Everybody Up 2e 3 Teachers Book

nd Edition
2
X
3
Teacher’s Book
Patrick Jackson
Susan Banman Sileci
Table of Contents
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 YLE Practice Answer Key and Instruction. . . . . . . . 114
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Video Scripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Poster Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Workbook Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . 120
Teaching Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Picture Card List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Games and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
1
© Copyright Oxford University Press
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Syllabus
Welcome Classroom Verbs
• Review of Level 2 What’s the date today? Study for a test. Check your Hand in your
• Asking for the date It’s January 1st. Take a test. homework. homework.
Unit 1 Things to Eat

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Snacks: Vegetables: Story: Just Try It! Cooking: Health
gum carrot •A
sking about a meal omelet
popcorn onion •C
omplImenting the cook smoothie
peanuts pepper What’s for lunch? fruit salad
chocolate cabbage Soup and salad. milkshake
potato chips potato That sounds good. • Statements with want plus
soda tomato an infinitive
• Statements with want and • Yes/No questions with need Be healthy. I want to make an omelet.
quantifiers Do you need any carrots?
I want some/don’t want any Yes, we do. Video Poster
gum. He/She wants some/ No, we don’t.
doesn’t want any gum. • Questions with need and
• Questions with want and quantifiers
quantifiers What do they need?
What do you want? They need a carrot/some
I want some gum. carrots.
What does he/she want?
He/She wants some gum.
Unit 2 Around Town

Places to Go: Things to Do: Story: It’s Over There! Activities: Art
park shop •A
sking where something is color
movie theater watch a movie Excuse me. Where’s the cut
supermarket borrow books post office? glue
post office mail letters It’s over there. fold
department store buy groceries • S tatements with sequencers
library kick a ball Be helpful. First, color the house.
• Questions about location • Present continuous questions
Video Poster
with prepositional phrases with prepositional phrases
Where’s the park? What’s he/she doing at the
It’s across from the movie department store?
theater. He’s/She’s shopping.
It’s between the school and
the movie theater.
✔Check Up 1 Units 1 and 2 Skills Project Recipe Card
2 Syllabus
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Unit 3 People In Town
Occupations: What People Do: Story: Mom’s Present Illnesses: Health
cashier make food • Asking an item’s price cold
librarian sell things Excuse me. How much is fever
postal worker help sick animals this sweater? stomachache
salesperson drive buses It’s $30. headache
server fly planes • Questions with
vet fight fires Be thoughtful. prepositional phrases
• Simple present questions • Questions about what What’s the matter with
about occupations people do him/her?
Who works at the What does the cook do? He/She has a cold.
supermarket? The cook makes food.
Where does the • Yes/No questions about Video Poster
cashier work? what people do
The cashier works at the Does the cook make food/
supermarket. sell things?
Yes, he/she does.
No, he/she doesn’t.
Unit 4 Getting Together

Family: Things on the Table: Story: Chopsticks Countries: Social
Studies
parents fork • Asking how to use Mexico
grandparents knife something Japan
aunt spoon How do you use Russia
uncle plate chopsticks? Turkey
cousin (m) bowl Like this. • Statements with
cousin (f ) cup possessives
• Statements with • Statements with Be helpful. This is our/their flag.
possessives possessives It’s ours/theirs.
They’re Danny’s parents. This fork is mine.
Video Poster
He’s/She’s Danny’s cousin. • Questions about
• Questions with possessives possessives
Who are they? Whose fork is that?
They’re his/her parents. It’s mine.
Who’s he/she?
He’s his uncle.
She’s his aunt.
✔Check Up 2 Units 3 and 4 Skills Project Your Family Flag
Syllabus 3

Unit 5 Fun in the Park
Adjectives: Adjectives: Story: Cool Shirt Adjectives: Science
tall/short thick • Complimenting someone hard
old/young thin Nice shirt! soft
strong/weak clean Thank you. heavy
girl dirty light
boy pretty Be nice. • Asking questions with
woman ugly comparatives
man • Statements with Which one is harder, the
• Statements with comparatives using than marble or the ball?
comparatives The red socks are thicker The marble is harder.
The girl is tall. The boy than the blue socks.
is taller. • Yes/No questions with Video Poster
• Questions with comparatives using than
comparatives Is the red sweater
Who is taller, Danny or Julie? thicker/thinner than the
Danny is taller. blue sweater?
Yes, it is.
No, it isn’t.
Unit 6 Helping Out

Chores: Chores: Story: Come Over Farm Chores: Social
Studies
make my bed sweep the floor • Inviting someone milk the cows
clean my room take out the garbage to your home feed the chickens
do laundry clean the bathroom Do you want to come over? pick vegetables
walk the dog wash the car Sure. When? collect eggs
set the table vacuum the carpet After school. • Statements with adverbs
wash the dishes water the plants and prepositional phases
• Statements with • Statements with adverbs Be friendly. I always milk the cows in
prepositional phrases I always sweep the floor. the morning/before school.
I make my bed • Questions with adverbs
Video Poster
before school. What are his/her chores?
• Questions with He/She always sweeps
prepositional phrases the floor.
When does he/she make
his/her bed?
He/She makes his/her bed
before school.
✔Check Up 3 Units 5 and 6 Skills Project Chore Chart
4 Syllabus

Unit 7 Out and About
Places to Go: Places to Go: Story: Mike’s Watch Weather: Science
beach bookstore • Arranging to meet sunny
aquarium pharmacy someone at a certain place rainy
amusement park toy store and time cloudy
museum hair salon Let’s meet here at five o’clock. windy
hotel coffee shop OK. stormy
pool flower shop See you then. snowy
• Questions about location • Questions about location • Questions with the present
with the past tense of be with the past tense of be Be on time. and past tenses of be
Where was he/she yesterday? Where were they yesterday? How’s the weather today?
He/She was at the beach. They were at the bookstore. It’s sunny.
• Yes/No questions with the • Yes/No questions with the How was the weather
past tense of be past tense of be yesterday/on Monday?
Was he/she at the beach Were they at the It was sunny.
yesterday? bookstore yesterday?
Yes, he/she was. Yes, they were. Video Poster
No, he/she wasn’t. He/She No, they weren’t. They
was at the aquarium. were at the pharmacy.
Unit 8 Things We Use

School Supplies: Art Supplies: Story: Let’s Clean Up! Technology: Social
Studies
folder magazine • Asking someone how cell phone
lunchbox poster to spell something laptop
water bottle pencil sharpener How do you spell digital TV
dictionary paintbrush “Saturday”? digital camera
calculator glue stick S-A-T-U-R-D-A-Y. • Statements with the past
stapler scissors tense of be
• Questions with the past • Statements with the past Be helpful. There weren’t any cell
tense of be tense of be phones in 1940. There were
Where was the folder? There were some/weren’t phones like this.
It was on the table. any magazines on the table.
Video Poster
What was on the table? • Yes/No questions with the
A folder was on the table. past tense of be
Were there any magazines
on the table?
Yes, there were.
No, there weren’t.
✔Check Up 4 Units 7 and 8 Skills Project Brochure
Syllabus 5

Introduction
Course Description leading them to really use English. To achieve this
goal, the series draws from a variety of methods and
Everybody Up is a seven-level course for children techniques used in teaching English to children.
learning English for the first time. It offers a clear, steady
grammar progression featuring language that students Present, practice, produce, and personalize: This
can immediately use in their daily lives. pattern supports the way that children naturally learn:
first receptively and then productively. In each lesson,
With materials that are easy to understand for both students listen to the new language, then engage in
teachers and students along with lesson plans offering controlled practice, and then actively produce the
detailed support, Everybody Up is suitable for teachers language. Personalization is an essential final step in the
of all levels of teaching experience. The syllabus is process, giving students a chance to fully integrate newly
carefully structured and paced, combining step-by-step learned material by making it relevant to their own lives.
presentation with plenty of opportunity for practice.
Linked Language Learning emphasizes the value of
The course is full of colorful photographs, illustrations, helping students connect new language to what they
and videos that will help your students connect what have already learned and to their own experiences.
they learn to the world outside the classroom. Students Linking and recycling language in this way helps
will meet real children in every lesson—the Everybody students to learn and retain English more effectively and
Up Friends—who will guide and encourage students to use English to talk meaningfully about themselves
to use English, both in and out of the classroom. and their everyday lives.
Your students will identify with Danny, Emma, Julie,
and Mike; characters who appear in every unit and 21st Century Skills: Advances in communication
who grow up through the series, learning from the and technology are part of students’ daily lives. Our
everyday situations that all children experience. Catchy, increasingly interconnected world requires today’s young
entertaining songs and chants, written and performed students to develop strong skills in critical thinking,
by award-winning musicians, will appeal to all students, global communication, collaboration, and creativity.
making learning with Everybody Up fun and memorable. Practice and development of these skills are found
throughout the course with specific focus on them at the
This second edition of the series has many new or end of each lesson.
updated features, including,
Content and Language Integrated Learning (CLIL)
• Videos uses a cross-curricular approach to allow students to
• Posters link what they learn in their English classes to other
school subjects such as math, science, art, social studies,
• Projects
and health. Through a School Subject Connection, the
• Expanded Check Up reviews and student last lesson of every unit builds on the grammar and
self-assessment vocabulary of the preceding lessons to teach new real-
• Online practice world content that integrates English with students’
other school studies. A documentary-style video and
• Assessment a poster depicting real-life situations are parts of this
• More Young Learners Exam practice lesson that work to connect English to the world
outside class.
• Student, teacher, and parent websites
A new Teacher’s Resource Center CD-ROM has The Communicative Approach emphasizes the value of
printable versions of materials previously found in the communication in English language learning. Students
back of the Teacher’s Book, expanded to include more use newly learned language to communicate with each
support material than ever before. other and to talk meaningfully about themselves, thus
reinforcing their learning. Opportunities for individual,
pair, and group speaking activities occur in every lesson
Course Philosophy and the Teacher’s Book includes multiple suggestions for
interactive games and activities to help students review,
Everybody Up aims to develop students’ speaking, practice, and consolidate what they have learned. To
listening, reading, and writing skills through activities further enhance student communication, each lesson
that build students’ independence and confidence,
6 Introduction
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ends with an Everybody Up Friend who demonstrates Lesson 2: This lesson adds six new vocabulary items
essential language from the lesson, offers helpful follow- and a grammar point related to the unit theme, and
up activities to teachers, and prepares students to take to Lesson 1. Language presentation and practice
the language home with them to show their parents. are followed by further practice in a song or chant.
The lesson culminates in a fun activity that allows
Values education allows teachers to bring the wider
for personalization or more open production and
world into the English classroom. Funny, engaging
meaningful language use.
stories featuring the characters Danny, Emma, Julie, and
Mike and their respective families illustrate values such Lesson 3: The third lesson uses a story to introduce
as “be polite” or “be kind.” In the stories, the characters chunks of functional, communicative language in a
grow and learn from everyday situations just as real conversation, and to demonstrate a global value to help
children do. students become better citizens, both of their classrooms
and their communities. The story centers on the cast of
Scaffolding refers to the support that teachers give
continuing characters that students will come to know
students to help them learn new material. By giving
and identify with.
a lot of support at the beginning, and then gradually
removing that support, piece by piece, teachers can help Lesson 4: In Levels 1 to 6, the final lesson in each unit
students grow more and more comfortable producing has a CLIL focus, opening with a video. The lesson
language on their own. teaches four new vocabulary items and builds on the
grammar of the previous lesson. Each lesson has a cross-
curricular connection to school subjects such as math,
Student Book Overview and Unit Structure health, social studies, science, and art. Critical thinking
The Student Books consist of eight units. Units have four activities and graphic organizers help students practice
two-page lessons that are designed for a 50-minute class age-appropriate academic skills. Lessons end with a
but which can also fit longer or shorter classes. After poster exercise using vocabulary and language in new,
every two units, there is a Check Up unit review lesson. rich visual contexts.
Additionally, in Levels 1 to 6, there is a Bonus lesson and In the Starter Level, this final lesson is a phonics lesson
a Project. The Bonus lesson in Levels 1 and 2 features focusing on introducing the alphabet letters, their
phonics. In Levels 3–6, the Bonus lesson features skills. sounds, and vocabulary.
Every unit contains these four lessons: Check Up: After every two units, a two-page Check
Lesson 1: This lesson introduces the unit topic. Up lesson helps students consolidate the vocabulary,
It presents six new vocabulary items, and then grammar, and conversational language they have
contextualizes them in a large illustrated scene. It also learned. When students have completed the activities
presents the first two grammar points. Exercises are in the lesson, they complete a self-assessment section,
carefully staged to introduce and practice the new rating how well they’ve learned the material and
language, and then lead students into actively producing identifying areas for further practice.
what they have just learned.
Everybody Up Icons
Pair or Student Audio CD
group work 03
Math Art Science
Test Audio
Class Audio CD
05 02 Track
Social
Health Studies
Video Poster
School Subject Connection (CLIL)
7
Introduction

Bonus Lesson and Project: Every two units, after the and further assess your students’ understanding of
Check Up, there is a Bonus lesson and a Project. In specific grammar topics.
Levels 1 and 2, the Bonus lesson features phonics, which
Achievement Tests: A unit test after each unit, a
teachers can use to present and review the letters of the
midterm test after Unit 4, and a final test at the end of
English alphabet and the sounds those letters make.
the level help you assess your students’ mastery of the
In Levels 3 to 6, the Bonus lesson features integrated
vocabulary, grammar, and conversational language.
skills with activities for reading, writing, listening,
There are also speaking tests that provide a framework
and speaking.
for assessing your students’ progress in this area. In
The Bonus lesson is followed by a Project. These projects addition, every test contains questions and tasks similar
encourage students to collaborate, communicate, and to what your students will encounter in Young Learners
be creative in real ways through creating posters, books, examinations.
artwork, and other tangible items to present and share.
Further information on testing and evaluation can be
The projects require some basic materials and may also
found on the Teacher’s Resource Center CD-ROM.
utilize photocopiable templates available on the Teacher’s
Resource Center CD-ROM. Each project includes a
Home-School link that encourages students to share Cambridge English: Young Learners
their work and language at home.
(YLE) Tests
In many areas, students will take the Cambridge
Assessment English: Young Learners (YLE) tests. To help prepare
Everybody Up provides all the assessment resources you for this, much of the content of Everybody Up, such as
need to help shape and improve your students’ learning. vocabulary items and grammar structures, serves to
This includes tests for establishing students’ language prepare students for these tests.
level, for evaluating their progress in the course, and Each Student Book features eight pages of exercises
for preparing them for the Cambridge English: Young practicing listening, speaking, reading, and writing as
Learners (YLE) tests. they are focused on in the YLE tests.
The Teacher’s Resource Center CD-ROM contains the Additionally, the Teacher’s Resource Center CD-ROM
following tests, most of which are customizable. Testing contains YLE practice tests. These tests provide specific
instructions, audio files, and answer keys are also practice in the style of the actual examinations, enabling
provided. you to choose task types and create practice materials
Placement Test: This test is a quick tool to help you to prepare for these tests. Even if your students aren’t
determine the English Level of new students. Placement preparing for these examinations, you can still use the
Test A matches the syllabus of Everybody Up Starter tests to create extra practice, review tests, or worksheets,
Level to Level 3. Placement Test B matches the syllabus and to provide additional skills practice.
of Everybody Up Levels 4 to 6. Online Young Learners Further information on testing and evaluation can be
Placement Tests are available for purchase from found on the Teacher’s Resource Center CD-ROM.
OxfordEnglishTesting.com. These tests are written by
international young-learner assessment experts and
offer more detailed placement advice for Everybody Up, Other Features in the Second Edition
including CEFR Levels.
The proliferation of technology in our lives makes
Entry Test and Entry Review Worksheets: Each level visual literacy and communication more relevant
has one grammar-focused Entry Test designed to help than ever before. Videos, posters, and illustrations are
you measure your students’ levels as they begin the new great support for language learners. These reinforce
book. The Entry Test allows you – and your students – meaning and provide rich context for language and
to assess their understanding of the key grammar points vocabulary. The second edition of Everybody Up has new
presented in the previous level of Everybody Up. Based illustrations, posters, and videos available throughout
on students’ strengths and weaknesses, you can assign the course.
Entry Review Worksheets to review, support, challenge,
8 Introduction

Reinforcing language and meaning with videos, posters, at home as part of a Home-School link. Some projects
projects, and online content also gives your students have photocopiable templates that are available on the
more opportunity for engagement. This, in turn, boosts Teacher’s Resource Center CD-ROM.
their motivation. An interesting video or poster can
reinforce and expand on the content of the Student Online Practice
Book, but it also encourages students to use critical Students can practice at home using Online Practice.
thinking. Ultimately, students are encouraged to connect Activities are automatically graded. A new trophy room
what they are learning with the experiences they have in the second edition allows you, your students, and
outside the classroom in their daily lives. their parents to monitor progress and identify strengths
and areas for improvement in different skills areas.
Video Another new feature allows you and your students to
Lesson 4 of each unit features a lively video that expands message anyone within your online practice class.
the topic and cross-curricular connection in the lesson.
Online Practice also contains additional resources for
These documentary-style videos with real-world content
students and teachers. The Media Center provides
give students a chance to experience how the language
students and teachers with cross-curricular videos,
can be used in the larger world outside the classroom.
animated song videos, and the Student Book audio
Through a sequence of pre- and post-watching activities, program. In the Resources section, students can access
students use language they have learned in meaningful self-study materials and customizable word lists, song
activities. Repeated viewings of the videos are also a lyrics, and video scripts. In addition to these resources,
great way to reinforce pronunciation and intonation. teachers have access to poster descriptions and
information, and an assessment package (also found
Posters on the Teacher’s Resource Center), which includes
The Everybody Up posters reinforce and extend students’ instructions, editable tests, test audio, lesson worksheets,
knowledge of the vocabulary, language patterns, and and Cambridge YLE practice tests.
concepts covered in the unit’s cross-curricular fourth
lesson. Posters provide an opportunity for your students Online Play
to connect vocabulary to new visual contexts. Posters Online Play gives students an opportunity for fun
also have a conversational feature that can be used practice with a variety of games that appeal to different
for speaking and communication practice between learning styles and interests. With each game, students
classmates or in small groups. select a level of play before they start. They also unlock
new levels as they progress, motivating them to keep
The posters and videos share similar themes and
playing and practicing.
vocabulary. They work in tandem to engage students
outside their books with opportunities for critical In addition to games, Online Play has engaging
thinking, communication, and collaboration. They also downloadable resources, videos, and songs that will help
help support the CLIL lessons by bringing more real- students practice language from Everybody Up outside of
world content into the classroom. the classroom.
Projects
Projects are featured in the Student Books for Levels
1 to 6 after every two units. Project work encourages
students to collaborate, communicate, and be creative in
real ways with tangible results. The projects in Everybody
Up are designed to be completed in one lesson and with
easy materials that are commonly available. Students use
the language they have learned in the unit in meaningful
communication with their classmates, teachers, and
families. In addition to specific language tips, the
project pages also have a feature for sharing the project
9
Introduction

Components
1
2n
d Edition
Student Book / Student Book with Student Audio CD
• Eight units with four lessons per unit
• Check Ups and Bonus lessons after every two units
Student Book (Levels Starter–2: Phonics; Levels 3–6: Skills)
• Projects get students working together to activate
new language
• Includes Cambridge YLE practice
Patrick Jackson
Susan Banman Sileci
EU2e_SB_FC_v9.indd 2
2
12/4/15 3:06 PM
Student Audio CD
Included in the Student Book with Audio CD Pack
2 nd Edition • Vocabulary, grammar, and songs
1 for students to review and practice
at home
Workbook
Workbook / Workbook with Online Practice
• Activities reinforce each lesson’s vocabulary and grammar
• Activities are suitable for use in class or as homework
h ec k U p
NE W C re review
mo
with
O n l i ne P r a c t ice
Patrick Jackson
Susan Banman Sileci
• Picture dictionary for vocabulary and writing practice
nce d
En h a
2 • Check Up pages support the Student

EU2e_WB_FC_OP_0-6.indd 2 12/4/15 5:47 PM
Book
1, 2, 3…
Picture Cards (Levels Starter–4)

• P
ictures on one side and vocabulary
3
words on the other
Level 1, Welcome
• W
ords are big enough for use in
Count.
Back of Card 3
large classrooms
• U
seful for presenting new vocabulary,
for assessing student knowledge, 2
Everybody Up
2nd Edition
and for playing games Front of Card 3
Class Audio CDs

• Contains the complete audio
track for the Student Book
• Useful for modeling new language
• Includes stories, songs, and chants
NEW
Online Play
• Fun and engaging reinforcement of learning points
at home for students
• Contains games, video, audio, and activities
• www.oup.com/elt/student/everybodyup
10 Components

Unless noted, the components listed here are available for all levels.
Teacher’s Book Pack

Teacher’s Book with Online Practice Also included:
• Course description and teaching methodology • Workbook answer key
• Overview of games and activities • Video scripts

(Levels 1–6)
• Detailed lesson plans that support teachers of
all levels • Picture Card list
(Levels Starter–4)
• Extension activities and 21st century skills
instruction • Word list
NEW
Teacher’s Resource Center CD-ROM DVD
• New Entry Test and Entry Review Worksheets • Starter Level:
• Customizable placement, unit, eight animated
midterm, and final tests stories bring
• Cambridge YLE practice tests universal values
to life
• Test audio and answer keys
• Levels 1–6:
• Photocopiable worksheets eight documentary-
(Starter Level: Values and style videos
Phonics; Levels 1–6: Values and Cross-curricular) enhance and
• New photocopiable resources for projects support the school
(Levels 1–6) subject connection
Online Practice for Students and Teachers

Access codes included in the Workbook with Online Practice and the Teacher’s
Book Pack. Visit www.eu2onlinepractice.com.
• Interactive activities for every lesson • New email and discussion tools
• Automatic scoring and gradebook • Assessment, video, audio, and other
• New trophy room motivates students classroom resources
NEW
iTools Poster Pack (Levels 1–6)
• Classroom presentation • Contains eight posters, one for each
software cross-curricular lesson
• Teachers can project Student • Posters initiate and support classroom
Book and Workbook pages, discussions around the school subject
show answer keys and connection
additional resources, and play
the videos and audio files
• Includes interactive activities and new
grammar animations with every lesson
Additional Online Resources

• For Teachers: https://elt.oup.com/teachers/everybodyup
• For Parents: https://elt.oup.com/parent/everybodyup
11
Components

Lesson Guide Lesson 1
4 Getting Together C Listen and say. Then practice. 52 35
Lesson 1 Family parents cousin Presentation and

A Listen, point, and say. structured practice
New words are
50 34
1. 2. 3. 4. 5. 6.
1 2 3 4 5 6
of the new language
clearly presented
with audio support.
with audio parents grandparents aunt uncle cousin cousin
support. D Listen, ask, and answer. Then practice. 53 36
B Listen and number. 51

his
parents
his uncle. Students practice
her her aunt.
speaking by asking and
grandparents
4
grandparents answering questions
1
parents uncle aunt parents
5 6
uncle aunt about the big picture.
Students listen 2 3 Using 21st century
to the characters Me! cousin cousin Me! sister
skills, students
and find the new How many
personalize what they
words in the big E Look at B . Point, ask, and answer. cousins do
you have?
have learned with the
picture. Who’she?
he? He’s Danny’s cousin.
help of their Everybody
Who’s
He likes karate.
32 Unit 4 Lesson 1 33
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Up Friend.
Student Book pages 32–33
Warm up 3. Link the language. Combine previously learned

grammar patterns with the new vocabulary. Use
1. Greet the class. Sing a song from the previous Picture Cards or classroom items to elicit responses
unit. Use language from the previous unit to from the students. If a game or activity is suggested,
elicit responses from individual students. Then use it to further practice the vocabulary.
have students practice the language in pairs.
4. Play the Class CD track for this exercise. Students
2. Review the language from the previous unit, listen, point, and say along with the CD.
using a game, activity, or Picture Cards to elicit
student responses. 5. Have students practice the words by pointing to
items they can see around them or by displaying the
3. Elicit the unit language or what the Everybody Picture Cards around the classroom.
Up Friend says from Lesson 4 of the previous
unit. Use Picture Cards or classroom items
to elicit vocabulary related to the expression B Listen and number.
or language. Have students practice the unit See Using the Big Picture, Teacher’s Book page 24.
language with their classmates.
1. Read a short passage about the picture while
pointing to the people and items mentioned in it.
A Listen, point, and say. 2. Play the Class CD track for this exercise. Students
See Teaching Vocabulary, Teacher’s Book page 24. listen, find the items in the picture, and number
them.
1. Use Picture Cards to introduce the new vocabulary.
Continue until students can produce the words on 3. Invite students to talk about what else they see in
their own. the picture, using previously learned language.
2. If a game or activity is suggested, use it to practice

the new vocabulary.
12 Lesson Guide
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C Listen and say (or Listen, ask, . Point, ask,
E Look at B
and answer). Then practice. and answer.

See Teaching Grammar, Teacher’s Book page 24. Student pairs look at the big picture in Activity B
and practice asking and answering with the language
1. Introduce the new grammar pattern.
pattern in the speech bubbles, using all the new
2. If there is a tip box associated with the grammar, vocabulary words.
present that language to the students.
3. Direct students’ attention to the first grammar box
Everybody Up 21st Century Skills
in Lesson 1. See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication/Collaboration/
or Creativity: Direct students’ attention to the
listen and say or listen, ask, and answer along with
Everybody Up Friend. Students answer the questions
the CD.
and use 21st century skills to do the task alone or
5. Practice the grammar pattern with the students. with a classmate.
Hold up Picture Cards for the Lesson 1 vocabulary
and practice the pattern for each card.
Games and Activities
D Listen, ask, and answer. • Use the suggested games or activities to further
practice the new vocabulary and grammar
Then practice. patterns.
See Teaching Grammar, Teacher’s Book page 24.
1. Introduce the new grammar pattern.

Extra Practice
2. If there is a tip box associated with the grammar, Workbook
present that language to the students. Student Audio CD
3. Direct students’ attention to the second grammar iTools
box in Lesson 1. Online Practice

listen, ask, and answer along with the CD.
5. If a game or activity is suggested, use it to further
practice the grammar pattern.
6. Student pairs practice the pattern, using their
books.
Lesson Guide 13

Lesson 2
Lesson 2 Things on the Table C Listen, ask, and answer. Then practice. 56 39
A Listen, point, and say. 54 37
New words are 1 2 3 4 5 6

mine
Presentation and
clearly presented structured practice
with audio fork knife spoon plate bowl cup 1
4 6
of the new language
support. 2
3
5 with audio support.
B Listen and say. Then practice. 55 38
my mine your yours

mine his his her hers D Listen and number. 57
1
2 5
Further exposure to
6
3 hers
his
Presentation and mine 4 the new language.
his hers
structured practice yours
Look at your
E Make cards. Ask and answer.
of the new Whose plate is this? It’s hers.
friend’s things. Ask
“Whose book is this?”
language with Using 21st century

audio support. skills, students
plate
hers
34
Unit 4 Lesson 2 35
Student Book pages 34–35 help of their Everybody

Fun personalization activities

Up Friend.
offer more speaking practice.
Warm up 4. Play the Class CD track for this exercise. Students

listen, point, and say along with the CD.
1. Greet the class. Use familiar language to elicit
responses from individual students. Then have 5. Students practice the words by pointing to items
students practice the language with each other. around the classroom or in their books.
2. Review the language from the previous lesson to

elicit student responses. B Listen and say (or Listen, ask,
3. Elicit the lesson language or what the Everybody and answer). Then practice.
Up Friend says from the previous lesson. Have See Teaching Grammar, Teacher’s Book page 24.
students practice the expressions and language
with their classmates. 1. Introduce the new grammar pattern.
2. If there is a tip box associated with the grammar,
A Listen, point, and say. 3. Direct students’ attention to the first grammar box
See Teaching Vocabulary, Teacher’s Book page 24. in Lesson 2.
1. Use Picture Cards to introduce the new vocabulary. 4. Play the Class CD track for this exercise. Students
Continue until students can produce the words on listen and say or listen, ask, and answer along with
their own. the CD.
2. To reinforce the meaning of the new vocabulary, use 5. Practice the grammar pattern with the students.
miming or acting as suggested. Hold up Picture Cards for the Lesson 2 vocabulary
and practice the pattern for each card.
3. Link the language. Combine previously learned
Picture Cards or classroom items to elicit responses
from the students.
14 Lesson Guide

C Listen, ask, and answer. Everybody Up 21st Century Skills
Then practice. See Teaching 21st Century Skills, Teacher’s Book page 27.
See Teaching Grammar, Teacher’s Book page 24. Critical Thinking/Communication/Collaboration/
1. Introduce the new grammar pattern. Everybody Up Friend. Students answer the questions
2. If there is a tip box associated with the grammar,
with a classmate.
3. Direct students’ attention to the second grammar
box in Lesson 2. Games and Activities
4. Play the Class CD track for this exercise. Students • Use the suggested games or activities to further
listen, ask, and answer along with the CD. practice the new vocabulary and grammar
patterns.
5. If a game or activity is suggested, use it to further
practice the grammar pattern.
6. Student pairs practice the pattern, using their books. Extra Practice
Workbook
Student Audio CD
D Exercise varies. iTools
1. Steps for this exercise will vary. See individual units. Online Practice
2. Students use the completed exercise to practice the

language by interacting.
E Exercise varies.

Student pairs use the book or other items as directed
and practice using the language pattern in the speech
bubbles. Encourage students to use all the language in
this lesson, as well as previously learned language.
Lesson Guide 15

Lesson 3
Comprehension
Lesson 3 Story B Read and circle.
1. Danny and Mike are at a restaurant. Yes No
activity builds reading
A Talk about the story. Then listen and read. 58
2. They have knives and forks. Yes No and listening skills.
Stories about Danny, Mike, and Mike’s
Chopsticks 3. Mike can use chopsticks. Yes No
the characters family are at a restaurant. Where’s my fork?

What are these? They’re
chopsticks.
4. Danny doesn’t like noodles. Yes No
Fun songs practice
build students’ C Sing. 59 40
the new language
Like This
reading skills and How do you use chopsticks?
and reinforce natural
present useful pronunciation and
scissors
Whose noodles How do you use chopsticks?
are these? They’re mine.
conversational Mmm, they

look good.
How do you use chopsticks?
Like this. Like this.
a knife and fork
intonation.
language.
Role plays in different
How do you use
chopsticks?
Like this.
This is fun.
Thanks, Mike!
No
D Listen and say. Then act. 60
contexts help
students practice the
problem!
How do you use
The story chopsticks? Like this.
2 Ask your friend,

conversation.
highlights a a ruler
“Can you use
chopsticks?”
universal value. Using 21st century

Value
Be helpful.
1 3 skills, students
chopsticks a computer

Student Book pages 36–37 help of their Everybody
Up Friend.
Warm up 3. Read the story aloud with the students. Then direct
students’ attention to the value and play the track
1. Greet the class. Sing a song from the previous again. Students listen and read along.
unit or use familiar language to elicit responses
from students.
B Read and circle.
2. Review past vocabulary or other language
related to the Lesson 3 story. 1. Explain that students will read the sentences and
circle Yes if the sentence is correct or No if the
3. Elicit the lesson language or what the Everybody sentence is wrong.
Up Friend says from the previous lesson. Have
students practice the expressions and language 2. Read each sentence aloud with the class. Students
with their classmates. can answer orally and then circle the answers in
their books, or they can do the activity on their
4. If a song, game, or activity is suggested, use it as own, using Activity A as a reference.
additional warm up for Lesson 3.
3. Check answers together.
A Talk about the story. Then

listen and read.
See Teaching Stories, Teacher’s Book page 25.
1. Students look at the pictures and talk about what

they see.
listen, point, and read along with the CD.
16 Lesson Guide

C Sing. Everybody Up 21st Century Skills
See Teaching Songs, Teacher’s Book page 24. See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication/Collaboration/
1. Students look at the art and talk about what
they see.
Everybody Up Friend. Students answer the questions
2. Read the song lyrics with the students. and use 21st century skills to do the task alone or
with a classmate.
3. Play the Class CD track for the song. Students listen
and then sing along with the CD.
4. Students sing the song again, turning to partners Games and Activities
and using gestures, props, or facial expressions • Use the suggested games or activities to further
related to the song. review the story.
D Listen and say. Then act.

Extra Practice
See Teaching Conversations, Teacher’s Book page 25.
Workbook
1. Play the Class CD track for this exercise. Student Student Audio CD
pairs listen and say along with the CD. Lesson 3 Worksheet
iTools
2. Students rehearse and act out the conversations,
Online Practice
using props and gestures related to the situations in
the three pictures.
Lesson Guide 17

Lesson 4
The lesson links
Lesson 4 Countries
English to other Social
Studies
D Read and circle.
1. Mexico’s flag is green and blue. Yes No
school subjects, A Watch the video.
2. Japan’s flag has a red circle. Yes No
Students practice
B Listen, point, and say.
like social studies. 3. Russia’s flag is blue and yellow. Yes No
61 41
1 2 3 4 4. Turkey’s flag is red and white. Yes No the language and

Video links the
E Listen and match. Write. 63
concepts with critical
1. 2. 3. 4.
content to a rich
Mexico Japan Russia Turkey
thinking activities.
visual learning C Listen and say. Then listen and read. 62 42
Taran and Leyla Makio and Ria Elena and Anton Natalia and Mateo
experience. our
their
ours
theirs
our
their
ours
theirs
Students use 21st
a. b. c. d.
Words are clearly

1. We’re from Mexico. This is our flag.
It’s ours. It’s green, white, and red.
2. We’re from Japan. This is our flag.
It has a red circle. It’s ours. century skills to
presented with respond to questions or
audio support. directions posed by the
3. They’re from Russia. This is their 4. They’re from Turkey. This is their
Watch the video. What
f lag do you like?
Everybody Up Friend.
flag. Russia’s flag is white, blue, flag. It’s theirs. It’s red and white.
Structured practice and red. It’s theirs. F Look at the flags. Ask and answer.
of the new language. Whose flag is this? It’s theirs. Posters bring real-
G Look at the poster. Talk about it.
world content into
38 Unit 4 Lesson 4 39 the classroom.
School Subject Connection Social A Watch the video.

Studies
Lesson 4 is a cross-curricular lesson with a connection See Teaching with Videos, Teacher’s Book page 26.
to students’ school subjects. The lesson includes a
video. Before watching the video, ask students to share Before you watch: Tell the class they’re going to watch
what they already know about the subject. Bring in a video. Specific School Subject Connection activities
materials related to the topic or have students explore will vary. See individual units. Ask students what they
it outside of the classroom. For further suggestions might see in the video.
on how to expand on this connection, see individual 1. Play the video. See Video Scripts on Teacher’s Book
units. pages 116–118 for reference.
Warm up 2. Play the video again. Pause the video and ask
students questions about the video. Encourage them
1. Greet the class. Use familiar language to elicit to answer in full sentences to practice the grammar
responses from individual students. Then have patterns and new vocabulary.
students practice the language with each other.
2. Elicit the lesson language or what the Everybody
Up Friend says from the previous lesson. Have
students practice the expression with their
classmates or create their own.
3. If a song, game, or activity is suggested, use it as
additional warm up for Lesson 4.
4. Review conversation language from a previous
lesson. Have students practice the language with
their classmates.
18 Lesson Guide

B Listen, point, and say. E Exercise varies.
See Teaching Vocabulary, Teacher’s Book page 24.
1. Steps for this exercise will vary. See individual units.
1. Use Picture Cards to introduce the new vocabulary.
2. If the exercise requires writing, have students check
Continue until students can produce the words on
their answers.
their own.
2. Link the language. Combine previously learned
F Exercise varies.
Picture Cards, miming, or the students’ books to Students use the book or other items as directed and
elicit responses. practice using the language pattern in the speech
bubbles. Encourage students to use previously learned
3. Play the Class CD track for this exercise. Students language, as well.
listen, point, and say along with the CD.
4. If a game or activity is suggested, use it to practice G Look at the poster.
the new vocabulary.
Talk about it.
See Teaching with Posters, Teacher’s Book page 26.
C Listen and say (or Listen, ask, and
1. Students identify familiar objects in the poster
answer). Then listen and read. images. See Teacher’s Book page 119 for poster
See Teaching Grammar, Teacher’s Book page 24. information.
1. Introduce the new grammar pattern. 2. Students talk about the poster using the speech
2. If there is a tip box associated with the grammar, bubbles as a model.
3. Direct students’ attention to the grammar box.
See Teaching 21st Century Skills, Teacher’s Book page 27.
4. Play the Class CD track for this exercise. Students Critical Thinking/Communication/Collaboration/
listen and say or listen, ask, and answer along with or Creativity: Direct students’ attention to the
the CD. Everybody Up Friend. Students answer the questions
5. Play the track again. Students listen and read along.
with a classmate.
6. Students read the passages on their own.
7. Divide the class into groups. Group 1 reads the first
passage, Group 2 reads the second passage, and so
on. • Use the suggested games or activities to further
practice the new vocabulary and grammar
patterns.
D Read and circle (or Read and
number).
Extra Practice
1. Students read the sentences and circle the correct
answer or number the items in the correct order. Workbook
Student Audio CD
2. Students do the activity on their own, using Lesson 4 Worksheets
Activity C as a reference. Unit Test
iTools
Online Practice
Lesson Guide 19

✔ Check Up
Students practice
✔ Check Up 2 C Write
1. What does the bus driver do?
writing using
Units 3 and 4 1 language and
Students identify
He
2
grammar from
2. Who are they?
A Listen, number, and write.
vocabulary from
64
parents.
3. Whose cup is that? 4
previous two units.
the previous two It’s hers.
units.
4. Who works at the restaurant?
Students practice
The
3
listening, writing,
Students check D Listen and write. Then act. 65
1. 2.
and speaking using
comprehension
Excuse me. How
much is this sweater?
language from
of language and
B Read, circle, and number. Like this.
previous two units.
grammar from 1. The librarian works / work at the library.
previous two units. E What can you do? Read and ✔. 1 OK 2 Good 3 Great
2. He’s / They’re Danny’s grandparents. I can talk about... 1 2 3 1 2 3 Students evaluate

3. He have / has a stomachache.
occupations family
their own
what people do things on the table
illnesses countries
performance on
4. This is their / our flag.
Value
I can be
Value
I can be
the previous two
40 Check Up 2
thoughtful. helpful.
Units 3 and 4 41
units and identify
areas for further
Student Book pages 40–41 practice.
Warm up B Read and circle (or Read,

1. Greet the class and sing a song with students. circle, and number).
2. If a game or activity is suggested, use it to review 1. Review key language from the previous two units.
vocabulary from the previous two units. Use picture cards or cue vocabulary or play a
short game.
3. Elicit the lesson language or what the Everybody
Up Friend says from the previous lesson. 2. Students look at the pictures, read the sentences,
Students practice the unit language with their and identify the correct answer by circling the text.
classmates.
3. If the exercise includes numbering, students
number the items in the boxes and check their
answers.
A Listen, number (or check), and write.
See Teaching Check Ups, Teacher’s Book page 25.
C Write.
1. Review key vocabulary from the previous two units.
Use picture cards or cue vocabulary or play 1. Review key language from the previous two units.
a short game. Use picture cards or cue vocabulary or play a
short game.
listen and number the vocabulary or • the correct 2. Students look at the picture and write short answers
item. to either complete the sentences or answer the
questions.
3. Students write the correct word under the picture.
Students check their answers.
20 Lesson Guide

D Listen and write. Then act.
1. Review key language from the previous two units.
Use picture cards or cue vocabulary or play a short
game to reactivate language.
2. Play the Class CD track. Students listen and read
the speech bubbles. Students listen for the missing
text.
3. Play the Class CD track again. Students write the
missing language on the page.
4. Groups or pairs of students role play the dialogue.
E What can you do? Read and ✔.

1. Review the contents of the chart with the class and

make sure students understand the rating system
and how to complete the chart.
2. Students consider how well they have learned each
item on the chart and rate themselves using the
rating system.
3. Students think about what they need more practice
with and share. Select games and activities that best
address students’ needs from the self-assessment
check.

• Use the suggested games or activities to further
practice the language from the previous two
units. These can be selected using information
from students’ self-evaluations.
Extra Practice
Workbook
iTools
Online Practice
Lesson Guide 21

Skills
Reading, Writing, Listening & Speaking
A Listen and read. 66
Interview with a Vet

By Ellen Kay
Students listen What do you do, Vicky?
I’m a vet. I work at an animal
and read along hospital.
Is that cat sick?
with a short text. Yes, it is.

What’s the matter with it?
It has a fever. I can help it.
B Read and answer.

1. Who is Vicky?
2. What does Vicky do?
Students write 3. What’s the matter with the cat?
complete 4. Can the vet help it?
C Listen and number.

answers to
67
Students listen
questions about and number the
the text. illustrations.
Students talk
D When did you help an animal? Talk about it.
about their own
42 Skills 2
experiences.
Student Book page 42
4105989_EU_SB3.indb 42 11/6/15 8:59 AM
Warm up 2. Read each question aloud with the class. Students

can answer orally and then write their answers in
1. Greet the class. Use familiar language to elicit a notebook. Encourage students to use complete
responses from individual students. Then have sentences in their answers.
students practice the language with each other.
2. Review any language items that students need
more practice with as suggested by their self-
assessment from the Check Up lesson. C Listen and number.
3. If a song, game, or activity is suggested use it as 1. Play the Class CD track for this exercise. Students
additional warm up and review. listen and number the pictures.
2. Play the track again. Students listen and check their
answers.
A Listen and read.
See Teaching Skills, Teacher’s Book page 26.

they see. D When did you _______?
Talk about it.
listen, point, and say along with the CD. 1. Have students read the instruction line and
think about their answer to the question. Model
3. Play the track again. Students listen and read again. an answer using your own experience or have a
volunteer talk about their experience. Ask further
4. Students read the passage on their own.
questions to encourage more detail.
2. Students share their stories with a partner or small
B Read and answer.
group. Encourage students to be creative with their
1. Students look back at Activity A and read the text answers.
again on their own.
22 Lesson Guide
106474_EU2e_TB3_FM_PHPR.indd 22 7/19/16 7:29 AM

Project
Project
Your Family Flag Project ideas
Students follow A Make your own flag.
are sometimes
the instructions supported by
to make a fun photocopiable
project. templates
1. Write your family name 2. What do your parents
available from the
3. Color your flag.
on your flag. What does do? What do you like?
your family like? Draw.
Teacher’s Resource
B Listen. Then talk about your flag.
Center CD-ROM.
68
My f lag has a penguin. My f lag is yellow.

