levels and Content
LEVEL 1Introduction
Audio

Leonardo da Vinci was a famous Italian painter.
However, he was more thanjust a painter.

He was agreat painter!

A drawing of da Vinci’s showing
one of his design ideas (c. 1500)

Da Vinci could paint, draw,
and sculpt. He could also write
poems and design things.
There are more things he could
do, too! Some say he could
write with one hand and draw

We can sculpt
wood, stone, clay,
or other things.

with the other.
A wax statue ofda Vinci

People from
Italy are Italian.

4

1 The Works of

Leonardo da
Vinci

2 The Works ofMichelangelo

3 The Works ofRembrandt

4 The Worksof Johannes
Vermeer

5 The Works of5

Level 1 - 1 The Works of Leonardo da Vinci

Jean-François
MilletLEVEL 2Introduction
Audio

Edgar Degas was a famous

A self-portrait ofDegas (c. 1855)

Impressionist painter. He was bornin Paris, France, though hismother was from New Orleans,USA. He had a big family, with
Pastel sticks forpastel drawings

four younger brothers.

The city of Paris

A 19th-century
cameraLike many artists, Degas had other talents. He liked
to sculpt and draw. He took many photographs
and painted oil paintings. He also liked to do pastel
drawings.

Oil paints are thicker
than other paints.

4

1 The Works of

Edgar Degas

2 The Works ofPaul Cézanne

3 The Works ofAuguste Rodin

4 The Works of Claude

Monet

5 The Works of5

Level 2 - 1 The Works of Edgar Degas

Pierre-Auguste
RenoirLEVEL 3Introduction

The Green Christ by
Gauguin (1889)

Audio

Paul Gauguin was an

Self-portrait at Lezaven
by Gauguin (1888)

important French painter,
printmaker, and sculptor. He
began as a painter with the
Impressionists in Paris. Overtime, he turned away from thisstyle of painting to create hisown.

This new style of painting
was known as Symbolism.
It became an artistic
movement. It showed ideas
through forms, lines, shapes,
and colors. In Symbolism, art
shows a feeling or an idea.
Forms, lines, shapes
and colors in art

Singer—a sculpture by
Gauguin (1880)
4

1 The Works ofPaul Gauguin

2 The Works ofVincent van
Gogh

3 The Works of

Gustav Klimt

4 The Works ofEdvard Munch

5 The Works

5

Level 3 - 1 The Works of Paul Gauguinof Wassily
Kandinsky

LEVEL 4Introduction
Audio

Henri Matisse was born in a small town in the northof France. Like many early artists, Matisse had manydifferent talents. He could paint, draw, sculpt, andillustrate books.

Landscape at Collioureby Matisse (1905)

Le Tiaré by
Matisse (1930)
The Luxembourg Gardens
by Matisse (1901)

Matisse liked to paint different scenes including
still-life and landscape paintings. However, he is most
famous for his use of bright, vibrant colors.

Still-Life with Oranges
by Matisse (1898)

4

1 The Works ofHenri Matisse

2 The Works of Piet

Mondrian

3 The Works of Pablo

Picasso

4 The Works ofMarc Chagall

5 The Works of5

Level 4 - 1 The Works of Henri Matisse

Frida Kahlo

Why is learning about classic art important?
“Art enables us to find ourselves and lose ourselves at the same time.” – Thomas Merton“Painting is a means of self-enlightenment.” – John Olsen“An artist cannot fail; it is a success to be one.” – Charles Horton Cooley“Everything has its beauty, but not everyone sees it.” – Andy Warhol

29

READERSWORLD HISTORYREADERS
Level: High-Beginning to Intermediate
Series Editor: Rob Waring
Seed Learning’s World History Readers is a nonfiction series fromworld history. There are stories about Cleopatra, Alexander theGreat, Leonardo da Vinci, Genghis Khan, the French Revolution,
the Birth of the USA, and much more. These are exciting stories
about historical people and events which shaped our world
then, and still do today.

Features• Informative and engaging accounts of historical figures and events• Extensive reading practice that allows learners to develop theirreading fluency• Strictly controlled vocabulary presented over the graded levels of
the series• Comprehension questions included in each reader to encouragelearner accountability• Subject-specific terms related to the reader’s topic explainedwww.seed-learning.com/WHR

Downloadable Resources:

MP3 Files Workbooks Answer
Keys (WB)

PPT Video Supplements

Available on YouTube

30

READERS

Interesting and Exciting Readers
about World History!

Levels

1

2

3

4

5

6

Base Vocabulary

800

1000

1250

1500

2000

2500

Word Count

600

750

900

1050

1200

1400

ERF Scale

Elementary

Intermediate

Upper-Intermediate

CEFR

A2

B1

B2

Rob Waring Ph. D.
Seed Learning’s World History Readers develops criticalskills while giving students an opportunity to experienceand reflect on key historical events, people, andplaces. With this series, students learn and understandhow past world events affect people today.

Casey Malarcher Ph. D.
The World History Readers series was designed toserve a dual purpose. One purpose of the series wasto provide interesting and instructive materials forextensive reading practice. A second, and equallyimportant, purpose of the series was to create a libraryof general knowledge accessible to young learners.
As readers explore this library, they will expand theirreal-world knowledge of historical events that areimportant for students worldwide to learn.

31Levels and Content
LEVEL 1The Building Begins

READERS

They spent a long time building
the tall tower. Thousands of people
worked long and hard every day.
Clay bricks drying inthe sun

They made the bricks with mud fromthe earth and dried them in the hot sun.
The historic city of Babylon

Some of Noah’s children’s children went east to aland called Shinar, sometimes said to be Babylon, inmodern-day Iraq.
Women making mud bricks in India

Some years later, these people
decided to build a tower “tallenough to reach heaven.”
They wanted to be one
people, close to God.
Tower of Babel (Babylon), a famous
painting by Pieter Brueghel the
Elder created in 1563

Mixing mud tomake bricks

8

1 Calendars and theHistory of Time

2 Searching for El

Dorado3 The Tower ofBabel

4 The Pilgrim

Fathers95 Traveling on the

Silk Road

An Unhappy God
The tower got bigger and bigger, taller and taller, andthe people were happy. They were working together as
one people.

The story says that one day, God came down to see
this tower. He was not happy. He did not like the tower.
It did not honor Him. The people
wanted to make themselves as great
as God.

Walls made withmud bricks
The Tower ofBabel by Hans Bol
Light from the sky

A painting by Tissot of
the building of the tower

A brick tower –Narin Qal’eh, Iran
10

6 The Inventionof Writing

7 The Making ofa United Europe

8 The Magic ofNumbers

9 The Persian

Empire10 The Great Wall

11

Level 1 - 3 The Tower of Babelof China

LEVEL 2Large Farms
As societies grew, people ate better
longer. We could now grow manyOver time, rich farmers bought out small, family-run

different kinds of foods and eat afarms. They made the small farms into very large farms

and got healthier. People lived

A healthy meal, China

wider variety of things.

so they could grow food more effectively. This meant
they needed fewer people to grow their food.

The problem was that this was also hard work, and we
could only grow food for ourselves.
Baskets of spices

A tobacco farm, USA

A sheep farm, UK

A Maasai woman feeding her cows

A large wheat farm, Australia
8

1 The Ottomans andTheir Empire

2 The War Between

the States

3 The Industrial

Revolution

4 The Agricultural

Revolution

9

5 Wars in the

The Industrial Revolution

A potato crop

Middle East

The Industrial Revolution
was a time in history when welearned to make machines that
could do work for us.
New foods were introduced suchas rice and the high-energy potato

A fruit market,
Zanzibar, Africa

which allowed us to get the nutrition

we needed. Plus, people didn’t have to work so hardto grow the crops. People could also sell much of what
they grew in towns and markets.

We made machines to plow the

Putting seeds in the groundfields, or to drop seeds to grow crops like potatoes,
wheat, or maize.
We made machines to build roads to carry our goods tothe towns. We moved water from rivers to farmland, so
we could grow more crops.

This meant people had more free time to work on otherthings, or they could move to towns
and cities to look for work. This
led to the Industrial Revolution.

Plowing a field,
Bagan, Myanmar

A farmer in Myanmar
10

6 The British Empire,

Then and Now

7 The Neo-Assyrian

Empire8 The Rise and Fallof Communism

9 The History ofPrinting

10 The Vikings and11

Level 2 - 4 The Agricultural Revolution

Erik the Red

LEVEL 3

The Women’s March to VersaillesT

he women of Paris were unhappy because their families

were hungry. Many of them, along with some men, marched
to Versailles. They shouted against the monarchy, walking
through the rain and shouting, “Bread! Bread!” They carried
sticks and guns. They marched for nearly 20 km.
The people were very angry with the queen. There was a

The view frominside Versailles

rumor that has become famous. When someone said thepeople didn’t have bread, Marie Antoinette said, “Let themMarie Antoinette came out to speak to the crowd. The

eat cake!” She did not understand that the people werepeople screamed at her and pointed their weapons at her.

hungry.

Then the king came out to talk to the

Women march
to Versailles

people. He said that he would givethem all the bread in Versailles. He
also said that he and the queen would
come back to Paris.
The next day, the king and the queen
were arrested. They became prisonersof the new parliament.
King Louis XVI was arrested.

Attack on the Palais desTuileries, August 1792
12

1 Space Exploration

2 The Spanish Conquestof the Americas

3 Cleopatra

4 The French

Revolution

5 Benjamin

13

The GuillotineFranklinT

A New WorldT

he new parliament thought the

he new parliament changed many laws to make surepeople were treated equally. They wanted to build a new

king and queen might try to stopand better world.

them changing France. So they did
something very extreme. They built

The guillotine in action

a new machine called the guillotine.
The guillotine was designed to kill people quickly andwithout error.
One of the first people toMarie Antoinette on
the guillotine

face the guillotine was

The government even changed the calendar. 1793 wasnamed Year One. The next year was Year Two and so on.
They also changed the names of the months and days.
They used the new calendar for twelve years before
returning to the one we use today.
A French calendar showing
old (vieux) and new(nouvelle) months and days.

the king. A huge crowd
gathered to see it. The kingforgave the people as hestood next to the guillotine.
The blade came down andcut off his head!
Many hundreds of people
died the same way including Marie Antoinette.

14

6 Galileo Galilei

32

7 The Battle ofSalamis8 Tea and Wars

9 Christopher

Columbus

10 The Trojan War

The new banknotes
showing the revolution

15

Level 3 - 4 The French Revolution

READERSLEVEL 4

Leonardo’s Apprenticeship

Desire for FlightA

L

moved to Florence. He began an

flying. He watched the way birds

t the age of fourteen, Leonardo

eonardo was fascinated withapprenticeship with one of the mostflew through the air and studied
how their wings moved. Leonardo

successful artists around, Verrocchio.
There Leonardo learned to paint

The Baptism of Christ

pictures, make sculptures, and evendesign buildings.

was convinced that with a little
help, humans could fly, too!
His first designs for flying machines

One story is that while Leonardo andhad moving wings, just like birds. He

his teacher were working on a painting

then began drawing “fixed-wing”

together, The Baptism of Christ, Verrocchio

machines similar to the airplanes

saw that Leonardo’s skill was better thanthat we see today. One of his
with a blade at the top.

down his brush andnever painted

It is amazing to think that he had theseagain. This is

ideas 400 years before the firstprobably anairplane was built.

exaggeration.

A statue of
Leonardo

An artist’s
impression of aflying machine

Leonardo’s sculpture
Horse in Bronze
6

1 Alexander the Great2 Leonardo da

Vinci

3 The Neo-Babylonian Empire

4 The Birth of the UnitedStates of America

5 Life and Death

7

The Notebooks

in Ancient Egypt
L

Amazing Ideas

L

eonardo liked to keep all of his ideas

eonardo had an idea forin his notebooks. He had a strange way

an invention that would helpof writing his notes. Instead of writing

people jump from high places

normally, he wrote every word backwards,

without getting injured. Thisperhaps so no one could read his notes.

invention was the very first
Leonardo’s bicycle

parachute.

Today, over 7,000 pages of his notebooks
Engineering ideas

have survived. But actually, much of what

He had amazing ideas for underwater breathing equipment,
bicycles, and submarines.

he wrote has been lost forever. Imagine all
the ideas he must have had!
Weapon designs

Leonardo’s designs for wings
and flying machines

drawings even looked like a modern-day helicopter

his own. They say that Verrocchio put

He even designed a robot! It was a very

Mechanical ideas

Leonardo’s robot

simple robot
compared withthose you see
today, but it
could sit down,
stand up, and moveits arms.

Leonardo’s
parachute

8

6 Life in the

Roman Army

7 The Great Plane

Race

8 Genghis Khan

9 Korea: A Land

10 The Crusades

9

Level 4 - 2 Leonardo da Vinci

Divided by War

LEVEL 5

Attack on Pearl Harbor

T

Three US ships on
fire at Pearl Harbor

he Japanese went to war with China in 1937.

They wanted greater control of imports, exports,
and important resources such ascoal and oil. However, the UnitedStates disapproved of Japan’s war
with China.
The Japanese were worried that the
US poster insupport ofChina during
World War II

AmericanWorld War II
posterUnited States would attack them. Japan knewthat having a powerful navy was essential towinning the war because the Pacific region isdominated by ocean. So they attacked the US ships at Pearl
Harbor. The Japanese believed that this would protect them

Early in the morning on December 7,
1941, Japanese planes surprised theAmericans. Bombs fell on the ships.
Soon ships burned and smoke filled theair. More than 2,000 people were killed,

Japanese crew wave toplanes about toattack Pearl Harborand 19 ships were destroyed or damaged. The next day,
America declared war on Japan.

from the US Navy for some time.

The Japanese made an error. Most of
the US aircraft carriers that could
carry fighter planes and bombers

A computer
generated image ofa Japanese aircraft
carrier and fighter
planeswere not in Pearl Harbor during
the attack. So the US joined the war
with its most important ships still
The USS Arizona on fireable to fight.

10

1 The Story of theRenaissance

2 The Great

Plague3 The Mughal

Empire4 Popes and Kings in

the Middle Ages

5 Tutankhamun

11

The Battle of Midway

S

A submarine firing a torpedo

ix months after Pearl Harbor, theJapanese still hoped to destroy the US
aircraft carriers. In June 1942, the Battleof Midway began.
The Japanese planned to invade Midway,
capture it, and use it as their own military

A Japanese ship after
having been bombedby the US during theBattle of Midway

base. Midway Atoll is part of the Hawaiian Islands. The
Japanese knew these islands were important because they
were in the center of the Pacific Ocean. Japanwanted to tempt the American fleet intoa trap. They spread their fleet out into
groups so that the Americans would not
find out how many there were.

However, the US armed forces were able
to listen to the Japanese messages. They
knew about the plans. Instead, they were

Smoke rising from
Midway Atoll at thestart of the battle

the ones who surprised the Japanese fleet, which could notlink up and help each other because they were spread out.
Over three days, US planes bombed Japanese ships. Bombs
from under the water, called torpedoes, also struck theJapanese fleet. By the end of the battle, the US had claimed
a great victory. The US succeeded insinking four Japanese aircraft carriers

US planes attack
a Japanese ship during
the Battle of Midway.

which had taken years to manufacture.
The Japanese also lost many planes andA Japanese plane
shot down

The Pacific Ocean,showing Midway
Atoll in the center ofthe map

important airplane engineers. From thenon, the US fleets dominated the seas in the
Pacific Ocean.

12

6 The Story of theReformation

7 The Medical

Revolution

8 Decisive Battles

of World War II

9 China: The New

Superpower

10 The Great

13

Level 5 - 8 Decisive Battles of World War II

Depression

LEVEL 6The End of the Qin Dynasty

T

The rebel General Xiang Yu

he next Qin ruler was just a king,

The Army of Terracotta Warriors

In 1974, farmers uncovered the famous

not an emperor because he could notterracotta warriors by accident. Whilecontrol the empire. His name was

digging a well, they found a life-size clay

Ziying, and he ruled for only 46 days.

soldier ready for battle.

The rebellion continued, and a

Today, around 2 million people visit

rebel general, Xiang Yu, destroyed

the warriors every year. Along with

Xianyang and killed Ziying and his

warriors, there are statues of horses,

family. When Xiang Yu destroyed

birds, musicians, weapons, and even

Xianyang, he burned the imperial

carriages.

One of the warriors

libraries. These libraries had the last two copies of all the
The famous terracotta warriors

books that the first emperor had burned.
Historians also wrote that this general ruined the fabulous
tomb of the first emperor.
The destruction of Xianyang and theburning of the imperial libraries

14

1 World War I

2 Communication

Technology

3 The First

Democracies

4 The Cold War

5 Global Tradeand Peace

15

The Mystery of the First Emperor’s TombW

Yu “ruined” it, did he take all thehen we think about history, we must

remember that history is made by humans,

Huang’s fabulous tomb? When Xiang
gold, silver, and jewels out?

Good People and Bad People in HistoryW

hat about the rest of Qin Shi

The tomb of Qin Shi Huang,
the first emperor of China

Thanks to the lucky find of the farmers, we know whereand no person is all good or all bad. We mustalso remember that people will do terrible
things for power.

Qin Shi Huang’s tomb is. We can easily see the outside of it.

When we enjoy visits to places to see

However, scientists have not opened the tomb because they

the Great Wall of China or the army of

A terracotta warrior
and his horse

do not want to damage anything inside. For this reason, theterracotta warriors, we should remember the death andquestion remains. What is inside?

suffering that made these great cultural treasures.

Scientists have found mercury in the earth around the tomb.

By studying good and bad people in history, we can learn
better ways to treat people. We canMaybe the rivers of mercury are there. Maybe scientists will

also learn better ways to live andopen the tomb and find a ceiling of stars and planets madebehave.

of gold and jewels!
Scientists do not want to damage
anything inside the tomb.

There are many things we
can learn from history.

The Great Wall
16

6 Greek Culture

7 Napoleon

8 The History ofTransportation

9 Capitalism:

Good or Evil?

10 China’s First Empire:

The Qin Dynasty

17

Level 6 - 10 China’s First Empire: The Qin
Dynasty33

WRITINGNewWRITING TIME
Level: Beginning
Writing Time is a three-book series designed to develop thewriting skills of elementary students of English (CEFR A1). The
series uses a model writing approach to build the writing skillsof English language learners in a clear and accessible way.
Each unit features three complete model passages presented
through various activities. Students use the structures
provided in these models along with their own ideas to create
personal passages. Students who complete this series willdevelop stronger writing skills and gain confidence in theirability to write in English.

Featureswww.seed-learning.com/WT• Wide range of writing topics including family, friends, school
subjects, hobbies, interests, and special occasions• Practical exercises and activities modeling how students canorganize and prepare their own passages• Multiple sample passages providing ideas for students toincorporate in their own writing• Personal reflection questions within each unit to assist students
with brainstorming• Fundamental language patterns and sentence structures practiced
through simple writing activities• Repeated recycling of useful kid-friendly vocabulary• Pull-out full-color workbook included
Downloadable Resources:

Teacher’s
Guides34

Lesson
Plans

Word Lists Teacher’s
SlidesTests

WRITING
Student Book
New Words

My Favorite Season

Unit

01

Introduces key words related
to the unit’s topic along withpictures to provide context forvocabulary items.

Write two words under the correct picture.
spring

warm

fall

cold

cool

1.

Unit

Writing Skill

01

winterhotsummer

The snow
falls.

The snow
melts.

The leaves
are green.

The leaves
are red.

Gives a pattern-practice activity
for review of a useful target
grammar structure.

2.

1. It is spring.
3.

Writing Skill

Write the correct sentence in the blank.

New Words

2. It is summer.

4.

3. It is fall.
4. It is winter.

Writing Tip

Writing
Tip

About You
What season is it?
It is

.

The snow melts. (✓)

The leaves are green. (✓)

The snow melt. (✗)

The leaves is green. (✗)

8 • Unit 1

Sentence Practice9

Sentence Practiceplay in the leaves

Provides additional vocabulary
and grammar practice throughwriting and speaking and serves
as a springboard for students
to brainstorm about their own
writing.

!

make a snowman

It is winter.
Brrr! It’s cold.
The snow falls.
We makema e a snowman.
We go skskiing.
It’s cold, but I likeli e winter.

!

Presents a model passage
with guided questions to help
students focus on ideas to write
about.

Gary

!

4. I

!

B Write and tell a friend what you do.
I!

go skiing

eat ice cream

have a picnic

1. What season is it?

It is

2. How is the weather?

It’s

3. What happens?

The snow

4. What does Gary do?

He

5. What else can you do?

Let’s

10 • Unit 1

11

Writing Practice

Unit

Writing PracticeA

Introduces ideas for alternativemodel passages throughactivities that mirror guided
question from the first model
passage.

Model Writing

fly a kite

2. He

3. We

01

Read Gary’s writing and answer the questions.

goes swimming

1. I

Unit

Model Writing

A Complete the sentences.

Reinforces student
understanding of the grammar
point.

01

C Use the answers from A or B to complete the sentences.

B

1. It is
2. Wow/Ahh/Brr! It’s

1. What season is it?

• a. play in the leaves

5. I

2. How is the weather?

•• b. fall

6. It’s

3. What happens?

•• c. cool

4. What do you play in?

•• d. leaves are red

5. What else do you do? •• e. have a picnic

go swimmingsun shines

hotsummersummer

1. What season is it?

.
.
, and I like.

