3

Amy Gradin • Lisa Young

Teacher’s Book
Come On, Everyone Contents
Teacher’s Book 3
Published and distributed by Neungyule Education, Inc.
Poongsung Bldg., 21, World Cup buk-ro, Mapo-gu, Seoul, Korea
Scope and Sequence . . . . . . . . . . . . . . . . . 4 Unit 5 People ...................... 58

Tel: 82-2-2014-7742
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit 6 Lost and Found . . . . . . . . . . 66
Fax: 82-2-337-4956 Unit Guide ............................. 9 Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Websites: www.nebooks.co.kr/comeon (Korean)
www.nebuildandgrow.com (English) Games and Activities .............. 14
Unit 7 At School . . . . . . . . . . . . . . . . . . . 76
Unit 8 Places in Town . . . . . . . . . . . 84
Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 1 Special Days . . . . . . . . . . . . . . 22 Reader’s Theater Storybook
Unit 2 Today . . . . . . . . . . . . . . . . . . . . . . . . 30 ........................................... 94
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Workbook Answer Key ............ 96

Unit 3 At the Market ........... 40 Worksheets ......................... 104

2016 Neungyule Education, Inc. • NE_Build & Grow | All rights reserved. No part of this publication may be
Unit 4 Jobs ......................... 48 Tests .................................. 120
reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without permission in writing from the publisher. Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Test Answer Key ................... 144
NE_Build & Grow is the children’s education division of Neungyule Education, Inc.

ISBN: 979-11-253-0988-8 Teacher’s Book with DVD-ROM 3

Senior Managing Editor: Karoline Lee Nick Amy Tim Ming Kevin Rosa
Managing Editor: Pandora Kim
Assistant Editors: Stacy Park, Sunny Jang
Contributing Writer: Jisun Kim
Design: Hyemin Yun
Audio Recordings & DVD-ROM: ARAM Multimedia Co., Ltd.
Illustrations: Byungchul Yun, Dongyoon Kim, James Horvath, Steve Wood (Advocate Art), Early Spring

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:
Shutterstock/Dreamstime pp. 97, 98, 106, 107, 109, 112, 119, 130 Coco Speedy
 Scope & Sequence Starter
Vocabulary: Weekdays, Seasons, Ordinal Numbers
Monday~Sunday, spring, summer, fall, winter, 1st~20th
Structure
A: What
What day
dayisisitittoday?
today? B: It’s Monday.
Monday.

Unit Title Lesson 1 Lesson 2 Lesson 3 Lesson 4

Vocabulary: My Favorite Day Vocabulary: Special Activities
Vocabulary Wrap Up Activity
Thanksgiving, Christmas Day, Mother’s Day, Halloween, make cards, hug my mom, plant trees, eat turkey, Story
Listening Wrap Up Activity
Valentine’s Day, Earth Day wear a costume, open presents

1 Special Days Structures

A: What’s your favorite day?
Structures
A: What do you do on Valentine’s Day?
Phonics
B: My favorite day is Valentine’s Day. B: I make cards. Presentation Favorite Day Poster
a_e, i_e
A: What’s his/her favorite day? A: What does he/she do on Mother’s Day?
B: His/Her favorite day is Thanksgiving. B: He/She hugs his/her mom.
Vocabulary: Today’s Date
Vocabulary: Today’s Weather Vocabulary Wrap Up Activity
January, February, March, April, May, June, July, August, Story

2
sunny, cloudy, rainy, snowy, foggy, windy Listening Wrap Up Activity
September, October, November, December
Today
Structures Structures
Phonics
A: What’s the date today? B: It’s January 3rd. A: How’s the weather today? B: It’s sunny. Speaking Task Board Game
ir, er
A: When is your birthday? B: It’s February 8th. A: How’s the weather in Paris? B: It’s snowy.
Review 1
Vocabulary: Fruit & Vegetables
Vocabulary: Meat & Dairy Vocabulary Wrap Up Activity
lemons, grapes, watermelons, pumpkins, mushrooms, Story
ham, sausages, bacon, butter, cheese, yogurt Listening Wrap Up Activity

3
cucumbers
At the Market Structures Structures
He/She has some grapes. A: Do you have any ham? B: Yes, I do. / No, I don’t. Phonics
Presentation Our Fridges
He/She doesn’t have any mushrooms. A: Does he/she have any sausages? ee, ea
A: What does he/she have? B: He/She has some cucumbers. B: Yes, he/she does. / No, he/she doesn’t.
Vocabulary: What They Are Vocabulary: What They Do
Vocabulary Wrap Up Activity

4
pilot, dentist, photographer, postal worker, mechanic, fly planes, take care of teeth, take pictures, Story
Listening Wrap Up Activity
Jobs architect deliver letters, repair cars, design buildings
Structure Structure Phonics
Presentation Make Your Own Magazine
A: What does he/she do? B: He/She’s a pilot/an architect. A: What do pilots do? B: They fly planes. ar, or
Review 2
Vocabulary: Appearance
Vocabulary: Appearance Vocabulary Wrap Up Activity
short hair, long hair, curly hair, straight hair, a beard, Story
tall, short, pretty, handsome, old, young Listening Wrap Up Activity
big eyes, freckles, a round face

5 People Structures
A: Is he/she tall? Structure
Phonics
B: Yes, he/she is. / No, he/she isn’t. He/She is short. A: What does he/she look like? Presentation Imagine the Future You
oa, ow
A: Are they tall? B: He/She has short hair.
B: Yes, they are. / No, they aren’t. They are short.
Vocabulary: Objects Vocabulary: Clothes Vocabulary Wrap Up Activity
Story
cell phone, lunchbox, earring, watch, key, glasses T-shirt, jeans, shorts, skirt, dress, jacket, socks, sneakers Listening Wrap Up Activity

6 Lost and
Found Structures
A: Whose lunchbox is it? B: It’s Rosa’s lunchbox.
Structures
A: What are you wearing? B: I’m wearing a T-shirt/jeans. Phonics
Speaking Task Whose Thing Is It?
A: What’s he/she wearing? ai, ay
A: Whose glasses are they? B: They’re Tim’s glasses.
B: He/She’s wearing a brown jacket/red shorts.

Review 3
Vocabulary: Class Activities
Vocabulary: School Subjects Vocabulary Wrap Up Activity
paint pictures, solve math problems, do experiments, Story
art, math, science, music, social studies, P.E. Listening Wrap Up Activity

7
sing songs, read maps, play sports
At School Structures Structures
A: When do you have P.E.? B: I have P.E. on Friday. A: What do you do in art class? B: I paint pictures. Phonics
Speaking Task Our Silly Classes!
A: When does he/she have music? A: What does he/she do in math class? o_e, u_e
B: He/She has music on Monday. B: He/She solves math problems.
Vocabulary: Places Vocabulary: Transportation Vocabulary Wrap Up Activity
Story
bakery, post office, pet shop, fire station, bank, hospital by bike, by subway, by taxi, by bus, by car, on foot Listening Wrap Up Activity

8 Places
in Town
Structures
A: Where’s the bank?
B: It’s next to the hospital. / It’s across from the post office.
Structures
A: How do you go there?
B: I go there by bike.
Phonics
Presentation My Town Map
ie, y
A: Where’s the pet shop? A: How does he/she go to the bank?
B: It’s between the post office and the bank. B: He/She goes there by subway.

Review 4

4 Scope & Sequence 5

 Introduction
Course Description Critical Thinking: Learners truly understand a concept
when they know how to ask their own questions about it,
Components
not when they have memorized the correct set of answers.
Come On, Everyone is a six-level coursebook series that
Twenty-first century students require an education that leads
Student Book
gives elementary school students a confident start to learning
English. The series is designed to help students keep a
them to explore and test their knowledge in practical ways. Eight units on relevant topics with four lessons each
Creativity: In the real world, the solution to a problem often
steady, natural pace, practicing English as often as they can. Four review sections, one after every two units
turns out to be something that has never been tried before.
In the student books, creative individualized activities,
Successful problem solvers therefore need not only logic Vibrant, engaging artwork that captures students’ interest
projects, and presentations in each lesson provide fun
and intelligence but also creativity and boldness. Twenty-
opportunities for students to collaborate and to practice
first century teachers must commit to the responsibility of Natural-sounding vocabulary and sentence structures
key structures both on their own and with each other. Story-
training students to think well by also encouraging them to
making activities enable students to utilize their creativity Fun activities designed for students to enjoy learning English
invent and test out new ideas.
by personalizing a cartoon or reading passage. Finally, songs
and chants take advantage of the natural aid of rhythm to Make Your Own Stories
II. Communicative Approach
help students memorize and practice key vocabulary and
It goes almost without saying that the main purpose of
Open-ended cartoons for students to personalize their own stories
expressions.
As supplements to the student books, reader’s theater language is communication. The more students use English to Fun activities that incorporate writing, circling options, choosing
storybooks provide creative opportunities for class discussion communicate their thoughts and understand communication
from others, the more confident they feel and the more they
stickers, and acting
and decision-making as students choose between two possible
endings to a retold classic story or Greek myth and perform fulfill the purpose of studying a foreign language. With the
goal of equipping students to use real-life English, Come On,
DVD-ROM
the story as a play.
Everyone features activities structured on the communicative Animated stories, chants, songs, and extra practice for students to
approach. review their lesson in class and at home
The basic principle of the communicative approach is
Course Theory Background learning a foreign language by using it as a way of exchanging Audio files of all the vocabulary and dialogues in the student book
information. This is what people do in their first language every
I. 21st Century Skills time they introduce themselves, tell a story about their day, Reader’s Theater Storybook
English is a dynamic language that changes every day ask for directions, or participate in their classes at school.
as it is spoken by communities of people across the world. Under the communicative approach, students use English as a A classic story retold for young learners
The success of the English classroom, as in any language way of delivering and receiving new information. For example, Scenes that can be read as a story or acted out as a play
classroom, has far more to do with critical thinking and self- they may complete information gap and role-play activities in
motivation than with memorization techniques. Come On, English. The goal of these activities is to simulate situations Language points from the student books for students to practice
Everyone incorporates the 21st century skills into its English that language learners are likely to encounter outside the
Two possible endings for students to choose from
instruction methods, preparing students to become their own classroom and allow them to practice using English as a
English teachers in their day-to-day lives. The four Cs of the form of day-to-day communication, the same way that native
21st century skills are communication, collaboration, critical speakers use it.
thinking, and creativity.
Communication: In a global society, the ability to III. Task-based Learning
communicate effectively is more important than ever. The Task-based learning places emphasis on the use of
only way to become a consistently clear communicator authentic language and on encouraging students to perform
is real-life practice. Therefore, 21st century students meaningful tasks using the target language for communicative
need to be given the chance to challenge themselves purposes. Come On, Everyone provides students with Workbook
by communicating different sorts of information through meaningful speaking tasks in which they achieve concrete
different types of media. goals. This authentic communication allows them to feel Pages that correspond to the lessons in the student book
Collaboration: Life is a group effort, and learning should confident in their ability to use English in real life. Interesting activities that reinforce each lesson’s vocabulary and grammar
mirror its structure. One of the most vital skills students
can gain for their future careers and social lives is the Suitable for use in class or as homework
ability to work together with others. Teachers in the 21st
century classroom should be diligent in providing students
with opportunities to cooperate with each other.

6 Introduction 7
 Unit Guide
Lesson 1
Teacher’s Book
Detailed guides that support teachers of all levels
Ready-made plans that facilitate efficient planning and preparation
Useful teaching suggestions for all elements of each page in the student
book
Exciting ideas for additional activities to engage the class in the lesson
material
Extra worksheets and tests with teaching notes and answer keys

DVD-ROM
Animated stories, chants, songs, and extra practice for students to review
their lesson in class and at home
Print-ready, editable achievement tests and unit tests
Class and test audio files
A A full-page illustration introduces the keywords in context. The students listen to the keywords
Interactive activities ready to use with every lesson in class
pronounced by a native speaker and repeat them to practice their own pronunciation.
Classroom presentation software suitable for both interactive whiteboards
and computer data projectors
B A short dialogue incorporates one of the new keywords into a conversation. The students
practice identifying the new vocabulary in speech by listening and circling the correct keyword.

* Placement tests are available on our website. Visit us to download the test sheets or have
C-D Text, images, and audio material introduce the lesson’s key structure(s). The students
students take the placement tests online.
practice both the keywords and key structure(s) through a speaking activity.

Picture Cards Chant (Lesson 1) and Song (Lesson 2)

pencil
Pictures on one side and vocabulary words on the other An enjoyable chant and song take advantage of the natural aid of rhythm to help the students
Integrated into every lesson plan in the teacher’s book memorize and practice the keywords and key structures.

8 Introduction 9
Lesson 2 Lesson 3

A Clear, vivid illustrations present new keywords and one or more new key structure(s) to the A A fun story provides extra listening and reading comprehension practice. The students
students. practice reading fluently using the keywords and key structures.

B The students practice exchanging information with a partner using the keywords and key B Comprehension questions test the students and encourage them to look back and check the
structure(s). facts of the story.

Speaking Task / Presentation C The students internalize the key language by making their own customized version of the
An interactive speaking-based task or presentation requires the students to use the key structures story.
in order to accomplish a task or play a game. Depending on its structure, the activity may include
cards, stickers, and/or worksheets. Tongue Twisters
Silly tongue twisters teach the students phonics and give them specific pronunciation practice.

10 Unit Guide 11
Lesson 4 Reader’s Theater Storybook

A The students review the keywords from lessons 1 and 2 through a writing exercise. A retold classic story provides creative opportunities for class discussion and decision-making.
B The students review the key structures from lessons 1 and 2 through a listening activity. The students choose between two possible endings to the story and then perform it as a play to
increase their language proficiency.
Speaking Task / Presentation
An interactive speaking-based task or fun presentation helps the students effectively review what they
learned in lessons 1 and 2.

Review

Come on, everyone!

A A listening exercise reviews the keywords from the two previous units.
B The students revisit the key structures from the two previous units by listening to sentences and/or
dialogues and choosing the correct pictures.
C The students read and answer questions about a passage containing keywords and key structures
from the two previous units.

12 Unit Guide 13
 Games and Activities
This is a list of games and activities that appear in this teacher’s book. To see which games and take turns choosing and acting them out. While they Crazy Blanks Create a short story about a topic
are acting, ask the rest of the students the key related to the lesson but leave a bunch of words blank.
activities are recommended for each lesson, check the lesson plans. Keep in mind that some
question. The first person to answer correctly with a Without showing the story to the students, ask them
games and activities work better with certain key structures than others. full sentence gets to act next. for any nouns, verbs, and adjectives that they can think
of and use them to fill in the blanks in your story. Then
Choose and Sing Put pictures of the keywords into a
Acting Out Sentences Have all the students stand up hand as soon as they know its question (“Whose read the silly result to the class while acting it out with
bag. Have the students take turns taking one out at
and clear the desks away to make some space. jacket is it?”). The fastest student to raise their hand the students. You can repeat the game with different
random. As soon as a student chooses one, the rest
Then say a statement. The students should move as and give the correct question wins a point. stories as many times as you want.
of the class should put it into the chant lyrics and
fast as they can to act it out. Then all the students chant them. Creative Collages Bring in some old magazines and
Bingo Have the students create simple 3 x 3 grids
should say the sentence together. let the students cut and paste the people or objects
and write a keyword in each space. If you want, the Chronological Arrangement Put the students in groups
Animal Guessing Game Put the students in pairs and center space can be a free space for each of them. from them into collages. Have them show them to
of two or three and tell them all to close their books.
have them play an animal guessing game. Encourage Then play bingo by saying random month names and each other or present them to the class and talk
Then give each group pieces of paper with one line
them to use “what” questions like “What color is having the students cross them off their grids. The about them using the key structures. Then hang
from the story each. On your signal, all the groups
it?”, “What does it have?”, and “What does it eat?” first student to get three in a row should say “Bingo!” them up around the classroom’s walls.
should try to arrange the lines into their proper order
to learn the animal’s basic characteristics. You can to win. as fast as possible. The first group to finish wins. Description Draw Have a student go up to the board
also teach them “Where does it live?” and “How and give them a marker. Tell them that they aren’t
Blackout Divide the students into groups of three Chronology Race Write a sequence of four or five
big/tall is it?” Once the first student in each pair allowed to turn around. Then show a picture of one
or four. Give each group two dice, three or four sentences summarizing the story. Then cut them up
has guessed the animal, they and their partner can of the keywords to the rest of the class and have
different colors of playing chips, and the flashcards and mix them around for the students to put back in
switch roles. them all describe it. If necessary, the student at the
from lessons 1 and 2. The students should take order as fast as possible. The first person to do it wins.
Around the World Have all the students write down turns rolling the dice and saying the keyword of the board should ask questions to find out what it is and
various keywords on pieces of paper. Then collect corresponding card. If they are correct, they get to Circle Rotation Have the students make two circles, then draw them.
the papers. Arrange the students into a circle or line put their chip on it. If they are incorrect, the next one inside the other, and face each other. After you
Draw and Run Tape the flashcards on corners or
and have the first two students stand up. Choose a player goes. If they already have a chip on the card, say a keyword, the student in the inner circle should
walls around the room. Then have one student draw
piece of paper at random and read the word(s) on it. they should still say the keyword, but they do not get ask their partner in the outer circle one of the key
pictures related to one of them on the board. Tell the
The first student to say the word wins the round and to put another chip down. The first player to have a questions from the unit. If the outer student answers
other students to run to that flashcard as soon as
moves to stand by the next student while the losing chip on all six flashcards is the winner. correctly, the inner student should initial their paper.
they figure out which one it is. The first person to get
student sits down. Repeat the activity with them and Then the two circles should rotate in different
Board Race Divide the students into two teams and there can be the next person to draw.
continue through the circle or line. The student who directions and repeat. After a while, have the two
line them up at the back of the classroom. Give the circles switch places. At the end of the activity, the Draw It Have a student come up to the board. Then
wins the last round wins the game.
first student on each team a marker and then show student with the most signatures wins. tell them one of the keywords without the other
Back Tracing Have the students sit in a circle, or them one of the flashcard pictures. As soon as they students hearing. On your signal, the student should
make team lines if you have a larger class. Choose see it, they should run to the board and write its Class Schedule Set up six different class stations
draw a picture of the keyword on the board for the
one of the unit’s keywords and tell it to the first keyword. The fastest one to spell it correctly wins a around the classroom and put the props that you
other students to guess. The first student to guess
student in the circle or in each line. On your signal, point for their team. used earlier in them. Have the students take out the
the right word can draw the next picture.
the student(s) should trace the word onto the back class schedules that they made earlier. When you
Categories Think of a category but don’t tell the ring a bell and say a day of the week, the students Dress-Up Race Put some dress-up wigs and beards
of the person in front of them. That person then
students what it is. Say a sentence about a thing should look at their schedules, go to that class at the front of the classroom. Have the students line
does the same thing to the next person and so on
that fits into that category. Then have the students station, and act out its associated action with the up at the back of the classroom. On your signal, they
until the word reaches the end of the line. The last
take turns saying sentences or asking questions props. Then you can ask the students at each station should race to the front and put on one of the wigs
student should run up and write the word on the
about another thing to see if it fits into your category. the key question. or beards. Then use the key structure to talk about
board. If it is the correct word, the team (or whole
If it does, write it on the board next to your thing. them with the rest of the class.
class) wins the game.
If it doesn’t, write it in a different place with an “X” Classmate Guessing Game Put the students in pairs or
Backwards Quiz Tell the students that instead of over it. Continue until the students guess what your small groups. Tell one student in each group to think Dress Up and Describe Bring in some various dress-up
of someone in the classroom. Their partner(s) should clothes and let the students take turns putting them
giving the answer to a question, they should give the category is.
ask yes/no questions like “Is he/she tall?” until on. Have the class use the key structure to describe
question for an answer. Say a sentence (e.g. “It’s
Charades Write out the keywords on small pieces of eventually they guess who it is. When they do, they what each student is wearing.
Sarah’s jacket.”) and tell the students to raise their
paper and put them into a hat. Have the students should switch roles.

14 Games and Activities 15

 Explain a Word Divide the class into two teams and the word with their flyswatter to earn a point for their the class. Read a word definition out loud or show or move around to. After a few seconds, pause
have each team send a representative up to sit in a team. However, tell them that they only have one a picture, and have the students ring a bell or raise the music and say one of the unit’s keywords.
chair facing away from the board. Tell them that they swat and that if neither student hits the word, neither their hands if they know which keyword goes with The students should instantly freeze in a pose
are not allowed to turn around. Then write one of the team will get the point. Continue until every student it. Ask the student who reacts first to the definition demonstrating the word. Any student who moves or
keywords or phrases on the board. Their teammates has had a chance to participate. what the answer is. If their answer is correct, they has an incorrect pose is out. The last person left
must try and make them guess what is on the board get a point for their team. If it is incorrect, the other standing wins the game.
Four Corners Designate the classroom’s four walls as
by doing or saying anything but the actual word or student(s) may have a chance to answer. Continue
keywords and clear the floor as much as possible. Object Guessing Have one student put on a blindfold,
phrase itself. The first person to guess it wins a until all the keywords have been used.
Tell the students that they each need to choose and give them a random object. If the student knows
point for their team.
a wall while you close your eyes and count to 10. Job Fair Bring in dress-up clothes or accessories what it is, they can say its name, but if they are not
Find and Slap Spread the flashcards around a table or Before you open your eyes, say one of the keywords. related to the keywords for the students to put on. sure, they can ask questions like “What color is it?”
the floor. Have the students gather around them, and All the students at that wall are out and have to Then have a “job fair” where the students mingle and or “What does it do?” to figure it out.
describe one of them. For each one, they should find sit down. Do the same thing until only one student ask and answer the key structure with each other.
Pair Race Put the students in pairs and have one
that keyword and slap it. The first one to do so in remains. That student then becomes “it.”
Line by Line Draw a picture of a keyword on the board pair stand up and face each other. On your signal,
each round earns a point.
Go Fish Make simple playing cards of the keywords one line at a time. Pause after each line you draw they should alternate saying the keywords as fast as
Find the Word Write a bunch of the words from the and divide the students into groups to play Go Fish. and have the students guess what it is using a key possible. Time them to see which pair can do it the
passage on the board. Then divide the students into Tell them to ask each other the key structure to structure. The first student to guess gets to come to fastest.
two or three teams and have each team send one try to collect pairs of cards. If they are asked for a the board and draw the next picture.
Picture Description Have the students draw pictures
student up to the board. Say one of the words and card that they have, they have to give it to the other
Living Tic-Tac-Toe Split the students into two teams of something related to the topic and present them
have the students find and hit it with flyswatters as student, who guesses again. If they don’t have the
and make a large tic-tac-toe grid on the floor out of to the class. Then collect the pictures and randomly
fast as possible. The first one to do so wins a point card that the student asks for, that student’s turn is
tape. Show one of the teams a flashcard and have pass them back out to the students so that they
for their team. over. The person with the most pairs of cards at the
them make a sentence with it. If they do it correctly, each have a different person’s picture. Have them
end wins.
Find Your Partner Write the keywords from lesson 1 one of them gets to stand on a spot on the grid. If present the pictures again using the third person
and 2 on slips of paper and divide the class in half. Higher or Lower Have a student choose any date for they don’t do it correctly, the other team gets to go. instead of the first person.
Give half the students the lesson 1 keywords and the other students to guess. The other students do The first team to get three of its members in a row
Picture Guessing Put the students in groups of three.
have them stand on one side of the room. Then this by saying a month and asking “Higher or lower?” on the grid wins.
One student should turn around or cover their eyes
give the other half the lesson 2 keywords and have until they eventually pinpoint which month the first
Look It Up Have all the students sit down and open while the second student watches the third student
them stand on the other side. On your signal, the student’s date is in. Then they do the same thing
their books to the reading passage. Then say a word draw something. The student who is drawing cannot
students should find the student on the other side of with the number. The student that guesses it right
from the passage and tell the students to find it as talk at all. Instead, the student with their eyes
the room with the keyword that matches theirs. Then can choose the next date.
fast as possible. As soon as they find it, they should covered should ask the watching students yes/
have them practice the key structures.
Hot Potato Have the students make a large circle. stand up and read out the line it is in. The fastest no questions until they have enough information to
Find Your Target Write all the students’ names on Toss a beanbag to a student, point at a different person to do so wins. guess what the other student is drawing. Once they
pieces of paper and put them in a hat. Have each student, and ask a key question about them. After have guessed correctly, the students should switch
Memory Game Put the students in small groups
student choose a new name without letting anyone the first student answers, they should toss the roles.
of three or four and give each group copies of all
else see it. Then put the students in groups of three beanbag to another student and do the same thing.
the flashcards. Half of the cards should have the Picture Reactions Bring in pictures designed to evoke
and have them tell each other their new names Once the students understand the routine, play some
keywords on them, and the other half should have different feelings from your students (e.g. puppies
without letting any of the other students know what music and tell them that when it stops, the person
their corresponding pictures. The students should and kittens → happy, person getting rained on →
they are. When they have finished, have each student with the beanbag is out. Encourage them to go as
turn them upside down, mix them up, and take turns sad, student taking a test → nervous, etc.). Show
draw the name of the person they have to find. Tell fast as possible to avoid it happening to them.
flipping two of them over. When they do, they should them the pictures one by one and see who has the
them that they need to find this person by mingling
I Spy Teach the students to say “I spy with my little use the words in the key structures. If the two cards best reactions in the class. Have them say their
and asking the other students “What’s (name)
eye something (adjective)/ a(n) (object).” The words are a matching picture and keyword, the student gets emotion after each picture as well.
wearing?” If the students know, they should describe
“with my little eye” can be deleted if they confuse to keep them. If they aren’t, the student flips them
the student. If they don’t, they should say “I don’t Preposition Quick Fire Have the entire class stand up.
the students. All the other students should take turns back over. The one with the most pairs at the end
know.” The first student to find their target wins. Then say different types of transportation and have
pointing at the right flashcard or guessing objects wins the game.
the students say the prepositions that they go with
Flyswatter Divide the class into two teams and write that fit that description. The student that guesses
Mission Time Give the class a mission and have them (usually “by”). Then say them faster and faster so
the keywords all over the board. Place two chairs correctly gets to pick the next item.
mingle and use the key structures to accomplish it. that the students have less time to react. If they
facing away from the board with a flyswatter on each
Identify Write all the keywords on the board and The first one to finish wins. say the wrong one (e.g. “by” instead of “on” for “on
of them, and call up one student from each team to
split the students into two or three teams. Have foot”), they are out. The last one standing wins the
sit in them. After you say one of the keywords out Musical Statues Clear some space in the class and
one student from each team come to the front of game.
loud, the students should run to the board and hit play some catchy music for the students to dance

16 Games and Activities 17

 Quick Draw Split the class into two or three teams Slapjack Make simple playing cards with pictures whatever throws them off. Then ask the students about it. On your next signal, they should pass it to
and have each team send a student to the board. of the keywords on them and play slapjack with the “Spelling detectives, what’s wrong?” Call on a the right again. The third student should look at the
Then whisper one of the unit’s keywords to them. students. In groups of four or five, the students student and have them spell the changed word picture and then write a sentence about it without
On your signal, they should draw as fast as possible should make a circle and pass out the cards evenly. correctly to you. If they are right, the class gets a looking at the original sentence. Have them continue
while their teammates guess what the keyword is. Explain that they should NOT look at their cards. point. If they are wrong, you get a point. passing the stacks around the circle and alternating
The first team to guess gets a point. Instead, they should take turns flipping them over in between writing and drawing until each person gets
Spelling Hopscotch Divide the students into two teams
a pile in the center. After each card is flipped over, their original stack. Then have each person look
Reading Race Time all the pairs to see who can and put two sets of large letters on the floor. Have
accurately read through the story the fastest. Then all the students should say the name of its keyword. through the drawings and sentences in order.
one student from each team stand in front of the
Choose a special keyword for the round and write
give them time to practice on their own, and hold the letters. Then say a keyword and tell the students Throw and Sing Put the flashcards on the board and
reading race again. If you want, you can even have a it on the board. Whenever that keyword comes up,
to hop on the letters to spell it out. The rest of the have a student throw a squishy ball at one of them.
third race to see whose speed improved the most. the students should all slap it. The fastest one gets
class can say the letters out loud while they do. The Then have the class sing a verse from the song
to take the entire pile of cards. The first student to
first student to finish wins a point for their team. using that word.
Ready, Aim, Fire Put the flashcards all over the board. collect all the cards wins.
Then split the students into two or three teams and Spelling Race Divide the students into two or three Toss the Ball Toss a soft, squishy ball to a student
have them each send one student up to the front. Snatch Put the students in groups of four or five teams. Have each team send one student to the and ask them a question. If they answer correctly,
Give each student a squishy or sticky ball. When you with copies of the flashcards in front of them, word
board for a spelling race. After you say one of the they get to toss the ball to a student of their choice,
say a keyword, they should throw their ball at the side up. Say the keywords one by one and have the
unit’s keywords, the students should write the word and that student becomes the next one to answer
correct flashcard. Anyone who hits it earns a point students compete to be the fastest person in their
on the board as fast as possible. Whoever correctly a question. If the first student answers incorrectly,
for their team. Anyone who hits an incorrect flashcard group to slap the correct flashcard. After a while, tell
spells the word first wins a point for their team. you take the ball back and choose the next student
loses a point for their team. them to turn the flashcards over so that the pictures
yourself.
are facing up and repeat the activity. Spelling Relay Divide the students into two or three
Roll to Win Put the flashcards on the board and teams and have each team make a line in front of Two Truths and a Lie Hold up an object or picture in
number them from one to six. Split the class into two Speed Saying Teach the students a tricky phrase the board. When you say a keyword, the first student front of the students and say three things about it.
teams and have the team member whose turn it is roll using the tongue twister phonics and illustrate what
in each line should run to the board, write the first Two of these statements should be true, and one
a die. If the team says the correct key structure for it is on the board. Then encourage them to say it
letter, run back, and give the chalk or maker to the should be false. Try to use the key structures as
the card whose number the die landed on, they get to as fast as possible. If you like, you can also have
next student, who runs up and writes the second much as possible. The students should identify which
take it. The team that takes the most cards wins. a class-wide competition to see who can say it the
letter, and so on. The first team to correctly spell the statement is false either individually or in teams. The
most times in 10 seconds.
word wins a point. first person or team that names the false statement
Say and Sit Have the whole class stand up. On your
Speed Spelling Put the students in pairs. Give each gets a point.
signal, anyone can call out one of the keywords and Spin and Ask Have the students write a keyword on
pair enough paper letters to make any of the unit’s
sit down. Then someone else can call out a second a piece of paper and stick it to their shirt. Then Vocabulary Basketball Divide the students into two
keyword and sit down, and so on. If someone says a keywords. Then say the keywords and see which
have the class make a circle around one student. teams. Show one of the students a picture of one of
keyword incorrectly, they have to stand back up and pairs can use the letters to spell them the fastest.
Put a blindfold on that student and then spin them the keywords and have them say and/or write it. If
someone else has to say the right way. But if any If you want, you can keep score and give the winning
around four or five times. Before taking the blindfold they do so correctly, they have the chance to shoot a
two students start to speak up at the same time, pair a small prize.
off, have them point straight out. Ask them a key small, squishy ball into a box or basket. If they make
everyone has to stand up and start over. See how Spelling Baseball Divide the students into two teams. question for them to answer about the nearest the shot, they earn a point for their team.
many tries it takes to finish the whole list. Have one team “at bat” and one team in the student they pointed at. That student can then take
Whispering Line Divide the class into two teams and
“outfield.” You get to be the spelling pitcher by saying the first student’s place in the middle.
Sentence Making Have the students work in pairs. have each team form a line. Whisper one of the
a keyword for the batting student to spell. If they get
Tell each pair that they have two minutes to make Stand and Spell Make large, individual letters for each unit’s keywords into the ear of the first student in
as many sentences as possible using the keywords. it right, they go to a desk labeled “first base.” If they
of the keywords. Then pass them out to the students line for each team. On your signal, have the students
Each correct sentence they make is worth one point. don’t get it right, it’s a pop fly, and a student from
and say one of them. The students should stand up whisper the message down the line until it gets
The team with the most points wins the game. the other team can try to spell it to get the batter
and arrange themselves along the classroom wall so to the last student for each team. Those students
out. If neither team spells it correctly, it counts as a
that they are spelling out the keyword. Time them to must then write the correct word on the board. The
Silly Verses Write the keywords on pieces of paper strike, three of which count as an out for the batting
and put them in different bags. Create silly verses of see how fast they can do it. one who finishes first wins a point for their team.
team. After three outs, the teams switch sides. To
Continue the game until all the words have been
the song for the students to sing by having them pair score a run, a student has to pass first, second, and Telephone Draw Have the students sit in a circle,
random keywords together. used.
third base before going home. However, they can only and give them each a stack of small, rectangular
Sing and Draw Have the students take turns making move to the next base when a teammate of theirs pieces of paper. Tell them to write a key sentence Word Unscramble Scramble all the keywords from and
up and singing their own verses for the song. The spells a word correctly. on the top paper in their stack. On your signal, they give them to the students. Time them to see how
others should listen and draw the things or actions should pass the entire stack to their right. The next long it takes them to unscramble them.
Spelling Detectives Write the keywords all over the student should read the sentence, put that card on
that are mentioned. board and tell the students to put their heads down.
the bottom of the stack, and then draw a picture
Change a word, misspell it, switch the tense, or do