I like penguins. It has a book.
What does
your mother
My mother Students use
likes to read.
Home-School Link
like?
familiar language
gives students to present and
the opportunity Tip talk about their
projects.
Say “Good job!” to
Home-School Link
to share their
your partner.
What colors are on your country’s flag?

projects at home Where can you see the flag? What shapes
does it have? Talk about flags with your family. Tip box helps
with family and Project 2 43 prepare students
friends. 4105989_EU_SB3.indb 43

11/6/15 8:59 AM
to give their
presentations.
3. Students or groups of students talk about their

A Make a _________.
projects using the language from the speech bubbles
See Teaching Projects, Teacher’s Book page 27. as a model.
1. If available, make copies of the Photocopiable
Project Template from the Teacher’s Resource Home-School Link
Center CD-ROM and distribute them to the class.
Explain the project to students and review any 1. Students share their projects and what they’ve
useful vocabulary and language for the project on learned in class at home with their families.
the board.
2. Role-play conversations students may have at home
2. Students follow the directions on the page to make in class and review any relevant language.
their projects.
3. Help students with their projects and any language Games and Activities
they may need. • Use the suggested games or activities to further
practice the vocabulary and language from the
unit that students have identified from the self
B Listen. Then talk about evaluation.
your _______.
1. Play the Class CD track. Students listen to the
track. Students listen, point to the speech bubbles, Extra Practice
and say along with the CD. Then they practice the Workbook
conversations in pairs. Midterm or Final Test
iTools
2. Discuss the Tip with the class and point out Student Audio CD
examples. If a game or activity is suggested, have
Online Practice
students use their projects as a focus for their
questions and answers.
Lesson Guide 23
106474_EU2e_TB3_FM_PHPR.indd 23 7/19/16 7:29 AM

Teaching Techniques
A Note on Eliciting audio recording, have students examine the Big Picture
and, using English, talk about what they see (by naming
When possible, try to “elicit” language in the objects or people, asking and answering questions about
classroom—to get students to produce the language on the picture, or saying what they think is happening
their own, rather than repeating what the teacher says. in the scene). Next, read the short passage included
There are many ways to elicit language. One effective in each Lesson 1 plan. As you read, point to the items
approach is to begin by giving students plenty of support mentioned. The short passages will contain both familiar
and then slowly remove that support. For example, to and unfamiliar language. Students need not understand
introduce new vocabulary, you might begin by showing every word, but they should listen for familiar language,
the Picture Cards and having students repeat the words especially the target vocabulary.
after you, and eventually move toward cueing students
with the Picture Cards to say the words on their own.
Frequent use of eliciting routines like this one will help Teaching Grammar
students become more comfortable speaking freely in
class. Pre-teaching grammar patterns will prepare students
to encounter the patterns in the Student Book. In
Everybody Up, pre-teaching grammar typically includes
Teaching Vocabulary two steps.
Pre-teaching new vocabulary will give students a firm Step 1 introduces the grammar pattern found in the box
foundation for encountering the vocabulary in the in the Student Book. Write the pattern on the board. Say
Student Book. In Everybody Up, pre-teaching vocabulary the pattern aloud and have students repeat after you.
typically includes two steps. Step 2 presents any contractions that appear in the
Step 1 uses the Picture Cards to introduce the new pattern. Write the contraction on the board, say aloud,
vocabulary. First, show the Picture Cards and say the and have students repeat.
words. Then show the cards and have the class repeat An additional step may present plurals, articles, or
after you. Then show the cards and elicit the words other special language points. Pre-teaching is followed
without saying them yourself (see A Note on Eliciting by audio and classroom activities. There are also
above). Repeat several times. Correct pronunciation as new grammar animations available with the iTools
needed. Once the class is saying the words confidently, presentation software. These can be used to help present
begin to elicit the words from individual students. grammar and make language patterns more memorable.
Step 2 links the new vocabulary to previously learned
vocabulary and grammar. By linking new vocabulary
with familiar language, new vocabulary is reinforced and Teaching Songs
placed in a greater communicative context. The songs in Everybody Up are a fun way to practice
An additional step may present special language points new grammar and vocabulary (Lesson 2) and functional
or suggest additional activities or review. conversation language (Lesson 3). Before playing the
audio recording of a song, pre-teach the song using the
Pre-teaching is followed by audio and classroom illustration and lyrics.
activities. An optional activity whenever vocabulary
is presented is to give each student a blank card and Step 1 has students look at the pictures that accompany
art supplies to make their own picture cards for use in each song and talk about what they see, using English
games and other activities. they know.
Step 2 involves reading the song lyrics aloud with
the students. Repeat this step a few times, to build
Using the Big Picture confidence and fluency and to get students ready to sing.
Lesson 1, Activity B features a large illustration that Pre-teaching is followed by audio and classroom
includes all new vocabulary, as well as some previously activities. Encourage students to come up with
learned vocabulary. Before doing Activity B with the appropriate gestures or dances to accompany each song.
24 Teaching Techniques
106474_EU2e_TB3_FM_TTGA.indd 24 7/14/16 10:25 AM

If a song has multiple parts, divide the class into groups sentences in a conversation. Then they practice the
and assign the parts. More advanced classes might even conversation with a partner.
want to try writing new lyrics.
At the end of the Check Up, students complete a self-
assessment section that will help evaluate strengths
and areas for improvement. It also helps students think
Teaching Stories critically about their own progress.
Pre-teaching stories using the illustrations is a fun and Review the relevant units’ materials as suggested below
helpful way to get students ready to read and understand in preparation for each activity.
the story.
Step 1 has students look at each frame and name the Activity A
people or objects they see. Ask students what vocabulary they remember from the
Step 2 has students say what they think might be units and write their responses on the board. Then,
happening in each frame. review the vocabulary using the relevant Picture Cards.
Have students look through their books and practice
Next, students listen to the audio recording of the story. pointing to and saying the vocabulary with a partner.
Then read the words aloud with the students. Each story
ends with a value. Direct students’ attention to it and
play the track again. If desired, discuss the value with Activities B and C
the class. Review the vocabulary and language before beginning
activities B and C. Use the relevant Picture Cards to
review the vocabulary in the activities.
Teaching Conversations Ask students what language patterns they remember
The conversations offer a chance for extra practice of from the units and write their responses on the board.
the functional language featured in the Lesson 3 stories. Write the language patterns on the board and have
The pictures that accompany this activity show students students practice them with partners or in small groups.
how the functional language can work in a range of real- Have students look through their Student Books and
life situations. Have students practice the language in practice pointing to and saying the vocabulary and
groups or pairs, as indicated in the Lesson 3 plans. Then patterns with a partner.
have students form new pairs or groups and create short
skits or scenes using the functional language in new Activity D
contexts. Have students perform their skits for the class. Before students do the activity, review the conversations
Encourage students to find props in the classroom or to in the speech bubbles in the two previous units.
use gestures to dramatize their skits. Write the conversations on the board. Practice the
The conversations will provide you with useful language conversations with the class divided into groups or bring
that can be used frequently throughout the course. Use it pairs forward to model the conversations.
often, and encourage students to do so as well.
Activity E
What can you do? Read and ✓ is a student self-
Teaching Check Ups evaluation. Before students fill out their self-evaluation,
make sure they understand each category by reviewing
In Levels 1 to 6, after every two units, a Check Up
the specific vocabulary and language. Write these on the
offers an opportunity to review and assess students’
board for students to refer to during the activity.
understanding of the previous two units’ language.
Give students time to evaluate how confidently they
Each Check Up begins with two receptive activities
know the material.
where students are asked to recall and use recognition to
identify vocabulary and language. In the two subsequent You can gather information either by checking books
activities, students produce language in a controlled way, or watching students as they fill in the material.
filling in blanks in sentences, followed by writing whole Alternatively, survey the class for each evaluation
category by having a show of hands.
Teaching Techniques 25

Use the evaluations to create plans of action for groups Teaching with Videos
or individuals to review and reinforce areas they feel
less secure about. Finally, encourage additional practice The videos in Everybody Up are an engaging way for
for each area by using appropriate Games and Activities students to see and hear language and vocabulary in a
(Teacher’s Book pages 28–31). rich visual, real-world context.
Before playing the video for the class, discuss the School
Subject Connection as indicated in the specific teaching
Teaching Skills notes for the unit.
Level 3 Skills Bonus lessons build reading, writing, Step 1 involves introducing the video’s theme and
listening, and speaking skills using a topical reading, getting students to predict what they think they’ll see.
a listening activity, and a question eliciting student Pre-teach/review the language in the video (see Video
discussion about a personal experience. Bonus lessons Scripts on Teacher’s Book pages 116–118). Students
feature four activities. may encounter new words in the videos. These words
appear in blue throughout the video scripts. Then play
Activity A the video.
Talk with students about the title of the reading and the Step 2 involves writing comprehension questions on the
pictures that go with it. Review any key words to ensure board and having students read them aloud. Explain
that students understand them. Ask students what they that students will look and listen for the answers to these
think the reading will be about. Play the audio. Students questions in the video. Then play the video again and
listen and read along. pause in the appropriate places for students to be able to
answer the comprehension questions.
Activity B
Review the questions with the students to make sure
they understand them. Then students review the reading Teaching with Posters
in activity A and write their answers. The Everybody Up posters reinforce and extend students’
knowledge of the vocabulary, language patterns, and
Activity C concepts covered in each unit’s cross-curricular lesson,
Review the pictures with students and talk about what Lesson 4. Put up the posters in the classroom at the
is happening in each one. Review any key vocabulary beginning of the lesson to build curiosity and familiarity
students have questions about. Play the audio. Students with the images.
number the illustrations. Play the audio again if To warm up, ask the students to read the title of the
necessary and check answers. poster out loud and identify the poster’s cross-curricular
subject. Then, ask students to identify familiar
Activity D vocabulary in the images.
Review the question with the class and make sure
Prepare students for the main poster activity by briefly
students understand. Ask student volunteers to talk
reviewing the relevant grammar pattern and vocabulary.
about their experiences, guiding them with questions
Direct students to the speaking examples in the speech
if necessary. Then, students talk about their own
bubbles. Go through the speaking example together as a
experiences with classmates or in small groups.
class. Review any other language that students might use
Encourage students to be creative in talking about their
in discussing the poster. Then ask students to practice
experiences by using drawings, pictures, or diagrams to
the language with each other in pairs. When students are
help explain what happened.
comfortable with the pattern, ask them to talk about the
other items on the poster using the language they have
learned.
26 Teaching Techniques

To follow up, have pairs present their discussion of Explain to students that they should use the same
the poster to the class. Reinforce any other relevant language they used in presenting the project in class to
grammar or vocabulary to support students’ learning. answer questions and talk about the project at home.
As a follow up, ask students about their conversations at
Useful descriptions of the posters’ images and words
home in the next class.
students may not have encountered in previous units are
available on Teacher’s Book page 119. These new words
appear in blue. More information and ideas about the
posters can be found in the Poster Pack. Teaching 21st Century Skills
The 21st Century Skills activities focus on either one
skill or a combination of skills from the areas of critical
Teaching Projects thinking, communication, collaboration, and creativity.
These activities appear at the end of every lesson and
The Everybody Up Projects provide students with an
are prompted by the language and question used by the
opportunity to use their 21st century skills of critical
Everybody Up Friend at the lower right. Sometimes
thinking, creativity, collaboration, and communication
the activity involves looking at illustrations in the
while practicing the language from the previous two units.
lesson again or watching the video again. Some typical
examples of these skills are:
Activity A
Make sure you have all the necessary materials (listed in Critical Thinking: answering questions, identifying
the Materials box at the beginning of the Teacher’s Book objects, guessing hidden answers, predicting
lesson). Distribute them to students. Explain to students Communication: talking with a partner, asking
what they will make and how they will do it as you point questions to a partner, presenting ideas to a group,
to the steps on the Student Book page. Circulate and talking about an informational poster or video with a
help students as needed while they make their project. partner
Collaboration: working in a small group or with
Activity B another classmate, solving problems as a team
Explain that students will present their projects. Play
the audio that presents the model conversation on the Creativity: making a poster, constructing models,
Student Book page. Then direct student’s attention to the making a chart, drawing a picture
Tip box, which supports students’ communication about Use the following sequence or vary it to the needs of
their projects. Each tip is specific to the project in the your class.
unit. How to present each one is explained in the lesson
notes. Present the tip before students talk about their First, direct students’ attention to the Everybody Up
projects and model how it will be used. Friend and have them read the speech bubble. Then,
check that students understand the question or task.
Have students use the language (and the tip) to talk
about their project with classmates or have them Next, have students answer the question and do the task
present their projects to the class. Remind students to in pairs or small groups, depending on the task.
be quiet and respectful to each other as they talk about Follow up by asking students to talk about what they
their project. learned or what information they gathered, items they
created, problem they solved, etc.
Home-School Link
The Home-School Link extends language practice
outside the classroom and gives students the opportunity
to share English at home. It also provides a specific
topic and format for using English at home, which helps
students that may lack confidence in their abilities.
Teaching Techniques 27

The games and activities use target language that is specific to
each lesson. Check the lesson plans for the recommended target
language. Review the target language and explain how to play
before starting games and activities.
Buzzers Charades
For this game, divide the class into two teams. Teams Divide the class in half or into four groups. Show one
will compete to earn points by giving correct answers. member of each group a different Picture Card. That
Begin by explaining how the game works and what student returns to his or her group and acts out the
constitutes a correct answer. To play the game, arrange target language without speaking. The group watches
two central desktops with “buzzers.” A player from each and tries to guess what is being acted out.
team stands at a buzzer. Players slap their buzzers as
fast as they can when they think they can give the right Class Survey
response. The first student to slap his or her buzzer gets In this activity, students gather specific information
to give the answer. A correct answer wins a point for about their classmates. They either enter it into charts or
that student’s team. If the answer is incorrect, the other all of the information is gathered into one large chart on
player tries to answer. OPTION: Instead of slapping the board.
buzzers, students can simply raise their hands.
Down the Line
Card Grab
Set Picture Cards in a line on the floor. Place a team of
This game can be played individually or in small groups. students at each end of the line. A student from each
Give a set of cards to each student or group. Students team goes down the line of cards, saying the words.
spread the cards out face-up. Call out one of the words. When the players meet, ask the student who is farthest
Students race to touch the card. In groups, ties can along the line a challenge question. A correct answer
be broken with a quick round of Rock, Paper, Scissors. wins that player’s team a point. If players meet in the
OPTION: When students play the game individually, middle of the line, have them play Rock, Paper, Scissors.
they can simply hold up the card. The winner gets a chance to answer the challenge
question.
Categories
This game is best played with at least two vocabulary
categories. Students sit in a circle. Model the following
percussion rhythm: slap your knees twice, clap your
hands twice, snap your fingers on one hand and then the
other. As you snap your fingers, announce the category
for that round (e.g., food). On the next snap, say a word
in the category (e.g., chicken). Go around the circle, with
individual students saying different words during the
snaps. Change the category when all known words have
been said, or when someone makes a mistake, or after
everyone has had a chance to say a word.
28 Games and Activities

Find Someone Who Guess the Next Card
In this activity, students look for one or more other This game can be played to practice vocabulary. After
students who meet specified criteria. For example, using the Picture Cards to introduce and elicit the new
students might circulate and ask each other questions, vocabulary in a lesson, continue showing the Picture
searching for someone who is holding the same card as Cards one after another, but vary the order. Before
they are. showing each new card, give students a chance to guess
what it is.
Finish the Story
Copy the story or text that you are using for this activity, Identity Swap
leaving some of the words, sentences, or entire speech Approach one student and introduce yourself: My
bubbles blank. Make a copy for each student. Slowly name is (Joan). I’m 35. The student introduces him- or
read the story or text aloud. Students listen and write in herself to you in the same way: My name is Ted. I’m 10.
the missing portions. Check answers in pairs or together Then, move to another student and introduce yourself
as a class. as the first student: My name is Ted. I’m 10. The first
student also moves to another student and introduces
First to Say Z! him- or herself as you: My name is Joan. I’m 35. Then,
Students sit in a circle. The first student (S1) holds a all students mix and the introductions continue in this
beanbag and says up to three letters of the alphabet fashion. After a few minutes, tell students to stop and
before passing the ball to S2. S2 says up to three letters then have everyone introduce themselves to the class
and passes the beanbag on. The student who says Z with their new identities.
wins that round. As a variation, target vocabulary words
can be substituted for letters. Remind students about Jump to the Word
alphabetical order and decide which word will be last in Place the picture cards on the floor, face-up. Using verbs
the round. students know, instruct a student to go to a particular
card (Hop) to (police officer). When S1 gets to the card,
Five Questions he or she says the word or makes a sentence about it:
This activity practices Yes/No questions. Students work He’s/She’s a (police officer). Alternatively, pairs of students
in small groups. One student (S1) thinks of an action can also be instructed to go to a card. Students use the
or object but does not tell the group what it is. Group word as a cue for a question-and-answer pattern.
members can ask five Yes/No questions to identify the
word. If group members do not identify the word in five Listen and Draw
tries, S1 gets a point. The winner is the student with the In the most basic version of this activity, students listen
most points in the group. and draw pictures of what they hear.
Gaps My Version
This activity requires students to write in missing words In this activity, students take a text that already exists
in sentences. To create a sentence text for this game, and rewrite it in a specific way, usually by personalizing
write out the target grammar pattern(s) on strips of it to their lives.
paper, leaving blanks in place of some words. Provide
one copy for each student or pair. Students write in the
missing words. Students can compare answers to check
them.
Games and Activities 29

Names Chant Rollers
Students sit in a circle. The object of the game is for Students sit on the floor in a circle. A student says the
students to say their own name and the name of another target language and rolls a ball to another student, who
student, while keeping to a strict chanting rhythm. First, repeats the phrase and rolls the ball on. Periodically
model the rhythm. There are four beats. On beat 1, slap change the language.
your hands on your thighs. On beat 2, clap your hands
together. On beat 3, snap your right fingers. On beat 4, Shopping List
snap your left fingers. After modeling the rhythm, begin Start the game by saying I’m going to the supermarket. I
the chant by saying your name on beat 3. On beat 4, say need some (carrots). The next student says I’m going to
a student’s name. Next time, that student says his or her the supermarket. I need some (carrots) and (apples). The
own name on beat 3 and another student’s name on beat following student listens carefully to the items listed by
4. The chant moves from student to student. the previous student and then adds his or her own. The
goal of the game is to keep going for as long as possible
Order the Text before someone forgets! When someone forgets an item,
Write out the sentences from the story on strips of paper. start the list again.
Prepare a set of strips for each student. Read the story
aloud. Then distribute the sets and have students put Simon Says
them in order. In this traditional game, students must listen closely
and follow your instructions when they hear the phrase
Pop-Up Simon says. Begin with the class standing and facing
Students quickly stand up and sit down when they hear you. Give instructions using the target language. If you
you say the target phrase. You can assign different target preface an instruction with Simon says, students should
phrases to different students or groups, or have the obey. If not, they should remain still. Students who move
entire class move together. are “out.”
Rhythm Circle Station Stop

Stand in a circle with students and model the chant Make a train “track” around the room, with several
below, substituting in the target language for the words “stations.” Students form a line and move like a train
in parentheses. Slap your hands on your thighs for two along the track. You play the role of the Station Master.
beats, then clap your hands for two beats, and then say The train must stop when it comes into a station. At that
the word twice. time, choose a student and practice the target language
with the student. If the student does so successfully,
Slap, slap, clap, clap, (old, old)
give the student a “ticket.” The student with the most
Slap, slap, clap, clap, (new, new) tickets at the end wins.
Slap, slap, clap, clap, (big, big)
Teacher’s Mistake
Slap, slap, clap, clap, (small, small)
In this game, students listen and/or watch carefully for
Slap, slap, clap, clap, (long, long) your mistakes. When they catch a mistake, students
should raise their hands. Increase the challenge by
Slap, slap, clap, clap, (short, short)
requiring students who catch your mistake to correct it.
Start the chant again, and this time go around the circle
and have each student say a different vocabulary word.
Students must keep the rhythm. If they can’t keep the
rhythm or think of a new word, that student is out. Start
a new chant each time you run out of words.
30 Games and Activities

Telephone Word Roll
Have the class form one line. Whisper a different For this game, you will need to prepare special dice
sentence to the student at each end. Students whisper using vocabulary words beforehand, or you can provide
the sentences along the line. No repeating allowed! the materials and have students make the dice in class.
When the sentences reach the opposite ends, have the To play the game, students roll the dice and use the
students on the end say the sentences aloud to see if they word that appears on the top face of a die to practice the
are different. target language. When playing in pairs, students use the
word as a cue for a question-and-answer pattern.
Toss and Tell
Have students stand in a circle. S1 says the target
language and then tosses or hands a ball, beanbag, or
item of realia to S2. S2 responds. Then, S2 says the target
language and tosses the ball to the next student.
Triangle Groups
Divide the class into groups of three or four and have
students in each group count in sequence from one to
three or four (S1, S2, S3, and S4). Stand Picture Cards on
the marker rail for reference. S1 in each group makes a
personal statement about one of the items on the cards:
I like/don’t like (salad). S2 looks at S3 and repeats the
information saying He/She likes/doesn’t like (salad). This
activity can also be used for the question-and-answer
pattern, with S2 looking at S3 and asking a question
about S1, saying What does he/she like?
Two Truths and a Lie

Hold up an object and make three statements about it
to the class. Two statements must be true and one false.
Students must listen carefully to catch the “lie” and then
say the correct statement.
What’s Missing?
First, show the class a set of Picture Cards and elicit the
words. Then gather the cards and remove one. Set the
remaining cards where everyone can see them. When
students have decided which card is missing, they raise
their hands and identify the missing card.
Games and Activities 31

Welcome
Objectives
Welcome C Listen, ask, and answer. Then practice. 04 03 • Review of Level 2
What’s = What is
January 1st
A Listen, read, and say. 03

It’s = It is
January Grammar
February
1.
I’m a student. I’m doing my homework
2.
It’s six thirty in the evening. I’m at home. January March • Asking for the date
in my bedroom. My desk is next to I’m listening to music. We eat dinner April
What’s the date today?

Sunday Monday Tuesday Wednesday Thursday Friday Saturday
my bed. My favorite subject is math. at seven o’clock. I’m hungry. I want
What’s your favorite subject? spaghetti! When do you eat dinner? May
1st
first
June
2nd
second
3rd
third
4th
fourth
5th
fifth
6th
sixth
7th
seventh
8th
eighth
July It’s January 1st.
August
9th 10th 11th 12th 13th 14th 15th
ninth tenth eleventh twelfth thirteenth fourteenth fifteenth
September
16th
sixteenth
17th
seventeenth
18th
eighteenth
19th
nineteenth
20th
twentieth
21st
twenty-first
22nd
twenty-second
October Vocabulary
Julie Mike 23rd
twenty-third
24th
twenty-fourth
25th
twenty-fifth
26th
twenty-sixth
27th
twenty-seventh
28th
twenty-eighth
29th
twenty-ninth
November
December
Classroom Language: Study for a test;
Take a test; Check your homework;
3. 4.
I’m excited! I’m playing my new video Look, purple flowers! They smell good. 30th 31st
game in the living room. I like karate. I My favorite color is purple. I’m wearing a thirtieth thirty-first
go to karate class on Mondays. When purple shirt and a purple skirt. I’m wearing
do you go to English class? purple shoes, too! What are you wearing?
Hand in your homework.
D Listen, point, and say. 05 04
1. 2. 3. 4.
Materials
Picture Cards 01–04; Class CD1
Danny Emma
Study for a test. Take a test. Check your
homework.
Hand in your
homework.
Tracks 03–05
B What about you? Talk with your classmates.
2 Welcome 3
Student Book page 2
Warm up 3. Challenge students to remember details about

the characters. Choose one sentence from the
Greet the class, saying Hi and Hello. Then, do a characters’ self-introductions and read it aloud.
Names Chant (Teacher’s Book pages 28–31). Students race to raise their hands and be the first to
identify which character or characters the sentence
describes.
A Listen, read, and say.
B What about you? Talk with
1. Direct students’ attention to the character art.
Students talk about what they see in the pictures.
your classmates.
2. Play Class CD1 Track 03. Students listen, read, and In pairs or small groups, students share personal
say along with the CD. information using the self-introductions in Activity A
as a model.
03 1. Julie: I’m a student. I’m doing my homework in my
bedroom. My desk is next to my bed. My favorite Student Book page 3
subject is math. What’s your favorite subject?
2. Mike: It’s six thirty in the evening. I’m at home. C Listen, ask, and answer.
I’m listening to music. We eat dinner at seven
o’clock. I’m hungry. I want spaghetti! When do Then practice.
you eat dinner?
3. Danny: I’m excited! I’m playing my new video 1. Students look at the January calendar. Say the
game in the living room. I like karate. I go to ordinal numbers aloud. Students listen and repeat.
karate class on Mondays. When do you go to
English class? 2. Say the names of the months aloud. Students listen
4. Emma: Look, purple flowers! They smell good. and repeat.
My favorite color is purple. I’m wearing a purple
shirt and a purple skirt. I’m wearing purple shoes,
3. Play Class CD1 Track 04. Students listen, ask, and
too! What are you wearing? answer along with the CD.
32 Welcome
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04 What’s the date today? Games and Activities

It’s January 1st.
what’s, what is
• First to Say Z! (Teacher’s Book pages 28–31).
it’s, it is
Play this using months of the year, starting
January, February, March, April, May, June, July,
with January.

August, September, October, November, December
first, second, third, fourth, fifth, sixth, seventh,
• Review vocabulary from Levels 1 and 2. Draw
a chart with seven columns on the board. Each
eighth, ninth, tenth, eleventh, twelfth, thirteenth,
fourteenth, fifteenth, sixteenth, seventeenth, column represents a theme. At the top of each
eighteenth, nineteenth, twentieth, twenty-first, column, either write or draw a small picture for
twenty-second, twenty-third, twenty-fourth, the following themes: school subjects, times,
twenty-fifth, twenty-sixth, twenty-seventh,
twenty-eighth, twenty-ninth, thirtieth, thirty-first activities, feelings, meals, rooms of the house,
jobs, clothing, and colors. Students brainstorm
vocabulary for each theme.
4. Practice the pattern with the class. Show the class a
calendar and point to various days, asking What’s • My Version (Teacher’s Book pages 28–31).
Students choose one of the characters’ self-
the date today? Next, invite individual students to
introductions in Activity A and rewrite it using
lead the activity.
their own information. Then students introduce
5. Students practice saying the dates on their own, themselves to the class.
using their books.
Extra Practice
D Listen, point, and say.
Workbook pages 2–3
1. Use Picture Cards 01–04 to introduce the activities. Student Audio CD Tracks 03–04
Continue until students can produce the phrases on iTools
their own. Online Practice
2. Play Class CD1 Track 05. Students listen, point, and
say along with the CD.
05 1. Study for a test.

2. Take a test.
3. Check your homework.
4. Hand in your homework.
3. Hold up Picture Cards 01–04 and elicit the phrases

without saying them yourself. Vary the order and
gradually increase the speed of the activity.
4. Students practice the phrases on their own, using
their books.
Welcome 33
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Unit 1 Things to Eat Lesson 1 Snacks
Objectives
1 Things to Eat C Listen and say. Then practice. 08 06
• Talking about what someone wants and
doesn’t want
gum gum
Lesson 1 Snacks don’t = do not
doesn’t = does not
A Listen, point, and say. 06 05 gum gum
Grammar
1 2 3 4 5 6
1. 2. 3. 4. 5. 6. • Statements with want and quantifiers
potato
I want some gum.
gum popcorn peanuts chocolate soda
chips
I She He I He She I don’t want any gum.
B Listen and number. 07 D Listen, ask, and answer. Then practice. 09 07
• Questions with want and quantifiers

6
3 gum
What do you want?
gum
2 I want some gum.
1. 2. 3. 4. 5. 6.
Vocabulary
4 Snacks: gum, popcorn, peanuts, chocolate,
I She He I He She
5 potato chips, soda
E Look at B . Point, ask, and answer.
Look at A .
1 What do you
What does she want?
She wants some potato chips.
want?
Materials
4 Unit 1 Lesson 1 5
Picture Cards 01–04, 05–10; Class CD1
Tracks 06–09
Student Book page 4
Warm up B Listen and number.

1. Greet the class. Then greet individual students See Using the Big Picture, Teacher’s Book page 24.
and ask what the day or date is, saying What
day is it today? or What’s the date today? Elicit 1. Read this while pointing to the picture:
the response It’s (Monday) or It’s (September Look at Danny, Julie, Emma, and Mike. Emma has
15th). some peanuts. She’s talking to Danny. Mike is hungry.
2. Review the activities in the Welcome unit. Hold He wants popcorn. Do you see Mike’s brother, Leo?
up Picture Cards 01–04 and elicit the phrases. Leo is hungry, too, but he doesn’t want popcorn. He
wants chocolate. What about Julie? She wants potato
3. Review food picture cards from Levels 1 and 2. chips. She doesn’t want soda. Emma’s sister Ann is
hungry, too. She wants gum.
2. Play Class CD1 Track 07. Students listen and
A Listen, point, and say. number the items in the picture.
See Teaching Vocabulary, Teacher’s Book page 24. 07 1. Emma: Danny, do you like peanuts?
1. Use Picture Cards 05–10 to introduce the foods. Danny: Sure! I like peanuts. They’re great!
Continue until students can produce the words on Emma: OK, let’s share.
their own. 2. Ann: Mom, can I have gum, please?
Emma’s mom: No, Ann. I’m sorry. Are you thirsty?
2. Link the language. Hold up Picture Cards 05–10 What about juice or water?
asking Is this (gum)? or Are these (peanuts)? Students Ann: OK. Juice, please!
reply Yes, (it is) or No, (it isn’t). It’s (chocolate). 3. Mike: Two boxes of popcorn, please.
3. Play Class CD1 Track 06. Students listen, point, and Man: Sure.
say along with the CD. Leo: Mike, I don’t want popcorn.
Mike: Oh, I’m sorry. Excuse me. Just one
06 1. gum 2. popcorn 3. peanuts box, please.
4. chocolate 5. potato chips
6. soda
4. Students practice the words using their books.
34 Unit 1
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Man: OK. 09 What do you want? I want some gum.
4. Mike: What do you want, Leo? What does he want? He wants some gum.
Leo: Is that chocolate? What does she want? She wants some gum.
Mike: Yes, it is. 1. What do you want? I want some gum.
Leo: OK, chocolate, please. 2. What does she want? She wants some popcorn.
5. Woman: Can I help you? 3. What does he want? He wants some peanuts.
Julie: Yes please. Do you have 4. What do you want? I want some potato chips.
potato chips? 5. What does he want? He wants some soda.
Woman: Yes. Here you are. 6. What does she want? She wants some chocolate.
Julie: Thank you.
6. Julie: Can I have a soda, too, please?
Woman: Orange or grape? 3. Pairs practice the pattern using their books.
Julie: Orange soda, please.
E Look at . Point, ask,

B
3. Invite students to talk about other things they see in
the picture, using previously learned language.
and answer.
Student pairs look at the big picture in Activity B,
Student Book page 5 point to the characters, and practice asking and
answering with the language pattern in the speech
C Listen and say. Then practice. bubbles: What does she want? She wants some potato
See Teaching Grammar, Teacher’s Book page 24. chips. Students should use all of the new vocabulary.
1. Introduce the new pattern: I want some gum./I don’t
want any gum. Everybody Up 21st Century Skills
2. Present the contractions: don’t = do not, See Teaching 21st Century Skills, Teacher’s Book page 27.
doesn’t = does not.
Communication: Direct students’ attention to the
3. Direct students’ attention to the first grammar box Everybody Up Friend. Students look at the picture
on page 5. Play Class CD1 Track 08. Students listen in Activity A and use communication skills to take
and say along with the CD. turns asking and answering the question.
08 I want some gum. I don’t want any gum.
He wants some gum. He doesn’t want any gum. Games and Activities
She wants some gum. She doesn’t want any gum.
don’t, do not; doesn’t, does not • Listen and Draw (Teacher’s Book pages 28–31).
1. I don’t want any gum. Students work in groups of 3. S1 whispers to S2 I
2. She wants some popcorn. want some (gum). I don’t want any (popcorn). S3
3. He wants some peanuts. asks S2 What does (he) want? S2 answers and S3
4. I don’t want any chocolate. draws a picture to show S2’s answer.
5. He doesn’t want any potato chips. • Class Survey (Teacher’s Book pages 28–31).
6. She wants some soda. Distribute charts with six columns and six rows.
Students circulate and interview six classmates,
4. Students practice the pattern on their own, using asking What do you want? and keeping track of
their books. names and answers in the chart. Interviewees
answer using Lesson 1 foods.
D Listen, ask, and answer.

Extra Practice
Then practice. Workbook pages 4–5
See Teaching Grammar, Teacher’s Book page 24. Student Audio CD Tracks 05–07
1. Direct students’ attention to the second grammar iTools
box on page 5. Online Practice
answer along with the CD.
Unit 1 35
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Unit 1 Things to Eat Lesson 2 Vegetables
Objectives
Lesson 2 Vegetables C Listen, ask, and answer. Then practice. 12 10
• Asking and answering questions about
A Listen, point, and say. 10 08 carrot
a carrot
a pepper
an onion
a cabbage
vegetables
carrots
1 2 3 4 5 6 a potato a tomato
Vegetable
Soup
Grammar
6 carrots
carrot onion pepper cabbage potato tomato

8 tomato
1 potato
1 onion
es 4 pep
pers
1 cabbag
e
• Yes/No questions with need
2
3
6
Do you need any carrots?
B Listen, ask, and answer. Then practice. 11 09
1 4
5
Yes, we do. / No, we don’t.
carrots onions peppers
carrots D Sing. 13 11
cabbages potatoes tomatoes
What Do You Need? • Questions with need and quantifiers
What do you need? What do they need?
We need:
carrots We need some potatoes. They need some potatoes. What do they need?
peppers What do you have? What do they have?
potatoes
We have some tomatoes. They have some tomatoes. They need a carrot/some carrots.
We don’t need carrots. They don’t need carrots.
We don’t need onions. They don’t need onions.
What do you need?
We need some potatoes.
What do they need?
They need some potatoes. Vocabulary
Vegetables: carrot, onion, pepper, cabbage,
4
E What do you need? Make a list.
Ask “What
vegetables do
potato, tomato
you like?”
1 6 Then ask and answer.
3
2
5
What do you need?
We need some potatoes. Materials
6 Unit 1 Lesson 2 7
Tracks 10–13
Student Book page 6
Warm up B Listen, ask, and answer.

1. Greet the class. Students greet their classmates Then practice.
using familiar greeting patterns, such as Hi. See Teaching Grammar, Teacher’s Book page 24.
How are you? I’m fine, thanks.
2. Review Unit 1, Lesson 1 grammar with a 1. Introduce the new pattern: Do you need any carrots?
preference chain. Say I want some chocolate. I Yes, we do./No, we don’t.
don’t want any peanuts. One by one, students 2. Direct students’ attention to the plurals box.
state their own preferences using any foods or Remind students that adding –s makes a singular
drinks they know. noun plural. Point out that potato and tomato are
made plural by adding –es. Say the words and have
students repeat.
3. Direct students’ attention to the grammar box on
A Listen, point, and say. page 6.
See Teaching Vocabulary, Teacher’s Book page 24. 4. Play Class CD1 Track 11. Students listen, ask, and
1. Use Picture Cards 11–16 to introduce the answer along with the CD.
vegetables. Continue until students can produce the
11 Do you need any carrots? Yes, we do.
words on their own.
Do you need any carrots? No, we don’t.
2. Play Class CD1 Track 10. Students listen, point, and carrots, onions, peppers, cabbages,
say along with the CD. potatoes, tomatoes
1. Do you need any carrots? Yes, we do.
10 1. carrot 2. onion 2. Do you need any onions? No, we don’t.
3. pepper 4. cabbage 3. Do you need any peppers? Yes, we do.
5. potato 6. tomato 4. Do you need any cabbages? No, we don’t.
5. Do you need any potatoes? Yes, we do.
6. Do you need any tomatoes? No, we don’t.
3. Students practice saying the words on their own,
using their books.
5. Students practice the pattern in groups of three,
using their books.
36 Unit 1
106474_EU2e_TB3_U01.indd 36 7/19/16 7:35 AM

6. On the board, write a shopping list that includes What do they need?
some of the Lesson 2 foods. Divide the class into They need some potatoes.
two groups. Using Picture Cards 11–16, prompt What do they have?
Group 1 to ask Do you need any (potatoes)? Group 2 They have some tomatoes.
answers according to the shopping list on the board. They don’t need carrots. They don’t need onions.
Switch roles. What do they need?
They need some potatoes.
Student Book page 7
C Listen, ask, and answer. 3. Students sing the song again, nodding or shaking
Then practice. their heads as the lyrics dictate.
1. Introduce the new pattern. Direct students’ E What do you need? Make a
attention to the grammar and vocabulary boxes list. Then ask and answer.
on page 7. Use the “Vegetable Soup” recipe to
remind students to use a for one item and some Students work in groups of 3 to practice the language
for many items. pattern in the speech bubbles: What do you need? We
2. Play Class CD1 Track 12. Students listen, ask, and need some potatoes. S1 and S2 make a shopping list. S3
answer along with the CD. asks them about their list. Switch roles after a round.
12 What do they need? They need a carrot. Everybody Up 21st Century Skills
What do they need? They need some carrots.
a carrot, an onion, a pepper, a cabbage, a potato,
a tomato Communication/Collaboration: Direct students’
1. What do they need? They need some carrots. attention to the Everybody Up Friend. Students use
2. What do they need? They need some tomatoes. collaboration skills to look at the picture in Activity
3. What do they need? They need a potato. A and determine what they want. Then they use
4. What do they need? They need some peppers. communication skills to take turns asking and
5. What do they need? They need an onion. answering the question.
6. What do they need? They need a cabbage.

3. Pairs practice the pattern using their books.
• Find Someone Who (Teacher’s Book pages
28–31). Give one shopping list to each student,
D Sing. making sure that there are at least two of each
See Teaching Songs, Teacher’s Book page 24. list. Students look for the list that matches theirs,
asking each other Do you need any (carrots)?
1. Read the song lyrics with the students.
2. Play Class CD1 Track 13. Students listen and sing
• Station Stop (Teacher’s Book pages 28–31).
Use Picture Cards 11–16. When the train stops,
along with the CD.
show a card to a pair of students and hold
13 What Do You Need?
up either 1 or 2 fingers (2 to indicate a plural
What do you need?
answer). Ask one of three questions: What do you
need?; What do you want?; or What do you like?
What do you have?
The pair looks at the card and answers in the first
We have some tomatoes.
person plural (We).
We don’t need carrots. We don’t need onions.
What do you need?
Extra Practice
Student Audio CD Tracks 08–11
iTools
Online Practice
Unit 1 37
106474_EU2e_TB3_U01.indd 37 7/19/16 7:35 AM

Unit 1 Things to Eat Lesson 3 Story
Objectives
Lesson 3 Story B Read and circle. • Building reading and listening skills
1. Mike and Leo are hungry. Yes No
2. Mike likes soup and salad. Yes No
Mike and Leo are hungry.

Just Try It! 3. Mike and Leo’s mom makes french fries. Yes No Conversation
Salad? I want
french fries.
Just try it, Leo. 4. Leo wants vegetables. Yes No
• Asking about a meal
What’s for lunch? C Sing. 15 12
That Sounds Good • Complimenting the cook

Soup and salad. What’s for breakfast? Yogurt and an apple.
lunch
soup What’s for lunch?
Yogurt and an apple. French fries, french fries. salad
That sounds good.
That sounds good, but Yogurt and an apple.
dinner Soup and salad.
I want french fries! Just try it! chicken
French fries, french fries. Mmm, it’s good.
potatoes
That sounds good.
Vegetables are
very good for you.
Really?
Yum! This tastes good.
Value
Be healthy.
Yeah, I like What’s for lunch?
vegetables. Soup and salad.
What foods are
good for you?
That sounds good. 2
breakfast: bread and juice
Materials
Value 1 3 Tracks 14–16
Be healthy. lunch: soup and salad dinner: steak and
french fries
8 Unit 1 Lesson 3 9
Student Book page 8
Warm up 14 Just Try It

1. Greet the class. Then start a conversation chain Mike and Leo are hungry.
to practice the review language from Unit 1, Mike: What’s for lunch?
Lesson 2: What vegetables do you like? Begin the Mike’s mom: Soup and salad.
chain by asking S1, then S1 asks S2, and so on. Mike: That sounds good.
Leo: Salad? I want french fries.
2. Review food vocabulary. Hold up picture cards
Mike: Just try it, Leo.
for all previously learned foods and elicit the
Mike’s mom: Vegetables are very good for you.
words.
Leo: Really?
3. Review Unit 1, Lesson 2 grammar. Write a Mike: Yum! This tastes good.
shopping list for “Max and Mary” on the board Leo: Yeah, I like vegetables.
and ask the class What do they need? Students
look at the list and answer.
3. Read the story aloud with the students. Then direct
students’ attention to the value Be healthy and play
the track again. Students listen and read along.
A Talk about the story.
Student Book page 9
Then listen and read.
See Teaching Stories, Teacher’s Book page 25. B Read and circle.
1. Students look at the pictures and talk about what 1. Students read the sentences and circle Yes if the
they see. sentence is correct or No if the sentence is wrong.
2. Play Class CD1 Track 14. Students listen, point, and 2. Read each sentence aloud with the class. Students
read along with the CD. can answer orally and then circle the answers in
own, using Activity A as a reference.
38 Unit 1
106474_EU2e_TB3_U01.indd 38 7/19/16 7:35 AM

Answer Key 16 What’s for lunch?
1. Yes 2. Yes Soup and salad.
3. No 4. No That sounds good.
1. What’s for lunch?
Soup and salad.
C Sing. That sounds good.
See Teaching Songs, Teacher’s Book page 24. 2. What’s for breakfast?
Bread and juice.
1. Read the song lyrics with the students. That sounds good.
2. Play Class CD1 Track 15. Students listen and sing 3. What’s for dinner?
along with the CD. Steak and french fries.
That sounds good.
15 That Sounds Good
What’s for breakfast?
2. Students rehearse and act out the conversation,
Yogurt and an apple.
using facial expressions and gestures related to the
That sounds good, but
situations in the three pictures.
I want french fries! French fries, french fries.
Yogurt and an apple.
French fries, french fries. Everybody Up 21st Century Skills
Just try it! See Teaching 21st Century Skills, Teacher’s Book page 27.
Mmm, it’s good.
Critical Thinking: Direct students’ attention to the
What’s for lunch?
Everybody Up Friend. In small groups, students use
Soup and salad.
critical thinking skills to make a list of three foods
that are good for them.
Soup and salad.
French fries, french fries. Games and Activities
Just try it!
Mmm, it’s good. • Finish the Story (Teacher’s Book pages 28–31).
Copy the story on page 8, leaving some words
What’s for dinner?
in the speech bubbles blank. Give a copy to each
Chicken and potatoes.
student. Slowly read the story aloud. Students
listen and write in the missing words.
Chicken and potatoes. • Student pairs work together to plan and illustrate
French fries, french fries. meals that fit the Lesson 3 value: Be healthy.
Just try it! Finished drawings can be presented to the class.
Mmm, it’s good.
Extra Practice
3. Students sing the song again, gesturing as Workbook pages 8–9
appropriate.
Student Audio CD Track 12
4. Divide the class into two groups. One group sings Unit 1, Lesson 3 Worksheet
the statements, the other group sings the questions. iTools
Switch roles.
Online Practice

1. Play Class CD1 Track 16. Students listen and say
with the CD.
Unit 1 39
106474_EU2e_TB3_U01.indd 39 7/19/16 7:35 AM

Unit 1 Things to Eat Lesson 4 Cooking
Objectives
Lesson 4 Cooking
Health D Read and circle.
• Talking about cooking
A Watch the video. 1. Omar needs some bananas. Yes No
B Listen, point, and say. 17 13

2. Ella wants to make an omelet.
3. Lisa needs some peaches.
Yes
Yes
No
No
Grammar
1 2 3 4
4. Tam wants to make a milkshake. Yes No • Statements with want plus an
infinitive
fruit salad milkshake E What can you make? Read and write.
omelet smoothie
1 3
I want to make an omelet.
yogurt 2 4
C Listen and say. Then listen and read. 14
milk eggs
18
bananas apples
omelet an omelet a smoothie milk peaches

ice cream
chocolate
milk
cheese
Vocabulary
a fruit salad a milkshake oranges
1. I want to make an omelet. I need 2. I want to make a smoothie. I need
butter Cooking: omelet, smoothie, fruit salad,
some eggs and some milk. some bananas and some yogurt.
milkshake
Watch the video.
Omar Ella
F Look at E . Talk with your classmates. What do you
want to make?
Materials
3. I want to make a fruit salad. I need 4. I want to make a milkshake. I need
I want to make a salad. What do you need? Picture Cards 17–20; Class CD1
some oranges and some peaches. some milk and some ice cream.
I need some tomatoes, some Tracks 17–18; Unit 1 Video and Poster,
peppers, and some cheese.
Cooking
Lisa Tam
School Subject Connection: Health foods in Lesson 4 and how to make them. Encourage
Health students to think about the relationship between the
Lesson 4 is a cross-curricular lesson with a connection foods and why they are healthy choices to eat.
to students’ school subjects. Ask students what they
1. Play the video. See Video Scripts on Teacher’s Book
have learned about healthy eating in their health or
pages 116–118 for reference.
gym class.
2. Play the video again. Pause the video and ask
Warm up students questions about the foods. Encourage
1. Greet the class. Then ask a few individual them to complete the sentences to practice He
students What did you have for dinner last night? needs _____. She’s making a _____.
Next, students greet and ask their classmates
about last night’s dinner.
2. Elicit the language from Unit 1, Lesson 3: What’s
for lunch? Students practice the expression with
their classmates. 1. Use Picture Cards 17–20 to introduce the new
3. Review Unit 1, Lesson 3 conversation language: foods. Continue until students can produce the
What’s for lunch? Soup and salad. That words on their own.
sounds good. 2. Link the language. Use Picture Cards 17–20.
Students practice the conversation with a Ask a student Do you want (an omelet)? If the
classmate, using any foods they know. student replies Yes, I do, hand over the picture
card. Continue until all four cards are distributed.
Then have the students holding the cards ask
the questions.
A Watch the video. 3. Play Class CD1 Track 17. Students listen, point, and
See Teaching with Videos, Teacher’s Book page 26. say along with the CD.
Before you watch: Tell the class they are going to 17 1. omelet 2. smoothie
watch a video about food, cooking, and eating. Ask 3. fruit salad 4. milkshake
students to share what they already know about the
40 Unit 1
106474_EU2e_TB3_U01.indd 40 7/19/16 7:35 AM

4. Students practice saying the new vocabulary on
F Look at . E
their own, using their books.
Talk with your classmates.
C Listen and say. Then listen and read. Using the lists from Activity E, students circulate
and practice the conversation pattern in the speech
See Teaching Grammar, Teacher’s Book page 24. bubbles:
1. Introduce the new pattern: I want to make I want to make a salad.
an omelet. What do you need?
2. Direct students’ attention to the grammar and I need some tomatoes, some peppers, and some cheese.
vocabulary boxes on page 10.
G Look at the poster.
along with the CD.
Talk about it.
18 I want to make an omelet. See Teaching with Posters, Teacher’s Book page 26.
an omelet, a smoothie, a fruit salad, a milkshake
1. I want to make an omelet. I need some eggs and 1. Students read the poster title and talk generally
some milk. about what is happening in each picture.
2. I want to make a smoothie. I need some bananas 2. Students ask and answer questions about the poster
and some yogurt.
with any known language patterns, using the speech
3. I want to make a fruit salad. I need some oranges
and some peaches. bubbles as a model.
4. I want to make a milkshake. I need some milk and
some ice cream.
Critical Thinking/Communication: Direct students’
5. Students read the text on their own. attention to the Everybody Up Friend. Review the
6. Write the names of the four children in a column question and watch the video. Students use critical
on the board. Across from each name write one of thinking skills to determine what to make. Then they
the four foods (in the wrong order). Then read the use communication skills to take turns asking and
text aloud. After each one, ask the class What does answering the question.
(Omar) want to make? Invite a student volunteer to
come to the board and draw a line between (Omar)
and the correct food. Games and Activities
• What’s Missing? (Teacher’s Book pages 28–31).
Use Picture Cards 17–20. Include Picture Cards
D Read and circle. 05–16 to increase the challenge.
1. Students read the sentences and circle Yes if the

• Students choose a Lesson 4 food and write a
shopping list of the ingredients they would like to
sentence is correct or No if the sentence is wrong. use to make it. Next, students swap lists and try
2. Students do the activity on their own, using Activity to guess what their partner wants to make, asking
C as a reference. Is it (a smoothie)?
Answer Key Extra Practice

1. No 2. No 3. Yes 4. Yes Workbook pages 10–11
Unit 1, Lesson 4 Worksheet
E What can you make? Read and write. Unit 1 Test
iTools
Students read the grocery lists and write what they Online Practice
want to make with the ingredients.
Unit 1 41
106474_EU2e_TB3_U01.indd 41 7/19/16 7:35 AM

Unit 2 Around Town Lesson 1 Places to Go
Objectives
2 Around Town C Listen, ask, and answer. Then practice.