Fix ItThere are some mistakes. Rewrite the sentences correctly.

1. it is spring.

B Look at picture B and write the answer.
play in the sand.

4. I play•

Concludes with an activity
that guides students throughreconstructing a passage fromthe content of the previous
page.

.

3. TheA Look at picture A and match with the answer.

Writing Practice (cont.).

It is spring.

2. Me fly a kite.
3. The snow melt.

2. How is the weather?
3. What happens?
4. What do you play in?
5. What else do you do?
12 • Unit 1

13

Fix ItPractices editing skills torecognize errors in spelling,
capitalization, punctuation,
word choice, and grammar.

WorkbookYour WritingUnit

My Favorite Season

01

Your Writing (cont.)

C Write using your answers from B.

Your Writing

A Think about your favorite season. Circle what you want to
use in your own writing.
springPresents students withvocabulary and guided
questions to constructsentences for their own writing.

winterwarm
snow melts

summer

fall

hot

cool

cold

leaves are green

snow falls

leaves are red

fly a kite

make a snowman

play in the leaves

play in the park
have a picnic

eat ice creamplay in the snow

go swimming
play in the sand

Provides a page for students
to write the final draft of theirown passage.

My Favorite Season

It is

.

Wow/Ahh/Brr! It’s

.

The

.

I play.

B Answer the questions using what you have circled.
1. What season is it?

I

2. How is the weather?

It’s.
, and I like.

3. What happens?
4. What do you play in?
5. What else do you do?
2

3

35

New

WRITINGEARLY WRITERS
Level: Beginning
Early Writers is a three-book series designed to develop thewriting skills of elementary students of English (CEFR A1). The
series uses a step-by-step approach to build the writing skillsof English language learners in an interesting and fun way.
Each unit features an original passage with useful vocabulary
and helpful sentence patterns. Students use the model as a
guide to create their own personal passages. Students whocomplete this series will develop stronger writing skills andgain confidence in their ability to communicate.

Features• Wide range of enjoyable writing topics including school subjects,
hobbies, emails, and special occasions• Practical exercises and activities allowing students to organize andprepare their own passages• Multiple sample passages providing ideas for students toincorporate in their own writing• Large variety of graphic organizers to assist students with planningand organization• Fundamental writing patterns and sentence structures highlighted
in each unit to build students’ language skills• Repeated recycling of useful kid-friendly vocabulary• Pull-out full-color workbook includedwww.seed-learning.com/EW

Downloadable Resources:

Teacher’s
GuidesLesson
Plans

Word Lists Teacher’s
SlidesTests

The Writers Series Levels
CEFR Level
TitlesA1

Early Writers

1

Good Writers

A2 Low

3
1

Smart Writers

2

3
1

!

n
Coming soo

36

2

A1 High2

3

WRITING

Student Book
Warm Up

A

A

01

Look and write.
Words

Warm Up

Introduces students to the unit
topic and exposes them toimportant sentence structures.

Word Practice

Unit

Word Practice

About Me

Unit

01

eight

Look and read.

tenthirteen1.

nine

eleven2.

Provides useful vocabulary
and sentence structures thatstudents will use in their own
writing.

3.

10

Max/fourtwelve

11

13

ten

4.

5.

B
B

6.

12

Liam/ten98

Look, read, and write.

1.

Read and write.

1.

elevenShe is2.

years old.

2.
13

Liam

My name is

ten

I am
old.

.

His name is

years

.

He is
old.

He is

years old.

I have

dogs.

12

3.

years

8 • Unit 1

Writing Focus
Gives a simple grammar
point for students to review
and practice. Most units also
include a tip to help students
understand usage of thegrammar point.

9

Writing Focus
I is ten years old. ✗ ➜ I am ten years old. ✓

A

Unit

Writing Ideas

He are Tom. ✗ ➜ He is Tom. ✓A

01

Look, read, and say.

Tip

Read and circle.

1. They (am / is / are) my friends.

I am . . .
She/He/It is . . .
You/We/They are . . .

2. He (am / is / are) eleven years old.

a cat

a fishHelps students begin to
generate their own ideas whilelearning additional vocabulary.

a teddy bear

3. I (am / is / are) a boy.
Ba monkey

Look, match, and write.

•••

My brothers (They)I
My dog (He)

•
•
•

am
is
are

•
•
•

•
•
•

nine years old.
ten years old.
six years old.

1.

B

a rabbit.

I havea monkey

Look and write.

1.
I am ten years old.

2.

.

I have

.

Her

Ellie

3.

.

His name is

Joe

2.

an elephantI have3.

is Ellie.

I have.

His nameLoki.

10 • Unit 1

11Model Writing
Unit

Model Writing

Has a model passage thatprovides students with aframework for their own
passages.

A

01
B

Read.
Words

About Me

Max

name

This is about me.
My name is Ben.
I am eleven years old.

goldfishRead the passage again. Match and write.

1. What is your name?

•• a. I am

2. How old are you?

•• b. Her name is

Her name is Elsa.

3. What pet do you have? •• c. She is

4. What is her name?

•• d. My name is

5. How old is she?

•• e. I have aC

She is two years old.

The second page helps
students study how the model
passage is structured using
guided questions and a graphicorganizer.

.
years old.

Ben

.
.

Write. Use the answers from above.

love

I love Elsa.

Me
Name

Writing
Tip

Age

Ben

Names start with capital letters.

Model Writing (cont.)

years old.

I have a goldfish.

Writing Tip

Writing Ideas

Pet/Toy

A. Find and circle two names in the passage above.
B. Check (✓) the correct sentence.

Each passage also includes ahelpful reminder in the form ofa writing tip.

Name

1. Her name is anne.

Age✓ 2. My name is James.
12 • Unit 1

13

Writing PracticeA

Unit

Guided Writing
A

Look, read, and circle.

01

Write. Use your own ideas.

Helps students organize theirideas using a graphic organizer
and provides space for students
to complete guided first draft.

1

My name (is / am) Noah.

Name

I 2(are / am) thirteen years old.

Writing PracticeAge

I have 3(a rabbit / an elephant).
Her name is Rose.

Pet/Toy

She 4(is / are) eight 5(year / years) old.
I love Rose.
Name

Provides students alternative
samples of two further writing
passages highlighting theunit’s vocabulary and sentence
patterns.

B

Age

Look, read, and write.

B

me

This is about 1
My 2

Guided Writing

Me

This is about me.

.

Write your first draft. Then check your writing.

Rina/7is Rina.

I am 3

years old.

This isI have a 4.

His name is 5.

My name is

.

He 6

Ted/3

three years old.

.

I

years old.

I haveI love Ted.

.

His/Her name is

seven

me

Ted

teddy bear

is

name

He/She.
old.

I love.

14 • Unit 1

15

Workbook
Check It
Gives students a chance topractice their editing skills.
Students should also use theediting list to review their own
first draft.

Check It ✓Writing on My Own

Find the mistakes in the passage and write (1-6).

Mistakes

Write your final draft.

Students write their final draft.

Examples5 Punctuation

I am ten years old✓ Capital letters

Her name is lucy.

Spelling

I have a monki.

I am ten years old.
Her name is Lucy.
I have a monkey.

His name are Paul.

Wrong words

B

Writing on My Own

About Me

Unit

01
A

His name is Paul.

Read and fix the mistakes.

About Me
This is about me.
My name is sarah.
1.

Sarah

I am telve years old.
2.

I have a dog.
3.

Her name is Mimi.
She are three years old_4.

5.

I love Mimi.
2

3

37

WRITING

New

GOOD WRITERS
Level: High-BeginningGood Writers is a three-book series designed to develop
the writing skills of English language learners at the highbeginning level of English (CEFR A1 High). Each unit features
two model writing passages with useful vocabulary andhelpful sentence patterns which students can use to create
their own passages. Throughout the series, students learn
how to organize their thoughts, put sentences together, andchoose suitable topic and concluding sentences. The seriesalso encourages students to edit their writing—an importantpart of the writing process. Students who complete this series
will develop stronger writing skills and gain confidence intheir ability to communicate through the written word.

Featureswww.seed-learning.com/GW• Wide variety of engaging writing topics including school, daily life,
hobbies and interests, hopes for the future, giving advice, books,
and music• Practical exercises and activities allowing students to organize andprepare their own passages• Multiple sample passages providing ideas for students toincorporate in their own writing in a variety of writing styles
including emails, letters, reports, posters, journals, reviews, andessays• Graphic organizers to assist students with planning andorganization• Fundamental writing patterns and sentence structures highlighted
in each unit to build students’ language skills• Writing tips to enhance students’ writing skills• Pull-out full-color workbook included
Downloadable Resources:

Teacher’s
Guides38

Lesson
Plans

Word Lists Teacher’s
SlidesTests

WRITING
Student Book
Warm Up

Unit Objective:

Unit• Write about your daily routine

Unit

Writing Model 1

My Day01

01

Writing Model 1

A Read.

Warm Up

Introduces students to the unit’s
topic and provides exposure to
vocabulary and expressions thatthey will see and use throughout
the unit.

A Look and read.

Let me tell you about my day. I hear my
alarm at six thirty. Before breakfast, I wash myface. I eat breakfast at seven o’clock. I brush myteeth after breakfast. I study at school from eighto’clock to three o’clock. After school, I play sports.
I do my homework in the afternoon. I eat dinnerat seven thirty. After dinner, I watch videos. I
write in my journal before bed. My day is full.

I go to coding club after school.

I pack my bag before school.

B

Re-introduces some of the
vocabulary from Warm Up incontext and provides students
with a sample passage.

My DayWhat do you do after school?

What do you do before school?

Look at the pictures and write the words under the correct pictures.
hear my alarm1.

wash my facebrush my hair2.

eat breakfast

3.

B

Imagine you are the writer. Answer the questions.

1. When do you hear your alarm?

4.

six thirty

I hear my alarm at.

2. What do you do before breakfast?
Before breakfast, I

brush my hair.

3. What do you do after school?
play sports

5.

write in my journal

watch videos

6.

7.

do my homework

After school, I.

4. What do you usually do at seven thirty?

8.

I

at seven thirty.

5. What do you do before bed?
I

before bed.
9

8 Unit 1

Writing Practice
Gives a simple grammar point toreview and practice. Units also
include a tip to help students
understand the usage of thegrammar point.

Writing Practiceinbefore
after
at

01

A Read. Add your own ideas for things you do every day.

in the morning / in the afternoon / in the evening
before breakfast / before school / before bed
after school / after dinnerat seven o’clock / at eight thirty / at night

Tip

B

Unit

Writing Ideas

A Look and read.

I eat breakfast in the morning.
Before breakfast, I wash my face.

after breakfast

at seven thirty

eat a snack●brush my teeth●

watch TV●

take a bath●ride my bikeYour ideas●●

after dinnerB

After breakfast, I brush my teeth.

wash thedishesset the table●●(brush my teeth)

2.

●

●

Look and write the sentences using the given words.

1.

go to soccer club●●Write the ideas under the correct topic. Ideas can be used more than once.
Morning

Afternoon

Evening(watch videos)3.

(wash dishes with my mom)

C Fill in the blanks using the ideas from above.
C Read. Fill in the missing words.
atThis is what I do 1

I hear my alarm at seven o’clock. Before breakfast, I 1

Before

after

after

school. I go to coding club 2

the afternoon. 3

andmy bike to school. I study at school from nine o’clock to three o’clock. In theafternoon, I 3

dinner, I ride my scooter. After dinner, I do my. Before dinner, I 4

I eat dinner at six o’clock. After dinner, I 5

homework and watch videos. I also write in my journal to relax. I take a bath

.
and

.

6

nine thirty. Then I go to bed at eleven o’clock4

11

10 Unit 1

Model Writing 2

Writing Model 2

Hear my alarm

Tip

01

• Use a comma (,) when the time phrase is at the beginning of the sentence.

7:30

A Read the questions and sample answers. Then write your own answers.

Afternoon
1. What do you do before breakfast?
walk home

I wash my hair before breakfast.

watch TV

2. What time do you eat breakfast?

Evening

I eat breakfast at seven o’clock.

Dinnerwash the dishes

eight o’clock

pack my backpack

3. When do you study at school?
I study at school from nine o’clock to three o’clock.

B

Look at the organizer above. Fill in the blanks.

4. What do you do after school?

My DayAfter school, I walk home.

I want to tell you about my day. I hear my alarmat seven o’clock1. Before breakfast, I brush my

5. What do you do in the afternoon?

hair. I eat breakfast at seven thirty. I brush my teeth

I do my homework in the afternoon.

. I study at school from eight o’clock to three2o’clock After school, I 3

.I4

in

6. What do you do before bed?

the afternoon. I eat dinner at eight o’clock. After dinner, I 5

I watch TV before bed.

and pack my backpack. What a busy day!

13

12 Unit 1

Guided Thinking (cont.)

Begins with a helpful writing
tip, then transitions to having
students think of the important
information they may want toinclude in their own passage.

brush my teeth

Study at schooleight o’clock to threeo’clock

Guided Thinking

I wash my face before breakfast. (no comma)
Before breakfast, I wash my face. (needs a comma)

breakfastbrush my hair

seven o’clock

Unit

Guided Thinking
Writing

A Look at the organizer.
Morning

Presents key information froma model writing in a graphicorganizer. Students use thisinformation to complete a
passage in preparation forwriting their own passage later.

Provides additional vocabulary
to use in the unit’s target
structures. This page also
encourages students to start
generating ideas.

. Then I eat breakfast at eight o’clock. After breakfast, I ride2

In

Writing Ideas

Unit

Guided Writing
B

Title: ____________

Presents a variety of graphicorganizers to facilitate
brainstorming and theorganization of ideas.

01

A Write your first draft. It’s OK to make mistakes here!

Complete the organizer.

Chooseone:

I want to tell you about my day. / Let me tell you about my day.
I hear my alarm

Morning
Hear my alarm. Before breakfast, I. I eat breakfast

breakfast. I study at school from.Iafter school. In the afternoon,I. I eat dinner

Afternoon
Study at school.I
Chooseone:

B.

My day is busy. / What a busy day!

Check your writing using the checklist below.

Evening
Student

Dinner.I
toGuided Writing
Provides scaffolding to guidestudents in writing their own
passage. An editing checklist
helps students identify andcorrect errors.

Checklist

Is there punctuation at the end of every sentence?
Is the spelling correct?
Did you use in, before, after, or at correctly?
Did you use commas with time phrases correctly?
15

14 Unit 1

Workbook
Writing Skills

Unit

01

Final Writing

My DayWriting Skills

A Read. Underline ONE mistake in each sentence. Then write the correct

Final Writing
Write your final draft.

sentences.

The first page of the workbook
provides additional practice ofthe target language from theunit with error correction andwriting activities.

After checking their first draft forerrors, students use the second
page of the workbook to write
their final draft.

1. I eat breakfast at six oc’lock.
I eat breakfast at six o'clock.

2. I after school watch videos.
3. I packs my bag before school.
4. After dinner I do my homework.

B

Write your own sentences using the words given.

1. (after breakfast)
I brush my teeth after breakfast.

2. (in the afternoon)
3. (after school)
4. (at seven o'clock)

2

3

39

EARLY LISTENERS

LISTENING

Level: Beginning
Early Listeners is a three-book series designed to develop thelistening skills of students as they move from the beginning tohigh-beginning levels of English (CEFR A1). Each unit in Early
Listeners features distinct listening opportunities including
short and long conversations, talks, and videos. This listening
series not only utilizes traditional activities where students
learn to listen for main ideas and specific details, it alsoutilizes innovative activities designed to appeal to learners
today through technology and audio-visual media. An
accompanying workbook provides additional listening exercises.

Features
Thematically-Organized Topics• Help students build connections between language and content
and learn English naturally
Illustrated Vocabulary• Provides visual examples to support audio input for vocabulary
practice and development
Conversations and Talks• Showcase unit topics through everyday situations to help learners
increase their knowledge of spoken English

www.seed-learning.com/EL

Videos• Provide additional context and make each lesson more meaningful
Downloadable Resources:

MP3 Files Word Lists

Lesson
Plans

PPT

Tests

Student Book
Uni t

Provides three
activities introducing
some of the
vocabulary andsentence structuresthat students will hearthroughout the unit.

Practice

Hello!

1

Warm Up

Warm Up

Practice

Audio

A Listen and choose. Track 03
1. a

c

b

My name is Zoe.
I’m in third grade.

A Listen, read, and say. Track 01

Provides practicein both listening for
ideas and listening for
details. The activities
are building blocks forwhat will be heard in
the rest of the unit.

Hi! My name is Sarah.

2. a

c

b

James

Hello.

Mike

Kevin

We are, too!

Good afternoon.
I’m om.

B Listen and write the letter (a-d). Track 04
1

B Listen and say. Track 02
1.

2.

3.

Hello.

2

4.
I’m in fourth grade.

morning
5.

afternoon
6.

4th
grade

grade

evening
7.

name

3

rd

night
8.

third

4

th

3

a

4

fourthMy name is Don.

C Listen to Track 01 again. Check ( ) the words you hear.
8 • Unit 1

40

I’m Joe Chatters.

9

LISTENING
Listening 1 & 2

Word Focus
Listening 1

Listening 1 is aconversation between two
speakers. It is followedby two different typesof listening for details
exercises.

Listening 2

Words

Focu

Listen and say. Track 05
Hello

Listen and say. Track 07

dog

Hello

My name is

My name is

Ben Lewis

Ben Lewis

first namelast nameCanadaspell

pet

A Listen and write. Track 06

like

jog

selfieListen and choose. Track 08

1.

2.

1. What goes here?
a.

First Name
Last Name

Listening 2 is a monolog.
It is followed by a listening
for detail comprehension
exercise.

Highlights key words
and/or phrases that will
be heard in the listening
passages. Students get achance to hear thesewords individually andwithin sample sentences
before they hear themused in the main
conversation/monolog.

Words

Focu

E v e
y
B

g

First Namet

Last Name

b.

l

s

V

2. The boy’s first name is.

B Listen again and complete the sentences.

a. Samb. Seth’

3. He is ingrade.

1.

your name?

2. How do you
3.

a.

that?

6th

you a new student?

c. Simon

c.

4th

5th

Close Up

Close Up
• What isb.

• I amWhat’sWhat’s your name?

• It isI’m

I’m John.

1st

It’s

2nd

first

It’s Jones.

3rd

second

4th

third

5th

fourth

6th

fifth

sixth

10 • Unit 1

Both Listening 1 and
Listening 2 build on thelanguage introduced in theprevious activities.

11

Close Up

Listening 3
Skillss

VideosA Watch and write. Video 01

Focu

Track 09

Listen, match, and write. Track 11
What do they like? How do they spell their names?

What are their names?

1.

2.

Listening 3

•

• a

•

• Ja

•

• b

•

•

Both pages end with Close
Up grammar segmentsthat clarify important
points or highlight useful
information.

ki

ak

ta

Speaking
A Listen and say. Track 12
B Circle T for true or F for false.

Features a video
conversation between
two speakers which allows
learners to observe theinteraction of the speakers
while listening to theconversation. It uses aslightly different approachto review language fromthe unit. It is followed by
two different listening for
detail exercises. The last
exercise on the page allows
students to role-play bothsides of the conversation
using a follow-up video.

1. Nina is new.

T

F

2. They like soccer.

TF

3. Now they will jog.

TF

C Watch and say the roles. Video 02
1. You are Nina.

G: What’s your name?
B: My name is Riley Mills.
G: How do you spell that?
B: My first name is R-I-L-E-Y. And my last name is M-I-L-L-S.
G: What grade are you in?
B: I’m in third grade.

Track 10

2. You are Jarod.

B Say with a partner. Change the words above.
1.

2.

2nd
Karen Park

Skills Focus &Speaking

3.

5thReggie Walker

4th
Monica Ivy

12 • Unit 1

13

Summarizes and reviews
what has been learned in
the unit. The Skills Focus
activity focuses on key
sentence structures andserves as a mini-review
while the Speaking section
expands on the review andbrings everything together.

 Sample Video

Workbook
Unit

1

Hello!

C Circle and say.
Practice

night

1.

evening

2.

•

•

•

a.

jog

3.

•

•

b.

Canada4.

Hi. My name is / are Katie.
Hello. I’m Trevor.
Are / What grade are you in?
I’m in four / fourth grade.

Girl: Hi.

I’m ingrade.

2.

h

r

d

i

c
f

h

e
s

i

i
t

d

t

like

first

spell

name is Max. I like the

B Listen, write, and say. Track 06

About YouMy
selfies.

name is Sands. I likeI
soccer.

my name Y-O-O-N. I like

. I’m Seth.

It’s S-E-T-H. My lastisPacer. P-A-C-E-R. I’m in fourth

Max Miller. I have adog. His name is Hank. It’s
H-A-N-K. We like the park. We
and play. We also like selfies.

Vera Sands

o

t

f

2 • Unit 1

Boy: Yes. I’m from Canada.

2.
o

u

3.

s
f

last

My
park.

.

?

Good

n

h

soccer?

Girl: Yes, I do. Come on. Let’s

Girl: Are you a new

1.

r

f
r

t

grade

5.

Boy: Ah, Nina. Do youname isV-O-S-S.

D Choose, write, and say. Some words will NOT be used.

3.

4.

name again? Rita?