18 Games and Activities 19

Starter Student Book page 5 3. Let the students listen to the recording. Then
B Listen, point, and say. play it again and ask the students to point to
Student Book pages 4–5 each ordinal number and say it.
Lesson Objectives 1. Use the pictures on the page to introduce the
To learn about the days of the week, seasons of the year. Say each of the seasons TR 05
seasons of the year, and ordinal first second third
and have the students repeat after you.
numbers fourth fifth sixth
2. Let the students listen to the recording. Then seventh eighth ninth
Keywords play it again and ask the students to point to tenth eleventh twelfth
Monday, Tuesday, Wednesday, thirteenth fourteenth fifteenth
each number and say it. sixteenth seventeenth eighteenth
Thursday, Friday, Saturday, Sunday,
nineteenth twentieth
spring, summer, fall, winter, ordinal TR 04
numbers 1st-20th 1. spring 2. summer 3. fall 4. winter
Game Suggestion
Key Structure
What day is it today? It’s Monday.
3. Say each season and have the students act out Balloon Tap Tap a balloon in the air and say “first.”
its weather/temperature. Then hit it to a student and have them say “second.”
Materials
Have the students keep hitting the balloon around
CD tracks 02-05
C Listen and say. the class and saying ordinal numbers. See if they can
count from 1st-20th without letting the balloon touch
1. As a class, count from 1 to 20 as preparation the ground.
for learning about ordinal numbers (e.g. first,
second, third, etc.). If you like, you can have
Student Book page 4 each letter and picture and say them. the students compete to see who can do it the
fastest.
Warm Up TR 02
1. Monday 2. Tuesday 3. Wednesday Teaching Tip
1. Introduce yourself by saying “Hi! I’m (name).” Point 4. Thursday 5. Friday 6. Saturday
7. Sunday
Vary the students’ methods of counting to keep things
to yourself and say your name a few more times.
interesting. For example, you could have them count
2. Encourage the students to say your name. Do
1-10 in soft voices and 11-20 in loud voices. Another
this by saying your name normally and having Game Suggestion
method is to have the students make a circle and take
them repeat it. Then say your name in other ways
Put It in Order Put the students in small groups and turns saying the numbers in order. You can then time
(loudly, quietly, with a high-pitched voice, etc.) and give each group pieces of paper with the days of the them to see how fast they can do it as a group.
have the students copy you. week on them. Have the students work together to
3. Ask “What’s your name?” and have the students place the words in the correct order and say all the Differentiation
take turns answering. days from Monday to Sunday. The first group to finish
For above-level students, you can demonstrate how to
wins.
spell out ordinal numbers. For average or below-level
Teaching Tip
3. Introduce the lesson’s key structure. Write it in students, you can simply use the abbreviations.
1. Give the students nametags or make nametags
black on the board with the day of the week in 2. Use the objects and numbers on the page to
together in class. Use them until everyone is
red. Then practice it with the students several introduce ordinal numbers to the students.
comfortable with each other’s names.
times. Say each of the ordinal numbers and have the
2. (optional) If the students do not have English
names, allow them to choose ones from a list. 4. Afterward, point at different days in the picture students repeat after you.
and have various students say what day of the
week they are using the key structure. Teaching Tip
A Listen and say. Then practice. To help the students distinguish between ordinal
TR 03
1. Before class, make flashcards of the days of the What day is it today? It’s Monday.
numbers and cardinal numbers (e.g. 1, 2, 3, etc.), set
week. Use them to introduce the days to the 1. What day is it today? It’s Monday. up a row of three pens or pencils with different colors.
students. Then chant the days from Monday to
2. What day is it today? It’s Tuesday. Ask the students “How many pens are there?” and get
3. What day is it today? It’s Wednesday.
them to say “Three pens.” Then ask them “Which pen
Sunday all together as a class several times. 4. What day is it today? It’s Thursday.
5. What day is it today? It’s Friday. is (color)?” and get them to say “The first/second/third
2. Let the students listen to the recording. Then
6. What day is it today? It’s Saturday. pen.”
play it again and ask the students to point to 7. What day is it today? It’s Sunday.

20 Starter 21
1 Special Days Lesson 1 My Favorite Day it in black on the board with “your”/“my” in Game Suggestion
red. Then practice it with the students several Spin and Ask Have the students write their favorite day
Student Book pages 6–7 times. on a piece of paper and stick it to their shirt. Then,
Lesson Objectives 2. Show the students how “My favorite day is have the class make a circle around one student. Put
To understand and produce the key
(day)” can be reduced to “It’s (day)” after a blindfold on that student and then spin them around
vocabulary
To correctly ask and answer about a question. Illustrate it by underlining both four or five times. Before taking the blindfold off, have
your and others’ favorite days sections and drawing an arrow from the first them point straight out. Then ask them “What’s his/her
one to the second one. favorite day?” about the nearest student they pointed
Keywords
3. Play the recording and ask the students to point at. That student can then take the first student’s place
Thanksgiving, Christmas Day,
in the middle.
Mother’s Day, Halloween, Valentine’s to each picture as it comes up.
Day, Earth Day
TR 08 Student Book page 78
Key Structures What’s your favorite day? My favorite day is Valentine’s Day.
What’s your favorite day? 1. What’s your favorite day? My favorite day is Valentine’s Day. Chant
My favorite day is Valentine’s Day. 2. What’s your favorite day? My favorite day is Mother’s Day.
What’s his/her favorite day? 3. What’s your favorite day? My favorite day is Earth Day. 1. Read the lyrics line by line and have the
His/Her favorite day is Thanksgiving. 4. What’s your favorite day? My favorite day is Thanksgiving.
students repeat them after you.
5. What’s your favorite day? My favorite day is Halloween.
Materials 6. What’s your favorite day? My favorite day is Christmas Day. 2. Play the recording and do the chant together as
CD tracks 06-10, flashcards 01-06 a class.
4. Use the pictures to practice the question/answer
structure as a class. TR 10
What’s Your Favorite Day?
Student Book page 6 1. Tell the students to listen and circle the day 5. Spread the flashcards around the board or a What's your favorite day? It's Valentine's Day.
that is being talked about. central table and have the students use the What's your favorite day? It's Halloween.
Warm Up question/answer structure to talk about them. What's your favorite day? It's Earth Day.
2. Check the answer as a class. I like this day a lot!
1. Go through your greetings or opening routine.
TR 07 What's his favorite day? It's Mother's Day.
2. Say "My name is (name)." Then have the students
Teacher: What’s your favorite day?
D Ask and answer.
What's her favorite day? It's Christmas Day.
introduce themselves again. Ming: My favorite day is Earth Day. What's their favorite day? It's Thanksgiving Day.
1. Introduce the lesson’s second key structure.
Teacher: What do you do on Earth Day? We like these days a lot!
Ming: I plant trees with my family. Write it in black on the board with “his”/“her”
A Listen, point, and say. Teacher: That sounds good. in blue. Then practice it with the students 3. Play the chant again and have the students do
several times. a simple action (such as tapping their fingers)
1. Use the special day flashcards to introduce the Answer Earth Day
vocabulary. Say each word several times for the while saying it.
Teaching Tip
students to repeat after you. Differentiation Demonstrate the difference between the first and Extra Practice
2. Have the students say what they see in the second key structures by asking a student “What’s
For above-level students, take out a 12-month calendar Assign pages 2-3 in the workbook as homework. You
picture. your favorite day?” and then pointing at another
and have them point out holidays from their countries. can also have the students complete the worksheet on
3. Let the students listen to the recording. Then student while still asking the same student “What’s
page 104 of the teacher’s book in class.
Take a class vote to see which holiday is the best.
play it again and ask the students to point to his/her favorite day?”
each keyword and say it. Game Suggestion
2. Point to each picture and ask the students what
TR 06 Draw and Run Tape the special day flashcards on corners they see. Then play the recording and put them
1. Thanksgiving 2. Christmas Day 3. Mother’s Day or walls around the room. Then have one student draw
in pairs to talk about the pictures using the
4. Halloween 5. Valentine’s Day 6. Earth Day pictures related to one of the days on the board. Tell the
second key structure.
other students to run to that day’s flashcard as soon as
Teaching Tip they figure out which day it is. The first person to get TR 09
Introduce some extra vocabulary words and write them there can be the next person to draw. What’s his favorite day? His favorite day is Thanksgiving.
What’s her favorite day? Her favorite day is Thanksgiving.
on the board so that students who want more options 1. What’s his favorite day? His favorite day is Thanksgiving.
in later activities can refer to them. (Suggested words: Student Book page 7 2. What’s her favorite day? Her favorite day is Christmas Day.
New Year’s Eve, Independence Day, Labor Day) 3. What’s his favorite day? His favorite day is Mother’s Day.
4. What’s her favorite day? Her favorite day is Halloween.
C Ask and answer.
5. What’s her favorite day? Her favorite day is Valentine’s Day.
1. Introduce the lesson’s first key structure. Write 6. What’s his favorite day? His favorite day is Earth Day.
B Listen and circle.
22 Unit 1 • Special Days 23
1 Special Days Lesson 2 Special Activities using the pictures and actions that you created pictures.
together. This can be done as a class or as pair 2. Explain the rules. The students take turns
Student Book pages 8–9 work. moving around the board by flipping a coin
Lesson Objectives and moving one space if it lands on heads and
To understand and produce the key Game Suggestion two spaces if it lands on tails. On each space,
vocabulary
To correctly ask and answer about special Find Your Partner Write the keywords from lessons 1 the moving student answers the key question
days’ activities and 2 on slips of paper and divide the class in half. that their partner asks. If they answer correctly,
Give half the students the lesson 1 keywords and have they get the points written by each square. The
Keywords
them stand on one side of the room. Then give the student with the most points at the end wins.
make cards, hug my mom, plant trees,
other half the lesson 2 keywords and have them stand
eat turkey, wear a costume, open
presents on the other side. On your signal, the students should Teaching Tip
find the student on the other side of the room with the Use a random method to divide the students in pairs,
Key Structures keyword that matches theirs (e.g. Earth Day – plant like choosing names out of a hat; rolling a die; playing
What do you do on Valentine’s Day? trees). Then have them practice the key structures.
I make cards. rock, paper, scissors; or guessing a number.
What does he/she do on Mother’s Day? Differentiation
He/She hugs his/her mom.
For below-level students, the above activity can be Student Book page 78
Materials done with entire sentences written on the slips of
CD tracks 11-14, flashcards 01-12 Song
paper instead of just keywords.
1. Say the lines from the song and have the
B Stick. Then ask and answer. students repeat them. Do this a few times until
Student Book page 8
TR 11 the students are familiar with the lyrics.
1. make cards 2. hug my mom 3. plant trees 1. Introduce the lesson’s second key structure.
Warm Up 2. Play the recording and have the students listen
4. eat turkey 5. wear a costume 6. open presents Write it on the board in black with the key
to the music. Then play it again and have them
1. Go through your greetings or opening routine. Then parts in blue to make it easy for the students to
sing along.
check the previous day’s homework or collect it Teaching Tip understand.
from the students. Have the students stand up and act out the 2. Emphasize that “do” is used before “you” in TR 14
2. (optional) Go over the chant on page 78 again. vocabulary. Create a class action for each keyword. What Do You Do on Valentine’s Day?
the key structure question while “does” is used
What do you do on Valentine’s Day?
3. Review the special day flashcards from the before “he”/“she.” Similarly, emphasize that the I make cards. I make cards.
previous lesson using the key structures “What’s Differentiation key structure verbs after “He”/“She” must have What do you do on Christmas Day?
your/his/her favorite day?” and “My/His/Her For above-level students, test their spelling by writing “-s” on the end. I open presents. I open presents.
favorite day is (day).” the keywords on the board, telling them to put their 3. Play the recording and have the students put What does he do on Mother’s Day?
heads down, and then erasing or changing a letter to the stickers on the pictures. He hugs his mom. He hugs his mom.
Game Suggestion make a wrong word. Then have them raise their heads What does he do on Halloween?
He wears costumes. He wears costumes.
Snatch Put the students in groups of four or five with and find it as fast as possible. TR 13
What does he do on Mother’s Day? He hugs his mom.
copies of the lesson 1 flashcards in front of them, What does she do on Mother’s Day? She hugs her mom.
What does she do on Earth Day?
word side up. Say the keywords one by one and have 3. Introduce the lesson’s first key structure. Write hug, hugs, make, makes, open, opens, wear, wears, plant, plants,
She plants trees. She plants trees.
What does she do on Thanksgiving?
the students compete to be the fastest person in their it in black on the board with the key parts eat, eats
She eats turkey. She eats turkey.
1. What does he do on Mother’s Day? He hugs his mom.
group to slap the correct flashcard. After a while, tell in red to make it easy for the students to
2. What does she do on Valentine’s Day? She makes cards.
them to turn the flashcards over so that the pictures understand. 3. What does she do on Christmas Day? She opens presents. 3. Sing the song once more, but before starting
are facing up. 4. Play the recording for the students. 4. What does he do on Halloween? He wears a costume. encourage the students to think of some actions
5. What does he do on Earth Day? He plants trees.
A Listen and say. Then practice. 6. What does she do on Thanksgiving? She eats turkey. or gestures for the song.
TR 12
What do you do on Valentine’s Day? I make cards. 4. Play the instrumental version of the song and
1. Use the special day activity flashcards to 1. What do you do on Valentine’s Day? I make cards. 4. Put the students in pairs and have them use the have the students sing along while doing the
introduce the day’s new vocabulary. Say each 2. What do you do on Mother’s Day? I hug my mom.
pictures to practice the key structures. actions or gestures they came up with.
word several times and have the students repeat 3. What do you do on Earth Day? I plant trees.
4. What do you do on Thanksgiving? I eat turkey.
after you. 5. What do you do on Halloween? I wear a costume. Extra Practice
Student Book page 9
2. Play the recording for the students and have 6. What do you do on Christmas Day? I open presents. Assign pages 4-5 in the workbook as homework. You
them point to each picture as they hear its Speaking Task can also have the students complete the worksheet on
keyword. 5. Have the students practice the key structure page 105 of the teacher’s book in class.
1. Have the students say what they see in the
24 Unit 1 • Special Days 25
1 Special Days Lesson 3 Story new words or expressions. Teaching Tip
5. Have the students practice saying the lines in It may be helpful to make a big version of the story to
Student Book pages 10–11 the story as a class. put on the board. This can be used to demonstrate how
Lesson Objectives 6. When the students have a good grasp of the to complete the story.
To read and answer questions about
language, have them work in pairs to practice it.
a comic related to the key vocabulary
7. Have the pairs take turns acting the story out 3. Ask each pair to act out their story in front of
To complete and present an
individualized comic in front of the class. You can choose whether to the class. You can choose whether to have them
have them try it with or without their student try it with or without their books.
Keywords
Keywords from lessons 1 and 2 books.
Teaching Tip

Key Structures Teaching Tip Have the students act out their stories again, but tell
Key structures from lessons 1 and 2 Bring in props like a calendar and paper Christmas tree them to pretend that all of the characters in them are
for the students to use in their acting. excited, angry, sad, etc.
Materials
CD tracks 15-16, flashcards 01-12
Game Suggestion Tongue Twisters
Look It Up Have all the students sit down and open 1. Have the students look at the pictures. Ask
their books to the reading passage. Then say a word them what they can see.
from the passage and tell the students to find it as
2. Play the recording and let the students listen to
fast as possible. As soon as they find it, they should
the tongue twisters.
stand up and read out the line it is in. The fastest
Student Book page 10 2. Play the recording and let the students listen to person to find it wins. TR 16
the story once. Play it a second time and ask 1. Jake makes a fake snake, and Kate hates it.
Warm Up 8. Afterward, read the question at the bottom 2. Mike’s white bike and kite are nice.
them to point at each character that is talking.
of the page (“What do you do on Christmas
1. Go through your greetings or opening routine. Then
TR 15 Eve?”). Have the students answer the question 3. Read the tongue twisters out loud to the class.
check the previous day’s homework or collect it
Tim: Ming, what are you doing? individually or work in pairs and talk about it Ask the students what the letters “a” and “i”
from the students. Ming: I’m looking at the calendar.
2. (optional) Practice the song on page 78 again. Play Tim: Wow, Christmas is coming soon. I’m so excited!
with their partner. sound like in the combinations “a_e” and “i_e”
the music and sing along while the students listen Ming: So am I! and have them underline the “a_e” and “i_e”
Tim: What’s your favorite day? words in their books.
and/or sing along. Ming: My favorite day is Christmas Eve.
Student Book page 11
3. Ask the students if they remember the actions and Tim: What do you do on Christmas Eve? 4. Practice reading the sentences a few times as a
B Choose the correct answers.
gestures they created and have them use them Ming: I decorate a Christmas tree with my family. How about you, class. Then have the students take turns saying
Tim? What’s your favorite day?
while they sing the song as a class. 1. Ask the students to choose the correct answers. the tongue twisters on their own.
Tim: My favorite day is Valentine’s Day.
4. Afterward, review the flashcards from lessons 1 and Ming: Why? Is there a special reason? 2. Check the answers as a class.
2 using the key structures “What’s your favorite Tim: I eat lots of chocolate then. I’m very popular! Differentiation

day? My favorite day is (day),” and “What do you do Answers 1. c 2. b 3. b For above-level students, slowly say the tongue twisters
on (day)? I (action).” Differentiation faster and faster until you are speaking at a normal
For below-level students, pause the recording after speed with normal enunciation for a native speaker.
C Make your own story. Encourage the students to do the same to see if they
Game Suggestion each line, act it out in front of them, and have them
repeat it. 1. Have the students work in pairs and turn to can match your speed and inflection.
Quick Draw Split the class into two or three teams and
have each team send a student to the board. Then
page 83.
3. Read the story to the students. Try to change Extra Practice
whisper one of the unit’s keywords to them. On your 2. Explain to the students how to fill in the blanks,
your voice to match the characters. Assign pages 6-7 in the workbook as homework.
signal, they should draw as fast as possible while their circle their preferred options, and use the
teammates guess what the keyword is. The first team Teaching Tip stickers to make their own story. Then have
to guess gets a point. Have the boys repeat Ming’s lines with high voices and
them practice their story together.
the girls repeat Tim’s lines with deep voices to make
A Listen. Then act it out. things more fun!

1. Have the students look at the pictures. Ask 4. Pause after each scene to check the students’
them what they can see. comprehension and their understanding of any

26 Unit 1 • Special Days 27

1 Special Days Lesson 4 Wrap Up B Listen and choose. 2

1. Have the students look at the pictures. Ask Once the students are finished writing, have them
Student Book pages 12–13
Lesson Objectives them what they can see. take turns presenting their posters at the front of
To complete a writing and a listening 2. Play the recording and tell the students to the class.
exercise using the key vocabulary choose the correct pictures. Check the answers
To practice the key structures by Teaching Tip
as a class.
making a poster Use a random method (rolling a die, spinning a wheel,
Keywords TR 17 picking names out of a hat, etc.) to select the order
1. What’s your favorite day? that the students have to present in.
Keywords from lessons 1 and 2 My favorite day is Earth Day.
2. What’s his favorite day?
Key Structures Differentiation
His favorite day is Thanksgiving.
Key structures from lessons 1 and 2 3. What do you do on Valentine’s Day?
For below-level or extremely shy students, you can
I make cards for my friends.
Materials choose to allow them to present their posters to a
4. What does Mike do on Christmas Day?
CD track 17, flashcards 01-12 He opens presents. partner instead of in front of the class.

Extra Practice
Answers 1. b 2. a 3. b 4. a
Assign pages 8-9 in the workbook as homework.

Differentiation

For above-level students, say various sentences with

the keywords and phrases at a normal speed for native
Student Book page 12 A Look and write. speakers. If they can easily understand them, increase
Warm Up 1. Review how to spell the different special day your speed until you are speaking extremely fast. See if
and special day activity keywords with the any of the students can copy you.
1. Go through your greetings or opening routine. Then
students.
check the previous day’s homework or collect it
Student Book page 13
from the students. Game Suggestion
2. Go through the flashcards from lessons 1 and 2 Presentation
with the students using the key structures “What’s
Speed Spelling Put the students in pairs. Give each
pair enough paper letters to make any of the unit’s 1
your favorite day? My favorite day is (day),” and
keywords. Then say the keywords and see which pairs
“What do you do on (day)? I (action).” 1. Explain to the students that they will make and
can use the letters to spell them the fastest. If you
3. (optional) Do the chant and song on page 78 present a poster in this task.
want, you can keep score and give the winning pair a
again. Encourage the students to stand up and act 2. Have each student pick a favorite day.
small prize.
out the lyrics while they chant or sing. 3. Put the students in pairs and have them ask
2. Have the students look at the pictures and say and answer the key questions. Then tell them
Game Suggestion
what they see. Then tell them to fill in the to draw posters about their partner’s favorite
Identify Write all the keywords on the board and blanks with keywords and phrases from the holiday. Emphasize that they should NOT draw
split the students into two or three teams. Have one unit. Check the answers as a class. a poster about their own favorite holiday.
student from each team come to the front of the class.
Teaching Tip
Read a word definition out loud or show a picture, and Teaching Tip
have the students ring a bell or raise their hands if Demonstrate how to complete Step 1 with a student
Show pictures of Valentine’s Day, Earth Day, and
they know which keyword goes with it. Ask the student volunteer in front of the class. Ask the student the key
Christmas celebrations to the students and have them
who reacts first to the definition what the answer is. questions and then draw a quick poster on the board
make sentences similar to the ones in exercise A.
If their answer is correct, they get a point for their based on their answers.
team. If it is incorrect, the other student(s) may have a 1. Halloween, wears a costume
chance to answer. Continue until all the keywords have Answers 2. Mother’s Day, hugs her mom
4. Have the students complete the sentences with
been used. 3. Thanksgiving, eats turkey their partner’s name, favorite day, and favorite
day activity.

28 Unit 1 • Special Days 29

2 Today Lesson 1 Today’s Date and the date in blue. Then practice it with the TR 21
students several times. When is your birthday? It’s February 8th.
Student Book pages 14-15 2. Explain to the students that dates use ordinal
Lesson Objectives numbers (i.e. first, second, third, etc.) instead
To understand and produce the key E Ask your teacher about his/her birthday.
of cardinal numbers (i.e. one, two, three, etc.).
vocabulary
To correctly ask and answer about the Write “1st,” “2nd,” “3rd,” “4th-20th,” “21st,” 1. Encourage the students to ask you about your
date using the impersonal subject “it” “22nd,” “23rd,” “24th-30th,” and “31st” on the birthday.
Keywords board. Show the students how each number is 2. If you are comfortable with it, you can
January, February, March, April, pronounced. Emphasize that numbers ending encourage them to guess your age as well.
May, June, July, August, September, in “1,” “2,” and “3” are irregular except for
October, November, December “11th,” “12th,” and “13th,” which aren’t. Student Book page 78
Key Structures
Differentiation Chant
What’s the date today?
It’s January 3rd. For above-level students, you can demonstrate how to 1. Read the lyrics line by line and have the
When is your birthday? spell out ordinal numbers. For average or below-level students repeat them after you.
It’s February 8th. students, you can simply use the abbreviations. 2. Play the recording and do the chant together as
Materials a class.
CD tracks 18-22, flashcards 13-24 3. Play the recording and ask the students to
look and point at the pictures under the key TR 22
Months and Days
structure.
Let’s learn the months!
Student Book page 14 center space can be a free space for each of them. January, February, March, (clap!) April, May, June. (clap! clap!)
TR 20
Then play bingo by saying random month names and January, February, March, (clap!) April, May, June. Oh, yeah!
What’s the date today? It’s January 3rd.
Warm Up having the students cross them off their grids. The 1. What’s the date today? It’s January 3rd.
What’s the date today? What’s the date today?
1. Go through your greetings or opening routine. Then first student to get three in a row can say “Bingo!” and 2. What’s the date today? It’s March 31st.
It’s May, May, May 15th.
get a prize, if you wish. 3. What’s the date today? It’s May 18th.
check the previous day’s homework or collect it What’s the date today? What’s the date today?
4. What’s the date today? It’s July 7th.
It’s May, May, May 15th.
from the students. 5. What’s the date today? It’s October 29th.
2. Ask the students what day of the week it is and B Listen and circle Amy’s birthday. 6. What’s the date today? It’s December 12th.
Now let’s learn the rest.
what they usually do on that day. July, August, September, (clap!) October, November, December.
1. Tell the students to listen and circle the date 4. Use the pictures to practice the question/answer (clap! clap!)
3. As a class, count from 1 to 20 as preparation for
that is mentioned. structure as a class. July, August, September, (clap!) October, November, December. Oh,
learning about ordinal numbers. If you like, you can yeah!
have the students compete to see who can do it 2. Check the answer as a class. 5. Have the students work in pairs and practice
the fastest. using the question and answer structures to talk What’s the date today? What’s the date today?
TR 19 It’s July, July, July 16th.
Ming: Tim, what’s the date today? about the pictures.
What’s the date today? What’s the date today?
Tim: It’s March 20th. It’s July, July, July 16th.
A Listen, point, and say. Ming: Really? Today is Amy’s birthday. Game Suggestion
Tim: How about buying a flower for her?
1. Use the month flashcards to introduce the Ming: That’s a good idea!
Higher or Lower Have a student choose any date for 3. Play the chant again and have the students do
the other students to guess. The other students do a simple action (such as clapping their hands)
vocabulary. Then ask the students “What month
this by saying a month and asking “Higher or lower?” while saying it.
is it now?” Answer March 20th
until they eventually pinpoint which month the first
2. Let the students listen to the recording. Then play
student’s date is in. Then they do the same thing with Extra Practice
it again and ask the students to say each keyword. Differentiation the number. The student that guesses it right can Assign pages 10-11 in the workbook as homework. You
For above-level students, ask the question “What’s choose the next date. can also have the students complete the worksheet on
TR 18
1. January 2. February 3. March the date today?” If the students have a hard time page 106 of the teacher’s book in class.
4. April 5. May 6. June answering, let them point it out on a calendar. D Ask and answer. Then write.
7. July 8. August 9. September
10. October 11. November 12. December
1. Introduce the lesson’s second key structure.
Student Book page 15
Then practice it with the students several times.
Game Suggestion C Ask and answer. 2. Put the students in groups to complete the
Bingo Have the students create simple 3×3 grids and table.
1. Introduce the lesson’s first key structure. Write
write a month name in each space. If you want, the
it in black on the board with the month in red
30 Unit 2 • Today 31
2 Today Lesson 2 Today’s Weather 6. Have the students work in pairs and use the Teaching Tip
pictures to practice the structure. If there is enough time, point out the buildings or
Student Book pages 16-17
monuments in the pictures. Ask the students to
Lesson Objectives
B Ask and answer. identify them. If they can’t, tell them what they are
To understand and produce the key
called and explain why they are famous.
vocabulary 1. Introduce the lesson’s second key structure.
To correctly ask and answer about
Write it on the board with the weather in red
the weather using the impersonal
subject “it” and the place name in blue. Student Book page 78
2. Play the recording for the students. Then play it Song
Keywords
again and tell the students to act out each type
sunny, cloudy, rainy, snowy, foggy, 1. Say the lines from the song and have the
windy of weather when they hear it.
students repeat them. Do this a few times until
Key Structures TR 25 the students are familiar with the lyrics.
How’s the weather today? How’s the weather in Paris? It’s snowy.
1. How’s the weather in Paris? It’s snowy.
2. Play the recording and have the students listen
It’s sunny.
2. How’s the weather in Seoul? It’s rainy. to the music. Then play it again and have them
How’s the weather in Paris?
3. How’s the weather in London? It’s windy. sing along.
It’s snowy.
4. How’s the weather in New York? It’s sunny.
Materials 5. How’s the weather in Sydney? It’s foggy.
TR 26
6. How’s the weather in Mexico City? It’s cloudy.
CD tracks 23-26, flashcards 13-30 How’s the Weather Today?
Look outside. What do you see? How’s the weather today?
Teaching Tip Oh no! Oh no! It’s cloudy and rainy!