Where’s = Where is
21 16
• Asking and answering about places
to go
Lesson 1 Places to Go movie theater
across from Grammar
1 2 3 4 5 6
1. 2. 3.
• Questions about location with
prepositional phrases
4. 5. 6.
park
movie
theater
supermarket
post
office
department
store
library Where’s the park? It’s across from the

movie theater.
17
D Listen, ask, and answer. Then practice.
Where’s the park? It’s between the school
22
school movie theater between and the movie theater.

5
3 Vocabulary
Places to Go: park, movie theater,
2
supermarket, post office,
department store, library
1 2 3 4 5 6
4 E Look at B . Point, ask, and answer. Think about your
1 Where’s the library? It’s across from

town. Where’s
your school? Materials
the post office.
12 13
Tracks 15, 19–22
Unit 2 Lesson 1
Warm up with her mother. They are next to the department

store. Mike and Leo are with their father. Are they
1. Greet students saying Good (morning), everyone. at the library? No, they aren’t. They are at the park.
What do you want for (lunch) today? Individuals Look! There is the library and the post office.
reply using any foods they know. There’s the movie theater. Julie and her mother
2. Sing That Sounds Good (Class CD1 Track 15). are there. Danny is with his father. They have a
green car. Where are they? They are next to the
supermarket.
2. Play Class CD1 Track 20. Students listen, find the
A Listen, point, and say. places in the picture, and number them.
20 1. Leo: Where are we going, Mike?
1. Use Picture Cards 21–26 to introduce the places. Mike: We’re going to the park.
Continue until students can produce the words on Leo: Yay!
their own. 2. Julie: Look! There are Mike and Leo!
2. Play Class CD1 Track 19. Students listen, point, and Julie’s mom: Where?
say along with the CD. Julie: They’re in front of the library. Mike
is wearing an orange T-shirt. See?
19 1. park 2. movie theater Julie’s mom: Oh, yes, now I see them.
3. supermarket 4. post office Julie: Hi, Mike!
5. department store 6. gorilla Mike and Leo: Hi, Julie!
3. Julie: There’s the movie theater. Mom,
can we see a movie? Please?
3. Students practice saying the places on their own, Julie’s mom: Sorry, not today. Maybe we can go
using their books. on Sunday.
4. Older woman: Excuse me. Where can I get
some eggs?
B Listen and number. Emma: The supermarket is on this street.
See Using the Big Picture, Teacher’s Book page 24. Older woman: Oh, good. Where is it?
Emma: It’s the second building from
1. Read this while pointing to the picture: here. Can you see the post office?
Everyone is in town today. Do you see Emma? She’s
42 Unit 2
106474_EU2e_TB3_U02.indd 42 7/19/16 7:38 AM

It’s first. Then the supermarket is 22 Where’s the park? It’s between the school and the
second. movie theater.
Older woman: I see it. Thank you so much. You’re between
so helpful. 1. Where’s the park? It’s between the school and the
Emma: You’re welcome. movie theater.
5. Danny’s dad: Come on, Danny. I need a new 2. Where’s the movie theater? It’s between the park
shirt. and the library.
Danny: Are we going to the department 3. Where’s the library? It’s between the movie
store next to the post office? theater and the post office.
Danny’s dad: Yes, we are. Then it’s time for 4. Where’s the post office? It’s between the library
lunch. and the supermarket.
Danny: That’s good. I’m hungry! 5. Where’s the supermarket? It’s between the post
office and the department store.
6. Where’s the department store? It’s between the
3. Invite students to talk about other things they see in supermarket and the restaurant.
the picture.
3. Pairs practice the pattern, using their books.
C Listen, ask, and answer.

E Look at B . Point, ask, and
Then practice.
answer.
Student pairs look at the big picture in Activity B and
1. Introduce the new pattern and introduce practice the language pattern in the speech bubbles:
the contraction as well as the preposition box. Where’s the library? It’s across from the post office.
Direct students’ attention to the first grammar box
and preposition box on page 13.
along with the CD. See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication: Direct
21 Where’s the park? It’s across from the movie theater. students’ attention to the Everybody Up Friend. In
Where’s = Where is; across from small groups, students use critical thinking skills to
1. Where’s the park? It’s across from the movie write simple sentences about their school’s location.
theater.
2. Where’s the movie theater? It’s across from the
Students then use communication skills to take turns
post office. asking and answering the question.
3. Where’s the supermarket? It’s across from the
department store.
4. Where’s the post office? It’s across from the library. Games and Activities
5. Where’s the department store? It’s across from the
supermarket. • Teacher’s Mistake (Teacher’s Book pages 28–31).
6. Where’s the library? It’s across from the park.
Use Picture Cards 21–28 and Level 2 Picture
Cards of places.

• Toss and Tell (Teacher’s Book pages 28–31).
S1 tosses the beanbag to S2, asking Where’s the
(park)? S2 answers with any location.
Then practice. Extra Practice
See Teaching Grammar, Teacher’s Book page 24. Workbook pages 12–13
1. Introduce the new pattern. Direct students’ Student Audio CD Tracks 15–17
attention to the second grammar box and iTools
preposition box on page 13. Online Practice
Unit 2 43
106474_EU2e_TB3_U02.indd 43 7/19/16 7:38 AM

Unit 2 Around Town Lesson 2 Things to Do
Objectives
• Asking and answering about things to do
Lesson 2 Things to Do C Listen, ask, and answer. Then practice. 25 20
shopping
department store
They’re = They are Grammar
• Present continuous questions with
1 2 3 4 5 6
1. 2. 3.
watch a borrow buy kick a
shop
movie books
mail letters
groceries ball
4. 5. 6. What’s he/she doing at the

B Listen, ask, and answer. Then practice. 24 19 department store?
department store shopping D Sing. 26 21 He’s/She’s shopping.
What’s She Doing?
shop shopping watch watching

What’s she doing? What’s he doing? What are they doing? What are they doing at the

He’s = He is
She’s = She is
borrow
buy
borrowing
buying
mail
kick
mailing
kicking
What’s she doing at the supermarket?
She’s buying groceries. they department store?
What’s she doing at the supermarket?
1. 2. 3.
She’s buying groceries.
movie theater
watching a movie They’re shopping.
park
What’s he doing at the post office?
kicking a ball
He’s mailing letters.
What’s he doing at the post office? Vocabulary
He’s mailing letters.
4. 5. 6.
Things to do: shop, watch a movie, borrow
E Act, ask, and answer.
Look at A .
What are they books, mail letters, buy groceries, kick a ball
doing?
What’s she doing? Where is she?
She’s kicking a ball.

Materials
She’s at the park.
14 Unit 2 Lesson 2 15 Picture Cards 29–34; Class CD1
4105989_EU_SB3.indb 14 11/6/15 8:52 AM 4105989_EU_SB3.indb 15 11/6/15 8:52 AM Tracks 23–26
Warm up B Listen, ask, and answer.

1. Greet the class, saying Hello and Hi. Students Then practice.
greet their classmates. See Teaching Grammar, Teacher’s Book page 24.
2. Review Unit 1 vocabulary with a game of
Shopping List (Teacher’s Book pages 28–31). 1. Introduce the new pattern and present
Begin by saying I’m going to the supermarket. I the contractions.
need some (carrots). The next student says I’m 2. Direct students’ attention to the present continuous
going to the supermarket. I need some (carrots) box on page 14. Say (shop, shopping). Students listen
and (apples). and repeat.
page 14.
A Listen, point, and say.
24 What’s he doing at the department store?
1. Use Picture Cards 29–34 to introduce the activities.
He’s shopping.
Continue until students can produce the words on
What’s she doing at the department store?
their own.
She’s shopping.
2. Play Guess the Next Card (Teacher’s Book pages he’s, he is; she’s, she is
28–31) with Picture Cards 29–34. shop, shopping; watch, watching; borrow, borrowing;
3. Play Class CD1 Track 23. Students listen, point, and mail, mailing; buy, buying; kick, kicking
say along with the CD. 1. What’s he doing at the department store?
He’s shopping.
23 1. shop 2. watch a movie 2. What’s she doing at the movie theater?
3. borrow books 4. mail letters She’s watching a movie.
5. buy groceries 6. kick a ball 3. What’s he doing at the library?
He’s borrowing books.
4. Students practice saying the new activities on their

own, using their books.
44 Unit 2
106474_EU2e_TB3_U02.indd 44 7/19/16 7:38 AM

4. What’s she doing at the post office? 26 What’s She Doing?
She’s mailing letters. What’s she doing? What’s he doing? What are they
5. What’s she doing at the supermarket? doing?
She’s buying groceries. What’s she doing at the supermarket? She’s buying
6. What’s he doing at the park? groceries. (x2)
He’s kicking a ball. What’s he doing at the post office? He’s mailing
letters. (x2)
What are they doing at the movie theater? They’re
watching a movie. (x2)
5. Students practice the pattern in pairs, using their
What are they doing at the park? They’re kicking a
books. ball. (x2)
What’s she doing? What’s he doing? What are they
Student Book page 15 doing?
Then practice. 3. Students sing the song again, using gestures as
appropriate.
1. Introduce the new pattern. Direct students’
attention to the grammar box on page 15. E Act, ask, and answer.
2. Play Class CD1 Track 25. Students listen, ask, and Students work in groups of 3. S1 acts out a Lesson
answer along with the CD. 2 activity. S2 and S3 watch S1 and then practice the
language pattern in the speech bubbles: What’s she
25 What are they doing at the department store? doing? She’s kicking a ball. Where is she? She’s at the
They’re shopping. park. Students switch roles and continue.
they’re, they are
1. What are they doing at the department store?
They’re shopping.
2. What are they doing at the supermarket? See Teaching 21st Century Skills, Teacher’s Book page 27.
They’re buying groceries. Critical Thinking/Communication: Direct students’
3. What are they doing at the movie theater? attention to the Everybody Up Friend. Students use
They’re watching a movie. critical thinking skills to look together at the pictures
4. What are they doing at the park? in Activity A. Then they use communication skills to
They’re kicking a ball. take turns asking and answering the question.
5. What are they doing at the post office?
They’re mailing letters.
6. What are they doing at the library? Games and Activities
They’re borrowing books.
• Rollers (Teacher’s Book pages 28–31). S1 says
(shop) and S2 must say (shopping). S2 says a new
3. Students practice the pattern in pairs, using their Lesson 2 vocabulary word and rolls the ball on.
books.
• Buzzers (Teacher’s Book pages 28–31). Ask
questions using different locations. (What are
D Sing. they doing at the (park)?) Players race to slap
the buzzer and give a correct answer with the
See Teaching Songs, Teacher’s Book page 24. appropriate activity. (They’re kicking a ball.)
along with the CD.
Extra Practice
iTools
Online Practice
Unit 2 45
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Unit 2 Around Town Lesson 3 Story
Objectives
1. The man is lost. Yes No
2. He’s going to the supermarket. Yes No
The man is lost.

It’s Over There! 3. James and Julie help the man. Yes No Conversation
4. The post office is next to the library. Yes No
• Asking where something is
C Sing. 28 22
It’s Over There

Excuse me. Where’s the post office?
Excuse me.
restaurant
It’s over there.
Where’s the It’s over there.
post office?
Ah! I see it. I see the post office.
Value
Where’s
the library? supermarket
The post office?
It’s across from Well, it’s between It’s over there.
the library. the school and the
restaurant. It’s… Be helpful.
Yes. The school is across
from the supermarket, D Listen and say. Then act. 29
The school?
and that’s next to the
post office. See?
Excuse me. Where’s
Materials
The post office?
It’s over there!
the post office?
It’s over there.

Look at A .
Ask “Where’s the
supermarket?”
2
park
Tracks 26–29
Ah! I see it.
Thank you!
Well…
Value 1 3
Be helpful. post office school
Warm up 2. Play Class CD1 Track 27. Students listen, point, and
read along with the CD.
1. Greet the class. Then introduce yourself and
say what you’re wearing: I’m (Ms. Jones). I’m 27 It’s Over There!
wearing (a white shirt and a blue skirt). Students The man is lost.
introduce themselves to their classmates and say Young man: Excuse me. Where’s the post office?
what they’re wearing. James: The post office? It’s across from the
library.
2. Sing What’s She Doing? (Class CD1 Track 26).
Young man: Where’s the library?
3. Review vocabulary and grammar from Unit 2, James: Well, it’s between the school and the
Lessons 1 and 2. Hold up Picture Card 30 and restaurant. It’s...
mime watching a movie. Guide a student to ask Young man: The school?
What’s she doing at the movie theater? Elicit the James: Yes. The school is across from the
answer from another student: She’s watching a supermarket, and that’s next to the
movie. Continue with Picture Cards 21–34. post office. See?
Young man: Well...
4. Review the conversation language from Unit 1, Julie: The post office? It’s over there!
Lesson 3: What’s for lunch? Soup and salad. Young man: Ah, I see it. Thank you!
That sounds good. Encourage students to look
for opportunities to use the language pattern
in class today. 3. Read the story aloud with the students. Then direct
students’ attention to the value Be helpful
and play the track again. Students listen and
read along.
Then listen and read. Student Book page 17
46 Unit 2
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2. Read each sentence aloud with the class. Students 2. Students rehearse and act out the conversation,
can answer orally and then circle the answers in using facial expressions and gestures related to the
their books, or they can do the activity on their situations in the three pictures.
3. Check answers together. Everybody Up 21st Century Skills
Answer Key See Teaching 21st Century Skills, Teacher’s Book page 27.
1. Yes 2. No Collaboration/Communication: Direct students’

3. Yes 4. No attention to the Everybody Up Friend. In pairs or
small groups, students use collaboration skills to
write directions to the supermarket in Activity A.
C Sing. Then students use communication skills to take
turns asking and answering the question.
See Teaching Songs, Teacher’s Book page 24.
along with the CD. • Students draw a picture to illustrate the value
Be helpful. Display the pictures in the classroom.
28 It’s Over There
• Finish the Story (Teacher’s Book pages 28–31).
Copy the story on page 16, leaving a few
It’s over there.
sentences in the speech bubbles blank. Give
Ah! I see it. I see the post office.
a copy to each student. Slowly read the story
It’s over there.
aloud. Students listen and write in the missing
Excuse me. Where’s the restaurant?
sentences.
It’s over there.
Ah! I see it. I see the restaurant. • Toss and Tell (Teacher’s Book pages 28–31).
It’s over there. A student tosses a beanbag or ball to another
Excuse me. Where’s the supermarket? student, saying Excuse me. Where’s the (library)?
It’s over there. The “catcher” responds It’s over there or It’s
Ah! I see it. I see the supermarket. (across from the park) and tosses the beanbag or
It’s over there. ball on with a new question.
3. Students sing the song again, pointing during “It’s Extra Practice
over there.” Workbook pages 16–17
D Listen and say. Then act. Unit 2, Lesson 3 Worksheet
iTools
Online Practice
with the CD.
29 Excuse me. Where’s the post office?

It’s over there.
1. Excuse me. Where’s the post office?
It’s over there.
2. Excuse me. Where’s the park?
It’s over there.
3. Excuse me. Where’s the school?
It’s over there.
Unit 2 47
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Unit 2 Around Town Lesson 4 Activities
Objectives
Lesson 4 Activities
Art
D Read and number. • Talking about art activities
1. Then, fold the paper.
A Watch the video.
2. Finally, glue the house.
B Listen, point, and say. 30 23 3. First, color the house and buildings. Grammar
1 2 3 4 4. Next, cut the paper.
• Statements with sequencers
E Make a town with your classmates.
First, color the house.
color cut glue fold
C Listen and say. Then listen and read. 31 24 Vocabulary

First house First → → Next → → Then → → Finally Activities: color, cut, glue, fold
1. Let’s make a town. 2. Next, cut the paper.
First, color the house
and buildings.
What shapes can
you see? Materials
What colors do
you like?
F Look at your town. Tracks 26, 30–31; Unit 2 Video and

Ask and answer.
Where’s the school?

Watch the video.
What places do
Poster, Activities
3. Then, fold the paper. Can 4. Finally, glue the house. you see?
your house Great job! It’s across from the library.
stand?
School Subject Connection: Art 1. Play the video. See Video Scripts on Teacher’s Book
Art pages 116–118 for reference.
Lesson 4 is a cross-curricular lesson with a connection 2. Play the video again. Pause the video and ask
to students’ school subjects. Ask students to tell you students questions about the process of making
about their art classes. What kind of things have they art. Encourage them to complete the sentences to
made? What materials and tools did they use? What practice They ____ the cotton balls to the paper.
steps did they take? ____, they get paper and draw a picture.
Warm up
1. Greet the class. Then play Identity Swap B Listen, point, and say.
(Teacher’s Book pages 28–31) to practice See Teaching Vocabulary, Teacher’s Book page 24.
introductions.
2. Introduce yourself to S1, saying I’m (Ms. Smith). 1. Use Picture Cards 35–38 to introduce the activities.
I’m happy today. S1 introduces him- or herself Continue until students can produce the words on
to you, saying I’m (Nora). I’m (tired) today. Swap their own.
identities and continue. 2. Say and mime each new activity. Students listen and
3. Sing What’s She Doing? (Class CD1 Track 26). watch. Then have students say the activity when
you mime it. Invite individual students to mime the
activities for the class to say.
A Watch the video. say along with the CD.
See Teaching with Videos, Teacher’s Book page 26.
30 1. color 2. cut
Before you watch: Tell the class they’re going to watch 3. glue 4. fold
a video about making art. Ask students to share what
they already know about the verbs and sequence words 4. Give each student four blank cards and drawing
in Lesson 4. Encourage students to think about how supplies. Students make picture cards for the new
they make an art project. vocabulary words.
48 Unit 2
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When everyone is finished, assemble the town as
C Listen and say. Then listen and read.
shown in the picture in Activity E. Display the town in
See Teaching Grammar, Teacher’s Book page 24. the classroom.
1. Introduce the new pattern: First, color the house.
2. Direct students’ attention to the vocabulary box on
page 18. Then give each student four blank cards. F Look at your town.
Say and write each word on the board. Students Ask and answer.
listen and write each word on a card.
Using the town they made together in Activity E,
3. Guide the class to say the steps in order: first, next,
student pairs ask and answer using the language
then, finally. Have individual students practice
pattern in the speech bubbles: Where’s the school? It’s
saying aloud the steps in order.
across from the library.
along with the CD.
31 First, color the house. first, next, then, finally
1. Let’s make a town. First, color the house and
Talk about it.
buildings. What colors do you like? See Teaching with Posters, Teacher’s Book page 26.
2. Next, cut the paper. What shapes can you see?
3. Then, fold the paper. Can your house stand? 1. Students read the poster title and captions. Then, talk
4. Finally, glue the house. Great job! generally about what is happening in each picture.
2. Students ask and answer questions about the poster
5. Play the track again. Students listen and read along. bubbles as a model.
6. Students read the text on their own.
7. Read the text aloud. Students listen and hold up Everybody Up 21st Century Skills
their picture and word cards when they hear you
say those words. See Teaching 21st Century Skills, Teacher’s Book page 27.
Student Book page 19 attention to the Everybody Up Friend. Review the
question and watch the video. Students use critical
D Read and number. thinking skills to determine which places they saw in
1. Students read the sentences and number them in the video. Then students use communication skills to
the correct order. take turns asking and answering the question.
2. Students do the activity on their own, using Activity
C as a reference.
• Students listen as you read aloud instructions for
Answer Key a project with four steps (you can read Activity C
1. Picture 3 2. Picture 4 3. Picture 1 4. Picture 2
or D, or create your own). Students listen and put
their handmade picture and word cards in the
correct order.
E Make a town with • Charades (Teacher’s Book pages 28–31). Use
verbs from Lessons 2 and 4.
your classmates.
Print the Unit 2 Lesson 4 Worksheet from the
Teacher’s Resource Center CD-ROM, one for each Extra Practice
student. Students follow the directions in Activity C to Workbook pages 18–19
make a simple pop-up building or place. These will be Student Audio CD Tracks 23–24
assembled into a complete town. Assign each student a Unit 2, Lesson 4 Worksheet
building or place and distribute art supplies (scissors, Unit 2 Test
crayons or colored pencils, glue, and different kinds iTools
of paper). Online Practice
Unit 2 49
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✔ Check Up 1
Review Language
✔ Check Up 1 C Write.
1. What do they need? • Units 1 and 2 grammar and vocabulary
Units 1 and 2 They need tomatoes. 4
A Listen, check, and write. 32

2. What does she want?
She
1
2 Materials
1. 2. 3. 3. What are they doing?
They’re
4. Where is the movie theater? Tracks 32–33
It’s 3
4. 5. 6.
D Listen and write. Then act. 33
1. 2.
Excuse me. Where’s
the supermarket?
B Read and circle. Soup and salad.

We need: That looks good.
1. He wants some / 4 carrots 2. They need a /
doesn’t want any 1 potato some potato.
chocolate.
E What can you do? Read and ✔. 1 OK 2 Good 3 Great
3. She wants to make 4. The park is across I can talk about... 1 2 3 1 2 3

a fruit salad / from / between
snacks places to go
smoothie. the library.
vegetables things to do
5. They’re watch / 6. Cut / Color the cooking activities

watching a movie. house. Value Value
I can be I can be
healthy. helpful.
20 Check Up 1 Units 1 and 2 21
Warm up Answer Key
Greet the class. Then greet a student and ask 1. check left picture; post office
Are you hungry? Would you like some (popcorn)? 2. check left picture; omelet
3. check right picture; popcorn
Guide the student to answer either Yes, please or 4. check left picture; glue
No, thank you. Students greet and practice the 5. check left picture; onion
conversation with their classmates. 6. check right picture; kick a ball
4. Play Down the Line (Teacher’s Book pages 28–31)

using Picture Cards 21–38.
A Listen, check, and write.
B Read and circle.
1. Play Class CD1 Track 32. Students listen, check, and
write the items they hear. 1. Students circle the correct answers.
2. Play the track again. Students listen and check their 2. Read each sentence aloud with the class. Students
answers. can answer orally and then circle the answers in
3. Check answers together. their books, or they can do the activity on their
own.
32 1. post office 2. omelet 3. Check answers together.
3. popcorn 4. glue
5. onion 6. kick a ball Answer Key
1. doesn’t want any 2. a
3. smoothie 4. across from
5. watching 6. Color
50 Check Up 1
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C Write. Select games from this box or from pages 28–31 that
best address students’ needs as indicated from the
1. Students examine the picture and fill in the blanks Self Check.
in the sentences. Note that there is more than one
possible answer for some items. • Categories (Teacher’s Book pages 28–31) using
language from Units 1 and 2. For example, Food,
Answer Key Places, Activities.
2. wants soda. • Rollers (Teacher’s Book pages 28–31) using
3. are shopping./are buying food. language from Units 1 and 2. For example: “I
4. next door./across the street. want to make a smoothie.” “Where’s the post
office?” “They’re shopping.”
2. Students practice asking and answering the
questions and answers with a partner, using their • Teacher’s Mistake (Teacher’s Book pages 28–31)
books. using language from Units 1 and 2. For example,
hold up a picture of a smoothie and say, “It’s an
omelet.” Or hold up the picture card of “park”
D Listen and write. Then act. and say, “This is the library.” Students raise their
hands when they hear a mistake and correct it.
1. Play Class CD1 Track 33. Students listen. Play the For more of a challenge, as you hold up items,
track again and students fill in the blanks with the say some correct sentences and some incorrect
words they hear. ones so that students have to listen carefully.
33 1. What’s for lunch?
Soup and salad. Extra Practice
That looks good. Workbook pages 20–22
2. Excuse me. Where’s the supermarket?
iTools
It’s over there.
Online Practice
2. Students practice the conversations with a partner.

1. Tell the class to think about how well they know the
material. Look at the chart and read the categories.
Check that students understand the numbering
system.
2. Students fill in the chart, thinking about their own
performance and what they’ve learned.
3. Ask students to think about what they need more
practice with and share.
Check Up 1 51
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Skills
Skills
Reading, Writing, Listening & Speaking Project • Reading a paragraph, writing
A Listen and read. 34 A Make a recipe card.
Recipe Card
complete answers, listening and
numbering, speaking about a personal
How to Make Soup
Do you want to make soup? First, go to the
experience
supermarket. It’s across from the park. Next,
buy carrots, onions, and tomatoes. Then, go
home. Finally, cook the soup. Materials
1. Write the food you want 2. Draw a picture. Write 3. Put the recipe card
B Read and answer.

to make. Cut the pieces. what you need. on the circle. Class CD1 Tracks 34–35
1. What is first? B Listen. Then talk about your recipe. 36
2. Where is the supermarket? What do you I want to make

want to make? an omelet.
3. What do you buy?
4. What do you do at home?
Project Language
• Units 1 and 2 grammar and vocabulary
What do I need some
you need? cheese and
C Listen and number. 35 eggs.
Materials
Class CD1 Track 36; Photocopiable
Tip
Home-School Link
Use your hands
to talk about your
Project Template; scissors, markers or
crayons, glue
recipe.
What is your favorite food? Where do
you eat it? Talk about your favorite
D When did you make soup? Talk about it. food with your family.
22 Skills 1 Project 1 23

answer orally and then write their answers.
Ask students if they have ever made soup or if they Encourage students to use complete sentences in
know how to make it. Ask them what kinds of soup their answers.
they like.
Answer Key
A Listen and read. 1. First, go to the supermarket.

2. It’s across from the park.
See Teaching Skills, Teacher’s Book page 26. 3. Buy carrots, onions, and tomatoes.
4. Cook the soup.
they see.
2. Play Class CD1 Track 34. Students listen and read
with the CD.
34 How to Make Soup 1. Play Class CD1 Track 35. Students listen and
Do you want to make soup? First, go to the number the pictures.
supermarket. It’s across from the park. Next, buy
carrots, onions, and tomatoes. Then, go home. Finally, 35 1. I want some soda. She wants some gum.
cook the soup. 2. Where’s the park?
It’s across from the post office.
3. Play the track again. Students listen and read again. 3. What are they doing at the library?
4. What are they doing at the supermarket?
They’re buying groceries.
B Read and answer. 5. I want some potato chips.
6. What is she doing at the department store?
1. Students look back at Activity A and read the text She’s shopping.
again on their own.
52 Skills 1
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D When did you make soup?
answers.
3. Check answers together. Talk about it.
Answer Key 1. Have students read the instruction line and
Top row: 5, 4, 3
an answer using your own experience or have a
Bottom row: 6, 1, 2
2. Have students share their stories with a partner or
small group. Students may wish to draw a picture of
the soup-making experience as well.
Project Recipe Card

Student Book page 23 Home-School Link
A Make a recipe card.
1. Tell the students to share what they’ve learned in
See Teaching Projects, Teacher’s Book page 27.
class at home.
1. Make copies of the Photocopiable Project Template 2. Role-play with a few stronger students to
from the Teacher’s Resource Center CD-ROM and demonstrate sample language to the class.
distribute them to the class. Explain to students that 3. Students take their recipe cards home and make a
they will make a recipe card. Review food words list of food or dishes that they talked about with
and write them on the board. their families and present their lists to the class.
2. Students cut out their recipe cards, draw a picture of
their food choice, and make a list of ingredients.
3. Students make their recipe cards. Remind students
to write their names on their recipe cards. Circulate • Skills: Find Someone Who (Teacher’s Book pages
and help students as necessary. 28–31) Give students cards with pairs of soup
ingredients (carrots, potatoes, etc.). Students have
to find someone holding the same card as they
B Listen. Then talk are.
about your recipe. • Skills: Pop-Up (Teacher’s Book pages 28–31) Say
sentences containing the word “soup,” e.g., “Do
1. Play Class CD1 Track 36. Students listen, point to you want to make soup?” “Do you like soup?”
the speech bubbles, and say along with the CD. etc. Students quickly stand up and sit down when
they hear the target word.
36 What do you want to make?
I want to make an omelet. • Project: Two Truths and a Lie (Teacher’s Book
What do you need?
pages 28–31) using the language from Units 1
I need some cheese and eggs.
and 2 and the recipe cards. For example, show
the class one of the recipe cards and say two true
sentences about that recipe card and one lie.
2. Tip: Direct students’ attention to the tip: Use your
hands to talk about your recipe. Call on two students
with strong speaking skills to talk about their recipe Extra Practice
cards. Encourage the students to use their hands to Workbook page 23
express themselves as they talk. iTools
3. Student pairs practice the pattern, using their books. Online Practice
4. Volunteer pairs or groups present their projects to
the class using language from the speech bubbles.
Project 1 53
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Unit 3 People in Town Lesson 1 Occupations
Objectives
3 People in Town C Listen, ask, and answer. Then practice. 39 26
• Asking and answering questions about people’s
occupations and their workplaces
Lesson 1 Occupations supermarket
1. 2. 3.
Grammar
1 2 3 4 5 6
• Simple present questions about occupations
postal
supermarket library post office Who works at the supermarket?

cashier librarian salesperson server vet 4. 5. 6.
worker
The cashier works at the supermarket.
6 department store restaurant animal hospital Where does the cashier work?
D Listen, ask, and answer. Then practice. 40 27
The cashier works at the supermarket.
3
1 supermarket
Vocabulary
1. 2. 3. 4. 5. 6.
Occupations: cashier, librarian, postal worker,
2 salesperson, server, vet
4 E Look at . Point, ask, and answer.

Look at B .
What is the Materials
5 B
salesperson
Where does the

doing? Picture Cards 39–44; Class CD1
The server works
Tracks 37–40
server work?
at the restaurant.
4105989_EU_SB3_U03.indd 24 11/11/15 10:03 AM 4105989_EU_SB3.indb 25 11/6/15 8:55 AM

Say Hello, (Jon). How are you today? The student See Using the Big Picture, Teacher’s Book page 24.
replies I’m (happy), or any other feeling.
1. Read this while pointing to the picture:
Mike is at the post office. Who works at the post
office? The postal worker. Emma is at the animal
A Listen, point, and say. hospital with her dog. Who works at the animal
See Teaching Vocabulary, Teacher’s Book page 24. hospital? The vet. Danny is at the supermarket.
Who works at the supermarket? The cashier. Who
1. Use Picture Cards 39–44 to introduce the works at the library? The librarian. Julie is at the
occupations. Continue until students can produce restaurant. Who works at the restaurant? The server.
the words on their own. Ann is at the department store. Who works at the
2. Link the language. Use the new vocabulary with department store? The salesperson.
statements about people’s occupations in both third- 2. Play Class CD1 Track 38. Students listen, find the
person singular and plural forms. Hold up Picture items in the picture, and point to them.
Cards 39–40, eliciting (He’s) a (cashier), (He) isn’t
a (librarian). Next, hold up two fingers with a card 38 1. Jay: Excuse me. Are you the librarian?
and elicit third-person plural statements (They’re Woman: Yes, I am. Can I help you?
vets. They aren’t servers). Jay: Yes, please. I’m looking for a great
book!
Woman: OK. Let’s see...
2. Emma’s mom: Hmm. Where’s the salesperson?
37 Ann: Is she a salesperson, Mom?
1. cashier 2. librarian
Emma’s mom: I think so.
3. postal worker 4. salesperson
Woman: Hi, can I help you?
5. server 6. vet
Emma’s mom: Yes. We like that purple sofa.
3. Mike: Excuse me. Do you work here?
4. Students practice saying the new words on their Man: Yes, I’m a postal worker.
own, using their books. Mike: This is for my grandmother. Thank
you!
54 Unit 3
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Man: You’re welcome.
4. Server: Hi, I’m your server. My name is Jeff.
Julie’s dad: Hi, Jeff. Can I have the steak,
please? 40 Where does the cashier work?
Server: What about you? The cashier works at the supermarket.
Julie: The spaghetti, please. 1. Where does the cashier work?
Server: OK. The cashier works at the supermarket.
Julie’s dad: Thanks! 2. Where does the server work?
5. Vet: What’s wrong? The server works at the restaurant.
Emma: My dog is sick. 3. Where does the salesperson work?
Vet: Don’t worry! I can help. The salesperson works at the department store.
Emma: That’s good. Thanks! 4. Where does the librarian work?
6. Danny’s mom: Danny, give the groceries to the The librarian works at the library.
cashier. 5. Where does the vet work?
Danny: OK, Mom. Here you are. The vet works at the animal hospital.
Cashier: Thank you. 6. Where does the postal worker work?
The postal worker works at the post office.
3. Students talk about what else they see in the picture.

They may use previously learned language. 3. Pairs practice the pattern using their books.

E Look at . Point, ask,
B
and answer.
Then practice.
Pairs look at the big picture in Activity B and practice
the language pattern in the speech bubbles: Where does
1. Introduce the new pattern. Direct students’ the server work? The server works at the restaurant.
attention to the first grammar box on page 25.
2. Play Class CD1 Track 39. Students listen and say Everybody Up 21st Century Skills
along with the CD.
39 Who works at the supermarket? Critical Thinking/Communication: Direct students’
The cashier works at the supermarket. attention to the Everybody Up Friend. In pairs
1. Who works at the supermarket? students use critical thinking skills to look at the
The cashier works at the supermarket. pictures in Activity B. They then use communication
2. Who works at the library? skills to take turns asking and answering the
The librarian works at the library. question.
3. Who works at the post office?
The postal worker works at the post office.
4. Who works at the department store? Games and Activities
The salesperson works at the department store.
5. Who works at the restaurant?
• Down the Line (Teacher’s Book pages 28–31).
Use Picture Cards 39–44.
The server works at the restaurant.
6. Who works at the animal hospital? • Categories (Teacher’s Book pages 28–31). Use
The vet works at the animal hospital.
Occupations and Places as categories.
3. Pairs practice the pattern using their books. Extra Practice

iTools
Then practice. Online Practice
1. Introduce the new pattern. Direct students’
attention to the second grammar box on page 25.
Unit 3 55
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Unit 3
People in Town Lesson 2 What People Do
Objectives
Lesson 2 What People Do
• Asking and answering about what people do
C Listen, ask, and answer. Then practice.
at work
43 30

make food
cook
1 2 3 4 5 6
Grammar
1. 2. 3.
• Questions about what people do
make sell help sick drive fly fight
food things animals buses planes fires
What does the cook do?
4. 5. 6.
B Listen, ask, and answer. Then practice. 42 29
The cook makes food.
• Yes/No questions about what people do
cook makes food
D Listen and number. 44

1. 2. 3.
Does the cook make food?
Yes, he/she does. No, he/she doesn’t.
cook salesperson vet Vocabulary

4. 5. 6. What People Do: make food, sell things, help
E What about you? Ask and answer. What does your
sick animals, drive buses, fly planes, fight fires
mother do?
Materials
Does your father
drive buses?
No, he doesn’t.
bus driver pilot firefighter Picture Cards 29–34, 45–50; Class CD1
26 27
Tracks 41–44
Unit 3 Lesson 2
Warm up 41 1. make food 2. sell things

1. Greet the class, saying Hello and Hi. Students 3. help sick animals 4. drive buses
greet their classmates. 5. fly planes 6. fight fires
2. Elicit the review language from Unit 3, Lesson 1:

What is the salesperson doing? Students practice 4. Students practice the new vocabulary on their own,
the expression with their classmates. using their books.
3. Review vocabulary and grammar from Unit 2,
Lesson 2. Hold up Picture Cards 29–34, asking
What (are they) doing at the (movie theater)? B Listen, ask, and answer.
Students answer (They’re) (watching a movie). Then practice.
1. Introduce the new pattern: What does the cook do?
A Listen, point, and say. The cook makes food.
See Teaching Vocabulary, Teacher’s Book page 24. 2. Direct students’ attention to the grammar box on
page 26.
1. Use Picture Cards 45–50 to introduce the verb
phrases. Continue until students can produce the
words on their own.
2. Practice conjugating the new verbs. Write the new 42 What does the cook do? The cook makes food.
verb phrases on the board. Point to make food and 1. What does the cook do? The cook makes food.
say make, makes. Students repeat. Do the same with 2. What does the salesperson do? The salesperson
the other verbs. Next, point to and elicit both forms sells things.
without saying anything yourself. 3. What does the vet do? The vet helps sick animals.
3. Play Class CD1 Track 41. Students listen, point, and 4. What does the bus driver do? The bus driver
drives buses.
5. What does the pilot do? The pilot flies planes.
6. What does the firefighter do? The firefighter fights
fires.
56 Unit 3
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4. Divide the class into two groups. Use Picture Cards Answer Key
45–50 to cue Group 1 to ask What does the (vet) do?
Top row:4, 2, 3
Group 2 answers The (vet helps sick animals). Bottom row:1, 6, 5
5. Students practice the pattern in pairs, using
their books.
E What about you?
Ask and answer.
Student pairs look at the pictures in Activity B and
Then practice. practice asking and answering with the language
See Teaching Grammar, Teacher’s Book page 24. pattern in the speech bubbles: Does your father drive
buses? No, he doesn’t. Encourage students to use all
1. Introduce the new pattern: Does the cook (make
new vocabulary learned in the lesson.
food)? Yes, he/she does. No, he/she doesn’t.
page 27. Everybody Up 21st Century Skills
3. Play Class CD1 Track 43. Students listen, ask, and See Teaching 21st Century Skills, Teacher’s Book page 27.
answer along with the CD. Communication/Collaboration: Direct students’
attention to the Everybody Up Friend. Students use
43 Does the cook make food? Yes, he does. collaboration skills to make a list of at least six job
Does the cook sell things? No, he doesn’t. activities. Then they use communication skills to
Does the cook make food? Yes, she does. take turns asking and answering the question.
Does the cook sell things? No, she doesn’t.
1. Does the cook make food? Yes, he does.
2. Does the vet fly planes? No, she doesn’t. Games and Activities
3. Does the firefighter fight fires? Yes, she does.
4. Does the pilot drive buses? No, he doesn’t. • Charades (Teacher’s Book pages 28–31). In this
5. Does the salesperson sell things? Yes, she does.
version of Charades, some talking is allowed.
6. Does the bus driver help sick animals? No, he
Show students how to play by asking What am I
doesn’t. doing? while performing a gesture appropriate to
one of the Lesson 2 verb phrases. Students reply
You’re (making food). To play the game, each
4. Students practice the pattern in pairs, using their student performs a gesture for the class and asks
books. What am I doing? The class answers.
• Class Survey (Teacher’s Book pages 28–31).
D Listen and number. Quietly assign each student an occupation.
Students circulate and ask each other What do
1. Play Class CD1 Track 44. Students listen and you do? or Do you (drive buses)? After hearing
number the pictures. the answers, students try to guess the other’s
occupation, saying You’re a (cook)! To finish, have
44 1. What does the cook do? The cook makes food. the class tell you what each student’s occupation
2. Does the salesperson sell things? Yes, she does. was and gather the data into a chart on the
3. What does the vet do? The vet helps sick animals. board.
4. Does the pilot fly planes? Yes, she does.
5. What does the firefighter do?
The firefighter fights fires. Extra Practice
6. What does the bus driver do? Workbook pages 26–27
The bus driver drives buses. Student Audio CD Tracks 28–30
iTools
2. Play the track again. Students listen and check their Online Practice
answers.
Unit 3 57
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Unit 3 People in Town Lesson 3 Story
Objectives
1. It’s Emma’s birthday. Yes No
Conversation
2. The sweater is $30. Yes No
Emma and Ann are
Mom’s Present 3. The shoes are $15. Yes No
• Asking an item’s price

shopping for a birthday
4. They make a sweater for Mom. Yes No
present for Mom.
How much are
these shoes? C Sing. 46 31
Excuse me. How much is this sweater?

Excuse me. How
much is this sweater? How Much?
It’s $30.
coat
Excuse me. How much is this sweater? $50
It’s $30. They’re $50.
How much? How much? Oh, no!
Excuse me. How much is this sweater?

It’s $30. Oh, no!
pen
$1 Value
Be thoughtful.
Oh. OK!
Oh, thanks.
It’s time to go home.