Girl: No, N-I-N-A. Nina.

that?

Boy: My first name is N-I-G-E-L. My

B Follow and write.
1.

What’s your

Girl: How do you?

Boy: Yes, I am.

your name?

2. A: Hi. How’s / What’s your name?
B: I’m Joe Chatters.
A: How / What do you spell your first / last
name?
B: It’s C-H-A-T-T-E-R-S.

afternoon. I’m Jarod. That’s J-A-R-O-D.

Girl: Hi, Jarod. I’m Nina. Are you

Eve Bryant. E-V-E. Eve. B-R-Y-A-N-T. Bryant.

Boy: My name is Nigel Voss.

•

d.

Boy:

A Listen and write. Track 06

•

•

c.

C Listen and write. Track 06

Dictation
A:
B:
A:
B:

1.

A Match and say.

Write and say. Use your own information.

Hello! My first name is.

My last name is.

I’m inI likegrade.
.

Hint
afternoon
student

Yoon Zhao

3

pet
last

I’m
grade

jog
spell

name
What’s4 • Unit 1

5Provides four pages of additional practice per unit, and it can be completed as homework or in class.
The first two pages of workbook activities review vocabulary and sentence structure.
The last two pages of the workbook review Listening 1-3 and practice listening for details.
Finally, at the bottom of the last page, students are asked to write about themselves. This activity
helps students consolidate and personalize what they have learned.

41

GOOD LISTENERS

LISTENING

Level: High-BeginningGood Listeners is a three-book series designed to develop
the listening skills of English language learners at thehigh beginning level (CEFR A1-High). Each unit focuses onthematically categorized dialogs and short talks that are
based around topics relevant to the typical learner’s life.
Each unit contains a variety of listening tasks ranging fromchecking general comprehension to testing discrete listening
items with multiple choice questions and graphic organizers
to complete. An accompanying workbook provides additional
listening comprehension practice along with dictations.

Features
Thematically Organized Topics• Help learners focus on subject-specific content and language
Step-by-step Learning Process• Guides learners to develop their listening skill from focusing on
individual sentences to comprehending dialogs and short talks
Appendix: Vocabulary List
• Provides additional lexical information for further vocabulary
practice and development

www.seed-learning.com/GL

Downloadable Resources:

MP3 Files Word Lists

Lesson
Plans

PPT

Tests

The Listeners Series Levels
CEFR Level
Titles
Early Listeners
Good Listeners
Smart Listeners

42

A1
1

2

A1-High

A2-Low

3
1

2

3
1

2

3

LISTENING

Student Book
Short Listening
Unit

1

Topic Talks &Word Focus

What’s in your house?

A Listen and circle the number under the correct picture.

Audio

A

1

Topic Talk

2

• What is your favorite room in your home?
• Why do you like that room?

The first page of each unit
starts with a warm-up
activity to get students
thinking about the topic
of the unit. This pagealso introduces useful
vocabulary which thestudents will hear in
the various activities
throughout the unit.

Track 03

Short Listening

B

3

4

1

2

C

3

4

3

4

Students listen for targetwords from the unit in a
new context. Students
match dialogs to thecorrect image, then checkthe target words that they
hear in the dialog.

D

Word Focus
A Listen and repeat.

Track 01

1

wardrobe

cabinetnightstandfurniture

couch

1

2

B Listen again. Check ( ) the words you hear.

2

3

4

Track 04shelf

chest of drawers

Conversation 1

Conversation 2

Conversation 3

Conversation 4

shelf

couch

wardrobenightstandstool

armchairdrawercabinetsstool

B Listen and write the correct number by each picture.

Track 02

98 Unit 1

Listening Focus 2
Listening Focus 1
A Listen and check ( ) true (T) or false (F).

Listening Focus 2
A Listen and choose the best answer.

Track 05

1. The boy is visiting the girl’s house.

TF

2. The girl does not talk about the kitchen.

TF

3. The boy likes the house.

T

F

Students listen to a shorttalk focused on the themeof the unit.

Track 08

1. What does the girl have to do?
a. Wash clothesb. Call a friendc. Clean the house

2. Where should the girl put the dishes?

Listening Focus 1

a. In a cabinet

B Listen again. Choose the best answer.
a. Living room

Students listen to a dialog
between two speakers.
First, they check for mainideas in a True/False
activity. Then they listen for
details.

b. Kitchenc. On the table

3. What is likely to be true about the girl?

c. Bedroom

2. When she studies, the girl sits on thea.

b. On a shelf

Track 06

1. Which room do the speakers talk about first?

c.

B Listen again. Put the pictures in the correct order.
a

3. Which kind of furniture is NOT in the girl’s living room?
a. Coffee table

Students practice theirlistening comprehension
skills as they answer
multiple choice questions,then complete an organizer
related to the content of
the talk.

a. The girl doesn’t put her clothes away.
b. The girl is good at washing dishes.
c. The girl often makes her dad angry.

.

b.

b. Armchairs

Track 09cbc. Shelf

UsefulExpression
Listen to the expression.

Track 07

Take a seat.
A: Take a seat. You must be tired.
B: Thanks. I’ll sit on the couch.
11

10 Unit 1

Each dialog in Listening
Focus 1 contains a Useful
Expression to enhance
students’ knowledge of
idiomatic English.

Wrap-up Test
A Listen and write the letter that matches the picture.
1

2

C Listen and choose the best answer.

Track 10

Appendix:
Vocabulary List

Track 12

7. What did the girl’s dad find on the couch?

3

a.

b.

c.

8. Where does the girl say her coat is?
a.

B Listen and choose the best answer.

1

9. What does the girl’s dad say he will make?

a. Three armchairsb. A chest of drawersc. Two couches

a. Coffee

Vocabulary List

Audio

Track 145

 armchair
10. Why does the girl’s dad say, “Hey!”?
[ˈɑrmˌt ɛr]

5. What color furniture does the boy want to buy?

n. a chair with parts for you to rest your arms on
An armchair is very comfortable.

a. He is happy.
 cabinet
11. Why are there no cups in the cabinet?
[ˈkæbənɪt]a. Silverb. Blackc. RedEach unit ends with a twopage test to consolidate
what the students havelearned in each unit.

c.

Unit

4. At first, what does the boy want to buy for the living room?

Wrap-up Testb.

Track 11n. a place with small doors where you keep things
There are many cabinets in my kitchen.

a. The girl forgot to wash them.
 chest ofb. The girl broke them.
drawersc. The girl put them in the wardrobe.

6. Which of the following is NOT true?

n. a piece of furniture with drawers for keeping clothes in
I keep my clothes in a chest of drawers.

[t ɛst ʌv drɔrz]

a. The boy and his mom both agree to buy a couch.
b. The boy’s mom says they can buy more than one armchair.
c. Today, the boy and his mom will buy furniture online.

12. What is likely to be true about
the girl?
 couchn. a long seat for two or three people
I relax on the couch when I read.

[kaʊt ]
a. She is tidy.
b. She likes coffee.
c. She doesn’t like to clean.  furniture[ˈ

n. things such as chairs, tables, desks, etc.

The furniture in this room is black and brown.

rnɪt ər]

 nightstand12 Unit 1

n. a small table you put next to a bed

I keep a clock and a lamp on my nightstand.
nightstand[ˈnɪtˌstænd] plant

n. a living thing, often kept in a pot

This plant will need water every day.

[plænt] shelf

n. a flat piece of wood, metal, or glass to keep things on
There are three plants on the shelf.
shelf[ ɛl ]

 stooln. a seat with three or four legs and no back or arms
I have one stool in my kitchen.

[st l]

 wardrobe

n. a tall piece of furniture for hanging clothes in
I keep my wardrobe tidy inside.

[ˈwɔrˌdroʊb]

82 Appendix

Workbook
Unit

1What’s in your house?

C Fill in the blank with the correct word(s) from the box.
couch

Word Review
A Write the correct word next to each picture.
1.

2.

3.

4.

An appendix presents thetarget words from the unit
and additional useful words
for further vocabulary
practice and development.
For each word, students
see an interesting photo,a definition, and a sample
sentence related to thephotograph. These pages also
provide parts of speech andpronunciation guides. Thisadditional lexical information
is useful for memory retention
and fluency development.

shelfwardrobe

chest of drawers

1. You keep your coats and jackets in a(n)armchair.

2. Only one person can sit on a(n)3. More than two people can sit on a(n)4. You can put books on a(n) Dictation

Short Listening Listen and fill in the blanks.

1. Boy:
5.

6.

7.

8.

Audio

5. People keep small clothes like socks and T-shirts in a(n)Girl:Is there ain yourTrack 01?

Actually, there are six.

D Look at the picture and read the sentence. Check true (T) or false (F).
1.

2. Boy:Girl:

PleaseGirl:•

2. Is there a nightstand by your bed? •• a. There are two.
• b. Yes. I sit on it to watch TV.

3. Do you have a couch?

•• c. No, I didn’t put it away.

4. How many armchairs are there
in the living room?

•• d. No, but there is a table.

2 Unit 1

3.

them in a

4. Girl:

What color are theBoy:

Our cabinets are light

Listening Focus 1
Boy:
Girl:

.

There’s aWe?

. It’s more comfortable.
do you have in the, two armchairs, a. We can keep talking in?
table, and.

do you have in your
There’s aBoy:

Do you have aGirl:

Yeah. And there is a.

Boy:you use the. I also

A workbook with four pages per unit
accompanies each level of the series.
Word Review and Dictation activities
provide the opportunity to review
the material from each unit. Eachactivity can be completed in class or as
homework.

Listening Focus 2 Listen and underline the sentence or phrase that gives
Track 03the main idea.

Track 02

. Whatdo you, two chairs, twoat the table.

Girl:

4 Unit 1

to study in

Listening Skillin your.

Listen and fill in the blanks.

This is a beautiful?

Boy:

I’ll show you. There is asome
. Take a?

B Read and match.
1. Is your coat in the wardrobe?

OK, and what

Girl:

.

do you keep your
I

No, I

Boy:

down.

Thanks. I’ll sit on the

3. Boy:2.

Girl:, and somein the.

Today I have to clean up the house before Mom and Dad get home. I’ll start in
the kitchen. They asked me to wash the dishes and then put them away. We keep
our dishes on a shelf. But I’m not tall enough to reach. I can’t put the dishes on
the shelf. So, I will just wash them. After that, I have to clean my room. Mom isangry because there are a lot of clothes on my bed. She said, “There is a very nicewardrobe in your room! Why don’t you use it?” So now I have to put all my clothes
in the wardrobe. Then I have to do my homework. But there are lots of clothes on
my desk, too. I guess I’d better get started.

?

a desk and a

.

?
on my

.I

it when I read inwhen you study?
543

LISTENING

SMART LISTENERS
Level: Pre-Intermediate Level
Smart Listeners is a three-book series designed to consolidate
the foundational listening skills of English language learners at
the pre-intermediate level (CEFR A2-Low). Each unit focuses onthematically categorized listening content based around topics
that are relevant to the typical learner’s life.

Features
Thematically Organized Topics• Help learners focus on subject-specific content and language
Directed Lesson Procedure• Guides learners to develop their listening skills by targeting
different purposes for listening, i.e. global comprehension versus
noting details
Podcasts• Follow selected episodes from a fictional student-produced
podcast dealing with topics of interest to school-age learners at
each level of the serieswww.seed-learning.com/SL

Videos• Provide additional context to keep listeners engaged throughout
the informative talks
Listening Quizzes• Consolidate learning at the end of each unit
Downloadable Resources:

MP3 Files Word Lists

Lesson
Plans

PPT

Tests

Student Book
Conversation

Before You Listen
Two questions are provided
to get students to think about
their own experiences or
opinions connected with theunit topic.

Unit

1

Try to break the habit.

Before You Listen
Think about the following questions.
1. What is a good or healthy daily habit you have?
2. What is a habit you should probably try to break?

Learning Words
A Match the pictures and phrases. Listen to check.

Track 01

1.

2.

3.

4.

5.

6.

a. a bad habitd. the snooze button

b. checked off
e. out of reach

B Fill in the blanks with the given phrases. Listen to check.
post a photoworth a shot

1. While you brush your teeth,
2. What
3. I try toc. give up
f. alarm clock

Track 02

shut off

do you recommend

the water. It’s a good habit to save water.
I do to break my bad habit?
on my social media page every day.

4. Try leaving home five minutes earlier than you usually do. It’s

8 • Unit 1

44

Audio

.

Learning Words
Ten target expressions areprovided for students tostudy and talk about. These
expressions are practiced
through tasks including photos
and written text supportedwith audio input.

LISTENING
Conversation

Conversation
Global Listening
A Talk about what each picture shows. Then listen and choose the picture that best
matches the dialog.

Track 03

1. a

b

c

2. a

b

c

This is an informal dialog between classmates, family members, etc.
Global Listening

Focused Listening
B Listen again and choose the best answer.

For this task, students listen to choose the best images that describe or specify theconversation’s general content.

Track 04

1. What is part of the girl’s morning routine?
a. Checking social media
b. Playing a gamec. Taking a photo
2. What may be a bad result of this habit?
a. Forgetting to do something importantb. Having the wrong idea about somethingc. Wasting a lot of time

Focused Listening

3. What is the boy’s advice for the girl?
a. Give it up
b. Do it less oftenc. Practice more

For this task, students listen again and complete multiple-choice and T/F comprehension
questions while listening for details.

C Circle true (T) or false (F).
1. The girl posted a “like” for a photo on the boy’s social media.

TF

2. The boy thinks it is good to meet friends in real life.

T

F

9

PodcastPodcastThis podcast is a show produced by a student, with adifferent episode or segment of the show used in each unit.

Useful Idiom

Global Listening
A Listen and choose the best answer.

Track 05

1. Who has the habit?
a. Classmate

b. Family member

c. Podcast guest

b. Onlinec. At schoolb. Move somethingc. Talk about it

2. Where does the person do it?
a. At home

Global Listening

3. What is Jewel’s advice?
a. Change time

For this task, students listen to answer questions about the
podcast’s general content.

Listening Skill: Problems and Solutions
A problem is what someone doesn't like. A solution is a way to stop the problem.

B Listen for the things the speakers talk about. Check ( ) P if it is part of the problem or
S if it is part of the solution.

Track 06

1. Marta's alarm clock
2. The snooze button
3. Put it close to the bedroom door
4. Get out of bed to turn it off

Listening Skill

P

S











Useful Idiom

For this task, students focus on how the information in the
podcast is organized.

Learn this useful idiom.
bug (someone) = annoy (someone)• We share a room, and she never gets up when her alarm clock goes off. It really bugs me.
• A: Does your eye hurt?
B: There is something in my eye. It really bugs me.

Each podcast
incorporates a useful
idiom for students tolearn. The meaning of
the idiom is explained
and presented withtwo examples ofusage: in a sentence
and in a short dialog.

10 • Unit 1

Informative Talk

cast

Informative Talk

This informative talk is presented as a video of a monolog or semi-formal or formal reportproviding information to students.

Global Listening
A Watch the video and choose the best title for the talk.

Track 07

Video

a. Eat, Sleep, and Study Betterb. Good Morning Habitsc. How to Break Bad Habits

Global Listening

Note-Taking Skill
B Watch again and complete the notes.

• Some easy things that are good to make into 1• Take five minutes to think about your 2• Write down things you 3
4
to do.

• Drink some 5.
to do and things you

with a few drops ofin it. This will help 7

6

For this task, students listen to choose a title that best suits the purpose or theme of thevideo’s content.

habits.

• When you 8

you up.

Note-Taking Skillup, open the curtains.

• This will help you 9

better as you start the day.

For this task, students listen again to complete a graphic organizer detailing the key points
from the video.

C Share one or two habits that are part of your routine with a classmate.
Every morning/day/afternoon/evening/night, I
I also.
.

11

Listening Quiz

Listening Quiz
A Listen and choose the statement that best describes the picture.

D Listen and choose the best answer.

Track 081.

Track 11

7. Why does the speaker use social media?
acbThis ten-question quiz reviews the target language of thea. To keep in touch with his friendb. To keep notes about his daily routinec. To learn about Englandd. To post photos for his friendsd2.

8. What is probably true about the speaker?
acbunit through picture-description, question-and-response,a. His alarm clock is next to his computer.
b. His brother gets up later than he does.
c. His friend uses social media too much.
d. His room is far from his parents’ room.

d

E Look at the graphic. Then listen and choose the best answer.
B Listen and choose the best response to the question you hear.
3. a

b

c

4. a

d

b

c

To Do

Track 09S

M

T

multiple-choice, and integrated skills tasks.

Track 12

W

Th

F

S

Post a photo on social mediadPlan new video
Practice and shoot the video
Edit and upload the video

C Listen and choose the best answer.

9. Why do people watch the videos that the speaker makes?

Track 10a. To change bad habits
b. To learn how to do somethingc. To see funny animals
d. To study English

5. Who are the speakers?
a. A worker and a customer
b. A parent and a childc. A sister and a brotherd. A teacher and a student

10. What does the speaker need to do this week?
a. Shoot a video
b. Edit and upload a video
c. Take a pictured. Plan a video

6. What will happen as a result of this conversation?
a. Both people will change their morning routines.
b. Neither person will get up first thing in the morning.
c. One person will do something to stop a bad habit.
d. One person will try to start a healthy habit.

12 • Unit 1

13

Workbook
Unit

Try to break the habit.

1

Audio

Key Expressions
Listen and repeat.
a bad habit

an alarm clock

Expression Review
A Listen to the meanings and write the expressions.
a.

Track 01

Track 02b.

d.
a harmful or annoying action that one usually does

• Chewing your hair is a bad habit you should try to break.

g.
j.

Girl 2:Dictation

Girl 1:a clock that makes a noise to wake a person up in the morning• My alarm clock is next to my computer.

Listen and fill in the blanks.
above.
B Fill in the blanks using the expressions
Conversation

check off

give upto draw a line or put a mark beside finished items in a list

• You forgot to check off two of the chores that you already did.
to stop doing or using something that you like

1. My grandmother has
2. Can you
3. One way to eat less sugar is toout of reachpost a photo

recommend

to put a picture on a social media page online• Jewel posted a photo of her new fish on her social media page.
to suggest as a good thing to do or try

4. I plan to
5. She has

the snooze button

worth a shot

to turn off something; to make something stop working• Mom asked you twice already to shut off the computer and go to bed.

a part of an alarm clock that will turn off an alarm for a short time

me today, Jewel.

Each unit includes four pages of workbook
activities to supplement and consolidate
learning through expression review material,
practice activities, and dictations.

Today is “Ask Jewel” day on the show, Carmen.

Boy:

Is

Girl:

I never thought about it, but yeah—I

Boy:

That’s not really a good way to

I want towith my sister, Marta. We
when hera room, and shegoes off. It reallyme. Shemy friends’ pictures.
part of your?

it is.

of hitting theGirl:

Why not? It's fun to see what myBoy:Your friends’ posts can make you

Hmm. Have you triedGirl 2:That’s not a

her alarm clock

her

.

,

but. . .
Girl 1:, you know.

the bed? If it’s

, she'll have toto shut off the alarm.

. I can move her clock close to.
your own life. You might think that your6. The small boy wanted a cookie, but they wereday
justis• Ask a classmate to recommend a good study habit.
7. I taught my aunt how toshut off

Girl 2:

What are you reading on your phone?
I’m just

over and over. I've tried to help her• I need to give up having sweet snacks every day after school.
not close or low enough to touch with one’s hand
• Move your clock out of reach so you have to get up to turn it off.

Thanks forlike to ask me?

Track 03

Boy:
Girl:

or excitingGirl:

I don’t know. I try toBoy:That’s another• I always hit the snooze button on my alarm before I’m awake.

9. How many times do you hit
morning?

good to try in order to solve a problem• It might be worth a shot to leave home a bit earlier each morning.

10. You might not be able to win, but it’s

Girl:

So what do you
No, you don’t have to give it up. But

when you don’t? Do I need to, right? That’s it for this podcast. Thanks, Carmen,
for listening.

social media. See them more

Informative Talk

Track 05

Does your morning routine help you tosocial media?

off to a good start? Let mea few quick and simple things to try. These are all

good daily habits that aretoof checking it on your phone
friends

It’s
andfrom my day, too.
. How do you
for a post?

Boy:

-

Girl 1:.

interesting

8. After we watched two shows together, my dadgetasked me toto get your, and they're so easy!

. See yourto think about your day.

-

to a

this: take five minutes after you
what you need to do. Think about things you, too. Write them down. Then

. Get together with them.

your list as you

the day. Another part of a good2 • Unit 1

PodcastGirl 1:is to drink some water. Put a few drops of lemon juice in the water, too. It will help

Track 04

Hi, guys.

to today’s podcast. I’m Jewel, and you’re
Jewel at School. Today, I've got Carmen here with me. Welcome to the show,

Carmen.

4 • Unit 1, and ityou

good! And one moreis to let in the, pull open your curtains. A little sun can reallyas you. When
you

.

5

45

LISTENING

INTENSIVE
LISTENING
TRAINING
Level: High-Beginner to Intermediate
Intensive Listening Training is a three-book series designed
to develop the aural comprehension skills of English
language learners. Each unit focuses on real-life themes andintroduces typical English speech routines. Listening tasks
in each unit range from testing discrete listening items, tochecking general comprehension of short dialogs and talks,
to completing dictation pages. Each level in the Intensive
Listening Training series includes more than 180 minutes ofaudio input for learners to use for practice as they hone theirEnglish aural skills.