Student Book page 16 Use a world map to show the students where all the Look outside. What do you see? How’s the weather today?
TR 23
1. sunny 2. cloudy 3. rainy
cities in the activity are. Then ask them to point out Oh no! Oh no! It’s snowy and windy!
Warm Up 4. snowy 5. foggy 6. windy any other famous cities that they know of.
Look outside. What do you see? How’s the weather today?
1. Go through your greetings or opening routine. Then Oh no! Oh no! It’s foggy and rainy!
Differentiation Differentiation
check the previous day’s homework or collect it
Look outside. What do you see? How’s the weather today?
from the students. For above-level students, show pictures of multiple For below-level students or students who aren’t familiar Oh yes! Oh yes! It’s pretty and sunny!
2. (optional) Go over the chant on page 78 again. types of weather at the same time (e.g. cloudy and with world geography, use cities from their country
3. Review the month flashcards from the previous rainy, sunny and windy, etc.). Have them identify all the instead until they’re comfortable with the structure. 3. Sing the song once more, but before starting
lesson and go over the key structures “What’s types of weather in the picture before drawing pictures encourage the students to think of some actions
the date today? It’s (date),” and “When is your of their own weather combinations. Student Book page 17 or gestures for the song.
birthday? It’s (date).” 4. Play the instrumental version of the song and
3. Introduce the lesson’s first key structure. Write Speaking Task
it on the board with the type of weather in have the students sing along while doing the
Game Suggestion red. Then point outside and ask about the real 1. Put the students in pairs and have them choose actions or gestures they came up with.
Date Drills Split the students into groups and give each weather today. who will be Student A and who will be Student
group a calendar. Then do “date drills” where you say a 4. Play the recording for the students. Have them B. Explain that Student B needs to turn to page Game Suggestion

date and the students have to find it in their calendars point at each picture when they hear its 91. Throw and Sing Put the weather flashcards on the
as fast as possible. The fastest group in each round weather. 2. Demonstrate that Student A and Student B board and have a student throw a squishy ball at two
gets a point. need to take turns asking and answering about of them. Then have the class sing a verse from the
TR 24 the weather in the cities below. song about those two types of weather.
How’s the weather today? It’s sunny.
A Listen and say. Then practice. 3. Encourage the students to draw or color in the
1. How’s the weather today? It’s sunny. Extra Practice
2. How’s the weather today? It’s cloudy. weather for each city once they know what it
1. Use the flashcards to introduce the vocabulary. Assign pages 12-13 in the workbook as homework. You
3. How’s the weather today? It’s rainy. is. If they aren’t able to draw very well, they
Say each word several times and have the 4. How’s the weather today? It’s snowy. can also have the students complete the worksheet on
5. How’s the weather today? It’s foggy.
can use the weather symbols above the map
students repeat after you. page 107 of the teacher’s book in class.
6. How’s the weather today? It’s windy. instead.
2. Play the recording for the students. Then play it
4. Read the question at the bottom of the page
again and tell the students to act out each type 5. Practice the structure as a class using the (“Which city is rainy?”). Have all the students
of weather when they hear it. weather outside. This can be done as a class or point to London.
as pair work.

32 Unit 2 • Today 33
2 Today Lesson 3 Story 3. Read the story to the students. Try to change their own story. Then have them practice their
your voice to match the characters. story together.
Student Book pages 18-19 4. Pause after each scene to check the students’
Lesson Objectives comprehension and their understanding of any
Differentiation
To read and answer questions about For below-level students, you can ask about today’s
new words or expressions.
a comic related to the key vocabulary date and who has the next birthday to help get them
To complete and present an
Differentiation started on the first two boxes.
individualized comic
For above-level students, ask if they can think of any 3. Ask each pair to act out their story in front of
Keywords
solutions to Ming’s problem (getting caught in the the class. You can choose whether to have them
Keywords from lessons 1 and 2
rain). List their ideas on the board and take a vote to
try it with or without their books.
Key Structures choose the best one.
Key structures from lessons 1 and 2
5. Practice saying the lines in the story as a class. Tongue Twisters
Materials 6. When the students have a good grasp of the
CD tracks 27-28, flashcards 13-30 language, have them work in pairs to practice 1. Have the students look at the pictures. Ask
it. them what they can see.
7. Have the pairs take turns acting the story out 2. Play the recording and let the students listen to
in front of the class. You can choose whether to the tongue twisters.
have them try it with or without their student TR 28
books. 1. The thirsty girl is in her dirty shirt and skirt.
2. Her father and mother were in the desert in November.
8. Afterward, read the question at the bottom of
Student Book page 18 Game Suggestion the page (“How’s the weather today?”). Have
3. Read the tongue twisters out loud to the class.
Warm Up Weather Stations Set up six different “weather stations” the students answer it individually or work in
Ask the students what the letter combinations
around the room, one for each weather keyword. Split pairs and talk about it with their partner.
1. Go through your greetings or opening routine. Then the students into six different groups and have them “ir” and “er” sound like and have them
check the previous day’s homework or collect it rotate around the stations on your signal. As soon underline the “ir” and “er” words in their
Student Book page 19
from the students. as they get to each station, they should write the books.
2. (optional) Practice the song on page 78 again. Play keyword and draw a picture of it and bring it to you. B Choose the correct answers.
Teaching Tip
the music and sing along while the students listen The first team that finishes and answers the question
1. Ask the students to choose the correct answers Write some words with the letter combination “ur”
and/or sing along. “How’s the weather today?” gets a point. Repeat this
3. Ask the students if they remember the actions and
and number the pictures in question number on the board (e.g. “fur,” “turn,” “nurse,” etc.). Point
game until all the groups have been to all the weather
gestures they created and have them use them stations. three. out to the students that the letter combinations “ir,”
while they sing the song as a class. 2. Check the answers as a class. “er,” and “ur” all sound the same even though they
4. Afterward, review the flashcards from lessons 1 have different vowels. Tell them that this is good news
A Listen. Then act it out. Answers 1. b 2. b 3. 2, 1, 3
and 2 using the key structures “What’s the date because it makes their pronunciation easy, but that it
today? It’s (date),” “When is your birthday? It’s 1. Have the students look at the pictures. Ask them is also bad news because it makes their spelling hard.
(date),” and “How’s the weather today/in (place)? what they can see. Game Suggestion Encourage them to practice spelling “ir,” “er,” and “ur”
It’s (weather).” 2. Play the recording and let the students listen to words so that they can avoid spelling mistakes.
Chronological Arrangement Put the students in groups
the story once. Play it a second time and ask of two or three and tell them all to close their books.
4. Practice reading the sentences a few times as a
Teaching Tip them to point at each character while they are Then give each group pieces of paper with one line
class. Then have the students take turns saying
Rather than just focusing on the meaning of talking. from the story each. On your signal, all the groups
should try to arrange the lines into their proper order
the tongue twisters on their own.
the vocabulary, spend some time focusing on
TR 27 as fast as possible. The first group to finish wins.
pronunciation, particularly on the names of the months. Ming: Mom, what’s the date today? Extra Practice
Emphasize to the students that the syllables in the mom: It’s October 11th. Assign pages 14-15 in the workbook as homework.
months are stressed differently (e.g. JA-nu-a-ry vs . Sep- Ming: Oh no! It’s Tim’s birthday. C Make your own story.
mom: Where are you going, Ming?
TEM-ber). Have them go through the month verses of
Ming: To the gift shop. I’m going to buy a notebook for Tim. 1. Have the students work in pairs and turn to
the chant on page 78 until they know exactly how to How’s the weather today?
stress each month’s name properly.
page 84.
mom: The TV says it’s sunny.
Ming: Uh-oh, it’s cloudy and windy. Oh no! It’s raining really hard! 2. Explain to the pairs how to fill in the blanks,
mom: Poor Ming! circle the options, and use the stickers to make

34 Unit 2 • Today 35
2 Today Lesson 4 Wrap Up Teaching Tip Differentiation

Explain to the students that usually the pictures/ For below-level students, you can play the board game
Student Book pages 20-21
options in listening tests only have minor differences. If as a class by splitting the students into two teams
Lesson Objectives
they can identify what these differences are before the and having them all say the questions and answers
To complete a writing and a listening
test starts, they will know what to listen for during the together.
exercise using the key vocabulary
To practice the key structures by test.
playing a game Extra Practice
2. Play the recording and tell the students to Assign pages 16-17 in the workbook as homework.
Keywords choose the correct pictures. Check the answers
Keywords from lessons 1 and 2
as a class.
Key Structures
Key structures from lessons 1 and 2 TR 29
1. What’s the date today? It’s July 9th.
Materials 2. What’s the date today? It’s April 23rd.
3. How’s the weather today? It’s foggy.
CD track 29, flashcards 13-30
4. How’s the weather in London? It’s windy and cloudy.

Answers 1. b 2. b 3. a 4. a

Game Suggestion

Date Line-Up Give each student a note card with a

Student Book page 20 weather keywords with the students. different date written on it and tell them not to show
it to anyone else. Then tell the class that they need to
Warm Up Game Suggestion line themselves up from the earliest date to the latest
Spelling Race Divide the students into two or three date by asking and answering “What’s the date today?”
1. Go through your greetings or opening routine. Then
teams. Have each team send one student to the board Time them to see how long it takes.
check the previous day’s homework or collect it
from the students. for a spelling race. After you say one of the unit’s
2. Go through the flashcards from lessons 1 and keywords, the students should write the word on the Student Book page 21

2 with the students using the key structures board as fast as possible. Whoever correctly spells the
word first wins a point for their team.
Speaking Task
“What’s the date today? It’s (date),” “When is
your birthday? It’s (date),” and “How’s the weather 2. Have the students look at the pictures and say 1. Have the students say what they see in the
today/in (place)? It’s (weather).” what they see. Then tell them to fill in the pictures.
3. (optional) Do the chant and song on page 78 blanks with key words from the unit. Check the 2. Explain the rules. Two students take turns
again. Encourage the students to stand up and act
answers as a class. moving around the board by flipping a coin
out the lyrics while they chant or sing. and moving one space if it lands on heads and
1. rainy, February two spaces if it lands on tails. On each space,
Answers 2. sunny, July
Game Suggestion
3. snowy, December
the student whose turn it is answers the key
Whispering Line Divide the class into two teams and question that their partner asks. This question
have each team form a line. Whisper one of the unit’s is “What’s the date today?” if the square has a
Differentiation
keywords into the ear of the first student in line for calendar and “How’s the weather today?” if the
For above-level students, write some major holidays
each team. On your signal, have the students whisper square has a weather picture.
from their country on the board and have the students
the message down the line until it gets to the last 3. After each pair of students has finished, ask
write down sentences about them similar to the ones
student for each team. Those students must then write them the question at the bottom of the page
in Exercise A.
the correct word on the board. The one who finishes (“Who finished first?”).
first wins a point for their team. Continue the game
until all the words have been used. B Listen and choose.
1. Have the students look at the pictures. Ask
A Look and write. them what they can see.
1. Review how to spell the different month and

36 Unit 2 • Today 37
Review 1 Unit 1 - Unit 2 B Listen and choose. D Choose or write the correct answers.

Student Book pages 22-23

1. Have the students look at the pictures. Ask 1. Have the students read the sentences and circle
Lesson Objectives them what they can see. or write the correct answers.
To review the key structures and 2. Play the recording and tell the students to circle 2. Check the answers as a class.
vocabulary learned in units 1 and 2 the correct letters. Check the answers as a class.
Answers 1. c 2. sunny, windy 3. b
Keywords TR 31
announcement, learn, environment, 1. What’s your favorite day? My favorite day is Thanksgiving.
Extra Practice
soon 2. What’s the date today? It’s October 11th.
3. What do you do on that day? I hug my mom. Ask the students to complete pages 18-19 in their
Materials 4. How’s the weather today? It’s cloudy and snowy. workbook as homework.
CD tracks 30-32, flashcards 01-30

Answers 1. b 2. b 3. c 4. c

Student Book page 23

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
Student Book page 22 A Listen and number. them what they can see.
3. Play the recording and let the students listen to
Warm Up 1. Have the students look at the pictures. Ask
the passage.
them what they can see.
1. Show the students the flashcards from units 1
2. Play the recording and tell the students to write TR 32
and 2 and practice saying the keywords and key School Announcement
the correct number next to each picture. Check
structures from the units. Good morning, everyone! Welcome to school. It’s Tuesday, April
the answers as a class. 22nd, today. The weather is sunny and a little windy. It’s also a
2. Bring out a calendar and point to different days
special day. It’s Earth Day!
on it. Have the students say “It’s (date),” for each TR 30 What do we do on Earth Day? We plant trees and flowers.
one. 1. It’s foggy. We also learn about the earth. Together, we can help the
3. Put the six weather flashcards on the board and 2. My favorite day is Halloween. environment. Earth Day is my favorite day. What’s your favorite
3. It’s July 26th. day? Maybe we can celebrate it soon.
number them. Then put the special day flashcards
4. I open presents on Christmas Day.
in a pile upside down so that the students cannot 5. I make cards on Valentine’s Day.
4. Read the passage to the students. Then read it
see what they are. Have the students take turns 6. It’s windy and cloudy.
choosing one of the special day cards. Then ask as a class.
them “What’s your favorite day?” and “What do Answers 5, 3, 2, 4, 1, 6
Game Suggestion
you do on that day?” After they answer, ask them
“How’s the weather on (favorite day)?” and have It’s Your Turn Start reading the passage out loud
them roll a die. They should use its number and and then stop and call out a student’s name. That
the corresponding weather flashcard to answer the student should begin reading where you left off and
question. then should call out the name of another person, who
should do the same thing. Have the students take
Teaching Tip
turns reading small portions of the passage like this
until it is finished.
Choose a game from unit 1 and/or unit 2 that the
students enjoyed and play it again to practice the key
words and structures.

38 Review 1 39
3 At the Market Lesson 1 Fruit & Vegetables Student Book page 25
TR 36
C Look and say. What does he have? He has some cucumbers.
Student Book pages 24-25 What does she have? She has some cucumbers.
Lesson Objectives 1. Introduce the lesson’s first key structure. Write What does he have? He has some cucumbers.
What does he have? He has some lemons.
To understand and produce the key it in black on the board with “has some” in What does he have? He has some pumpkins.
vocabulary red. Then practice it with the students several What does she have? She has some grapes.
To correctly describe what people What does she have? She has some mushrooms.
have and don’t have using the
times.
What does she have? She has some watermelons.
quantifiers “some” and “any” 2. Write the second key structure in black as well
with “doesn’t have any” in red.
Keywords
Student Book page 79
lemons, grapes, watermelons, Teaching Tip
pumpkins, mushrooms, cucumbers Chant
Make sure that the students all understand that
Key Structures “some” and “any” both refer to several objects, but 1. Read the lyrics line by line and have the
He/She has some grapes. that “some” is only used in positive sentences, while students repeat them after you.
He/She doesn’t have any
“any” is only used in negative sentences. Drill them 2. Play the recording and do the chant together as
mushrooms.
What does he/she have?
on the difference by saying “has” and “doesn’t/don’t a class.
He/She has some cucumbers. have” in turn and having the students say which
quantifier should follow it. TR 37
Materials What Does He Have?
CD tracks 33-37, flashcards 31-36 Yum! Yum! Yum! Yum!
Differentiation
What does he have? What does he have?
For lower-level students, illustrate the difference He has some lemons, lemons, lemons.
Student Book page 24 the right word can draw the next picture. What does he have? What does he have?
between “some” and “any” even more clearly by writing
He doesn’t have any mushrooms. Oh no!
Warm Up Differentiation them on the board and drawing several circles or small
objects next to “some” but only a big “X” by “any.” Yum! Yum! Yum! Yum!
For above-level or especially competitive students, turn
1. Go through your greetings or opening routine. Then What does she have? What does she have?
check the previous day’s homework or collect it
the previous game into a contest between two or three 3. Play the recording and ask the students to She has some pumpkins, pumpkins, pumpkins.
teams. You can award points for the best drawings look and point at the pictures under the key What does she have? What does she have?
from the students.
and/or the quickest guesses. She doesn’t have any cucumbers. Oh no!
2. Ask the students to list all the fruit and vegetables structures.
that they know. Write their answers on the board. Yum! Yum! Yum! Yum!
Teaching Tip TR 35 What do they have? What do they have?
Introduce some extra vocabulary words and write them on He has some grapes. She has some grapes. They have some grapes, grapes, grapes.
He doesn’t have any mushrooms. What do they have? What do they have?
A Listen, point, and say. the board. (Suggested words: plum, broccoli, spinach) She doesn’t have any mushrooms. They don’t have any watermelons. Oh no!
1. He has some grapes.
1. Use the fruit and vegetable flashcards to 2. He doesn’t have any mushrooms.
B Listen and circle. 3. Play the chant again and have the students do
introduce the vocabulary. Ask the students 3. He has some cucumbers.
4. He has some watermelons. a simple action (such as snapping their fingers)
whether each keyword is a fruit or vegetable. 1. Tell the students to listen and circle the fruit or 5. She has some pumpkins. while saying it.
2. Have the students look at the picture. Ask them vegetable that is being talked about. 6. She has some mushrooms.
what they can see. 2. Check the answer as a class.
7. She doesn’t have any lemons.
Game Suggestion
8. She doesn’t have any cucumbers.
3. Let the students listen to the recording. Then
Choose and Sing Put pictures of the keyword fruit and
play it again and ask the students to point to TR 34
4. Use the pictures to practice the key structures
Rosa: Mom, I’m going to the fruit and vegetable stand.
vegetables into a bag. Have the students take turns
each keyword and say it as a class. Then have the students practice them taking one out at random. As soon as a student
Mom: What does the seller have?
Rosa: He has some fresh watermelons! in pairs. chooses one, the rest of the class should chant “What
TR 33 Mom: Okay. I’ll see you there.
1. lemons 2. grapes 3. watermelons does he/she have? What does he/she have? He/She
4. pumpkins 5. mushrooms 6. cucumbers has some (keyword), (keyword), (keyword).”
Answer watermelons
D Stick. Then ask and answer.
1. Introduce the lesson’s third key structure. Write Extra Practice
Game Suggestion

Draw It Have a student come up to the board. Then Differentiation it in black on the board with “his”/“her” in a Assign pages 20-21 in the workbook as homework. You
tell them one of the fruit or vegetable keywords without different color. can also have the students complete the worksheet on
For above-level students, ask the question “Which fruit
the other students hearing. On your signal, the student 2. Play the recording and have the students put page 108 of the teacher’s book in class.
or vegetables do you like best?” Let the students take
should draw a picture of the keyword on the board for turns saying what fruit or vegetables are their favorites. the stickers on the picture. Then have them use
the other students to guess. The first student to guess them to practice the structure several times.
40 Unit 3 • At the Market 41
3 At the Market Lesson 2 Meat & Dairy TR 39
2. Show the students how to put the stickers
Do you have any ham? Yes, I do. wherever they want on the sandwich bingo
Student Book pages 26-27 Do you have any ham? No, I don’t. board.
Lesson Objectives 1. Do you have any ham? Yes, I do.
2. Do you have any sausages? Yes, I do.
To understand and produce the key Differentiation
3. Do you have any bacon? Yes, I do.
vocabulary 4. Do you have any butter? Yes, I do. For lower-level students, create a Student A board and
To correctly ask what people have 5. Do you have any cheese? Yes, I do.
using the quantifier “any” in yes/no
a Student B board at the front of the class for them to
6. Do you have any yogurt? Yes, I do.
questions copy to save time.

Keywords 5. Practice the structure as a class. 3. Demonstrate to the students how to play
ham, sausages, bacon, butter, 6. Have the students work in pairs and use the bingo by asking and answering with the first
cheese, yogurt pictures to practice the structure. key structure and marking the picture of the
Key Structures matching food.
Game Suggestion
Do you have any ham? 4. Tell the students that whoever in each pair
Yes, I do. / No, I don’t. Go Fish Make simple playing cards of the lesson 1 and makes a big “X” across the board first is the
Does he/she have any sausages? 2 keywords and divide the students into groups to play winner.
Yes, he/she does. / No, he/she Go Fish. Tell them to ask each other the key structure
doesn’t.
to try to collect pairs of cards. If they are asked for a
Student Book page 79
Materials card that they have, they have to give it to the other
CD tracks 38-41, flashcards 31-42 student, who guesses again. If they don’t have the Song
card that the student asks for, that student’s turn is
1. Say the lines from the song and have the
Student Book page 26 Game Suggestion
over. The person with the most pairs of cards at the
end wins. students repeat them. Do this a few times until
Warm Up Dish Ingredients Divide the students into two or three the students are familiar with the lyrics.
teams. Then show the class pictures of various 2. Play the recording and have the students listen
1. Go through your greetings or opening routine. Then dishes of food. Tell the students to shout out what B Ask and answer.
to the music. Then play it again and have them
check the previous day’s homework or collect it ingredients are in each dish. For example, they might
1. Introduce the lesson’s second key structure. sing along.
from the students. yell “cucumber, mushroom, bacon, and cheese” for
Write it in black on the board with the food
2. (optional) Go over the chant on page 79 again. a picture of a salad. The first team to name all the TR 41
name in blue and “he”/“she” in red.
3. Review the fruit and vegetable flashcards from keyword ingredients gets a point. Do You Have Any Ham?
the previous lesson using the key structures “He/
2. Play the recording for the students. Then play Hello. Do you have any ham? No, I don’t. No, I don’t.
Differentiation it again and tell the students to point to each Hmm. Do you have any sausages? Yes, I do. Yes, I do.
She has some (food),” “He/She doesn’t have any Here you are. Thank you! You’re welcome.
(food),” and “What does he/she have? He/She For above-level students, you can make the above picture when they hear its keyword.
has some (food).” game harder by requiring them to write down the Hello. Do you have any yogurt? No, I don’t. No, I don’t.
TR 40 Hmm. Does he have any yogurt? Yes, he does. Yes, he does.
ingredients and only giving points for correctly spelled Does he have any sausages? Yes, he does. Here you are. Thank you! You’re welcome.
answers. Does he have any sausages? No, he doesn't.
A Listen and say. Then practice. Does she have any sausages? Yes, she does. Hello. Do you have any cheese? No, I don’t. No, I don’t.
2. Play the recording for the students. Then play it Does she have any sausages? No, she doesn’t. Hmm. Does she have any cheese? Yes, she does. Yes, she does.
1. Use the flashcards to introduce the vocabulary. again and tell the students to point to each food 1. Does he have any sausages? Yes, he does. Here you are. Thank you! You’re welcome.
Say each word several times and have the when they hear it. Does she have any sausages? No, she doesn't.
2. Does he have any cheese? No, he doesn't.
students repeat after you. Does she have any cheese? Yes, she does.
3. Sing the song once more, but before starting
TR 38 3. Does he have any ham? Yes, he does. encourage the students to think of some actions
Teaching Tip 1. ham 2. sausages 3. bacon
4. butter 5. cheese 6. yogurt
Does she have any ham? No, she doesn't. or gestures for the song.
When you go through the vocabulary flashcards for the 4. Does he have any bacon? Yes, he does.
Does she have any bacon? No, she doesn't.
4. Play the instrumental version of the song and
first time, repeat each word at least a couple of times 3. Introduce the lesson’s first key structure. Write 5. Does he have any yogurt? No, he doesn't. have the students sing along while doing the
before making the students say it. Then have them Does she have any yogurt? Yes, she does.
it in black on the board with the food name in actions or gestures they came up with.
repeat it after you as a group several times. Asking 6. Does he have any butter? No, he doesn't.
blue. Practice it several times with the students. Does she have any butter? Yes, she does.
individual students to say the keyword should be the Extra Practice
Nod or shake your head vigorously to help
last step of vocabulary teaching.
make it clear that this structure is a yes/no Assign pages 22-23 in the workbook as homework. You
question. Student Book page 27 can also have the students complete the worksheet on
page 109 of the teacher’s book in class.
4. Play the recording for the students. Speaking Task
1. Put the students in pairs.
42 Unit 3 • At the Market 43
3 At the Market Lesson 3 Story 5. Practice saying the lines in the story as a class. C Make your own story.
6. When the students have a good grasp of the
1. Have the students work in pairs and turn to
Student Book pages 28-29 language, have them work in pairs to practice
Lesson Objectives page 85.
it.
To read and answer questions about 2. Explain to the pairs how to circle and fill in
7. Have the pairs take turns acting the story out
a comic related to the key vocabulary the blanks to make their own story. Then have
To complete and present an in front of the class. You can choose whether to
them practice their story together.
individualized comic have them try it with or without their student
3. Ask each pair to act out their story in front of
Keywords books.
the class. You can choose whether to have them
Keywords from lessons 1 and 2 try it with or without their books.
Teaching Tip
Key Structures Divide the class into pairs and have the students in
Key structures from lessons 1 and 2 each pair take turns reading the sentences in the Tongue Twisters
Materials story. Time them to see how long it takes them to
1. Have the students look at the pictures. Ask
CD tracks 42-43, flashcards 31-42 finish.
them what they can see.
8. Afterward, read the question at the bottom 2. Play the recording and let the students listen to
of the page (“What do you want to sell at the the tongue twisters.
farmers’ market?”). Have the students answer it TR 43
individually or work in pairs and talk about it 1. Feel free to eat the free sweet cheese and beef.
with their partner. 2. Each team eats a meal of meat and peaches.

Student Book page 28 each syllable of the words and point out any common 3. Read the tongue twisters out loud to the class.
consonant or vowel pairs that appear. Student Book page 29
Ask the students what the letter combinations
Warm Up
B Choose the correct answers. “ee” and “ea” sound like and have them
1. Go through your greetings or opening routine. Then A Listen. Then act it out. underline the “ee” and “ea” words in their
check the previous day’s homework or collect it 1. Ask the students to circle the correct answers.
1. Have the students look at the pictures and ask books.
from the students. 2. Check the answers as a class.
what they can see. Explain to them what a 4. Practice reading the sentences a few times as a
2. (optional) Practice the song on page 79 again. Play
farmers’ market is. Answers 1. b 2. c 3. a class. Then have the students take turns saying
the music and sing along while the students listen
2. Play the recording and let the students listen to the tongue twisters on their own.
and/or sing along.
3. Ask the students if they remember the actions and the story once. Play it a second time and ask Game Suggestion
Teaching Tip
gestures they created and have them use them them to point at each character while they are Farmers’ Market Have the class think about what food Encourage the students to think of more words with
while they sing the song as a class. talking. they would like to sell at a farmers’ market and draw
the letter combinations “ee” and “ea.” To help them
4. Afterward, review the flashcards from lessons 1 pictures of it. Then have half the class set up farmers’
TR 42 out, give them a bunch of Scrabble letters so that
and 2 using the key structures “He/She has some market “stalls” at their desks. The other half of the
Mom: Ming, let’s go to the farmers’ market. they can easily arrange the letters to make new words.
(food),” “He/She doesn’t have any (food),” “What Ming:The farmers’ market? class goes around and uses the unit’s key structures
Keep a running list of the real words that they create
does he/she have? He/She has some (food),” “Do Mom: Yes. Your grandpa is there! to ask and answer about what each stall has. When
Ming:Cool! What does he have?
on the board.
you have any (food)? Yes, I do. / No, I don’t,” and they have finished, have the two groups switch roles.
Mom: He has some fruit and vegetables.
“Does he/she have any (food)? Yes, he/she does.
Ming:Does he have any peaches? I love peaches.
/ No, he/she doesn’t.” Differentiation Game Suggestion
Mom: Yes, he does.
Ming:Is there any yogurt at the market? For above-level students, act out the same scenario, Speed Saying Teach the students the phrase “real rear
Mom: No, there isn’t. Why do you ask? wheel” and illustrate what it is on the board. Then
Game Suggestion
but this time give the buying students some Monopoly
Ming:I can make yogurt. Can I sell some yogurt next to
Grandpa? money and teach everyone the structure “How much is encourage them to say it as fast as possible. If you
Word Unscramble Scramble all the keywords from like, you can also have a class-wide competition to see
Mom: That’s a good idea! this? It’s (amount).” Encourage them to “buy” the items
lessons 1 and 2 and give them to the students. Time
being sold. To make things even more interesting, who can say it the most times in 10 seconds.
them to see how long it takes them to unscramble
3. Read the story to the students. Try to change teach them the phrase “That’s too expensive” and
them. Extra Practice
your voice to match the characters’ voices. basic bargaining techniques. After everyone has had
Differentiation 4. Pause after each scene to check the students’ a chance to be a buyer, have them present the things Assign pages 24-25 in the workbook as homework.
comprehension and their understanding of any that they bought in front of the class.
For lower-level students, unscramble the words together
as a class on the board. Help the students sound out new words or expressions.