Mom, these are for you. D Listen and say. Then act.
Materials
47
Happy birthday!
Look at A .
Emma, we don’t
have a present
Excuse me. How
What’s your
favorite present? Class CD1 Tracks 45–47
for Mom. 2
bike: $200
They’re beautiful!
Thank you!
We can make
Value
a present! It’s $30.
Be thoughtful. 1 3
sweater: $30 pen: $1
Warm up 45 Mom’s Present

1. Greet the class, saying Hello and Hi. Then model Emma and Ann are shopping for a birthday present
for Mom.
this conversation with a student: Pretend that
Emma: Excuse me. How much is this
you are handing something to the student and sweater?
say Here you are. Prompt the student to respond Saleswoman: It’s $30.
Thank you. Reply You’re welcome. Students Ann: Oh.
practice the conversation with classmates. Emma: How much are these shoes?
2. Review the conversation language from Unit Saleswoman: They’re $50.
2, Lesson 3: Excuse me. Where’s the post office? Emma: Oh, thanks.
It’s over there. Encourage students to look for It’s time to go home.
opportunities to use the language in class today. Ann: Emma, we don’t have a present for
Mom.
3. Elicit the review language from Unit 3, Lesson
Emma: We can make a present!
2: What does your mother do? Students practice
Emma: Mom, these are for you.
the expression with their classmates.
Ann: Happy birthday!
Emma’s mother: They’re beautiful! Thank you!
A Talk about the story. 3. Read the story aloud with the students. Then direct
Then listen and read. students’ attention to the value Be thoughtful and
See Teaching Stories, Teacher’s Book page 25.
play the track again. Students listen and read along.

they see.
58 Unit 3
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47 Excuse me. How much is this sweater?
B Read and circle. It’s $30.
1. Excuse me. How much is this sweater? It’s $30.
1. Students read the sentences and circle Yes if the 2. Excuse me. How much is this bike? It’s $200.
sentence is correct or No if the sentence is wrong. 3. Excuse me. How much is this pen? It’s $1.
2. Read each sentence aloud with the class. Students
answer orally and then circle their answers in their 3. Students rehearse and act out the conversation,
books, or they can do the activity on their own, using facial expressions and gestures related to the
using Activity A as a reference. situations in the three pictures.
Answer Key
1. No 2. Yes
3. No 4. No Communication/Creativity: Direct students’
attention to the Everybody Up Friend. In small
groups, students use communication skills to take
C Sing. turns asking and answering the question. Then
they use creativity to draw a poster that shows their
See Teaching Songs, Teacher’s Book page 24.
favorite presents.
2. Play CD1 Track 46. Students listen and then sing
along with the CD.
• Order the Text (Teacher’s Book pages 28–31).
46 How Much? Write out the sentences from the story on strips
Excuse me. How much is this sweater? of paper. Prepare a set of strips for each student.
How much? How much? Read the story aloud. Then distribute the sets
Excuse me. How much is this sweater? and have students put them in order.
It’s $30. Oh, no!
Excuse me. How much is this coat?
• Toss and Tell (Teacher’s Book pages 28–31).
A student tosses a beanbag to another student,
How much? How much? saying Excuse me. How much is this sweater? The
Excuse me. How much is this coat? “catcher” responds It’s $30 and tosses the ball on
It’s $50. Oh, no! with a new question.
Excuse me. How much is this pen?
How much? How much?
• Students practice the Lesson 3 value Be
thoughtful by planning a homemade gift for a
Excuse me. How much is this pen?
parent or caregiver. Students draw pictures of the
It’s $1. OK!
gift. Display pictures in the classroom.
3. Students sing the song again, drawing the numbers

in the air for each verse. Extra Practice
D Listen and say. Then act. Unit 3, Lesson 3 Worksheet
See Teaching Conversations, Teacher’s Book page 25. iTools
1. Play Class CD1 Track 47. Online Practice
2. Students listen and say with the CD.
Unit 3 59
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Unit 3 People in Town Lesson 4 Illnesses
Objectives
Lesson 4 Illnesses
Health
D Read and circle. • Asking and answering about illnesses
1. Who has a cold? Nick Matt
A Watch the video.
2. Who has a headache? Kelly Maggie
B Listen, point, and say. 48 32 3. Who has a stomachache? Nick Kelly Grammar
• Questions with prepositional phrases
4. Who has a fever? Matt Maggie
1 2 3 4
E Look at the picture. Fill in the chart.
3
What’s the matter with him/her?
2 4
cold fever stomachache headache 5
He/She has a cold.
C Listen, ask, and answer. Then listen and read. 49 33
cold
he
she
him
her
Vocabulary
1
1. Matt is sick. What’s the matter 2. Maggie is sick. What’s the matter 1 2 3 4 5 6 7 8
7
Illnesses: cold, fever, stomachache,
with him? He has a cold.
He’s eating soup.
with her? She has a fever.
The doctor can help her.
cold
8
headache
stomachache
fever ✓
headache Materials
3. This is Nick. What’s the matter 4. This is Kelly. She’s sleeping. F Look at E . Ask and answer.
Watch the video.
What can help when
you have a cold?
Picture Cards 51–54; Level 2 Picture
with him? He has a stomachache.
He isn’t at school today.
What’s the matter with her?
She has a headache. What’s the matter with him? He has a fever.
Cards 07–16; Class CD1 Tracks 48–49;
Unit 3 Video and Poster, Illnesses
School Subject Connection: Health 2. Play the video again. Pause the video and ask
Health students questions about the different illnesses
Lesson 4 is a cross-curricular lesson with a connection and health-related vocabulary. Encourage them to
to students’ school subjects. Ask students to tell you complete the sentences to practice She has a fever
what they have learned in their health class about how and a ____. Nurses work at the _____.
to stay healthy and what to do if they get sick.
Warm up B Listen, point, and say.
1. Review this conversation language from Level 2: See Teaching Vocabulary, Teacher’s Book page 24.
What’s wrong? My leg hurts. Encourage students
to look for ways to use this language in class 1. Use Picture Cards 51–54 to introduce the illnesses.
today. Continue until students can produce the words on
their own.
2. Review feelings. Hold up Picture Cards 07–16
from Level 2 and elicit the words. Encourage 2. Play Guess the Next Card (Teacher’s Book pages
students to include appropriate gestures or facial 28–31). Use Picture Cards 51–54.
expressions. 3. Play Class CD1 Track 48. Students listen, point, and
48 1. cold 2. fever
A Watch the video. 3. stomachache 4. headache

4. Give four blank cards and art supplies to each
Before you watch: Tell the class they’re going to student. Students make picture cards for the
watch a video about illnesses. Ask the students what new vocabulary.
illnesses they already know about, as well as causes
and remedies for common illnesses, and elicit language
from Unit 3.
60 Unit 3
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C Listen, ask, and answer. F Look at E . Ask and answer.
Then listen and read. Student pairs look at the picture in Activity E and
See Teaching Grammar, Teacher’s Book page 24. practice asking and answering with the language
pattern in the speech bubbles: What’s the matter with
1. Introduce the new pattern: What’s the matter with him? He has a fever. Encourage students to use all new
him/her? He/She has a cold. vocabulary learned in the lesson.
2. Introduce the personal pronouns him and her.
Explain that he and she become him and her when
they are the object of the verb. G Look at the poster.
3. Direct students’ attention to the grammar box and Talk about it.
personal pronoun box on page 30. See Teaching with Posters, Teacher’s Book page 26.
answer along with the CD. 1. Students read the poster title and captions. Then,
talk generally about what is happening in each
49 What’s the matter with him? He has a cold. picture.
What’s the matter with her? She has a cold. 2. Students ask and answer questions about the poster
he, him; she, her with any known language patterns, using the speech
1. Matt is sick. What’s the matter with him? He has a bubbles as a model.
cold. He’s eating soup.
2. Maggie is sick. What’s the matter with her? She
has a fever. The doctor can help her. Everybody Up 21st Century Skills
3. This is Nick. What’s the matter with him? He has a See Teaching 21st Century Skills, Teacher’s Book page 27.
stomachache. He isn’t at school today.
4. This is Kelly. She’s sleeping. What’s the matter with Critical Thinking/Creativity/Communication:
her? She has a headache. Direct students’ attention to the Everybody Up
Friend. Review the question and watch the video.
Students use critical thinking skills to determine
what can help when you have a cold. Then students
6. Students read the text on their own. use creativity to draw a picture of their best idea for a
cold remedy. Finally, they use communication skills
Student Book page 31 to take turns asking and answering the question.
D Read and circle.
1. Students read the questions and circle the answers. Games and Activities
2. Students do the activity on their own, using Activity • Listen and Draw (Teacher’s Book pages 28–31).
C as a reference. Using the items in Activity C as a model, prepare
3. Check answers together. descriptions of four people who are sick. Read
the text to the class. Students listen and draw
Answer Key what they hear.
1. Matt 2. Kelly 3. Nick 4. Maggie • Triangle Groups (Teacher’s Book pages 28–31).
Place students in groups of 3. S1 chooses an
illness and acts it out. S2 asks S3 What’s the
E Look at the picture. Fill in the chart. matter with (her)? S3 answers (She) has a
(stomachache). Group members switch roles.
1. Students look at the picture and talk about what
they see.
Extra Practice
2. On their own, students look at the picture and then
write a checkmark next to the correct illness.
3. Check answers together. Unit 3, Lesson 4 Worksheet
Answer Key
Unit 3 Test
iTools
1. fever 2. stomachache 3. headache 4. fever
5. stomachache 6. cold 7. cold 8. headache
Online Practice
Unit 3 61
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Unit 4 Getting Together Lesson 1 Family
Objectives
• Talking about family members
4 Getting Together C Listen and say. Then practice. 52 35
Grammar
Lesson 1 Family parents cousin
• Statements with possessives
A Listen, point, and say. 34
They’re Danny’s parents.

50
1. 2. 3. 4. 5. 6.
1 2 3 4 5 6
He’s/She’s Danny’s cousin.

parents grandparents aunt uncle cousin cousin
• Questions with possessives
his his uncle.
Who are they?
parents
her her aunt.
They’re his/her parents.
grandparents
4
grandparents
Who’s he/she?
1 5 6
2 parents uncle aunt parents uncle aunt
He’s/She’s his/her uncle/aunt.
1 4
3 2 3
Vocabulary
Me! cousin cousin Me! sister
5 Family: parents, grandparents, aunt, uncle,
How many cousin
E Look at B . Point, ask, and answer. cousins do
you have?
6 Who’she?
Who’s he? He’s Danny’s cousin.
He likes karate. Materials
4105989_EU_SB3.indb 32 11/6/15 8:57 AM 4105989_EU_SB3.indb 33

11/6/15 8:58 AM
Tracks 50–53
Warm up 4. Students practice the words on their own, using

their books.
1. Greet the class, saying Hello, everyone. How
are you today? Elicit a few responses. Students
circulate and greet each other. B Listen and number.
2. Review family members. Say This is my family See Using the Big Picture, Teacher’s Book page 24.
and hold up Level 1 family Picture Cards. Ask
questions about each card: Who’s this? What’s 1. Read this while pointing to the picture:
(she) wearing? Elicit answers such as That’s your Look at Danny and his family. They’re happy. Look
mother. She’s wearing (a red shirt). at that man and woman. They’re Danny’s parents.
Danny’s father is wearing a white shirt and blue
pants. Danny’s mother is wearing purple. And who’s
she? That’s Danny’s sister. Danny is wearing a blue
A Listen, point, and say. and yellow shirt. Who are they? They’re Danny’s
See Teaching Vocabulary, Teacher’s Book page 24. grandparents. Danny’s grandfather is wearing a blue
cap. Danny’s grandmother is wearing blue shoes.
1. Use Picture Cards 55–59 to introduce the family Look at the woman in the pink shirt. She’s Danny’s
members. Continue until students can produce the aunt. That’s Danny’s uncle. Danny has two cousins.
words on their own. They’re there, too.
2. Link the language. Hold up Picture Cards 55–56 2. Play Class CD1 Track 51. Students listen, find the
and ask Are these my (parents)? Students reply Yes, items in the picture, and point to them.
they are or No, they aren’t. Hold up Picture Cards
57–59 and ask Is this my (cousin)? Students reply 51 1. Danny: This is my family. These are my
Yes, (she) is or No, (she) isn’t. grandparents. My grandfather really
likes baseball. My grandmother really
3. Play Class CD Track 50. Students listen, point, and likes flowers.
say along with the CD. 2. Danny: Here are my parents. My mother is
wearing a purple dress, and my father
50 1. parents 2. grandparents is wearing a white shirt. My sister is
standing next to me. That’s me!
3. aunt 4. uncle
5. cousin 6. cousin
62 Unit 4
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3. Danny: My mother has a brother. He’s wearing 53 Who are they?/They’re his parents.
an orange T-shirt. He’s my uncle. Who are they?/They’re her parents.
4. Danny: She’s my aunt. She’s wearing a pink Who’s he?/He’s his uncle.
shirt.
Who’s he?/He’s her uncle.
5. Danny: He’s my cousin. Do you see his T-shirt?
He likes karate. Who’s she?/She’s his aunt.
6. Danny: She’s four years old. She has a doll. She’s Who’s she?/She’s her aunt.
my cousin, too! 1. Who are they? They’re her parents.
2. Who’s he? He’s her cousin.
3. Who’s she? She’s her cousin.
3. Invite students to talk about other things they see
4. Who are they? They’re his grandparents.
in the picture. They may use previously learned
5. Who’s he? He’s his uncle.
language.
6. Who’s she? She’s his aunt.
C Listen and say. Then practice. 4. Pairs practice the pattern using their books.
E Look at B . Point, ask, and
1. Introduce the new pattern: They’re Danny’s parents.
He’s/She’s Danny’s cousin. answer.
2. Direct students’ attention to the first two grammar Student pairs look at the big picture in Activity B,
boxes on page 33. point to the characters, and practice the language
3. Play Class CD1 Track 52. Students listen and say pattern in the speech bubbles: Who’s he? He’s Danny’s
along with the CD. cousin. He likes karate.
52 They’re Danny’s parents.

He’s Danny’s cousin.
She’s Danny’s cousin. See Teaching 21st Century Skills, Teacher’s Book page 27.
1. They’re Danny’s parents. Critical Thinking/Communication: Direct students’
2. They’re Danny’s grandparents. attention to the Everybody Up Friend. Students use
3. She’s Danny’s aunt. critical thinking skills to make a list of their cousins.
4. He’s Danny’s uncle. (Note that some students may not have cousins or
5. He’s Danny’s cousin. they may need help identifying their cousins.) Then
6. She’s Danny’s cousin. students use communication skills to take turns
asking and answering the question.
4. Students practice the pattern, using their books.
5. Play Jump to the Word (Teacher’s Book pages Games and Activities
28–31). Use Picture Cards 55–59. Instruct each
student to go to a card and make a sentence using • Give each student paper and art supplies.
the word: (They’re) Danny’s (parents). Students draw pictures of their own families,
using Activity B as a model. Then students share
their pictures with classmates and ask and answer
D Listen, ask, and answer. questions about each other’s family members
using the Lesson 1 grammar patterns.
Then practice.
See Teaching Grammar, Teacher’s Book page 24. • Rollers (Teacher’s Book pages 28–31). S1 rolls
the ball, saying She’s Danny’s cousin. S2 repeats
1. Introduce the new pattern: Who are they? They’re the sentence, says a new sentence, and rolls the
his/her parents. Who’s he/she? He’s/She’s his/her ball on.
uncle/aunt. Remind students that his refers to he,
and her refers to she.
2. Direct students’ attention to the third grammar Extra Practice
box on page 33. Link to the previous pattern by Workbook pages 32–33
explaining that They’re Danny’s parents. and They’re Student Audio CD Tracks 34–36
his parents. have the same meaning, iTools
3. Play Class CD1 Track 53. Students listen, ask, and Online Practice
Unit 4 63
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Unit 4
Things on
Getting Together Lesson 2 the Table
Objectives
Lesson 2 Things on the Table C Listen, ask, and answer. Then practice. 56 39 • Asking and answering about dishes and
mine
utensils
1 2 3 4 5 6
Grammar
4
fork knife spoon plate bowl cup 1
6
3

2 5 This fork is mine.
mine
my mine your yours
D Listen and number. 57
• Questions about possessives
his his her hers
Whose fork is that?

1
2 5
6
It’s mine.
3 hers
his
mine 4 Vocabulary
his hers
yours
Things on the Table: fork, knife, spoon, plate,
E Make cards. Ask and answer. Look at your
friend’s things. Ask
“Whose book is this?”
bowl, cup
Whose plate is this? It’s hers.
Materials
hers
plate Picture Cards 60–65; Class CD1
Tracks 54–57
Warm up 2. Play Class CD1 Track 54. Students listen, point, and
1. Greet the class. Then review polite responses.
Ask a student Do you want a peach? Elicit either 54 1. fork 2. knife 3. spoon
Yes, please or No, thank you. Students practice 4. plate 5. bowl 6. cup
the conversation with their classmates.
2. Elicit the review language from Unit 4, Lesson 3. Students practice the words on their own, using
1: How many cousins do you have? Students their books.
practice the expression with their classmates.
4. Play Teacher’s Mistake (Teacher’s Book pages
3. Review quantities. Arrange different numbers 28–31) using Picture Cards 60–65 and making full
of familiar classroom objects where everyone sentences with previously learned grammar patterns
can see them (for example, three erasers, ten (This is a fork./It’s a fork./This is my fork./I can see
pencils, and two notebooks). Ask the class How a fork.). After a round, invite students to take over
many (erasers) are there? Students reply There your role.
are (three erasers). Next, review prepositions
of location. Arrange objects and ask the class
Where’s the eraser? Students reply It’s (between) B Listen and say. Then practice.
the (notebook) and the (ruler).
1. Introduce the new pattern: This fork is mine.
2. Introduce the possessive pronouns: mine, yours, his,
A Listen, point, and say. and hers.
See Teaching Vocabulary, Teacher’s Book page 24. 3. Direct students’ attention to the grammar box and
1. Use Picture Cards 60–65 to introduce the new possessive pronouns box on page 34.
words. Continue until students can produce the 4. Play Class CD1 Track 55. Students listen and say
words on their own. along with the CD.
64 Unit 4
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55 This fork is mine. 57 1. This blue cup is his. This green plate is his, too.
my, mine 2. The plate is between the fork and knife. Whose
your, yours plate is it?
his, his 3. This red bowl is hers. She has a spoon, too. She
doesn’t have a fork.
her, hers
4. Here are your fork, your spoon, and your knife.
1. This fork is mine. They’re yours.
2. This knife is yours. 5. Whose cup is this? It’s next to the plate and bowl.
3. This spoon is his. 6. This fork is mine. This knife is mine, too. Where’s
4. This plate is hers. my plate?
5. This bowl is his.
6. This cup is hers.
answers.
5. Students practice the his/her pattern in pairs, using 3. Check answers together.
their books.
6. Do a grammar chain to practice the mine/yours Answer Key
pattern. Give S1 a picture card, saying This is your Top row: 3, 6, 1
(spoon). This (spoon) is yours. Elicit the response Bottom row: 5, 4, 2
This is my (spoon). This (spoon) is mine. S1 then
hands the card to S2 and says This is your (spoon).
This (spoon) is yours. S2 replies This is my (spoon). E Make cards. Ask and answer.
This (spoon) is mine. Continue the chain until all
students have practiced both forms. Give each student six blank cards and art supplies.
Students make picture cards for the Lesson 2
Student Book page 35 vocabulary. Then, groups of 3 or 4 mix their cards
together, take turns drawing a card, and practice the
C Listen, ask, and answer. language pattern in the speech bubbles: Whose plate is
Then practice. this? It’s hers.
1. Introduce the new pattern: Whose fork is that? It’s
mine. Link to the previous pattern and review the See Teaching 21st Century Skills, Teacher’s Book page 27.
difference between this and that. Communication/Collaboration: Direct students’
2. Direct students’ attention to the grammar box on attention to the Everybody Up Friend. In small
page 35. groups, students place a few of their belongings (e.g.,
3. Play Class CD1 Track 56. Students listen, ask, and a pen, an eraser, a notebook) on a desk or table.
answer along with the CD. They use communication skills to take turns asking
and answering the question. Then students use
56 Whose fork is that? It’s mine. collaboration skills to label each item with “It’s his”
1. Whose fork is that? It’s mine. or “It’s hers.”
2. Whose plate is that? It’s yours.
3. Whose bowl is that? It’s hers.
4. Whose cup is that? It’s his. Games and Activities
5. Whose knife is that? It’s mine. • Buzzers (Teacher’s Book pages 28–31). Say This
6. Whose spoon is that? It’s hers. is (her) fork. Students change it to This fork is
(hers).
4. Students practice the pattern in pairs, using their • Gaps (Teacher’s Book pages 28–31). Prepare texts
books. using the Lesson 2 grammar patterns.
D Listen and number. Extra Practice

1. Play Class CD1 Track 57. Students listen and
number the pictures.
iTools
Online Practice
Unit 4 65
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Unit 4 Getting Together Lesson 3 Story
Objectives
1. Danny and Mike are at a restaurant. Yes No
2. They have knives and forks. Yes No
Danny, Mike, and Mike’s

Chopsticks 3. Mike can use chopsticks. Yes No Conversation
family are at a restaurant. Where’s my fork?
What are these? They’re
chopsticks.
4. Danny doesn’t like noodles. Yes No
• Asking how to use something
C Sing. 59 40
Like This
scissors Like this.
Whose noodles How do you use chopsticks?
are these? They’re mine.
Mmm, they How do you use chopsticks? a knife and fork
look good.
Like this. Like this. Value
Be helpful.
How do you use D Listen and say. Then act. 60
chopsticks?
Like this.
This is fun.
Thanks, Mike!
No
problem!
Materials
How do you use
chopsticks? Like this.
Class CD1 Tracks 43, 58–60
Ask your friend,
2
“Can you use
a ruler chopsticks?”
Value 1 3
Be helpful.
chopsticks a computer
Warm up A Talk about the story.

1. Greet the class. Then play Identity Swap Then listen and read.
(Teacher’s Book pages 28–31). Introduce See Teaching Stories, Teacher’s Book page 25.
yourself to S1, saying I’m (Ms. Smith). I like
(omelets.) S1 introduces him- or herself to 1. Students look at the pictures and talk about what
you, saying I’m (Maya). I like (yogurt). Swap they see.
identities and continue. 2. Play Class CD1 Track 58. Students listen, point, and
2. Review Unit 4, Lesson 2 grammar. Take one read along with the CD.
student-made picture card from each student
(cards made in Lesson 2) and redistribute 58 Chopsticks
them. One by one, each student stands and asks Danny, Mike, and Mike’s family are at a restaurant.
Whose (plate) is this? The owner says It’s mine. Waiter: Whose noodles are these?
The student holding the card then returns it to Danny: They’re mine. Mmm, they look good.
the owner, saying This (plate) is yours. Danny: Where’s my fork? What are these?
Mike: They’re chopsticks.
3. Elicit the language from Unit 4, Lesson 2: Whose
Danny: How do you use chopsticks?
plate is this? Students practice the expression
Mike: Like this.
with their classmates, using any items they
Danny: This is fun. Thanks, Mike!
want.
Mike: No problem!
4. Sing How Much? (Class CD1 Track 46). Then
challenge students to recall the story, Mom’s
Present, and the value associated with this story: 3. Read the story aloud with the students. Then direct
Be thoughtful. students’ attention to the value Be helpful
and play the track again. Students listen and
read along.
66 Unit 4
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B Read and circle. See Teaching 21st Century Skills, Teacher’s Book page 27.
1. Students read the sentences and circle Yes if the Collaboration/Communication: Direct students’
sentence is correct or No if the sentence is wrong. attention to the Everybody Up Friend. Students
use communication skills to take turns asking
2. Read each sentence aloud with the class. Students and answering the question. Then students use
can answer orally and then circle the answers in collaboration skills to make a class chart showing
their books, or they can do the activity on their who can and can’t use chopsticks. If possible, give
own, using Activity A as a reference. each student a pair of chopsticks to try out.
Answer Key Games and Activities

1. Yes
3. Yes
2. No
4. No
• Read the story aloud. Divide the class into three
groups. Group 1 will read Mike and Group 2 will
read Danny. Group 3 will read the narrator.
C Sing. • Student pairs create their own version of the

Lesson 3 story in which one child shows another
See Teaching Songs, Teacher’s Book page 24. how to do something new. Students can write
1. Read the song lyrics with the students. out and illustrate their new stories, or they can
perform them for the class.
2. Play Class CD1 Track 59. Students listen and then
sing along with the CD. • Finish the Story (Teacher’s Book pages 28–31).
Copy the story on page 36, leaving the first
59 Like This speech bubble in each frame blank. Give a copy
How do you use chopsticks? (x3) of the story to each student. Slowly read the story
Like this. Like this. aloud. Students listen and write in the missing
How do you use scissors? (x3) sentences.
How do you use a knife and fork? (x3)
Extra Practice
3. Students sing the song again with gestures for Unit 4, Lesson 3 Worksheet
each verse. iTools
Online Practice
1. Play Class CD1 Track 60. In pairs, students listen
and say with the CD.
60 1. How do you use chopsticks?

Like this.
2. How do you use a ruler?
Like this.
3. How do you use a computer?
Like this.

Unit 4 67
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Unit 4 Getting Together Lesson 4 Countries
Objectives
Lesson 4 Countries Social
Studies
D Read and circle. • Talking about countries and their flags
1. Mexico’s flag is green and blue. Yes No
A Watch the video.
2. Japan’s flag has a red circle. Yes No
B Listen, point, and say. 61 41 3. Russia’s flag is blue and yellow. Yes No Grammar
1 2 3 4 4. Turkey’s flag is red and white. Yes No
E Listen and match. Write. 63
Mexico Japan Russia Turkey

1. 2. 3. 4. This is our/their flag. It’s ours/theirs.
C Listen and say. Then listen and read. 62 42
Taran and Leyla Makio and Ria Elena and Anton Natalia and Mateo
Vocabulary
our
their
ours
theirs
our
their
ours
theirs
Countries: Mexico, Japan, Russia, Turkey
a. b. c. d.
1. We’re from Mexico. This is our flag. 2. We’re from Japan. This is our flag.
It’s ours. It’s green, white, and red. It has a red circle. It’s ours. Materials
Tracks 61–63; Unit 4 Video and Poster,
3. They’re from Russia. This is their 4. They’re from Turkey. This is their
Watch the video. What
f lag do you like? Countries
flag. Russia’s flag is white, blue, flag. It’s theirs. It’s red and white.
and red. It’s theirs. F Look at the flags. Ask and answer.
Whose flag is this? It’s theirs.

S chool Subject Connection: 1. Play the video. See Video Scripts on Teacher’s Book
Social Studies Social
Studies 2. Play the video again. Pause the video and ask
Lesson 4 is a cross-curricular lesson with a connection students questions about the families and countries.
to students’ school subjects. Ask students if they have Encourage them to tell a partner three things they
learned about these countries in their social studies remember from the video.
class and if they can identify these countries on a
world map.
Warm up See Teaching Vocabulary, Teacher’s Book page 24.
1. Review the conversation language from Unit 4, 1. Use Picture Cards 66–69 to introduce the four
Lesson 3: How do you (use chopsticks)? Like this. countries. Continue until students can produce the
Encourage students to look for opportunities words on their own.
to ask for help or help another student in class
today. 2. Link the language. Play Teacher’s Mistake
(Teacher’s Book pages 28–31). Hold up Picture
2. Elicit the review language from Unit 4, Lesson Cards 66–69, saying I’m from (Mexico). Students
3: Can you use chopsticks? Students practice the listen carefully and correct you if needed, saying No!
expression with their classmates. You’re from (Japan).
A Watch the video.
See Teaching with Videos, Teacher’s Book page 26. 61 1. Mexico 2. Japan
3. Russia 4. Turkey
Before you watch: Tell the class they’re going to watch
a video about countries. Ask students to share what
4. Students practice saying the countries on their own,
they already know about the countries in Lesson 4:
using their books.
Mexico, Japan, Russia, and Turkey.
68 Unit 4
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C Listen and say. Then listen 4. Our flag is green, white, and red. We are from
Mexico.
and read.
2. Play the track again. Students listen and check.
1. Introduce the new pattern: This is our/their flag. It’s 3. Check answers together.
ours/theirs.
2. Present the possessive pronouns: ours and theirs Answer Key
3. Direct students’ attention to the grammar box and 1. c, Turkey 2. d, Japan 3. a, Russia 4. b, Mexico
the possessive pronoun box on page 38.
along with the CD. F Look at the flags. Ask and answer.
62 This is our flag. It’s ours. This is their flag. It’s theirs.
In pairs, students look at the flags in Activity E. Pairs
our, ours; their, theirs
ask and answer questions about each flag, using the
1. We’re from Mexico. This is our flag. It’s ours. It’s
language pattern in the speech bubbles.
green, white, and red.
2. We’re from Japan. This is our flag. It has a red
circle. It’s ours. G Look at the poster.
3. They’re from Russia. This is their flag. Russia’s flag
is white, blue, and red. It’s theirs.
Talk about it.
4. They’re from Turkey. This is their flag. It’s theirs. It’s See Teaching with Posters, Teacher’s Book page 26.
red and white.
1. Students read the poster title and talk generally
about what is happening in each picture.
5. Divide the class into four groups. Group 1 reads 2. Students ask and answer questions about the poster
the first item, Group 2 the second, and so on. with any known language patterns, using the speech
6. Play the track again. Students listen and read along. bubbles as a model.
D Read and circle. Critical Thinking/Communication/Creativity:
Direct students’ attention to the Everybody Up
1. Students read the sentences and circle Yes if the Friend. Review the question and watch the video.
sentence is correct or No if the sentence is wrong. Students use critical thinking to determine which
2. Read each sentence aloud with the class. Students flags they see in the video, communication skills to
can answer orally and then circle the answers in ask and answer the question, and creativity to draw a
their books, or they can do the activity on their picture of the flag they like.
own, using Activity C as a reference.
Answer Key • Rhythm Circle (Teacher’s Book pages 28–31).
1. No 2. Yes 3. No 4. Yes Play this using the Lesson 4 countries.
• Pop-Up (Teacher’s Book pages 28–31) Students
quickly stand up and sit down when they hear
E Listen and match. Write. you say “It’s theirs” or “It’s ours.”
1. Play Class CD1 Track 63. Students listen and match

the picture to the correct map. Then they write the Extra Practice
correct word underneath. Workbook pages 38–39
63 1. This is our flag. It’s red and white. We are from
Turkey. Unit 4, Lesson 4 Worksheet
2. We are from Japan. Our flag has a red circle. Unit 4 Test
3. This is our flag. It is red, white, and blue. We are iTools
from Russia. Online Practice
Unit 4 69
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✔ Check Up 2
Review Language
✔ Check Up 2 C Write
1. What does the bus driver do?
Units 3 and 4 He 1
2
A Listen, number, and write. 64
2. Who are they?
parents.
Materials
3. Whose cup is that? 4
It’s hers.
4. Who works at the restaurant? Tracks 64–65
The
3
1. 2.
Excuse me. How
Like this.
B Read, circle, and number.
1. The librarian works / work at the library.
E What can you do? Read and ✔. 1 OK 2 Good 3 Great
2. He’s / They’re Danny’s grandparents. I can talk about... 1 2 3 1 2 3

occupations family
3. He have / has a stomachache. what people do things on the table
illnesses countries
4. This is their / our flag.
Value Value
I can be I can be
thoughtful. helpful.
Warm up Answer Key
1. Greet the class. Then quickly draw a portrait Top row:3, spoon; 5, vet; 6, Mexico
of an extended family on the board and label it Bottom row:4, headache; 2, uncle; 1, fly planes
“Matt’s Family.” Point to family members and
ask Who’s (she)?
B Read, circle, and number.
2. Play Down the Line (Teacher’s Book pages
28–31) with Picture Cards 39–69. 1. Students circle the correct answers. Then they write
the number of the correct picture.
A Listen, number, and write. can answer orally and then circle the answers in
own.
1. Play Class CD1 Track 64. Students listen, number, 3. Check answers together.
and write the items they hear.
Answer Key
64 1. fly planes 2. uncle
1. works, bottom picture
3. spoon 4. headache
2. They’re, second picture from top
5. vet 6. Mexico 3. has, top picture
4. their, third picture from top
answers.
70 Check Up 2
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Students examine the picture and fill in the blanks in best address students’ needs as indicated from the
the sentences. Self Check.
Answer Key
• What’s Missing? (Teacher’s Book pages 28–31)
using language from Units 3 and 4. For example,
1. drives buses Occupations, Things on the Table, Family.
2. They’re my
4. server works at the restaurant. • Listen and Draw (Teacher’s Book pages 28–31)
using language from Units 3 and 4. Example: Say
“chopsticks” and students draw chopsticks; say
“grandparents” and students draw grandparents.
• First to Say Z! (Teacher’s Book pages 28–31)
1. Play Class CD1 Track 65. Students listen. Play the using language from Units 3 and 4. Remind
track again and students fill in the blanks with the students about alphabetical order and decide
words they hear. which word will be last in the round.
65 1. Excuse me. How much is this sweater?

It’s $30. Extra Practice
2. How do you use chopsticks? Workbook pages 40–42
Like this. iTools
Online Practice

system.
Check Up 2 71
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Skills
Skills
Project • Reading an interview, writing
A Listen and read. 66 A Make your own flag.
Your Family Flag complete answers, listening and
Interview with a Vet numbering, speaking about a personal
By Ellen Kay
What do you do, Vicky?
I’m a vet. I work at an animal
experience
hospital.
Is that cat sick?
Yes, it is.
What’s the matter with it?
Materials
1. Write your family name 2. What do your parents 3. Color your flag.
It has a fever. I can help it.
on your flag. What does do? What do you like? Class CD1 Tracks 66–67
B Read and answer. your family like? Draw.
1. Who is Vicky?
B Listen. Then talk about your flag. 68
2. What does Vicky do?
3. What’s the matter with the cat?
My f lag has a penguin.
I like penguins.
My f lag is yellow.
It has a book.
Project Language
4. Can the vet help it?
What does My mother
C Listen and number. 67
your mother likes to read.
like?
Materials
Class CD1, Track 68; scissors, markers or
Tip
Home-School Link
Say “Good job!” to
your partner.
crayons, glue
What colors are on your country’s flag?
Where can you see the flag? What shapes
D When did you help an animal? Talk about it. does it have? Talk about flags with your family.
Warm up B Read and answer.

1. Review what students remember about vets.
Ask What does a vet do? Does a vet sell things? 1. Students look back at Activity A and read the text
Students answer. again on their own.
2. Play Categories (Teacher’s Book pages 28–31) 2. Read each question aloud with the class. Students
using occupations, what people do, and illnesses answer orally and then write their answers in a
as categories. notebook. Encourage students to use complete
sentences in their answers.
A Listen and read. Answer Key

See Teaching Skills, Teacher’s Book page 26. 1. She’s a vet.
2. She works in an animal hospital.
1. Students look at the picture and talk about what 3. It has a fever.
they see. 4. Yes, she can.
with the CD.
66 Interview with a Vet (by Ellen Kay)
Ellen: What do you do, Vicky? 1. Play Class CD1 Track 67. Students listen and
Vicky: I’m a vet. I work at an animal hospital. number the pictures.
Ellen: Is that cat sick?
Vicky: Yes, it is. 67 1. This cup is mine.
Ellen: What’s the matter with it? 2. Who are they? They’re his parents.
Vicky: It has a fever. I can help it. 3. Does the bus driver drive buses? Yes, she does.
4. What’s the matter with her? She has a headache.
5. This flag is ours.
3. Play the track again. Students listen and read.
6. He sells things. He’s a salesperson.
72 Skills 2
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D When did you help an
answers.
3. Check answers together. animal? Talk about it.
Answer Key 1. Have students read the instruction line and think
about their answer to the question. Model an answer
Top row:6, 5, 3
using your own experience or have a volunteer talk
Bottom row:1, 2, 4
about their experience. Ask further questions to
encourage more detail.
the story as well.
Project Your Family Flag

A Make your own flag.
class at home.
1. Explain the project to students and review any 2. Role-play with a few stronger students to
useful vocabulary and language for the project on demonstrate sample language to the class.
the board. If possible, before class make a sample 3. Students take their flags home and make a list of
flag for students to look at and pass around. flag colors, flag images, and topics that they talked
2. Students follow the directions on the page to make about with their family and present their responses
their flags. to the class.
3. Students make their flags. Circulate and help
students as necessary. Games and Activities
• Skills: Telephone (Teacher’s Book pages 28–31)
B Listen. Then talk about with sentences about the interview in Exercise A,
your flag. e.g., “Vicky works in an animal hospital”; “Ellen
asks about a cat.”
1. Play Class CD1 Track 68. Students listen, point to
• Project: Five Questions (Teacher’s Book pages
28–31) with the homemade flags. One student
the speech bubbles, and say along with the CD. thinks of another student’s flag but does not tell
Then they practice the conversation in pairs. the group which one it is. Group members ask
five Yes/No questions to identify the correct flag.
68 My flag has a penguin. I like penguins.
My flag is yellow. It has a book. • Project: Gaps (Teacher’s Book pages 28–31) with
What does your mother like? sentences about the students’ flags. Example: “S1
My mother likes to read. made a flag with two white_______(rabbits).”;
“S2 made a blue and _____flag (green).”
2. Tip: Direct students’ attention to the tip: Say “Good

job!” to your partner. Call on two students with Extra Practice
strong speaking skills to talk about their flags. Workbook page 43
Encourage the students to compliment each other, Midterm Test
saying “Good job!” after each has finished talking.
iTools
4. Have volunteer pairs or groups present their
projects to the class using language from the speech
bubbles.
Project 2 73
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Unit 5 Fun in the Park Lesson 1 Adjectives
Objectives
5 Fun in the Park C Listen and say. Then practice.
tall taller
04
short
44
shorter
• Describing and comparing people
girl tall
Lesson 1 Adjectives taller
old older young younger
Grammar
strong stronger weak weaker
1. 2. 3. 4. 5. 6. • Statements with comparatives
1 2 3 4 5
The girl is tall.

girl boy
6 7
The boy is taller.
tall/short old/young strong/weak woman man
• Questions with comparatives
taller Julie
6
B Listen and number. 03 taller
weak Who’s taller, Danny or Julie?
Who’s = Who is
Danny is taller.
1 4
tall 2
short
young
Vocabulary
6
5 3 5 Adjectives: tall/short, old/young, strong/
old strong
3 weak, People: girl, boy, woman, man
1 Who’s taller,
you or your Materials
friend?
4 Who’s older, Picture Cards 70–76; Class CD2

2 the man or the girl? The man is older.
Tracks 02–05
Warm up 4. Students practice the new words on their own,

using their books.
1. Greet the class and do a Names Chant
(Teacher’s Book pages 28–31). Begin the chant
with My name’s (Joan) (on beats 1 and 2) and B Listen and number.
(His) name’s (Sam) (on beats 3 and 4). See Using the Big Picture, Teacher’s Book page 24.
2. Review questions with who and whose. Ask
the class a variety of questions, such as Whose 1. Read this while pointing to the picture:
(object) is this? Who has a sister? Invite student Everybody is at the park today. Can you see Julie
volunteers to ask additional questions. and Emma? Can you see the woman in the yellow
shirt? She’s riding a bike. She’s short. The woman
in the pink shirt is tall. That girl is young, and that
man is old. Do you see the boy wearing a blue shirt
A Listen, point, and say. and blue shorts? He isn’t strong. He’s weak. Can you
See Teaching Vocabulary, Teacher’s Book page 24. see the man in the orange shirt? He’s strong.
1. Use Picture Cards 70–76 to introduce the adjectives items in the picture, and point to them.
and people. Continue until students can produce
the words on their own. 03 1. Emma: Look at number 22! She’s tall.
2. Do a Rhythm Circle (Teacher’s Book pages 28–31) Julie: I like her blue bike. It’s big.
with the new adjectives. Gradually add in adjectives 2. Emma: Oh, she’s my mom’s friend.
from Level 1. Use the Level 1 Picture Cards for Julie: Where?
adjectives. Emma: Number 68. Her name is Olivia. She’s
short. Her bike is small and new.
3. Emma: Aw, look at Karen! She’s young.
say along with the CD. She’s three. She’s sitting behind her
grandfather.
02 1. tall/short 2. old/young 3. strong/weak Julie: Oh, I see them. He’s number 51. His
4. girl 5. boy 6. woman name is John. He’s old.
7. man 4. Emma: Number 39 is strong!
Julie: I know! He’s not hot or tired. He’s happy.
74 Unit 5
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5. Emma: Jason isn’t happy. Is he thirsty? 05 Who’s taller, Danny or Julie? Danny is taller.
Julie: Who’s Jason? who’s, who is
Emma: Number 92. 1. Who’s taller, Danny or Julie?
Julie: No, he isn’t thirsty. He’s weak. He’s tired, Danny is taller.
too. 2. Who’s shorter, Julie or Danny?
6. Emma: Hey, where’s your bike? Julie is shorter.
Julie: It’s at home. 3. Who’s older, Mike or Leo?
Emma: Let’s ride our bikes, too! Mike is older.
4. Who’s younger, Mike or Leo?
Leo is younger.
3. Students talk about other things in the picture. They 5. Who’s stronger, Emma or Ann?
Emma is stronger.
may use previously learned vocabulary.
6. Who’s weaker, Emma or Ann?
Ann is weaker.
C Listen and say. Then practice. 4. Students practice the pattern in pairs, using their books.
1. Introduce the new pattern and the comparatives: E Look at B . Point, ask, and
The girl is tall. The boy is taller; taller, shorter, older, answer.
younger, stronger, weaker.
2. Explain that comparatives are formed by adding Student pairs look at the big picture in Activity B
–er to the end of an adjective. Say each adjective/ and practice with the language pattern in the speech
comparative and have students repeat. bubbles, using all the new vocabulary words: Who’s
older, the man or the girl? The man is older.
3. Direct students’ attention to the first grammar box
and the comparatives box on page 45.
Communication/Collaboration: Direct students’
04 The girl is tall. The boy is taller. attention to the Everybody Up Friend. In small
tall, taller; short, shorter; old, older; young, younger; groups, students use communication skills to
strong, stronger; weak, weaker
1. The girl is tall. The boy is taller.
take turns asking and answering the question and
2. The man is short. The woman is shorter.
collaboration skills to share answers with the class.
3. The woman is old. The man is older.
4. The boy is young. The girl is younger.
5. The boy is strong. The girl is stronger.
6. The man is weak. The woman is weaker. • Down the Line (Teacher’s Book pages 28–31).
Use Picture Cards 70–76. For a challenge
question, ask questions about students: Who’s
5. Students practice the pattern using their books. taller, (Mia) or (Ned)?
• Class Survey (Teacher’s Book pages 28–31).
D Listen, ask, and answer. On the board, draw a chart with two columns
Then practice. (Height and Age). Have student pairs find out
each other’s height and birthday and add it to
See Teaching Grammar, Teacher’s Book page 24. the chart. Then, have each student pose one
1. Introduce the new pattern: Who’s taller, Danny or question. For example, a student might ask Who’s
Julie? Danny is taller. older, (Jon) or (Dan)?
2. Direct students’ attention to the second grammar
box on page 45.
Extra Practice
3. Play Class CD2 Track 05. Students listen, ask, and Workbook pages 44–45
iTools
Online Practice
Unit 5 75
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Objectives
• Describing and comparing clothing
Lesson 2 Adjectives C Listen, ask, and answer. Then practice. 08 48

thicker
Grammar
Is red sweater blue sweater
1 2 3 4 5 6 thinner it isn’t
isn’t = is not
• Statements with comparatives using than
1. 2. 3.
T he red socks are thicker than the blue
thick thin clean dirty pretty ugly socks.
4. 5. 6.
B Listen and say. Then practice. 07 47 • Yes/No questions with comparatives using
red socks are thicker blue socks
than
thick thicker clean cleaner pretty prettier

D Listen and circle. 09 Is the red sweater thicker/thinner than
1. 2.
thin thinner dirty dirtier ugly uglier
the blue sweater? Yes, it is./No, it isn’t.
3 5
3.
a b
4.
a b
Vocabulary
6
1 Adjectives: thick, thin, clean, dirty, pretty,
a b a b
ugly
2 4 E Look at B . Ask and answer. Look at
the pictures.
What’s dirty? Materials
Is her hat prettier
than his hat?
Yes, it is. Picture Cards 77–82; Class CD2
socks T-shirt hat
Tracks 06–09
Warm up 4. Students practice the words on their own, using

their books.
1. Greet the class. Then greet a few individual
students saying Hello, (Adam). How are you
today? Elicit a few responses. B Listen and say. Then practice.
2. Review the Unit 5, Lesson 1 grammar and See Teaching Grammar, Teacher’s Book page 24.
vocabulary with a comparison chain. First, S1
will ask a question about the two students to his 1. Introduce the new pattern: The red socks are thicker
or her right. Guide S1 to ask Who’s (older), (S2) than the blue socks.
or (S3)? The class answers. Continue, with S2 2. Remind students that comparatives are formed
asking about S3 and S4. by adding –er to the end of an adjective. Say each
adjective/comparative. Students repeat.
3. Direct students’ attention to the grammar box and
the comparatives boxes on page 46.
A Listen, point, and say. 4. Play Class CD2 Track 07. Students listen and say
See Teaching Vocabulary, Teacher’s Book page 24. along with the CD.
1. Use Picture Cards 77–82 to introduce the new 07 The red socks are thicker than the blue socks.
adjectives. Continue until students can produce the
thick, thicker
words on their own.
thin, thinner
2. Link the language. Hold up Picture Cards 77–82 clean, cleaner
and elicit these phrases a thick coat, a thin coat, a dirty, dirtier
clean shirt, a dirty shirt, a pretty dress, an ugly dress. pretty, prettier
3. Play Class CD2 Track 06. Students listen, point, and ugly, uglier
say along with the CD. 1. The red socks are thicker than the blue socks.
2. The blue socks are thinner than the red socks.
06 1. thick 2. thin 3. The white T-shirt is cleaner than the pink T-shirt.
3. clean 4. dirty 4. The pink T-shirt is dirtier than the white T-shirt.
5. pretty 6. ugly
76 Unit 5
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5. The purple hat is prettier than the brown hat.
6. The brown hat is uglier than the purple hat.
Answer Key
1. a 2. b
5. Students practice the pattern by themselves, using 3. a 4. a
their books.