Featureswww.seed-learning.com/ILT
Free Online Program(See p.74)• Thematically organized vocabulary including common spoken
collocations• Listening tasks developed around individual sentences, shortdialogs, and short talks• Graded practice materials to support listening skill development
for high-beginning to intermediate learners• Conversational dialogs and short talks written in natural English• Dictation activities to reinforce listening skills• Full transcripts included in student book
Downloadable Resources:

MP3 Files

Answer
Keys

★

46

Tests

★

LISTENING
Student Book
it

1

Un

1 Family

Target words or
collocations forlearners to listen forthroughout the unit

WARM-UP

TR

Un
it

K
AC
004

Listen and check who the speaker wants to talk to.
1. (A) Tina

(B) Tom

2. (A) Jackie(B) Jack

3. (A) Grandparents(B) Parents

4. (A) Mr. Leese(B) BrotherTR

LISTEN FOR IT

K
AC
005

KEY WORDS

TR

Listen and check who the speaker is talking about.

KAC

1. (A) Her mother(B) Her father

2. (A) His sister(B) His brother

3. (A) Her mother(B) Her grandmother

4. (A) His son

002(B) His daughter

5. (A) His children

Listen for these words and phrases.
parentbrothersister

grandparent

apart

years olddaughtersonclose tochildren(B) His parents

TRUE OR FALSE

K
AC
006

Listen and write T for true or F for false.
TR

KEY EXPRESSIONS

K
AC
003

1.

(A) Susan is 13 years old.
(B) Susan has five sisters.

2.

(A) Tommy has a big family.

Listen and match each question with its correct answer.
1. How old is your sister?

•• (A) No, it isn’t.

2. Do you live with your grandmother? •• (B) I don’t have any brothers.

3. Are you the youngest in your family? •• (C) Yes, we do.

4. How many brothers do you have?

•• (D) She is 10 years old.

5. Is your school close to your home?

•• ( E ) Yes, I am.

(B) Tommy wants a new bicycle.
3.

(A) Harry and Jane have three children.
(B) Becky has two brothers.

7

K
AC

DICTATION 1

007

1. Who is the woman speaking to?
(A) Her father(C) Her son(B) Her husband(D) Andrew

2. How old is Andrew?
(A) One month old(B) Eight months old(C) One year old(D) Nine years old008

1. She’s very
my

. She

and always(A) It’s the woman’s birthday on Friday.
(B) The woman bought him a birthday present.
(C) The woman didn’t invite him to a party in March.
(D) The woman and her sister have birthdays in the same month.

3. She’s aperson. She and my. Kelly isimportantlove being(C) One year younger than the woman

morning,.
, Paul.

old isM Do you?
months.

another?

W No! Do you

5. Who is Bill?
(A) Sharon’s wife(B) Ken’s son(C) Tim’s brother(D) Tim and Ken’s father

and I

someday.

B Listen and fill in the blanks.

W Andrew is now(D) Eight days younger than the woman

in my life. My. We can’t wait to be

M Mom,(B) The same age as the woman

and hardworking.

someday.

5. They are theMor sister?

really.

C Listen and fill in the blanks.

6. How many children are there in Bill’s family?
(B) 1
(D) 3

Hello.

to meetSharon.

all. I am Bill Reed,have two
, and

. Our

this is my

Dictation 1. She’s

have been married for overand I have only

W Good(A) The same age as the manmyeach other.

.
4. My

M
4. How old is the woman’s sister?

me with.

2. I don’t have any, so I’m very
than me, but ourareHe’ll make a

3. Why is the man surprised?

(A) 0
(C) 2

1

K
AC

A Listen and fill in the blanks.

Listen and choose the correct answer.

One dialog andone short talk tocheck listening
comprehension of
factual and implied
information.

TR

LISTENING PRACTICE

TR

Un

it

6 Unit 1: Family

Listening PracticeWarm-Up, Listen
for It, & True or False
Warm-up andListen for It focus
on listening at thesentence-level, while
True or False focuseson short conversations
and comprehension
in preparation for the
longer listening texts
found on later pages.

(B) Mr. Reese

5. (A) SisterTR

Key Words& Key Expressions

Reproduces thesentences, dialogs,
and talks from the
Listening Practice andListen for It activities togive learners repeatedlistening practice of
the unit’s material,, Tim, isbaby, Ken, is just six. We

to have a

soon.

9

LISTENING TESTK
AC

DICTATION 2

009

1. Who does Laura meet?

Dialogs and shorttalks to assesslearners’ listening
comprehension skills
up to their present
point of study

1

K
AC

Dictation 2

010

A Listen and fill in the blanks.

Listen and choose the correct answer.
(A) Steve(C) Beth

TR

Listening Test

TR

Un

it

8 Unit 1: Family

M(B) Ryan(D) Her sister. I’m Steve. Are

W Yes. My
M

2. How does Steve know Beth?
(A) He is her brother.

(B) They are best friends.

(C) They go to the same school.

(D) He is her boyfriend.

to meetReproduces the
dialogs and talks fromthe Listening Test
pages to give learners
repeated listening
practice of the unit’s
material, Laura.

W

meet you,M

Beth Ryan’s.
?

W Yes. Do
M

3. How old is Randy?

Laura?
Laura Ryan.

?
. We go to theschool.

(A) 6(B) 15

B Listen and fill in the blanks.

(C) 16, everybody. Let me(D) 6016
4. Where do Randy’s grandparents live?
(A) With Randy

myself. My name’s. Thereone, and me. We live

also(B) In a different town,

I’m

in my family—my, two, but they

parents,

Glendale. My
across.

(C) With their parents(D) In Glendale

C Listen and fill in the blanks.
W How

5. Who is Benny speaking to?
(A) His sister(B) His father(C) His best friend(D) It doesn’t say.

10 Unit 1: Family

are in yourare myW Wow! Don’t
M I’m

6. How many brothers does Benny have?
(A) 0
(C) 2

M

(B) 1
(D) 4

.
?

not. I’m the only

W Are you very
M I guess I’m, Benny?

and myhave any.
any of
to my

?
.

11

47

EASY SPEAKINGFOR SPEECHESSPEAKING

Level: Beginning
Easy Speaking for Speeches is a three-level introductory series
designed to develop the public speaking and presentation
skills of English language learners in elementary school.
Each unit features an original video presentation organized,
written, and delivered by a student presenter. These video
presentations utilize helpful sentence patterns that canbe used by students to create their own unique, polishedpresentations. Students who complete this series will gain
confidence in speaking while developing language skills they
can apply to reading, listening, and writing tasks in otherclasses.

Features• Wide variety of topics related to school subjects and daily life
• Guided exercises and activities allowing students to organize andprepare their own presentations• Multiple sample speeches providing ideas for students toincorporate in their own speeches• Fundamental speech patterns and sentence structures highlighted
in each unit to build students’ written and oral language skills• Repeated recycling of useful kid-friendly vocabulary• QR code links to video presentations given byelementary-age students

www.seed-learning.com/ESFS

Downloadable Resources:

MP3 Files

AnswerKeys

PPTStudent Book
Getting ReadyUNIT

One Thing
About Me

UNIT

01

This activity introduces students
to the unit topic using aquestion and sample answer.

01

Key Expressions
Audio

A Listen, read, and say. Then talk about yourself.

Getting Ready
Look and listen.

01

1. Hi. My name is . . .

Who are you?

2. I’m . . .

June
Jack

My name is Sam.
I’m eight years old.
I’m in fourth grade.

3. I’m in . . .

seven years oldeight years old

third grade
fourth grade

B Listen and read. Add your own ideas. Then practice.
1. I have amouse

2. I like

04

.

dog

Partner Practicecathamsterpizza

bubble tea

do taekwondo

dance

.

Partner PracticeThis is a quick speaking activity
that highlights a grammar point
and/or clarifies vocabulary.

48

A Listen and repeat.

strawberries

02

3. I

first

secondthird

fourth

B Show a number. Your partner says it.
6

fifth

for fun.

sixth
draw

Key Expressions

03

Unit 1 7

The first half of the page begins
with a partner activity that
introduces three sentence
structures. The second halfof the page provides key
vocabulary items that can beused in the target sentence
structures.

SPEAKING
Pair Work

UNIT

01

The first activity incorporates
key questions that areanswered by the content of
the presentation. With pairwork, students gain confidence
speaking with one anotherbefore giving their presentationsin front of the whole class.

Study

Pair Work
A Listen and repeat.

Study

A Practice and say.

05

My name is . . .
I’m . . . years old.
I’m in . . . grade.
I want to share one thing about myself.
I...

1. What’s your name?
2. How old are you?
3. What grade are you in?
4. What is one thing you want
to share about yourself?

1.
• My name is Kim.
• I’m eight years old.
• I’m in third grade.
• I have a dog named Bruce.
Bruce

2.

Rita / 8 / 3rd /sing for fun

3.

Frank / 6 / 1st /have a cat

Kelly / 7 / 2nd /like chocolate

B Read. Then practice each speech with your partner.
1.

My name is Eddie.
I’m seven years old.
I’m in second grade.
I want to share something about myself.
I play soccer for fun.

2.

My name is Taylor.
I’m nine years old.
I’m in fourth grade.
I want to share one thing about myself.
I like garlic bread.

3.

My name is Drew.
I’m eight years old.
I’m in third grade.
I want to share a little about myself.
I have a bird.

B Now ask and answer with your partner.
C Circle and say. Then write your own ideas.
1. (I / My) name is John.
It’s nice to meet you.
I’m six 2. (year / years) old.
I’m 3. (in / on) second grade.
I want to share one thing about me.
I 4. (like / likes) banana milk.

My
name is.
It’s nice to meet you.
I’m
old.
I’m
grade.
I want to share one thing about me.
I.

8Unit 1 9This page provides students
with a variety of examplesof sentence patterns andvocabulary they can use toexpress themselves. It also
provides fluency practice andenables learners to become
confident speakers.

Speaking Tip
UNIT

01

Presentation

Presentation

Speaking Tip

A Watch the presentation. Listen carefully.

Check ( ) the correct picture.

06

1.

One Thing
About Me

Students watch a model
presentation given by a native
English student. This allows
students to learn from a peer
and feel confident when giving
their own presentations.

2.

Video

Talk like a robot.

Talk like a person.

This section includes a useful tip
to help students improve their
public-speaking skills.

TIP
Don’t talk like a robot! Make sure your voice goes up and down.

More Expressions
Practice the expressions. Check ( ) the things that are true about you.
I have a . . .

B Watch the presentation again. Write the missing words.

Word Bank

Hi, everyone.
My name is1

years old.

I’m in 3

grade.

smartphone

2. eight / ten
3. fifth / fourth
4. French fries / snacks

chocolate

I want to share one thing about

flowers

I like4hamburgers

I . . . for fun.

me with you all.
. I like them a lot!

Thanks for letting me share.

singplay board games

do puzzles

10

Unit 1 11

UNIT

01

Your TurnFirst Draft

Plan your speech.

A Write your speech.

One Thing About MeYour TurnTitle

1. What’s your name?

2. How old are you?

My name is . . .

I’m . . . years old.

.

Opening

3. What grade are you in?

Students begin the guided
process of preparing theirpersonal presentations.

I’m in . . . grade.

4. What is one thing you want to share about yourself?
Choose one.

What’s yourname?

My name is

How old are
you?

I’m

years old.

What grade
are you in?

I’m ingrade.

What is one
thing you want
to share about
yourself?

I want to share one thing about me with you all.

Choose one!

 I like.

 I have (a) I What do you
have?
I have . . .

 What do you like?
I like . . .

 What do you do
for fun?
I . . . for fun.

More Expressions

bicycleI like . . .

1. Jamie / Janice

.

I’m 2

goldfish.
.
for fun.

Closing
Opening Ideas
Hi. / Hello. / Good morning. / It’s nice to meet you all.
Closing Ideas
That’s all. Thanks. / Thanks for listening. / Thanks for letting me share.

B Practice your speech and write your Final Draft in yourPortfolio. Then give your speech.

12Here students are exposed toadditional vocabulary
and/or sentence patterns thatwill help them with their own
presentations.

First Draft
This page provides a guided
framework that allows students
to write the first draft of theirspeech. It helps students
prepare the introduction,
body, and conclusion of theirspeeches.

Unit 1 13

Portfolio
Final Draft

Final Draft
At the top of each Final Draft
page, students will find an
additional example speech. This
example supports creativity
and reminds students of usefulsentence patterns.

UNIT

01

UNIT

01

One Thing About Me

Good afternoon! I’m Mike. I’m seven years old. I’m in second grade. I want toshare one thing about myself. I like chocolate. It’s delicious! Thanks for letting
me share.

Presentation Notecards

One Thing About Me

ExampleOpening

Body
1. My name:
2. My age:
3. My grade:
4. One thing to share:

Closing

If students need additional
assistance memorizing theirpresentations, there are guided
Presentation Notecards. On theother side of each notecard,
there is space for students to
attach their visual aids.

49

New

SPEAKING

SPEAKING FOR
SPEECHES SECOND EDITION
Level: High-Beginning to Intermediate
The second edition of Speaking for Speeches: Skills for Presentations
is a three-level series designed to develop the public speaking
skills of English language learners at the high-beginning tointermediate level. Each unit in the Speaking for Speeches series
includes twelve parts plus additional speech preparation andevaluation materials. These parts work together to guidestudents through the process of creating and delivering theirown unique presentations. There are two key video featuresof each unit. One feature is an exclusive video of a skilled
student presenter. The other is a natural, unscripted student
free talk. This series is designed to give students the skills
and confidence they need to successfully speak in front of an
audience.

Features• Wide variety of speech topics ranging from informative toentertaining personal stories• Scaffolded exercises and activities allowing speakers to organize
their ideas and prepare their presentations• Abundant sample speeches and presentation ideas• Guided speech patterns with useful sentence structures• Repeated recycling of high-frequency vocabulary• Unscripted student interviews presenting natural speech patterns• QR code links to original presentations given by talented student
presenters

www.seed-learning.com/SFS2E

Downloadable Resources:

MP3 Files

AnswerKeys

Teacher’s
SlidesTeacher’s
Guides

CEFR Level
CEFR

A2 Low – A2 High

Speech Word Count

30-55

40-65

50-75

Easy Speaking for Speeches

1

2

3

Speaking for Speeches
Speaking for Presentations

50

A1 – A2 Low

A2 – B1 Low

100-120

115-135

130-1501

2

3

180-220220-260

1

2

SPEAKING

Student Book
UNIT

01

Getting Ready

Pair Work

About MeA Listen and repeat.
Audio

Getting Ready

A Listen and write the correct letters. Not all choices will be used.

The first page in eachthemed unit introduces
vocabulary, expressions,and sentence structures
students will find usefulwhen creating their own
presentations.

a. readd. play computer games

b. take a nap
e. dancec. listen to music
f. relax

2.

3.

1.

What do you
like to do after
school?

g. do things with my friends
j. play soccer

Bh. study
k. watch TV

5.

01

watch

listenafter

1. I like tolistento

2. I like to do

likeWhat else do
you like to doafter school?

also

relax

thingsCircle and say. Then write and say your own ideas.
1. My name is Joey. I was (bornborn /
am in a big town (onon / at /live / am)in)in China. I’m ten years old, and
I’m in fourth grade. I like to read
after school.

2. My name is Anna. I was born ina town (atat / in / onon) Mexico. I’m
thirteen years old, and I’m (atat /on) seventh grade. I like toin / onlisten to music after school.

3. My name is
I was born in
I’m
and I’m inI like to.
.
years old,
grade.
after school.

school.
TV after school.

like to

Tip

music

after school.

to

4. I

B

02

with my friends

3. I also

TIP

Using In
We use in to tell where we were born. We also use in to tell our grades.
I was born in France. I was born in a big city. I’m in sixth grade.

i. watch movies
l. spend time with my dad

after school.

6

7

Presentation

Presentation

Guided Questions

A Watch the presentation. Listen for the key phrases.

2. How old are you?
I’m eleven years old.

3. What grade are you in?
I’m in fifth grade.

4. What are your favorite animals?
Monkeys are my favorite animals.

5. What do you like to do?

Key Phrases• call me• was born
• also likeB

I like to listen to music.

• a little bit• years old

6. Who do you like to do things with?
I like to do things with my best friend Paul.

Watch again and complete the notes.
nameHello! My 

7. What is one thing you want?
I really want a new phone.

is Jennifer Falcon. My friends call me Jenny. Today,

I’m going to tell you a little bit about myself. I was born in a small in California called Sonora. You can see it in these pictures. We moved here to Los
Angeles four years ago. I’m twelve grade. I like to do things with my friends after 
computer games. I Bold, and I’m in 
. We usually play

you know a few things about me. 

Take turns asking and answering the questions above with a partner.

Free
Talking

like to play basketball. Lastly, I like. I really want one, but we can’t have a horse in the city. Now



Watch and choose the correct answers.
1. How old is she?
a. 14

for letting me share.
Speech Word Count: 109

Guided Questions
Parts A & B feature
guided questions andsample answers that help
students prepare for theirown presentations. This
page also gets students
thinking about how they
can personalize their own
presentations.

My full name is Michael James Tatum.

My full name isVideoThis section also includes auseful tip to help students with
their presentations.

01

1. What’s your full name?

About MeThe Presentation page
features a video intended
to show students what
their peers are capable ofand to encourage them.
The speakers in the videos
are students from diverse
backgrounds.

UNIT

A Read and answer the questions.

04

Pair Work
The second page of each
unit focuses on speaking
and helps students develop
their own ideas about the
topic.

• I was born in Germany
Germany.
• I was born in a town
town.
• I’m eleven years old.
• I’m in fifth grade.
• I like to watch TV after school.

6.

Listen and complete the sentences.

01

1. What country were you born in?
2. Were you born in a city or town?
3. How old are you?
4. What grade are you in?
5. What do you like to do after school?

d

4.

UNIT

03

05

Video

b. 15

c. 16

2. What are her favorite animals?
a. Pandasb. Horses

c. Bunnies

89Free Talking

Brainstorm

Brainstorm

First Draft

A Think about introducing yourself. What do you like to do?
• play soccer• take a nap• watch TV• play the guitar

The two Brainstorm
activities are meant togenerate ideas without
placing importance on
sentence structure orgrammar. This is wherestudents should focus on
creativity.

• relax• dance• study•• do things with my friends• play computer games• spend time with my dad
•

UNIT

01

A Write your first draft. See the Portfolio for more ideas.

IDEAS• listen to music• watch movies• read•About MeIntroduction

Your Ideas• My name is . . .

B• My friends call me . . .

Complete the mind map. There is space to add to the map if needed.

Call meBody

Was born• Today, I’m going to . . .
• I was born . . .
• I’m . . . years old, and
I’m in . . . grade.
• I like to . . . after school.
• I/We usually . . .
• I also like . . .

Age

Name

Grade

Conclusion• Now you know . . .
• Thanks . . .

Extra Ideas

Like 1Introduction
Good morning. I’m (Peter). / Hi! It’s nice to meet you. My name’s (Rachel).

Like 2First Draft

Conclusion
Thanks for listening. / What about you?

B

Check and edit your draft. Then complete the Portfolio.
Portfolio

10

11

Portfolio

Portfolio
Portfolio
UNIT

01

Presentation Notecards

About MeThe last page of the unit,
the First Draft, helps
students prepare their own
speeches by using thewriting prompts or creating
original material.

Guidelines

ExampleFinal Draft

This unscripted free talking
section is an informal
response to the topic.
It increases exposure tonatural speech patterns
and body language, aids inlistening comprehension,and gives further ideas forstudents’ speeches.

Hi! I’m Kevin Choi. It’s nice to meet you. You can call me Kev. I’m going to tell you a little
bit about myself. I was born in a big city in Canada called Toronto. We moved here to
Tokyo two years ago. I’m eleven years old, and I’m in fifth grade. I like to do things outside
after school. I usually play baseball with my friends. I also like to skateboard. Lastly, I likecomputers. I really want a new one, but my parents won’t pay for it. I’m saving my money!
Now you know all about me. Thanks for listening!

• Use big letters. The words should be large enough to read with your notecard held at
arm’s length away from you.
• Use neat, clear handwriting. With a quick glance, you should be able to see and read
all of the words.
• Keep your notes brief. Use as few words as possible for each notecard.

The Portfolio is wherestudents write their Final
Drafts. Each Portfolio page
features an additional
example.

Presentation Notecards
About MeIntroduction
Body

Name

UNIT

01

Call meWas born

Moved

Age

Grade

My likes
1.
•

•

2.
•

•

•

•

3.
Conclusion

Guided Presentation
Notecards are provided
with the Portfolio to aid
students in memorizing
their speeches.

91

51

SPEAKINGSPEAKING FORPRESENTATIONS
Level: High-Beginner to Intermediate
Speaking for Presentations is an innovative two-book series
designed to develop the public speaking skills of adolescentand adult English language learners at the high-beginning tointermediate level. While helping students gain confidence
and improve their public speaking abilities, the series gives
students a detailed guide to the delivery of great speeches
and the preparation of dynamic presentations. This series
will prepare students for any kind of speaking from casualdescriptions of personal experiences to more formal,
research-based presentations. Central to each lesson is an
original presentation organized, written, and delivered by astudent presenter. With its contemporary approach, the series
helps students make noticeable improvements. Speakers
acquire pragmatic speech communication skills throughguided, systematic practice. The skills learned in this series
will be useful to students for the rest of their lives—both inprofessional and personal speaking opportunities.