44 Unit 3 • At the Market 45

3 At the Market Lesson 4 Wrap Up On your signal, the students need to find all the items 2
on the list as fast as they can. But before they can
Put the students in pairs and demonstrate how
Student Book pages 30-31 turn them in to you, they have to check them all off by
Lesson Objectives they should ask and answer the key structure to
asking and answering the question “Do we have some
To complete a writing and a listening (food)?” or other key structure questions. The fastest find out what their partner has in their fridge.
exercise using the key vocabulary team to finish gets to create the grocery lists and mix Once they know what foods are there, they should
To practice the key structures by use the stickers to recreate their partner’s fridge.
up the food on the desks for the next round.
presenting about a partner’s fridge
3
Keywords Differentiation

Keywords from lessons 1 and 2 For above-level students, designate one or two When most of the students are finished, have
students to be checkout clerks in the above scenario. them present their partner’s fridge at the front of
Key Structures
Before each team can finish, they need to “buy” their the class.
Key structures from lessons 1 and 2
food from the checkout clerk, who asks them “What do
Materials you have?” Game Suggestion
CD track 44, flashcards 31-42
Picture Guessing Put the students in groups of three.
B Listen and choose. One student should turn around or cover their eyes
while the second student watches the third student
1. Have the students look at the pictures. Ask draw what they have in their fridge at home. The
them what they can see. student who is drawing cannot talk at all. Instead,
2. Play the recording and tell the students to the student with their eyes covered should ask the
choose the correct pictures. Check the answers watching students yes/no questions like “Does he/she
Student Book page 30 A Look and write. as a class. have a vegetable?” until they have enough information
to guess “Does he/she have (food)?” Once they have
Warm Up 1. Review how to spell the different food keywords TR 44 guessed all the foods in the drawing student’s fridge,
with the students. 1. What does he have?
the students should switch roles.
1. Go through your greetings or opening routine. Then He has some cucumbers.
2. Have the students look at the picture and say 2. She doesn’t have any grapes.
check the previous day’s homework or collect it
what they see. Then tell them to fill in the 3. Does she have any cheese? Extra Practice
from the students.
blanks with keywords from the unit. Check the Yes, she does. Assign pages 26-27 in the workbook as homework.
2. Go through the flashcards from lessons 1 and 2 4. Does he have any bacon?
with the students using the key structures “He/ answers as a class. No, he doesn’t. He doesn’t have any bacon.
She has some (food),” “He/She doesn’t have any 1. butter 2. yogurt 3. sausages
(food),” “What does he/she have? He/She has Answers
4. lemons 5. mushrooms 6. pumpkins Answers 1. a 2. b 3. a 4. b
some (food),” “Do you have any (food)? Yes, I do.
/ No, I don’t,” and “Does he/she have any (food)?
Teaching Tip
Yes, he/she does. / No, he/she doesn’t.” Student Book page 31
Walk around the class checking the students’ spelling
3. (optional) Do the chant and song on page 79
as they complete exercise A. If you notice that a lot of Presentation
again. Encourage the students to stand up and act
students are missing the same word, go over it on the
out the lyrics while they chant or sing. 1
board to review how it is spelled.
1. Explain to the students that they will talk about
Game Suggestion
Differentiation what foods they and a partner have in their
Categories Think of a category (e.g. vegetables, green For below-level students, check the exercise by having
fridges.
foods, healthy foods, etc.) but don’t tell the students
the entire class spell the words out loud together.
what it is. Tell them, “I have some (food),” using a Teaching Tip
Make sure that it is done slowly enough for all of the
food that fits in the mystery category. Then have them Write the word “refrigerator” on the board and say it
students to keep up.
take turns asking “Do you have any (food)?” If the food for the students several times. Then explain that most
they guess fits in your category, say “Yes, I do.” If it Game Suggestion people simply say “fridge” instead. Use “fridge” rather
doesn’t, say “No, I don’t.” Continue until the students than “refrigerator” for the rest of class.
Grocery Store If possible, move the desks or tables
guess what your category is. in the classroom into “aisles” and put pictures of the
2. Show the students how to stick the foods into
keywords on them to simulate a grocery store. Then
their fridges.
put the students into teams of three or four students
and give each team a grocery list of five or six items.

46 Unit 3 • At the Market 47

4 Jobs Lesson 1 What They Are Student Book page 33
TR 48
C Ask and answer. What does James do? He’s an architect.
Student Book pages 32-33 1. What does James do? He’s an architect.
Lesson Objectives 1. Introduce the lesson’s key structure. Write it in 2. What does Kelly do? She’s a pilot.
3. What does Lisa do? She’s a photographer.
To understand and produce the key black on the board with “he”/“she” in red and 4. What does Shana do? She’s a mechanic.
vocabulary the job name in blue. Then practice it with the 5. What does Ron do? He’s a postal worker.
To correctly ask and answer about 6. What does Tom do? He’s a dentist.
people’s jobs
students several times.
2. Have the students look at the pictures and say
Keywords
what jobs they show. Student Book page 79
pilot, dentist, photographer, postal
worker, mechanic, architect 3. Play the recording and ask the students to
Chant
look and point at the pictures under the key
Key Structure
structure. 1. Read the lyrics line by line and have the
What does he/she do?
He’s/She’s a pilot.
students repeat them after you.
TR 47
What does he do? He’s a pilot.
2. Play the recording and do the chant together as
Materials a class.
What does he do? He’s an architect.
CD tracks 45-49, flashcards 43-48 What does she do? She’s a pilot.
What does she do? She’s an architect. TR 49
1. What does he do? He’s a pilot. What Does He Do?
2. What does she do? She’s an architect. Look at him! What does he do?
3. What does he do? He’s a photographer. What does he, what does he, what does he do?
4. What does she do? She’s a postal worker. He’s a dentist. He’s a dentist.
5. What does he do? He’s a mechanic. He’s a, he’s a, he’s a dentist.
Student Book page 32 what they can see. 6. What does she do? She’s a dentist.
3. Let the students listen to the recording. Then Look at her! What does she do?
Warm Up 4. Use the pictures to practice the key structures What does she, what does she, what does she do?
play it again and ask the students to say each She’s an architect. She’s an architect.
1. Go through your greetings or opening routine. Then keyword. as a class. Then have the students practice them She’s a, she’s a, she’s an architect.
check the previous day’s homework or collect it in pairs.
TR 45 Look at him! What does he do?
from the students.
1. pilot 2. dentist 3. photographer Game Suggestion What does he, what does he, what does he do?
2. Introduce the topic by saying “I’m a teacher. You’re 4. postal worker 5. mechanic 6. architect He’s a mechanic. He’s a mechanic.
a student.” From there, brainstorm job names with Job Fair Bring in dress-up clothes or accessories He’s a, he’s a, he’s a mechanic.
the students. Write them on the board under the related to the keywords for the students to put on.
Teaching Tip Look at her! What does she do?
heading “Jobs.” Then have a “job fair” where the students mingle and
What does she, what does she, what does she do?
Introduce some extra vocabulary words and write them ask and answer the key structure with each other. She’s a photographer. She’s a photographer.
on the board so that students who want more options She’s a, she’s a, she’s a photographer.
A Listen, point, and say. in later activities can refer to them. (Suggested words: Differentiation
cashier, waiter, lawyer) For above-level students, do the above activity but with 3. Play the chant again and have the students do a
1. Use the job flashcards to introduce the
the following twist: give the students an “autograph simple action (such as stomping their feet) while
vocabulary.
paper” and tell them to get the job name and saying it.
B Listen and circle.
Game Suggestion autograph of each person they talk to. The student
1. Tell the students to listen and circle the job that that gets the most autographs in a certain period of Extra Practice
Flyswatter Divide the class into two teams and write
is being talked about. time wins the game. Assign pages 28-29 in the workbook as homework. You
the keywords all over the board. Place two chairs
facing away from the board with a flyswatter on each
2. Check the answer as a class. can also have the students complete the worksheet on
D Match. Then ask and answer. page 110 of the teacher’s book in class.
of them, and call up one student from each team to TR 46
sit in them. After you say one of the keywords out Girl: What does your dad do, Jake? 1. Direct the students’ attention to the example
loud, the students should run to the board and hit Boy: He’s a pilot. He flies planes.
Girl: Does he go to other countries?
above the maze in part D. Remind them that
the word with their flyswatter to earn a point for their
Boy: Of course. “he” and “she” can be replaced by actual
team. However, tell them that they only have one swat
names.
and that if neither student hits the word, neither team
Answer pilot 2. Go through all the names in the activity and
will get the point. Continue until every student has had
a chance to participate. play the recording so that the students know
how to pronounce them correctly.
2. Have the students look at the picture. Ask them

48 Unit 4 • Jobs 49
4 Jobs Lesson 2 What They Do into “pilots” or another plural lesson 1 keyword 2. Encourage the students to keep track of the
while keeping it in red. Last, change all the job points that they get each turn. See which
Student Book pages 34-35 keywords in the list into “They” in red and use student got the most points in the entire class
Lesson Objectives the lesson 1 flashcards to practice the entire during a certain period of time.
To understand and produce the key
question and answer structure.
vocabulary
To correctly ask and answer about Student Book page 80
Differentiation
what certain jobs do
For above-level students, expand on the explanation Song
Keywords
above by making an entire chart on the board about 1. Say the lines from the song and have the
fly planes, take care of teeth, take
question vs. answer subjects (i.e. “you” in a question
pictures, deliver letters, repair cars, students repeat them. Do this a few times until
takes “I” or “we” in its answer; “I” takes “you”; “he,”
design buildings the students are familiar with the lyrics.
“she,” “we,” and “they” stay the same as “he,” “she,”
Key Structure 2. Play the recording and have the students listen
“we,” and “they,” respectively).
What do pilots do? to the music. Then play it again and have them
They fly planes. 5. Play the recording for the students. sing along.
Materials TR 51 TR 53
CD tracks 50-53, flashcards 43-54 What do pilots do? They fly planes. What Do They Do?
1. What do pilots do? They fly planes. What do dentists do? They take care of teeth.
2. What do dentists do? They take care of teeth. They do great work. I like dentists. (Good job!)
3. What do photographers do? They take pictures.
4. What do postal workers do? They deliver letters. What do postal workers do? They deliver letters.
5. What do mechanics do? They repair cars. They do great work. I like postal workers. (Good job!)
Student Book page 34 keyword phrases means. Start by showing pictures 6. What do architects do? They design buildings.
of the nouns (i.e. planes, teeth, photographs, letters, What do mechanics do? They repair cars.
Warm Up cars, and buildings). Then act out the verbs (i.e. fly, 6. Have the students work in pairs and use the They do great work. I like mechanics. (Good job!)

take care of, take, deliver, repair, and design). pictures to practice the structure.
1. Go through your greetings or opening routine. Then What do photographers do? They take pictures.
check the previous day’s homework or collect it They do great work. I like photographers. (Good job!)

from the students. Differentiation B Ask and answer. What do architects do? They design buildings.
2. (optional) Go over the chant on page 79 again. For above-level students, encourage them to mix the They do great work. I like architects. (Good job!)
1. Play the recording for the students. Then play it
3. Review the job flashcards from the previous lesson nouns and verbs in different combinations to see what
again and tell the students to act out each type
using the key structures “What does he/she do? new phrases they can make. Act out or draw the new 3. Sing the song once more, but before starting
of job when they hear it.
He’s/She’s a (job).” combinations on the board. encourage the students to think of some actions
2. Play the recording for the students. Then play TR 52 or gestures for it.
Game Suggestion it again and tell the students to point at the
What do dentists do? They take care of teeth. 4. Play the instrumental version of the song and
1. What do dentists do? They take care of teeth.
Charades Write out the job keywords from lesson 1 on keywords when they hear them. have the students sing along while doing the
2. What do postal workers do? They deliver letters.
small pieces of paper and put them into a hat. Have 3. What do architects do? They design buildings. actions or gestures they came up with.
TR 50 4. What do mechanics do? They repair cars.
the students take turns choosing and acting them out.
1. fly planes 2. take care of teeth 5. What do pilots do? They fly planes. Game Suggestion
While they are acting, ask the rest of the students 3. take pictures 4. deliver letters 6. What do photographers do? They take pictures.
“What does he/she do?” The first person to answer 5. repair cars 6. design buildings Silly Verses Write the keywords from lessons 1 and
correctly with a full sentence gets to act next. 2. Have the boys ask the key question for each 2 on pieces of paper and put them in different bags.
3. Introduce the lesson’s key structure. Start by picture and the girls give the answer. Then have Create silly verses of the song for the students to sing
A Listen and say. Then practice. writing the key phrases in a vertical line on the them switch roles and repeat. by having them pair a random job and action together.
board. Then add the plural lesson 1 keywords
1. Use the flashcards to introduce the vocabulary. in front of them and put periods on the end
Extra Practice

Say each word several times and have the Student Book page 35 Assign pages 30-31 in the workbook as homework. You
to make them into whole sentences (e.g. “fly
students repeat after you. Then ask which kinds planes” → “Pilots fly planes.”). Speaking Task can also have the students complete the worksheet on
of people do each action to connect them to the page 111 of the teacher’s book in class.
4. To introduce the key structure question, write 1. Put the students into pairs. Then demonstrate
lesson 1 keywords. the lesson 1 question “What does he/she do?” how to spin a paper clip around a pencil and
Teaching Tip
in black with “he/she” in red above the list of ask and answer the key structure based on
sentences in the previous step. Change “he/she” where it lands.
Make sure to explain what each of the words in the

50 Unit 4 • Jobs 51
4 Jobs Lesson 3 Story in low, deep voices and reading extremely fast in high, walls.
squeaky voices. You can say “slow,” “fast,” or other
Student Book pages 36-37 phrases to make them alternate. Once the students C Make your own story.
Lesson Objectives are used to it, they can take turns setting the reading
To read and answer questions about pace for everyone else. 1. Have the students work in pairs and turn to
a comic related to the key vocabulary page 86.
To complete and present an 6. When the students have a good grasp of the 2. Explain to the pairs how to circle, fill in the
individualized comic
language, have them work in pairs to practice blanks, and use the stickers to make their own
Keywords it. story. Then have them practice their story
Keywords from lessons 1 and 2 together.
Differentiation
Key Structures
For below-level or especially shy students, you can Teaching Tip
Key structures from lessons 1 and 2
simply have the boys read Tim’s lines and the girls To keep the students from getting distracted with
Materials read Ming’s lines. Alternatively, you could have the girls their friends or to make some shy students more
CD tracks 54-55, flashcards 43-54 read Tim’s lines in low voices and the boys read Ming’s comfortable, you can choose to spread the pairs out
lines in high voices to make it both easier and more around the classroom so that they each have their own
interesting. space to practice in.
7. Have the pairs take turns acting the story out
3. Ask each pair to act out their story in front of
in front of the class. You can choose whether to
the class. You can choose whether to have them
have them try it with or without their student
try it with or without their books.
books.
Student Book page 36 A Listen. Then act it out.
8. Afterward, read the question at the bottom
Warm Up 1. Have the students look at the pictures. Ask them of the page (“What do your mom and dad Tongue Twisters
what they can see. do?”). Have the students answer it individually 1. Have the students look at the pictures. Ask
1. Go through your greetings or opening routine. Then
2. Play the recording and let the students listen to or work in pairs and talk about it with their them what they can see.
check the previous day’s homework or collect it
the story once. Play it a second time and ask partner. 2. Play the recording and let the students listen to
from the students.
them to point at each character while they are the tongue twisters.
2. (optional) Practice the song on page 80 again. Play
the music and sing along while the students listen talking. Student Book page 37
TR 55
and/or sing along. 1. Smart Mark parks the car in a large park.
TR 54
3. Ask the students if they remember the actions and Tim & Tim’s mom: Welcome to our house, Ming! B Choose the correct answers. 2. Cleaning the store’s floor is a boring chore.
gestures they created, and have them use them Ming: Thanks for inviting me. Is this your family?
Tim: Yes, it is.
1. Ask the students to choose the correct answers.
while they sing the song as a class. 3. Read the tongue twisters out loud to the class.
Ming: Who’s he? 2. Check the answers as a class.
4. Afterward, review the flashcards from lessons 1 and Tim: He’s my dad. Ask the students what the letter combinations
2 using the key structures “What does he/she do? Ming: What does he do? Answers 1. c 2. a 3. c “ar” and “or” sound like and have them
He’s/She’s a (job),” and “What do (jobs) do? They Tim: He’s a pilot. He flies planes.
underline the “ar” and “or” words in their
Ming: Cool! Then is your mom a photographer?
(action).” books.
Tim: No. Why do you think so? Teaching Tip
Ming: Look! She’s taking pictures of us!
One method for checking the answers is to have one 4. Practice reading the sentences a few times as a
Tim: Mom, stop it!
Game Suggestion
student read the question and then everyone answer it class. Then have the students take turns saying
Find Your Partner Divide the class into two teams and 3. Read the story to the students. Try to change all together. This is especially good for classes where the tongue twisters on their own.
have each team send a representative up to sit in a the students do not like to be put on the spot when it
your voice to match the characters’ voices. Differentiation
chair facing away from the board. Tell them that they comes to giving answers.
4. Pause after each scene to check the students’
are not allowed to turn around. Then write one of the For below-level students, the tongue twisters above can
comprehension and their understanding of any
keywords or phrases on the board. Their teammates be simplified to “Mark parks the car” and “Cleaning
new words or expressions. Game Suggestion
must try and make them guess what is on the board the floor is a chore” at first. As the students become
5. Practice saying the lines in the story as a class. Family Pictures Have the students draw pictures of more comfortable with the sentences, you can
by doing or saying anything but the actual word or
their families and label them with their names and
phrase itself. The first person to guess it wins a point gradually expand them until they reach their full size.
Teaching Tip jobs. You may need to help some of the students with
for their team.
Make the reading more interesting by having the job names that they do not know yet. Afterward, they Extra Practice
students alternate between reading extremely slowly can present them and hang them up on the classroom Assign pages 32-33 in the workbook as homework.

52 Unit 4 • Jobs 53
4 Jobs Lesson 4 Wrap Up TR 56 Differentiation
1. What does Bob do? He’s a postal worker. For below-level students, it might be best to turn this
Student Book pages 38-39 2. What does Lucy do? She’s a dentist.
step into a class activity. Ask for two volunteers to be
Lesson Objectives 3. What does Carl do? He’s an architect.
What do architects do? They design buildings. “Friend 1” and “Friend 2.” Then have the entire class
To complete a writing and a listening
4. What does Ella do? She’s a photographer. ask the questions all together and write down what the
exercise using the key vocabulary What do photographers do? They take beautiful pictures.
To practice the key structures by volunteers say. You may need to write it down on the
making a magazine board as well.
Answers 1. b 2. d 3. c 4. a
Keywords 3
Keywords from lessons 1 and 2
Differentiation 1. Tell the students to use the information from
Key Structures Step 2 to write a magazine article about the
For above-level students, have them close their books
Key structures from lessons 1 and 2
and listen to the recording again. Tell them to write one of the people they interviewed.
Materials down what job each dialogue is about without the 2. Have the students take turns reading their
CD track 56, flashcards 43-54 pictures in the book to help them. You can also make articles in front of the class.
up and say your own sentences for further listening
Teaching Tip
practice.
Since this activity has a lot of steps and writing, it
Game Suggestion is best to plan lots of time for it and do it in slow,
Musical Statues Clear some space in the class and incremental steps that all the students can easily
play some catchy music for the students to dance follow. For example, rather than having the students
or move around to. After a few seconds, pause the fill in the information in Step 1 all at once, it might be
Student Book page 38 Game Suggestion
music and say one of the unit’s keywords or key better to have everyone complete the sentence “My
Warm Up Spelling Relay Divide the students into two or three phrases. The students should instantly freeze in a pose name is (name).” Once they have finished that, have
teams and have each team make a line in front of the demonstrating the word or phrase. Any student who them all complete the sentence “I’m a(n) (job).” After
1. Go through your greetings or opening routine. Then board. When you say one of the keywords or a word moves or has an incorrect pose is out. The last person that, demonstrate that the third sentence should be
check the previous day’s homework or collect it from one of the key phrases, the first student in each left standing wins the game. about what their job does and have them write that.
from the students. line should run to the board, write the first letter, run Do the same process for Steps 2 and 3.
2. Go through the flashcards from lessons 1 and 2 back, and give the chalk or marker to the next student,
Student Book page 39
with the students using the key structures “What who runs up and writes the second letter, and so on.
does he/she do? He’s/She’s a (job),” and “What The first team to correctly spell the word wins a point. Presentation Extra Practice
do (jobs) do? They (action).”
2. Have the students look at the picture and 1 Assign pages 34-35 in the workbook as homework.
3. (optional) Do the chant and song on pages 79-80
describe it. Then tell them to fill in the blanks
again. Encourage the students to stand up and act 1. Explain to the students that they will make and
out the lyrics while they chant or sing. with the unit’s keywords and phrases. Check
talk about a magazine article in this task.
the answers as a class.
2. Have each student fill in the blanks with their
Teaching Tip 1. a pilot, fly planes name and what job they want to have.
Use a call/response format to review the chant and Answers 2. a mechanic, repair cars
3. an architect, design buildings 2
song. That is, chant or sing each line for the students
to repeat after you. Once they are comfortable with 1. Have the students ask and answer the questions
all the lines again, they can chant or sing all the way in the left column with the people on their left
B Listen and match.
through without your help. and right.
1. Have the students look at the pictures. Ask 2. Make sure that they fill in the answers in the
them what they can see and read the names for two columns on the right.
A Look and write. them.
1. Review how to spell the different job and job 2. Play the recording and tell the students to
activity keywords with the students. match the names to the correct pictures. Check
the answers as a class.

54 Unit 4 • Jobs 55
Review 2 Unit 3
1 - Unit 4
2 Student Book page 41

C Listen and read.

Student Book pages 40-41
Lesson Objectives 1. Tell the students what the passage will be about
To review the structures and and introduce any new vocabulary.
vocabulary learned in units 3 and 4 2. Have the students look at the pictures. Ask
Keywords them what they can see.
journal, grown-up, everyone, for sale 3. Play the recording and let the students listen to
Materials the passage.
CD tracks 57-59, flashcards 31-54
TR 59
My Job Land Journal
I am at Job Land now. Kids have jobs like grown-ups here!
My friend Jenny is a dentist. She takes care of our teeth. My
other friend Ron is a photographer. He takes pictures of everyone.
And what do I do? I work in a fruit store. I have some lemons
and grapes for sale. I don’t have any ham, bacon, or sausages.
They are at Megan’s Meat Mart. Job Land is really fun!

4. Read the passage to the students. Then read it

as a class.

Game Suggestion
Student Book page 40 2. Play the recording and tell the students to write
Reading Orchestra Split the students into three groups.
the correct number next to each picture. Check
Warm Up Assign each group to read in high, normal, or deep
the answers as a class.
voices. Tell the students that you are a conductor in
1. Show the students the flashcards from units 3 an orchestra and that each group should begin to read
TR 57
and 4 and practice saying the keywords and key the passage when you point to them. Have the groups
1. Mechanics repair cars.
structures from the units. 2. She has some mushrooms. read the passage together, but have them start at
2. Give all of the students a flashcard and ask them 3. My dad is a photographer.
different times.
“What do you have?” After all of the students 4. He has some bacon for breakfast.
5. She delivers letters to people.
have answered, have everyone put their flashcards 6. The baby has some lemons.
facedown on their desks. Then point to different D Choose or write the correct answers.
students and ask “What does he/she have?” to 1. Have the students read the sentences and circle
Answers 5, 1, 2, 6, 3, 4
see if the rest of the class can remember what or write the correct answers.
flashcard that student has. 2. Check the answers as a class.
3. Have a student come to the front, and whisper
B Listen and choose.
one of the job keywords to them. Tell them to act Answers 1. Job Land, jobs 2. b 3. c
out the word while you ask the class “What does 1. Have the students look at the pictures. Ask
(name) do?” After they answer, repeat the activity them what they can see. Extra Practice
with another student. 2. Play the recording and tell the students to circle
Ask the students to complete pages 36-37 in their
the correct letters. Check the answers as a class.
workbook as homework.
Teaching Tip
TR 58
Choose a game from unit 3 and/or unit 4 that the 1. Does he have any grapes? No, he doesn’t.
students enjoyed and play it again to practice the key 2. What does Sandy do? She’s a dentist.
words and structures. 3. What does she have? She has some ham.
4. What do architects do? They design buildings.

A Listen and number. Answers 1. b 2. b 3. c 4. c

1. Have the students look at the pictures. Ask

them what they can see.

56 Review 2 57
5 People Lesson 1 Appearance your friend look like?” Let the students take turns more people to the rest of the class and have them
describing their friends. all say “There is/are (number) person/people.” The
Student Book pages 42-43 student at the board should ask the key questions to
Lesson Objectives Student Book page 43 find out what they look like and then draw them.
To understand and produce the key
vocabulary C Ask and answer. Differentiation
To correctly ask and answer about For below-level students, just use the pictures from
people’s appearances 1. Introduce the lesson’s first key structure. Write
the previous activity as extra practice for the key
it in black on the board with “he”/“she” in red
Keywords structures.
and the adjective in blue. Then practice it with
tall, short, pretty, handsome, old,
young the students. 2. Play the recording and ask the students to
2. Point at different people in the lesson’s look and point at the pictures under the key
Key Structures
introductory picture or in outside photos and structure.
Is he/she tall?
Yes, he/she is. / No, he/she isn’t. ask the class “Is he/she (adjective)?”
TR 63
He’s/She’s short. Are they tall? Yes, they are.
Are they tall? Teaching Tip
Are they tall? No, they aren’t. They’re short.
Yes, they are. / No, they aren’t. Many students are very sensitive about their 1. Are they tall? No, they aren’t. They’re short.
They’re short. appearance, so try to keep things positive when it 2. Are they young? Yes, they are.
3. Are they handsome? Yes, they are.
Materials comes to the “pretty” and “handsome” keywords. 4. Are they short? No, they aren’t. They’re tall.
CD tracks 60-64, flashcards 55-60 Discourage the students from calling each other “ugly” 5. Are they pretty? Yes, they are.
or “not pretty/handsome.” 6. Are they old? Yes, they are.

Student Book page 42 play it again and ask the students to point to
3. Play the recording and ask the students to
each keyword and say it. Student Book page 80
Warm Up look and point at the pictures under the key
TR 60 structure. Chant
1. Go through your greetings or opening routine. Then 1. tall 2. short 3. pretty
check the previous day’s homework or collect it 4. handsome 5. old 6. young TR 62 1. Read the lyrics line by line and have the
from the students. Is he tall? Yes, he is. students repeat them after you.
Is he tall? No, he isn’t. He’s short.
2. Have all the students stand up and take turns Teaching Tip 2. Play the recording and do the chant together as
Is she tall? Yes, she is.
measuring each other with a tape measure. Write
Introduce some extra vocabulary words and write them Is she tall? No, she isn’t. She’s short. a class.
down their heights on the board. 1. Is he tall? Yes, he is.
on the board so that students who want more options 2. Is she short? No, she isn’t. She’s tall. TR 64
3. Circle the tallest and shortest heights.
in later activities can refer to them. (Suggested words: 3. Is she pretty? Yes, she is. Do You Know Tina?
strong, weak, fast, slow) 4. Is he handsome? Yes, he is. Do you know Tina, Tina, Tina, Tina? Yes, I do. Yes, I do.
Teaching Tip 5. Is he young? No, he isn’t. He’s old. Is she pretty, pretty, pretty, pretty? Yes, she is. Tina is pretty.
6. Is she old? Yes, she is.
Have the students line up along the wall from shortest Do you know Jerry, Jerry, Jerry, Jerry? No, I don’t. No, I don’t.
to tallest. Tell them that they can only use English B Listen and circle Sam. Is he short, short, short, short? No, he isn’t. Jerry is tall.
4. Use the pictures to practice the key structure
while they do it and time them to see how long it 1. Tell the students to listen and circle the person as a class. Then have the students practice it in Do you know Emily, Emily, Emily, Emily? No, I don’t. No, I don’t.
takes. Then mix them up and have them do it again that is being talked about. pairs. Is she old, old, old, old? No, she isn’t. Emily is young.
from tallest to shortest. While the students are still in
2. Check the answer as a class.
line, introduce the words “tall” and “short” to them. 3. Play the chant again and have the students do
TR 61 D Ask and answer.
a simple action (such as tapping their fingers)
Ming: Oh, look! There’s Sam.
A Listen, point, and say. Tim: Who is he? Is he tall? 1. Introduce the lesson’s second key structure. while saying it.
Ming: Yes, he is. Write it in black on the board with “they” in
1. Use the appearance flashcards to introduce the Tim: What’s he doing?
red and the adjective in blue. Then practice it Extra Practice
vocabulary. Check the student’s background Ming: He’s taking a kite out of the tree.
with the students several times. Assign pages 38-39 in the workbook as homework. You
knowledge by asking “Who is tall/short/old/ can also have the students complete the worksheet on
young?” Answer the tall boy taking a kite out of the tree Game Suggestion page 112 of the teacher’s book in class.
2. Have the students look at the picture. Ask them Description Draw Have a student go up to the board
what they can see. Differentiation and give them a marker. Tell them that they aren’t
3. Let the students listen to the recording. Then For above-level students, ask the question “What does allowed to turn around. Then show a picture of one or

58 Unit 5 • People 59
5 People Lesson 2 Appearance Game Suggestion pictures’ key features in separate sentences, you can
teach them the structure “He/She has (feature 1) and
Dress-Up Race Put some dress-up wigs and beards
Student Book pages 44-45
at the front of the classroom. Have the students line (feature 2).”
Lesson Objectives
up at the back of the classroom. On your signal, they
To understand and produce the key 4. Have the students draw a completely new
should race to the front and put on one of the wigs or
vocabulary person to be Tim’s friend.
To correctly ask and answer about beards. Then use the key structure to talk about them
with the rest of the class.
5. Then have them present the picture to the class
people’s appearance using the
question word “what” or in partners using the key structure.

Keywords B Ask and answer.