E Look at B . Ask and answer.
C Listen, ask, and answer. Student pairs look at the pictures in Activity B and
Then practice. practice asking and answering with the language
See Teaching Grammar, Teacher’s Book page 24. pattern in the speech bubbles, using all the new
vocabulary words: Is her hat prettier than his hat? Yes,
1. Introduce the new pattern: Is the red sweater thicker/ it is.
thinner than the blue sweater? Yes, it is./No, it isn’t.
Then direct students’ attention to the grammar box
on page 47.
2. Play Class CD2 Track 08. Students listen, ask, and See Teaching 21st Century Skills, Teacher’s Book page 27.
answer along with the CD. Critical Thinking/Communication: Direct students’
attention to the Everybody Up Friend. In small
08 Is the red sweater thicker than the blue sweater? groups, students use critical thinking skills to look
Yes, it is. together at the pictures on Student’s Book pages 46
Is the red sweater thinner than the blue sweater? and 47. Then they use communication skills to take
No, it isn’t. turns asking and answering the question.
isn’t, is not
1. Is the red sweater thicker than the blue sweater?
Yes, it is. Games and Activities
2. Is the orange dress prettier than the green dress?
No, it isn’t.
• Shopping List (Teacher’s Book pages 28–31).
Begin by saying I’m going to the department store.
3. Are the gray pants dirtier than the blue pants?
I need (a clean shirt). The next student says I’m
Yes, they are.
going to the department store. I need (a clean
4. Is the gray shirt thinner than the yellow shirt?
shirt) and (an ugly dress).
No, it isn’t.
5. Is the brown hat uglier than the green hat? • Station Stop (Teacher’s Book pages 28–31).
Yes, it is. When the train stops, show a student two
6. Is the black skirt cleaner than the white skirt? Picture Cards (77–82) and ask Is the (yellow coat)
Yes, it is. (thicker) than the (green coat)?
3. Students practice the pattern in pairs, using their Extra Practice

books. Workbook pages 46–47
D Listen and circle. iTools
Online Practice
1. Play Class CD2 Track 09. Students listen and circle
the letter of the correct picture.
09 1. The green skirt is thicker than the pink skirt.

2. Is the orange cap dirtier than the white cap?
No, it isn’t.
3. The blue shoes are uglier than the gray shoes.
4. Is the yellow shirt cleaner than the purple shirt?
Yes, it is.
Unit 5 77
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Unit 5 Fun in the Park Lesson 3 Story
Objectives
1. Emma and Julie are in the post office. Yes No
2. The older girls are shopping. Yes No
Julie and Emma are shopping.

Cool Shirt 3. Emma and Julie want to be younger. Yes No Conversation
Look at her shirt.
4. The older girls like Julie’s shirt. Yes No
• Complimenting someone
It’s so cool. I like this shirt.
C Sing.
Nice shirt!
11 49
Nice Shirt
Nice shirt! That’s a cool shirt!

guitar
Thank you.
I like her Thank you. Thank you.
boots.
Nice shirt! I like your shirt!
We can wear cool Thank you. Thank you. Thank you.
bedroom Value
clothes, too.
Be nice.
I like your shoes! D Listen and say. Then act. 12
Materials
I want to
be older.
Nice shirt!
Picture Cards 70–72, 77–82; Class CD2
Thank you.
Ask, “Do you want

Nice shirt! 2
bedroom
to be older?”
Tracks 10–12
Thank you.
Me, too!
Value 1 3
Be nice. shirt guitar
Warm up 10 Cool Shirt

1. Greet the class and start a preference chain. Julie and Emma are shopping.
Turn to S1 and say I’m (Ms. Smith), and I like Julie: Look at her shirt. It’s so cool.
(cats). How about you? S1 turns to S2 and says Emma: I like her boots.
I’m (Frank) and I like (blue). How about you? Julie: I like this shirt.
Encourage students to use any familiar colors, Emma: We can wear cool clothes, too.
foods, or other nouns they know. Emma: I want to be older.
Julie: Me, too!
2. Review comparatives from Unit 5, Lessons 1
Teen: I like your shoes!
and 2. Hold up Picture Cards 70–72 and 77–82
Teen: Nice shirt!
one by one, eliciting the adjectives and their
Julie: Thank you.
comparative forms.
3. Review the value (Be helpful) and the
conversation language from Unit 4, Lesson 3. Read the story aloud with the students. Then direct
3 (How do you use chopsticks? Like this). students’ attention to the value Be nice and play the
Encourage students to look for opportunities to track again. Students listen and read along.
be helpful in class today.
B Read and circle.

A Talk about the story. 1. Students read the sentences and circle Yes if the
Then listen and read. sentence is correct or No if the sentence is wrong.
See Teaching Stories, Teacher’s Book page 25. 2. Read each sentence aloud with the class. Students
can answer orally and then circle the answers in
they see.
2. Play Class CD2 Track 10. Students listen, point,
and read along with the CD.
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Answer Key Everybody Up 21st Century Skills
1. No 2. Yes See Teaching 21st Century Skills, Teacher’s Book page 27.
3. No 4. Yes
Communication/Critical Thinking/Collaboration:
Direct students’ attention to the Everybody Up
Friend. Students use communication and critical
C Sing. thinking skills to take turns asking and answering the
See Teaching Songs, Teacher’s Book page 24. question. Then they use collaboration skills to make
1. Read the song lyrics with the students. a class chart with students’ names and their answers.
along with the CD. Games and Activities
11 Nice Shirt • Order the Text (Teacher’s Book pages 28–31).
Nice shirt! That’s a cool shirt! Write out the sentences from the story on strips
Thank you. Thank you. of paper. Prepare a set of strips for each student.
Nice shirt! I like your shirt! Read the story aloud. Then distribute the sets
Thank you. Thank you. Thank you. and have students put them in order.
Nice guitar! That’s a cool guitar! • Toss and Tell (Teacher’s Book pages 28–31). Play
Thank you. Thank you. this game to practice conversational exchanges
Nice guitar! I like your guitar! from the story:
Thank you. Thank you. Thank you.
Nice shirt. Thank you.
Nice bedroom! That’s a cool bedroom! I want to be older. Me, too.
Thank you. Thank you. I like your shoes. Thank you.
Nice bedroom! I like your bedroom!
S1 tosses a beanbag to S2, saying a sentence
Thank you. Thank you. Thank you.
from the story. S2 responds and tosses the ball
on with a new sentence.
3. Students sing the song again, gesturing with the
lyrics.
• Students draw a picture to illustrate the value Be
nice. Display the pictures in the classroom.
D Listen and say. Then act. Extra Practice

See Teaching Conversations, Teacher’s Book page 25. Workbook pages 48–49
1. Play Class CD2 Track 12. Students listen and say Student Audio CD Track 49
with the CD, in pairs. Unit 5, Lesson 3 Worksheet
iTools
12 1. Nice shirt! Thank you. Online Practice
2. Nice bedroom! Thank you.
3. Nice guitar! Thank you.

Unit 5 79
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Objectives
Lesson 4 Adjectives D Read and circle. • Describing and comparing objects
Science
1. Which one is softer? marble ball
A Watch the video.
2. Which one is harder? chair sofa
4
3. Which one is lighter? book notebook Grammar
1 2
3 4. Which one is heavier? box backpack
• Asking questions with comparatives
E Fill in the charts.
Which one is harder, the marble or the
ball?
peach plate elephant flower
hard soft heavy light
pencil sweater potato chips rock The marble is harder.
yogurt fork truck popcorn
C Listen, ask, and answer. Then listen and read. 14 51 Hard Soft Heavy Light
hard harder Vocabulary

harder ball soft softer
harder heavy
light
heavier
lighter
Adjectives: hard, soft, heavy, light
1. Which one is harder, 2. Which one is softer,
the marble or
the ball?
the sofa or
the chair?
Materials
F Look at E . Ask and answer. Picture Cards 83–86; Class CD2 Tracks 13–14;
Watch the video.
The marble is harder. The sofa is softer.
Which one is softer,
the peach or the plate?
Which is heavier, the
water or the rock?
Unit 5 Video and Poster, Adjectives
3. Which one is heavier, 4. Which one is lighter, The peach is softer.
the book or the the box or the
notebook? backpack?

The book is heavier. The box is lighter.
S chool Subject Connection: 1. Play the video. See Video Scripts on Teacher’s Book
Science
Science 2. Play the video again. Pause the video and ask
Lesson 4 is a cross-curricular lesson with a connection students questions about the different beach items.
to students’ school subjects. Ask students what they’ve Encourage them to complete sentences Which one
learned about how much things weigh in their science is _____, the kite or the surfboard? Danny is _____
class. than his Dad.
Warm up
1. Greet the class, saying Hello and Hi. B Listen, point, and say.
2. Review classroom objects. Pick up objects See Teaching Vocabulary, Teacher’s Book page 24.
around the room and ask What’s this? Students 1. Use Picture Cards 83–86 to introduce the adjectives.
answer using as many details as they can (for Continue until students can produce the words on
example, It’s my eraser. It’s blue. It’s dirty.) their own.
3. Review the Unit 5, Lesson 3 conversation 2. Link the language. Hold up a picture of a hard chair
language: Nice shirt! Thank you. Encourage and say This is hard. Then hold up a picture of a
students to look for opportunities to give rock and say This is harder. Continue with pairs
compliments in class today. of pictures or realia, eliciting sentences from the
students.
A Watch the video.
See Teaching with Videos, Teacher’s Book page 26. 13 1. hard 2. soft
3. heavy 4. light
a video about things at the beach and how they are
different from each other. Encourage students to think 4. Students practice saying the new words on their
about the relationship between different items in terms own, using their books.
of weight, size, and feel.
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C Listen, ask, and answer. F Look at E . Ask and answer
Then listen and read. In pairs, students look at the completed charts in
See Teaching Grammar, Teacher’s Book page 24. Activity E and ask and answer questions using the
language pattern in the speech bubbles: Which one is
1. Introduce the new pattern: Which one is harder, the softer, the peach or the plate? The peach is softer.
marble or the ball? The marble is harder. Link to the
previous lessons by reminding students that The
marble is harder than the ball is also correct, but the G Look at the poster.
short form is used when answering a question.
Talk about it.
2. Present the comparatives and then direct students’
attention to the grammar box and comparatives
box on page 50. 1. Students read the poster title and captions. Then, talk
3. Play Class CD2 Track 14. Students listen, ask, and generally about what is happening in each picture.
answer along with the CD. 2. Students ask and answer questions about the poster
14 Which one is harder, the marble or the ball? bubbles as a model.
The marble is harder.
hard, harder; soft, softer; heavy, heavier; light, lighter
1. Which one is harder, the marble or the ball?
The marble is harder. See Teaching 21st Century Skills, Teacher’s Book page 27.
2. Which one is softer, the sofa or the chair?
The sofa is softer. Critical Thinking/Communication/Creativity:
3. Which one is heavier, the book or the notebook? Direct students’ attention to the Everybody Up
The book is heavier. Friend. Review the question and watch the video.
4. Which one is lighter, the box or the backpack? Students use critical thinking skills to determine
The box is lighter. which items are heavier and why. Then they use
creativity to draw pictures showing their ideas and
4. Play the track again. Students listen and read along. comparisons. Finally, they use communication skills
to show classmates their pictures and take turns
asking and answering the question.
D Read and circle. Games and Activities
1. Students read the sentences and circle the answers.

• Telephone (Teacher’s Book pages 28–31).
Whisper a different sentence to the student at
2. Read each question aloud with the class. Students each end of the line (for example, The shirt is
can answer orally and then circle the answers in lighter than the shoes).
their notebooks, or do the activity on their own.
• Jump to the Word (Teacher’s Book pages 28–31).
3. Check answers together. Use Picture Cards 83–86. Instruct a pair of
students to go to a card. S1 uses the card to form
Answer Key a question. (Which one is heavier, the pencil or
1. ball 2. chair 3. notebook 4. backpack the car?) S2 answers (The car is heavier than the
pencil).
E Fill in the charts.

Extra Practice
1. Students write each word in the appropriate column Workbook pages 50–51
in the charts. Student Audio CD Tracks 50–51
2. Check answers together. Unit 5, Lesson 4 Worksheet
Unit 5 Test
Answer Key iTools
Hard: pencil, plate, fork; Soft: peach, sweater, yogurt Online Practice
Heavy: elephant, rock, truck; Light: potato chips, flower, popcorn
Unit 5 81
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Unit 6 Helping Out Lesson 1 Chores
Objectives
6 Helping Out C Listen and say. Then practice. 17 53
• Talking about daily chores
Grammar
Lesson 1 Chores before
before school after school
A Listen, point, and say. 15 52 1. 2. 3. 4. 5. 6.

• Statements with prepositional phrases
1 2 3 4 5 6
I make my bed before school.

6:30 A.M. 7:30 P.M. 8:00 P.M. 7:30 A.M. 7:45 A.M. 8:15 P.M.
make my clean my do walk the set the wash the D Listen, ask, and answer. Then practice. 18 54
• Questions with prepositional phrases
bed room laundry dog table dishes
B Listen and number. 16 make bed

When does he/she make his/her bed?
makes bed before
He/She makes his/her bed before school.
My Day
Before School After School Vocabulary

Chores: make my bed, clean my room, do
1. 2. 4. 5.
3 School
4 laundry, walk the dog, set the table, wash
5
3. 6.
the dishes
My Day
E Look at B . Point, ask, and answer. When do Materials

you do your
School
When do you I clean my room
homework?
Picture Cards 30–34, 46–50, 87–92; Class
1 2
clean your room? after school.
CD2 Tracks 15–18
52 Unit 6
6 Lesson 1 53

1. Greet the class. Then play First to Say Z! See Using the Big Picture, Teacher’s Book page 24.
(Teacher’s Book pages 28–31) with months. The
student who says December first wins the round. 1. Read this while pointing to the picture:
2. Review verb phrases. Hold up Picture Cards What does Emma do before school? She sets the
30–34 and 46–50. Say the first sentence (She table and washes the dishes. She makes her bed, too.
helps sick animals), and then elicit the sentences What about Mike? Mike makes his bed and does
from the class. laundry before school. What do Mike and Emma do
after school? Emma walks the dog after school. She
cleans her room and does laundry, too. Mike walks
his grandmother’s dog after school. He sets the
A Listen, point, and say. table, washes the dishes, and cleans his room after
school, too.
1. Use Picture Cards 87–92 to introduce the new verb items in the picture, and number them.
phrases. Continue until students can produce the
words on their own. 16 1. Emma: Mike, I set the table in the morning. Do
you?
Mike: No, I set the table in the evening.
2. Emma: I wash the dishes in the morning. What
15 about you?
1. make my bed 2. clean my room
Mike: I wash the dishes in the evening.
3. do laundry 4. walk the dog
3. Mike: I make my bed in the morning. Do you?
5. set the table 6. wash the dishes
Emma: Yes, I do, too.
4. Emma: I walk the dog in the afternoon. Do you
3. Give each student six blank cards and art supplies. have a dog?
Students make picture cards for the new vocabulary. Mike: No, I don’t. My grandmother does. She
has a nice dog. I walk her dog in the
afternoon.
82 Unit 6
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5. Emma: In the afternoon, I clean my room. 1. When does he make his bed?
Mike: Yes. Me, too. My mom doesn’t like dirty He makes his bed before school.
rooms. 2. When does she walk the dog?
6. Mike: I do laundry in the morning. When do She walks the dog before school.
you do laundry? 3. When does he do laundry?
Emma: I do laundry in the evening. He does laundry before school.
4. When does she set the table?
She sets the table after school.
3. Students talk about what else they see in the picture. 5. When does he clean his room?
They may use previously learned language. He cleans his room after school.
6. When does she wash the dishes?
She washes the dishes after school.
C Listen and say. Then practice.

1. Introduce the new pattern: I make my bed
E Look at. Point, ask,
B
before school.
2. Introduce the time phrases: before school, after and answer.
school. Link these to A.M. and P.M. found in the Student pairs look at the big picture in Activity B
exercise. Explain that A.M. means morning until and practice asking and answering with the language
noon, and that P.M. means from noon to midnight. pattern in the speech bubbles: When do you clean your
3. Direct students’ attention to the first grammar box room? I clean my room after school.
and the time phrases boxes on page 53.
4. Play Class CD2 Track 17. Students listen and say Everybody Up 21st Century Skills
17 I make my bed before school. Critical Thinking/Communication: Direct students’
before school, after school attention to the Everybody Up Friend. In groups,
1. I make my bed before school. students use critical thinking skills to ask and answer
2. I clean my room after school. the question to determine when group members do
3. I do laundry after school. their homework. Next, students use communication
4. I walk the dog before school. skills to report the findings to the class.
5. I set the table before school.
6. I wash the dishes after school.
5. Students practice the pattern by themselves, using • Draw a vertical line on the board. Write before
their books. school on the left and after school on the right.
Say I (clean my room) (after) school. A student
attaches the appropriate picture card in the
D Listen, ask, and answer. correct column. After a few rounds, have a
student take over your role.
Then practice.
See Teaching Grammar, Teacher’s Book page 24. • My Version (Teacher’s Book pages 28–31). Using
the picture sequences in Activity B as a model,
1. Introduce the new pattern: When does he/she make students use their handmade picture cards to
his/her bed? He/She makes his/her bed before school. create their own schedules. Then students talk
2. Direct students’ attention to the second grammar about their schedules with a partner.
box on page 53.
Extra Practice
18 When does he make his bed? Student Audio CD Tracks 52–54
He makes his bed before school. iTools
When does she make her bed? Online Practice
She makes her bed before school.
Unit 6 83
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Unit 6 Helping Out Lesson 2 Chores
Objectives
Lesson 2 Chores C Listen, ask, and answer. Then practice. 21 57
• Talking about how often someone does
chores
always sweeps the floor
1 2 3 4 5 6
Grammar
Emily Jake
sweep the take out the clean the wash vacuum water the 1. 4.
• Statements with adverbs
floor garbage bathroom the car the carpet plants
2. 5.
I always sweep the floor.
3. 6.
• Questions with adverbs
always sweep the floor
always usually sometimes never
D Sing. 22 58
What are his/her chores?
1. 2. 3.
Always, Usually, Sometimes, Never He/She always sweeps the floor.
What are his chores? What are his chores?
He always vacuums the carpet. He sometimes waters the plants.
What are his chores? But he never, never, never, never
Vocabulary
He usually sweeps the floor. takes out the garbage. Chores: sweep the floor, take out the
garbage, clean the bathroom, wash the car,
4. 5. 6.
her, she your, I
Say “I always
wash the dishes.
vacuum the carpet, water the plants
E What about you? Ask and answer. Do you?”
What are your chores? Materials

I usually water the plants.
Tracks 19–22
Warm up 4. Students practice the verb phrases on their own,

using their books.
1. Greet the class. Then greet individual students
and ask Hi, (Ethan). When do you (make your
bed)? The student replies I (make my bed) B Listen and say. Then practice.
(before) school. See Teaching Grammar, Teacher’s Book page 24.
2. Elicit the review language from Unit 6, Lesson
1: When do you do your homework? Students 1. Introduce the new pattern and the frequency
practice the expression with classmates. adverbs: I always sweep the floor. always, usually,
sometimes, never
2. Direct students’ attention to the adverbs box on
page 54. Point out the relationship between the
A Listen, point, and say. small red boxes and the adverbs. Explain that
See Teaching Vocabulary, Teacher’s Book page 24. always means all of the time, usually means most of
the time, sometimes means some of the time, and
1. Use Picture Cards 95–100 to introduce the verb never means not at all.
phrases. Continue until students can produce the 3. Direct students’ attention to the grammar box on
words on their own. page 54.
2. Link the language. Hold up Picture Cards 95–100. 4. Play Class CD2 Track 20. Students listen and say
For each card, elicit a full sentence: (She sweeps the along with the CD.
floor.)
3. Play Class CD2 Track 19. Students listen, point, and 20 I always sweep the floor.
say along with the CD. always, usually, sometimes, never
1. I always sweep the floor.
19 1. sweep the floor 2. take out the garbage 2. I usually take out the garbage.
3. clean the bathroom 4. wash the car 3. I sometimes clean the bathroom.
5. vacuum the carpet 6. water the plants 4. I never wash the car.
5. I always vacuum the carpet.
6. I sometimes water the plants.
5. Students practice the pattern on their own.

84 Unit 6
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But she never, never, never, never takes out the
C Listen, ask, and answer. garbage.
Always, Usually, Sometimes, Never
Then practice.
What are your chores?
I always vacuum the carpet.
1. Introduce the new pattern: What are his/her chores? What are your chores?
He/She always sweeps the floor. I usually sweep the floor.
2. Direct students’ attention to the grammar box on What are your chores?
page 55. I sometimes water the plants.
But I never, never, never, never take out the garbage.
3. Students sing the song again, miming each chore.
21 What are his chores? He always sweeps the floor.
What are her chores? She always sweeps the floor.
1. What are her chores? She always sweeps the floor. E What about you?
2. What are her chores? She never takes out the
garbage.
Ask and answer.
3. What are her chores? She sometimes cleans the Student pairs ask each other about their chores, using
bathroom. all Lesson 2 vocabulary and the language pattern in
4. What are his chores? He usually washes the car. the speech bubbles: What are your chores? I usually
5. What are his chores? He always vacuums the water the plants.
carpet.
6. What are his chores? He never waters the plants.
4. Students practice the pattern in pairs, using their See Teaching 21st Century Skills, Teacher’s Book page 27.
books. Communication/Collaboration: Direct students’
communication skills to say the sentence and ask
D Sing. the question of at least three classmates. They then
See Teaching Songs, Teacher’s Book page 24. use collaboration skills to think of two more chore-
related sentence/question combinations to ask each
other.
2. Play Class CD2 Track 22. Students listen and chant
along with the CD.
22 Always, Usually, Sometimes, Never
What are his chores? • Telephone (Teacher’s Book pages 28–31). Play
He always vacuums the carpet. this using Lesson 2 grammar patterns.
What are his chores? • Two Truths and a Lie (Teacher’s Book pages
He usually sweeps the floor. 28–31). Write the frequency adverbs on the
What are his chores? board and attach Picture Cards 95–100 below
He sometimes waters the plants. them, in any order. Use the arrangement of cards
But he never, never, never, never takes out to make two correct sentences and one “lie.”
the garbage.
Always, Usually, Sometimes, Never
What are her chores? Extra Practice
She always vacuums the carpet. Workbook pages 54–55
What are her chores? Student Audio CD Tracks 55–58
She usually sweeps the floor. iTools
What are her chores? Online Practice
She sometimes waters the plants.
Unit 6 85
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Unit 6 Helping Out Lesson 3 Story
Objectives
Lesson 3 Story
B Read and circle. • Building reading and listening skills
1. Danny wants to come over. Yes No
Conversation
2. It’s Mike’s birthday. Yes No
Come Over 3. Mike and Danny help at the party. Yes No
Mike and Danny are at school.
Do you want to Oh! My brother’s

4. Leo’s friend is jumping rope. Yes No
• Inviting someone to your home
come over? birthday party is today. C Sing. 24 59
Come Over Do you want to come over?

Cool!
Do you want to come over? Do you want to come over? Sure. When?
Sure. When? Sure. When?
Sure. When? After school. Cool! After school. After school.
After school.
On Saturday. OK! At eight. Great!
Value
Hi, Leo!
Happy
birthday!
Mike and Danny have a great idea.
D Listen and say. Then act. 25 Be friendly.
Yay!
Ask, “When do
Don’t jump Do you want to come over?
you go to your
Materials
on the sofa! friend’s house?”
Don’t run! Sure. When?
2
at four o’clock Class CD2 Tracks 11, 22–25
Wow!
After school.
Value 1 3
Be friendly. after school on Saturday
Warm up Mike: After school.

Mike: Oh! My brother’s birthday party is
1. Greet the class and sing Nice Shirt (Class CD2 today.
Track 11). Danny: Cool!
2. Review Unit 6 conversation language with a Mike’s mom: Don’t jump on the sofa! Don’t run!
compliment chain. Begin by saying to S1 (Great Danny: Hi, Leo! Happy birthday!
shoes). S1 replies Thanks and then compliments Mike and Danny have a great idea.
S2, S2 thanks S1, compliments S3, and so on. Kid: Yay!
3. Elicit the review language from Unit 6, Lesson Leo: Wow!
2: I always wash the dishes. Do you? Students
students’ attention to the value Be friendly and play
2. Play Class CD2 Track 23. Students listen, point, 2. Read each sentence aloud with the class. Students
and read along with the CD. can answer orally and then circle the answers in
23 Come Over own, using Activity A as a reference.
Mike and Danny are at school.
Mike: Do you want to come over?
Danny: Sure. When?
Answer Key
1. Yes 2. No
3. Yes 4. No
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C Sing.
See Teaching Songs, Teacher’s Book page 24. situations in the three pictures.
2. Play CD2 Track 24. Students listen and sing along Everybody Up 21st Century Skills
with the CD. See Teaching 21st Century Skills, Teacher’s Book page 27.
24 Come Over Communication/Collaboration: Direct students’
Do you want to come over? attention to the Everybody Up Friend. Students work
Sure. When? in small groups and use communication skills to
After school. practice asking and answering the question. Groups
Cool! then use collaboration skills to compile a chart
showing when each group member goes to their
Do you want to come over?
friends’ houses. Groups can then present their charts
Sure. When?
to the class.
After school.
Sure. When? Games and Activities
On Saturday.
OK!
Write out the sentences from the story on strips
Do you want to come over? of paper. Prepare a set of strips for each student.
Sure. When? Read the story aloud. Then distribute the sets
On Saturday. and have students put them in order.
Sure. When?
• Students draw a picture to illustrate the value Be
friendly. Display the pictures in the classroom.
At eight?
Great! • Finish the Story (Teacher’s Book pages 28–31).
Copy the story on page 56, leaving the last
Sure. When?
speech bubble in each frame blank. Give a copy
At eight.
of the story to each student. Slowly read the story
aloud. Students listen and write in the missing
words.
3. Students sing the song again, using facial
expressions and gestures.
Extra Practice
D Listen and say. Then act. Student Audio CD Track 59
See Teaching Conversations, Teacher’s Book page 25. Unit 6, Lesson 3 Worksheet
1. Play Class CD2 Track 25. Students listen and say iTools
with the CD. Online Practice
25 1. Do you want to come over?

Sure. When?
After school.
2. Do you want to come over?
Sure. When?
At four o’clock.
Sure. When?
On Saturday.
Unit 6 87
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Unit 6 Helping Out Lesson 4 Farm Chores
Objectives
Lesson 4 Farm Chores Social
Studies
D Read and circle. • Talking about farm chores
1. Vicky feeds the cows in the morning. Yes No
A Watch the video.
2. The chickens are tired in the morning. Yes No
B Listen, point, and say. 26 60 3. Maria goes to school in the evening. Yes No Grammar
1 2 3 4 4. Brian collects eggs before school. Yes No
• Statements with adverbs and
E Listen. Fill in the chart.
28
in the morning in the afternoon in the evening
milk the cows feed the chickens pick vegetables collect eggs 1. collect eggs
I always milk the cows in the morning/
C Listen and say. Then listen and read. 27 61 2. go to school
before school
morning 3. come home
always milk the cows
before
4. watch TV Vocabulary
1 2
5. pick vegetables Farm chores: milk the cows, feed the
Hi, I’m Vicky. My name is Luke. I always
I always milk
the cows in the
feed the chickens in the
morning and in the evening.
6. go to bed chickens, pick vegetables, collect eggs
morning. Their They’re always hungry!
milk is great! F Look at . Ask and answer. Watch the video.
Materials
4 E
Where are the eggs?
Hello. My name is Brian. I
3 always collect eggs before When does she collect eggs?

I’m Maria. I go to school
school. I do my homework
at eight thirty in the
in the afternoon.
morning. I usually pick She collects eggs in the morning.
vegetables after school.
Tracks 26–28; Unit 6 Video and Poster,
Farm Chores
S chool Subject Connection: students questions about the farm. Encourage them
to tell a partner about three chores from the video.
Studies
Lesson 4 is a cross-curricular lesson with a connection

to students’ school subjects. Bring to class a variety
of photographs of farm life. Talk about what farms See Teaching Vocabulary, Teacher’s Book page 24.
are, what kinds of things they produce, and the role 1. Use Picture Cards 101–104 to introduce the new
farming may or may not play in your community. verb phrases. Continue until students can produce
Warm up the words on their own.
1. Greet the class. Then have students greet their say along with the CD.
classmates and hold short conversations about
the items on their desks: I have (one eraser) on 26 1. milk the cows 2. feed the chickens
my desk. What do you have? 3. pick vegetables 4. collect eggs
2. Review the Unit 6, Lesson 3 conversation
language: Do you want to come over? Sure.
When? After school. 3. Students practice the verb phrases on their own,
using their books.
C Listen and say. Then listen and read.

A Watch the video.
1. Introduce the new pattern: I always milk the cows in
Before you watch: Tell the class they’re going to watch the morning/before school.
a video about farms. Ask students if they have been to
a farm. Have them describe their experience.
page 58.
along with the CD.
2. Play the video again. Pause the video and ask
88 Unit 6
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27 I always milk the cows in the morning. Answer Key
I always milk the cows before school. 1. in the morning 2. in the morning
1. Hi, I’m Vicky. I always milk the cows in the 3. in the afternoon 4. in the afternoon
morning. Their milk is great! 5. in the evening 6. in the evening
2. My name is Luke. I always feed the chickens in
the morning and in the evening. They’re always
hungry!
3. I’m Maria. I go to school at eight thirty in the F Look at E . Ask and answer.
morning. I usually pick vegetables after school.
Student pairs use the information in the completed
4. Hello, my name is Brian. I always collect eggs
before school. I do my homework in the afternoon. charts in Activity E to practice asking and answering
with the language pattern in the speech bubbles: When
does she collect eggs? She collects eggs in the morning.
5. Divide the class into four groups. Each group reads
one of the items aloud. G Look at the poster.
6. Students read the text on their own. Talk about it.
1. Students read the poster title and talk generally
D Read and circle. about what is happening in each picture.
2. Students ask and answer questions about the poster
1. Explain that students will read the sentences and with any known language patterns, using the speech
circle Yes if the sentence is correct or No if the bubbles as a model.
sentence is wrong.
their books, or they can do the activity on their See Teaching 21st Century Skills, Teacher’s Book page 27.
own, using Activity C as a reference. Critical Thinking/Communication: Direct students’
3. Check answers together. attention to the Everybody Up Friend. Review
the question and watch the video. After watching
Answer Key the video, students use critical thinking skills to
1. No 2. No 3. No 4. Yes determine where the eggs are. Students then use
communication skills to take turns asking and
answering the question.
E Listen. Fill in the chart.
1. Play Class CD2 Track 28. Students listen and then
write checkmarks in the correct columns in the • What’s Missing? (Teacher’s Book pages 28–31).
chart. Use Picture Cards from Unit 6.
2. Play the track again. Students listen. • Charades (Teacher’s Book pages 28–31). Use
verb phrases from Lessons 2 and 4.
28 My name is Allison. I help my family on the farm.
It’s fun! I collect eggs in the morning before school.
After breakfast, I go to school. I come home in the
afternoon at three thirty. After school, I watch TV Extra Practice
and eat a snack. I love popcorn. At six o’clock in the Workbook pages 58–59
evening, I pick vegetables. We have carrots, tomatoes,
and peas. They’re good. We have dinner at seven Student Audio CD Tracks 60–61
o’clock. After dinner, I do my homework. Finally, I go Unit 6, Lesson 4 Worksheet
to bed at nine thirty.
Unit 6 Test
iTools
3. Check answers together. Online Practice
Unit 6 89
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✔ Check Up 3
Review Language
✔ Check Up 3 C Write. 7:30 A.M.
1. When does she make her bed?
Units 5 and 6 She
A Listen, check, and write. 29

2. Who is stronger, the boy or the girl?
The
Materials
1. 2. 3. 1 2
3. What are his chores?
He sometimes
4. Which one is softer, the chair or the sofa? Tracks 29–30
The
3 4
4. 5. 6.
1. 2.
Nice shirt! Do you want to
come over?
B Read and circle.
1. He always feeds / 2. The girl is taller /

milks the chickens shorter. After school.
before school.
3. She always / never 4. The notebook / E What can you do? Read and ✔. 1 OK 2 Good 3 Great
vacuums the carpet. book is heavier.
I can talk about... 1 2 3 1 2 3
adjectives farm chores
5. The gray pants are 7:30 A.M. 6. I walk the dog chores
cleaner / dirtier before / after
Value Value
than the blue pants.. school. I can be I can be
nice. friendly.
Warm up Answer Key
1. Review Unit 6 vocabulary and grammar 1. check left picture; old

patterns. First, review time phrases and adverbs 2. check right picture, clean the bathroom
3. check left picture; heavy
of frequency. Then hold up Picture Cards 4. check left picture; pick vegetables
87–94, 95–100, and 101–104, and for each card, 5. check right picture; wash the dishes
elicit a full sentence from a student. Guide the 6. check right picture; thin
class to use as many different grammar patterns
as possible.
2. Review Unit 6 vocabulary by holding up Picture B Read and circle.
Cards 87–104 and eliciting each word or phrase.
1. Students circle the correct answers.
A Listen, check, and write. can answer orally and then circle the answers in
See Teaching Check Ups, Teacher’s Book page 25. own.
1. Play Class CD2 Track 29. Students listen, check, and 3. Check answers together.
write the items they hear.
Answer Key
29 1. old 2. clean the bathroom 1. feeds 2. shorter
3. heavy 4. pick vegetables 3. always 4. book
5. wash the dishes 6. thin 5. dirtier 6. before

answers.
90 Check Up 3
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the sentences Self Check.
Answer Key
• Teacher’s Mistake (Teacher’s Book pages
28–31) using language from Units 5 and 6. For
1. makes her bed in the 2. girl is stronger. example, hold up a picture of a clean shirt and
morning. say, “It’s dirty.” Or hold up the picture card of “do
3. waters the plants. 4. sofa is softer. laundry” and say, “clean my room.” Students raise
their hands when they hear a mistake and correct
it. For more of a challenge, as you hold up items,
D Listen and write. Then act. say some correct sentences and some incorrect
ones so that students have to listen carefully.
1. Play Class CD2 Track 30. Students listen. Play the
track again and students fill in the blanks with the
• Finish the Story (Teacher’s Book pages 28–31)
using texts from Units 5 and 6. For example,
words they hear. give students a copy of “Come Over” from Unit
30
6 Lesson 3. Leave some of the speech bubbles
1. Nice shirt!
blank. Then read the story aloud and have
Thank you.
students fill in the blanks.
Sure. When? • Card Grab (Teacher’s Book pages 28–31) using
After school. Picture Cards from Units 5 and 6. The game
can also be played using vocabulary index cards
without pictures.

Extra Practice
iTools
1. Tell the class to think about how well they know the Online Practice
system.
Check Up 3 91
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Skills
Skills
Project • Reading a letter, writing complete
A Listen and read. 31 A Make a chore chart.
Chore Chart answers, listening and numbering,
Dear Grandma,
This is My Horse
speaking about a personal experience
This is my horse. His name is Brave. He’s taller and
stronger than me. In the morning, I feed Brave and
sweep his dirty f loor. Sometimes it’s cold and I wear Materials
a thick sweater. I can ride Brave. He’s my friend.
Love, Amanda Class CD2, Tracks 31–32
1. What are your chores? 2. Do you do your chores 3. Color your chore chart.
Write. When do you in the morning? Draw. Write your name.
B Read and answer. do your chores?
1. What is the horse’s name?
2. Who’s taller?
B Listen. Then talk about your chart. 33 Project Language
3. What are Amanda’s chores?
4. What does Amanda wear?
What are
your chores?
I sometimes take
out the garbage. • Units 5 and 6 grammar and vocabulary
When do you
Materials
clean your room?
I clean my room
in the morning
before school.
Class CD2, Track 33; Photocopiable
crayons, glue
Tip
Smile at your
Home-School Link partner.
Do you help at home? What do you do?

When do you help? Talk about helping
D When did you see a horse? Talk about it. at home with your family.


answer orally and then write their answers in a
Greet the class. Have students share what they know notebook. Encourage students to use complete
about horses. Ask How many legs does a horse have? sentences in their answers.
Are horses big or small? Students answer.
Answer Key
A Listen and read. 1. His name is Brave.

2. He’s taller.
See Teaching Skills, Teacher’s Book page 26. 3. She feeds Brave and sweeps his dirty floor.
4. She wears a thick sweater.
1. Students look at the picture and talk about what
they see.
with the CD.
31 Dear Grandma, 1. Play Class CD2 Track 32. Students listen and
This is my horse. His name is Brave. He’s taller and number the pictures.
stronger than me. In the morning, I feed Brave and
sweep his dirty floor. Sometimes it’s cold and I wear a 32 1. Which one is lighter, the flower or the book? The
thick sweater. I can ride Brave. He’s my friend. flower is lighter than the book.
Love, Amanda. 2. He always feeds the chickens in the evening.
3. The boy is strong. The man is stronger.
4. Are the red socks thicker than the white socks?
3. Play the track again. Students listen and read. Yes, they are.
4. Students read the text on their own. 5. I sometimes take out the trash.
6. She always sets the table after school.
B Read and answer.

1. Students look back at Activity A and read the text answers.
again on their own. 3. Check answers together.
92 Skills 3
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Answer Key an answer using your own experience or have a
Top Row:5, 6, 4
Bottom Row:3, 1, 2
D When did you see a horse? the story as well.
Talk about it.
1. Have students read the instruction line and
Project Chore Chart

A Make a chore chart.
class at home.
1. Make copies of the Photocopiable Project Template 2. Role-play with a few stronger students to
from the Teacher’s Resource Center CD-ROM and demonstrate sample language to the class.
distribute them to the class. Explain to students that 3. Students take their chore charts home. They then
they will make their own chore charts. make a list of chores and topics they talked about at
2. Students cut out their chore charts, write their home with their family members and present their
chores, indicate on the chart how many times they responses to the class.
do their chores, and draw a picture of what time
they do them. Games and Activities
3. Students make their charts. Circulate and help • Skills: Five Questions (Teacher’s Book pages
students as necessary. Remind students to write 28–31) with vocabulary from Units 5 and 6. For
their names on their charts. example, S1 thinks of “wash the car” or “water
the plants” and other students have to ask five
questions to guess the correct action.
B Listen. Then talk about
your chart.
• Skills: What’s Missing? (Teacher’s Book pages
28–31) using Picture Cards from Units 5 and 6.
See Teaching Projects, Teacher’s Book page 27. Choose five or ten cards to show the students.
Then remove one and have them try to figure out
the missing card.
the speech bubbles, and say along with the CD.
• Project: Gaps (Teacher’s Book pages 28–31)
33 What are your chores? I sometimes take out the with sentences about the students’ chore charts.
garbage. Example: “S1 makes her _____ every morning
When do you clean your room? (bed).”; S2 washes the dishes _____ school
I clean my room in the morning before school. (before).”
2. Tip: Direct students’ attention to the tip: Smile

at your partner. Call on two students with strong Extra Practice
speaking skills to talk about their chore charts. Workbook page 63
Encourage the students to smile as they listen. iTools
4. Have volunteer pairs or groups present their projects
to the class using language from the speech bubbles.
Project 3 93
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Unit 7 Out and About Lesson 1 Places to Go
Objectives
• Asking and answering about places to go
7 Out and About C Listen, ask, and answer. Then practice. 36 63
Sunday Monday
Grammar
Lesson 1 Places to Go beach 1 2
yesterday today
• Questions about location with the past tense
1. 2. 3. 4. 5. 6.
of be
1 2 3 4 5 6
Where was he/she yesterday?

beach aquarium
amusement
museum hotel pool
He/She was at the beach.
park D Listen, ask, and answer. Then practice. 37 64

• Yes/No questions with the past tense of be
beach
Yes, he was. He
Was he/she at the beach yesterday?
was at the aquarium. wasn’t = was not
No, she wasn’t. She
Yes, he/she was./No, he/she wasn’t.
He/She was at the aquarium.
3
Where was
2 your friend
1 1 2
3
yesterday?
Vocabulary
5
4 6 Places to Go: beach, aquarium,
amusement park, museum, hotel, pool
6
Where was he? He was at the aquarium. Materials
4
64 Unit 7 5 Lesson 1 65 Picture Cards 22–26, 105–110; Class CD2 Tracks
34–37
Warm up Look at Julie and her family. They’re eating ice

cream at the beach. Look at Julie’s father. He’s at a
1. Introduce yourself to S1, saying I’m (Ms. Smith). hotel. Look here. Where are Julie and her brother
I make my bed before school. S1 introduces him- James? They’re at the amusement park. They’re
or herself to you, saying I’m (Jay). I (wash the excited! Here, Julie is at the aquarium with her
dishes) (after) school. brother Alex. They’re looking at fish. Now, look at
2. Review locations from Unit 2, Lesson 1 using Alex. He’s at the pool. He’s swimming. What about
Picture Cards 22–26 here? Where are Julie and James? They’re at the
museum.
items in the picture, and number them.
See Teaching Vocabulary, Teacher’s Book page 24. 35 1. Mom: It’s so nice at the beach. Oh, look, it’s 7
o’clock. Time for ice cream!
1. Use Picture Cards 105–110 to introduce the places. Kids: Yay!
Continue until students can produce the words on Mom: What do you like here?
their own. 2. James: The amusement park is cool.
2. Play Class CD2 Track 34. Students listen, point, and Julie: The rides are fast. I like that.
say along with the CD. 3. Mom: The fish in the aquarium are so pretty!
Alex: There are big fish and little fish!
34 1. beach 2. aquarium 3. amusement park 4. Alex: I can swim in the big pool, too. It’s fun!
4. museum 5. hotel 6. pool 5. Julie: I like the museum. There is very pretty
art.
6. Dad: The hotel is great. Everybody is helpful
3. Students practice saying the words on their own, and nice.
using their books. Alex: Mom? Dad? I’m tired. Can we go to the
hotel now?
Mom: Sure.
B Listen and number. Dad: Let’s go.
See Using the Big Picture, Teacher’s Book page 24.
1. Read this while pointing to the picture:
94 Unit 7
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3. Invite students to talk about other things they see Was she at the beach yesterday? Yes, she was.
in the picture. They may use previously learned Was she at the beach yesterday? No, she wasn’t. She
language. was at the aquarium.
wasn’t, was not
Student Book page 65 1. Was he at the beach yesterday? Yes, he was.
C Listen, ask, and answer. 2. Was she at the aquarium yesterday? No, she
wasn’t. She was at the hotel.
Then practice. 3. Was she at the amusement park yesterday? Yes,
she was.
4. Was he at the museum yesterday? Yes, he was.
1. Introduce the new pattern: Where was he/she 5. Was she at the hotel yesterday? No, she wasn’t.
yesterday? He/She was at the beach. She was at the pool.
6. Was he at the pool yesterday? No, he wasn’t. He
2. Introduce the simple past tense of the verb to be. was at the aquarium.
Remind students that today indicates the present
and is is used to talk about things happening now.
Then, explain that yesterday indicates the past. Help 3. Pairs practice the pattern, using their books.
students understand that was is used with yesterday
to talk about things that have already happened.
E Look at. Point, ask,
B
3. Direct students’ attention to the first grammar
box and the yesterday/today boxes on page 65 and and answer.
play Class CD2 Track 36. Students listen, ask, and Student pairs look at the big picture in Activity B
answer along with the CD. and practice asking and answering with the language
pattern in the speech bubbles: Where was he? He was
36 Where was he yesterday? He was at the beach. at the aquarium.
Where was she yesterday? She was at the beach.
yesterday, today
1. Where was he yesterday? He was at the beach. Everybody Up 21st Century Skills
2. Where was she yesterday? She was at See Teaching 21st Century Skills, Teacher’s Book page 27.
the aquarium.
3. Where was he yesterday? He was at Creativity/Communication/Collaboration:
the amusement park. Direct students’ attention to the Everybody Up
4. Where was she yesterday? She was at Friend. In small groups, students use creativity
the museum. and communication skills to take turns asking and
5. Where was she yesterday? She was at the hotel. answering the question. Encourage students to make
6. Where was he yesterday? He was at the pool. up silly sentences like “My friend was on the moon
yesterday,” or “She was in space.” Students then use
4. Students practice the pattern in pairs, using collaboration skills to write their best sentences on
their books. the board.
D Listen, ask, and answer. Games and Activities

Then practice. • Station Stop (Teacher’s Book pages 28–31).
When the train stops, show a student a card and
ask Was (he) (at the hotel) yesterday? A correct
1. Introduce the new pattern and contraction: Was he/ answer wins the student a “ticket.”
she at the beach yesterday? Yes, he/she was. No,
he/she wasn’t. He/She was at the aquarium; wasn’t =
was not. Extra Practice
2. Direct students’ attention to the second grammar Workbook pages 64–65
box on page 65 and play Class CD2 Track 37. Student Audio CD Tracks 62–64
Students listen, ask, and answer along with the CD. iTools
Online Practice
37 Was he at the beach yesterday? Yes, he was.
Was he at the beach yesterday? No, he wasn’t. He was
at the aquarium.
Unit 7 95
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Unit 7 Out and About Lesson 2 Places to Go
Objectives
• Asking and answering about places to go
Lesson 2 Places to Go C Listen, ask, and answer. Then practice. 40 67

bookstore
Grammar
1 2 3 4 5 6
pharmacy weren’t = were not
• Questions about location with the past tense
of be
Where were they yesterday?
coffee flower 1. 2. 3. 4. 5. 6.
bookstore pharmacy toy store hair salon
shop shop
B Listen, ask, and answer. Then practice. 39 66 They were at the bookstore.
bookstore bookstore pharmacy toy store hair salon coffee shop flower shop
• Yes/No questions with the past tense of be
D Listen and number.
Were they at the bookstore yesterday?
41
1 2 3 Yes, they were./No, they weren’t. They were

at the pharmacy.
Vocabulary
Places to Go: bookstore, pharmacy, toy store,
Where were
hair salon, coffee shop, flower shop
5
4 6 E What about you? Ask and answer. you on Friday?
Where were you yesterday?
I was at the flower shop. Materials

66 Unit 7 Lesson 2 67 Picture Cards 113–118; Class CD2
4105989_EU_SB3.indb 66 11/6/15 9:05 AM 4105989_EU_SB3.indb 67 11/6/15 9:06 AM Tracks 38–41
Warm up 38 1. bookstore 2. pharmacy 3. toy store

1. Greet the class, saying Hello, class. How are you 4. hair salon 5. coffee shop 6. flower shop
today? Elicit a polite group response: Hello, (Ms.
Smith). We’re fine, thank you. How are you? 4. Students practice the words on their own, using
2. Review Unit 7, Lesson 1 grammar and their books.
vocabulary. Guide S1 to stand and say where
he or she was yesterday: I was (at the beach)
yesterday. Then, ask the class either Where was B Listen, ask, and answer.
(he) yesterday? or Was (he) (at the museum) Then practice.
yesterday? Elicit the answer from the class.
Repeat the procedure with each student.
3. Elicit the review language from Unit 7, Lesson 1: 1. Introduce the new pattern: Where were they
Where was your friend yesterday? Students can yesterday? They were at the bookstore.
practice their own expressions with classmates. 2. Direct students’ attention to the grammar box on
page 67.
See Teaching Vocabulary, Teacher’s Book page 24. 39 Where were they yesterday?
They were at the bookstore.
1. Use Picture Cards 113–118 to introduce the shops. 1. Where were they yesterday?
Continue until students can produce the words on They were at the bookstore.
their own. 2. Where were they yesterday?
2. Do a Rhythm Circle (Teacher’s Book pages They were at the pharmacy.
28–31) with the new vocabulary. Include Lesson 1 3. Where were they yesterday?
vocabulary after a round. They were at the toy store.
3. Play Class CD2 Track 38. Students listen, point, and 4. Where were they yesterday?
say along with the CD. They were at the hair salon.
96 Unit 7
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5. Where were they yesterday?
They were at the coffee shop.
answers.
6. Where were they yesterday? 3. Check answers together.
They were at the flower shop.
Answer Key
Top row: 6, 4, 3
4. Students practice the pattern in pairs, using Bottom row: 3, 2, 1
their books.