Featureswww.seed-learning.com/SFP• Wide variety of speech topics ranging from informative speeches
to entertaining personal stories• Well-ordered exercises and activities allowing speakers to organize
their ideas and prepare their presentations• Guided speech patterns with useful sentence structures• Continual recycling of high-frequency vocabulary• QR code links to real-life videos of sample speeches andpresentations illustrating effective presentation techniques
Downloadable Resources:

MP3 Files

52

Answer
Keys

Videos

PPT

Presentations Cue Cards

SPEAKING

ListenU

Student Booknit

A Practice the language options. Say them aloud, and then practice with a partner.

ListenThis page introduces
students to the unit topic
with a variety of interactive
activities. It also gets
students to begin thinking
about what they will say intheir own presentations.

A Listen and check.

Language PracticeLanguage PracticeIntroducing Myself

1

My major is/I want to study . . . because . . .

Track 2

2.

1.

scienceart• the experiments are fun• I want to cure diseases

Name

Jana

Age

18

19

20

Favorite things to do

Name

Milo

Age

16

17

computers• I can be creative• I want to be a painter• most jobs use computers• programming is fun

18

Favorite things to do

danceplay the piano
relax
study
paint

play computer games
listen to music
hang out with my friends
sing karaoke
read

law

businesshistory• I like helping people• I like reading and writing• I can get a good job• I want to cure diseases• the past is interesting• it is easy to understandB Discuss the questions with your classmates. Write down your ideas.
B Talk to your classmates.

Ideas

What’s yourfavorite thing todo?

watch movies
play tennis
draw
go hikingtalk with my friends
cook

My favorite thing
to do is swim.

Why?

1. What are some other school subjects? Why do we study them?
Subject:

Subject:

Why:

Why:

2. What are some fun things to do? Why are they fun?
It is good exercise,and I like being in
the water.

Thing to do:

Thing to do:

Why:

Why:

6

Unit 1 • 7

Speaking Tips andExpressions
To improve their delivery,
students are given three tips
to practice while preparing
for or giving their speeches.
Students are also exposed
to additional expressions
and sentence structures that
help to provide a framework
for their own speeches.

Speaking Tips and Expressions

The first half of the page
begins with a two-person
language activity that
introduces key vocabulary/terms and sentence
structures. The second
half of the page ends withpersonalized questions thatencourage students to talkabout their own ideas oropinions. Within the firsttwo pages of each lesson,
students are exposed toseveral topic/content ideas
in preparation for their own
speeches.

Interview

A Discuss the speaking tips. Practice the techniques.

A Read through the interview. Then role-play with a partner.
What country were you born in?
• Were you born in a city or town?
• How old are you?
• What is your major?
• What is your favorite thing to do?
I was born in Vietnam.

Walk to the front of theroom with confidence.

Don’t put your hands
in your pockets or crossyour legs.

Set your feet, and standup straight.

• I was born in a small town.
• I am nineteen years old.
• My major is business.
• My favorite thing to do is watch TV.

Interview

B Read through the expressions. Then practice them with a partner.

1

Hi!
Hello everyone!
Good morning!

2

My name is Joel Brown.
I’m Lisa.
My name is Michael, but you can call me Mike.

3

I was born in Mexico.
I’m from Rome, Italy.

4

My major is science.
I want to study law.
I’m interested in computers and art.

5

Thank you!
Thanks for letting me share.
Now you know a few things about me.

B Interview three of your classmates. Use the questions from above.

Question

SampleAnswers

1

Canada2

cityPartner 1

3

18

4

computers

5

relax

Partner 2

Partner 38Unit 1 • 9Here students are given
quick speaking activities
featuring key language
to get them comfortablespeaking in pairs before
giving their presentations infront of the whole class.

Presentation
Students watch a model
presentation given by areal student in a classroom.
This allows students tolearn from a peer and feel
confident when giving theirown presentations. First,
students watch and listen
for key words. After that,they complete the script ornote-taking activity which
provides a framework fortheir own presentations.

Presentation

A Watch the presentation. Listen for the key phrases.

Write
A Think about introducing yourself. Who are you?

Key Phrases
was born
years oldmajor
also likefirst year of university
favorite thing to do

Hi! My 1
is Richard, but you can call me Ricky. Today I’m going to
nametell you a little bit about myself.
I was born in a small 2
in Florida. You can see it in these pictures.
This is my parents’ house. They still live in it. I moved to New York this year forschool. I love living in a big city. It’s a lot of fun. There are so many3
to do and places to go.
I’m nineteen 4old, and I’m in my first year of university. I don’t
have a 5, but I like 6
and sports. I want to study
education. I want to be a science teacher and a coach. But my father is a7
, and he wants me to be a doctor, too. I’m not sure what tochoose.

Major/Want to study:

Favorite thing to do:

Age:

Why:

Why:

B Write your own presentation. See page 75 for more ideas.

Introducing Myself
Introduction

Body• I was born . . .
• I’m . . . years old, andI’m . . .
• My favorite thing to do
in my free time is . . .
• I also like . . .

Conclusion• Now you know a few
things about . . .
• Thanks for letting . . .

. It’s my favorite thing to do. I play it

I also like cats. I really want one. But we can’t have any 9
dorms. Someday, I will have a cat. I’m sure of it!
Now you know a few things about me. 10

Place of birth:• Hi! My name is . . .
• Today I’m going to . . .

B Watch again and complete the script.

In my free time, I like to play 8
all the time.

Write

Track 2

C Practice. Then give your presentation in front of the class.
in theHow did you do?

for letting me share.

10

 Did you walk with confidence?
 Did you look comfortable?
 Did you stand up straight?
Unit 1 • 11Students finalize their topic
choice and brainstorm
about their own speeches.
Next, a guided framework
allows students toconsolidate those ideas
into a speech featuring an
introduction, body, andconclusion.

Video QR Codes

Present

The QR codes provide a way for students to watch actual videos of ESL student
performers. Students can observe the verbal and non-verbal cues given by thepresenters.

At the end of the unit,
students will be ready tomake their own visuals andgive their presentations infront of their peers.

53

GRAMMARHAPPY GRAMMAR
Level: Beginning to Low-Intermediate
Happy Grammar is a four-level series designed for emergent
students of English, and it focuses on fundamental grammar
structures. The books explain elementary grammar theories
with helpful illustrations and photographs. The aim of theseries is to teach the beginning principles of grammar, correct
usage, and composition. The kid-friendly layout and interesting
activities encourage students to participate. The series can beused at home or in the classroom, and it contains an abundanceof useful exercises which give students the opportunity toconsolidate what they have learned.

Features• Easy-to-follow lessons organized by how students naturally learn• Clear explanations with useful illustrations and realistic examples• High-frequency vocabulary and sentence patterns• A wide variety of exercises that make learning fun• Review sections and exams included• Pull-out workbook includedwww.seed-learning.com/HG

Downloadable Resources:

Free Online Program(See p.74)

MP3 Files

54

AnswerKeys

Word Lists

Tests

PPT

GRAMMARU

Student Book
1nit

Lesson 1

on 1

Less

Singular Nouns

Lesson 1

Look and write.

Grammar Target

1. People

3. Things
1

2

3

1

boy

Gives a short explanation of thegrammar objective in clear, concise
language. Then provides a visual
representation of the grammar
concept with interactive practice.

2

3

4

5

6

1

2

3

5

6

apple

fatherbag

familygirl
motherpencildesk

4

5

pencil6

familyshirt

teachertoy

2. Places

4. Animals
1

2

3

city

bear

farm

bird

park

house
park

cat

cat

4

5

dog

6

schoolturtle

store

tiger

4

U

8

1

nit

9

Exercises

on 2

Less

ArticlesLesson 2

A Look and circle.
1.

2.

3.

1. A + Regular Nounan / thea / antall girla boy

a / thebird

5.
a housea / anmoon

6.

The first book in the series
uses two pages to provide
an interactive practiceplatform where students
can actively learn thegrammar concept. Laterbooks condense this down
to one page and give morepractice exercises.

Lesson 2

4.

elephant

7.

8.

a city2. An + Noun Starting with A, E, I, O, or U

an / aa / thean / thea / anorangeold ballyellow store

artistB Write a, an, the, or —.
an applean owl1.

an eraser2.

3. The + Specific Nounthe sunGrammar

T ip

the moona.

ambulancea.

umbrellab.

Dr. Perez

b.

sun

3.

the yellow house4.

Do not use articles (a, an, or the) before a name.
a girl ( )a city ( )an alligator ( )an egg ( )the smart girl ( )the big city ( )the hungry alligator( )the blue egg ( )an Angela ( )the Hong Kong ( )a Minho ( )the Paris ( )a.

Great Wall

a.

man

b.

China

b.

USA

12

13

Exercises

Lesson 1

A Look and circle.
1.

house / store

Grammar Tip

B Look and circle.

2.

3.

mother / father

4.

bear / bird

2.

1.

6.

7.

jo’s hamburgers /Jo’s Hamburgers

8.
4.

Gives additional information
about the grammar target.

tiger / turtle

farm / park

shirt / toy

5.

T ip

flower / Flower
6.

boy / girlrestaurant /Restaurant

GrammarLesson 1

apple / banana
worm / Worm

5.

3.

Names are nouns. Names start with a BIG letter.

mrs. parks /Mrs. Parks

farmer / Farmer

C Look and write.
Mrs. Smith / woman
Ray / boy
Julia / girl
Mr. Smith / man
Mimi / cat

boy

Alex

doctor

Dr. Lee

2

1

Noun:

Noun:

woman

Name:

Name:

3

Noun:
Name:

Julia

city

Paris, France

dog

4

Bingo

Noun:

5

Noun:

Name:
Name:

10

11

Exercises

Lesson 2

C Write and match.

E Read and circle.

cook
nurse

egg
orangefarmerairplanemoonsun

1. The pink eraser

2. The small ballLesson 2

2.

1.
•

•

nurse
3.
•

•

a

•

•

an

•

•

the

•

4.

F Look and write.
airplanemoon•

ambulanceorange1.

elephant
sun

lemon
woman

2.

6.

5.
•

•

8.

7.
•

A girl, an

•

,

An

and the, a bird,

and the3.

D Is it correct? Write

14

3. The old shoe

4.

or .

1.

a banana2.

an car3.

the David

4.

an elephant5.

a igloo

6.

Helen

7.

a Italy8.

a kangarooAna, a lime, andAn

Exercises
A variety of practice
exercises are usedthroughout the book. They
are interesting, fun, and easy
to understand. Here you
can see that many different
activities appear in Lesson 1
and Lesson 2.

, a man,

and a
15

55

VOCABULARY

1200 KEY ENGLISH
WORDS
Level: Beginning
1200 Key English Words is a three-book series designed toprovide a solid foundation in vocabulary for a wide age range of
beginners. The words chosen for the series come from an analysisof the most commonly found words in textbooks and materials
for English language learners. The 400 words presented in eachlevel provide learners with 1,200 practical, high-frequency
English words. This invaluable classroom resource for balanced
literacy boosts reading, writing, and spelling skills and prepares
students for academic success.

Featureswww.seed-learning.com/1200KEW
Free Online Program(See p.74)• Useful photographs that illustrate each target word
• A wide variety of exercises that make learning fun and interesting• Correct pronunciation of target words indicated with phonetic
symbols• Common sentence patterns• Special thematic units• Quarterly reviews• Korean, Japanese, and Chinese language definitions available on
Quizlet• MP3 audio for download
Downloadable Resources:

MP3 Files

56

AnswerKeys

Word Lists

Tests

QuizletSoundCloudVOCABULARY

Student Book
Unit

1

Practice

New Words

A Check

Learn the words.
1

New Vocabularyball n.



They have three balls.
a red ball

[bɔl]
2

go v.



3

jump v.

play v.

read v.

see v.

I see a boy.
see you again[si]
7

ship n.



The boy is sleeping.
sleep well[slip]
9b. The cat is sleeping.

goes

play

1. We

He plays with his toys.
a fun toy[tɔɪ]

want v.

a. The cat plays with a toy.

b. We play with a ball.

play

toys

He wants the cookies.
want more[wɑnt]

jumpwith a ball.

2. They play with their

toy n.



10a. We see a dog.

reads

sleep v.



Practice

B Complete the sentences.

The ship is white.
on a ship[ ɪp]
8b. He reads a book.
4

We read our books.
read to me

[rid]
6

a. He wants a book.

b. He plays with a ship.
3

They play a game.
play with a ball[pleɪ]
5

a. He goes on a ship.

The dog is jumping.
jump up and down

[ ʌmp]
4

1

2

I go with my mom.
go home[ oʊ]There are two New
Vocabulary sections
per unit. Each section
features ten words. For
each word, students
see an interesting
photograph and reada sample sentence
to go along with thatphotograph. There isalso an additional
collocation provided
for each word. Thisadditional lexicalinformation is usefulfor memory retention
and fluency. Thesepages also provide
parts of speech andpronunciation guides
which give students all
the tools they need forsuccess.

Unit

the correct sentences.

1.

3. The girla book.

4. Theyup and down.

5. The boy

in a car with his dad.

8

9

Practice

New Words

fly v.

get v.

13

learn v.



meet v.

••• c. in the car.

•• d. the girl.

B Complete the sentences. Find and checkthe secret word.

get

15

name n.

His name is Ben.
first name[neɪm]

BenHi!

say v.

• b. a pencil.

3. She is walking
4. She is using

1

He is meeting the boy.
nice to meet you

[mit]

16

• a. with her mom.

They are learning.
learn English[lərn]



2. The boy meetsShe gets a box.
get an A

[ ɛt]

14

1

1. The boy is sitting •The bird is flying.
fly high

[ aɪ]
12

Unit

A Match the sentence parts. Then number the pictures (1-4).

Learn the words.
11

[seɪ]

name

learning

1. Sams a y s , “Hi, Mom!”

She says, “Hi!”say a word

2. We

a pizza.

She sits with her dad.
sit down

4. What is yoursays

3. Katie is17

sit v.

[sɪt]

to fly.
?

5. I

18

stand v.



He is standing.
stand up[stænd]19

use v.

[
20

walk v.

a book.
The secret word is:a

He is using a pencil.
use it/them all

z]

read

c

b

They are all walking.
walk fast

[wɔk]

10

11

Activities

Activities

Unit

1

A Write the words under the pictures.
read

want

sleep

C Complete the sentences.

learn

fly

see

go

say

1

want

name

ball

say

Hi!

Here students practice
all twenty vocabulary
words together. Students
solidify their new
knowledge by actively
practicing the newwords.

see

1.

2.

3.

4.

6.

7.

8.

Paul. They

They

to play. They can play withflyingbirds.

They areup and down.
b. jumps

2. We go on aa. ship.
b. ballc. name3. Shea. wants

on her feet.
b. saysc. stands

4. He
a. walksa pen.
b. usesc. flies

5. We
a. sitwith toys.
b. getc. play

sees

.

She

1. The dog
a. sees

nameis Mary.

She goes on a

B Circle the correct answers.

, “Hi.”

.

ship
Her

is Paul.

Lisa

a

2

5.

meets

name

Her name is Lisa. His.

c. meets

D Circle T for true or F for false.
1. She is sitting.

TF

2. She is not standing.

TF

3. She has a toy.

TF

4. He is reading a book.

TF

5. He is walking.

TF

6. He is jumping.

T

F

12

13

Bonus

1

Fruits and Farm

Fruits and Farm

Find and circle the hidden pictures.
1

2

apple

3

apricot[ˈæpl]
6

32

Each Practice section
focuses on the ten
New Vocabulary words
from the previous
page. The activities
featured on these pages
have a variety of fun
exercises. Through theuse of photographs andsentences students see
the words in multiple
contexts. This helps
students broaden theirunderstanding of eachword and makes it easierfor them to use the newwords themselves.

[bəˈnænə]
8

5

grapesbanana[ ɪprɪˌkɑt]
7

Find and circle the hidden pictures.
4

melon

papayapear[ˈmɛlən][pəˈpaɪə]

[pɛr]

lemon

[ reɪps]
9

1

chicken[ˈlɛmən]6

pineapple strawberry[ˈstrɔˌbɛri]

3cow[ˈ ɪkən]10[ˈpaɪˌnæpl]

2

duck

[kaʊ]
7

4

fence

[dʌk]
8

5

goat

[ ɛns]
9

Bonus Theme Units[ oʊt]
10

horse

rabbitsheep

shovelsnail[hɔrs][ˈræbət][ ip][ˈ ʌvəl][sneɪl]There are four Bonus
Theme Units per book.
The words are linked bytheme and hidden in acolorful illustration.

34

57

4500 KEY ENGLISHWORDSVOCABULARY

Level: Intermediate
4500 Key English Words is a four-book series for intermediate
students, designed to reinforce and expand their foundationof vocabulary. The words chosen for the series come from ananalysis of the most commonly found words in textbooks andmaterials for English language learners. The words presented
in each level of 4500 Key English Words, when combined withthe vocabulary words covered in its partner series, 1200 KeyEnglish Words, provide students with a working vocabulary of
4,500 practical, high-frequency English words. This invaluableclassroom resource for balanced literacy boosts reading, writing,and spelling skills and prepares students for academic success.

Features• Useful photographs that illustrate each target word
• Clear, easy to understand definitions and examples• A wide variety of exercises to reinforce target vocabulary• Correct pronunciation of target words indicated with phonetic
symbols• Common collocations and sentence patterns• Reviews after presentation of 100 new words to consolidate
learning• Original texts which utilize target words presented at the end ofeach Review• Appendix of prefixes and suffixes

www.seed-learning.com/4500KEW/

Downloadable Resources:

MP3 Files

AnswerKeys

Word Lists

Tests

QuizletSoundCloud

The Key English Words Series Levels
Vocabulary Levels
Titles

400

800

1200

1200 Key English Words

1

2

3

4500 Key English Words

2000

2800

3600

4500

1

2

3

4

7000 Key English Words(400 New Words/Level)58(800 New Words/Level)

5300

6100

7000

1

2

3

(800 New Words/Level)

VOCABULARY

Student BookUnit

New Words

1

Exercises 1
Learn the words.
1

 accept*to accept a giftadj. simple; fundamental

2

 basic

3

 chemical

He can do basic math.

[beɪsɪk]*basic ideas

n. a substance used to make things
She looks at chemicals.

[ˈkɛmɪkəl]4

1. produce

She accepts a box.

[ækˈsɛpt]

There are two Learn thewords sections per day.
Each section features ten
words with a photographand sample sentence.
There is also an additional
collocation provided foreach word. This extra lexicalinformation is useful for
memory retention andfluency.
These pages also provide
parts of speech andpronunciation guides.
Teachers should begin bypronouncing each word andencouraging students topractice their pronunciation.
Then teachers may
choose to read the sample
sentences aloud or havestudents take turns reading
the sentences. Talk about
the photographs while
doing this.

*to mix chemicals• b. to join

3. basic•• c. to make4. difference •• d. needed*no differencen. something that makes energy when it burns

 fuel[ˈ

He puts fuel in his car.

əl]

5. unite• e. the way things are not like each other•

1. I will get

for my car.
b. fuel

2. Tea and coffee arev. to make produce

The tree produces flowers in spring.
*to produce food[prəˈd s]b. produce

b. produce

n. steps stairs

b. accepts

10d. stairsc. chemicals

d. differences

C Match the phrase with the correct picture.
a. necessary to add liquid1.

She is sitting on the stairs.

[stɛəz]d. liquidc. unite.

a. basicb. basic stairs

c. producing chemicals
9d. fuelsc. uniteat school.

a. necessary

An oven is necessary for making cookies.
*to become necessary for[ˈnɛsəˌsɛri]

d. differencec. liquids

this gift.

a. accept

5. The scientist is mixing

adj. needed necessary

3. Please*to drink liquids

c. stairs.

b. necessary

4. I go up

The liquid is hot.

[ˈlɪkwɪd]

8*to get fueln. a substance like water

 liquid

7

d. people uniting

2.

3.

4.

*to go up the stairs

v. to join

 uniteThe boys united to win the game.

[ ˈnaɪt]*to unite people

89Exercises 2
Learn the words.
11

 although12

Although she is hungry, she won’t eat.
*Although there is/arev. to take in air

 breathe

She breathes deeply.

[bri ]

13

They are concerned about money.
*to become concerned about[kənˈs rnd]

n. a building where things are made

 factory

The factory produces chemicals.
*to make (sth.) in a factory[ˈ æktəri]

15

n. a substance like air that can be burned as fuel gas

We can cook with gas.

[ æs] harm17

 material

2. harm•• b. not common

3. rare•• c. to choose

4. select•• d. worried

5. factory•• e. to hurt

B Match the phrases and number the pictures (1-5).
1. She is selecting•

2. The burning gas•• a rare animal.
• we can’t breathe in fresh air.

3. Because of the factory, •• can harm you, so please be careful.

4. He is concerned about •• a piece of material.

5. Although he is tired,• his eyes are wide open.

•*to light gas

n. a substance that things can be made from
The man is cutting material.