Student Book page 80
short hair, long hair, curly hair,
1. Have the students look at the pictures and say
straight hair, a beard, big eyes, Song
freckles, a round face what they can see.
2. Play the recording for the students. Then play 1. Say the lines from the song and have the
Key Structure
it again and tell them to act out each feature students repeat them. Do this a few times until
What does he/she look like?
He/She has short hair. when they hear it (e.g. twirling their fingers by the students are familiar with the lyrics.
their heads to show curly hair). 2. Play the recording and have the students listen
Materials
to the music. Then play it again and have them
CD tracks 65-68, flashcards 61-68 TR 67
What does she look like? She has curly hair.
sing along.
1. What does she look like? She has curly hair.
2. What does she look like? She has straight hair. TR 68
3. What does she look like? She has long hair. What Do They Look Like?
Student Book page 44 mentioned. Afterward, say the features again 4. What does he look like? He has short hair. Where, oh where is Mary? Hmm. Let’s think.
What does she look like?
and tell the students to point to people in the 5. What does he look like? He has a round face.
Warm Up 6. What does he look like? He has freckles. She has long hair, big eyes, and freckles.
classroom that have them (if there is someone). 7. What does he look like? He has big eyes. Oh, look! There she is!
1. Go through your greetings or opening routine. Then 8. What does he look like? He has a beard.
TR 65 Where, oh where is James? Hmm. Let’s think.
check the previous day’s homework or collect it
1. short hair 2. long hair 3. curly hair What does he look like?
from the students. 4. straight hair 5. a beard 6. big eyes He has short, curly hair and a beard.
2. (optional) Go over the chant on page 80 again. 7. freckles 8. a round face Student Book page 45 Oh, look! There he is!
3. Review the appearance flashcards from the
previous lesson using the key structures “Is he/she 3. Introduce the lesson’s key structure. Write it in Speaking Task Where, oh where is Scott? Hmm. Let’s think.
What does he look like?
(adjective)? Yes, he/she is. / No, he/she isn’t. He’s/ black on the board. Then practice it with the 1. Have the students say what they see in the He has straight hair, a round face, and freckles.
She’s (adjective),” and “Are they (adjective)? Yes, they students several times. pictures.
Oh, look! There he is!
are. / No, they aren’t. They’re (adjective).” 4. Play the recording for the students. 2. Explain to them that the numbers correspond 3. Sing the song once more, but before starting
TR 66 to hair length, type, and other features encourage the students to think of some actions
Game Suggestion What does he look like? He has short hair. respectively. Tell them to write the numbers or gestures for it.
Creative Collages Bring in some old magazines and What does she look like? She has short hair.
corresponding to the pictures in the boxes 4. Play the instrumental version of the song and
1. What does he look like? He has short hair.
let the students cut and paste the people from them below them.
2. What does she look like? She has long hair. have the students sing along while doing the
into collages. Have them show them to each other or 3. What does she look like? She has curly hair.
Differentiation actions or gestures they came up with.
present them to the class and talk about them using 4. What does he look like? He has straight hair.
5. What does he look like? He has a beard.
the previous lesson’s key structures. Then hang them For below-level students, go through all the pictures Differentiation
6. What does she look like? She has big eyes.
up around the classroom’s walls. 7. What does she look like? She has freckles. and their corresponding numbers together as a class
For above-level students, encourage the students to
8. What does he look like? He has a round face. to avoid confusion.
put each other and their characteristics into the song.
A Listen and say. Then practice. 3. Describe the pictures with the key structure as
5. Practice the structure as a class using the Extra Practice
1. Use the flashcards (you can add the cards from pictures in the book. a class.
Assign pages 40-41 in the workbook as homework. You
lesson 1 too) to introduce the vocabulary. Say 6. Have the students work in pairs or small groups Teaching Tip can also have the students complete the worksheet on
each word several times and have the students to describe other students’ features with the key
Explain to the students that more than one adjective page 113 of the teacher’s book in class.
repeat after you. structure. can describe the same noun (e.g. “long, straight
2. Play the recording for the students and have
hair”). Also, rather than just have the students say the
the students point to each feature when it is

60 Unit 5 • People 61
5 People Lesson 3 Story 4. Pause after each scene to check the students’ C Make your own story.
comprehension of any new words or expressions.
1. Have the students work in pairs and turn to
Student Book pages 46-47 5. Practice saying the lines in the story as a class.
Lesson Objectives page 87.
6. When the students have a good grasp of the
To read and answer questions about 2. Explain to the pairs how to fill in the blanks
language, have them work in pairs to practice
a comic related to the key vocabulary and color the picture to make their own story.
To complete and present an it.
Then have them practice their story together.
individualized comic 7. Have the pairs take turns acting the story out
3. Ask each pair to act out their story in front of
Keywords in front of the class. You can choose whether to
the class. You can choose whether to have them
Keywords from lessons 1 and 2 have them try it with or without their student
try it with or without their books.
books.
Key Structures
Differentiation
Key structures from lessons 1 and 2 Teaching Tip
For above-level students, you can have them
Materials To make the acting more interesting, bring in some completely rewrite the story to talk about an actual
CD tracks 69-70, flashcards 55-68 sock puppets for the students to act the story out sibling of theirs. Make sure that they know how to
with. You can also encourage them to give the puppets switch all the feminine pronouns to masculine ones if
funny character voices. they choose to write about a brother.

8. Afterward, read the question at the bottom of

the page (“What does your brother or sister Tongue Twisters
look like?”). Have the students answer it 1. Have the students look at the pictures. Ask
Student Book page 46 should look at the picture and then write a sentence individually or work in pairs and talk about it them what they can see.
about it without looking at the original sentence. Have with their partner. If they are an only child, 2. Play the recording and let the students listen to
Warm Up have them describe another family member.
them continue passing the stacks around the circle the tongue twisters.
1. Go through your greetings or opening routine. Then and alternating between writing and drawing until
each person gets their original stack. Then have each Game Suggestion TR 70
check the previous day’s homework or collect it 1. Joan’s coach has toast on the floating boat.
from the students. person look through the drawings and sentences in Feature Swat Divide the students into two or three 2. I throw my yellow arrow to the crow in the snow.
2. (optional) Practice the song on page 80 again. Play order. teams and put the flashcards from lessons 1 and 2 on
the music and sing while the students listen and/or the board. Have each team send one student to the 3. Read the tongue twisters out loud to the class.
sing along. A Listen. Then act it out. board and give them a flyswatter. The other students Ask the students what the letter combinations
3. Ask the students if they remember the actions and should take turns saying “My brother/sister has “oa” and “ow” sound like and have them
1. Have the students look at the pictures. Ask (feature),” describing their real-life siblings (or parents
gestures they created, and have them use them underline the “oa” and “ow” words in their
them what they can see. if they are only children). The first student at the board
while they sing the song as a class. books.
4. Afterward, review the flashcards from lessons 1 and 2. Play the recording and let the students listen to to find the feature they mention and hit it with their
4. Practice reading the sentences a few times as a
2 using the key structures “Is he/she (adjective)? the story once. Play it a second time and ask flyswatter earns a point for their team.
class. Then have the students take turns saying
Yes, he/she is. / No, he/she isn’t. He’s/She’s them to point at each character while they are
the tongue twisters on their own.
(adjective),” “Are they (adjective)? Yes, they are. / talking. Student Book page 47
No, they aren’t. They’re (adjective),” and “What does Teaching Tip
TR 69
he/she look like? He/She has (feature).” B Choose the correct answers.
Tim: Hi, Ming. What are you doing here? If you have enough time, explain that the letter
Ming: Hi, Tim. I’m playing with my sister. combination “ow” does not always rhyme with “oa.”
1. Ask the students to choose the correct answers
Tim: Your sister? Where is she?
Game Suggestion to the questions. Write some words like “cow,” “clown,” “now,” etc. to
Ming: She’s over there.
Telephone Draw Have the students sit in a circle and Tim: What does she look like? 2. Check the answers as a class. demonstrate the other way to pronounce “ow.” If you
give them each a stack of small, rectangular pieces of Ming: She’s short. She also has a round face. like, you can also introduce “bow” and explain that
Tim: I don’t see her. Does she have long hair? Answers 1. c 2. a 3. b it can be pronounced either way depending on its
paper. Tell them to write a key sentence from one of Ming: Yes, she does. She has long, black hair.
the previous lessons on the top paper in their stack. Tim: There she is. What does she like?
meaning.
On your signal, they should pass the entire stack to Ming: She likes computer games. Differentiation
Tim: Me too. Let’s play together next time. Extra Practice
their right. The next student should read the sentence, For above-level students, have them all write two or
Ming: Sure.
put that card on the bottom of the stack, and then three comprehension questions of their own. Then mix Assign pages 42-43 in the workbook as homework.
draw a picture about it. On your next signal, they 3. Read the story to the students. Try to change the questions up and have the students take turns
should pass it to the right again. The third student reading and answering them.
your voice to match the characters’ voices.

62 Unit 5 • People 63
5 People Lesson 4 Wrap Up TR 71
music and tell them that when it stops, the person
1. Is John tall? with the beanbag is out. Encourage them to go as fast
Student Book pages 48-49 Yes, he is. He’s tall and handsome. as possible to avoid it happening to them.
Lesson Objectives 2. Is Kelly short?
Yes, she is. She’s short. Differentiation
To complete a writing and a listening
3. What does Kate look like?
exercise using the key vocabulary She has big eyes and straight hair. For below-level students, have them do the previous
To practice the key structures by 4. What does Mike look like? activity at their own pace without music playing or the
presenting about future selves He has short hair and a beard.
possibility of getting out.
Keywords
Keywords from lessons 1 and 2 Answers 1. b 2. c 3. d 4. f Extra Practice

Assign pages 44-45 in the workbook as homework.

Key Structures
Key structures from lessons 1 and 2 Game Suggestion

Materials Classmate Guessing Game Put the students in pairs or

small groups. Tell one student in each group to think of
CD track 71, flashcards 55-68
someone in the classroom and say “I’m thinking of a
girl/boy.” Their partner(s) should ask yes/no questions
like “Is he/she tall?” until eventually they guess who it
is. When they do, they should switch roles.

Student Book page 49

Student Book page 48 finish wins a point for their team. Presentation
Warm Up 2. Have the students look at the pictures and say 1
what they see. Then tell them to fill in the
1. Go through your greetings or opening routine. Then 1. Explain to the students that they will draw and
blanks with keywords and phrases from the
check the previous day’s homework or collect it present pictures of themselves in the future.
unit. Check the answers as a class.
from the students.
Teaching Tip
2. Go through the flashcards from lessons 1 and 2 Answers handsome, beard, short, round face, freckles
with the students using the key structures “Is he/ To explain what “the future you” is, draw two pictures
she (adjective)? Yes, he/she is. / No, he/she isn’t. on the board: one of a child under the label of the
Teaching Tip
He’s/She’s (adjective),” “Are they (adjective)? Yes, current year, and one of an adult under the label of a
Connect the activity to the students’ background by year in the future.
they are. / No, they aren’t. They’re (adjective),”
having them compare the family in the picture to their
and “What does he/she look like? He/She has
own family. 2. Demonstrate how the students should check off
(feature).”
3. (optional) Do the chant and song on page 80 which features they want to have in the future.
again. Encourage the students to stand up and act Differentiation 3. Have them draw their future selves in the box.
out the lyrics while they chant or sing. For above-level students, have them draw pictures of Encourage them to be as creative as they want.
their families and describe them like they did in the
2
previous activity. They can do this in pairs, in small
A Look and write. groups, or in front of the entire class. 1. Tell the students to read the example presentation
in Step 2.
1. Review how to spell the different appearance
B Listen and match. 2. Have them take turns presenting their drawings
keywords with the students.
and descriptions to the class.
1. Have the students look at the picture. Ask them
Game Suggestion
what they can see. Game Suggestion
Spelling Hopscotch Divide the students into two teams 2. Play the recording and tell the students to Hot Potato Have the students make a large circle. Toss
and put two sets of large letters on the floor. Have one
match the names to the correct pictures. Check a beanbag to a student, point at a different student,
student from each team stand in front of the letters.
the answers as a class. and ask the first student “What does (name) look
Then say a keyword and tell the students to hop on
like?” After they answer, the student should toss the
the letters to spell it out. The rest of the class can say
beanbag to another student and do the same thing.
the letters out loud while they do. The first student to
Once the students understand the routine, play some

64 Unit 5 • People 65
6 Lost and Found Lesson 1 Objects TR 73
missing object pictures to the items in the lost
Ming: Is this your watch? and found.
Student Book pages 50-51 Tim: No, it isn’t. 2. Play the recording and ask the students to
Lesson Objectives Ming: Then whose watch is it? Do you know?
look and point at the pictures under the key
Tim: Yes. It’s Kevin’s watch.
To understand and produce the key
structure.
vocabulary
To correctly ask and answer about Answer watch
TR 75
people’s belongings using the
1. Whose watch is it? It’s Kate’s watch.
question word “whose” 2. Whose glasses are they? They’re Lily’s glasses.
Differentiation
3. Whose cell phone is it? It’s Danny’s cell phone.
Keywords
For above-level students, ask the question “What do 4. Whose lunchbox is it? It’s John’s lunchbox.
cell phone, lunchbox, earring, watch, 5. Whose key is it? It’s Ben’s key.
you think people lose the most?” Let the students
key, glasses 6. Whose earring is it? It’s Jane’s earring.
take turns saying their ideas.
Key Structures For below-level students, you can simplify the extra
Whose lunchbox is it? question into “What do you lose?” Student Book page 81
It’s Rosa’s lunchbox.
Whose glasses are they? Chant
They’re Tim’s glasses. Student Book page 51
1. Read the lyrics line by line and have the
Materials C Ask and answer.
students repeat them after you.
CD tracks 72-76, flashcards 69-74
1. Introduce the lesson’s first key structure. Write 2. Play the recording and do the chant together as
it in black on the board with the object in blue a class.
and the possessive name in red. Then practice it
Student Book page 50 ask “Is/Are my (object) here?” If it is, they should go
with the students several times. TR 76
back to their seats. If it isn’t, they should look around At the Lost and Found
Warm Up the classroom for it. 2. Point to various objects on the students’ desks At the lost and found, at the lost and found.
and ask the class about them using the key Where’s our stuff? Where’s our stuff?
1. Go through your greetings or opening routine. Then
structure.
check the previous day’s homework or collect it A Listen, point, and say. Whose cell phone is it? It’s Carrie’s.
from the students.
3. Play the recording and ask the students to look Whose cell phone is it? It’s Carrie’s cell phone.
1. Use the object flashcards to introduce the and point at the pictures under the key structure.
2. Pretend that you have lost something and ask the
vocabulary. Check the student’s background At the lost and found, at the lost and found.
students “Where is my (object)?” After they have Where’s our stuff? Where’s our stuff?
knowledge by asking “What is it?” If they don’t TR 74
found it for you, use the experience to teach them Whose lunchbox is it? It’s Rosa’s lunchbox.
the words “lose” and “find.” know the keyword in English, say it and have Whose glasses are they? They’re Tim’s glasses. Whose earrings are they?
They’re Gloria’s.
them repeat it several times. 1. Whose lunchbox is it? It’s Rosa’s lunchbox.
2. Whose key is it? It’s Nick’s key. Whose earrings are they? They’re Gloria’s earrings.
Teaching Tip
2. Have the students look at the picture. Ask them
3. Whose watch is it? It’s Ming’s watch.
what they can see. 4. Whose glasses are they? They’re Tim’s glasses. At the lost and found, at the lost and found.
To explain what a lost and found is, set up a lost and Where’s our stuff? Where’s our stuff?
found area in a corner of the classroom before class
3. Let the students listen to the recording. Then 5. Whose earring is it? It’s Amy’s earring.
6. Whose cell phone is it? It’s Kevin’s cell phone.
and put some of your things there. Then, after reading play it again and ask the students to point to Whose hat is it? It’s mine.

the unit title with the students, pretend that you have each keyword and say it. Whose hat is it? It’s my, my hat.
4. Use the pictures to practice the key structure as a
lost the things and act out getting them back from the class. Then have the students practice it in pairs.
TR 72 3. Play the chant again and have the students do
lost and found area. 1. cell phone 2. lunchbox 3. earring
Game Suggestion
a simple action (such as clapping their hands)
4. watch 5. key 6. glasses
while saying it.
Activity Suggestion Roll to Win Put the flashcards on the board and number
them from one to six. Split the class into two teams
Lost and Found Tell the students to cover their eyes B Listen and circle.
Differentiation
and put their heads on their desks. Then take one and have the team member whose turn it is roll a die.
For above-level students, create a more complex rhythm
thing from each of them. Put half of the things in the 1. Tell the students to listen and circle the object If the team says the correct key structure for the card
for them to do while they chant. For example, you could
lost and found area that you made earlier and hide that is being talked about. whose number the die landed on, they get to take it.
combine clapping, stomping, and snapping fingers.
the other half of the things around the classroom. If 2. Check the answer as a class. The team that takes the most cards wins.
you want, you can have one or two volunteers help you Extra Practice

hide the things. On your signal, the students should D Match. Then ask and answer. Assign pages 46-47 in the workbook as homework. You
open their eyes, figure out what they “lost,” and line can also have the students complete the worksheet on
1. Have the students look at the picture. Ask them
up in front of the lost and found. There they should page 114 of the teacher’s book in class.
what they can see. Then tell them to match the
66 Unit 6 • Lost and Found 67
6 Lost and Found Lesson 2 Clothes 5. Have the students work in pairs and use the Differentiation
pictures to practice the structure. For above-level students, use one or more Where’s
Student Book pages 52-53 6. Practice the structure as a class. Have all the Waldo? books to continue practicing the key structure
Lesson Objectives students say the question together for one at a harder level.
To understand and produce the key
student to answer. Make sure that each student For below-level students, use one or more easier
vocabulary
To correctly ask and answer about takes a turn answering. picture book(s) than Where’s Waldo?
what people are wearing

Keywords B Stick. Then ask and answer. Student Book page 81

T-shirt, jeans, shorts, skirt, dress, Song

1. Introduce the lesson’s second key structure.
jacket, socks, sneakers
Write it in black on the board with the object 1. Say the lines from the song and have the
Key Structures in blue and “he/she” in red. Then remind students repeat them. Do this a few times until
What are you wearing? the students that “What’s” is “What is” and
I’m wearing a T-shirt/jeans. the students are familiar with the lyrics.
What’s he/she wearing?
practice it with them several times. 2. Play the recording and have the students listen
He’s/She’s wearing a brown jacket. 2. Point to various students and ask the rest of the to the music. Then play it again and have them
class about them using the key structure. Then sing along.
Materials
CD tracks 77-80, flashcards 69-82
have the students take turns doing the same
thing. TR 80
What Am I Wearing?
3. Play the recording for the students. Then play Look at me. What am I wearing?
the recording again and tell them to point to I’m wearing a yellow dress.
Student Book page 52 each type of clothing when they hear it. I’m also wearing red sneakers. I look really great.
Teaching Tip
Look at Josh. What’s he wearing?
For each clothing keyword, have the students point He’s wearing a brown jacket.
Warm Up TR 79
to classmates who are wearing that particular item He’s also wearing purple socks. He looks really great.
What’s he wearing? He’s wearing a brown jacket.
Look at Kate. What’s she wearing?
1. Go through your greetings or opening routine. Then of clothing. You can also combine the clothes with What’s he wearing? He’s wearing red shorts.
She’s wearing a green skirt.
check the previous day’s homework or collect it the colors you reviewed earlier to have them practice What’s she wearing? She’s wearing a brown jacket.
She’s also wearing a blue T-shirt. She looks really great.
What’s she wearing? She’s wearing red shorts.
from the students. finding specific people. Look at them. What are they wearing?
1. What’s he wearing? He’s wearing a brown jacket.
2. (optional) Go over the chant on page 81 again. They’re wearing orange shorts.
2. What’s he wearing? He’s wearing red shorts.
They’re also wearing black sneakers. They look really great.
3. Review the object flashcards from the previous 2. Play the recording for the students. Then play it 3. What’s he wearing? He’s wearing a white T-shirt.
lesson using the key structures “Whose (object) is again and tell them to point to the keywords. 4. What’s he wearing? He’s wearing blue jeans.
5. What’s she wearing? She’s wearing a pink dress. 3. Sing the song once more, but before starting
it/are they? It’s/They’re (name’s) (object).”
TR 77
6. What’s she wearing? She’s wearing orange sneakers. encourage the students to think of some actions
7. What’s she wearing? She’s wearing a purple skirt.
1. T-shirt 2. jeans 3. shorts
8. What’s she wearing? She’s wearing green socks.
or gestures for it.
Game Suggestion 4. skirt 5. dress 6. jacket
4. Play the instrumental version of the song and
7. socks 8. sneakers
Say and Sit Review the students’ color vocabulary by have the students sing along while doing the
writing up to 10 basic colors on the board and having 3. Introduce the lesson’s first key structure. Write Student Book page 53 actions or gestures they came up with.
the whole class stand up. On your signal, anyone can
it in black on the board with the object in blue Speaking Task
call out one of the colors on the list and sit down. Game Suggestion
and “you” in red. Then practice it with the
Then someone else can call out the second item and 1. Put the students in pairs and explain that
students several times. Sing and Draw Have the students take turns making up
sit down, and so on. If someone says the wrong item, they will be playing a guessing game with the and singing their own verses for the song. The others
4. Play the recording for the students.
they have to stand back up and someone else has picture in the book. should listen and draw the people and clothes that are
to say the right one. But if any two students start to 2. Demonstrate that they should each choose three
TR 78 mentioned.
speak up at the same time, everyone has to stand up What are you wearing? I’m wearing a T-shirt. people but not tell their partner who they are.
and start over. See how many tries it takes to finish What are you wearing? I’m wearing jeans.
In the first one or two rounds, they should only Extra Practice
1. What are you wearing? I’m wearing a T-shirt.
the whole list. Assign pages 48-49 in the workbook as homework.
2. What are you wearing? I’m wearing jeans. choose numbered people. But later on, they can
3. What are you wearing? I’m wearing shorts. choose anyone they want. You can also have the students complete the
4. What are you wearing? I’m wearing a skirt.
A Listen and say. Then practice. 3. After they have chosen, they should ask and worksheet on page 115 of the teacher’s book in class.
5. What are you wearing? I’m wearing a dress.
1. Use the flashcards to introduce the vocabulary. 6. What are you wearing? I’m wearing a jacket. answer the key structure to find the people
7. What are you wearing? I’m wearing socks.
Say each word several times and have the their partner chose.
8. What are you wearing? I’m wearing sneakers.
students repeat after you.

68 Unit 6 • Lost and Found 69

6 Lost and Found Lesson 3 Story comprehension of any new words or name of the person they have to find. Tell them that
expressions. they need to find this person by mingling and asking
Student Book pages 54-55 the other students “What’s (name) wearing?” If the
Lesson Objectives Differentiation students know, they should describe the student. If
To read and answer questions about For above-level students, have them write down they don’t, they should say “I don’t know.” The first
a comic related to the key vocabulary anything they can remember from the story. Then student to find their target wins.
To complete and present an
put them in groups to try to put the whole text back
individualized comic
together from the pieces that each person remembers. C Make your own story.
Keywords
Keywords from lessons 1 and 2
5. Practice saying the lines in the story as a class. 1. Have the students work in small groups of four
Key Structures or five and turn to page 88.
Teaching Tip
Key structures from lessons 1 and 2
2. Explain to the groups how to fill in the blanks
If you wish, you can focus on the students’ reading
and color the pictures to make their own story.
Materials pronunciation, enunciation, and inflection in this
Then have them practice their story together.
CD tracks 81-82, flashcards 69-82 passage. Read each line clearly and have the students
mimic your voice and repeat it back to you. Then read Differentiation
it again, but this time point your hand upwards to
For lower-level students, you can delete Ming, Kevin,
indicate a higher inflection or downwards to indicate a
and Sunny from the story and just have them focus on
lower inflection. Have the students copy these motions
Rosa and the security guard.
as well.
3. Ask each pair to act out their story in front of
6. When the students have a good grasp of the the class. You can choose whether to have them
Student Book page 54 gets to keep them. If they aren’t, the student flips
language, have them work in small groups of try it with or without their books.
them back over.
Warm Up four or so to practice it.
7. Have the groups take turns acting the story out
1. Go through your greetings or opening routine. Then A Listen. Then act it out. Tongue Twisters
in front of the class. You can choose whether to
check the previous day’s homework or collect it 1. Have the students look at the pictures. Ask
1. Have the students look at the pictures. Ask have them try it with or without their student
from the students. them what they can see.
them what they can see. books.
2. (optional) Practice the song on page 81 again. Play 2. Play the recording and let the students listen to
2. Play the recording and let the students listen to 8. Afterward, read the question at the bottom of
the music and sing along while the students listen
the story once. Play it a second time and ask the page (“What’s your friend wearing now?”). the tongue twisters.
and/or sing along.
3. Ask the students if they remember the actions and them to point at each character while they are Have the students answer it individually or TR 82
gestures they created, and have them use them talking. work in pairs and talk about it with their 1. I wait for the daily train in the rain.
while they sing the song as a class. partner. 2. Sunday is maybe the day Jay may stay and play.
TR 81
4. Afterward, review the flashcards from lessons 1 and
Ming: Where’s Rosa? 3. Read the tongue twisters out loud to the class.
2 using the key structures “Whose (object) is it/ Kevin: I don’t know. Student Book page 55
Ask the students what the letter combinations
are they? It’s/They’re (name’s) (object),” “What are Rosa: Where are Ming and Kevin?
Security Guard: May I help you? “ai” and “ay” sound like and have them
you wearing? I’m wearing (a type of clothing),” and B Choose the correct answers.
Rosa: I’m looking for my friends. underline the “ai” and “ay” words in their
“What’s he/she wearing? He’s/She’s wearing (a type Security Guard: What are they wearing?
1. Ask the students to choose the correct answers. books.
of clothing).” Rosa: Ming’s wearing a purple skirt, and Kevin’s wearing
a brown jacket. 2. Check the answers as a class. 4. Practice reading the sentences a few times as a
Security Guard: Okay. Let’s look for them together.
Game Suggestion
class. Then have the students take turns saying
Rosa: Thank you! Answers 1. b 2. a 3. c
Sunny: Rosa! Rosa! the tongue twisters on their own.
Memory Game Put the students in small groups of
Security Guard: Whose parrot is that?
three or four and give each group copies of all the Rosa: I know! That’s Kevin’s pet, Sunny. Game Suggestion Teaching Tip
flashcards from lesson 1 and 2. Half of the cards Ming & Kevin: Rosa!
Rosa: Ming! Kevin! Sunny found me! Find Your Target Write all the students’ names on Say the tongue twisters as fast as you can for the
should have the keywords on them, and the other half
Sunny: Rosa! Rosa! pieces of paper and put them in a hat. Have each students several times. Then encourage them to say
should have their corresponding pictures. The students
student choose a new name without letting anyone them and time them to see who can do it the fastest.
should turn them upside down, mix them up, and take
3. Read the story to the students. Try to change else see it. Then put the students in groups of three
turns flipping two of them over. When they do, they
your voice to match the characters’ voices. and have them tell each other their new names without Extra Practice
should use the words in the key structures. If the two
4. Pause after each scene to check the students’ letting any of the other students know what they are. Assign pages 50-51 in the workbook as homework.
cards are a matching picture and keyword, the student
When they have finished, have each student draw the

70 Unit 6 • Lost and Found 71

6 Lost and Found Lesson 4 Wrap Up B Listen and match. 2

1. Have the students look at the pictures. Ask 1. In the same way, explain that Student A knows
Student Book pages 56-57
Lesson Objectives them what they can see. Then have them read who has the lunchbox, watch, and key, but
To complete a writing and a listening the names below. that Student B knows who has the glasses, cell
exercise using the key vocabulary 2. Play the recording and tell the students to phone, and earring.
To practice the key structures by match the pictures to the names. Check the 2. Demonstrate to the students how to ask and
asking and answering about lost
answers as a class. answer the key structure to find out who owns
items
each object.
Keywords TR 83
3. Have the students draw the items on the people
1. Whose lunchbox is it?
Keywords from lessons 1 and 2
It’s Amy’s lunchbox. that they belong to. Then check their drawings
Key Structures 2. Whose key is it? as a class.
It’s Jake’s key.
Key structures from lessons 1 and 2
3. What’s Sally wearing? Differentiation
Materials She’s wearing a pink dress and green sneakers.
4. What’s Dave wearing? For below-level students, make the activity simpler
CD track 83, flashcards 69-82
He’s wearing a red T-shirt and black shorts. by dividing the two sides of the class into two large
Student A and Student B groups. Then have them all
Answers 1. Amy 2. Jake 3. Sally 4. Dave ask and answer the questions together.

Game Suggestion
Game Suggestion
Dress Up and Describe Bring in some various dress-up
Student Book page 56
Two Truths and a Lie Hold up an object or picture in front
Teaching Tip clothes and let the students take turns putting them
of the students and say three things about it. Two
While reviewing the keywords’ spelling, go over their on. Have the class use the lesson 2 key structure to
Warm Up of these statements should be true, and one should
pronunciation as well. Break down each word into describe what each student is wearing.
be false. Try to use the key structures as much as
1. Go through your greetings or opening routine. Then its individual letters and their sounds and have the possible. The students should identify which statement Extra Practice
check the previous day’s homework or collect it students say both of them out loud when they spell is false either individually or in teams. The person or
from the students. the keywords. Assign pages 52-53 in the workbook as homework.
team that names the false statement first gets a point.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “Whose 2. Have the students look at the pictures and say
Student Book page 57
(object) is it/are they? It’s/They’re (name’s) what they see. Then tell them to fill in the
(object),” “What are you wearing? I’m wearing (a blanks with keywords from the unit. Check the Speaking Task
type of clothing),” and “What’s he/she wearing? answers as a class.
1. Put the students in pairs and have them choose
He’s/She’s wearing (a type of clothing).”
3. (optional) Do the chant and song on page 81 1. dress 2. glasses 3. jacket who will be Student A and who will be Student
Answers
again. Encourage the students to stand up and act
4. skirt 5. sneakers 6. watch B. Explain that Student B needs to turn to page
out the lyrics while they chant or sing. 93.
Teaching Tip 2. Explain to the students that they will work
Game Suggestion To make sure that the students are all spelling the together to find all the right people and give
words correctly, ask the class to spell them together their objects back.
Line by Line Draw a picture of a keyword on the board
after each answer is given. If more than a couple of
one line at a time. Pause after each line you draw 1
students have a hard time spelling a word, have all
and have the students guess what it is using a key
the students write that word next to the activity three 1. Explain to the students that Student A in each
structure. The first student to guess gets to come to
times. pair knows who Tom, Ken, and Jane are but
the board and draw the next picture.
doesn’t know who Clara, Mia, and Ben are. The
Differentiation opposite is true for Student B.
A Look and write. 2. Demonstrate to the students how to ask and
For above-level students, explain what a closet is and
1. Review how to spell the different object and ask “What is in your closet?” Encourage them to take answer about what the characters are wearing
clothing keywords with the students. turns listing as many things as possible. so that they can label the students correctly
below.

72 Unit 6 • Lost and Found 73

Review 3 Unit 5
1 - Unit 6
2 TR 85 D Choose or write the correct answers.
1. What does he look like?
Student Book pages 58-59 He has curly hair.
1. Have the students read the sentences and circle
Lesson Objectives 2. Is he young? or write the correct answers.
No, he isn’t. He’s old. 2. Check the answers as a class.
To review the key structures and
3. Whose keys are they?
vocabulary learned in units 5 and 6 They’re Kelly’s keys.
Answers 1. a 2. c 3. fur
4. What’s he wearing?
Keywords
He’s wearing a red T-shirt and blue shorts.
unique, traditional, colorful, fur
Extra Practice
Materials Answers 1. a 2. a 3. b 4. c Ask the students to complete pages 54-55 in their
CD tracks 84-86, flashcards 55-82
workbook as homework.