E What about you?
C Listen, ask, and answer. Ask and answer.
Then practice. In pairs, students take turns asking and answering
See Teaching Grammar, Teacher’s Book page 24. with the language pattern in the speech bubbles:
1. Introduce the new pattern: Were they at the Where were you yesterday? I was at the flower shop.
bookstore yesterday? Yes, they were./No, they weren’t.
They were at the pharmacy. Everybody Up 21st Century Skills
2. Direct students’ attention to the grammar box on See Teaching 21st Century Skills, Teacher’s Book page 27.
page 67.
Communication: Direct students’ attention to the
3. Play Class CD2 Track 40. Students listen, ask, and Everybody Up Friend. Students use communication
answer along with the CD. skills to take turns asking and answering the
40
question. To extend the activity, encourage student
volunteers to say sentences about themselves and
Yes, they were.
their classmates, e.g., I was at the beach. Sam was at
the amusement park.
No, they weren’t. They were at the pharmacy.
weren’t, were not
1. Were they at the bookstore yesterday?
No, they weren’t. They were at the pharmacy.
2. Were they at the pharmacy yesterday? • Simon Says (Teacher’s Book pages 28–31).
No, they weren’t. They were at the flower shop. Instead of listening for “Simon Says,” students
3. Were they at the toy store yesterday? should move only if they hear a sentence in
Yes, they were. the simple past tense (using was or were). Say
4. Were they at the hair salon yesterday? sentences using present and past tense (for
Yes, they were. example, They were at the pool and They are at
5. Were they at the coffee shop yesterday? the pool).
Yes, they were.
6. Were they at the flower shop yesterday?
• Gaps (Teacher’s Book pages 28–31). Create texts
using Lesson 2 grammar patterns and vocabulary.
No, they weren’t. They were at the bookstore. Students complete the sentences and check
answers with a classmate.
4. Students practice the pattern in pairs, using their
books.
Extra Practice
D Listen and number. Student Audio CD Tracks 65–67
iTools
1. Play Class CD2 Track 41. Students listen and Online Practice
number the pictures.
41 1. First, they were at the flower shop.

2. Next, they were at the coffee shop.
3. Then, they were at the toy store.
4. Next, they were at the hair salon.
5. Then, they were at the pharmacy.
6. Finally, they were at the bookstore.
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Unit 7 Out and About Lesson 3 Story
Objectives
1. The class is at the aquarium. Yes No
Conversation
2. Mike and Danny want ice cream. Yes No
The class is at the

Mike’s Watch It’s five o’clock. Where
3. The boys are on time. Yes No
amusement park today. are Mike and Danny? 4. Mike needs a new watch. Yes No
• Arranging to meet someone at a
C Sing. 43 68
See You Then

certain place and time
Class, let’s meet Yes, we do. It’s
Let’s meet here at five o’clock.

Do we have time only four thirty.
here at five o’clock. for ice cream?
Let’s meet here before school. in the afternoon
one o’clock
OK. See you then.
See you at seven fifteen.
OK. See you then.
at five o’clock
OK. Be on time. five o’clock
OK. See you then.
Value
You’re late.
Where Look, it’s —
It’s time for a
new watch, Mike!
Be on time.
were you?
Oh, no!
Really? We were — OK. See you then. Are you always
Materials
Class CD2 Tracks 42–44
on time?
2
twelve thirty
Value
1 3
Be on time.
five o’clock six forty-five
Warm up A Talk about the story.

1. Greet the class. Then say Today is (Tuesday, Then listen and read.
March 2nd). It’s (eight o’clock). It’s time for See Teaching Stories, Teacher’s Book page 25.
English class! Students repeat.
2. Play a version of Shopping List (Teacher’s Book 1. Students look at the pictures and talk about what
page 28–31) to review places vocabulary. Say I’m they see.
going to the pool. S1 says I’m going to the pool. 2. Play Class CD2 Track 42. Students listen, point, and
Then I’m going to the (movie theater). S2 repeats read along with the CD.
this, adds Then I’m going to the (bookstore). S3
repeats, adds a new location, and so on until 42 Mike’s Watch
someone forgets the order. Then start again. The class is at the amusement park today.
Teacher: Class, let’s meet here at five o’clock.
3. Review the past tense. Model this conversation
Danny: OK. See you then.
with a student: Ask Where were you yesterday?
It’s five o’clock. Where are Mike and Danny?
The student replies I was (at home). Where were
Danny: Do we have time for ice cream?
you? Reply I was (at the park). Students can
Mike: Yes, we do. It’s only four thirty.
practice the conversation with their classmates.
Teacher: You’re late. Where were you?
4. Elicit the review language from Unit 7, Lesson Danny: Oh, no! Really?
2: Where were you on Friday? Students can Mike: We were— Look, it’s—
practice their own expressions with classmates. Danny: It’s time for a new watch, Mike!

students’ attention to the value Be on time and play
98 Unit 7
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B Read and circle. See Teaching Conversations, Teacher’s Book page 25.
1. Students read the sentences and circle Yes if the 1. Play Class CD2 Track 44. Students listen and say
sentence is correct or No if the sentence is wrong. with the CD.
2. Read each sentence aloud with the class. Students 44 1. Let’s meet here at five o’clock.
OK. See you then.
2. Let’s meet here at twelve thirty.
OK. See you then.
3. Check answers together. 3. Let’s meet here at six forty-five.
OK. See you then.
Answer Key
1. No 2. Yes
3. No 4. Yes 2. Students rehearse and act out the conversations,
C Sing.
See Teaching Songs, Teacher’s Book page 24. Everybody Up 21st Century Skills
2. Play Class CD2 Track 43. Students listen and sing Critical Thinking/Communication: Direct students’
along with the CD. attention to the Everybody Up Friend. Students
use critical thinking skills to determine their daily
43 See You Then schedule and whether they are always on time. Then
Let’s meet here before school. they use communication skills to take turns asking
OK. See you then. and answering the question.
See you at seven fifteen.
OK.
Be on time.
Let’s meet here in the afternoon. • Listen and Draw (Teacher’s Book pages 28–31).
OK. See you then. Student pairs perform their own versions of
See you at one o’clock. the Lesson 3 conversation in front of the class:
OK. Let’s meet here at (two-fifteen). OK. See you then.
Be on time. The rest of the class listens and then draws the
appropriate clock face (analog or digital). Check
OK. See you then.
drawings together.
See you at five o’clock. • Read the story aloud. Divide the class into four
OK. groups. Group 1 reads the narrator, Group 2
Be on time. reads the teacher, Group 3 reads Danny, and
Group 4 reads Mike.
3. Students sing the song again. A student can write
the time on the board for each verse. Extra Practice
Unit 7 Test
iTools
Online Practice
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Unit 7 Out and About Lesson 4 Weather
Objectives
• Asking and answering about
Lesson 4 Weather
Science
D Read and circle.
the weather
1. It’s sunny today in Mexico. Yes No
A Watch the video.
2. It was snowy in Turkey on Thursday. Yes No
B Listen, point, and say. 45 69 3. It was sunny in Brazil yesterday. Yes No Grammar
4. It was snowy in South Korea. Yes No
1 2 3 4 5 6
• Questions with the present and past
E Make a weather chart. Draw and write. tenses of be
sunny rainy cloudy windy stormy snowy
C Listen, ask, and answer. Then listen and read. 46 70 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
How’s the weather today?
sunny How’s = How is
It’s sunny.
How was the weather yesterday/on
Monday?
sunny
Monday
1.
Hello! We’re at the beach
2.
Hi, Lucy! How’s Turkey?
It was sunny.
in Mexico. How’s the weather?

Vocabulary
Hi, Kelly! Turkey is nice. It’s
rainy today. On Thursday,
It’s sunny today. it was cloudy. Watch the
It’s very hot.
F Look at E . Ask and answer.
video. What did
the wind do? Weather: sunny, rainy, cloudy, windy,
3. 4. How was the weather stormy, snowy
Hello, Adam! How are you? My family was in South Korea. on Monday? It was sunny on Monday.
Materials
How was the weather?
Hi, Cam! I’m great. How
are you? It’s windy in It was cold.

Brazil today. Yesterday,
it was stormy.
On Friday, G Look at the poster. Talk about it.
it was snowy.
70 Unit 7 Lesson 4 71 Tracks 43, 45–46; Unit 7 Video and Poster,

Weather
School Subject Connection: Science 2. Play the video again. Ask students what places they
Science liked in the video and whether they would like to
Lesson 4 is a cross-curricular lesson with a connection experience the kinds of weather in each place.
to students’ school subjects. Ask students what they
have learned in their science class about why and how
the weather changes. B Listen, point, and say.
Warm up
1. Use Picture Cards 119–124 to introduce the
1. Greet the class. Then start a question chain:
different types of weather. Continue until students
Ask a student Where were you yesterday? That
can produce the words on their own.
student replies then turns to a classmate and
asks the same question. Continue the chain 2. Play Guess the Next Card (Teacher’s Book pages
around the room. 28–31) using Picture Cards 119–124.
2. Sing See You Then (Class CD2 Track 43). 3. Play Class CD2 Track 45. Students listen, point, and
3. Review the conversation language from Unit 7,
Lesson 3: Let’s meet here at five o’clock. OK. See 45 1. sunny 2. rainy 3. cloudy
you then. Encourage students to look for ways 4. windy 5. stormy 6. snowy
to use the conversation language in class today.
4. Give six blank cards and art supplies to each

student. Students make picture cards for the
A Watch the video. new vocabulary.
Before you watch: Tell the class they’re going to watch C Listen, ask, and answer.
a video about weather. As a warm-up, ask students Then listen and read.
what weather they like best and what kinds of weather See Teaching Grammar, Teacher’s Book page 24.
they think they might see in the video.
1. Play the video. See Video Scripts on Teacher’s Book 1. Introduce the new pattern: How’s the weather today?
pages 116–118 for reference. It’s sunny.
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How was the weather yesterday/on Monday?
F Look at E . Ask and answer.
It was sunny.
Students circulate and ask each other about the
weather for the past seven days, using the information
page 70. Link the grammar to the reading. Explain
in the completed charts in Activity E and the language
that the prepositional phrase on (Monday) can be
pattern in the speech bubbles: How was the weather on
found at the beginning or end of the sentence.
Monday? It was sunny on Monday.
46 How’s the weather today? It’s sunny.
How was the weather yesterday? It was sunny.
Talk about it.
How was the weather on Monday? It was sunny. See Teaching with Posters, Teacher’s Book page 26.
how’s, how is
1. Students read the poster title and captions. Then,
1. Hello! We’re at the beach in Mexico.
talk generally about what is happening in each
It’s sunny today. It’s very hot. picture.
2. Hi, Lucy! How’s Turkey? How’s the weather? 2. Students ask and answer questions about the poster
Hi, Kelly! Turkey is nice. It’s rainy today. On with any known language patterns, using the speech
Thursday, it was cloudy.
3. Hello, Adam! How are you? How’s the weather
bubbles as a model.
today?
Hi, Cam! I’m great. How are you? It’s windy in
Brazil today. Yesterday, it was stormy. Everybody Up 21st Century Skills
4. My family was in South Korea. See Teaching 21st Century Skills, Teacher’s Book page 27.
How was the weather?
It was cold. On Friday, it was snowy. Critical Thinking/Communication: Direct students’
attention to the Everybody Up Friend. Review the
question and watch the video. In pairs or small
4. Play the track again. Students listen and read along. groups, students use critical thinking skills to
5. Divide the class into eight groups. Each group reads determine what the wind did in the video. Students
one of the children’s lines aloud. then communicate their ideas to the class.
Student Book page 71 Games and Activities

D Read and circle. • Card Grab (Teacher’s Book pages 28–31). Give
each group of four students a set of student-made
1. Students read the sentences and circle Yes if the picture cards. Cards are laid face-up. Choose
sentence is correct or No if the sentence is wrong. a student to help you lead the activity. Guide
the student to ask you (How was) the weather
(yesterday)? Answer It (was) (snowy). Players
listen and then race to touch the correct weather
card.
own, using Activity C as a reference.
3. Check answers together. • Jump to the Word (Teacher’s Book pages 28–31).
Instruct pairs to move to a particular card. Once
Answer Key there, the pair must use the card to practice one
of the Lesson 4 grammar patterns: How (is) the
1. Yes 2. No
weather (today)? (It’s sunny).
3. No 4. Yes
Extra Practice
E Make a weather chart. Workbook pages 70–71
Draw and write. Student Audio CD Tracks 69–70
Student pairs work together to complete the weather Unit 7, Lesson 4 Worksheet
chart. They draw pictures and write in the weather for Unit 7 Test
each day on the chart, based on the actual weather for iTools
the seven previous days in the area where they live. Online Practice
Unit 7 101
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Unit 8 Things We Use Lesson 1 School Supplies
Objectives
8 Things We Use C Listen, ask, and answer. Then practice. 49 72
After
• Asking and answering about school
supplies
Where was the folder? It was on the table.
Lesson 1 School Supplies
Before Grammar
• Questions with the past tense of be
1 2 3 4 5 6 2
4 6
3
1 5
Where was the folder?
folder lunchbox water bottle dictionary calculator stapler
It was on the table.
B Listen and number. D Listen, ask, and answer. Then practice.
What was on the table?
48 50 73
Yesterday Morning
What was on the table? A folder was on the table.
5 A folder was on the table.

Before bookshelf After
3 computer 3
desk
Vocabulary
6 4
6
School Supplies: folder, lunchbox, water
1
sofa table 2 5 bottle, dictionary, calculator, stapler
chair
2
4 E Look at B . Point, ask, and answer.
What was on
your table
Materials
this morning?
What was on the bookshelf? A dictionary was

1 on the bookshelf.
Tracks 47–50
Warm up 4. Students practice the new words on their own,

using their books.
1. Greet the class. Then move around the room
and pick up various items from students’ desks,
asking Whose (ruler) is this? The class replies It’s B Listen and number.
(Mia’s) (ruler). See Using the Big Picture, Teacher’s Book page 24.
2. Elicit the language from Unit 7, Lesson 4: How
was the weather on Monday? Students practice 1. Read this while pointing to the picture:
the language with their classmates. Look at Emma and her family. They were at home.
3. Play What’s Missing? (Teacher’s Book pages It was seven o’clock in the morning. Emma had a
28–31) to review vocabulary from Unit 7. Use stapler. She didn’t have a dictionary. Emma’s water
Picture Cards 105–124. bottle was in her backpack. Ann had a lunchbox.
Her mother was brushing her hair. Emma’s brother
was looking for his calculator and his folder. Where
were they?
A Listen, point, and say. 2. Play Class CD2 Track 48. Students listen, find the
See Teaching Vocabulary, Teacher’s Book page 24. items in the picture, and number them.
1. Use Picture Cards 125–130 to introduce the school 48 1. Emma: Good morning, Mom. Hi, Dad.
supplies. Continue until students can produce the Dad: Good morning.
words on their own. Ann: Is that my new lunchbox?
2. Link the language. Hold up Picture Cards 125–130, Mom: Yes, it is. Do you like it?
saying This is my (folder). Students reply It’s your Ann: Yes! Thanks, Mom.
(folder). It’s yours. 2. Emma: Dad, can I borrow the stapler?
Dad: Sure, Emma.
3. Emma: Where’s my water bottle?
Dad: It’s in your backpack. See?
47 1. folder 2. lunchbox 3. water bottle 4. Tommy: Where’s my calculator?
4. dictionary 5. calculator 6. stapler Mom: I don’t know.
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Tommy: Oh! There it is! It’s under the 1. What was on the table?
sofa. A folder was on the table.
5. Emma: I need a dictionary today, 2. What was on the sofa?
too. Hmm, where is it? A dictionary was on the sofa.
Dad: It’s over there, on the 3. What was on the bookshelf?
bookshelf. It’s blue. A water bottle was on the bookshelf.
6. Tommy: OK. Where’s my red folder? 4. What was on the chair?
Mom: It was on the table yesterday. A lunchbox was on the chair.
Hmmm. Oh! Look, Tommy. 5. What was on the desk?
It’s on the sofa. A stapler was on the desk.
Emma & Tommy: Thanks! Bye! 6. What was on the computer?
Mom, Dad, & Ann: Bye! A calculator was on the computer.
3. Invite students to talk about what else they see 4. Pairs practice the pattern, using their books.
in the picture. They may use previously learned 5. If time permits, link the past tense to the present
vocabulary and language. tense. Continue the group work with Where was the
dictionary?/On the sofa. and Where is the dictionary
Student Book page 73 now?/Under the sofa.
Then practice. E Look at. Point, ask,
B
See Teaching Grammar, Teacher’s Book page 24. and answer.

1. Introduce the new pattern: Where was the folder? It Student pairs look at the pictures in Activity B and
was on the table. practice the language pattern in the speech bubbles,
2. Direct students’ attention to the first grammar box using all the new vocabulary words: What was on the
on page 73. bookshelf? A dictionary was on the bookshelf.
answer along with the CD. Everybody Up 21st Century Skills
49 Where was the folder? It was on the table.
1. Where was the folder? It was on the table. Critical Thinking/Communication: Direct students’
2. Where was the lunch box? It was on the table. attention to the Everybody Up Friend. As a class,
3. Where was the water bottle? It was on the table. students use critical thinking skills to make a list of
4. Where was the dictionary? It was on the table. objects that were on their kitchen tables this morning.
5. Where was the calculator? It was on the table. Then, in small groups, students use communication
6. Where was the stapler? It was on the table. skills to ask and answer the question.
4. Pairs practice the pattern, using their books. Games and Activities
• Telephone (Teacher’s Book pages 28–31). Use
D Listen, ask, and answer. sentences such as A folder was on the table and A
lunchbox was in the backpack.
Then practice.
• Distribute paper and art supplies. Students draw
a picture of their table, desk, bed, or other surface
1. Introduce the new pattern: What was on the table? at home. Then students swap drawings with a
A folder was on the table. partner, and ask and answer questions about
2. Direct students’ attention to the second grammar them using the Lesson 1 grammar patterns.
box on page 73.
3. Play Class CD2 Track 50. Students listen, ask, and Extra Practice
50 What was on the table? Student Audio CD Tracks 71–73
A folder was on the table. iTools
Online Practice
Unit 8 103
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Unit 8 Things We Use Lesson 2 Art Supplies
Objectives
Lesson 2 Art Supplies C Listen, ask, and answer. Then practice. 53 76
• Talking about art supplies
Grammar
Yes, were.
Were there any magazines on the table? there
1 2 3 4 5 6 No, weren’t.
1. 2. 3.
• Statements with the past tense of be
magazine poster
pencil
sharpener
paintbrush glue stick scissors There were some/weren’t any magazines

table computer table
on the table.
B Listen and say. Then practice. 52 75 4. 5. 6.
were some
magazines posters • Yes/No questions with the past tense of be
There magazines on the table. pencil sharpeners paintbrushes
weren’t any
Were there any magazines on the table?

chair wall desk
glue sticks scissors
weren’t = were not D Sing. 54 77
6
Were There Any? Yes, there were. / No, there weren’t.
e
Scienc Were there any glue sticks on the bookshelf?
scissors
Boats 4
Yes, there were some glue sticks on the bookshelf.
Vocabulary
desk
1 Were there any glue sticks on the wall?
ses
Art Supplies: magazine, poster, pencil

Hor
No, there weren’t any glue sticks on the wall. paintbrushes
table
They were on the bookshelf.
sharpener, paintbrush, glue stick, scissors
3 Look at the
2 5 E Ask and answer about pictures. How many
your bedroom. paintbrushes can
you find? Materials
Were there any scissors on the table?
table desk chair Yes, there were.
Tracks 51–54
Warm up 4. Students practice the words by themselves, using

their books.
1. Greet the class. Then, do a Names Chant
(Teacher’s Book pages 28–31).
2. Review previously learned school supplies. B Listen and say. Then practice.
Ask What’s that? and Is that a (desk)? Students See Teaching Grammar, Teacher’s Book page 24.
answer.
1. Introduce the new pattern: There were some
3. Elicit the review language from Unit 8, Lesson 1: magazines on the table./There weren’t any magazines
What was on your table this morning? Students on the table.
2. Present the plural forms of the new vocabulary.
3. Direct students’ attention to the grammar box and
the plurals box on page 74 and then present the
A Listen, point, and say. contraction: weren’t = were not.
See Teaching Vocabulary, Teacher’s Book page 24. 4. Play Class CD2 Track 52. Students listen and say
along with the CD.
1. Use Picture Cards 131–136 to introduce the art
supplies. Continue until students can produce the 52 There were some magazines on the table.
words on their own. There weren’t any magazines on the table.
2. Link the language. Arrange Picture Cards 125–136 magazines, posters, pencil sharpeners, paintbrushes,
in a horizontal line where everyone can see them. glue sticks, scissors
weren’t, were not
Ask the class Where’s the (magazine)? Students reply
1. There were some magazines on the table.
It’s (between) the (stapler) and the (calculator). Next,
2. There weren’t any posters on the table.
invite students to ask the questions.
3. There were some pencil sharpeners on the desk.
3. Play Class CD2 Track 51. Students listen, point, and 4. There weren’t any paintbrushes on the desk.
say along with the CD. 5. There were some glue sticks on the chair.
6. There weren’t any scissors on the chair.
51 1. magazine 2. poster 3. pencil sharpener
4. paintbrush 5. glue stick 6. scissors
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5. Pairs practice the pattern, using their books. Were there any scissors on the wall?
No, there weren’t any scissors on the wall.
They were on the desk.
C Listen, ask, and answer. Were there any paintbrushes on the table?
Then practice. Yes, there were some paintbrushes on the table.
See Teaching Grammar, Teacher’s Book page 24. Were there any paintbrushes on the wall?
No, there weren’t any paintbrushes on the wall.
1. Introduce the new pattern. Direct students’ They were on the table.
attention to the grammar box on page 75.
3. Students sing the song again, nodding or shaking
their heads with the lyrics.
53 Were there any magazines on the table?
Yes, there were.
E Ask and answer about
Were there any magazines on the table?
No, there weren’t. your bedroom.
1. Were there any magazines on the table? Student pairs ask and answer questions about the state
Yes, there were. of their bedrooms, using the language pattern in the
2. Were there any scissors on the computer? speech bubbles: Were there any scissors on the table?
No, there weren’t. Yes, there were.
3. Were there any paintbrushes on the table?
Yes, there were.
4. Were there any glue sticks on the chair? Everybody Up 21st Century Skills
No, there weren’t. See Teaching 21st Century Skills, Teacher’s Book page 27.
5. Were there any posters on the wall?
Yes, there were.
6. Were there any pencil sharpeners on the desk?
critical thinking skills to look at the pictures and
Yes, there were.
count the paintbrushes in Activities A, B, and C. In
pairs, students then use communication skills to take
3. Pairs practice the pattern, using their books. turns asking and answering the question.
D Sing. Games and Activities

See Teaching Songs, Teacher’s Book page 24. • Shopping List (Teacher’s Book pages 28–31).
Play this using any art supplies vocabulary
students know. Start the game by saying I’m going
2. Play Class CD2 Track 54. Students listen and sing to the store. I need some scissors. S1 says I’m going
along with the CD. to the store. I need some scissors and a paintbrush.
S2 repeats this and adds a third item.
54 Were There Any?
Were there any glue sticks on the bookshelf? • Gaps (Teacher’s Book pages 28–31). Create
Yes, there were some glue sticks on the bookshelf. several different texts using the Unit 8, Lesson 2
Were there any glue sticks on the wall?
grammar patterns and vocabulary.
No, there weren’t any glue sticks on the wall.
They were on the bookshelf.
Extra Practice
Were there any scissors on the desk?
Yes, there were some scissors on the desk.
iTools
Online Practice
Unit 8 105
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Unit 8 Things We Use Lesson 3 Story
Objectives
1. Emma and Julie were at the beach. Yes No
Conversation
2. The river was dirty. Yes No
Emma and Julie want

Let’s Clean Up! The next day 3. There were flowers everywhere. Yes No
to play at the river. at school… 4. Emma asks how to spell “Saturday.” Yes No
• Asking someone how to spell
Oh, no! Look
at the river.
C Sing. 56 78
How Do You Spell?

something
How was your
It’s dirty.
How do you spell “Saturday”?
day at the river?
How do you spell Saturday?
We can’t play here. How do you spell Saturday? magazine
Let’s go home. Well, it was dirty.
There was garbage
everywhere.
What can
we do? How do you spell… How do you spell… S-A-T-U-R-D-A-Y.
How do you spell Saturday? your name
Value
S-A-T-U-R-D-A-Y.
Emma and Julie are making posters. Now it’s

clean! D Listen and say. Then act. 57
Be helpful.
How do you
spell “Saturday”? S-A-T-U-R-D-A-Y.
How do you spell “Saturday”?
S-A-T-U-R-D-A-Y.
Is your town
dirty? What can
Materials
you do?
2
Great job,
everybody!
Value
1 3
Be helpful.
Warm up 55 Let’s Clean Up!

1. Greet the class. Then greet individual students, Emma and Julie want to play at the river.
saying Hi, (Kate). (I like your skirt). Students can Julie: Oh, no! Look at the river. It’s dirty.
greet and compliment their classmates. Emma: We can’t play here. Let’s go home.
The next day at school...
2. Elicit the language from Unit 8, Lesson 2: Were
Teacher: How was your day at the river?
there any books on the table? Students practice
Julie: Well, it was dirty. There was garbage
asking and answering the question with everywhere.
classmates, using their own school supplies. Emma: What can we do?
3. Sing Were There Any? (Class CD2 Track 54). Emma and Julie are making posters.
4. Review the conversation language from Unit 4, Emma: How do you spell “Saturday”?
Lesson 3: How do you use chopsticks? Like this. Julie: S-A-T-U-R-D-A-Y.
Encourage students to look for opportunities to Julie: Now it’s clean!
help each other in class today. Teacher: Great job, everybody!

students’ attention to the value Be helpful and play
A Talk about the story. the track again. Students listen and read along.
See Teaching Stories, Teacher’s Book page 25. Student Book page 77
1. Students look at the pictures and talk about what B Read and circle.
they see.
sentence is correct or No if the sentence is wrong.
106 Unit 8
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2. Read each sentence aloud with the class. Students 2. Students rehearse and act out the conversation,
can answer orally and then circle the answers in using facial expressions and gestures related to the
their books, or they can do the activity on their situations in the three pictures.
3. Check answers together. Everybody Up 21st Century Skills
Answer Key See Teaching 21st Century Skills, Teacher’s Book page 27.
1. No 2. Yes Critical Thinking/Creativity/Communication:

3. No 4. Yes Direct students’ attention to the Everybody Up
Friend. In pairs, students use critical thinking skills
to determine what is dirty in their town. Then they
C Sing. use creativity to draw pictures of three ways to make
their towns cleaner. Finally, pairs communicate their
See Teaching Songs, Teacher’s Book page 24. ideas with the class.
2. Play Class CD2 Track 56. Students listen and sing Games and Activities
along with the CD.
• Finish the Story (Teacher’s Book pages 28–31).
56 How Do You Spell? Copy the story on page 76, leaving some speech
How do you spell Saturday? bubbles blank. Give a copy to each student.
How do you spell Saturday? Slowly read the story aloud. Students listen and
How do you spell? How do you spell? write in the missing portions.
How do you spell Saturday?
• Student pairs work together to create a poster
S-A-T-U-R-D-A-Y that fits the Lesson 3 value Be helpful. Finished
How do you spell magazine? posters can be presented to the class.
How do you spell magazine?
How do you spell? How do you spell?
Write out the sentences from the story on strips
How do you spell magazine? of paper. Prepare a set of strips for each student.
M-A-G-A-Z-I-N-E Read the story aloud. Then distribute the sets
How do you spell your name? and have students put them in order.
How do you spell your name?
How do you spell? How do you spell?
How do you spell your name? Extra Practice
3. Students sing the song again. For the last verse,
students can spell out their own names.
iTools
Online Practice
with the CD.
57 1. How do you spell “Saturday”?

S-A-T-U-R-D-A-Y.
2. How do you spell “scissors”?
S-C-I-S-S-O-R-S.
3. How do you spell “dictionary”?
D-I-C-T-I-O-N-A-R-Y.
Unit 8 107
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Unit 8 Things We Use Lesson 4 Technology
Objectives
Lesson 4 Technology Social
Studies
D Read and circle. • Talking about technology
A Watch the video. 1. There were cell phones in 1940. Yes No
Grammar
2. Computers were bigger and noisier in 1960. Yes No
3. There were TVs in 1955. Yes No
1 2 3 4 4. Cameras were faster and smaller in 1915. Yes No
• Statements with the past tense of be
E Look at
D C . Fill in the timeline.
computers TVs phones cameras

There weren’t any cell phones in
cell phone laptop digital TV digital camera
laptops digital cameras
1940. There were phones like this.
C Listen and say. Then listen and read. 59 80
1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010
There weren’t any cell phones in 1940. There were phones like this. cell phones digital TVs
Vocabulary
1. There weren’t any cell phones 2. There weren’t any
Technology: cell phone, laptop,
in 1940. Phones were bigger
and heavier.
laptops in 1960.
Computers F Look at E .
E digital TV, digital camera
There were were bigger and Ask and answer.
phones like noisier. There
Watch the video.
Materials
this. were computers Were there laptops before 2000? What technology
like this. do you see?
Yes, there were.
3. There weren’t any digital TVs
in 1955. TVs
4. There weren’t any
digital cameras in
Tracks 58–59; Unit 8, Video and Poster,
Were there laptops in 1960?
were smaller. The 1915. Cameras
pictures were in were slower and
No, there weren’t.
Technology
black and white. bigger. There
There were TVs were cameras
like this. like this.

S chool Subject Connection: A Watch the video.

Studies
Lesson 4 is a cross-curricular lesson with a connection
to students’ school subjects. If possible, bring an
a video about the first computer. As a warm-up, ask
old telephone and a new cell phone (or old and
students what they know about old computers and if
new cameras) to class. Invite the class to talk about
they’ve ever seen a computer from a long time ago.
what they might already know about older forms of
technology from their social studies class. 1. Play the video. See Video Scripts on Teacher’s Book
Warm up 2. Play the video again. Pause the video and ask
1. Greet the class. Then elicit the language from students to describe the computer.
Unit 8, Lesson 3: How do you spell your name?
Students greet their classmates and practice the B Listen, point, and say.
expression.
2. Review Unit 8 vocabulary and grammar. Create See Teaching Vocabulary, Teacher’s Book page 24.
an arrangement of Unit 8 school supplies 1. Use Picture Cards 137–140 to introduce the new
objects on your desk. Then cover the words. Continue until students can produce the
arrangement and guide students to pose words on their own.
questions to the class, such as Was there a folder
on the desk? Where was the water bottle? Were
there any magazines on the desk? What was on
the desk? 58 1. cell phone 2. laptop
3. digital TV 4. digital camera
3. Students practice the new words on their own,

using their books.
108 Unit 8
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C Listen and say. Then listen and read. Answer Key
See Teaching Grammar, Teacher’s Book page 24. cameras, phones, TVs, computers
1. Introduce the new pattern: There weren’t any cell

phones in 1940. There were phones like this. F Look at E . Ask and answer.
page 78. Pairs ask and answer questions about the timelines in
3. Play Class CD2 Track 59. Students listen and say Activity E, using the language pattern in the speech
along with the CD. bubbles: Were there laptops before 2000? Yes, there
were. Were there laptops before 1960? No, there weren’t.
59 There weren’t any cell phones in 1940. There were Students should also use “after” in their questions.
phones like this.
1. There weren’t any cell phones in 1940. Phones
were bigger and heavier. There were phones like G Look at the poster.
this.
2. There weren’t any laptops in 1960. Computers Talk about it.
were bigger and noisier. There were computers See Teaching with Posters, Teacher’s Book page 26.
like this.
3. There weren’t any digital TVs in 1955. TVs were 1. Students read the poster title and captions. Then,
smaller. The pictures were in black and white. talk generally about what is happening in each
There were TVs like this.
picture.
4. There weren’t any digital cameras in 1915.
Cameras were slower and bigger. There were 2. Students ask and answer questions about the poster
cameras like this. with any known language patterns, using the speech
bubbles as a model.
4. Divide the class into four groups. Group 1 reads
the first item, Group 2 reads the second item, and Everybody Up 21st Century Skills
so on. See Teaching 21st Century Skills, Teacher’s Book page 27.
6. Students read the text on their own. attention to the Everybody Up Friend. Review the
question and watch the video. Students use critical
Student Book page 79 thinking skills to determine the kinds of technology
D Read and circle. in the video. In pairs, students use communication
skills to ask and answer the question.
sentence is correct or No if the sentence is wrong.
can answer orally and then circle the answers in • Two Truths and a Lie (Teacher’s Book pages
their books, or they can do the activity on their 28–31). Read the text in Activity C aloud, but
own, using Activity C as a reference. change one sentence so that it is incorrect.
Students listen carefully and try to catch the “lie.”
• Rollers (Teacher’s Book pages 28–31). S1 makes
Answer Key a sentence using the Lesson 4 vocabulary, such as
1. No 2. Yes I (don’t need) a laptop. S1 rolls the ball to S2. S2
3. Yes 4. No makes a new sentence and then rolls the ball on.
E Look at C . Fill in the timeline. Extra Practice

Using the information in Activity C, students Student Audio CD Tracks 79–80
complete the timeline by writing in the correct form of Unit 8, Lesson 4 Worksheet
technology in each empty box. Students check answers
Unit 8 Test
with their classmates.
iTools
Online Practice
Unit 8 109
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✔ Check Up 4
Review Language
✔ Check Up 4 C Write. YESTERDAY
1. How was the weather yesterday?
Units 7 and 8 It .
A Listen, number, and write. 60 2. Where were they yesterday?
They
1
Materials
. 2 Class CD2 Tracks 60–61
3. Where was the water bottle?
It .
3 4
4. Were there any paintbrushes on the table?
.
1. Let’s meet here 2.

How do you spell
at two o’clock. ‘Saturday’?
B Read, circle, and number. E What can you do? Check. 1 OK 2 Good 3 Great
1. They were / was at the hair salon yesterday.

I can talk about... 1 2 3 1 2 3
2. There were / weren’t any cell phones in 1940.
places to go school supplies
3. It is / was cloudy yesterday.
4. There was / were some magazines on the table. weather art supplies
technology
Value Value
I can be I can be
on time. helpful.

Warm up B Read, circle, and number.

Play Categories (Teacher’s Book pages 28–31) using
Places, Weather, School Supplies, and Technology 1. Students circle the correct answers. Then they write
as categories. the number of the correct picture.
A Listen, number, and write. own.
See Teaching Check Ups, Teacher’s Book page 25. 3. Check answers together.
1. Play Class CD1 Track 60. Students listen, number, Answer Key
and write the items they hear.
1. were, first picture 2. weren’t, second picture
60 1. laptop 2. lunchbox 3. was, third picture 4. were, fourth picture
3. glue stick 4. coffee shop
5. beach 6. rainy

answers.
Answer Key
Top row:2, lunchbox; 6, rainy; 4, coffee shop
Bottom row:5, beach; 3, glue stick; 1, laptop
110 Check Up 4
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the sentences. Self Check.
Answer Key
• Buzzers (Teacher’s Book pages 28–31) using
language from Units 7 and 8. For example
1. was sunny. “Where do you buy toys?” (“The toy store!”)
2. were at the amusement park. “What do you use to cut paper?” (“Scissors!”)
3. was on the table.
4. No, there weren’t. • Down the Line (Teacher’s Book pages 28–31)
using Picture Cards from Units 7 and 8. For
example, practice vocabulary for places to go,
school supplies, and art supplies.
• Triangle Groups (Teacher’s Book pages 28–31)
1. Play Class CD2 Track 61. Students listen. Play the using language from Units 7 and 8. (places to go,
track again and students fill in the blanks with the weather, technology, etc.). For example, S1 says
words they hear. “I like the amusement park.” S2 says “S1 likes the
amusement park.” To extend the activity, S3 can
61 1. Let’s meet here at two o’clock. then ask “What does S1 like?” or “Does S1 like
OK. See you then. the amusement park?”
2. How do you spell ‘Saturday’?
S-A-T-U-R-D-A-Y.
Extra Practice
2. Students practice the conversations with a partner. Workbook pages 80–82
Provide classroom objects for them to use as they iTools
act out the conversations. Online Practice
E What can you do? Check.

system.
Check Up 4 111
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Skills
Skills
Project • Reading an article, writing complete
A Listen and read. 62
A Make a brochure for your Brochure answers, listening and numbering,
town in 1950.
Kids Clean Amusement Park
speaking about a personal experience
By Jenny Cho
These kids were at the big amusement park
yesterday. There was a lot of garbage. There
were bottles and bags everywhere! Now all
Materials
the garbage is gone. The place is clean and
everybody is happy. That was fun! Great job! 1. Think of a place in your 2. What other things were 3. Fold your brochure.
town. What was there in there in 1950? Draw Write your town on the
1950? Draw and write. and write. front. Write your name.
B Read and write.
1. Where were the kids?
2. What did the kids do?
B Listen. Then talk about your town. 64 Project Language
3. Were there bottles? What was in your
town in 1950?
There was a
school in 1950. • Units 7 and 8 grammar and vocabulary
4. Was it fun?
There weren’t There were cars
Materials
any fast cars like this in 1950.
in 1950. They were slower.
Class CD2 Track 64; Photocopiable

Tip
Home-School Link
Practice saying
the year. Say crayons, glue
“nineteen fifty.”
How was your town different in 1950?
Do you want to visit that time? Talk with
D When did you clean a place? Talk about it. your family about your town in 1950.