[məˈtɪriəl]

1. All animals need air toa. select*a rare animalb. factory

3. We cook with*to select a book wideadj. having a large distance from one side to the other[waɪd]*wide open

The TV is wide.

d. widec. materiald. harmc. rared. gasin our kitchen.

a. although

Which should I select?

[səˈlɛkt]

c. concerned
to make a skirt.

a. gasv. to choose select.
b. breathe

2. I need a piece ofThis shop sells rare books.

[rɛr]

C Complete the sentence with the correct word.

*a piece of material

adj. not common

 rare20• a. a building where things are madeReading in the dark harms your eyes.
*to not want to harm[hɑrm]

19

1

1. concerned •v. to hurt

16

18

*to breathe in/out

adj. worried concerned

14

Unit

A Match the word with its definition.
conj. even though; despite[ɔlˈ oʊ]b. concerned

4. The river is, so we cannot swim across it.

a. wideb. factory5.

c. breathed. rarec. Materiald. Select

Tom is poor, he is happy.
a. Harmb. Although

10

11

Review

1

1

C Write the words that match the categories. Use the words in the box.

picture (1-8).
1. Fruits and vegetables are full of.

2. You can see many

instrumentin Paris.

3. I use

languages when I travel.

4. There are lots of houses in my
5. A(n).

is necessary for a musician.

6. The flash ofhoneyplastic

statuesneighborhood

garbagevitamins

lightningbranchforeign

drama
concert

1. Things made by naturechemicals
diamonds

lightning
performance

2. Things made in a factory

festival
vitamins

potterydust

3. Things you can watch

honey

frightened the woman.

7. It’s a good idea to separate

After every five units,
students are presented witha four-page review unit
which provides extensive
practice and review of thewords from the previous
five units. Students solidify
their new knowledge as
they encounter thesewords in a variety of newcontexts. Students cancomplete these units at
home, as homework, or inclass, either alone or with apartner.

Exercises 1 & 2 focus on theten new vocabulary words
from the previous page.
The activities featured
on these pages test thestudents’ recollection of
meaning, ability to use
the word in the correctcontext, and ability tointerpret an image andmatch it to a relevant
description. Through theuse of photographs andsentences, students see thewords in multiple contexts.
This helps students broaden
their understanding of eachword and makes it easier forthem to use the new words
themselves. The Exercises
pages end with a checkof the students ability totranslate the words into andfrom their first language.
Students can complete
these activities on their own
or in small groups.

Review

Units 1-5

A Write the correct word in the blank. Use the words in the box. Then number the correct

8. A tree

Review Units

Practice Exercises

B Complete the sentence with the correct word.

a. basic

6

1• a. simple; fundamental

a. chemical

There is a difference in their heights.

[ˈdɪ ərəns]•

2. necessary •n. the way things are not like each other difference

5

Unit

A Match the word with its definition.
v. to take.

fell on the roof of my house.

a

b

c

d

e

f

g

h

D Write the correct phrase in the blank.
breathe ina quiet neighborhood

B Choose the correct word form to complete each sentence.
1. The factory increased its
a. produce.

b. producible

c. production

2. The musician will do his performancea. differ
3. A

d. produced

next time.

b. different

carry a backpack
light the gas

when the temperature is hot.

2. Most students

to school.

3. You have toto cook food.

4. It is not good tochemicals.

5. Pandas and tigers arec. differenced. differently

rare animals
drink liquids

1. Remember to.

6. Although I live in a city, I live in.

took my watch and phone.

a. robb. robberc. robbed

4. The high price of fuela. concernsd. robbing

my father these days.
b. concerned

5. Karl makesc. concern

d. concerningc. beautifully

d. beautify

pottery.

a. beauty

b. beautiful

6. The band’s concert was a greata. succeed
7. The passenger
a. happinessc. successc. unhappy

8. Our flight to Tokyo was verya. calm

d. successful

accepted two snacks.
b. happyd. happily.

b. calmly

1. pretend•• a. getting the result you want

2. image•• b. the top layer of earth

3. basic•• c. to make believe

4. successful •.

b. successfully

E Match the words with the correct definitions.

c. calmness

d. calmed• d. small pieces of dirt

5. lower•

6. root•• f. to move down

7. soil•• g. a part of a plant that is underground8. dust•• h. simple• e. a picture28

29

Appendix and Index
Bring It TogetherF

1Complete the crossword.

Review

1

Read the passage.

2
3

A Successful Woman

4

5

6

We all want to be successful. But what is necessary for
us to do well? First, find things that you are talented at. Next,
decide what brings you happiness. Then select a goal. But
it will not be easy. There will be various difficult times. Whenthings seem bad, don’t give up. One successful person was
Frida Kahlo. Her life was not easy at all. But she did not giveup.
Frida Kahlo was a female artist from Mexico. When she
was six, she got very sick. One of her legs was harmed. Other
children were unkind and made her feel uncomfortable atschool, but her father encouraged her to play sports. Frida was
a very good student and she wanted to become a doctor. But
when she was eighteen, she was in a bus accident. Her legs
were hurt in the accident. While she was in the hospital, shebegan to paint. She found that she was talented at painting!
She met a famous artist and showed him her art. He said that it was very good, so she
decided to become an artist. She traveled a lot in Mexico and the United States. Her work had
a lot of Mexican cultural images within it. Soon people knew Frida’s work in Europe, too. Sadly,
Frida did not live a long life. But we can still see her work these days.
We cannot pretend that it is easy to become successful. But Frida’s story shows us that
we should try our best.

7

8

9

Across

2. a trip on an airplane
3. for one person
5. a shape with a square base and triangular sides
6. My sister has a good
, but I forget things.
8. a light meal
9. I need money, but I have.
Down

1. of arts, music, and literature
4. the people watching a play, opera, etc.
6. Let’s buy some fruit at the.
7. A car is made of, glass, and plastic.

A Write T for true or F for false.
G Choose the word most similar to the underlined word.
1. The band has two female singers.
a. maleb. womenc. roled. roof

2. There was a mysterious light in the sky.
a. strange

b. uncomfortablec. soild. underground

3. There are exactly 232 people in this building.
a. noneb. branchc. precisely

d. aboutc. gasd. vitaminsc. produce

d. hurt

4. There was a lot of garbage in the park.
a. rubbish

b. snacks

a. greetb. disagree

To be successful, you should select a goal.

2.

Frida Kahlo was a male Mexican artist.

3.

Frida’s art had many cultural images within it.

4.

Frida Kahlo was talented at painting.

B Find the underlined word in the passage with the closest meaning.
1. Which word means hurt?
hurt
2. Which word means pictures?
3. Which word means choose?

5. Breathing in chemicals can harm you.

30

1.

31

At the end of eachbook, students will finda list of useful English
prefixes and suffixes.
An understanding of
the meaning of prefixes
and suffixes will assist
students when theyencounter new words.
Each book in the seriesalso features an index of
all the words introducedin each day’s lesson.

59VOCABULARY

New7000 KEY ENGLISH
WORDS
Level: Advanced
7000 Key English Words is a three-book series designed to provide
learners with an essential foundation of commonly encountered
English words found in both spoken and written English. The
eight hundred words presented in each level, combined withthe vocabulary words covered in its partner series, 1200 KeyEnglish Words and 4500 Key English Words provide students witha working vocabulary of 7,000 practical, commonly encountered
English words.
7000 Key English Words is divided into forty units. Each unit
introduces twenty new words accompanied by a pictorial
representation, pronunciation guide, sample sentence, word
stem information when available, and an example of acollocation. 7000 Key English Words will prepare students toread, understand, and use English effectively, while enrichingand expanding their vocabulary at the advanced level.

www.seed-learning.com/7000KEW

Features• Useful photographs that illustrate each target word
• Clear, easy to understand definitions and examples• A wide variety of exercises to reinforce target vocabulary• Correct pronunciation of target words indicated with phonetic
symbols• Common collocations and sentence patterns to increase student
understanding and ability to use target vocabulary• Useful word stems provided to enhance recognition of familiar
word parts and facilitate learning• Review units after presentation of every 100 new words toconsolidate learning• Original texts which utilize target words presented at the end ofeach Review• Appendix of common word stems, prefixes, and suffixes• Index of all target vocabulary to allow students to find words
quickly
Downloadable Resources:

MP3 Files

60

AnswerKeys

Word Lists

Tests

VOCABULARY

Student Book
Practice 1

Unit

New Words
Each section features ten
words. For each word,
students see an interesting
photograph and read asample sentence to go
along with that photograph.
There is also an additional
collocation provided foreach word. This additional
lexical information is usefulfor memory retention andfluency. These pages also
provide parts of speech andpronunciation guides. Word
stem information is also
provided for many of the
new words.

1

Learn the words.

1

 abrupt[əˈbrʌpt]2

 ambivalent[æmˈbɪvələnt]

3

 chancellor[ˈt ænsələr]

stop.

an abrupt slope

adj. being unsure of how you feel; having two opposing feelings➞ The woman feels ambivalent about healthy eating.

highly ambivalent-val- (value)

n. a person of high rank in a university or government in somecountries➞ Angela Merkel was chancellor of Germany for 16 years.

a university chancellor

1. legislate•

2. ambivalent •• b. to realize ahead of time

3. confidential •• c. sudden

4. abrupt• d. not to be shared with others•

5. foresee•

6. mortgage•• e. unsure of one’s feelings• f. to create a new law

B Choose the correct words to complete the sentences.
1. Theof the college library will be inconvenient for students.
b. mortgage

a. foresee

a. disapprovebe confidential

strongly disapprovedis- (not)v. to realize or understand something before it happens➞ Joe wishes he could foresee his future.

 foresee[ ɔrˈsi]7b. lawsuit

n. a problem taken to a law court to get a legal decision➞ The judge finally made a decision in the lawsuit.

a. legislateb. lawsuit

v. to create a new law➞ Recently, the government is legislating against gas-poweredcars.

to legislate forn. legislator, n. legislation

leg- (law)b. foresaw

to pay off a mortgagec. disliked

2. The chancellor felt ambivalent about the recent protests against war.
a. indecisiveb. unflatteringc. minimum

3. This information is highly confidential, so it must be password protected.
a. ambivalentb. mortgagec. secret

4. When the supermarket roof collapsed, there was abrupt chaos.
a. unexpectedn. money that the bank agrees to lend you to buy a house➞ We took out a mortgage of $250,000 to buy a house.

 mortgage[ˈmɔr ɪd ]10c. disapprove

1. My mother strongly disapproved of the holes in my jeans.

to bring a lawsuit legislate[ˈlɛd ɪsˌleɪt]

9c. conception

is carefully controled.

C Choose the words or phrases which are closest in meaning to the words in bold.

be impossible to foresee lawsuit[ˈlɔˌs t]c. optician, the University of California does.

b. chancellor

5. The ability toa. stabbed
8c. contaminate

against the man who ran over her dog.

4. While not all American schools have aa. closure

v. to consider something wrong or bad➞ The woman disapproves of her daughter’s hair color.

 disapprove[dɪsəˈpr v]

6that my bus would be canceled.

b. legislate

3. The woman brought a(n)adj. secret or private➞ Doctors must keep your information confidential.

c. closure

2. I missed my exam because I did nota temporary closure confidential[ˌkɑn əˈdɛn əl]5

1• a. money that you borrow to buy a housea. chancellorn. the act of stopping the operation of a business or organization➞ The workers hope to prevent the factory closure.

 closure[ˈkloʊ ər]

4

Unit

A Match the words to their meanings.
adj. sudden and unexpected, often unpleasant➞ The accident occurred when the front car came to an abrupt

b. lawsuit

c. closure

5. Although he was good at art at school, none of his teachers foresaw that he would become
an artist.
a. distorted

b. producedc. predicted

89Practice 2
Learn the words.
adj. lacking experience of life; too easily trusting of others➞ I was naïve to think I didn’t need to watch my bag.

 naïve[nɑˈiv]11

v. to make it difficult or impossible for someone to move forward➞ The parked car is obstructing the sidewalk.

1

 privatize[ˈpraɪvəˌtaɪz]

15

 rave[reɪv]

1. to block or put difficulties in the way of something•• a. so

2. serious and sensible•• b. ra3. excessive pride or interest in one’s appearance•• c. pr4. to transfer a business from public to private ownership •or control• d. va

5. to speak in a excited and enthusiatic way•• e. ob

6. feeling or attitude•• f. seadj. showing strong support for one particular person, group, partisan[ˈpɑrtəzən]

14

to obstruct a viewn. obstruction, adj. obstructiveob- (against)

13

sound naïve

adv. naïvely, n. naïvety

 obstruct[əbˈstrʌkt]

12

Unit

A Complete the words and match them with the correct definitions.

or idea➞ Partisan attitudes can lead to fighting, and even war.

partisan politics

B Check the sentence that is true.
1.

a. You are naïve if you send your bank account details to a stranger.

v. to transfer a good or service from the public sector to private

b. You are naïve if you put a password on your phone.

ownership➞ These days many cities are privatizing waste management.

privatize utilities

n. privatization

2.

Practice Exercises
Practice Exercises 1 & 2
focus on the ten new
vocabulary words from theprevious page. The activities
featured on these pages test
the students’ recollectionof meaning, understandingof the usage of each word,
and the ability to use theword correctly in a newcontext. Through the useof sentences and shortpassages, students see thewords in multiple contexts.
This helps students broaden
their understanding of eachword and makes it easier forthem to use the new words
themselves.

a. If you obstruct someone’s plans, they will be pleased.
b. You might rave about a movie if you enjoyed it.

3.

n. a feeling or attitude➞ People often express a negative sentiment toward the4.

to rave over sentiment[ˈsɛntəmənt]

16

v. to talk in a fast and excited way➞ Lucy raved about the restaurant she ate at yesterday.

homeless.

public sentimentsent- (feel)17

b. A sports referee must not be partisan and should treat both teams equally.

a sober expression

b. Someone who tells a lot of jokes is a sober person.

 tabloid[ˈtæbˌlɔɪd]

19

 vanity[ˈvænəti]20

 whatsoever[hwʌtsoʊˈɛvər]a. When a company is privatized, the government now owns it.

C Complete the passage using the words in the box.

n. a newspaper with small pages, short articles, and often less18

a. A tabloid often has photos of celebrities on the cover.

5.

b. You should not share confidential information online anywhere whatsoever.

adj. serious and thoughtful➞ Gavin has a sober view of life.

 sober[ˈsoʊbər]a. Vanity is a quality that everyone likes in a friend.

serious news
➞ Carrie likes tabloids because they are easy to read.
in the tabloids

n. the state of being excessively concerned about and proud of

one’s appearance➞ Some believe that social media is impacting personal vanity.
great vanity
adj. vain

tabloids

whatsoever

partisansober

Many people believe that it is 1

sentimentnaïve

to believe everything you read in the. Although they often claim to express public 32also known to tell lies with no hesitation, they are. They like to promote

45

politics through their divisive articles. You should keep a6mind and think critically before accepting the information they present.

adv. used to emphasize an idea expressed in a negative phrase➞ She has no interest whatsoever in this book.

nothing whatsoever

10

11

Review

1

Units 1-5

Review

1

A Write the missing letters to make the correct words.

C Choose the correct word to complete each sentence.

1. Re productive

1. He believes there’s no such thing as too much

health is important if you want to start a family.

a. jurisdiction

2. A war

nt is often in a lot of danger.

3. All shhave the right to cast a ballot at the annual meeting.

4. The car came to an ab

Review Units

7. The skeptic felt duto donate surplus

a. naïve

a. cynicaldeliberate
tabloids

hasslepresidency

tribunals taking place in the courthouse.
are not known for high quality journalism.

5. The electorate knew the upcoming referendum might cause
6. The person who holds the office of theinformation.

8. Partisan politics oftenchanges.

.

the process of making new laws.

9. It was ac. demography•d. tangibled. breakdown• a. a close and careful examination

2. sentiment•• b. disgusting dirt or waste

3. vanity•• c. to exchange

4. swap•• d. serious and sensible

5. dubious•• e. unsure if something is true

6. verbal

hears a lot of confidential

7. Workers must be attentive when they are checking

d. impeach

about vaccines.

b. skeptic

1. soberto pick up someone at the airport.

3. There were threec. socialist

D Match the words with the correct definitions.

about the movie, but it wasn’t that great.

2. It is such ac. liberate

about romance after his last relationship ended.
b. velvet

a. statuted. closures

my grandparents’ village in the war.

8. I wish my sister wasn’t such asimultaneous
undermined. civic.

c. wardrobes

b. bewildered

7. He became quite

raved
unanimousd. manifest

d. restitution

c. judicial

b. doctrines

a. whatsoever

the woman he was talking to, causing her to become

1. Many people

4.

b. monopoly

a. alumni

6. Fortunately, the army was able to

B Fill in the blanks with the correct words from the box.
major
inventoryc. privatize

c. perjury

branch of government has to do with courts of law.

5. The major snowstorm caused a lot of school

the payments on his mortgage.

d. conception

health care, and it became more expensive.

b. replicate

b. verbal

4. Theabout the government’s plan to improve gender equity.

10. The plaintiff inhysterical.

c. closureskills have to be excellent if you want to be an actor.

a. verb.

8. The proprietor of the linen company made a plmaterials to local schools.
9. The man lost his home when he te

After every five units,
students are presented witha four-page review unit
which provides extensive
practice and review of thewords from the previous fiveunits. Students consolidate
their new knowledge as
they encounter these words
in a variety of new contexts.

a. deploy
3. Your

nt’s testimony.

6. The public disapproved of the chancellor’s exb. publicity

2. The government decided tostop when the light turned red.

5. The magistrate had a query about the, so he’s always in the news.

•• f. concerned about one’s appearance

7. scrutiny•• g. a feeling

8. filth•• h. made of words

9. foresee•

10. chromosome •• i. a part of a cell which carries genes• j. to realize something before it happens

choice to wear pants with an elastic waist to the dinner party.

10. The caucus came to adecision.

28

29

Appendix and Index
Review

1

E Choose the correct word to complete each sentence.
Vocabulary Words

Related Word Forms

G Read the passage.
Sentences

Last year, I was a correspondent for my school newspaper. I love writing and I want
to study journalism at college. I wrote about the election for class president. Three students
were nominated. Each student had a different campaign. Student A used aggression. She
intimidated other students and said that if they didn’t vote for her, her aides would spreadlies about them on social media! Some students became hysterical and told the teachers.
Of course, they disapproved of Student 1’s tactics. She was removed from the election.
Student B made a pledge to have velvet curtains put in every classroom. She also
promised that every student would get free donuts every morning. Her promises were
dubious. Where would the money come from? The students didn’t believe her ideas wereviable. I was certainly a skeptic when I heard her speech.
Student C got less publicity than the other two. She asked
students to be kind to each other. She asked everyone to think
about ecology and to waste less food in the school cafeteria.
She asked them to look at their wardrobes and donate surplus
clothes to the poor! She said that she had no interest in power
whatsoever.
On election day, the students filled out their ballots. Everyvote was anonymous. And the winner was? Student C because
she was so nice to everyone!

I wish my kids wouldin me about their problems.

1. confidential (adj.)

confident (adj.)

confide (v.)

2. legislate (v.)

legislative (adj.)

legislature (n.)

The
has been
working on writing new laws.

3. defendant (n.)

defend (v.)

defense (n.)

The boy tried tohimself from the bullies.

4. attentive (adj.)

attention (n.)

attend (v.)

You need to pay
your teacher.

to

5. nominate (v.)

nominee (n.)

nomination (n.)

She was a
Oscar for Best Actress.

6. reproductive (adj.)

reproduce (v.)

reproduction (n.)

Rabbits

for the7. ideological (adj.)

ideology (n.)

ideologically (adv.)

We often feel wary of people
whose thoughts aredifferent from our own.

8. viable (adj.)

viability (n.)

viably (adv.)

very quickly.

The recent increase in our expenditures
is threatening theofour business.

Write T for True or F for False.
1.

Three students became class presidents.

2.

F

Circle the correct words to complete the sentences.

1. Everyone else voted yes, but I felt I had to replicate / dissent.
2. The criminal tried to obstruct / impeach the investigation by hiding evidence.

a. They were persuaded by them.

b. They doubted them.

3. I am studying coastal ecology / demography because I want to be a biologist.

c. They felt intimidated by them.

d. They felt comforted by them.

4. We had to get a mortgage / lawsuit from the bank in order to buy our house.

4. Why did Student C win the election?

5. Elastic / Linen clothing is nice and stretchy, so it’s great for doing sports.
6. She likes statutes / tabloids because they are light and easy to read.
7. The company had to pay restitution / statute to the employees who were injured in the
explosion.
8. The plaintiffs / shareholders decided to sell the company to an entrepreneur.

30

One of the students behaved very badly toward other students.

Choose the correct answer.
3. How did students feel about Student B’s promises?

a. Because she was prettier than the others.
b. Because she paid students.
c. Because she promised to give students clothes.
d. Because she was a kind person.
Find the underlined word in the passage with the same meaning.

9. Many candidates are on the ballot / beneficiary in this year’s election.

5. Which word means in an uncontroled state of emotion?

10. The electorate / reef was fed up with all the political infighting and corruption.

6. Which word means the activity of giving public attention to something?
7. Which word means without giving one’s name or identity
identity?

31

At the end of each book,
students will find a list of
twenty-five useful wordstems used in English. An
additional list includes
some of the mostcommon affixes that areadded to word stems tocreate words. Knowing
the meaning of thesestems and affixes willassist students when theyencounter new words.