Student Book page 59

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.
Student Book page 58 A Listen and number.
TR 86
Warm Up 1. Have the students look at the pictures. Ask Traditional Clothes
Many countries have unique traditional clothes. Let’s see some
them what they can see.
1. Show the students the flashcards from units 5 traditional clothes around the world!
2. Play the recording and tell the students to write What are these men wearing? Yes. They are wearing skirts. Kilts
and 6 and practice saying the keywords and key
the correct number next to each picture. Check are traditional Scottish skirts for men.
structures from the units. Hanboks are traditional Korean dresses. They are for both men
the answers as a class.
2. Ask the class “What do I look like?” Encourage and women. They are pretty and colorful.
This man is wearing a traditional Russian hat called a shapka
them to describe as many of your features as they TR 84 Russian people make shapkas out of fur.
can. Also ask them “What am I wearing?” and 1. He’s tall.
have them describe all of your clothes. Then have 2. They’re young.
4. Read the passage to the students. Then read it
3. She has big eyes.
the students take turns standing up and being
4. They are Jenny’s glasses. as a class.
described by their classmates. 5. He’s wearing a jacket.
3. Tell the students to close their eyes and put their 6. She’s wearing red sneakers.
Game Suggestion
heads on their desks. While they aren’t looking,
take an object from one of their desks. Then Reading Race Split the students into two teams. Have
Answers 2, 1, 5, 6, 4, 3
the first team read the passage, and time them to see
have them open their eyes, and ask them “Whose
how long it takes them to finish. Then have the second
(object) is this?” The first person to answer
team read the passage while timing them too. The
correctly gets to choose the next object while their B Listen and choose.
team that has the faster time wins the game.
classmates’ heads are down.
1. Have the students look at the pictures. Ask
them what they can see.
Teaching Tip
2. Play the recording and tell the students to circle
Choose a game from unit 5 and/or unit 6 that the the correct letters. Check the answers as a class.
students enjoyed and play it again to practice the key
words and structures.

74 Review 3 75
7 At School Lesson 1 School Subjects Teaching Tip TR 90
Start the days of the week review by having the When does he have music? He has music on Monday.
Student Book pages 60-61 When does she have music? She has music on Monday.
students chant them in order all together a few times.
Lesson Objectives 1. When does he have music?
Then point to various days on a calendar and have the He has music on Monday.
To understand and produce the key
students compete to see who can say the day of the 2. When does he have social studies?
vocabulary He has social studies on Tuesday.
To correctly ask and answer about week first.
3. When does he have art?
class schedules He has art on Wednesday.
Game Suggestion 4. When does he have science?
Keywords He has science on Thursday.
art, math, science, music, social Pair Race Put the students in pairs and have one pair 5. When does he have P.E.?
studies, P.E. stand up and face each other. On your signal, they He has P.E. on Friday.
should alternate saying the days of the week as fast 6. When does she have science?
Key Structures She has science on Monday.
When do you have P.E.?
as possible. Time them to see which pair can do it the 7. When does she have P.E.?
I have P.E. on Friday. fastest. She has P.E. on Tuesday.
When does he/she have music? 8. When does she have math?
2. Introduce the lesson’s first key structure. Write She has math on Wednesday.
He/She has music on Monday.
it in black on the board with “you” in red, 9. When does she have social studies?
Materials the subject in blue, and the day of the week in She has social studies on Thursday.
CD tracks 87-91, flashcards 83-88 10. When does she have music?
another color. Then practice it with the students She has music on Friday.
several times.
3. Play the recording and ask the students to
Student Book page 81
Student Book page 60 one of the flashcard pictures. As soon as they see look and point at the pictures under the key
it, they should run to the board and write its school structure. Chant
Warm Up subject. The fastest one to spell it correctly wins a
TR 89 1. Read the lyrics line by line and have the
1. Go through your greetings or opening routine. Then point for their team. When do you have P.E.? I have P.E. on Friday. students repeat them after you.
check the previous day’s homework or collect it 1. When do you have P. E.? I have P. E. on Friday.
2. Play the recording and do the chant together as
2. When do you have art? I have art on Monday.
from the students. B Listen and circle. 3. When do you have math? I have math on Tuesday. a class.
2. Ask the students what they do at school and 4. When do you have science? I have science on Wednesday.
1. Tell the students to listen and circle the subject
which teachers they like best. 5. When do you have social studies? I have social studies on Friday. TR 91
that is being talked about. 6. When do you have music? I have music on Thursday. Class Time
2. Check the answer as a class. Ring! It’s class time!
When do you have math? I have math on Monday.
A Listen, point, and say. 4. Use the pictures to practice the key structure
TR 88 as a class. Then have the students practice it in Ring! It’s class time!
1. Use the school subject flashcards to introduce Tim: When do you have art?
Amy: I have art on Monday. pairs. When does he have science? He has science on Tuesday.
the vocabulary. Check the student’s background Tim: Do you like art?
knowledge by asking “What is this?” about the Ring! It’s class time!
Amy: Of course. I love art.
pictures on the flashcards. D Ask and answer. When does she have music? She has music on Wednesday.

2. Have the students look at the picture. Ask them Answer art 1. Introduce the lesson’s second key structure. Ring! It’s class time!
When do we have art? We have art on Thursday.
what they can see. Write it in black on the board with “his”/“her”
3. Let the students listen to the recording. Then Teaching Tip in red, the subject in blue, and the day of the Ring! It’s class time!
play it again and ask the students to say each week in another color. Then practice it with the When do they have P.E.? They have P.E. on Friday.
Challenge the students by asking what day Amy has
keyword. art, according to the listening (answer: Monday). Then students several times.
3. Play the chant again and have the students do
use it as a natural transition into reviewing the days of 2. Play the recording and ask the students to
TR 87 a simple action (such as snapping their fingers)
1. art 2. math 3. science the week on the next page. look and point at the pictures under the key
while saying it.
4. music 5. social studies 6. P. E. structure.
Extra Practice
Student Book page 61
Game Suggestion
Assign pages 56-57 in the workbook as homework. You
Board Race Divide the students into two teams and line C Ask and answer. can also have the students complete the worksheet on
them up at the back of the classroom. Give the first page 116 of the teacher’s book in class.
1. Review the days of the week with the students.
student on each team a marker and then show them

76 Unit 7 • At School 77
7 At School Lesson 2 Class Activities 5. What do you do in social studies class? I read maps.
Student Book page 63
6. What do you do in P. E. class? I play sports.
Speaking Task
Student Book pages 62-63
Lesson Objectives 5. Practice the structure as a class using the 1. Put the students in pairs and have them mix
To understand and produce the key pictures in the book. and spread out the cards facedown.
vocabulary 6. Have the students work in pairs and use the 2. Demonstrate how to play the memory game by
To correctly ask and answer about
class activities
pictures to practice the structure. turning one yellow card and one blue card over,
seeing if they match, and keeping them if they
Keywords Game Suggestion do.
paint pictures, solve math problems,
Class Schedule Set up six different class stations 3. Make sure that the students say the second key
do experiments, sing songs, read
maps, play sports
around the classroom and put the props that you used structure each time they turn over a pair of
earlier in them. Have the students take out the class cards.
Key Structures schedules that they made earlier. When you ring a bell
What do you do in art class? and say a day of the week, the students should look
I paint pictures. Student Book page 82
at their schedules, go to that class station, and act
What does he/she do in math class?
He/She solves math problems. out its associated action with the props. Then you can Song
ask the students at each station the key question.
Materials 1. Say the lines from the song and have the
CD tracks 92-95, flashcards 83-94 students repeat them. Do this a few times until
B Ask and answer. the students are familiar with the lyrics.
1. Introduce the lesson’s second key structure. 2. Play the recording and have the students listen
Student Book page 62 Teaching Tip Write it in black on the board with “he/she” to the music. Then play it again and have them
Have the students stand up and act out the actions in red, the subject in blue, and the day of the sing along.
Warm Up
with the aid of props like paintbrushes, magnifying week in another color. Then practice it with the
TR 95
1. Go through your greetings or opening routine. Then glasses, maps, and balls. students several times. I’m at School
check the previous day’s homework or collect it 2. Play the recording for the students. Then play I’m at school. I’m at school. I’m in math class.
from the students. Differentiation it again and tell them to act out each class What do you do in math class, in math class, in math class?
2. (optional) Go over the chant on page 81 again. I solve problems. I solve problems.
For below-level students, simplify the key phrases activity when they hear it. It’s really fun. Good job!
3. Review the school subject flashcards from the by teaching the nouns and verbs separately. Have
previous lesson using the key structures “When do the students repeat the nouns many times before
TR 94 He’s at school. He’s at school. He’s in science class.
you have (subject)? I have (subject) on (day),” and What does he do in math class? He solves math problems. What does he do in science class, in science class, in science
expanding them to include the verbs as well. What does she do in math class? She solves math problems. class?
“When does he/she have (subject)? He/She has solve, solves, do, does, paint, paints, sing, sings, read, reads, play, He does experiments. He does experiments.
(subject) on (day).” 2. Play the recording for the students. Then play plays It’s really fun. Good job!
it again and tell them to point to the pictures 1. What does she do in math class?
when they are mentioned. She solves math problems. She’s at school. She’s at school. She’s in art class.
Game Suggestion 2. What does he do in science class? What does she do in art class, in art class, in art class?
He does experiments.
Mission: Possible Have the students make class TR 92
She paints pictures. She paints pictures.
3. What does he do in art class? It’s really fun. Good job!
schedules with two classes per day. Then give the 1. paint pictures 2. solve math problems
He paints pictures.
3. do experiments 4. sing songs
class a mission (e.g. Find two people with art on 4. What does he do in music class?
5. read maps 6. play sports 3. Sing the song once more, but before starting
Tuesday.) and have them mingle and use the key He sings songs.
5. What does she do in social studies class? encourage the students to think of some actions
structures to accomplish the mission. The first one to 3. Introduce the lesson’s first key structure. Write She reads maps. or gestures for it.
finish wins.
it in black on the board with “you” in red, the 6. What does she do in P. E. class?
4. Play the instrumental version of the song and
She plays sports.
subject in blue, and the action in another color. have the students sing along while doing the
A Listen and say. Then practice. Then practice it with the students several times.
Teaching Tip
actions or gestures they came up with.
1. Use the flashcards (you can add the cards from 4. Play the recording for the students.
You can easily practice the second key structure by Extra Practice
lesson 1 also) to introduce the vocabulary. Say
TR 93 repeating the previous class schedule game. Mix up
each word several times and have the students What do you do in art class? I paint pictures. Assign pages 58-59 in the workbook as homework. You
the students’ schedules and have them do the same
repeat after you. 1. What do you do in art class? I paint pictures. can also have the students complete the worksheet on
2. What do you do in math class? I solve math problems.
activity, but ask them the second key question instead.
page 117 of the teacher’s book in class.
3. What do you do in science class? I do experiments.
4. What do you do in music class? I sing songs.

78 Unit 7 • At School 79
7 At School Lesson 3 Story 3. Read the story to the students. Try to change them gets to stand on a spot on the grid. If they don’t
your voice to match the characters’ voices. do it correctly, the other team gets to go. The first
Student Book pages 64-65 4. Pause after each scene to check the students’ team to get three of its members in a row on the grid
Lesson Objectives comprehension of any new words or expressions. wins.
To read and answer questions about
5. Practice saying the lines in the story as a class.
a comic related to the key vocabulary
To complete and present an 6. When the students have a good grasp of the C Make your own story.
individualized comic language, have them work in pairs to practice 1. Have the students work in pairs and turn to
Keywords it. page 89.
Keywords from lessons 1 and 2 7. Have the pairs take turns acting the story out 2. Explain to the pairs how to circle, fill in the
in front of the class. You can choose whether to blanks, and use the stickers to make their own
Key Structures
have them try it with or without their student story. Then have them practice their story
Key structures from lessons 1 and 2
books. together.
Materials
Teaching Tip
3. Ask each pair to act out their story in front of
CD tracks 96-97, flashcards 83-94
the class. You can choose whether to have them
One way to make the presentations more interactive
try it with or without their books.
would be to have all the students who are not
presenting say “Welcome, Ben,” after you say “This is
Ben, our new classmate,” before the presenting pair Tongue Twisters
start to give Ming and Ben’s lines.
1. Have the students look at the pictures. Ask
8. Afterward, read the question at the bottom of them what they can see.
Student Book page 64 should still say the keyword, but they do not get to put 2. Play the recording and let the students listen to
another chip down. The first player to have a chip on the page (“What do you do in art class?”). Have
Warm Up the students answer it individually or work in the tongue twisters.
all six flashcards is the winner.
pairs and talk about it with their partner. TR 97
1. Go through your greetings or opening routine. Then
1. The mole stole the stones and drove home.
check the previous day’s homework or collect it A Listen. Then act it out. 2. Cute June plays a tune on her flute.
from the students. Student Book page 65
1. Have the students look at the pictures. Ask
2. (optional) Practice the song on pages 81-82 again. 3. Read the tongue twisters out loud to the class.
them what they can see. B Choose the correct answers.
Play the music and sing along while the students Ask the students what the letters “o” and “u”
listen and/or sing along. 1. Ask the students to choose the correct answers.
Teaching Tip sound like in the combinations “o_e” and “u_e”
3. Ask the students if they remember the actions and 2. Check the answers as a class.
Preview the reading by having the students make up a and have them underline the “o_e” and “u_e”
gestures they created, and have them use them
simple story about what they think will happen based words in their books.
while they sing the song as a class. Answers 1. c 2. b 3. c
4. Afterward, review the flashcards from lessons 1
on the pictures. Encourage them to be creative as they 4. Practice reading the sentences a few times as a
do it. class. Then have the students take turns saying
and 2 using the key structures “When do you
Teaching Tip
have (subject)? I have (subject) on (day),” “When the tongue twisters on their own.
2. Play the recording and let the students listen to Using letter paddles is a good way to check how well
does he/she have (subject)? He/She has (subject)
the story once. Play it a second time and ask the students understand the reading passage without Differentiation
on (day),” “What do you do in (subject) class? I
them to point at each character while they are putting them on the spot. Have each student write the For below-level students, you can simplify the tongue
(action),” and “What does he/she do in (subject)
talking. letters “a,” “b,” and “c” on different pieces of paper. twisters into “The mole drove home” and “June’s flute
class? He/She (action).”
Then read through the comprehension questions out is cute.” Once they are comfortable with them, they
TR 96 loud and have the students hold up their answers. You
Teacher: This is Ben, our new classmate.
can begin using the full tongue twisters instead.
Game Suggestion will be able to see exactly which students are having
Class: Welcome, Ben.
Blackout Divide the students into groups of three Ming: Hi, Ben. I’m Ming. Nice to meet you! trouble without their classmates seeing as well. Extra Practice
or four. Give each group two dice, three or four Ben: Hi, Ming. Nice to meet you too! When do we have art? Assign pages 60-61 in the workbook as homework.
Ming: We have art on Thursday.
different colors of playing chips, and the flashcards Game Suggestion
Ben: What do we do in art class?
from lessons 1 and 2. The students should take Ming: We draw pictures. I’m really good! Living Tic-Tac-Toe Split the students into two teams and
turns rolling the dice and saying the keyword of the Ben: I see.
Ming: Let me show you. Follow me! What do you think?
make a large tic-tac-toe grid on the floor out of tape.
corresponding card. If they are correct, they get to put
Ben: Oh ... Wow! Show one of the teams a flashcard and have them
their chip on it. If they are incorrect, the next player
make a sentence with it. If they do it correctly, one of
goes. If they already have a chip on the card, they

80 Unit 7 • At School 81
7 At School Lesson 4 Wrap Up TR 98
2. Ask each group who made the most silly
1. When do you have art? sentences.
Student Book pages 66-67 I have art on Friday.
Lesson Objectives 2. When does she have social studies? Differentiation
She has social studies on Tuesday.
To complete a writing and a listening For below-level students, you can simplify the
3. What does she do in music class?
exercise using the key vocabulary She sings songs. game from three changing variables to just two by
To practice the key structures by 4. What does he do in P. E. class? permanently filling the “day” blank with “Monday.”
making silly sentences He plays sports.

Keywords Game Suggestion

Keywords from lessons 1 and 2 1. Friday 2. Tuesday
Answers
3. the left picture 4. the left picture
Crazy Blanks Create a short story about a student’s
Key Structures day at school but leave a bunch of words blank.
Key structures from lessons 1 and 2 Without showing the story to the students, ask them
Teaching Tip
for any nouns, verbs, and adjectives that they can think
Materials Give the students more reading practice by making of and use them to fill in the blanks in your story. Then
CD track 98, flashcards 83-94
copies of the dialogues and having them read and read the silly result to the class while acting it out with
practice them with a partner. Then have each pair pick the students. You can repeat the game with different
a random dialogue to perform in front of the class. The stories as many times as you want.
other students should listen and identify which number
dialogue it is. Extra Practice

Assign pages 62-63 in the workbook as homework.

Game Suggestion
Student Book page 66 Game Suggestion
Schedule Relay Divide the students into teams of four
Warm Up Stand and Spell Make large, individual letters for each or five and have them line up. Then hold up a class
of the key words and phrases in this unit. Then pass schedule in front of all the teams and point to one of
1. Go through your greetings or opening routine. Then them out to the students and say one of them. The the days. The first student should ask the next student
check the previous day’s homework or collect it students should stand up and arrange themselves “When do you have (subject)?” The second student
from the students. along the classroom wall so that they are spelling out should answer the first student and then ask the third
2. Go through the flashcards from lessons 1 and 2 the key word or phrase. Time them to see how fast student the same question, and so on. The first team
with the students using the key structures “When they can do it. to finish wins the relay. Time the teams to see how
do you have (subject)? I have (subject) on (day),” long it takes all of them.
“When does he/she have (subject)? He/She has 1. art, paints pictures
Answers 2. math, solves math problems
(subject) on (day),” “What do you do in (subject) 3. science, does experiments Student Book page 67
class? I (action),” and “What does he/she do in
(subject) class? He/She (action).” Speaking Task
Game Suggestion
3. (optional) Do the chant and song on pages 81-82
1
again. Encourage the students to stand up and act Spelling Quiz Give the students some time to look over
out the lyrics while they chant or sing. the keywords in exercise A. Then ask them to close 1. Put the students in groups of four. Explain that
their books, and use the keywords to give them a the numbers on the wheel match the column
Differentiation spelling quiz either orally or in writing. Give points to numbers in the chart.
the students that answer correctly. 2. Demonstrate how they should spin a paper clip
For above-level students, have them take turns coming
to the front and leading the class in the song and/or around a pencil in the center of the wheel twice
chant. They can even make up new actions or verses B Listen and check. to determine which day and which activity to
for the class to do, if they want.
1. Have the students look at the pictures. Ask ask and answer about. They can either spin the
them what they can see. wheel right before they say each sentence or
A Look and write. 2. Play the recording and tell the students to twice in a row before asking and answering.

1. Review how to spell the different school subject check the correct days and pictures. Check the 2
and class activity keywords with the students. answers as a class.
1. Encourage the students to say “That’s silly!”
whenever they get a combination of answers
that don’t make sense.

82 Unit 7 • At School 83
8 Places in Town Lesson 1 Places Student Book page 69 D Ask and answer.
C Ask and answer. 1. Introduce the lesson’s third key structure. Write
Student Book pages 68-69
Lesson Objectives 1. Introduce the lesson’s first two key structures. it in black on the board in the same way as the
To understand and produce the key Write them in black on the board with the first two key structures. Then practice it with
vocabulary place names in red and “next to” and “across the students several times.
To correctly ask and answer about 2. Play the recording and ask the students to
places using the question word “where”
from” in blue. Then practice them with the
and prepositional phrases students several times. look and point at the pictures under the key
2. Use the contraction cards to teach the students structure.
Keywords
bakery, post office, pet shop, fire
that “Where’s” is the same thing as “Where TR 102
station, bank, hospital is.” One way to do that is to pretend to crash Where’s the pet shop? It’s between the post office and the bank.
the “Where” and “is” cards into each other to between
Key Structures 1. Where’s the pet shop?
produce “Where’s.” It’s between the post office and the bank.
Where’s the bank?
It’s next to the hospital. 3. Play the recording and ask the students to 2. Where’s the bank?
It’s across from the post office. look and point at the pictures under the key It’s between the pet shop and the fire station.
3. Where’s the fire station?
It’s between the post office and the structures. It’s between the bank and the bakery.
bank.
4. Where’s the bakery?
TR 101 It’s between the fire station and the hospital.
Materials
Where’s the bank? It’s next to the hospital. 5. Where’s the hospital?
CD tracks 99-103, flashcards 95-100 Where’s the bank? It’s across from the post office. It’s between the bakery and the park.
where’s, where is, next to, across from 6. Where’s the post office?
1. Where’s the bank? It’s next to the hospital. It’s between the park and the pet shop.
Student Book page 68 do so correctly, they have the chance to shoot a small,
2. Where’s the hospital? It’s next to the bank.
squishy ball into a box or basket. If they make the 3. Where’s the post office? It’s next to the fire station.
Warm Up shot, they earn a point for their team. 4. Where’s the fire station? It’s next to the post office.
Student Book page 82
5. Where’s the pet shop? It’s across from the hospital.
1. Go through your greetings or opening routine. Then 6. Where’s the hospital? It’s across from the pet shop.
check the previous day’s homework or collect it
Teaching Tip Chant
7. Where’s the bakery? It’s across from the fire station.
Introduce some extra vocabulary words and write them 8. Where’s the fire station? It’s across from the bakery.
from the students. 1. Read the lyrics line by line and have the
2. Ask the students to name all the places they on the board so that students who want more options
students repeat them after you.
know. Write them on the board and ask which one in later activities can refer to them. (Suggested words: 4. Use the pictures to practice the key structures
2. Play the recording and do the chant together as
they like best. swimming pool, museum, park) as a class. Then have the students practice them
a class.
in pairs.
TR 103
B Listen and circle.
A Listen, point, and say. Game Suggestion Where’s the Bakery?
Where’s the bakery? Do you know?
1. Tell the students to listen and circle the place Taxi Driver Arrange six different desks in the
1. Use the place flashcards to introduce the I do. It’s next to the hospital.
that is being talked about. classrooms into two rows with a “street” between
vocabulary. Check the student’s background
2. Check the answer as a class. them. Then put the students in pairs and tell them Where’s the hospital? Do you know?
knowledge by asking “What is this?” I do. It’s next to the fire station.
that one student is a taxi driver and the other student
2. Have the students look at the picture. Ask them TR 100 is a passenger. Have the passenger say “Please go to
Where’s the fire station? Do you know?
what they can see. Man: Excuse me.
(place).” The taxi driver should use the key question
Ming: Yes? I do. It’s across from the post office.
3. Let the students listen to the recording. Then to ask where it is and then “drive” the passenger to
Man: Where’s Mr. Cho’s pet shop?
play it again and ask the students to say each Ming: It’s next to the fire station. the place after they give the answer. Then the two Where’s the post office? Oh, I know.
It’s between the pet shop and the bank.
keyword. Man: Thanks. students should switch roles.

TR 99 Differentiation 3. Play the chant again and have the students do a

Answer pet shop
1. bakery 2. post office 3. pet shop simple action (such as stomping their feet) while
4. fire station 5. bank 6. hospital
For above-level students, have the driving student
change from a taxi driver to a chauffeur. Then have the
saying it.
Differentiation
passenger tell them several different places in a row to
Game Suggestion For above-level students, ask the question “What can Extra Practice
go. The driver should ask where all of these places are
Vocabulary Basketball Divide the students into two you see in your town?” Let the students take turns
and then go to them in order. Assign pages 64-65 in the workbook as homework.
teams. Show one of the students a picture of one of saying what places are in their town or city. You can also have the students complete the
the keywords and have them say and/or write it. If they worksheet on page 118 of the teacher’s book in class.

84 Unit 8 • Places in Town 85

8 Places in Town Lesson 2 Transportation TR 105
transportation.
How do you go there? I go there by bike. 2. Put them in pairs and have them take turns
Student Book pages 70-71 1. How do you go there? I go there by bike. spinning a paper clip and using the key
Lesson Objectives 2. How do you go there? I go there by subway.
structure to talk about how to get to the place
3. How do you go there? I go there by taxi.
To understand and produce the key
4. How do you go there? I go there by bus. it points at by using the indicated method of
vocabulary 5. How do you go there? I go there by car.
To correctly ask and answer about transportation.
6. How do you go there? I go there on foot.
methods of transportation

Keywords 5. Practice the structure as a class using hand Student Book page 82
by bike, by subway, by taxi, by bus, motions.
Song
by car, on foot 6. Have the students work in pairs and use the
pictures to practice the structure. 1. Say the lines from the song and have the
Key Structures
How do you go there?
students repeat them. Do this a few times until
Differentiation the students are familiar with the lyrics.
I go there by bike.
How does he/she go to the bank? For above-level students, expand the key structure to 2. Play the recording and have the students listen
He/She goes there by subway. include other forms of transportation like “by plane,” to the music. Then play it again and have them
Materials “by train,” “by boat,” etc. Encourage them to name sing along.
CD tracks 104-107, flashcards 95-106 other types as well. If they do not know their English
names, let them act them out or draw them instead. TR 107
How can I Go to the Post Office?
Excuse me. Excuse me.
B Ask and answer. How can I go, how can I go to the post office?
Student Book page 70 lesson 1 also) to introduce the vocabulary. Say You can go there, go there by subway.

each word several times and have the students 1. Introduce the lesson’s second key structure. Thank you for the help.
Warm Up Write it in black on the board with “he/she” in
repeat after you. Excuse me. Excuse me.
1. Go through your greetings or opening routine. Then 2. Play the recording for the students. Then play red, the type of transportation in blue, and the How can I go, how can I go to the hospital?

check the previous day’s homework or collect it it again and tell them to point to each picture place in another color. Then practice it with the You can go there, go there by bicycle.
Thank you for the help.
from the students. when it is mentioned. students several times.
2. (optional) Go over the chant on page 82 again. Excuse me. Excuse me.
TR 104 Teaching Tip How can I go, how can I go to the fire station?
3. Review the place flashcards from the previous
1. by bike 2. by subway 3. by taxi Make two wheels of the lesson 1 and lesson 2 keywords You can go there, go there by taxi.
lesson using the key structures “Where’s the Thank you for the help.
4. by bus 5. by car 6. on foot
(place)? It’s next to the (place). / It’s across from to help the students practice the key structure. Then
the (place). / It’s between the (place) and the have them take turns pointing at other students, spinning Excuse me. Excuse me.

(place).” Game Suggestion the wheels, and saying the key structure. How can I go, how can I go to the pet shop?
You can go there, go there on foot.
Slapjack Divide the students into groups of four or Thank you for the help.
five and give each of them a set of keyword picture 2. Play the recording for the students. Then play
Teaching Tip
playing cards. They should divide the cards evenly and it again and tell them to act out each type of
Pass out copies of a map of the city your students 3. Sing the song once more, but before starting
then take turns flipping them over. As soon as they transportation when they hear it.
live in. Encourage them to find and circle all the encourage the students to think of some actions
see a card’s picture, they should all say its keyword. or gestures for it.
keyword places from the previous lesson. If all the TR 106
However, if the picture for “on foot” comes up, they
places on the map are labeled in a different language How does he go to the bank? He goes there by subway. 4. Play the instrumental version of the song and
should all try to slap it as fast as possible since it How does she go to the bank? She goes there by subway.
or alphabet, have the students label them in English have the students sing along while doing the
takes a different preposition than the other keywords. 1. How does he go to the bank? He goes there by subway.
for writing practice. You can also encourage them to 2. How does she go to the bakery? She goes there by bike. actions or gestures they came up with.
The first student to do so gets to take the entire stack
point out and circle where they live. If you like, you 3. How does he go to the pet shop? He goes there by car.
of cards. Whoever eventually gets the entire deck of 4. How does she go to the fire station? She goes there by taxi. Extra Practice
can have the students compete to see who lives the
cards wins the game. 5. How does she go to the post office? She goes there on foot.
closest to a bakery, a fire station, etc. Then talk about 6. How does he go to the hospital? He goes there by bus.
Assign pages 66-67 in the workbook as homework. You
the different places using the key structures from the 3. Introduce the lesson’s first key structure. Write can also have the students complete the worksheet on
previous lesson. it in black on the board with the transportation page 119 of the teacher’s book in class.
in blue. Then practice it with the students Student Book page 71

several times. Speaking Task

A Listen and say. Then practice.
4. Play the recording for the students.
1. Use the flashcards (you can add the cards from 1. Explain to the students that the different
road designs stand for different types of
86 Unit 8 • Places in Town 87
8 Places in Town Lesson 3 Story them do the same thing themselves to practice their Student Book page 73
pronunciation.
B Choose the correct answers.
Student Book pages 72-73
Lesson Objectives 4. Pause after each scene to check the students’ 1. Ask the students to choose the correct answers.
To read and answer questions about comprehension of any new words or 2. Check the answers as a class.
a comic related to the key vocabulary expressions.
To complete and present an Answers 1. b 2. c 3. a
individualized comic
Game Suggestion
Keywords Chronology Race Write a sequence of four or five
Keywords from lessons 1 and 2 C Make your own story.
sentences summarizing the story. Then cut them up
Key Structures and mix them around for the students to put back in 1. Have the students work in pairs and turn to
Key structures from lessons 1 and 2 order as fast as possible. The first person to do it page 90.
wins. 2. Explain to the pairs how to fill in the blanks,
Materials
CD tracks 108-109, flashcards 95-106
circle their preferred options, and use the
Differentiation
stickers to make their own story. Then have
For above-level students, have them write their own
them practice their story together.
chronological sentences and cut them up. Then they
3. Ask each pair to act out their story in front of
should trade them with a partner and put them back in
the class. You can choose whether to have them
the correct order as fast as possible. They can repeat
this activity as many times as you want. try it with or without their books.

5. Practice saying the lines in the story as a class.

Student Book page 72 circles switch places. At the end of the activity, the Tongue Twisters
6. When the students have a good grasp of the
student with the most signatures wins.
Warm Up language, have them work in pairs to practice 1. Have the students look at the pictures. Ask
it. them what they can see.
1. Go through your greetings or opening routine. Then A Listen. Then act it out. 2. Play the recording and let the students listen to
7. Have the pairs take turns acting the story out
check the previous day’s homework or collect it
1. Have the students look at the pictures. Ask in front of the class. You can choose whether to the tongue twisters.
from the students.
2. (optional) Practice the song on page 82 again. Play them what they can see. have them try it with or without their student
TR 109
the music and sing along while the students listen 2. Play the recording and let the students listen to books. When they get to the clerk’s line, either 1. He fries the pie and tries the pie.
and/or sing along. the story once. Play it a second time and ask you or the entire rest of the class can say it all 2. Oh my! There’s a fly in my eye.