Warm up B Read and write.
Tell students they are going to read about some
children cleaning up a dirty amusement park. Ask 1. Students look back at Activity A and read the text
the students if they’ve ever been to an outdoor place again on their own.
that was really dirty and whether or not they wanted 2. Read each question aloud with the class. Students
to clean it up. answer orally and then write their answers in a
notebook. Encourage students to use complete
sentences in their answers.
A Listen and read.
See Teaching Skills, Teacher’s Book page 26. Answer Key
1. Students look at the picture and talk about what 1. They were at a big 2. They cleaned up the
amusement park. garbage.
they see.
3. Yes, there were. 4. Yes, it was.
with the CD.
62 Kids Clean Amusement Park (by Jenny Cho)

These kids were at the big amusement park yesterday.
There was a lot of garbage. There were bottles and 1. Play Class CD2 Track 63. Students listen and
bags everywhere! Now all the garbage is gone. The number the pictures.
place is clean and everybody is happy. That was fun!
Great job!
63 1. There were paintbrushes on the desk.
2. Where were they yesterday?
3. Play the track again. Students listen and read. They were at the department store.
4. Students read the text on their own. 3. Was she at the coffee shop yesterday?
No, she wasn’t. She was at the flower shop.
112 Skills 4
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4. There weren’t any cell phones in 1955. There were D When did you clean a place?
phones like this.
5. How’s the weather today? It’s windy. Talk about it.
6. There was a stapler on the dictionary.
1. Have students read the instruction line and
an answer using your own experience or have a
Answer Key
Top row: 5, 6, 4 questions to encourage more detail.
Bottom row: 3, 1, 2
the story as well.
Project Brochure
Student Book page 83 3. Student pairs practice the pattern, using their books.
A Make a brochure for 4. Volunteer pairs or groups present their projects to
the class, using language from the speech bubbles.
your town in 1950.
Home-School Link
1. Make copies of the Photocopiable Project Template
from the Teacher’s Resource Center CD-ROM and 1. Students share what they’ve learned in class at home.
distribute them to the class. Explain to students
that they will make their own brochures. Review 2. Role-play with a few stronger students to
technology words and write them on the board. demonstrate sample language to the class.
2. Students cut out their brochures, think of place in 3. Students tell the class what their families taught
their town, draw and write about things that were them about their towns in 1950.
there in the 1950s, and then fold. Games and Activities
3. Students make their brochures. Remind students
to write their names and their towns on the front • Skills: Teacher’s Mistake (Teacher’s Book pages
28–31) with sentences about Jenny’s article.
of the brochure. Circulate and help students as
Example: “The kids were at school yesterday”;
necessary.
“There wasn’t a lot of garbage.”
• Projects: Five Questions (Teacher’s Book pages
B Listen. Then talk 28–31) with the brochures. One student thinks of
about your town. another student’s brochure but does not tell the
group which one it is. Group members ask five
Yes/No questions to identify the correct one.
the speech bubbles, and say along with the CD.
• Projects: Class Survey (Teacher’s Book pages
28–31) with sentences about the brochures, e.g.,
64
“S1’s town has a lot of taxis”; “S2’s town has a lot
What was in your town in 1950?
of people.”
There was a school in 1950.
There weren’t any fast cars in 1950.
There were cars like this in 1950. They were slower.
Extra Practice
Workbook page 83
2. Tip: Direct students’ attention to the tip: Practice Final Test
saying the year. Say “nineteen fifty.” Call on two iTools
students with strong speaking skills to say a year. Online Practice
Help with pronunciation as necessary.
Project 4 113
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YLE Practice Answer Key
and Instruction
YLE Movers Practice 1, pages 84–85 D. Look at the picture and read the story. Write some words
to complete the sentences about the story. You can use
Listening
1–3 words.
A. What’s Charlie doing? Listen and draw a line from Students read the text and look at the picture. They
65 complete the sentences with words from the paragraph.
the day to the correct picture. There is one example.
Play the audio. Students use information from the audio Answers
to draw a line from the day to the correct picture. 1. supermarket
2. vegetables
Answers 3. potatoes and tomatoes
A line is drawn from Thursday to the boy making an 4. bananas and yogurt
omelet.
Students draw a line from Friday to the boy and mom
buying groceries at the supermarket. YLE Movers Practice 2, pages 86–87
Students draw a line from Saturday to the two boys
kicking a soccer ball. Listening
Students draw a line from Sunday to the boy eating a 66
salad and soup. A. Listen and tick (✔) the box.
Play the audio. Students tick (✓) the object or action they
Speaking hear.
Answers
B. Which one is different? Say why. 1. B
First say, Look at row 1. Look at the four pictures. For 2. C
each row, have the student identify the picture that is 3. A
different and explain their answer. If the student doesn’t
understand, point to the picture that is different. Say, This Speaking
picture is different. Why?
Answers B. Look and find the differences.
1. B (A cabbage, C carrot, and D potato are vegetables. Ask, What’s the matter with the boy? What is different
B shows a park.) in the two pictures? The student points to things that
2. C (A soda, B smoothie, and D milkshake are drinks. are different and names the items. If the student doesn’t
C is popcorn.) understand, point at something that is different between
3. D (A drawing, B cutting, and C folding are art the two pictures. Say, Look at the boy’s shirt. What is
activities. D is a boy kicking a ball.) different?
Please visit the Teacher’s Resource Center CD-ROM for Possible differences/answers
more instruction on possible questions, answers, and boy: He has a fever (left). / He has a stomachache (right).
scoring. boy’s shirt: His shirt is red (left). / His shirt is orange
(right).
wall: The wall is pink (left). / The wall is blue (right).
Reading and Writing family: He is with his mother (left). / He is with his
grandparents (right).
C. Read the story. Choose a word from the box. Write the nurse/assistant: She is not there (left). / She is there
correct word next to numbers 1– 4. (right).
Students read the text and look at the pictures. They doctor: The doctor’s wearing an orange shirt (left). /
complete the paragraph with words below the pictures. The doctor’s wearing a blue shirt (right).
Answers Please visit the Teacher’s Resource Center CD-ROM for
1. watching more instruction on possible questions, answers, and
2. potato chips scoring.
3. across from
4. supermarket
114 YLE Practice Answer Key and Instruction
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Reading and Writing D. Read the story. Choose a word from the box. Write the
correct word next to numbers 1– 4.
C. Look and read. Choose the correct words and write them Students read the text and look at the pictures. They
on the lines. complete the paragraph with words from the pictures.
Students look at the pictures, read the sentences, and Answers
write the correct word from the pictures. 1. milk 2. hungry
Answers 3. morning 4. vegetables
1. cup 2. uncle
3. vet 4. knife YLE Movers Practice 4, pages 90–91
D. Look and read. Write yes or no. Listening
Students look at the picture and read the phrases. They
identify whether the phrase describes what is happening A. Listen and draw lines. 68
in the picture and write yes or no. Play the audio. Students draw a line from each name to
Answers the person they hear.
1. No 2. Yes Answers
3. No 4. Yes A line has been drawn from Mary to the toy store.
Students draw a line from Charlie to the bookstore.
YLE Movers Practice 3, pages 88–89 Students draw a line from Lily to the pharmacy.
Students draw a line from Peter to the flower shop.
Listening
Speaking
A. Listen and color and draw. 67
Play the audio. Students color or draw objects based on B. Which one is different? Say why.
information in the listening. For each row, have the student identify the picture that is
Answers different and explain their answer. If the student doesn’t
Students color the coat of the boy wearing the thicker understand, point to the picture that is different. Say, This
coat yellow. picture is different. Why?
Students color the taller boy’s dirty t-shirt blue, the Answers
boy playing football. 1. D (A beach, B aquarium, and C pool all have water.
Students color the woman’s sweater green. D is an amusement park.)
Students draw a tree behind the man watching the 2. C (A folder, B dictionary, and D magazine are made
football match. of paper. C is scissors.)
3. B (A cell phone, C laptop, and D digital TV are
Speaking technology. B is a poster.)
Please visit the Teacher’s Resource Center CD-ROM for
B. Continue the story. more instruction on possible questions, answers, and
Say, These pictures show a story. The story is about Emily. scoring.
Point to the picture on the far left. Say, Emily wakes up at
6:30 in the morning. She always makes her bed. Then, ask
the student to continue the story, based on the pictures.
Reading and Writing
If the student doesn’t understand, refer to the back-up
questions.
C. Look at the picture and read the story. Write some words
Possible answers to complete the sentences about the story. You can use
[Student points to the middle picture.] It is seven 1–3 words.
fifteen (7:15) in the morning. Emily walks her dog. Students read the text and look at the pictures. They
[Student points to the picture on the far right.] It is complete the sentences with words from the paragraph.
eight (8:00) in the morning. She takes out the garbage. Answers
Please visit the Teacher’s Resource Center CD-ROM for 1. cameras 2. smaller
more instruction on possible questions, answers, and 3. bigger and heavier 4. computers
scoring.
D. Read the text. Choose the right words and write them
Reading and Writing on the lines.
Students look at the picture, read the sentences, and
C. Read the text and choose the best answer. choose the correct word from each numbered list of
Students read the questions and choose the best answer words below.
from the multiple choice. Answers
Answers 1. was 2. We
1. C 2. A 3. on 4. some
3. B 4. C
YLE Practice Answer Key and Instruction 115
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Video Scripts
Unit 1, Lesson 4, Cooking Unit 2, Lesson 4, Activities
Welcome to Borough Market. Look at the children. What are they doing at school?
Look at the food! What do you want? They’re making art!
This girl is cooking an omelet. What are they making? Caterpillars!
What does she need? First, they get cotton balls like these.
She needs eggs and cheese. Next, they glue the cotton balls to the paper.
What’s he doing? He’s making salad. Then, they glue the eyes…
What does he need? … and finally they glue the antennae.
He needs onions, peppers, and carrots. Now, they have a caterpillar!
He doesn’t need any eggs or cheese. What are these children doing at school?
What’s she doing? She’s making a smoothie. They’re making art, too.
What does she need? But they aren’t making caterpillars. They’re coloring
She needs bananas and yogurt. shapes.
Cooking is a lot of fun. These children are making art, too.
What do you want to make? What are they making?
Do you want to make a fruit salad? They’re making posters.
What do you need? First, they get the paper and draw a picture.
You need apples… Then, they get yarn and cut it with scissors.
You need bananas… Finally, they glue the yarn on paper.
And you need oranges! Now, they have a poster!
Yum! That looks good! Do you make art?
Do you like making posters?
Do you like coloring shapes?
Do you like making caterpillars?
116 Video Scripts
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Unit 3, Lesson 4, Illnesses Unit 5, Lesson 4, Adjectives
This is Jo. She’s a cook. Let’s go to the beach!
She makes food and works at a restaurant. There are rocks and there is sand.
But she isn’t at the restaurant today. She’s sick. She’s seeing Which is harder, the rock or the sand?
the doctor. The rock is harder!
What’s the matter with her? She has a fever and a Which is softer? The sand is softer!
headache.
There are many things to do at the beach. It’s fun!
The doctor talks to her. She has a cold.
These people are surfing and this man is flying a kite.
This is Susan. She’s a cashier.
Which one is lighter, the kite or the surfboard?
She works at the supermarket.
The kite is lighter!
But she isn’t at the supermarket today. She’s sick.
Which one is heavier? The surfboard is heavier!
What’s the matter with her? She has a stomachache.
There are many people on the beach.
The doctor helps sick people.
This is Danny and his dad. They’re playing in the ocean.
Where does he work?
Who’s taller, Danny or Dad?
He works at the hospital.
Dad is taller than Danny.
He works with many people.
Who’s younger? Danny is younger than his Dad.
Who works at the hospital?
Many people go to the beach on vacation.
Nurses work at the hospital.
The beach is cleaner than the town or the city. It’s prettier,
What do the nurses do? too.
The nurses help sick people, too. Do you like the beach? What can you do at the beach?
This is a surgeon. He works at the hospital.
The surgeon helps sick people, too. Unit 6, Lesson 4, Farm Chores
Doctors, nurses, and surgeons all work in the hospital.
Sunita and Nick are helping out on the farm.
And they all help sick people!
They always have many chores!
They always feed the chickens in the morning.
Unit 4, Lesson 4, Countries The chickens are always hungry!
This is Maria. They usually collect eggs, too.
She’s playing a game with her family. Are there any eggs? Yes! There are lots of eggs.
This is her grandfather. This is her grandmother. There are many cows on the farm, too.
They are her grandparents. But Sunita and Nick don’t milk the cows.
This is her aunt. The farmer always milks the cows!
And these are all her cousins! Stacey and Marie have chores on the farm, too.
They are all from Mexico. They’re picking fruit!
This is their flag. It is green, white, and red. They go to school early in the morning, but they usually
Mexico is a big country. pick fruit in the afternoon.
This is Achmed. Many people help out at home.
He’s with his cousins. Blair often walks the dog.
They’re from Turkey. When does she walk her dog? She walks her dog before
This is their flag. It’s red and white. school.
Turkey is a beautiful country. Michelle often waters the plants.
This is Li Na. When does she water the plants? She waters the plants at
lunchtime.
She’s eating with her sister…
What chores do you have? When do you do your chores?
… her parents…
… her aunt and uncle…
… and her grandparents.
They are all from China.
This is their flag. China is a big country.
Where are you from? What color is your flag?
Video Scripts 117

Unit 7, Lesson 4, Weather
This is Lucia. She’s on vacation in Mexico.
How’s the weather today? It’s hot and sunny.
But how was the weather yesterday? It was cold yesterday.
This is John. He’s on vacation in Chile. He’s in the
mountains.
How’s the weather today? It’s cold and snowy.
How was the weather yesterday? It was cold and snowy
yesterday, too.
It’s always cold and snowy in the mountains!
Matthew and Olive are on vacation in England.
What’s the weather like? It’s windy and rainy.
What was the weather like yesterday? It was cloudy. It
rains a lot in England.
Where are you today? How’s the weather?
Is it sunny, rainy, cloudy, snowy, windy, or stormy?
Unit 8, Lesson 4, Technology

Technology is very important today.
There are cell phones, laptops, digital TVs, and digital
cameras.
These are things we use often.
But in 1940, there weren’t any of these things.
There weren’t any computers!
The first computer was this.
Its name is Colossus, and it’s from 1943.
It’s over seventy years old!
Colossus was very big and very, very noisy!
It was a big calculator.
There were lots and lots of buttons on Colossus. They
were red, green, yellow, black, and gray.
There were many lights, too. They were red and white.
There wasn’t a keyboard. There was a big typewriter. It
was on a table with lots of paper.
There was a screen, but it was very different.
There weren’t any words. There were green lines.
Were there any laptops in 1943?
No, but there was one very big computer!
118 Video Scripts

Poster Information
Poster 1 – Cooking Poster 7 – Weather
Image Descriptions Image Descriptions
1. Two kids making milkshakes (milk, ice cream, 1. People at an amusement park on cloudy day
strawberries) 2. Father and son walking at a park on a rainy day
2. Two students making fruit salad (strawberries, 3. Boy riding bike at the beach on a windy day
honeydew, melon) 4. Two girls in a ski lodge on a snowy day
3. Kids making a smoothie (milk, strawberries, 5. Kids jumping at a lake on a stormy day
bananas, pineapple) 6. Family kayaking in Fiji on a sunny day
4. Girl whipping eggs in a bowl (eggs, tomatoes)
Poster 8 – Technology
Poster 2 – Activities Image Descriptions
Image Descriptions 1. Flat screen TV in an apartment
1. Boy coloring with colored pencils 2. Girl holding a digital camera
2. Child cutting a red paper heart 3. Boy with laptop, watch, i-pod, and CD
3. Child folding paper 4. Girl talking on a cell phone
4. Child gluing shapes on paper
New Word
card
Poster 3 – Illnesses
Image Descriptions
1. Girl holding her head
2. Girl holding her stomach
3. Boy lying down and a nurse checking his
temperature
4. Boy using tissue to blow his nose
Poster 4 – Countries
Image Descriptions
1. Girl with pancakes during Shrovetide in Russia
2. Family walking under cherry blossoms in Japan
3. Dancers performing in traditional clothes in Mexico
4. People shopping at a bazaar in Turkey
New Word
pancakes
Poster 5 – Adjectives
Image Descriptions
1. Girl holding a hard book with soft teddy bear
2. A light egret standing on a heavy elephant in
Tanzania
3. Girl in soft sweater holding a hard cup at the beach
4. Light balloons tied to a heavy bike
Poster 6 – Farm Chores

Image Descriptions
1. Girl picking vegetables at 7:00 a.m.
2. Girl feeding chickens at 6:30 p.m.
3. Boy collecting eggs at 4:00 p.m.
4. Man milking cows at 10:30 a.m.
Poster Information 119

Workbook Answer Key
Welcome, pages 2–3 C. Read and match.
Students draw lines, matching the sentences to the pictures.
A. Circle. Answers
Students look at the pictures and circle the correct words 1. e
or phrases, completing the sentences. 2. b
Answers 3. f
1. I’m doing my homework in the kitchen. 4. d
My favorite subject is science. 5. a
2. I’m wearing a dress and shoes. 6. c
I’m listening to music. It sounds good.
3. We’re playing the guitar. D. Write.
We go to music class on Fridays. Students look at the pictures and complete or write the
B. What about you? Write. Answers
Students write sentences about themselves. 1. What does he want? He wants some gum.
2. What does she want? She wants some potato chips.
C. Read and match. 3. What does she want? She wants some popcorn.
Students draw lines, matching the pictures to the 4. What does he want? He wants some soda.
sentences and words.
Answers
1. c, sixteenth Lesson 2, Vegetables, pages 6–7
2. f, eighth
3. a, twentieth
A. Find and circle. p6
4. d, seventh Students find
Lesson and circle the words in the word search.
2 Vegetables
5. b, third Answers
A Find and circle. z i o a r j b f y l
6. e, twenty-first pepper
s t n d a n t i i c
p b i t o m a t o a
cabbage
e f o r e e x z u r
D. Unscramble. tomato
onion
p r n w a o c x m r
Students look at the pictures, unscramble the words, and carrot
p o d k n e s t o o
then write sentences. potato

e l p o t a t o z t
r o r t d g i k l t
Answers g g c a b b a g e d
1. Take a test. f l n u n o e w a n
2. Check your homework.

3. Study for a test. B. Write.
B Write.
1. Do you need any carrots?
4. Hand in your homework. Students look at the pictures and complete or List
Shopping write the
, we do.
Answers
2. tomatoes?
Unit 1, Things to Eat 1. Do No, we don’t.
you4 need
p18
any carrots? Yes, we do.
Lesson Activities
Lesson 1, Snacks, pages 4–5 2.3.Do you need any tomatoes?
potatoes? No, we don’t.
A Do the puzzle.
3. Do you need any potatoes? Yes, we do.
z i c a s c b f e l
s c u t a l t m i a
A. Circle. 4.4.Do you needcolorany onions? j n q o l Yes,
r b onions? u v weg do.
Students look at the pictures and circle the answers. 5. Do you needfoldcut
any cabbages? z u we
s g c r e e x No, i don’t.
6. Do you needglueany peppers?
e l y c o l o No,r m wew don’t.
Answers 5. e cabbages?
u d o y g s r t f
1. potato chips 2. peanuts 3. gum C. What do they need? Circle. b e a s c e o a e o
4. chocolate 5. soda 6. popcorn Students

6.
e w p x
look at the pictures t n and
m r circle
g peppers? e e wthez dcorrect words,
e n k y x l
completing the sentences.r e s m p a l d e

w
B. Write. 6 Unit 1
Students look at the pictures and write the answers. Answers
B Write.
1. They
1. need some carrots.
Answers
4103589_EU_WB3_U01.indd 6 1/30/11 10:56 PM
2. TheyLesson
need4a Illnesses
potato.
First, the paper.
1. popcorn 2. chocolate 3. gum 3. They need an onion.
4. soda 5. potato chips 6. peanuts 4. They
A Look at the pictures. Circle.
p28
need some peppers.
2. 1. 2.
5. They need some tomatoes.
6. They need a cabbage. z b b t e i u n q x a
4
s t o m a c h a c h e
3.
Getting Together f
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Lesson 1 Family e i f r d e a y c h j
120 Workbook Answer Key A Unscramble.
4.
3. r s w t a n u a a c h 4.
a q u a c i t w g y o
1. s r 2.o d h v n e c p j
rgdtsanpnare f k z e e h stranep
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© Copyright Oxford University
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18 Unit 2
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106474_EU2e_TB3_BM_WBAK.indd 120 7/14/16 9:51 AM
5. 6.
D. Write. C. What do you need? Write.
Students look at the pictures and write the sentences. Students look at the pictures and write the sentences.
Answers Answers
1. What do they need? They need a carrot. 1. I need some bananas and some yogurt.
2. What do they need? They need some potatoes. 2. I need some eggs and some milk.
3. What do they need? They need some cabbages. 3. I need some milk and some ice cream.
4. What do they need? They need a tomato. 4. I need some oranges and some peaches.
5. What do they need? They need a pepper.
6. What do they need? They need some onions. D. Look at C . Write.
Students look at exercise C and complete or write
the sentences.
Lesson 3, Story, pages 8–9 Answers
1. I want to make a smoothie.
A. Number. 2. I want to make an omelet.
Students number the pictures in the correct order. 3. I want to make a milkshake.
Answers 4. I want to make a fruit salad.
1. What’s for lunch? 2. Soup and salad.
3. That sounds good. 4. Yum! This tastes good.
Unit 2, Around Town
B. Find and write.
Students complete or write the sentences, using the key, and
Lesson 1, Places to Go, pages 12–13
then draw lines, matching the sentences to the pictures. A. Match.
Answers Students draw lines, matching the words to the pictures.
1. What’s for dinner? 2. What’s for lunch?
Answers
Steak and french fries. Salad and soup.
1. f
That sounds good. That sounds good.
2. d
3. What’s for dinner? 4. What’s for lunch?
3. e
Bread and spaghetti. Bread and soup.
4. a
That sounds good. That sounds good.
5. b
C. Write. 6. c
Students complete the sentences by using the key. B. Unscramble.
Answers Students unscramble the letters and write the words.
1. Vegetables are very good for you.
Answers
2. Yum! This tastes good.
1. department store 2. library
3. Just try it.
3. movie theater 4. post office
4. I want some french fries.
5. supermarket 6. park
D. What about you? Write. C. Circle.
Students write sentences about themselves.
Students look at the pictures and circle the correct answers.
Answers
Lesson 4, Cooking, pages 10–11 1. Where’s the post office?
It’s across from the library.
A. Write. 2. Where’s the park?
Students look at the pictures and write the answers. It’s across from the supermarket.
3. Where’s the department store?
Answers It’s across from the movie theater.
1. smoothie 2. omelet
3. milkshake 4. fruit salad D. Write.
Students look at the pictures and complete or write the
B. Unscramble. questions and answers.
Students unscramble the words and write the sentences.
Answers
Answers 1. Where’s the department store?
1. I want to make a fruit salad. It’s between the park and the supermarket.
2. I want to make a smoothie. 2. Where’s the movie theater?
3. I want to make a milkshake. It’s between the post office and the library.
4. I want to make an omelet. 3. Where’s the post office?
It’s between the supermarket and the movie theater.
Workbook Answer Key 121

E. Read and match. B. Read and match.
Students match the sentences to the pictures. Students draw lines, matching the sentences to each other
Answers and completing the conversations.
1. The department store is across from the Answers
supermarket. [2nd picture] 1. Excuse me. Where’s the post office?
2. The library is between the park and the post office. It’s over there.
[3rd picture] 2. Where’s the supermarket?
3. The park is across from the movie theater. [1st picture] It’s between the library and the movie theater.
3. The park? It’s over there.
I see it. Thank you!
Lesson 2, Things to Do, pages 14–15
C. Unscramble. p6
Lesson 2 Vegetables
A. Circle. Students unscramble the letters and write the sentences.
Students circle the correct answers. A Find and circle.
Answers
z i o a r j b f y l
s t n d a n t i i c
Answers 1. Excuse me. Wherepisbthe
pepper
i library?
t o m a t o a
cabbage
1. buy groceries 2. borrow books 2. It’s over there.
tomato
e f o r e e x z u r
3. kick a ball 4. mail letters 3. I see it. Thank

onion you.pp or dn wk na oe cs xt mo or
carrot
e l p o t a t o z t
B. Look at A . Circle. D. Read and draw.
potato
r o r t d g i k l t
Students circle the answers to complete the sentences. Students draw pictures, illustrating
g g c a b bthe
a gsentences.
e d
f l n u n o e w a n
Answers
1. What’s she doing at the supermarket? B Write.
She’s buying groceries. Lesson 4, Activities,
1. Do you need any carrots?pages 18–19 Shopping List
2. What’s he doing at the library? , we do.
He’s borrowing books. A. Find
2.
and circle. tomatoes?
3. What’s she doing at the park? Students find and circlep18
No, we don’t.
the words in the word search.
She’s kicking a ball. Lesson 4 Activities
Answers
4. What’s he doing at the post office? 3. potatoes?
A Do the puzzle. z i c a s c b f e l
He’s mailing letters. s c u t a l t m i a
color
4.
fold
r b onions?
j n q o l u v g
C. Write. cut
s g c r e e x z u i
e l y c o l o r m w
Students look at the pictures and write the sentences. 5.
glue
e cabbages?
u d o y g s r t f
Answers b e a s c e o a e o
1. What are they doing at the supermarket? 6.

e w p
g peppers?
t n m r
x
e
e n k
e w z d
y x l
They’re buying groceries. w r e s m p a l d e

2. What are they doing at the movie theater? B. Write.
6 Unit 1
They’re watching a movie. Students

B Write.
look at the pictures and complete or write the
3. What are they doing at the park? 1.
sentences.
4103589_EU_WB3_U01.indd 6 1/30/11 10:56 PM
They’re kicking a ball. Lesson 4 Illnesses

First, the paper.
Answers
4. What are they doing at the department store?
1. First,Acut the paper. p28
Look at the pictures. Circle.
2. Next, fold the paper.
They’re shopping. 2.
3. Then,1.
color the paper. 4. Finally, glue the2. paper.
5. What are they doing at the library?
z b b t e i u n q x a
4
C. Unscramble. s t o m a c h a c h e
6. What are they doing at the post office?
They’re mailing a letter. Students3.
Getting Together
unscramble the words and write the sentences.
f c l n h k y o l l p
e g o z e c r q h t u
Answers
Lesson 1 Family
v d i l a z v e w u c
1. First,3. color the flowers.

e i f r d e a y c h j
4.
Lesson 3, Story, pages 16–17 A 2.Unscramble.
Next,
4.
r s w t a n u a a c h
cut the flowers.
1. 3. Then, fold the flowers.
s r 2.o d h v n e c p j
A. Number. 4. Finally, glue the flowers.
p l x r m
Students number the pictures in the correct order. 3.

18
4.
D. Read andtnaunumber.
Unit 2
celnu
Answers
1. Excuse me. Students number
5.
DB Look atthe A . pictures
4103589_EU_WB3_U02.indd 18 Circle and in the correct order.
write.
6.
1/30/11 10:56 PM
snouci nscuoi
2. Where’s the library? AnswersWhat’s the matter with him?
He has a stomachache.
3. The library? It’s over there.
B Do the 1. puzzle.
1. First, fold the paper. her? p28
4. Ah! I see it. Thank you. [1st 1column, 1st picture] 2.
him? c
2. Next,2. cut
What’sthe paper.
the matter with 3.
c o u s i n
her?
[1st column, 5 2nd picture] u 5. p68
3. Then, glue the paper. him? s p 6.Lesson 2 School Supplies
3. What’s the matter with
her? i
a u
[2nd column, 2nd 1. gpicture] 5.
r a n d p a r e nAt Do s the puzzle. p
6
4. Finally, draw and color the book. e cAcross
4
Down
4.
m e
him?
[2nd4.column, 1stwithpicture]
What’s the matter
her?
n l
1. 4. 1. p a i n t b
4. c
2 3
28 Unit 3
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s a i
122 Workbook Answer Key z l
4103589_EU_WB3_U03.indd 28
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Check Up 1, pages 20–22 Skills Bonus 1, page 23
A. Number. A. Read and circle.
Students use the key to number the pictures. Students read the passage and circle the correct answers.
Answers Answers
1. fold [bottom row, fourth picture] 1. Yes 2. No 3. Yes 4. No
2. shop [top row, third picture]
3. milkshake [top row, fifth picture] B. What about you? Look at A . Write.
4. gum [bottom row, first picture] Students look at exercise A as an example and complete
5. move theater [bottom row, third picture] the sentences, writing about themselves.
6. pepper [top row, first picture]
7. peanuts [bottom row, fifth picture]
8. post office [top row, fourth picture] Unit 3, People in Town
9. borrow books [top row, second picture]
10. onion [bottom row, second picture] Lesson 1, Occupations, pages 24–25
B. Read, check, and match. A. Write.
Students complete the sentences by looking at the pictures Students look at the pictures and write the answers.
and using the key. Answers
Answers 1. postal worker 2. salesperson 3. vet
1. Glue, d 4. cashier 5. server 6. librarian
2. want to make, c
3. between, b B. Read and circle.
4. They’re, a Students look at the pictures and circle the correct
answers.
C. Write. Answers
Students look at the pictures and complete the sentences. 1. Yes, he is. 2. No, she isn’t 3. Yes, he is.
Answers 4. No, she isn’t. 5. No, they aren’t. 6. Yes, they are.
1. What do they need?
They need carrots. C. Write and number.
2. Where is the supermarket? Students write sentences and number the pictures.
It’s across from the park. Answers
3. What does he want? 1. Who works at the post office?
He wants popcorn. The postal worker works at the post office.
4. What does he do at the park? [2nd picture]
He plays soccer. 2. Who works at the library?
The librarian works at the library.
D. Look at the pictures. Write. [1st picture]
Students fill in the correct answers. 3. Who works at the supermarket?
Answers The cashier works at the supermarket.
1. What’s for dinner? [4th picture]
Spaghetti and salad. 4. Who works at the restaurant?
That sounds good. The server works at the restaurant.
2. Excuse me. [3rd picture]
Where’s the movie theater?
It’s over there. D. Match and write.
Students draw lines, matching the sentences to the
E. Write. picture, and then write the answers.
Students write about themselves. Answers
1. [2nd column, 2nd picture] animal hospital
F. Unscramble the food words. Do the puzzle. Write. 2. [1st column, 2nd picture] department store
Students unscramble the words and fill in the puzzle. 3. [2nd column, 1st picture] restaurant
4. [1st column, 1st picture] library
Answers
1. s o d a
2. t o m a t o
3. o m e l e t
4. c a r r o t
5. p o t a t o
6. c h o c o l a t e
7. o n i o n
8. p e a n u t s
I want to make a smoothie!


Lesson 2, What People Do, pages 26–27 B. Unscramble.
A. Match. Answers
Students draw lines, matching the words to the pictures. 1. We don’t
p6
Lesson 2 have a present for Mom.
Vegetables
Answers 2. We can make a present.
A Find and circle.
1. e 3. Mom, this is for you.zs ti on da ar nj bt fi yi cl
2. c 4. It’s beautiful! Thankpyou.
pepper
b i t o m a t o a
3. b cabbage
e f o r e e x z u r
4. d C. Read and match.
tomato
onion
p r n w a o c x m r
5. a Students draw lines,

carrot matching the sentences to the pictures.
p o d k n e s t o o
e l p o t a t o z t
6. f Answers
potato
r o r t d g i k l t
1. c g g c a b b a g e d
B. Unscramble. Then answer. 2. d
f l n u n o e w a n
Students unscramble the words and write the questions. 3. b B Write.

Then, write the answers. 4. a1. Do you need any carrots?
Shopping List
Answers , we do.
1. What does the salesperson do? D. Write.
2. tomatoes?
The salesperson sells things. Students look at the pictures p18and complete or write the
No, we don’t.
2. What does the pilot do? sentences, using
Lesson the key.
4 Activities
The pilot flies planes. 3. potatoes?
AnswersA Do the puzzle. z i c a s c b f e l
3. What does the firefighter do? 1. How much iscolor this sweater?
s c u t It’sa $25.
l t m i a
The firefighter fights fires. 2. How
4. much are r b onions?
fold these shoes? They’re $55.
j n q o l u v g
4. What does the bus driver do? 3. How much iscutthis book.
s g c r e e x z u i
It’s $2.
The bus driver drives buses. 4. How
5. much are glue
e l y c o l o r m w
thesee cabbages?
pencils?
u d o y They’re
g s r t $6.
f
5. What does the vet do? b e a s c e o a e o
The vet helps sick animals. E. What6. about you? Write.e wpeppers?
p x e n k y x l
6. What does the cook do? Students write sentences about themselves.
g t n m r e e w z d
w r e s m p a l d e
The cook makes food.
6 Unit 1
B Write.
C. Connect. Lesson
1.
4, Illnesses, pages 30–31
4103589_EU_WB3_U01.indd 6 1/30/11 10:56 PM
Students draw lines, connecting the two halves of the Lesson 4 Illnesses
First, the paper.
questions, given the answers. A. Look at the pictures. Find and circle.
A Look
Answers Students
2. find
p28 Circle.
at the pictures.
1. and circle the words in the word search.
2.
1. Does the cook – make food? Yes, she does. Answers
2. Does the salesperson – fight fires? No, she doesn’t. z b b t e i u n q x a
4
s t o m a c h a c h e
3. Does the pilot – fly planes? Yes, he does.
4. Does the bus driver – help sick animals?
3.
Getting Together f
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No, he doesn’t. Lesson 1 Family
v d i l a z v e w u c
5. Does the firefighter – fight fires? Yes, she does. 3.

e
r
i
s w
f r
t
d
a
e
n
a
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a
c
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h
c
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h 4.
6. Does the vet – sell things? No, he doesn’t. A Unscramble.
4.
1. s r 2.o d h v n e c p j
D. Look at C . Number. rgdtsanpnare f k z e e h stranep
p l x r m
Students look at exercise C and number the pictures. 3. 4.
Answers
B. Look18at Unit 2
. Circle and write.
A tnau celnu
Students look
5.
D at the at pictures in exercise A, circle the6.
Top row: 6, 1, 5 B Look A . Circle and
4103589_EU_WB3_U02.indd 18 write. 1/30/11 10:56 PM
correct words, and then write

snouci
him? the sentences.
nscuoi
Bottom row: 4, 3, 2. He has a stomachache.
B Do the 1. What’s the matter with
Answerspuzzle. p28
her?
1. What1the matter with him? him? 2.

c
Lesson 3, Story, pages 28–29 He has a stomachache.
2. What’s the matter with 3.
c o u s i n
her?
2. What the matter5
with her?u 5. p68
A. Number. She has a fever. him? s p 6.Lesson 2 School Supplies
3. What’s the matter1.with him?i a u
Students number the sentences in the correct order. her?
A Do the puzzle. 5.
6 He 4has a headache. r a n d p a r e n t s
g
4. p
Answers him?
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1. We don’t have a present for Dad. 4. What’s4. the
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the matter with n l
1. 4. 1. p a i n t
her? 4.
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2 She has3 a cold.
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1. There weren’t scissors on the table.
any
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© Copyright Oxford University Press 2. There
weren’t
some magazines on the chair.
some
3. There were posters on the wall.
106474_EU2e_TB3_BM_WBAK.indd 124 any 7/14/16 9:51 AM
p r n w a o c x m r F R J U C V P Y R Q
onion Canada South Korea
p o d k n e s t o o M E X I C O A R K Z
carrot
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C. Write.
1. Do you need any carrots?
D. Write. 1.
Students look at the , wepictures
do. and write the sentences.
Shopping List
Students look at the pictures and complete or writeWe’re the from Mexico.
This
flag is
o
Answers sentences. They’re That th

2. tomatoes? p36
1. What’s thedon’t.
No, we matter with p18her? Answers Lesson
2. 4 Countries
She has a4 cold.
Lesson Activities 1. Who’s she? She’s Dean’s aunt. We’re This o
2. W3.hat’s the matter with potatoes?
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cousin. K I C
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grandparents.
R B J N D U J K T G
color
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Egypt Japan
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South Korea
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glue with him?
e cabbages?
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6. Who’s he? He’s Dean’s uncle. M E X I C O A R K Z
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He has a stomachache. b e a s c e o a e o 4.
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O U T H K O RThat E A th
7
w r e s m p a l d e
Students look at the chart and write the sentences.
6 Unit 1
AnswersWrite.
B A. Write. Out and About
Students write the words, using the key.
B Unit
36
1.
Circle.
4
1. Mark
1.
has a stomachache.
4103589_EU_WB3_U01.indd 6 1/30/11 10:56 PM
Lesson 1 Places to Go
4103589_EU_WB3_U04.indd 36
We’re
from Mexico.
This
flag is
o
2. Ken hasLesson 4 Illnesses

a cold. First, the paper. Answers p58
They’re That th
3. Eva hasA aLook

fever. 1. fork 2. knife 3. puzzle.
A Do the plate
4. Carol
2. 1.has a headache.
p28
at the pictures. Circle.
2. 4. bowl 5. spoon
Across
6.
2.
cup Down 4.
1. 4. We’re This o
a from Japan. flag is
m
They’re That th
z b b t e i u n q x a
B. Write and circle. 6.
4
a q u a r i um 1.
Unit 4, Getting Together s t o m a c h a c h e
Students look at the pictures and
3. complete or write the
Getting
3.
e g o Together
f c l n h k y o l l p
Lesson 1, Family,v pages

d i l a 32–33
z e c r q h t u
z v e w u c
sentences. 2. 5.
m
s
We’ree
They’re
from Turkey.
5.
u
s This
e That
flag is
o
th
Lesson 1 Family e i f r d e a y c h j
Answers 2.
b e a c h u
A. Unscramble.
3. r s w t a n u a a c h 4. 1. This spoon is mine. 2. This
4. fork is yours. n o m
A Unscramble.
4. We’ret t
Students unscramble theas letters and write the words.
q u a c i t w g y o 3. This plate is hers. 4. This spoon is his. from Russia.
This
flag is
o
1. r 2.o d h v n e c p j 3. 6. They’re e That th
3. p o o l
Answers rgdtsanpnare f k z e e h stranep
p l x r m
C. Unscramble and match. Then36 write.
3.1. grandparents
a
2. parents
4. 3. aunt Unit 4
18 Unit 2 Students unscramble the letters and write the sentences. r
4. uncle tnau 5. cousin 6.celnu
cousin
5. 6.
Then, students draw lines, matching the questions to kthe
4103589_EU_WB3_U04.indd 36
4103589_EU_WB3_U02.indd 18 D
B Look at A . Circle and write. 1/30/11 10:56 PM
pictures, and write the sentences.
B. Do the puzzle. snouci
him?
nscuoi
D
B Look at A . Write.
Students use
B Do the 1.
pictures to write p28
What’s the matter with
puzzle. He has a stomachache.
her? the words in the puzzle.
Answers
Answers1 2.
1. Is this an aquarium?
1. Whose plate is that? [2nd picture] It’s
Yes, it is. Lesson 4 Weather p64
2. Is this a beach?
mine.
him? c
2. Whose fork is that? [1st picture] It’s4.hers.
3. Is this an amusement park? Is this a pool?
o u s i n 3.
c
her? 3. Whose knife is that? [3rdApicture] It’s yours.
5 u 5. p68
4. Whose bowl is 5.that?
Do the puzzle.
Is this a hotel?[4th picture] It’s 6. his.
e i s t
Is thisy a museum?
t u s
o
u
h
n
e
n
g
y
a r
b o
him? s p 6.Lesson 2 School Supplies sunny
w b g n t s n i e i
her? i
a u windy
6 4
1. g r a n d p a r e nA t Do s the puzzle. D.
4.
Write.
5.
p 58 Unit 7 stormy
i r h
n r a
i
e
c
r
o
y
c
r m o
o s e
y
him?
e cAcross Down Students
m e look at the pictures and complete or write rainy
d the
i d i e d o m t n
4. What’s the matter with n l
1. 4. 1. p a i n t b r u s h snowy
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2 3 a u n t e g c cloudy
c l o u d y k y x e
28 Unit 3
s aAnswersi r t a t w r i k g a
z1. Whose
l cap is this? It’s my cap. b s q p e s n o w y
i
C. Look at B . Read and number.
4103589_EU_WB3_U03.indd 28 1/30/11 10:57 PM
n2.2.Whose ruler
s o isr this? It’s her ruler.
2. 5.
s c i s s
B Write and match.
Students look at the pictures in exercise B and number e 3. Whose
h 6.coat is this? It’s his coat.
a p 1. How was the weather
the sentences. Dean
4. Whose
r obook is this? It’s my book. It w
p s on ?
Answers
30 Unit 4 3. 6.
3. g l u e huryadts Rob
Monday
s t i c k ots
1. They’re Dean’s grandparents. e 2.
2. He’s Dean’s cousin.

4103589_EU_WB3_U04.indd 30 n
e r
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Lesson 3, Story, pages 36–37 It w
3. She’s Dean’s cousin. r ywdedsena Tuesday
4. She’s Dean’s aunt. D

B Circle. A. Number. 3.
5. They’re Dean’s parents. 1. There weren’t

some Students number the sentences in the correct order.
scissors on the table. It w
any
6. He’s Dean’s uncle. were Answers onamyd Wednesday
4.
2. There
weren’t
1. Whose noodles are these? They’re mine. It w
3. There were
some
posters on the wall.
2. Where’s my fork? fyirad
any
3. What are these? 5. They’re chopsticks. Thursday
were
4. There any glue sticks on the chair.4. How do you use chopsticks? Like this. It w
weren’t
some udestay Friday
EU_TB3_WBAK_wordsearch_samp.indd 1 5. There weren’t dictionaries on the bookshelf.
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weren’t 4103589_EU_WB3_U07.indd 64
68 Unit 8
4103589_EU_WB3_U08.indd 68 1/30/11 10:58 PM

B. Read and match. D. Read. Then write and draw.
Students draw lines, matching the sentences to the other Students read the sentences, write the name of the
sentences and the pictures. country, and then draw a picture of that country’s flag.
Answers Answers
1. Whose noodles are these? – They’re mine. 1. Mexico 2. Japan
[1st column, 2nd picture] 3. Russia 4. Turkey or Japan
2. Thanks, Mom! – No problem.
[1st column, 1st picture]
3. What are these? – They’re chopsticks. Check Up 2, pages 40–42
[2nd column, 2nd picture]
4. How do you use chopsticks? – Like this. A. Check.
[2nd column, 1st picture] Students look at the pictures and choose the correct
answer.
C. Write. Answers
Students look at the picturesp36 and complete the sentences, 1. salesperson
usingLesson
the key.
4 Countries 2. cousin
Answers
A Do the puzzle. K I C A R U S S I A
3. headache
1. How doRussia
you play the C A guitar?
N A D Like
A T Ithis.
I P 4. Japan
Mexico
2. How
Brazil do you
Turkey use a computer? Like
R B J N D U J K T G
this. 5. spoon
3. How
Egypt doJapan
B R A Z I L A Z U I
you make Fa Rsmoothie? Like this.
J U C V P Y R Q
6. drive buses
4. How
Canada
doSouth
you ride aMbike?
Korea
E X Like
I C Othis.
A R K Z
B N I S H E N A E T B. Read and write.
D. What about you? Write.
F E G Y P T O Y Y S Students look at the pictures and complete the sentences.
G T N U F S G W A D
Students write sentencesS about themselves.
O U T H K O R E A Answers
1. This is our flag.
B Circle.
2. She’s Dean’s cousin.
Lesson
1.
4, Countries,
We’re
pages 38–39
This ours.
3. The server works at the restaurant.
from Mexico. flag is 4. It’s mine.
A. Find and circle. They’re
p36
That theirs.
Students find
Lesson
2. and circle the words in the word search.
4 Countries C. Write and match.
Answers
A Do the puzzle.
We’re
K I C AfromR Japan.
This
U S S I Aflag is
ours. Students match the sentences with the pictures, then fill
They’re
C A N A D A T
That
I I P
theirs. in the answers.
Mexico Russia
3.Brazil Turkey
R B J N D U J K T G
Answers
B R A Z I L A Z U I
Egypt Japan We’re
F R J UfromC Turkey.
This
V P Y R Qflag is
ours. 1. She has a headache. d
Canada South Korea They’re
M E X I C O A R K Z
That theirs. 2. The salesperson works at the department store. c
4.
B N I S H E N A E T 3. The pilot flies planes. b
F E G Y P T O Y Y S
4. The vet helps sick animals. a
GWe’re S G WThisA Dflag is
T N UfromF Russia. ours.
SThey’re
O U T H K O RThat E A theirs.
D. Look at the pictures. Write.
7 Out
B. Circle. and About
B Circle.
36 Unit 4
Students look at the pictures and circle the correct words.

1.
We’re This ours.
Students fill in the conversations using the key.
Answers
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
Answers from Mexico. flag is 1. Excuse me.

p58
They’re That theirs.
How much is this coat?
1. We’re from Mexico. This flag is ours.
A Do the puzzle.
Across 2.2.They’re
Down from Japan. That
4. flag is theirs. It’s $45.
1. 4. We’re
3. We’re from Turkey. This a flag This
is ours. flag is
from Japan.
ours.
2. How do you play the guitar?
m
Like this.
4. They’re from Russia.
1. a q That flag is theirs.
u a r i u m
6.
3. us
C. Match and write. We’rees This flag is ours. E. Write.
from Turkey.
2. 5.
Students look at the pictures, m completee or
They’re That write the
5. theirs. Students write about themselves.
2. u
sentences, and then match b the
e a pictures
c h to the sentences.
4. n o m
Answers We’ret t This ours.
3. 1. b. 6. We’re from Russia. They’re

from Russia.
3. p o o l
e That
flag is
theirs. Skills Bonus 2, page 43
This flag is ours. a
2.36d. They’re from Japan.
Unit 4
r
A. Read and circle.
That flag is theirsk Students read the passage and circle the correct answers.
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
3. a.
We’re from Mexico. Answers
B Look at
D This
A . Write. flag is ours. 1. No 2. Yes 3. No 4. Yes
4. c. They’re from
2. Is thisTurkey.
Yes, it is. Lesson That flag
p64
is theirs.
a beach?
B. What about you? Write.
4 Weather
3. Is this an amusement park? 4. Is this a pool? Students answer the questions, writing sentences about
A Do the puzzle. e i s t o h e g a r
themselves.
5. Is this a hotel? 6. Is thisy a museum?
t u s u n n y b o
sunny
w b g n t s n i e i
windy
i r h i c o c o s e
58 Unit 7 126 stormy
Workbook Answer Key y
rainy
n r a e r r m o y
d i d i e d o m t n
snowy
b r u s h
4103589_EU_WB3_U07.indd 58 y n i s n p h u y b
1/30/11 10:58 PM
cloudy
c l o u d y k y x e
r t a t w r i k g a © Copyright Oxford University Press
b s q p e s n o w y
i s s o r106474_EU2e_TB3_BM_WBAK.indd
s 126 7/14/16 9:51 AM
Unit 5, Fun in the Park B. Look at A . Write.
Students look at the pictures in exercise A, write the
Lesson 1, Adjectives, pages 44–45 sentences, and then draw lines, matching the words to the
A. Write. sentences.
Students look at the pictures and write the words, using the key. Answers
1. The bus is dirtier than the car.
Answers
2. The cat is prettier than the dog.
1. young 2. old 3. tall
3. The car is cleaner than the bus.
4. short 5. strong 6. weak
4. The dog is uglier than the cat.
B. Look at the circles in A . Unscramble. 5. The magazine is thinner than the book.
6. The book is thicker than the magazine.
Students look at the circled letters in exercise A,
unscramble the letters, and then write the word. C. Write and circle.
Answer Students look at the pictures, complete the sentences, and
Great work! then circle the answers.
C. Match. Answers
1. Is the shirt thinner than the sweater? Yes, it is.
Students look at the pictures and draw lines, connecting
2. Is the shirt thicker than the sweater? No, it isn’t.
the pictures to the words.
3. Is the hat dirtier than the T-shirt? No, it isn’t.
Answers 4. Is the T-shirt dirtier than the hat? Yes, it is.
1. d, b 5. Is the dress prettier than the skirt? Yes, it is.
2. c, a 6. Is the skirt uglier than the dress? Yes, it is.
3. b, d
4. a, c
Lesson 3, Story, pages 48–49
D. Circle.
Students look at the pictures and circle the correct words, A. Number.
completing the sentences. Students number the sentences in the correct order.
Answers Answers
1. The boy is tall. The girl is taller. 1. I like his shirt. It’s so cool.
2. The girl is young. The boy is younger. 2. We can wear cool clothes, too.
3. The woman is weak. The man is weaker. 3. I want to be older. Me, too.
4. The man is short. The woman is shorter. 4. I like your shirts. Thank you.
E. Write. B. Write.
Students look at the pictures and complete or write the Students look at the pictures and write the sentences,
sentences. using the key.
Answers Answers
1. Who’s stronger, Ella or Keiko? Ella is stronger 1. I want to be older. 2. I want to be faster.
than Keiko. 3. I want to be stronger. 4. I want to be taller.
2. Who is older, Rob or Sam? Sam is older than Rob.
3. Who is taller, May or Eva? Eva is taller than May. C. Connect.
Students look at the pictures and draw lines, connecting
the words to form sentences.
Lesson 2, Adjectives, pages 46–47 Answers
A. Look and write. 1. I – like – your – shirt.
2. I – like – that – skirt.
Students look at the pictures and write the answers, using
3. Look – at – her – boots.
the key.
Answers D. Connect and write.
1. a clean car 2. a dirty bus 3. a pretty cat Students look at the pictures, complete or write the
4. an ugly dog 5. a thick book 6. a thin magazine sentences, and then draw lines, connecting the sentences
and completing the conversation.
Answers
1. Nice shoes! – Thank you. [3rd picture]
2. Nice bike! – Thank you. [4th picture]
3. Nice dress! – Thank you. [1st picture]
4. Nice guitar! – Thank you. [2nd picture]
E. What about you? Write.