61

TEST PREPEIKEN NAVI
Focusing on Grade 3 of the EIKEN test (Test in Practical English
Proficiency), this book is ideal for both students who want to study
for the test, and for any middle school student wishing to improvetheir English skills. The book exposes students to everyday English
vocabulary, grammar, and expressions. The four major skill areasof listening, reading, writing, and speaking are taught, making
this the ideal study tool for a student looking for a well-rounded
approach to studying English.

Features
Each unit targets the following areas:• Vocabulary acquisition: High frequency English words, phrases,
and expressions likely to be used on the test
• Listening: Practice activities that will not only prepare students forthe listening test, but also for everyday English listening• Reading: A variety of passages written in carefully gradedlanguage with related practice questions• Writing: Scaffolded writing activities to build writing confidence
and skill• Speaking: Practice activities with tips to develop self-confidence inoral expression• Mini-Test: EIKEN style practice questions for each of the sections of
the Grade 3 test

Additional Features• Practice Test: A full length practice test is included at the end of
the book.
• Answer Keys: Answer keys and sample answers are provided for allpractice activities.
• Transcripts: Transcripts are available, so students can check theirlistening comprehension and ability to distinguish words.
Downloadable Resources:

MP3 Files

AnswerKeys★

62

TEST PREPEIKEN NAVI: GRADE 3 SAMPLE UNIT
Unit 1 Family

Unit 1

Unit 1

VocabularyA

Key PhrasesA

Write the words under the correct pictures.
kittencheerful

elementary
grandson(1) take agranddaughterheroschool(2)(3)

Key Expressions

A

Study the phrases. Choose the correct answers.
look like

nurse
photo

A
The house is too big for one person.

I agree.

count onI’m counting on my mom to help me with my homework.

May I borrow a pen?

Here you are.

used toWe used to be best friends.

Jane isn’t coming to the party.

Why not?

put away

She put away the dishes after dinner.

Let’s go shopping with Mom.

Sounds great!

no longer

Jason no longer lives here.

It’s time for dinner.

Let’s wash our hands.

Look at this kitten!

Let me see.

at lastAt last, she took a good photo of the whole family.

(1) (Put away / Look like) your clean clothes after you fold them.
(2) We often go to the park (no longer / on weekends).
(3) You can (at last / count on) a hero to help you out.
(4) My family (used to / no longer) live in Canada when I was young.
(5)

B

(6)

(7)

(8)

B

age

without

person

trick

funny

loudest(1) The train has arrived
1 look likenephew.
2 put away

3 count on(2) As he gets older, my nephew
1 count on
2 no longer(1) My brother’s son is my.

(3) The grandson was told to1 used to
2 count on(2) They are watching amovie.

(4) A: Does Tim still play soccer?
B: He, but now he plays tennis.
1 on weekends
2 used to(3) My mom is a very interesting.

C(4) My brother is the
person in our family.

3 no longer

4 put away

3 count on

4 put away

(5) The dog is doing aa funny person
used to go to school(1) My grandson?

Read the student’s report. Then choose the best response to each question.

My Family
By Rosie Jones
My name is Rosie, and I’m twelve years old. I go to elementary school. I’m in Mr. Clark’s Grade
7 class. I have two older brothers and one younger sister. My brothers are always trying to

2 Sounds great.
4 Why not?

play tricks on me! They are very funny. My sister likes to take photos of people and places.
She’s very good at it. I look like my mom. Her name is Meg. She works as a nurse. My dad’s
name is Max. He works as a dentist. On the weekend, my family visits my grandparents.

(3) Man: I didn’t think that movie was very funny.
Woman: () I liked it.
1 Why not?
3 Sounds great.

They live by the beach. My grandparents love to spend time with their grandsons andgranddaughters. I’m lucky to have such a great family!

2 Here you are.
4 Let me see.

(4) Mother: This is a great photo of you!
Son: () Oh, right. Dad took this one of me.

take photos of our family
count on a hero

1 It’s time for bed.
3 Here you are.

out of anyone in our family.

(4) Beth

1 Here you are.
3 Let me see.

, but now she works as a nurse.

(5) On weekends, my mom always wants toat the funny(6) Matt is.

(2) Who does the family visit on the weekend?

1 A girl’s grandfather.
2 A girl’s family.
3 A girl’s Grade 7 class.
4 A girl’s parents.

2 Let me see.
4 I agree.

(5) Boy: Do you want to go out for dinner on Friday?
Girl: () Where should we go?

to save the day!

(3) My dad has the(7) She likes her coffee with milk, and he likes
his coffee
milk.

(1) What is the report about?

his father, but he doesn’t look like his mother.

(2) You can

7

No, she doesn’t. She looks like her dad.

Does Emily look like her mom?

B

2 I agree.
4 Sounds good.

1 Let me see.
3 It’s time for school.

.

(8) Alan isjoke.

He heard a funny story.

Why did Tom laugh?

Write the correct words in the blanks.
loudest laughlooks like(6) Can you guess the girl’s
She is fifteen years old.

Yes, he arrived first.

Did he go to the party?

(2) Girl: What time is it?
Boy: () Let’s hurry.

4 on weekends

Yes, she’s a nurse.

Does your mom work at a hospital?

Choose the expression that best completes each dialogue.

1 Here you are.
3 Let me see.

4 at last

his mother.
3 looks more likehis toys.

Yes, I have one brother and two sisters.

Do you have any brothers or sisters?

(1) Man: I’m very sick. I think I should go see a doctor.
Woman: () I’ll take you there.

Choose the phrase that best completes each sentence.

Complete each sentence with the correct word. Use the words in the box.
laughing

B

Do/Does/Don't/Doesn't Questions

Study the questions and example answers.

B

They don’t go to elementary school on weekends.

on weekends(4)

ReadingA

Study the expressions.

My brother looks like my dad.

1 A nurse.
2 Their grandsons.
3 The dentist.
4 Their grandparents.

(3) Who does the girl NOT talk about?
2 It’s time for dinner.
4 Sounds great.

(4) Who does the girl look like?

1 Her nephew.
2 Her dad.
3 Her sister.
4 Her mom.

. He’s always playing tricks on people!

89

1 Her mom.
2 Her dad.
3 Her sister.
4 Her grandmother.

10[ Vocabulary ][ Key Phrases ][ Key Expressions ][ Reading ]Each unit starts with themed
vocabulary that students willfind useful, both for the test
and for further English studies.

Students learn common
expressions and phrasal
verbs that are part ofeveryday English.

This section teaches
useful English expressions
and provides practice inusing them in context.

The Reading page focuses onpractical language functions
and provides reading
comprehension practice.

Unit 1

Unit 1

Writing

A

ListeningA

Read the question. Circle the picture and details that best answer the question for you.
Who is in your family?
(1)

(3)

sisterfunny(1) I have aCfishtalking

people.

(3) I have aand a(4) I likewith them.

big
shopping

A Family Tree

3

A family tree shows who yourfamily members are. The
youngest people in your family
are at the bottom. The oldest
people are at the top. People
think a family tree is a fun way
to learn about their family.

2

3

1

2

They are walking to school.
Talk about the passage and the picture.
(1) Please look at the passage. What is a family tree?

Listen to the dialogue and question. Choose the best response.
(1) 1 A dog.
2 A cat.
3 A kitten.
4 A hamster.

(2) 1 His son.
2 His hero.
3 His granddaughter.
4 His grandson.

(3) 1 Comedies aren’t funny.
2 The action movie looks more interesting.
3 Comedies are better than action movies.
4 The comedy looks more interesting.

(4) 1 Saturday.
2 Sunday.
3 Friday.
4 Tuesday.

.
(2) Please look at the picture. How many people are in the family?
.
(3) Look at the people at the top of the picture. Who are they?
.

C

Talk about yourself.
(1) Who is in your family?

C

What do you like to do with your family?
I like to 1

3.

Write your response to the question and support it with two details.

with my family. It’s fun because

2
4

2

B
B

family.

(2) They are1

The girl is with her grandmother.

1

grandparents
small

Read the passage silently for 20 seconds. Then read the passage aloud and look at the
picture.

(4)

A man is visiting the doctor.

My pets

1 I have a dog and a kitten.
2 I like playing with them.

Complete each sentence. Use the words below and your own ideas. Use the correct form.
family
nice

3

(3)

(4)

My grandparents

1 I have a grandfather and a grandmother.
2 They are always cheerful.

2

The family is taking a photo.

1 I have a brother and a sister.
2 They both make me laugh.

A

(2)
1

My brother/sister

1 I have a mom and a dad.
2 They are nice people.

B

(1)

(2)

My parents

Speaking

Tracks 2~4

Look at the illustration and the description. Then listen to the dialogue and responses.
Choose the best response.

. I also like to 3.

with my11.

Listen to the English passage and choose the best response.
(1) 1 They are not cheerful.
2 They are kind.
3 He wants to be a nurse.
4 Nurses have many heroes.

(2) 1 One.
2 Two.
3 Three.
4 Four.

(3) 1 The boy’s sister.
2 The boy.
3 The boy’s mom.
4 The boy’s dad.

(4) 1 Every day.
2 Every other day.
3 Once a week.
4 Once a month.

(2) Does your family have any pets?
Yes.
No.

Please tell me more.
What kind of pet do you want?
Speaking

Tip

Practice speaking English with a friend orin a small group of three or four students.
It will help you feel more comfortable.

12

13[ Writing ][ Listening ][ Speaking ]With its scaffolded approach, Writing
guides students so that they are able
to compose a short paragraph about
a topic that relates to their own lives.

As listening skills form a corecomponent of the EIKEN, Listening
provides extensive practice of
EIKEN-style listening questions.

EIKEN Navi recognizes theimportance of developing English
speaking skills. Each unit devotes
an entire page to speaking practice.

Mini-Test 1

Mini-Test 1

Mini-Test 1

Reading

Writing

Part 1

Part 3Choose the correct word to complete each sentence.
(1) “What is he laughing at? There’s nothing (1 trick

1 loudest2 nephew

4 without

3 cheerful

4 tricks

Our new music teacher, Ms. Shaw, will direct the play. We want to welcome Ms. Shaw to ourschool, and we know she will do a great job as director.

4 without

Please note that we decided to move auditions* to after the school holidays. With vacations andother family engagements*, this can be a very busy time for both students and families. We hopethat after the break, students will be excited to be part of the school play.

) when they go on vacation.
2 photos

3 heroesPart 2Choose the best sentence that completes each dialogue.
(6) Boy: Julie, can you help me wash and put away the dishes, please?
Girl: Sure! Pass me the soap.
Boy: ()
1 I agree.
3 Only on weekends.

2 Here you are.
4 Why don’t you help?

(7) Girl: Your kitten is so cute!
Boy: ()
1 She sounds great.
3 Please let me see.

2 She’s my hero.
4 Yes, I really love her.

(8) Man: Which girl is Mary? Is she the one without the hat?
Woman: No. () She went home about an hour ago.
1 She looks like him.
2 She lets me see it.
3 She is no longer here.
4 She can count on it.

14(12) Who will be the director of the play?
1 Ms. Shaw.
2 Gomez Addams.
3 Mr. Andrews.
4 Morticia Addams.

(1) 1

2

3

(2) 1

2

3

(3) 1

2

3

(4) 1

2

3

Where is a good place to go on vacation with your family?

Part 2
Listen to the dialogue and question. Choose the best answer. The dialogue and question
will be spoken twice.

*audition オーディション*engagement 約束(11) Who can audition for the play?
1 Only students from the drama club.
2 Students from other schools.
3 Parents and teachers.
4 Students who go to the school.

Most people like taking photos of their friends and family. Some people take photos ofthemselves. This is called taking a ‘selfie.’ People take photos to remember the important
people and events in their lives.

0. Please read the QUESTION carefully.

Auditions: February 22nd & February 23rd 6:00 p.m. – 8:00 p.m. Please sign up before February
21st. Remember to write your full name, age, and grade.

(10) Who is Mr. Andrews?
1 An actor.
2 A student.
3 A music teacher.
4 A drama teacher.

Taking Photos

Look at the illustration and listen to the dialogue and responses. Choose the best
response.

QUESTION

As in the past, our play is open to all students at Ashland Middle School. All students who want
to be in the play will get a part. But we will use the auditions so that each student gets the best
part for his or her skills. If you want to be in the play, you MUST come to one of the two auditionnights.

(9) What is the notice about?
1 Audition night.
2 The drama club.
3 A school play.
4 The Addams Family.

Interview

Tracks 5~7• Responses that are judged as not answering the QUESTION may be given a score of

The play for this year will be The Addams Family. The important members of this family are Gomez
and Morticia Addams, their children Wednesday and Pugsley, and close family members Uncle
Fester and Grandma. Do you want to be in The Addams Family?

4 nurseMini-Test 1

Listening

Part 1

be graded.

We’re happy to announce that the Ashland Middle School play will soon be here. We used to
do the school play in December but this year, we decided to do the play in May. Please read thenotice carefully. Then let the drama teacher, Mr. Andrews, know if you have any questions.

3 grandson) on his friends.
2 school(5) My family takes a lot of (1 laugh

3 heroSchool Play

4 funny) love to go fishing together.

2 kitten(4) Brian enjoys playing (1 granddaughter

3 person) voice when he’s angry.

(3) The grandfather and his (1 person

Read the passage. Then choose the best response to each question.

) about it.”

2 age(2) My father has the (• A foreign friend has asked you the following QUESTION.
• Write your opinion about the QUESTION and support it with TWO reasons.
• Suggested Length: 25-35 words.
• Write your essay in the space provided below. Any writing outside the space will not(5) 1 The boy’s brother.
2 The boy’s grandfather.
3 The boy’s father.
4 The boy’s uncle.

(6) 1 Sing.
2 Dance.
3 Act.
4 Paint.

(7) 1 In a new neighborhood.
2 Near the school.
3 In an old house.
4 On the boy’s street.

(8) 1 Take photos.
2 Look at the man’s camera.
3 Buy a new camera.
4 Go to the camera store.

(1) Please look at the passage. Why do people take photos?
(2) Now, look at the picture. How many people are in the photo?

Part 3
Listen to the English passage and choose the best response. The passage and question
will be spoken twice.

1516(9) 1 Her uncle.
2 Her grandparents.
3 Her aunt.
4 Her nephew.

(10) 1 His foot.
2 His head.
3 His leg.
4 His arm.

(11) 1 He is not funny.
2 He likes playing tricks.
3 He is very loud.
4 He tells funny stories.

(12) 1 The boy’s father.
2 The boy’s best friend.
3 The boy’s brother.
4 The boy’s teacher.

(3) Now, look at the woman with the phone. Please describe what she is doing.
(4) What kind of photos do you like to take?
(5) Do you think people will take more photos in the future?
Yes. Please tell me more.
No. Why not?

17

18

[ Mini-Test ]No test-prep book would be complete without a practice test, and EIKEN Navi is no exception. Each unit finishes with a5-page mini-test to practice and review the vocabulary and expressions taught in that unit. The test also gives students
invaluable practice with question styles typical of those found on the EIKEN.

63

TEST PREPTOEIC® SKILLSSERIESThe Seed Learning TOEIC® series is a three-level series designed
for students who wish to improve their test-taking skills. The
three levels are as follows:• Building TOEIC® Skills: Target test score of 450-550• Developing TOEIC® Skills: Target test score of 650-750• Mastering TOEIC® Skills: Target test score of 850-990
Every unit in each book provides information and strategies
for question types commonly found on the TOEIC®. The bookreflects the most recent format of the TOEIC®.

Featureswww.seed-learning.com/TOEICFree Online Program(See p.74)

Each unit in the Seed Learning TOEIC® series targets the following
skill areas:• Vocabulary: Theme-based unit words, phrases, and idioms• Grammar: Information and practice activities for level-appropriate
grammatical structures commonly seen on the TOEIC®
• Listening: Helpful tips and strategies for listening questions withrelated practice activities• Reading: Useful tips and strategies for reading questions• Mini-Test: TOEIC® style practice questions for each of the sevensections of the TOEIC® Listening and Reading Test
• Practice Test: A full-length practice test included at the end of thebook
Downloadable Resources:

MP3 Files

Full
Answer
Keys

★

PPT

Word Lists★

Completing TOEIC ® Skills: 5 Practice Tests• 5 full-length TOEIC® style tests– a total of 1000 practice questions• Transcripts for all listening questions• Answer keys for all 5 tests

Completing TOEIC® Skills: 5 Practice Tests is a set of five full-length TOEIC®
style tests intended for students who wish to practice their listening
and reading skills in preparation for the TOEIC® Listening and Reading
Test. The book is ideal for test takers of all levels and provides extensive
practice in answering TOEIC® style questions. By using the five tests inthis book, test takers will gain exposure to the kinds of questions they willencounter on the actual test.

64

TEST PREPBUILDING TOEIC SKILLS SAMPLE UNIT

[ Vocabulary ][ Grammar Focus ]Each unit starts with a picture dictionary with images and words forstudents to match. In Words in Context, students see target words witha definition and sample sentence. In Practice, students check theircomprehension and ability to use the new words correctly.

Students are provided with useful information
about the featured grammar point. They
then check their understanding by doing thepractice activities.

[ Listening Strategy ][ Reading Strategy ]This section provides practical tips for approaching listening questions.
Information and examples are followed by a practice page. Students
apply what they have learned as they complete the practice activities.

Information and examples for reading
questions are provided. Students apply what
they have learned to the practice activities.

UNIT 1

Mini-Test 1

Vocabulary:At the OfficeA

Grammar Focus:
Subject-Verb
Agreement

D

Listening: Photographs

B

Listen and circle the letter of the statement that best describes thephotograph. Track 6

Reading Strategy:
Main Idea I
Mini-Test 1

1. (A)(B)(C)

Listening: Question-Response

1. (A)(B)(C)

2. (A)(B)(C)

3. (A)(B)(C)

4. (A)(B)(C)

5. (A)(B)(C)

6. (A)(B)(C)

Listening: Short Talks

5. Doctors

Listen and choose the best answer to each question.

Listen to the question or statement and three responses. Circle the letter of the best
response. Track 7

Listening Strategy:
HomophonesGa lot of money.

(A) fix(C) supervise

Track 9(B) earn(D) deliver(A) A meeting room(C) A new calendar

6. My(B) A special meeting(D) An important datesuddenly went black. Now I can’t see anything!

(A) keyboard(C) paper clip(B) clipboard(D) monitor

2. Who should attend meetings?
(A) Only managers(C) The woman(B) All staff members(D) Special guests

3. What will happen to those who miss a meeting?
(A) Nothing will happen.
(C) They will attend another meeting.

F

Reading: Text Completion
Choose the best word, phrase, or sentence for each blank.

(B) They must write on the calendar.
(D) They will lose some pay.
To: Team Leaders(D)

From: Erin Jeong
Subject: Office Supplies

E
C

Listening: Short Conversations
Listen and choose the best answer.

1. JasonTrack 8(A) She hates her new job.
(C) She has no money for a snack.
(B)

(C)

(B) She has no colleagues.
(D) Her colleagues eat her snacks.

2. There(D)(B) In a box(D) On her desk

3. No one

3. (A)(B)(C)(B) Stop taking snacks to work.
(D) Give snacks to her colleagues.

the latest spreadsheets yet.

4. Everyone at my office works in(A) file cabinets(C) cubicles

(D)

22

(B) have(D) has(A) has seen(C) have scene

3. What does the man suggest?
(A) Put the snacks in a file cabinet.
(C) Put the snacks in a drawer.

(B) supervises(D) supervise
a box of memory sticks on the table.

(A) is(C) are2. Where does the woman keep her snacks?
(A) On her colleague’s desk(C) In her bag

Brad Jones now 

the new staff members in this office.

(A) delivers(C) deliver

1. Why is the woman unhappy?

2. (A)

Reading: Incomplete Sentences
Choose the word or phrase that best completes the sentence.

UNIT 1 23

24(B) has scene(D) have seen

Reading: Reading Comprehension
The questions below refer to the following text message chain. Choose the bestanswers.

1. What is the speaker talking about?

all supplies. Please give your orders to him. .

Tim Ford

The meeting starts in five minutes. Where are you?

Jon Clark

I’m in the elevator on the third floor.

Tim Ford

So you’re almost here? Do you have the spreadsheets?

Jon Clark

Well, I dropped coffee on my computer… I had to take it to IT.

Tim Ford

And? Is it OK? Are you going to miss the meeting?
I need those spreadsheets.

1:57

Jon Clark

Don’t worry. I’m now getting out of the elevator.
I have my computer and the spreadsheets are on it.

1:58

Tim Ford

You always do this to me! OK, I’ll see you in the conference room.

Jon Clark

I’m here!

1:55

1:56
1:56
1:57

1:58

1:59

So please give him your order forms by Thursday. Send him all orders by email. He willcall you when the supplies are delivered. 
Please let me 

your supplies from the storeroom.

if you have any questions.

1. (A) earns(B) serves(C) operates(D) manages

3. (A) Pick up(B) Manage(C) Operate(D) Send off

2. (A) He can place orders every day.
(B) He will place orders every Friday.
(C) He can’t order paper or ink.
(D) He won’t order new desks.

4. (A) supervise(B) know(C) decide(D) tell

1. What problem did Jon Clark have?
(A) He lost his computer.
(B) He spilled a drink on his computer.
(C) He forgot the spreadsheets.
(D) He got stuck in the elevator.