3. Ask the students if they remember the actions and them to point at each character while they are together.
3. Read the tongue twisters out loud to the class.
gestures they created, and have them use them talking.
while they sing the song as a class. Game Suggestion Ask the students what the hard vowels “i” and
4. Afterward, review the flashcards from lessons 1 and TR 108
Reading Race Time all the pairs to see who can
“y” sound like and have them underline the “i”
Ming: Where’s Maria’s Bakery? and “y” words in their books.
2 using the key structures “Where’s the (place)? It’s Tim: It’s downtown.
accurately read through the story the fastest. Then
next to the (place). / It’s across from the (place). Ming: Rosa says all the cookies are half price! give them time to practice on their own and hold the 4. Practice reading the sentences a few times as a
/ It’s between the (place) and the (place),” “How Tim: Awesome! Let’s go! reading race again. If you want, you can even have a class. Then have the students take turns saying
Ming: How can we go there?
do you go there? I go there by/on (transportation),” third race to see whose speed improved the most. the tongue twisters on their own.
Tim: We can go there by bicycle.
and “How does he/she go to the (place)? He/She Ming: Tim, where is it? 8. Afterward, read the question at the bottom Teaching Tip
goes there by/on (transportation).” Tim: We’re almost there, Ming! It’s next to that bank over there.
Where are all the cookies? of the page (“How do you go to the bakery
Make sure that the students understand that the letter
Clerk: They’re sold out. Sorry. in your town?”). Have the students answer it “y” can have either a consonant or a vowel sound.
Game Suggestion Tim & Ming: Aww … We’re too late!
individually or work in pairs and talk about it Explain that if it is the first letter in a word (e.g.
Circle Rotation Have the students make two circles, with their partner.
3. Read the story to the students. Try to change “yellow,” “yes,” “year,” etc.), it usually has a consonant
one inside the other, and face each other. After
your voice to match the characters’ voices. sound. However, if it is at the end of a word, it usually
you say a keyword, the student in the inner circle Differentiation
has a vowel sound, either /ai/ (e.g. “cry,” “sky,” “buy,”
should ask their partner in the outer circle one of For below-level students, change the question to “How
Teaching Tip etc.) or /ee/ (e.g. “happy,” “very,” “sunny,” etc.).
the key questions from the unit. If the outer student do you go home?” or to another common place.
answers correctly, the inner student should initial their While you read, segment some words into individual
sounds and say each one very slowly. Have the Extra Practice
paper. Then the two circles should rotate in different
directions and repeat. After a while, have the two students listen and say what the word is. Then have Assign pages 68-69 in the workbook as homework.

88 Unit 8 • Places in Town 89

8 Places in Town Lesson 4 Wrap Up Teaching Tip 2
One way to make checking answers or reviewing words 1. Tell the students to circle two places that they
Student Book pages 74-75
fun is to pretend to make mistakes and have the want to write and talk about.
Lesson Objectives
students correct you. That way, they practice finding 2. Demonstrate on the board how to complete the
To complete a writing and a listening
and fixing mistakes and build their self-confidence.
exercise using the key vocabulary sentences in the paragraph below.
To practice the key structures by 3. Have the students complete their own
making a map
B Listen and choose. paragraphs by themselves.
Keywords
1. Have the students look at the pictures. Ask 3
Keywords from lessons 1 and 2
them what they can see. 1. Give the students some time to practice saying
Key Structures 2. Play the recording and tell the students to their paragraphs quietly to themselves or a
Key structures from lessons 1 and 2
choose the correct pictures. Check the answers partner.
Materials as a class. 2. When they are ready, have the students take
CD track 110, flashcards 95-106
turns presenting their maps and paragraphs to
TR 110
1. Where’s the fire station? the class.
It’s across from the hospital.
2. Where’s the bank? Teaching Tip
It’s between the pet shop and the bakery.
3. How do you go to the post office?
If you do not have enough time, you can simply have
I go there by subway. the students present their maps and paragraphs to a
4. How does he go to the bakery? partner rather than having them present them to the
He goes there on foot.
Student Book page 74 A Look and write class individually. You can even have them read their
paragraphs all together at the same time if you’re
Warm Up 1. Review how to spell the place and Answers 1. b 2. a 3. a 4. b really running short on time.
transportation keywords with the students.
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it Game Suggestion
Teaching Tip Game Suggestion
from the students. Give the students more writing practice by slowly Toss the Ball Toss a soft, squishy ball to a student
Spelling Baseball Divide the students into two teams.
2. Go through the flashcards from lessons 1 and reading through the dialogues and having them write and ask them a question about their map. If they
Have one team “at bat” and one team in the “outfield.”
2 with the students using the key structures them down. Make sure to check all their answers for answer correctly, they get to toss the ball to a student
You get to be the spelling pitcher by saying a keyword
“Where’s the (place)? It’s next to the (place). / It’s correct spelling and grammar. of their choice, and that student becomes the next
from the unit for the batting student to spell. If they
across from the (place). / It’s between the (place) one to answer a question. If the first student answers
get it right, they go to a desk labeled “first base.” If
and the (place),” “How do you go there? I go incorrectly, you take the ball back and choose the next
they don’t get it right, it’s a pop fly, and a student from Student Book page 75
there by/on (transportation),” and “How does he/ student yourself.
the other team can try to spell it to get the batter out.
she go to the (place)? He/She goes there by/on
If neither team spells it correctly, it counts as a strike, Presentation
(transportation).” Extra Practice
three of which count as an out for the batting team.
3. (optional) Do the chant and song on page 82 1 Assign pages 70-71 in the workbook as homework.
After three outs, the teams switch sides. To score a
again. Encourage the students to stand up and act 1. Explain to the students that they will make and
run, a student has to pass first, second, and third
out the lyrics while they chant or sing.
base before going home. However, they can only move present their own town map in this task.
to the next base when a teammate of theirs spells a 2. Have each student stick the stickers in the
Game Suggestion word correctly. boxes. Encourage them to stick them in
Preposition Quick Fire Have the entire class stand up. different places than their neighbor(s).
Differentiation
Then say different types of transportation and have the
For below-level students, you can change the number Differentiation
students say the prepositions that they go with (usually
“by”). Then say them faster and faster so that the of bases to two or even one to make it easier to score For above-level students, have them pool all their
students have less time to react. If they say the wrong runs. stickers together to create a much larger town map
one (e.g. “by” instead of “on” for “on foot”), they are than the one in the book on a huge sheet of paper.
1. fire station 2. post office 3. bakery
out. The last one standing wins the game. Answers Encourage them to draw streets, crosswalks, etc.
4. on foot 5. by bike 6. by bus
between the different buildings to make it look more
realistic. Then hang it up on the classroom wall or
board where everyone can see it.

90 Unit 8 • Places in Town 91

Review 4 Unit 7
1 - Unit 8
2 TR 112 Extra Practice
1. When do you have art? Ask the students to complete pages 72-73 in their
Student Book pages 76-77 I have art on Friday.
workbook as homework.
Lesson Objectives 2. What do you do in art class?
I paint pictures.
To review the key structures and
3. Where’s the fire station?
vocabulary learned in units 7 and 8 It’s between the bank and the post office.
4. How does he go to the bank?
Keywords
He goes there by bike.
join, international, rugby, downtown

Materials Answers 1. c 2. b 3. c 4. a
CD tracks 111-113, flashcards 83-106

Student Book page 77

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.
Student Book page 76 A Listen and number.
TR 113
Warm Up 1. Have the students look at the pictures. Ask Play Sports with Us!
Join the international sports class! It is a special P. E. class. We
them what they can see.
1. Show the students the flashcards from unit 7 have it on Tuesdays and Thursdays. We play sports like soccer
2. Play the recording and tell the students to write and rugby in it. It’s really fun!
and 8 and practice saying the keywords and key
the correct number next to each picture. Check Usually, we have class at Benson Field. It’s next to the
structures from the unit. downtown post office and across from the fire station. You can go
the answers as a class.
2. Talk about the students’ school schedule, but there on foot or by bike from Wright Elementary School. We hope
to see you soon!
intentionally mix up the classes. Have the students TR 111
correct you. An example conversation could be 1. I have social studies on Thursday.
4. Read the passage to the students. Then read it
you saying “You have art on Wednesday,” and the 2. He solves math problems.
students saying “No, we don’t. We have art on 3. They play sports in P. E. class. as a class.
4. The fire station is next to the hospital.
Thursday.” 5. The bank is across from the pet shop.
Game Suggestion
3. Show the students the flashcards from unit 8 and 6. He goes there by car.
practice saying the keywords and key structures Funny Reading Have the students work in groups.
from the unit. Answers 6, 4, 3, 2, 1, 5
Tell each group to think of a unique way to read the
4. Put the place flashcards in different places passage. They can change their voices, sing or rap
on a table and ask the students where they the lines, do silly actions, etc. After all the groups
are in relation to each other. Then move the B Listen and choose. have finished reading the story, have the class vote on
transportation flashcards by the place flashcards which group they thought was the funniest.
1. Have the students look at the pictures. Ask
and have the students practice talking about them
them what they can see.
too. D Choose or write the correct answers.
2. Play the recording and tell the students to circle
the correct letters. Check the answers as a class. 1. Have the students read the sentences and circle
Teaching Tip
or write the correct answers.
Choose a game from unit 7 and/or unit 8 that the
2. Check the answers as a class.
students enjoyed and play it again to practice the key
words and structures. Answers 1. b 2. b 3. on foot, by bike

92 Review 4 93
Jack and the Beanstalk they liked it. Then explain that the ending they 5. Print out the masks provided online for the
didn’t choose is different, have them turn back students to cut out, color, and wear in their
Reader’s Theater Storybook pages 2–31
to page 17, and go through the other ending final performance.
Lesson Objectives with the students as well. 6. After the students know all their lines and stage
To develop the students’ reading
6. Once you have finished reading both endings, directions, sit back and watch them perform!
fluency by using multiple choral
readings of a story ask the students which one they liked better
To improve the students’ presentation and why. Additional Stage Directions
skills by having them perform the 7. Look at the quizzes on pages 30-31. Have the Page 5 Jack pretends to be leading the cow.
story as a short play
students put the pictures in order and discuss as The old man points at the cow when
Keywords a class. mentioning it.
giant, harp, hen, sell, beans, master, Page 6 Jack exits stage left, looking sad. Mom
steal, rotten Answers •Ending 1: B-D-E-C-F-A •Ending 2: E-A-B-F-D-C
exits after him. Let a student pull the
Materials beanstalk out and tie its other end to a
8. Based on the students’ reactions to the endings,
CD tracks 114-116, character masks desk or chair on stage right.
choose one and tell them that they will perform
Page 7 Jack enters stage left. The hen and harp
the story with that ending to help improve their
enter stage right and stand still. When
speed and fluency.
climbing the beanstalk, the actors put their
9. Assign the students different roles or let them
hands on the cloth as they walk.
pick their own.
Page 8 After Jack looks around, the giant enters
10. Play the recording again for the students.
stage right.
Lesson 1 Reader’s Theater Storybook pages 2-3 each of the characters is during different scenes. Similarly, pause it at the end of each page, but
Page 9 The giant sniffs the air.
this time only have the student(s) assigned to
Warm Up
Page 11 The giant sits in the chair and pretends
Lesson 2 each character say that character’s lines.
Reader’s Theater Storybook pages 4-29 to sleep. He and the hen and harp stay in
1. Go through your greetings or opening routine.
11. When the students are ready, have them read
their places.
2. Show the students the front cover of the reader’s Read and Practice the Story through the whole story from start to finish
Page 14 Everyone talks in loud whispers.
theater storybook and read the title to them. Explain without the help of the audio guide at all.
1. Play the recording of the story (audio track 114) Page 16 Jack can link arms with the other actors or
that they will be reading and performing this story
for the students to listen to and follow along in grab their hands to show that he’s “picking
as a class. Lesson 3 and 4
their books. them up.”
3. Go through the keywords with the students to
2. At the end of each page, pause the recording, Page 18 Jack puts one hand on the beanstalk as he
familiarize them with the most common new words Act Out the Story
in the story.
read the lines one by one, and have the runs while pretending to carry the hen and
students repeat them after you. 1. Have all the students stand up, and tell them harp with his other arm.
that they are going to perform the story with Page 19 Jack pretends to chop at the beanstalk while
Explain the Characters and Settings Teaching Tip you (and/or other people) as the audience. Mom unties the cloth at that end. The giant
Use gestures, facial expressions, and funny voices to 2. Review the characters’ personalities and can sit on the floor off to the side until the
1. Have the students look at the list of characters make the reading more interesting and to help the motivations. Go through each one and have the
and read their names together. On the board, ending song.
students understand what is happening in the story. student(s) acting them out show you via facial Page 21 Jack and his mom hold their noses and cover
draw a picture of Jack’s house with the expressions, posture, and body language what
beanstalk outside and the castle in the clouds 3. Each time you come to a new song, play it once their ears.
kind of personality they have. Page 23 The giant joins everyone for the ending song.
above to illustrate the setting. for the students before going through it line by 3. Clear a stage area for the students to perform in.
line. At the same time, encourage the students
Page 25 The giant grabs Jack’s arm.
Teaching Tip
Designate stage left as Jack’s house. Put a chair Page 26 He lets go of Jack.
to think up actions for it. Then play it again stage right for the giant to use later. Bring a
Ask the students what they think the characters will and have the students sing and act along to it.
Page 27 Have the characters stay in the castle for
be like and what they will do. Follow up by asking what
piece of long green cloth to be the beanstalk. Tie this scene.
4. When you come to page 17, ask the class “What it to a chair or desk leg, and put that piece of
makes them think that.
does Jack do?” and then read the options to
Page 28 Jack pretends to pick up the egg and put it
furniture in Jack’s house. Prepare another chair in his pocket.
2. Explain to the students that there are three them “Jack steals the hen and harp.”(audio track or desk in the castle to tie the other end to.
115) “Jack doesn’t steal the hen and harp.”(audio
Page 29 The four characters pretend to climb down
places in the story: Jack’s house, a market, 4. Have the students read through the story while the beanstalk while singing the first verse.
and the giant’s castle in the clouds. Using the track 116). Have the students vote on which acting out the stage directions in parentheses in the
ending they want to hear first. Jack’s mom sees them and waves then joins
pictures in the book, ask the students where book. In addition, teach them the stage directions in for the second verse.
5. After finishing that ending, ask the students if listed below and have them act them out.
94 Reader's Theater Storybook 95
 Workbook Answer Key
Lesson 3
2 Today pp. 14-15

A.
Lesson 1 ① April 2nd ② raining ③ gift shop /
pp.10-11
D. 1-5-4-6-3-2
1 Special Days 1. A: What does he do on Halloween? A.
February December July October March B.
B: He wears a costume.
January January May June April 1. True 2. False 3. True 4. False
Lesson 1 2. A: What does she do on Christmas Day?
pp. 2-3
B: She opens presents. August February March August September May
C.
A. 3. A: What does he do on Mother’s Day? July March June July October June
1. A: What’s the date today?
Christmas Day ⑥, Earth Day ③, Halloween ⑤, B: He hugs his mom. August April May January November B: It’s June 15th.
Mother’s Day ②, Thanksgiving ④, 4. A: What does she do on Valentine’s Day? September October April November December 2. A: When is your birthday?
Valentine’s Day ① B: She makes cards. B: It’s September 3rd.
B. 3. A: How’s the weather in Sydney?
B. 1. January 2. February 3. March B: It’s foggy.
Lesson 3 pp. 6-7
1. Valentine’s Day 4. April 5. May 6. June
2. Mother’s Day A. 7. July 8. August 9. September
Lesson 4 pp. 16-17
3. Thanksgiving ① calendar ② plant trees ③ favorite day / 10. October 11. November 12. December
4. Christmas Day 1-4-5-2-3-6
C. A.
5. Halloween
1. C1 2. E2 3. F3 4. D2
6. Earth Day B. 1. ⓐ 2. ⓑ 3. ⓒ
5. E3 6. D1 7. C3 8. D3
1. She plants trees with her parents.
C. D.
2. He eats lots of chocolate. B.
1. ⓑ 2. ⓒ 3. ⓐ 1. A: When is his birthday? B: It’s August 14th.
1. What’s the date today?
C. 2. A: When is her birthday? B: It’s November 23rd.
D. 3. A: When is his birthday? B: It’s May 5th. 2. How’s the weather in Paris?
1. d 2. c 3. a 4. b / 1, 3, 4, 2
1. A: What’s her favorite day? 4. A: When is her birthday? B: It’s December 1st. 3. It’s January 1st.
B: Her favorite day is Earth Day. 4. It’s foggy.
2. A: What’s his favorite day? Lesson 4 pp. 8-9
Lesson 2 pp. 12-13
C.
B: His favorite day is Thanksgiving.
3. A: What’s her favorite day? A. 1. B: It’s April 2nd. / B: It’s windy.
1. 2nd picture - wear a costume A. 2. B: It’s July 17th. / B: It’s sunny.
B: Her favorite day is Christmas Day.
2. Christmas Day – 4th picture 1. snowy 2. rainy 3. B: It’s December 28th. / B: It’s cloudy.
4. A: What’s his favorite day?
3. 1st picture - eat turkey 3. sunny 4. foggy
B: His favorite day is Halloween.
4. Valentine’s Day – 3rd picture 5. cloudy 6. windy / Have a nice day!
Review 1
Lesson 2 pp. 4-5 B. B. pp. 18-19

1. What’s your favorite day? 1. foggy 2. snowy 3. cloudy

A. A.
2. What does she do on Christmas Day?
1. make cards 2. plant trees C. 1. ⓐ 2. ⓑ 3. ⓓ 4. ⓒ
3. His favorite day is Earth Day.
3. wear a costume 4. open presents 4. He hugs his mom. 1. 2. 3. 4. 5. 6.
B.
5. eat turkey 6. hug my mom
C. D. 1. A: What’s your favorite day?
B. 1. A: How’s the weather today in Seoul? 2. B: It’s March 31st.
1. B: My favorite day is Valentine’s Day. /
1. What do you do on Halloween? / B: It’s windy. 3. B: I open presents.
B: I make cards (for my family).
I wear a costume. 2. A: How’s the weather today in New York? 4. A: How’s the weather (today)?
2. B: His favorite day is Earth Day. /
2. What does he do on Christmas Day? / B: It’s snowy.
B: He plants trees. C.
He opens presents. 3. A: How’s the weather today in London?
3. B: Her favorite day is Halloween. / 1. April 2. sunny, Earth Day
B: It’s rainy.
B: She wears a costume. 3. flowers, environment 4. celebrate
C. 4. A: How’s the weather today in Paris?
1. False 2. True 3. False B: It’s foggy.

96 Workbook Answer Key 97

D. Lesson 3 pp. 24-25
2. A: What does Max do? B: He’s an architect. 3. She’s a dentist. 4. They deliver letters.
1. False 2. True 3. False 4. True 3. A: What does Julie do? B: She’s a mechanic.
A. 4. A: What does Tony do? B: He’s a photographer. C.
① make pies ② any pumpkins 1. B: He’s a mechanic. / B: They repair cars.
3 At the Market ③ fruit and vegetables / 1 - 6 - 2 - 4 - 3 - 5 Lesson 2
2. A: What does your mom do?
pp. 30-31 B: She’s an architect.
B. A: What do architects do?
Lesson 1 A.
pp. 20-21 1. False 2. True 3. True 4. False B: They design buildings.
1. take 2. repair 3. deliver 3. A: What does your uncle do?
A. C. 4. fly 5. design 6. take care of B: He’s a photographer.
1. 2. 3. 1. d 2. a 3. b 4. c / 1, 4, 3, 2 B. A: What do photographers do?
B: They take pictures.
1. Pilots fly planes.
4. 5. 6.
Lesson 4 pp. 26-27 2. Dentists take care of teeth.
B. 3. Architects design buildings. Review 2
1. grapes 2. watermelons 3. lemons A.
pp. 36-37
1. butter 2. cheese 3. mushrooms C.
4. mushrooms 5. cucumbers 6. pumpkins
4. pumpkins 5. sausages 6. yogurt 1. ⓑ 2. ⓑ 3. ⓐ A.
C. 1. ⓒ 2. ⓑ 3. ⓓ 4. ⓐ
B. D.
1. a. True b. False
1. She doesn’t have any lemons. 1. A: What do architects do? B.
2. a. False b. True
2. What does he have? B: They design buildings. 1. A: Does he have any cucumbers?
3. a. True b. True
3. Yes, I do. 2. A: What do mechanics do? 2. B: She’s a postal worker.
D. 4. No, she doesn’t. B: They repair cars. 3. B: He has some sausages.
1. A: What does she have? 3. A: What do pilots do? 4. A: What do mechanics do?
B: She has some lemons. C. B: They fly planes.
2. A: What does he have? 1. B: I don’t have any pumpkins. / 4. A: What do dentists do? C.
B: He has some watermelons. B: I have some cucumbers. B: They take care of teeth. 1. jobs 2. dentist
3. A: What does she have? 2. B: He doesn’t have any grapes. / 3. takes pictures 4. work, lemons, Meat
B: She has some mushrooms. B: He has some yogurt.
Lesson 3 pp. 32-33 D.
4. A: What does he have? 3. B: She doesn’t have any ham. /
B: She has some sausages. 1. False 2. True 3. False 4. True
B: He has some pumpkins. A.
① pictures ② photographer ③ delivers letters /
Lesson 2 pp. 22-23 4 Jobs 1-3-6-5-2-4 5 People
A. B.
Lesson 1 1. True 2. False 3. True 4. False Lesson 1
1. bacon 2. butter 3. cheese pp. 28-29 pp. 38-39
4. ham 5. sausages 6. yogurt C.
A. A.
B. 1. A: What does she do? B: She’s a photographer. handsome ③, old ②, pretty ⑥, short ④, tall ①,
1. ⓐ 2. ⓔ 3. ⓓ
2. A: What do pilots do? B: They fly planes. young ⑤
1. Do you have any ham? / Yes, I do. 4. ⓕ 5. ⓒ 6. ⓑ
3. A: What do mechanics do? B: They repair cars.
2. Does he have any sausages? / No, he doesn’t.
B.
B.
C. Lesson 4 1. pretty 2. handsome 3. tall
1. mechanic 2. pilot 3. architect pp. 34-35
1. ⓐ 2. ⓑ 3. ⓑ 4. ⓐ 4. short 5. young 6. old
4. postal worker 5. photographer
6. dentist / Mr. Wright is a pilot. A.
D. C.
1. ⓔ, pilot 2. ⓐ, architect
1. A: Does she have any cheese? B: Yes, she does. 1. ⓐ 2. ⓑ 3. ⓑ
C. 3. ⓓ, photographer 4. ⓑ, dentist
2. A: Does he have any yogurt? B: No, he doesn’t. 4. ⓐ 5. ⓑ 6. ⓐ
1. ⓒ 2. ⓑ 3. ⓐ 4. ⓓ 5. ⓕ, postal worker 6. ⓒ, mechanic
3. A: Does he have any sausages? B: Yes, he does.
D.
4. A: Does she have any bacon? B: No, she doesn’t. D. B.
1. A: Is she short? B: Yes, she is.
1. A: What does Donna do? B: She’s a postal worker. 1. What does he do? 2. What do pilots do?

98 Workbook Answer Key 99

2. A: Are they pretty? B: Yes, they are. Lesson 2 B.
t a l l q c i j pp. 48-49
3. A: Is he tall? B: No, he isn’t. He’s short. 1. Whose cell phone is it?
4. A: Are they old? B: No, they aren’t. They’re young. r p s y o u n g
A. 2. Whose sneakers are they?
c f b q l r m g 1. dress 2. jeans 3. jacket 4. shorts 3. I’m wearing a T-shirt and shorts.
Lesson 2 f r e c k l e s 5. sneakers 6. skirt 7. T-shirt 8. socks 4. She’s wearing a skirt and socks.
pp. 40-41
g d a t l y f n C.
A. B.
s t r a i g h t 1. B: It’s Tommy’s key. / B: They’re Laura’s glasses.
1. long hair 2. big eyes 3. a beard 1. I’m wearing jeans. / I’m wearing a jacket.
o l d l d f d a 2. She’s wearing a skirt. / She’s wearing socks. 2. B: I’m wearing a dress. / B: He’s wearing a T-shirt
4. short hair 5. a round face 6. straight hair
r j z s h o r t 3. He’s wearing a T-shirt. / He’s wearing sneakers. and jeans.
7. curly hair 8. freckles
3. A: Whose lunchbox is it? / B: She’s wearing shorts
B. C. and sneakers.
B. 1 2 3
1. Is he tall? 2. Are they old?
1. He has a round face.
3. He has curly hair. 4. She has a round face.
2. She has freckles. Review 3
3. He has curly hair. C. pink
pp. 54-55
1. B: Yes, she is. / B: She has long, straight hair. She Orange
C. black
A.
also has a round face.
1. ⓒ 2. ⓐ 3. ⓑ 1. ⓒ 2. ⓑ 3. ⓓ 4. ⓐ
2. B: No, he isn’t. / B: He has a beard. He also has big
D. eyes. D.
B.
1. A: What does your dad look like? 3. B: Yes, they are. / B: They have (short,) curly hair. 1. A: What’s she wearing?
They also have freckles. 1. B: No, she isn’t. (She’s young.)
B: He has a beard. B: She’s wearing a yellow T-shirt and a purple skirt.
2. B: He has a beard.
2. A: What does your mom look like? 2. A: What’s he wearing?
3. A: Whose watch is it?
B: She has long, curly hair. She also has a round face. B: He’s wearing blue jeans and black socks.
3. A: What does your brother look like?
6 Lost and Found 3. A: What’s she wearing?
4. B: She’s wearing a dress.

B: He has short, straight hair. He also has freckles. B: She’s wearing a pink dress and white sneakers. C.
4. A: What does your sister look like? Lesson 1 4. A: What’s he wearing? 1. unique 2. skirts
pp. 46-47
B: She has long, curly hair. She also has big eyes. B: He’s wearing a green jacket and brown shorts. 3. traditional, colorful 4. hat, fur
A.
1. A1 2. B2 3. C2 Lesson 3
D.
Lesson 3 pp. 42-43 pp. 50-51
4. B1 5. C1 6. A2 1. False 2. False 3. True 4. True
A. A.
B.
① long hair ② tall ③ bikes / ① Whose ② wearing ③ shorts /
1 glasses 2. watch 3. cell phone 1 - 5-4-6-3-2
7 At School
1–4–6–2–3–5
4. earring 5. key 6. lunchbox
B. B.
C. Lesson 1 pp. 56-57
1. tall 2. freckles 3. long, brown 1. False 2. True 3. False 4. True
1. A: Whose key is it? B: It’s Frank’s key.
A.
C. 2. A: Whose lunchbox is it? B: It’s Lucy’s lunchbox. C.
3. A: Whose earring is it? B: It’s Betty’s earring. 1. math 2. P.E. 3. social studies
1. b 2. d 3. a 4. c / 1 - 3 - 4 - 2 1. A: Whose watch is it? B: It’s Jim’s watch.
4. A: Whose glasses are they? B: They’re Tom’s glasses 4. art 5. science 6. music
2. A: Whose glasses are they? B: They’re Cindy’s
glasses. B.
Lesson 4 D.
pp. 44-45 3. A: What’s he wearing? B: He’s wearing a jacket 1. science 2. P.E. 3. math
1. A: Whose cell phone is it? B: It’s Mike’s cell phone. and shorts.
A. 2. A: Whose watch is it? B: It’s Tina’s watch. 4. music 5. art 6. social studies
1. curly 2. short 3. young 4. straight 3. A: Whose glasses are they? B: They’re Robin’s C.
5. beard 6. old 7. freckles 8. tall glasses. Lesson 4 pp. 52-53
1. 2. 3.
4. A: Whose earring is it? B: It’s Sera’s earring.
A.
Tuesday Friday Monday

1. earring 2. glasses 3. jacket

D.
4. shorts 5. socks 6. watch
1. A: When does he have art?

100 Workbook Answer Key 101

 B: He has art on Monday. 1. When do you have science? C. B: She goes there by taxi.
2. A: When does she have math? 2. What does she do in music class?
B: She has math on Tuesday. 3. He has art on Friday. 2

3. A: When does she have P.E.? 4. She plays sports. 1

3
Review 4
B: She has P.E. on Wednesday. pp. 72-73
C.
4. A: When does he have social studies? A.
B: He has social studies on Thursday. 1. B: I have math on Tuesday. /
B: I solve math problems. 1. ⓑ 2. ⓒ 3. ⓓ 4. ⓐ
2. A: When does she have social studies? D.
Lesson 2 1. A: How does she go to the hospital? B.
pp. 58-59 B: She has social studies on Thursday.
A: What does she do in social studies class? B: She goes there by taxi. 1. B: I have social studies on Wednesday.
A. B: She reads maps. 2. A: How does he go to the pet shop? 2. B: He does experiments.
1. do 2. read 3. sing 3. A: When does he have science? B: He goes there by subway. 3. B: It’s across from the pet shop.
4. play 5. paint 6. solve B: He has science on Wednesday. 3. A: How does she go to the bakery? 4. B: She goes there by subway.
A: What does he do in science class? B: She goes there on foot.
B. C.
B: He does experiments. 4. A: How does he go to the post office?
1. reads maps 2. paints pictures 1. P. E. 2. Tuesdays, play sports
B: He goes there by bus.
3. plays sports 3. class, across from 4. by bike

C. 8 Places in Town Lesson 3 D.

pp. 68-69
2, 1, 3 1. True 2. False 3. True 4. False
Lesson 1 A.
pp. 64-65
D. ① late ② across from ③ by bus /
1. A: What does she do in P.E. class? A. 1–6–4–2–5–3
B: She plays sports. 1. ⓓ 2. ⓔ 3. ⓑ 4. ⓐ 5. ⓕ 6. ⓒ
2. A: What does he do in science class? B.
B: He does experiments. B. muffins / by bus / post office / too late
3. A: What does she do in math class? 1. bank 2. post office 3. bakery
B: She solves math problems.
C.
4. fire station 5. pet shop 6. hospital
4. A: What does he do in social studies class? 1. A: Where’s the fire station?
B: He reads maps. C. B: It’s next to the pet shop.
1. post office 2. fire station 3. hospital 2. A: How do you go there? B: I go there by taxi.
3. A: How does she go to the hospital?
Lesson 3 pp. 60-61 D. B: She goes there on foot.
1. A: Where’s the post office?
A. B: It’s across from the hospital.
① classmate ② Tuesday ③ sing songs / Lesson 4 pp. 70-71
2. A: Where’s the bakery? B: It’s next to the pet shop.
1-3-6-2-4-5 3. A: Where’s the fire station? A.
B: It’s between the hospital and the bank.
B. 1. by taxi 2. bank 3. by subway
4. A: Where’s the pet shop?
1. True 2. False 3. False 4. True 4. fire station 5. by bike 6. post office
B: It’s across from the bank.
C. B.
1. b 2. c 3. d 4. a / 3, 2, 4, 1 Lesson 2 1. Where’s the pet shop?
pp. 66-67
2. How does he go to the bakery?
A. 3. It’s between the post office and the fire station.
Lesson 4 pp. 62-63
1. by bike, ⓓ 2. by bus, ⓐ 3. by car, ⓒ 4. She goes there on foot.
A. 4. by subway, ⓑ 5. by taxi, ⓔ 6. on foot, ⓕ
C.
1. paint pictures 2. math 3. play sports B. 1. B: It’s across from the pet shop(fire station). /
4. science 5. read maps B: She goes there by bus.
1. How do you go there? / I go there by subway.
2. How does he go there? / He goes there on foot. 2. B: It’s next to the bank. / B: He goes there by car.
B.
3. B: It’s between the hospital and the bakery. /

102 Workbook Answer Key 103

 Unit 1 Lesson 1 Name:
Unit 1 Lesson 2 Name:

A Cut, mix, and spread the cards facedown. Look, match, and write.
B Turn over two cards. Then ask and answer. c
e
a
What’s your My favorite day is
favorite day? Valentine’s Day.

d
u!
k yo
Than

Valentine’s Day Mother’s Day Earth Day 1. wear 2. make 3. open 4. eat 5. plant 6. hug

1. a wear a costume 2.