3. What is implied about Jon Clark?
(A) He often goes to meetings.
(B) He is a good speaker.
(C) He often makes Tim feel stressed.
(D) He is a kind person.

2. What event will Jon and Tim attend?
(A) A conference(B) Computer training(C) A meeting(D) A spreadsheet lesson.
(B) paper shredders(D) colleagues
UNIT 1 25

26[ Mini-Test ]All seven sections of the TOEIC® are represented in a short test which consists of TOEIC® style questions. Detailed
answer keys with explanations for each mini-test are available for download, in addition to a basic answer key provided
at the back of the book.

65

TEST PREP

DELTA’S KEY TO THE
TOEFL iBT®
Delta’s Key to the TOEFL iBT®: Seven Practice Tests, Revised Edition
will give students plenty of practice as they prepare for theInternet–based TOEFL iBT®. This book/audio package contains a
concise introduction to the TOEFL® and the various question
types, along with SEVEN full–length tests.

Seven Practice Tests can be used in a number of ways:• As practice for taking the TOEFL iBT®
• As a companion to Delta’s Key to the TOEFL iBT®: Advanced Skill
Practice• As the primary or secondary text in a TOEFL® preparation course• As a resource for independent study or laboratory

Features• Description of the TOEFL iBT® form and content• Sample questions in the four skill areas of reading, listening,speaking, and writing• Seven full–length practice tests• Nearly 700 questions in TOEFL® format• Complete answer key and audio script• Charts to record test scores and monitor progress• Seven hours of audio in mp3 format

66

Seed Learning Price List
• For titles with , CDs will be replaced by QR code links once stock runs out.
•
QR ー
• For titles with , CDs will be replaced by QR code links once stock runs out, followed by a without Answer Key edition. The ISBNs will remain the same.
•
QR ーAnswer Key• All prices include tax.

Title

ISBN

Price

Page

9781946452863¥2,50856-57

1200 Key English Words 1

Student Book

1200 Key English Words 2

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9781946452870¥2,50856-57

1200 Key English Words 3

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9781946452887¥2,50856-574500 Key English Words 1

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BBuilding TOEIC® Skills
C
Classic Art Readers Level 1
The Works of Jean-François Millet /Book with Audio QR Code9798886680416¥1,67228-29

ーBook with Audio QR Code9798886680409¥1,67228-29

ィンBook with Audio QR Code9798886680379¥1,67228-29

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ンBook with Audio QR Code9798886680393¥1,67228-29

Book with Audio QR Code9798886680430¥1,672

28-29

ン

ン

ー

The Works of Johannes Vermeer /The Works of Leonardo da Vinci /オ

The Works of Michelangelo /The Works of Rembrandt /ンClassic Art Readers Level 2
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Classic Art Readers Full Title Pack

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Completing TOEIC® Skills

Student Book with Audio QR Code9781946452917¥3,52064-65

The Works of Paul Cézanne /The Works of Pierre-Auguste Renoir /

ー
ー

ン

オー

Classic Art Readers Level 3
The Works of Edvard Munch /The Works of Gustav Klimt /The Works of Paul Gauguin /ーー ン

The Works of Vincent van Gogh / ィン ン
The Works of Wassily Kandinsky /

ン

シー

ンディン

The Works of Frida Kahlo /ーー

The Works of Henri Matisse /ンーClassic Art Readers Level 4

The Works of Marc Chagall /ィシー

The Works of Pablo Picasso /The Works of Piet Mondrian /

ー

ン

ン

67

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Book with Audio QR Code9781953705471¥1,672

22-23

Culture Readers: Foods Level 1
Foods from India /ンBook with Audio QR Code9781953705488¥1,67222-23

シBook with Audio QR Code9781953705501¥1,672

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Foods from France /ン

ンBook with Audio QR Code9781953705556¥1,672

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Culture Readers: Foods Level 4

シFoods from Russia /シ

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Thanksgiving Day /Valentine's Day /ン

ンデー

Culture Readers: Holidays Level 2
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ン

ィン

ー

ー ー

New Year's Day /St. Patrick's Day /ン

The Lantern Festival /

ン
ン ン

デー
ィ

Culture Readers: Holidays Level 3
Christmas /Eid al-Fitr /ー

Ice Festivals /ィィ

Oktoberfest / オン ーィCulture Readers: Holidays Level 4
Carnival /ー

Guy Fawkes Day /Hanukkah /

68

ー

デー

Seed Learning Price List
Title
Songkran /ン

The Naadam Festival /

ン

ーン
ー

Culture Readers: Holidays Full Title Pack

ISBN

Price

Page

Book with Audio QR Code9781951423186¥1,672

24-25

Book with Audio QR Code9781951423162¥1,672

24-25

Book with Audio QR Code (20 titles)

9784909362292¥31,79024-25

D
Delta's Key to the TOEFL iBT®

Student Book with MP3 CD

9781621670957¥5,39066

Developing TOEIC® Skills

Student Book with Answer Key & MP3 CD

9781944879778¥3,52064-65

Early Listeners 1

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423643¥3,52040-41

Early Listeners 2

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423650¥3,52040-41

E

Early Listeners 3

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423667¥3,52040-41

Early Writers 1

Student Book with Workbook & Audio QR Code9798886680058¥3,08036-37

Early Writers 2

Student Book with Workbook & Audio QR Code9798886680065¥3,08036-37

Early Writers 3

Student Book with Workbook & Audio QR Code9798886680072¥3,08036-37Student Book with Workbook & Audio CD

9781944879938¥2,75014-15

Student Book with Workbook & Audio QR Code9781943980833¥2,75014-15

Easy Fun Facts 1
Easy Fun Facts 2

Student Book with Workbook & Audio QR Code9781943980840¥2,75014-15

Easy Fun Facts 3

Student Book with Workbook & Audio QR Code9781943980857¥2,75014-15

Easy Fun Reading 1
Easy Fun Reading 2

Student Book with Workbook & Audio QR Code9781943980802¥2,75010-11Student Book with Workbook & Audio CD

9781944879860¥2,75010-11Student Book with Workbook & Audio QR Code9781943980819¥2,75010-11Easy Fun Reading 3

Student Book with Workbook & Audio QR Code9781943980826¥2,75010-11Easy Speaking for Speeches 1

Student Book with Portfolio, Audio & Video QR Code9781951423964¥3,30048-49

Easy Speaking for Speeches 2

Student Book with Portfolio, Audio & Video QR Code9781951423971¥3,30048-49

Easy Speaking for Speeches 3

Student Book with Portfolio, Audio & Video QR Code9781951423988¥3,30048-49

EIKEN NAVI: GRADE 3

Student Book

9784991017223¥1,87062-63

FFast Track 1

Student Book with Study Book

9781943980628¥3,1908-9

Fast Track 2

Student Book with Study Book

9781943980635¥3,1908-9

Fast Track 3

Student Book with Study Book

9781943980642¥3,1908-9

Fun Facts 1

Student Book with Workbook & Audio QR Code9781943980680¥2,75016-17

Fun Facts 2
Fun Facts 3
Fun Reading 1
Fun Reading 2
Fun Reading 3

Student Book with Workbook & Audio QR Code9781943980697¥2,75016-17Student Book with Workbook & Audio CD

9781944879846¥2,75016-17Student Book with Workbook & Audio QR Code9781943980703¥2,75016-17Student Book with Workbook & Audio QR Code9781943980659¥2,75012-13Student Book with Workbook & Audio CD

9781944879808¥2,75012-13Student Book with Workbook & Audio QR Code9781943980666¥2,75012-13Student Book with Workbook & Audio CD

9781944879815¥2,75012-13Student Book with Workbook & Audio QR Code9781943980673¥2,75012-13Book with Audio CD

9781943980376¥1,485

26-27

Book with Audio CD

9781943980390¥1,485

26-27

Book with Audio CD

9781943980352¥1,485

26-27

Book with Audio CD

9781943980338¥1,485

26-27

Book with Audio CD

9781943980369¥1,485

26-27

Book with Audio CD

9781943980345¥1,485

26-27

Book with Audio CD

9781943980413¥1,485

26-27

Future Jobs Readers Level 1
Asset Managers /ーCyber Security Experts /Medical Scientists /

ー

ー

ィ

ディ

Robotics Engineers /Social Media Managers /

ン ィ
ン

ーシ

ディ

ー

ー

Future Jobs Readers Level 2
App Developers /ーション

Computer Intelligence Engineers /

ン

ー

69

Seed Learning Price List
Title

ISBN

Price

Page

Book with Audio CD

9781943980437¥1,485

26-27

Book with Audio CD

9781943980383¥1,485

26-27

Book with Audio CD

9781943980406¥1,485

26-27

Book with Audio CD

9781943980475¥1,48526-27

ーBook with Audio CD

9781943980468¥1,48526-27

ィンBook with Audio CD

9781943980420¥1,485

26-27

Book with Audio CD

9781943980444¥1,485

26-27

Book with Audio CD

9781943980451¥1,485

26-27

Book with Audio CD

9781943980512¥1,485

26-27

Book with Audio CD

9781943980482¥1,485

26-27

Book with Audio CD

9781943980529¥1,485

26-27

Book with Audio CD

9781943980499¥1,485

26-27

Book with Audio CD

9781943980505¥1,485

26-27

Book with Audio CD (20 titles)

9784909362070¥28,160

26-27

Good Listeners 1

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423674¥3,57542-43

Good Listeners 2

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423681¥3,57542-43

Digital Modelers / デDrone Pilots /

デ ー

ーン

Wearable Technology Creators /Future Jobs Readers Level 3
Data Miners / デーーGenetic Counselors /ン

IoT Marketing Specialists / IoT ーSpace Pilots /シーWater Harvesters /

ー ー ー

ー

Future Jobs Readers Level 4
Agricultural Engineers /ン

Database Administrators / デーーー ーIntellectual Property Lawyers /Nanotechnology Research Scientists /Quantum Computer Scientists /ーン

Future Jobs Readers Full PackーG

Good Listeners 3

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423698¥3,57542-43

Good Writers 1

Student Book with Workbook

9798886680089¥3,08038-39Good Writers 2

Student Book with Workbook

9798886680096¥3,08038-39Good Writers 3

Student Book with Workbook

9798886680102¥3,08038-39

HHappy Grammar 1

Student Book with Workbook

9781946452825¥2,50854-55

Happy Grammar 2

Student Book with Workbook

9781946452832¥2,50854-55

Happy Grammar 3

Student Book with Workbook

9781946452849¥2,50854-55

Happy Grammar 4

Student Book with Workbook

9781946452856¥2,50854-55

Intensive Listening Training 1

Student Book with MP 3 CD

9781946452719¥2,31046-47

Intensive Listening Training 2

Student Book with MP 3 CD

9781946452726¥2,31046-47

Intensive Listening Training 3

Student Book with MP 3 CD

9781946452931¥2,31046-47Student Book with Answer Key & MP3 CD

9781944879785¥3,52064-65Student Book with MP3 CD

9781946452795¥2,53020-21Student Book with MP3 CD

9781946452801¥2,53020-21Student Book with Audio QR Code9781970046038¥2,53020-21Student Book with MP3 CD

9781946452818¥2,53020-21Student Book with Audio QR Code9781970046045¥2,53020-21

Smart Listeners 1

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423704¥3,30044-45

Smart Listeners 2

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423711¥3,30044-45

Smart Listeners 3

Student Book with Workbook, Transcripts & AK, Audio QR Code9781951423728¥3,30044-45

Speaking for Presentations 1

Student Book with Audio QR Code9781946452894¥2,805

52-53

I

M
Mastering TOEIC® Skills
R
Reading for the Academic World 1
Reading for the Academic World 2
Reading for the Academic World 3
S

Speaking for Presentations 2

Student Book with Audio QR Code9781946452900¥2,805

52-53

Speaking for Speeches 1

Student Book with Audio QR Code9781943980925¥2,915-70

Seed Learning Price List
Title
Speaking for Speeches 2
Speaking for Speeches 3

ISBN

Price

Page

Student Book with Audio QR Code9781943980932¥2,915-Student Book with MP3 CD

9781946452665¥2,915-Student Book with Audio QR Code9781943980949¥2,915-

Speaking for Speeches Second Edition 1

Student Book with Audio QR Code9798886680140¥3,30050-51

Speaking for Speeches Second Edition 2

Student Book with Audio QR Code9798886680157¥3,30050-51

Speaking for Speeches Second Edition 3

Student Book with Audio QR Code9798886680164¥3,30050-51

TTimed Reading for Fluency 1

Student Book

9781946452672¥2,53018-19

Timed Reading for Fluency 2Student Book

9781946452689¥2,53018-19

Timed Reading for Fluency 3Student Book

9781946452696¥2,53018-19

Timed Reading for Fluency 4Student Book

9781946452702¥2,53018-19

Top Kids 1
Top Kids 2
Top Kids 3
Top Kids 4
Top Kids 5
Top Kids 6

Top Phonics 1

Top Phonics 2

Top Phonics 3

Top Phonics 4

Top Phonics 5

Student Book with MP3 CD

9781944879648¥2,750

6-7

Workbook

9781944879709¥1,2106-7Student Book with MP3 CD

9781944879655¥2,750

6-7

Workbook

9781944879716¥1,2106-7Student Book with MP3 CD

9781944879662¥2,750

6-7

Workbook

9781944879723¥1,2106-7Student Book with MP3 CD

9781944879679¥2,750

6-7

Workbook

9781944879730¥1,2106-7Student Book with MP3 CD

9781944879686¥2,750

6-7

Workbook

9781944879747¥1,2106-7Student Book with MP3 CD

9781944879693¥2,750

6-7

Workbook

9781944879754¥1,2106-7Student Book with Audio QR Code9781943980864¥2,497

4-5

Workbook

9781944879198¥1,100

4-5

Top Phonics Readers 1: Lots of Lemons

9781946452733¥1,2654-5Student Book with Audio QR Code9781943980871¥2,497

4-5

Workbook

9781944879204¥1,100

4-5

Top Phonics Readers 2: The Red Jet

9781946452740¥1,2654-5Student Book with Audio QR Code9781943980888¥2,497

4-5

Workbook

9781944879211¥1,100

4-5

Top Phonics Readers 3: The Cube

9781946452757¥1,2654-5Student Book with Hybrid CD(Audio CD & CD ROM)

9781943980154¥2,4974-5Student Book with Audio QR Code9781943980895¥2,497

4-5

Workbook

9781944879228¥1,100

4-5

Top Phonics Readers 4: To the Shop!

9781946452764¥1,2654-5Student Book with Hybrid CD(Audio CD & CD ROM)

9781943980161¥2,4974-5Student Book with Audio QR Code9781943980901¥2,497

4-5

Workbook

9781944879235¥1,100

4-5

Top Phonics Readers 5: When They Are Big

9781946452771¥1,2654-5Student Book with MP3 CD

9781946452634¥2,4974-5Student Book with Audio QR Code9781943980918¥2,497

4-5

Workbook

9781946452788¥1,1004-5

Calendars and the History of Time /Book with Audio CD

9781946452009¥1,48530-33

Great Wall of China, The /Book with Audio CD

9781946452139¥1,48530-33

Top Phonics 6
W
World History Readers Level 1

71

Seed Learning Price List
Title

ISBN

Price

Page

Invention of Writing, The /Book with Audio CD

9781946452054¥1,48530-33

Magic of Numbers, The /Book with Audio CD

9781946452115¥1,48530-33

Making of a United Europe, The /Book with Audio CD

9781946452108¥1,48530-33

Persian Empire, The /Book with Audio CD

9781946452085¥1,48530-33Book with Audio CD

9781946452030¥1,48530-33

Searching for El Dorado /Book with Audio CD

9781946452016¥1,48530-33

Tower of Babel, The /Book with Audio CD

9781946452023¥1,48530-33Book with Audio CD

9781946452047¥1,48530-33Book with Audio CD (10 titles)

9784904568941¥14,08030-33

Agricultural Revolution, The /Book with Audio CD

9781946452122¥1,48530-33

British Empire, Then and Now, The /Book with Audio QR Code9781946452160¥1,48530-33

History of Printing, The /Book with Audio CD

9781946452238¥1,48530-33Book with Audio CD

9781946452092¥1,48530-33Book with Audio CD

9781946452177¥1,48530-33Book with Audio CD

9781946452061¥1,48530-33Book with Audio CD

9781946452191¥1,48530-33Book with Audio CD

9781946452269¥1,48530-33Book with Audio CD

9781946452078¥1,48530-33

シPilgrim Fathers, The /ー ーTraveling on the Silk Road / シーWorld History Readers 1 Pack
World History Readers Level 2

Industrial Revolution, The /Neo-Assyrian Empire, The /シ

Ottomans and Their Empire, The / オン

Rise and Fall of Communism, The /Vikings and Erik the Red, The /ンー

War Between the States, The /Wars in the Middle East /Book with Audio QR Code9781946452146¥1,48530-33

World History Readers 2 Pack

Book with Audio CD (10 titles)

9784904568958¥14,080

30-33

Battle of Salamis, The /Book with Audio CD

9781946452290¥1,48530-33

Benjamin Franklin /World History Readers Level 3
ン

ン

Book with Audio CD

9781946452252¥1,485

30-33

ー

ン

Book with Audio CD

9781946452337¥1,48530-33Book with Audio CD

9781946452214¥1,48530-33Book with Audio CD

9781946452245¥1,48530-33Book with Audio CD

9781946452283¥1,48530-33Book with Audio CD

9781946452153¥1,48530-33Book with Audio CD

9781946452207¥1,48530-33

Tea and Wars /Book with Audio CD

9781946452184¥1,48530-33

Trojan War, The /Book with Audio CD

9781946452344¥1,48530-33

World History Readers 3 Pack

Book with Audio CD (10 titles)

9784904568965¥14,080

30-33

ン

ン

Christopher Columbus /Cleopatra /オ

French Revolution, The /Galileo Galilei /ンオSpace Exploration /Spanish Conquest of the Americas, The /ン

ン

World History Readers Level 4Book with Audio CD

9781946452306¥1,48530-33

Birth of the United States of America, The /Book with Audio CD

9781946452276¥1,48530-33

Crusades, The /Book with Audio CD

9781946452368¥1,48530-33Book with Audio CD

9781946452399¥1,48530-33

Great Plane Race, The /Book with Audio CD

9781946452382¥1,48530-33

Korea: A Land Divided by War /Book with Audio CD

9781946452405¥1,48530-33

Leonardo da Vinci /Book with Audio CD

9781946452313¥1,48530-33Life and Death in Ancient Egypt /Book with Audio CD

9781946452221¥1,48530-33Life in the Roman Army /Book with Audio CD

9781946452375¥1,48530-33

Neo-Babylonian Empire, The /Book with Audio CD

9781946452320¥1,48530-33

World History Readers 4 Pack

Book with Audio CD (10 titles)

9784904568972¥14,080

30-33

Alexander the Great /Genghis Khan /

72

ン

ン ー

ン

ン

オ

ー

ィン

Seed Learning Price List
Title

ISBN

Price

Page

World History Readers Level 5
China: The New Superpower /Book with Audio CD

9781946452481¥1,48530-33

Decisive Battles of World War II /Book with Audio CD

9781946452474¥1,48530-33

Great Depression, The /Book with Audio CD

9781946452498¥1,48530-33

Great Plague, The /Book with Audio CD

9781946452412¥1,48530-33

Medical Revolution, The /Book with Audio CD

9781946452351¥1,48530-33

Mughal Empire, The /Book with Audio CD

9781946452429¥1,48530-33Book with Audio CD

9781946452436¥1,48530-33Book with Audio CD

9781946452450¥1,48530-33Book with Audio CD

9781946452467¥1,48530-33Book with Audio CD

9781946452443¥1,48530-33Book with Audio CD (10 titles)

9784904568989¥14,08030-33

Capitalism: Good or Evil? /Book with Audio QR Code9781946452580¥1,48530-33

China’s First Empire: The Qin Dynasty /Book with Audio CD

9781946452597¥1,48530-33Book with Audio CD

9781946452535¥1,48530-33Book with Audio QR Code9781946452511¥1,48530-33

First Democracies, The /Book with Audio CD

9781946452528¥1,48530-33

Global Trade and Peace /Book with Audio CD

9781946452542¥1,48530-33

Greek Culture /Popes and Kings in the Middle Ages /ー

Story of the Reformation, The /Story of the Renaissance, The /Tutankhamun /

ン

ン ー ン

World History Readers 5 Pack
World History Readers Level 6

Cold War, The /Communication Technology /ーション

Book with Audio CD

9781946452559¥1,48530-33

History of Transportation, The /Book with Audio CD

9781946452573¥1,48530-33

Napoleon /Book with Audio CD

9781946452566¥1,48530-33

World War I /Book with Audio CD

9781946452504¥1,48530-33

World History Readers 6 Pack

Book with Audio CD (10 titles)

9784904568996¥14,080

30-33

World History Readers Full Pack

Book with Audio CD (60 titles)

9784904568934¥80,300

30-33

Writing Time 1

Student Book with Workbook

9798886680614

TBA

34-35

シ

オン

Writing Time 2

Student Book with Workbook

9798886680621

TBA

34-35

Writing Time 3

Student Book with Workbook

9798886680638

TBA

34-35

73

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