3. 4.
Thanksgiving Halloween Christmas Day
5. 6.

104 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 105
 Unit 2 Lesson 1 Name:
Unit 2 Lesson 2 Name:

A Look and write. How’s the weather? Unscramble, write, and draw.
B Draw your birthday party and write about it.
1. nyusn → sunny

How’s the weather? It’s sunny .

2. ycoldu →

How’s the weather? It’s .

What’s the date today? What’s the date today?
It’s . It’s .

3. gyfgo →
April

How’s the weather? It’s .

4. ywndi →
What’s the today? What’s the today? How’s the weather? It’s .
It’s . It’s .

Draw your birthday party.

5. iyarn →

How’s the weather? It’s .

6. woysn →
? When is your birthday?
How’s the weather? It’s .
. .

106 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 107
 Unit 3 Lesson 1 Name:
Unit 3 Lesson 2 Name:

A Write a fruit or vegetable name in each space. A Circle three foods. Then draw and write.
B Play bingo with your friend. The first student who gets
ham sausages
three in a row wins.
bacon butter
cheese yogurt
lemons, grapes, watermelons, mushrooms, pumpkins, cucumbers,
apples, oranges, bananas, carrots, onions, potatoes

I have , , and .

B Ask and answer.

Do you have any ham?

Yes, I do.

108 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 109
 Unit 4 Lesson 1 Name:
Unit 4 Lesson 2 Name:

What does each person do? Cut, glue, and write. Flip a coin. Then ask and answer.
What do architects do? They design buildings.

Glue here. Glue here.

Move 1 space. Move 2 spaces.

1. He’s a(n) . 2. She’s a(n) .

Glue here. Glue here.

3. He’s a(n) . 4. She’s a(n) .

Glue here. Glue here.

5. He’s a(n) . 6. She’s a(n) .

110 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 111
 Unit 5 Lesson 1 Name:
Unit 5 Lesson 2 Name:

Look and fill in the letters. Student

1. A Read this to your friend.

Is she t ? Yes, she is. My name is Danny. I live in New York with my family. My dad is
tall. He has short, straight hair. My mom is short. She has long,
curly hair. My sister Jenny is really cute. She has big eyes. She
also has freckles and a round face.
2.
Is he y ? No, he isn’t.
B Listen and correct.
He’s .
My name is Annie. I have three best friends. Ken is tall and
handsome. He has short, curly hair. Emily is short and pretty.
3. She has blond, straight hair. Jake is short. He has a beard and a
Is he h ? round face.

Yes, he is.

Student
4.

Are they ? A Listen and correct.

p
Yes, they are. My name is Danny. I live in New York with my family. My dad
is tall. He has short, curly hair. My mom is short. She has long,
straight hair. My sister Jenny is really cute. She has small eyes.
5. She also has freckles and a round face.
Are they s ? No, they aren’t.

They’re . B Read this to your friend.

My name is Annie. I have three best friends. Ken is tall and
6. handsome. He has short, straight hair. Emily is tall and pretty.
Are they o ? No, they aren’t. She has blond, curly hair. Jake is short. He has freckles and a
round face.
They’re .

112 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 113
 Unit 6 Lesson 1 Name:
Unit 6 Lesson 2 Name:

A Write an object name in each space. A Flick a coin.

B Play bingo with your friend. The first student who gets B Ask and answer. Then color. What are you I’m wearing a
three in a row wins. wearing? T-shirt.

key, glasses, lunchbox, earring, cell phone, watch,

skateboard, glove, soccer ball, robot, bike, bat

coin here.
Put your

Student B
coin here.
Put your

Student A
114 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 115
 Unit 7 Lesson 1 Name:
Unit 7 Lesson 2 Name:

Flip a coin. Then ask and answer. Match and write.

1. What does he do in P.E.

Move 1 space. Move 2 spaces.
class?
.
Monday Tuesday Wednesday Thursday

2. What does he do in He plays

social studies class?
sports .
Friday

Tuesday 3. What does she do in

art class? .
Go
Again
Monday
Go Forward 4. What does she do in
When do you I have music
have music? Three science class? .
on Monday.
Spaces
Monday

Lose a 5. What does she do in

Turn music class? .

Friday Thursday Wednesday Tuesday

Go Forward
Two 6. What does he do in
.
Spaces math class?

116 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 117
 Unit 8 Lesson 1 Name:
Unit 8 Lesson 2 Name:

A Draw a bakery, fire station, post office, hospital, bank, How does Ming go to each place? Follow the lines and
and pet shop. write.

1 2 3

1. She goes to the

post office by bike .

4 5 6 2. She goes to the

.
B Write about your map.
3. She goes to the
1. Where’s the ? It’s across from the .
.
2. Where’s the ?

It’s between the and the .

3. Where’s the ? It’s next to the .
4. She goes to the
4. Where’s the ? .
It’s across from the and next to the .
5. She goes to the
5. Where’s the ? .
It’s between the and the .
6. Where’s the ?

It’s across from the and next to the .

6. She goes to the
.
118 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 119
 Unit 1 Test Page 1
Name: Unit 1 Test Page 2
Name:

A Listen and choose. 118

D Look and write.
1. 2. 3.
a Christmas Day a Thanksgiving a Halloween eat turkey wear a costume open presents hug my mom
b Earth Day b Valentine’s Day b Christmas Day
c Mother’s Day c Halloween c Thanksgiving 1. Mother’s Day 2. Thanksgiving 3. Christmas Day 4. Halloween
d Valentine’s Day d Mother’s Day d Earth Day

4. 5. 6.
a Halloween a Earth Day a Mother’s Day
b Valentine’s Day b Mother’s Day b Halloween
c Earth Day c Thanksgiving c Christmas Day
d Thanksgiving d Christmas Day d Valentine’s Day E Look at D and write.
1. What do you do on Mother’s Day? 2. What do you do ?

I . I .
B Read and number.
3. What do you do ? 4. What do you do ?
My favorite day is What’s your What do you
I make cards. . .
Valentine’s Day. favorite day? do on that day?

F Read and circle.

1. He (wear / wears) a costume. 2. I (make / makes) cards.
3. Tom (eat / eats) turkey. 4. She (plant / plants) trees.

C Look and write.

G Look and write. hug / hugs open / opens
1.
What’s his favorite day? 1.
does she do on Christmas Day?
favorite day is .
She presents.
2.
What’s her favorite day? 2.
What does he on Mother's Day?
favorite day is .
He his mom.

120 Tests • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 121
 Unit 2 Test Page 1
Name: Unit 2 Test Page 2
Name:

A Listen and match. 119

D Look and write.
1. It’s April 1st. 1. 2. 3.

2. It’s June 2nd.

3. It’s October 14th.

How’s the weather the How’s the
4. It’s February 10th. today? weather today? today?
It’s . It’s . It’s .
5. It’s August 23rd.

6. It’s November 30th. E Look and write.

1. the date today?
B Look and write. It’s 5th.

1. 2. 2. What’s the date ?

It’s .

What’s the today? is your birthday? 3. How’s the weather in New York?

. . New York .
4. the in London?
C Look and choose. London
It’s rainy.
1. 2.
a windy a foggy
b cloudy b sunny
F Circle and write.
c snowy c windy 1.
What’s the date today?
d sunny d rainy
.
3. 4.
a sunny a foggy
b cloudy b windy 2.
How’s the weather today?
c rainy c snowy
d snowy d rainy .

122 Tests • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 123
 Unit 3 Test Page 1
Name: Unit 3 Test Page 2
Name:

A Look and number. D What does he/she have? Listen and circle. 120

1. 2. 3.
1. grapes 2. butter 3. ham 4. cucumbers 5. yogurt 6. pumpkins

E Look and write.

Tom
does
1.
Does Tom have ? any
B Look and write. Yes, .
she
cheese
1. 2.
2. Amy doesn’t
Does Amy have sausages?
No
, . he
He has . She doesn’t have
.
3. 4.
F Read and circle.
1. He (has / doesn’t have) some cucumbers.
He has . She doesn’t have 2. She (has / doesn’t have) any butter.
.
C Look and write.
G Look and write.
1. I have lemons.
Yes
ham she have doesn’t has mushrooms What
1 2 3 4
2. I have grapes. No
3. Do you have any mushrooms? I 1. does he ?
some
, . He some .
any
4. Do you have any cucumbers? don’t 2. Does she any ?
do No, .
, .

124 Tests • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 125
 Unit 4 Test Page 1
Name: Unit 4 Test Page 2
Name:

A Read and match. D Look and write.

1. 2. 3. 4. 5. 6. postal 1. 2. 3.
architect pilot dentist mechanic photographer worker

He’s a . She’s an . He’s a .

He takes She designs He takes care of
. . .
repair fly deliver take design take care
cars planes letters pictures buildings of teeth
E Look and match.
1.
B Look and write. What do pilots do? They repair cars.
1. 2. 3.
2.
What do mechanics
They fly planes.
do?
? What does she do? ? 3.
What do postal
They deliver letters.
She’s an architect. . She’s a . workers do?

4. 5. 6. F Read and write.

1. What do photographers do? They .
2. What do architects do? .
? What does he do? ?
3. What do dentists do? .
He’s a pilot. . He’s a .

G Look and write. fly pilot pilots They She’s What

C Listen and write. 121 1. does your mom do?
1. What does Alex do? 2. What does Ashley do? a .
He’s a . She’s a .
2. do do?
3. What does Tom do? 4. What does Jane do?
. . planes.

126 Tests • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 127
 Midterm Test Page 1
Name: Midterm Test Page 2
Name:

A Look and choose. C Read and choose.

1. a rainy 2. a sunny 1. What’s the date today? 2. What does she have?
b sunny b foggy a It’s foggy. a She has some sausages.

c windy c snowy b It’s May 1st. b She’s a photographer.

d snowy d rainy
3. Do you have any pumpkins? 4. How’s the weather today?
3. 4. a Yes, I am. a It’s Valentine’s Day.
a grapes a pilot
b No, I don’t. b It’s rainy and cloudy.
b watermelons b dentist
c lemons c mechanic
d cucumbers d architect 5. What does Jake do? 6. What’s your favorite day?
a He’s a postal worker. a I hug my mom.

b He has some mushrooms. b My favorite day is Mother’s Day.

5. 6.
a Halloween a take pictures
b Thanksgiving b repair cars
c Christmas Day c deliver letters
d Earth Day d fly planes D Look and write.
1. Does she have any 2.
7. 8. Does he have any
a pumpkins a plant trees bacon?
cheese?
b watermelons b make cards ,
, .
c grapes c eat turkey .
d mushrooms d open presents
3. 4.
How’s the weather in
Seoul? in London?
B Listen and write. 122 . It's .

1. 2.
5. 6.

3. 4.
What do mechanics
?
do?
They take care of teeth.
5. 6. .

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 Midterm Test Page 3
Name: Midterm Test Page 4
Name:

E Listen and circle. 123

H Read and match.
1. 2. 1. How’s the weather in Paris? a I wear a costume.

2. What’s the date today? b It’s March 31st.

3. 4.
3. What do you have? c Yes, I do.

4. What’s your favorite day? d It’s rainy and windy.

5. 6.

5. Do you have any ham? e I have some cheese.

6. What do you do on Halloween? f My favorite day is Halloween.

F Look and write.
1. When is your birthday?
1 2
I Look and write.
It’s .
2. When is Christmas Day? hugs Mother’s Day his mom What What’s

. 1. his favorite day?

3 4
3. Does he have any yogurt? His favorite day is .
, . 2. does he do on that day?
4. Does he have ? He .
Yes, .

G Look and write. lemons bacon architect buildings do does design What

1.
3. she do?
He has some butter, but .
She’s an .

2. 4. architects do?
, but she doesn’t have any grapes.
They .

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 Unit 5 Test Page 1
Name: Unit 5 Test Page 2
Name:

A Look and choose. D Look and choose.

1. tall 2. young 3. a beard 1. 2. 3.
a b
a b a b

a He has freckles. a She has short hair. a He’s short.

4. straight hair 5. short hair 6. freckles b He’s short. b She has freckles. b He’s old.
a
c He has long hair. c She’s tall. c He has straight hair.
b a b
a b
E Listen and number. 124

a
B Look and write. aren’t he is Is they she are tall Yes
b e
1. 2. c
Is she pretty? handsome? f

Yes, . Yes, he is.

F Look and write.
3. 4.
Are they short? Are they old?
1.
does he ? Are they
No, . Yes, .
He’s . look like
5. 6. handsome
Is he young? ? 2.
tall? What
, . No, she isn’t. they are
Yes, .

G Look and write.

C Look and write. a round face curly hair

1. 2. What does she look like?

What does he look like? ?
She’s . She has .
. He has .

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 Unit 6 Test Page 1
Name: Unit 6 Test Page 2
Name:

A Look and choose. D Look and write. dress He’s I’m wearing sneakers What
1. 2.
a key a watch It's me. 1. What are you ?
b glasses b earring
wearing a .
c earring c glasses
d lunchbox d cell phone 2. is he wearing?

3. 4. wearing .
a earring a key
b watch b lunchbox
E Listen and number.
c key c cell phone 125

d glasses d watch

B Look and write. glasses key Whose It’s

a c
b d
1. Whose is it?
It’s Ryan’s .
F Look and write.
2. watch is it?
1. 2.
It’s watch. Whose watch is it? Whose glasses are they?
3. Whose are they? . .
Ryan Sam They’re .
3. 4.
? What are you wearing?
Ava Tina 4. earring is it?
earring. I’m wearing shorts. .

C Look and match.

1. 2. 3. 4. 5. 6.
G Look and write.
1. ?
I'm Brian.
It’s Brian’s lunchbox.
2. ?

skirt T-shirt jacket jeans socks shorts He’s wearing a T-shirt and jeans.

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 Unit 7 Test Page 1
Name: Unit 7 Test Page 2
Name:

A Look and write. D Read and write.

art math music science P.E. social studies

1. What do you do in music class? 2. What do you do in art class?

I . I .
1. 2. 3.

3. What do you do in P.E. class? 4. What do you do in science class?

. .

E Look and write.

4. 5. 6.
1. 2.

What does she do in math class? ?

B Look and write. . He paints pictures.

Eric Grace 1. When do you have ?

(Me) (My sister) F Read and match.
Monday math art
on Wednesday.
1. Do you like music? a I sing songs.
Tuesday P.E. math 2. science?
social
Wednesday art I have science . 2. When do you have music? b Of course. I love music.
studies
Thursday science science 3. When does she have ? 3. What do you do in music class? c I have music on Monday.
Friday music P.E.
on Tuesday.
G Look and write.
C Listen and number. 126
1. When does he have science?

.
35x3=
42x5=

2. What does he do in science class?

.
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 Unit 8 Test Page 1
Name: Unit 8 Test Page 2
Name:

A Listen and number. 127 D Look and match.

1. 2. 3. 4. 5. 6.

by bus on foot by taxi by subway by bike by car

E Look and write.

1 2
B Look at A and write. 1. I go to the bakery .
across from next to 2. I by bus.
3 4
1. Where’s the pet shop? It’s the bank. 3. Tia goes to the hospital .
2. Where’s the bank? It’s the fire station. 4. Ben by subway.
3. Where’s the hospital? It’s the bakery.
4. Where’s the post office? It’s the fire station.
F Look at E and write.
1. How do you to the bakery? I there .
C Look and write.
2. How do you to the post office? I there .
Excuse Thanks post office Where’s

G Look and write.

1. me. 2. It’s between the
bank and the 1. Where’s the pet shop?
the
.
bakery? .

2. How does he go there?

3. .
.
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 Final Test Page 1
Name: Final Test Page 2
Name:

A Listen and number. Then match. 128

C Look and write.
1. 2.
shorts jacket handsome freckles

Is he young? Is he tall?

, . , .

3. 4.
read maps fly planes repair cars play sports

What does he do in art class? ?

. She solves math problems.

5. 6.
B Look and write.

butter eat turkey architect sing songs

grapes plant trees dentist do experiments
Does he have any cheese? Does she have any lemons?
1. 2. 3. 4.
, . , .

7. 8.

5. 6. 7. 8.

When does he have math? ?

. She has social studies on Thursday.

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 Final Test Page 3
Name: Final Test Page 4
Name:

D Look and write. G Read and match.

1. What’s the date today? a It’s cloudy.
bakery goes
between next to 2. What does he do? b I’m wearing a dress.
by car by taxi
Where’s How
3. What’s your favorite day? c It’s July 2nd.

1. Where’s the fire station? It’s the bank. 4. What are you wearing? d He’s a postal worker.
2. How does he go there? He there .
5. What does he have? e My favorite day is Thanksgiving.
3. the post office? It’s the hospital and the
6. How’s the weather today? f He has some watermelons.
.
4. does she go there? She there .

H Look and write.

E Listen and number. 129 1.
What do you do on ?

I wear a .

2.
What do do?

They take .
F Look and write.
3.
1. Kat 2. Sa 3.
Ke
When do you have ?
e lly
n
I have on .

4.
Whose watch is it? ? Whose glasses are they? How do you go to the ?
. They’re Sally’s sneakers. . I go there .

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 She designs buildings. 4. A: What's the date today? C. Look and write.

Test Answer Key 3. He's a dentist.

He takes care of teeth.
E. Look and match.
B: It's February 1st. (1st picture)
5. A: How's the weather today?
B: It's sunny. (1st picture)
1. What does he look like?
He has curly hair.
2. What does he look like?
6. A: What do you do on Valentine's He has a round face.
1. What do mechanics do?
Day?
They repair cars. D. Look and choose.
2. When is your birthday? E. Look and write. B: I make cards. (1st picture)
Unit 1 2. What do postal workers do? 1. ⓒ 2. ⓑ
It's March 20th. 1. Does Tom have any cheese?
They deliver letters. F. Look and write. 3. ⓑ
A. Listen and choose. Yes, he does.
118
C. Look and choose. 3. What do pilots do? 1. When is your birthday?
1. Mother's Day (ⓒ) 2. Does Amy have any sausages? E. Listen and number. 124
1. ⓓ 2. ⓒ They fly planes. It's August 11th.
2. Halloween (ⓒ) No, she doesn't. 1. A: What does she look like?
3. ⓑ 4. ⓐ 2. When is Christmas Day?
3. Christmas Day (ⓑ) F. Read and write. B: She has big eyes and long hair. (ⓓ)
F. Read and circle. It's December 25th.
4. Thanksgiving (ⓓ) D. Look and write. 1. They take pictures. 2. A: What does he look like?
1. has 3. Does he have any yogurt?
5. Earth Day (ⓐ) 1. How's the weather today? 2. They design buildings. B: He has a beard. (ⓕ)
2. doesn't have No, he doesn't.
6. Valentine's Day (ⓓ) It’s rainy. 3. They take care of teeth. 3. A: What does she look like?
4. Does he have any sausages?
2. How's the weather today? G. Look and write. B: She has short, straight hair. (ⓒ)
B. Read and number G. Look and write. Yes, he does.
It's sunny. 1. What does he have? 4. A: What does he look like?
4-2-1-3 1. What does your mom do?
3. How's the weather today? He has some mushrooms. G. Look and write. B: He's short and has curly hair. (ⓐ)
She's a pilot.
C. Look and write. It's snowy. 2. Does she have any ham? 1. He has some butter, but he doesn't
2. What do pilots do? F. Look and write.
1. His favorite day is Earth Day. No, she doesn't. have any bacon.
E. Look and write. They fly planes. 1. What does he look like?
2. Her favorite day is Halloween. 2. She has some lemons, but she doesn't
1. What's the date today? He’s handsome.
have any grapes.
D. Look and write. It's July 5th. Unit 4 2. Are they tall?
1. hug my mom 2. What's the date today? Midterm Test H. Read and match. Yes, they are.
2. eat turkey It's July 7th. A. Read and match. 1. ⓓ 2. ⓑ
A. Look and choose. G. Look and write.
3. open presents 3. How's the weather in New York? 1. design buildings 3. ⓔ 4. ⓕ
1. ⓓ 2. ⓑ She's short. She has long/straight hair.
4. wear a costume It's snowy. 2. fly planes 5. ⓒ 6. ⓐ
3. ⓓ 4. ⓐ
4. How's the weather in London? 3. take care of teeth
E. Look at D and write. 5. ⓒ 6. ⓐ I. Look and write.
It's rainy. 4. repair cars Unit 6
1. What do you do on Mother's Day? 7. ⓐ 8. ⓒ 1. What's his favorite day?
5. take pictures
I hug my mom. F. Circle and write. His favorite day is Mother's Day.
6. deliver letters B. Listen and write. 122 A. Look and choose.
2. What do you do on Thanksgiving? 1. It's March 31st / May 18th. 2. What does he do on that day?
1. ham 2. yogurt 1. ⓒ 2. ⓓ
I eat turkey. 2. It's sunny / windy. B. Look and write. He hugs his mom.
3. dentist 4. lemon 3. ⓓ 4. ⓑ
3. What do you do on Christmas Day? 1. What does she do? 3. What does she do?
5. butter 6. Halloween
I open presents. She's an architect. She's an architect. B. Look and write.
Unit 3 2. What does she do? C. Read and choose. 4. What do architects do? 1. Whose key is it? It's Ryan's key.
4. What do you do on Halloween?
I wear a costume. She's a postal worker. 1. ⓑ 2. ⓐ They design buildings. 2. Whose watch is it? It's Sam's watch.
A. Look and number.
3. What does she do? 3. ⓑ 4. ⓑ 3. Whose glasses are they?
F. Read and circle. 6-3-1-5-4-2
She's a dentist. 5. ⓐ 6. ⓑ They're Ava's glasses.
1. wears 2. make B. Look and write. 4. What does he do? Unit 5 4. Whose earring is it?
3. eats 4. plants D. Look and write.
1. He has some cheese. He's a pilot. It's Tina's earring.
1. Does she have any bacon? A. Look and choose.
G. Look and write. 2. She doesn't have any lemons. 5. What does he do?
No, she doesn't. 1. ⓐ 2. ⓐ C. Look and match.
1. What does she do on Christmas Day? 3. He has some watermelons. He's a photographer.
2. Does he have any cheese? 3. ⓑ 4. ⓑ 1. jeans 2. skirt
She opens presents. 4. She doesn't have any bacon. 6. What does he do?
Yes, he does. 5. ⓐ 6. ⓑ 3. jacket 4. shorts
2. What does he do on Mother's Day? He's a mechanic.
C. Look and write. 3. How's the weather in Seoul? 5. T-shirt 6. socks
He hugs his mom. B. Look and write.
1. I have some lemons. C. Listen and write. It's windy.
121
1. Is she pretty? D. Look and write.
2. I don't have any grapes. 1. My name is Alex. I'm a dentist. / 4. How's the weather in London? Yes, she is. 1. What are you wearing?
3. Do you have any mushrooms? (What does Alex do? He's a dentist.) It's rainy.
Unit 2 2. Is he handsome? I'm wearing a dress.
Yes, I do. 2. My name is Ashley. I'm a mechanic. / 5. What do mechanics do? Yes, he is. 2. What is he wearing?
A. Listen and match. 4. Do you have any cucumbers? (What does Ashley do? They repair cars.
119 3. Are they short? He's wearing sneakers.
1. It’s February 2nd. No, I don't. She's a mechanic.) 6. What do dentists do? No, they aren't.
2. It’s November 30th. 3. My name is Tom. I'm an architect. / They take care of teeth. 4. Are they old? E. Listen and number. 125
D. What does he/she have? Listen and
3. It’s April 23rd. (What does Tom do? Yes, they are. 1. She's wearing a brown skirt. (ⓑ)
circle. 120 E. Listen and circle. 123
4. It’s August 10th. He's an architect.) 5. Is he young? 2. She's wearing a yellow T-shirt. (ⓒ)
1. A: What does she have? 1. She has some watermelons.
5. It’s October 1st. 4. My name is Jane. I'm a pilot. / Yes, he is. 3. She's wearing blue jeans. (ⓓ)
B: She has some yogurt. (2nd picture) (1st picture)
6. It’s June 14th. (What does Jane do? She’s a pilot.) 6. Is she tall? 4. She's wearing a pink jacket. (ⓐ)
2. He has some lemons, but he doesn't 2. He doesn't have any ham.
B. Look and write. have any grapes. (1st picture) D. Look and write. (2nd picture) No, she isn't. F. Look and write.
1. What’s the date today? 3. A: Does she have any sausages? 1. He's a photographer. 3. A: When is your birthday? 1. Whose watch is it?
It's January 1st. B: Yes, she does. (2nd picture) He takes pictures. B: It's November 3rd. (2nd picture) It's Jim's watch.
2. She's an architect.

144 Test Answer Key 145

2. Whose glasses are they? B. Look at A and write. 6. Does she have any lemons?
They're Cindy's glasses. 1. It's next to the bank. No, she doesn't.
3. What are you wearing? 2. It's across from the fire station. 7. When does he have math?
I'm wearing shorts. 3. It's across from the bakery. He has math on Tuesday.
4. What are you wearing?
I'm wearing a dress.
G. Look and write.
4. It's next to the fire station.
C. Look and write.
1. Excuse me. Where’s the bakery?
8. When does she have social studies?
She has social studies on Thursday.
D. Look and write.
Memo
1. Whose lunchbox is it? 2. It's between the bank and the post 1. Where's the fire station? It's next to
2. What's he wearing? office. the bank.
3. Thanks. 2. How does he go there? He goes there
by car.
Unit 7 D. Look and match.
3. Where's the post office? It's between
1. by taxi 2. by subway
the hospital and the bakery.
A. Look and write. 3. by bus 4. by car
4. How does she go there? She goes
1. math 2. P.E. 5. on foot 6. by bike
there by taxi.
3. social studies 4. music
E. Look and write.
5. art 6. science E. Listen and number. 129
1. I go to the bakery on foot.
B. Look and write. 1. A: What does he look like?
2. I go to the post office by bus.
1. When do you have art? B: He has a beard. (2nd picture)
3. Tia goes to the hospital by taxi.
I have art on Wednesday. 2. A: What's she wearing?
4. Ben goes to the pet shop by subway.
2. When do you have science? B: She's wearing a T-shirt and a skirt.
F. Look at E and write. (3rd picture)
I have science on Thursday.
1. How do you go to the bakery? 3. A: What's he wearing?
3. When does she have math?
I go there on foot. B: He's wearing a T-shirt and shorts.
She has math on Tuesday.
2. How do you go to the post office? (1st picture)
C. Listen and number. 126 I go there by bus. 4. A: What does she look like?
1. read maps (4th picture) B: She has long, curly hair.
G. Look and write.
2. paint pictures (1st picture) (4th picture)
1. It's next to the bank.
3. play sports (3rd picture)
2. He goes there by bike. F. Look and write.
4. do experiments (2nd picture)
1. Whose watch is it?
5. solve math problems (5th picture)
It's Kate's watch.
D. Read and write. Final Test 2. Whose sneakers are they?
1. I sing songs. They're Sally's sneakers.
A. Listen and number. Then match.
2. I paint pictures. 3. Whose glasses are they?
128
3. I play sports. They're Ken's glasses.
1. freckles (top, 2nd picture)
4. I do experiments.
2. jacket (top, 1st picture) G. Read and match.
E. Look and write. 3. shorts (top, 3rd picture) 1. ⓒ 2. ⓓ
1. What does she do in math class? 4. handsome (top, 4th picture) 3. ⓔ 4. ⓑ
She solves math problems. 5. read maps (bottom, 3rd picture) 5. ⓕ 6. ⓐ
2. What does he do in art class? 6. play sports (bottom, 1st picture)
H. Look and write.
He paints pictures. 7. repair cars (bottom, 2nd picture)
1. What do you do on Halloween?
8. fly planes (bottom, 4th picture)
F. Read and match. I wear a costume.
1. ⓑ 2. ⓒ B. Look and write. 2. What do photographers do?
3. ⓐ 1. dentist 2. plant trees They take pictures.
3. sing songs 4. grapes 3. When do you have science?
G. Look and write.
5. architect 6. butter I have science on Monday.
1. He has science on Wednesday.
7. eat turkey 8. do experiments 4. How do you go to the bakery?
2. He does experiments.
C. Look and write. I go there by bike.
1. Is he young?
Unit 8 No, he isn't.
2. Is he tall?
A. Listen and number. 127
Yes, he is.
1. bank (bottom, 2nd picture)
3. What does he do in art class?
2. pet shop (bottom, 3rd picture)
He paints pictures.
3. hospital (top, 1st picture)
4. What does she do in math class?
4. post office (top, 3rd picture)
She solves math problems.
5. bakery (bottom, 1st picture)
5. Does he have any cheese?
6. fire station (top, 2nd picture)
Yes, he does.

146 Test Answer Key

Memo