Lesson 4, Adjectives, pages 50–51 C. Read and write.
Students look at the chart and write the sentences.
A. Match. Answers
Students draw lines, matching the pictures to the words. 1. I make my bed before school.
Answers I clean my room after school.
1. heavy hard 2. I wash the dishes before school.
2. light soft I set the table after school.
3. heavy soft 3. I make my bed before school.
4. light hard I walk the dog after school.
4. I walk the dog before school.
B. Look and write. I do laundry after school.
Students look at the pictures and write the sentences.
Answers D. Write.
1. Which one is harder, the book or the banana? Students look at the pictures and write the questions.
The book is harder. Answers
2. Which one is softer, the book or the banana? 1. When does he clean his room?
The banana is softer. 2. When does she wash the dishes?
3. Which one is heavier, the potatoes or the carrots? 3. When does he set the table?
The potatoes are heavier.
4. Which one is lighter, the potatoes or the carrots?
The carrots are lighter. Lesson 2, Chores, pages 54–55
C. Look and write. A. Match.
Students look at the diagram and write sentences. Students draw lines, matching the pictures to the words.
Answers Answers
1. The orange is harder than the sweater. 1. f
2. The marble is harder than the orange. 2. a
3. The sweater is softer than the orange. 3. c
4. The orange is softer than the marble. 4. e
5. d
1. The truck is heavier than the backpack. 6. b
2. The backpack is heavier than the potato chips.
3. The potato chips are lighter than the backpack. B. Write.
4. The backpack is lighter than the truck. Students look at the pictures and complete or write the
sentences, using the key.
D. Read. Then circle. Answers
Students read the questions and circle the correct 1. I sometimes sweep the floor.
pictures. 2. I never take out the garbage.
Answers 3. I always water the plants.
1. the backpack 2. the backpack 4. I usually clean the bathroom.
3. the marble 4. the sweater
C. Unscramble.
Unit 6, Helping Out Answers
Lesson 1, Chores, pages 52–53 1. What are his chores?
2. She usually waters the plants.
A. Unscramble. 3. What are her chores?
Students unscramble the letters and write the words. 4. He sometimes cleans the bathroom.
Answers
1. wash the dishes 2. walk the dog D. Look at the chart. Write.
3. clean my room 4. do laundry Students look at the chart and write sentences.
5. set the table 6. make my bed Answers
1. He always vacuums the carpet.
B. Look and write. 2. He usually sweeps the floor.
Students look at the picture and write the answers. 3. He never washes the car.
Answers 4. She usually takes out the garbage.
1. make my bed 2. clean my room 5. She sometimes waters the plants.
3. do laundry 4. set the table 6. She never cleans the bathroom.
5. wash the dishes 6. walk the dog
128 Workbook Answer Key

Lesson 3, Story, pages 56–57 D. Look at C . Write.
Students look at exercise C and complete the sentences.
A. Number. Answers
Students number the sentences in the correct order. 1. She always feeds the chickens in the afternoon.
Answers 2. He always milks the cows in the morning.
1. Do you want to come over? Sure. When? 3. She always picks vegetables in the afternoon.
After school. 4. He always collects eggs in the morning.
2. Hi! It’s my sister’s birthday party.
3. Don’t run!
4. I have an idea. Check Up 3, pages 60–62
B. Match. A. Number.
Students look at the pictures and draw lines, matching the Students look at the pictures and number using the key.
sentences and completing the conversation. Answers
Answers 1. [bottom row, first picture]
1. Do you want to come over? – Sure. 2. [top row, fourth picture]
2. When? – Today. At 5:00. 3. [bottom row, second picture]
3. It’s my brother’s birthday party. – Cool! 4. [top row, fifth picture]
4. Happy birthday, Josh! – Thank you. 5. [bottom row, fourth picture]
6. [top row, third picture]
C. Unscramble. 7. [top row, second picture]
Students unscramble the letters and write the sentences. 8. [top row, first picture]
Answers 9. [bottom row, third picture]
1. Do you want to come over? 10. [bottom row, fifth picture]
2. Sure. When?
3. After school. B. Read, check, and match.
Students complete the sentences and match with the
D. Write. pictures.
Students look at the pictures and write the sentences. Answers
Answers 1. dirtier, c
1. Do you want to come over? Sure. When? 2. before school, a
After school. 3. older, d
2. Do you want to come over? Sure. When? 4. take out the garbage, b
On Saturday.
C. Write.
Students complete the sentences.
Lesson 4, Farm Chores, pages 58–59 Answers
1. Which one is lighter, the backpack or the potato
A. Circle. chips? The potato chips.
Students look at the pictures and circle the correct answers. 2. When do you set the table? I set the table after
Answers school.
1. collect eggs 2. feed the chickens 3. Is the sweater thinner than the shirt? Yes, it is.
3. milk the cows 4. pick vegetables 4. What are his chores? He always cleans the
bathroom.
B. Connect.
Students look at the pictures and draw lines, connecting D. Look at the pictures. Write.
the words to form sentences. Students fill in the conversations using the key.
Answers Answers
1. I always feed the chickens before school. 1. Nice shirt!
2. She always milks the cows in the morning. Thank you.
3. He always picks vegetables after school. 2. Do you want to come over?
Sure. When?
C. Circle. After school.
Students look at the chart, read the sentences, and circle
the correct answers. E. Write.
Answers
1. Yes 2. No 3. Yes 4. No

F. Look at the pictures. Do the puzzle. B. Look at A . Write.
Students complete the crossword by looking at the Students look at the pictures in exercise A and answer the
pictures. questions.
Answers Answers
1. 1. Yes, it is. 2. Yes, it is. 3. No, it isn’t.
➔
v 4. No, it isn’t. 5. Yes, it is. 6. Yes, it is.
2.
➔
t a l l
c C. Circle.
u Students look at the pictures and circle the correct words,
u completing the sentences.
m Answers
1. Where was he yesterday? He was at the hotel.
4.
3.
s h o r t 2. Where is she today? She is at the amusement park.
➔
b h 3. Where is he today? He is at the aquarium.

5.
c o l l e c t
p36e g g s 4. Where was she yesterday? She was at the pool.
➔
Lesson 4 Countries
y 6.
D. Write.
➔
A Do the puzzle.
o K Ic C A R U S S I A
Mexico Russia l
7. C A N A D A T I
m a k e m y
I P
b e d
Students look at the pictures and complete or write the
R B J N D U J K T G
sentences.
➔
8.
Brazil Turkey
➔
➔
h a n d B Rr A Z I L A Z U I
Egypt Japan
Canadae South Korea
F Rp J U C V P Y R Q Answers
9.
w a l k t
M E X
h e
I C O A R K Z
d o g 1. Was she at the museum yesterday? Yes, she was.
➔ B N I S H E N A E T
v F Et G Y P T O Y Y S
2. Was he at the museum yesterday? No, he wasn’t. He
y G T N U F S G W A D was at the pool.
S O U T H K O R E A 3. Was she at the pool yesterday? No, she wasn’t. She
B Circle.
was at the beach.
4. Were they at the amusement park yesterday? Yes,
Skills1. Bonus 3, page 63
We’re This ours. they were.
from Mexico. flag is
A. Circle. p36
Students
2. read4the
Lesson passage and circle the correct answers.
Countries Lesson 2, Places to Go, pages 66–67
Answers
A Do the puzzle.
We’re
K I C AfromR Japan.
This
U S S I Aflag is
ours.
1. Yes 2. No 3. No They’re
4. Yes
C A N A D A T I I P
That theirs.
A. Circle.
Mexico
3.Brazil
Russia
R B J N D U J K T G Students look at the pictures and circle the correct
B. What about you? Look at
B R A A . Write.
We’re
Egypt
Z I L A
Turkey
Japan
Z U I
This ours. answers.
V P Y R Qflag is
Students look at exercise A as an example and then theirs.
Canada South Korea They’re
M E X I C O A R K Z
That
Answers
complete the sentences, writing
B N I about
S H E themselves.
N A E T 1. pharmacy 2. flower shop 3. hair salon
4.
F E G Y P T O Y Y S
GWe’re S G WThisA Dflag is
T N UfromF Russia. ours. 4. bookstore 5. toy store 6. coffee shop
SThey’re
O U T H K O RThat E A theirs.
Unit 7, Out and About
7
B. Where were they? Read and match.
Out 36
Lesson
1. 1, and
Places toAbout
B Circle. Unit 4
Go, pages 64–65 Students draw lines, matching the sentences to the pictures.
4103589_EU_WB3_U04.indd 36
We’re This ours. 1/30/11 10:57 PM Answers
A. Do the puzzle. p58 They’re
from Mexico.
That
flag is
theirs. 1. e
Students
A Do use
the puzzle. pictures to write words in the puzzle. 2. d
Across
Answers
2. Down
4. 3. b
1. 4. We’re This ours.
a from Japan. flag is 4. f
m
They’re
6.
That theirs.
5. c
1. a q u a r i u m
3. s u 6. a
We’ree s This ours.
2. 5.
2.
m
They’re
from Turkey.
5. e That
flag is
theirs. C. Write.
b e a c h u Students look at the pictures and complete or write the
4. n o m
We’ret t This ours.
sentences.
from Russia. flag is
3. 6. They’re e That theirs. Answers
3. p o o l
a 1. Were they at the toy store yesterday? No, they
36
weren’t. They were at the pharmacy.
Unit 4
r
4103589_EU_WB3_U04.indd 36
k 1/30/11 10:57 PM
2. Were they at the coffee shop yesterday? No, they
weren’t. They were at the toy store.
D
B Look at A . Write. 3. Were they at the pharmacy yesterday? No, they
weren’t. They were at the hair salon.
Yes, it is. p64
2. Is this a beach?
4. Were they at the toy store yesterday? No, they
Lesson 4 Weather
3. Is this an amusement park? 4. Is this a pool? weren’t. They were at the bookstore.
5. Is this a hotel? 6. Is thisy a museum?
t u s u n n y b o
sunny
w b g n t s n i e i
windy
i r h i c o c o s e
58 130
Unit 7 stormy
Workbook Answer Key r
rainy
n r a e y r m o y
d i d i e d o m t n
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t b r u s h
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Lesson 4, Weather, pages 70–71

What’s the matter with Students answer the questions, writing sentences
him? D
B Look at . Write.
o the 1.
puzzle. p28 He has a stomachache. A
her?
about themselves. A. Find and circle.
p64 2. Is this a beach?
1 2. Yes, Students
it is. Lesson
find 4and circle the words in the word search.
Weather
chim?
3. Is this an amusement park? 4. Is this a pool?
3.
c
o u s i n
her? Answers
5 Lesson 3, Story, pages 68–69
u 5. p68 5. Is this a hotel?
6. Is thisy a museum?
t u s u n n y b o
him? s p 6.Lesson 2 School Supplies sunny
w b g n t s n i e i
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a u windy
1. g A.
r Number.
5. i r h i c o c o s e
4 a n d p a r e nAt Do s the puzzle. 4. p 58 Unit 7 stormy
n r a e r y r m o y
Students
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e the
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4. What’s the matter with n l
1. 4. 1. p a i n t b r u s h snowy
3 Answers
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4103589_EU_WB3_U07.indd 58
c l o u d y k y x e
1/30/11 10:58 PM
28 Unit 3
1. Let’s meet here at 3:30. OK?
s a i r t a t w r i k g a
2. OK. See you then. z l b s q p e s n o w y
4103589_EU_WB3_U03.indd 28
i 1/30/11 10:57 PM
3. You’re late. Where

2.
were you?
5.
n 2. s c i s s o r s
4. We’re sorry. e h 6.
p
B. Write1.Band Write and match.
match.
Dean a How was the weather
r o Students complete or write the sentences and then draw
t4 B. Write. 3. 6. p s lines, on
matching the sentences
huryadts
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was cloudy.
3. g l u e
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Monday
Students write the sentences, using the key. s t i c k other sentences.
ots
e 2.
n
Answers
1/30/11 10:57 PM
e r Answers It was windy.
1. Let’s meet here at two o’clock. r ywdedsena Tuesday 1. How was the weather on Thursday?
2. OK. See you then. D
B Circle.
some
3.
[4th picture] It was cloudy.
3. You’re late. 1. There weren’t any scissors on the table. 2. How was the weather on Wednesday?
It was snowy.
onamyd
4. Where were you? were [3rd
4.
picture] It was windy. Wednesday
2. There some magazines on the chair.
5. We’re sorry. weren’t 3. How was the weather on Monday? It was stormy.
6. It’s time for a 3.new
There watch.
were
some
posters on the wall. [1st picture]fyirad
It was snowy.
any Thursday
4. H5.ow was the weather on Friday?
C. Match. 4. There
were
weren’t
any glue sticks on the chair.
[5th picture] It was stormy. It was sunny.
Students draw lines, matchingsome
EU_TB3_WBAK_wordsearch_samp.indd 1
the sentences to the 5. How was the weather on Tuesday?
udestay Friday 1/31/11 11:23 AM
5. There weren’t dictionaries on the bookshelf.
pictures and words. any [2nd picture] It was sunny.
64 Unit 7
were
Answers 6. There some calculators on the desk.
weren’t
C. Circle.
4103589_EU_WB3_U07.indd 64 1/30/11 10:58 PM
1. Let’s meet here at 2:45.

68 Unit 8
[2nd picture] two forty-five Students look at the chart and circle the correct answers.
2. Let’s meet here at 7 o’clock. 4103589_EU_WB3_U08.indd 68
Answers
1/30/11 10:58 PM
[3rd picture] seven o’clock 1. Yes 2. No 3. Yes 4. Yes

3. Let’s meet here at 11:15.
[1st picture] eleven fifteen D. Look at C . Write.
4. Let’s meet here at 4:30. Students look at the chart in exercise C and answer the
[4th picture] four thirty questions.
Answers
D. Unscramble. 1. It was sunny in South Korea on Wednesday.
Students unscramble the words and write the sentences. 2. It was rainy in Brazil on Wednesday.
Answers 3. It was sunny in South Korea on Tuesday.
1. Let’s meet here at three o’clock. 4. It was windy in Brazil on Thursday.
OK. See you then.
2. Let’s meet here at one thirty. E. What about your town? Write.
OK. See you then. Students write sentences about themselves.
E. Look at D . Write.
Students look at the pictures in exercise D and answer the Unit 8, Things We Use
questions.
Lesson 1, School Supplies, pages 72–73
Answers
1. They were at the toy store. A. Unscramble.
2. They were at the coffee shop. Students unscramble the letters and write the words.
Answers
1. stapler 2. water bottle 3. lunchbox
4. dictionary 5. folder 6. calculator

r t d g i k l t F E G Y P T O Y Y S
c a b b a g e d G T N U F S G W A D
n u n o e w a n S O U T H K O R E A
B Circle.
? Shopping List
1.
We’re This ours.
B. What is it? Write. C. Write.
They’re
from Mexico.
That
flag is
theirs.
atoes? Students look at the pictures and complete or write the p36 write the sentences.
Students
sentences. Lesson
2. 4 Countries
Answers
We’re This ours.
atoes? Answers A Do the puzzle. 1. KWIere C they
They’re
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AfromR Japan.
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Z I L A Z U I
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This
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B N I S H E N A E T
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We’re
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scissors on the sofa?
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ppers? Yes, there were.
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E A theirs.
5. W
ere there
7 any magazines on the bed?
e s m p a l d e
1. Where was the dictionary? It was on the table.
2. Where was the lunchbox? It was next to the folder.1.
B Unit
36 Circle.
4
6. W
Yes, there were.
ere there any This
Out and About
glue sticks on the chair?
3. Where was the stapler? It was under theLesson chair. 1 Places to Go
1/30/11 10:56 PM
We’re ours.
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
4. Where was the water bottle? It was on the folder. No, there weren’t.
from Mexico. flag is
the paper. p58 They’re That
A Do the puzzle.
theirs.
s. Circle.
D. Look at C . Write. Across 2. Down
2.
Students look at the pictures in exercise C and complete
1. 4.
Lesson
We’re 3, Story,
a from Japan. Thispages
4.
flag is
ours.76–77
t e i u n q x or
a write the sentences. m
They’re
6.
That theirs.
m a c h a c h e A. Number.
a
1. q u a r i u m
Together l p Answers s u
3.
n h k y o l
t u 1. What was on the table? A dictionary and
Students
We’reenumber the sentencesours.
s This in the correct order.
z e c r q h 2. a 5. from Turkey. flag is
l a z v e w u c
calculator were on the table. Answers
2.
m
They’re 5. e That theirs.
b e a c h u
r d e a y c h j
1. We can’t play here.
t a n u a a c h 2.4.What was under the chair? A stapler was under 4. n o m
a c i t w g y o the chair. 2. What
We’ret can twe do? This ours.
d h v n e c p j 3. What was on the folder? A water bottle 3.was on 6.
3. How
They’re do you e spell
from Russia.
That “clean”?
flag is
C-L-E-A-N.
theirs.
3. p o o l
e e h stranep
p l x r m
the folder. 4. Now it’s clean!
a
4. What was next to the calculator? A dictionary was36
Unit 4
r
celnu
next to the calculator. B. Read and k match.
Students draw lines, matching the pictures and the
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
nd write. 1/30/11 10:56 PM
nscuoi
? D
B Look at A . Write. sentences.
He has a stomachache.
Lesson 2, Art Supplies, pages 74–75 1. Is this an aquarium? 2. IsAnswers
p64
this a beach?
2. Yes, it is. Lesson 4 Weather 1. b
? c
c o u s i n
A. Do the puzzle. 3. Is this an amusement park? 4. Is2.
thisaa pool?
u 5. p68and write the words

Students look at the pictures in the A Do the puzzle. 3. ec i s t o h e g a r
6. Is thisy a museum?
t u s u n n y b o
? s p puzzle.
6.Lesson 2 School Supplies
5. Is this a hotel?
sunny
w b g n t s n i e i
i a u C. Unscramble
windy
i r h i c and o c match.
a n d p a r e nAt Answers
5. o s e
Dos the puzzle. stormy
4. p 58 Unit 7
Students n r unscramble
a e r y r m the o yletters and write the words.
?
e cAcross Down m e rainy
n l
1. 4. 1. p a i n t b r u s h Then,dy draw
snowy lines, matching
i d i e d o m t n
n i s n p h u y b
the questions to the answers.
4103589_EU_WB3_U07.indd 58 1/30/11 10:58 PM
4. c
a u n t e g cloudy
Answers
c l o u d y k y x e
s a i
z l 1. brHow do you spell magazine?
t a t w r i k g a
s q p e s n o w y
2. 5. i [2nd
1/30/11 10:57 PM
unscramble] magazine
n 2. s c i s s o r s
e h 6.
B Write and match.2. H
ow do you spell calculator?
a p 1. How was the weather [3rd unscramble] calculator
o 3. How
r
p s on ? do you spell lunchbox? It was cloudy.
3. 6.
3. g l u e s t i c k
huryadts Rob
ots [1st unscramble]
Monday lunchbox
n e 1/30/11 10:57 PM
2.
4. How do you spell scissors?
e r [4th unscramble] scissors It was windy.
r ywdedsena Tuesday
D 3.
B Circle.
B. Circle. some D. Look at the circles in C . Unscramble.
It was snowy.
1. There weren’t scissors on the table.
Students circle the correct words, completing the sentences.
any Students look at Wednesday
onamyd the circled letters in exercise C,
were
4. unscramble the letters, and then write the sentence.
Answers
2. There
weren’t
1. There weren’t
some any scissors on the table. Answer It was stormy.
3. There were
2. There any
posters on the wall.
were some magazines on the chair.
fyirad
Good job! Thursday
5.
were
3. There
4. There were
any gluesome
sticks on posters
the chair. on the wall.
weren’t
4. There some weren’t any glue sticks on the chair. E. Write.
udestay
It was sunny.
Friday
arch_samp.indd 1
5. There any
5. There weren’t
weren’t any dictionaries on the bookshelf.
dictionaries on the bookshelf.
64 Unit 7 Students write sentences about themselves.
1/31/11 11:23 AM
6. There were
6. There
were some calculators on the desk.
some calculators on the desk.
weren’t 4103589_EU_WB3_U07.indd 64 1/30/11 10:58 PM
68 Unit 8
4103589_EU_WB3_U08.indd 68 1/30/11 10:58 PM
132 Workbook Answer Key

Lesson 4, Technology, pages 78–79 D. Look at the pictures. Write.
Students fill in the conversations using the key.
A. Write. Answers
Students look at the pictures and write the words. 1. How do you spell “Sunday”?
Answers S-U-N-D-A-Y.
1. digital camera 2. cell phone 2. Let’s meet here at four o’clock.
3. laptop 4. digital TV Ok. See you then.
B. Circle. E. Write.
Students look at the timeline and circle the correct answers. Students write sentences about themselves.
Answers
1. Yes 2. Yes 3. No 4. No F. Write.
Students look at the pictures and fill in the answers.
C. Look at B . Write.
Answers
Students look at the timeline in exercise B and complete 1. Were they at the hair salon?
the sentences. No, they weren’t.
Answers 2. Were they at the aquarium?
1. Were there cell phones in 1998? Yes, there were. No, they weren’t.
2. Were there laptops in 1930? No, there weren’t. 3. Were they at the hotel?
3. Were there digital TVs in 2005? Yes, there were. No, they weren’t.
4. Were there digital cameras in 1957? 3. Were they at the bookstore?
No, there weren’t. No, they weren’t.
4. Were they at the pharmacy?
D. Circle. No, they weren’t.
Students look at the chart and circle the correct answers. 5. Were they at the toy store?
Answers No, they weren’t.
1. Yes 2. No 3. Yes 4. Yes 5. No.
G. Look at F . Solve the puzzle.
Students use the letters from F to solve the puzzle.
Check Up 4, pages 80–82 Answer
They were at the amusement park.
A. Check.
Students look at the pictures and ✓ the correct answer.
Answers Skills Bonus 4, page 83
1. digital TV
2. pencil sharpener A. Read and circle.
3. amusement park Students read the passage and circle the correct answers.
4. calculator Answers
5. snowy 1. No 2. Yes 3. Yes 4. No
6. pharmacy
B. Look at A . What about you? Write.
B. Read and write. Students look at exercise A as an example and
Students read the prompts and answer the questions. complete the sentences, writing about themselves.
Answers
1. No, there weren’t.
2. It’s windy.
3. Yes, there were.
4. No, they weren’t.
C. Write and match.

Students look at the pictures and match them to the
sentences. Then, students fill in the response.
Answers
1. It was sunny. d
2. They were at the toy store. a
3. It was under the chair. c
4. No, she wasn’t. She was at the beach. b

Picture Card List
1 Study for a test. 47 help sick animals 94 after school
2 Take a test. 48 drive buses 95 sweep the floor
3 Check your homework. 49 fly planes 96 take out the garbage
4 Hand in your homework. 50 fight fires 97 clean the bathroom
5 gum 51 cold 98 wash the car
6 popcorn 52 fever 99 vacuum the carpet
7 peanuts 53 stomachache 100 water the plants
8 chocolate 54 headache 101 milk the cows
9 potato chips 55 parents 102 feed the chickens
10 soda 56 grandparents 103 pick vegetables
11 carrot 57 aunt 104 collect eggs
12 onion 58 uncle 105 beach
13 pepper 59 cousin 106 aquarium
14 cabbage 60 fork 107 amusement park
15 potato 61 knife 108 museum
16 tomato 62 spoon 109 hotel
17 omelet 63 plate 110 pool
18 smoothie 64 bowl 111 yesterday
19 fruit salad 65 cup 112 today
20 milkshake 66 Mexico 113 bookstore
21 park 67 Japan 114 pharmacy
22 movie theater 68 Russia 115 toy store
23 supermarket 69 Turkey 116 hair salon
24 post office 70 tall/short 117 coffee shop
25 department store 71 old/young 118 flower shop
26 library 72 strong/weak 119 sunny
27 across from 73 girl 120 rainy
28 between 74 boy 121 cloudy
29 shop 75 woman 122 windy
30 watch a movie 76 man 123 stormy
31 borrow books 77 thick 124 snowy
32 mail letters 78 thin 125 folder
33 buy groceries 79 clean 126 lunchbox
34 kick a ball 80 dirty 127 water bottle
35 color 81 pretty 128 dictionary
36 cut 82 ugly 129 calculator
37 glue 83 hard 130 stapler
38 fold 84 soft 131 magazine
39 cashier 85 heavy 132 poster
40 librarian 86 light 133 pencil sharpener
41 postal worker 87 make my bed 134 paintbrush
42 salesperson 88 clean my room 135 glue stick
43 server 89 do laundry 136 scissors
44 vet 90 walk the dog 137 cell phone
45 make food 91 set the table 138 laptop
46 sell things 92 wash the dishes 139 digital TV
93 before school 140 digital camera
134 Picture Card List
106474_EU2e_TB3_BM_PCL.indd 134 6/24/16 1:07 PM

Word List
A cousin . . . . . . . . . . . . 32
cows. . . . . . . . . . . . . . 58
green . . . . . . . . . . . . . 38
guitar . . . . . . . . . . . . . 49
matter . . . . . . . . . . . . 30
May . . . . . . . . . . . . . . . . 3 S time . . . . . . . . . . . . . . 28
tired . . . . . . . . . . . . . . 59
about. . . . . . . . . . . . . . . 2 cup. . . . . . . . . . . . . . . 34 gum . . . . . . . . . . . . . . . . 4 meet. . . . . . . . . . . . . . 68 salad . . . . . . . . . . . . . . . 8 today . . . . . . . . . . . . . . . 3
across from . . . . . . . . . 13 cut. . . . . . . . . . . . . . . . 18 Mexico. . . . . . . . . . . . 38 salesperson . . . . . . . . 24 tomato . . . . . . . . . . . . . . 6
after school . . . . . . . . 53 milk . . . . . . . . . . . . . . . 10 Saturday . . . . . . . . . . . . 3 toy store. . . . . . . . . . . 66
always . . . . . . . . . . . . 54 H milk the cows . . . . . . . 58 school . . . . . . . . . . . . . 13 truck. . . . . . . . . . . . . . . 51
amusement park. . . . . 64
and. . . . . . . . . . . . . . . . . 2
D hair salon. . . . . . . . . . 66 milkshake. . . . . . . . . . . 10
mine. . . . . . . . . . . . . . 34
scissors . . . . . . . . . . . 37
second. . . . . . . . . . . . . . 3
try . . . . . . . . . . . . . . . . . 8
T-shirt. . . . . . . . . . . . . 46
date. . . . . . . . . . . . . . . . 3 hand in your
animal hospital. . . . . . 25 day. . . . . . . . . . . . . . . 52 homework . . . . . . . . . . . 3 Mom. . . . . . . . . . . . . . 28 see. . . . . . . . . . . . . . . . 16 Tuesday. . . . . . . . . . . . . 3
any. . . . . . . . . . . . . . . . . 5 December . . . . . . . . . . . 3 happy birthday. . . . . . 28 Monday . . . . . . . . . . . . . 3 sell things. . . . . . . . . . 26 Turkey . . . . . . . . . . . . 38
apple . . . . . . . . . . . . . . . 9 department store . . . . . 12 hard. . . . . . . . . . . . . . 50 mother. . . . . . . . . . . . 27 September. . . . . . . . . . . 3 twelfth . . . . . . . . . . . . . . 3
April. . . . . . . . . . . . . . . . 3 desk. . . . . . . . . . . . . . . . 2 harder . . . . . . . . . . . . 50 movie theater. . . . . . . . 12 server. . . . . . . . . . . . . 24 twelve. . . . . . . . . . . . . . 69
aquarium . . . . . . . . . . 64 dictionary. . . . . . . . . . 72 has. . . . . . . . . . . . . . . 30 much . . . . . . . . . . . . . 28 set the table . . . . . . . . 52 twentieth . . . . . . . . . . . . 3
are. . . . . . . . . . . . . . . . . 2 digital camera. . . . . . . 78 hat . . . . . . . . . . . . . . . 46 museum. . . . . . . . . . . 64 seven. . . . . . . . . . . . . . . 2 twenty-eighth. . . . . . . . . 3
at. . . . . . . . . . . . . . . . . . 2 digital TV . . . . . . . . . . 78 have. . . . . . . . . . . . . . . . 7 music. . . . . . . . . . . . . . . 2 seventeenth . . . . . . . . . . 3 twenty-fifth. . . . . . . . . . . 3
August. . . . . . . . . . . . . . 3 dinner. . . . . . . . . . . . . . . 2 headache. . . . . . . . . . 30 my . . . . . . . . . . . . . . . . . 2 seventh. . . . . . . . . . . . . 3 twenty-first. . . . . . . . . . . 3
aunt. . . . . . . . . . . . . . 32 dirtier. . . . . . . . . . . . . 46 heavier. . . . . . . . . . . . 50 shapes. . . . . . . . . . . . . 18 twenty-fourth . . . . . . . . . 3
dirty. . . . . . . . . . . . . . 46 heavy. . . . . . . . . . . . . 50 she’s. . . . . . . . . . . . . . 14 twenty-ninth. . . . . . . . . . 3
B do. . . . . . . . . . . . . . . . . . 2 help . . . . . . . . . . . . . . 30 N shirt . . . . . . . . . . . . . . . . 2
shoes. . . . . . . . . . . . . . . 2
twenty-second . . . . . . . . 3
twenty-seventh. . . . . . . . 3
do laundry . . . . . . . . . 52 help sick animals . . . . 26 name . . . . . . . . . . . . . 43
backpack. . . . . . . . . . 50 doctor . . . . . . . . . . . . 30 her. . . . . . . . . . . . . . . 30 need. . . . . . . . . . . . . . . . 6 shop. . . . . . . . . . . . . . . 14 twenty-sixth . . . . . . . . . . 3
ball. . . . . . . . . . . . . . . 50 does. . . . . . . . . . . . . . 25 here . . . . . . . . . . . . . . 68 never . . . . . . . . . . . . . 54 shopping . . . . . . . . . . . 14 twenty-third . . . . . . . . . . 3
bananas. . . . . . . . . . . . 10 doesn’t. . . . . . . . . . . . . . 5 hers . . . . . . . . . . . . . . 34 new . . . . . . . . . . . . . . . . 2 short. . . . . . . . . . . . . . 44
bathroom. . . . . . . . . . 54 dog. . . . . . . . . . . . . . . 52 he’s . . . . . . . . . . . . . . . 14 next . . . . . . . . . . . . . . . 18 shorter. . . . . . . . . . . . 45
beach. . . . . . . . . . . . . 64 doing . . . . . . . . . . . . . . . 2 him. . . . . . . . . . . . . . . 30 next to . . . . . . . . . . . . . . 2 sick. . . . . . . . . . . . . . . 30
sister . . . . . . . . . . . . . 33
U
beautiful. . . . . . . . . . . 28 don’t. . . . . . . . . . . . . . . . 5 his . . . . . . . . . . . . . . . 33 nice . . . . . . . . . . . . . . 48 uglier . . . . . . . . . . . . . 46
bed. . . . . . . . . . . . . . . . . 2 drive buses. . . . . . . . . 26 home . . . . . . . . . . . . . . . 2 nineteenth . . . . . . . . . . . 3 six . . . . . . . . . . . . . . . . . 2 ugly . . . . . . . . . . . . . . 46
bedroom. . . . . . . . . . . . . 2 homework . . . . . . . . . . . 2 ninth. . . . . . . . . . . . . . . . 3 sixteenth. . . . . . . . . . . . . 3 uncle . . . . . . . . . . . . . 32
before school. . . . . . . 53 hot . . . . . . . . . . . . . . . 70 noisier . . . . . . . . . . . . 78 sixth. . . . . . . . . . . . . . . . 3 use. . . . . . . . . . . . . . . 36
between. . . . . . . . . . . . 13
big . . . . . . . . . . . . . . . 82
E hotel. . . . . . . . . . . . . . 64
house. . . . . . . . . . . . . . 18
noodles . . . . . . . . . . . 36
notebook . . . . . . . . . . 50
skirt . . . . . . . . . . . . . . . . 2
sleeping . . . . . . . . . . . 30
usually . . . . . . . . . . . . 54
eat. . . . . . . . . . . . . . . . . 2 slower . . . . . . . . . . . . 78
bigger. . . . . . . . . . . . . 78 eggs. . . . . . . . . . . . . . . 10 how . . . . . . . . . . . . . . 28 November . . . . . . . . . . . 3
bike . . . . . . . . . . . . . . 29
birthday present. . . . . 28
eight. . . . . . . . . . . . . . 58 how’s . . . . . . . . . . . . . 70
hungry . . . . . . . . . . . . . . 2
now . . . . . . . . . . . . . . . 76 smell . . . . . . . . . . . . . . . 2
smoothie . . . . . . . . . . . 10 V
eighteenth . . . . . . . . . . . 3 snowy. . . . . . . . . . . . . 70 vacuum the carpet . . . 54
black . . . . . . . . . . . . . 78 eighth. . . . . . . . . . . . . . . 3 vegetables . . . . . . . . . . . 7
blue . . . . . . . . . . . . . . 38 elephant. . . . . . . . . . . . 51 O socks . . . . . . . . . . . . . 46
very . . . . . . . . . . . . . . . . 8
book. . . . . . . . . . . . . . 50
bookshelf. . . . . . . . . . 73
eleventh. . . . . . . . . . . . . 3 I o’clock . . . . . . . . . . . . . . 2
soda. . . . . . . . . . . . . . . . 4
sofa . . . . . . . . . . . . . . 50 vet . . . . . . . . . . . . . . . 24
English class . . . . . . . . . 2 ice cream. . . . . . . . . . . 10 October . . . . . . . . . . . . . 3 soft. . . . . . . . . . . . . . . 50 video game. . . . . . . . . . . 2
bookstore. . . . . . . . . . 66 evening. . . . . . . . . . . . . 2 idea . . . . . . . . . . . . . . 56 OK. . . . . . . . . . . . . . . 57
boots . . . . . . . . . . . . . 48 softer . . . . . . . . . . . . . 50
everywhere . . . . . . . . . 76 in the afternoon . . . . . 58 old . . . . . . . . . . . . . . . 44
borrow books. . . . . . . . 14
borrowing. . . . . . . . . . . 14
excited. . . . . . . . . . . . . . 2
excuse me . . . . . . . . . . 16
in the evening. . . . . . . . . 2
in the morning. . . . . . . 58
older. . . . . . . . . . . . . . 45
omelet . . . . . . . . . . . . . 10
some . . . . . . . . . . . . . . . 5
sometimes . . . . . . . . . 54 W
bowl. . . . . . . . . . . . . . 34 sounds. . . . . . . . . . . . . . 8 walk . . . . . . . . . . . . . . 52
isn’t . . . . . . . . . . . . . . 30 on time. . . . . . . . . . . . . 69 soup. . . . . . . . . . . . . . . . 7 walk the dog. . . . . . . . 52
box. . . . . . . . . . . . . . . 50 it’s . . . . . . . . . . . . . . . . . 2 one. . . . . . . . . . . . . . . 50 wall. . . . . . . . . . . . . . . . 75
boy. . . . . . . . . . . . . . . 44
Brazil. . . . . . . . . . . . . 70 F onion . . . . . . . . . . . . . . . 6
oranges . . . . . . . . . . . . 10
South Korea. . . . . . . . 70
spaghetti . . . . . . . . . . . . 2 want. . . . . . . . . . . . . . . . 2
family. . . . . . . . . . . . . 32 was. . . . . . . . . . . . . . . 65
bread. . . . . . . . . . . . . . . 9
breakfast . . . . . . . . . . . . 9 faster. . . . . . . . . . . . . 79 J ours . . . . . . . . . . . . . . 38
over . . . . . . . . . . . . . . . 16
spell. . . . . . . . . . . . . . . 76
spoon. . . . . . . . . . . . . 34 wash the car. . . . . . . . 54
brother. . . . . . . . . . . . 56 father. . . . . . . . . . . . . 27 January . . . . . . . . . . . . . 3 stand . . . . . . . . . . . . . . 18 wash the dishes . . . . . 52
buildings. . . . . . . . . . . . 18 favorite. . . . . . . . . . . . . . 2 Japan. . . . . . . . . . . . . 38 stapler . . . . . . . . . . . . 72 wasn’t. . . . . . . . . . . . . 65
February . . . . . . . . . . . . 3 job . . . . . . . . . . . . . . . . 18 watch (n.). . . . . . . . . . 68
bus driver. . . . . . . . . . 26
buses. . . . . . . . . . . . . 26 feed the chickens. . . . 58 juice. . . . . . . . . . . . . . . . 9 P steak . . . . . . . . . . . . . . . 9
stomachache . . . . . . . 30 watch a movie. . . . . . . . 14
butter. . . . . . . . . . . . . . 11 fever. . . . . . . . . . . . . . 30 July . . . . . . . . . . . . . . . . 3 paintbrush . . . . . . . . . 74 stormy . . . . . . . . . . . . 70 watch TV . . . . . . . . . . 59
buy groceries. . . . . . . . 14 fifteen. . . . . . . . . . . . . . 69 jump. . . . . . . . . . . . . . 56 paper. . . . . . . . . . . . . . 18 strong. . . . . . . . . . . . . 44 watching. . . . . . . . . . . . 14
buying . . . . . . . . . . . . . 14 fifteenth . . . . . . . . . . . . . 3 jumping rope . . . . . . . 57 parents. . . . . . . . . . . . 32 stronger. . . . . . . . . . . 45 water bottle . . . . . . . . 72
fifth. . . . . . . . . . . . . . . . . 3 June. . . . . . . . . . . . . . . . 3 park . . . . . . . . . . . . . . . 12 student. . . . . . . . . . . . . . 2 water the plants . . . . . 54
fight fires . . . . . . . . . . 26 just. . . . . . . . . . . . . . . . . 8 peach. . . . . . . . . . . . . . 51 study for a test . . . . . . . . 3 weak. . . . . . . . . . . . . . 44
C finally. . . . . . . . . . . . . . 18
firefighter. . . . . . . . . . 26
peaches. . . . . . . . . . . . 10
peanuts . . . . . . . . . . . . . 4
subject. . . . . . . . . . . . . . 2
Sunday. . . . . . . . . . . . . . 3
weaker. . . . . . . . . . . . 45
wearing . . . . . . . . . . . . . 2
cabbage. . . . . . . . . . . . . 6
calculator. . . . . . . . . . 72
first. . . . . . . . . . . . . . . . . 3
five. . . . . . . . . . . . . . . 68
K pen. . . . . . . . . . . . . . . 29
pencil. . . . . . . . . . . . . . 51
sunny. . . . . . . . . . . . . 70 weather . . . . . . . . . . . 70
Wednesday . . . . . . . . . . 3
karate class . . . . . . . . . . 2 supermarket. . . . . . . . . 12
can. . . . . . . . . . . . . . . . 11 flag. . . . . . . . . . . . . . . 38 pencil sharpener. . . . . 74 sure . . . . . . . . . . . . . . 56 well. . . . . . . . . . . . . . . . 16
car. . . . . . . . . . . . . . . 54 kick a ball. . . . . . . . . . . 14
flower shop. . . . . . . . . 66 kicking . . . . . . . . . . . . . 14 penguin . . . . . . . . . . . 43 sweater . . . . . . . . . . . 28 were. . . . . . . . . . . . . . 66
carpet. . . . . . . . . . . . . 54 flowers. . . . . . . . . . . . . . 2 pepper. . . . . . . . . . . . . . 6 sweep the floor. . . . . . 54 weren’t. . . . . . . . . . . . . 67
carrot. . . . . . . . . . . . . . . 6 knife. . . . . . . . . . . . . . 34
fly planes. . . . . . . . . . 26 pharmacy. . . . . . . . . . 66 what’s. . . . . . . . . . . . . . . 2
cashier. . . . . . . . . . . . 24 fold. . . . . . . . . . . . . . . . 18 pick vegetables. . . . . . 58 when . . . . . . . . . . . . . . . 2
cat. . . . . . . . . . . . . . . 42
cell phone. . . . . . . . . . 78
folder. . . . . . . . . . . . . 72
food. . . . . . . . . . . . . . 23
L pilot . . . . . . . . . . . . . . 26
plate. . . . . . . . . . . . . . 34
T where. . . . . . . . . . . . . 25
where’s. . . . . . . . . . . . . 13
chair. . . . . . . . . . . . . . 50 laptop. . . . . . . . . . . . . 78 table. . . . . . . . . . . . . . 34
for . . . . . . . . . . . . . . . . . 8 play . . . . . . . . . . . . . . . 76 take a test. . . . . . . . . . . . 3 which . . . . . . . . . . . . . 50
check your fork. . . . . . . . . . . . . . . 34 late. . . . . . . . . . . . . . . 68 playing. . . . . . . . . . . . . . 2 white . . . . . . . . . . . . . 38
homework . . . . . . . . . . . 3 let’s . . . . . . . . . . . . . . . 18 take out the
forty-five. . . . . . . . . . . . 69 pool . . . . . . . . . . . . . . 64 garbage . . . . . . . . . . . 54 who . . . . . . . . . . . . . . 25
cheese. . . . . . . . . . . . . 11 four . . . . . . . . . . . . . . 57 librarian . . . . . . . . . . . 24 popcorn . . . . . . . . . . . . . 4 who’s . . . . . . . . . . . . . 45
chocolate. . . . . . . . . . . . 4 library. . . . . . . . . . . . . . 12 tall . . . . . . . . . . . . . . . 44
fourteenth. . . . . . . . . . . . 3 post office . . . . . . . . . . 12 taller. . . . . . . . . . . . . . 45 whose. . . . . . . . . . . . . 35
chopsticks . . . . . . . . . 36 fourth. . . . . . . . . . . . . . . 3 light . . . . . . . . . . . . . . 50 postal worker . . . . . . . 24 windy . . . . . . . . . . . . . 70
chores . . . . . . . . . . . . 55 lighter. . . . . . . . . . . . . 50 tastes. . . . . . . . . . . . . . . 8
french fries. . . . . . . . . . . 8 poster. . . . . . . . . . . . . 74 tenth. . . . . . . . . . . . . . . . 3 with . . . . . . . . . . . . . . 30
circle . . . . . . . . . . . . . 38 Friday. . . . . . . . . . . . . . . 3 like. . . . . . . . . . . . . . . . . 2 potato. . . . . . . . . . . . . . . 6 woman. . . . . . . . . . . . 44
class. . . . . . . . . . . . . . 68 listening . . . . . . . . . . . . . 2 than . . . . . . . . . . . . . . . 47
friend. . . . . . . . . . . . . 57 potato chips . . . . . . . . . . 4 thank you . . . . . . . . . . . 16 works. . . . . . . . . . . . . 25
clean . . . . . . . . . . . . . 46 from. . . . . . . . . . . . . . 38 living room . . . . . . . . . . . 2 present. . . . . . . . . . . . 28 wow . . . . . . . . . . . . . . 56
cleaner. . . . . . . . . . . . 46 look . . . . . . . . . . . . . . . . 2 that. . . . . . . . . . . . . . . . . 8
fruit salad. . . . . . . . . . . 10 prettier. . . . . . . . . . . . 46 theirs . . . . . . . . . . . . . 38
clean my room. . . . . . 52 fun. . . . . . . . . . . . . . . 36 lost. . . . . . . . . . . . . . . . 16 pretty. . . . . . . . . . . . . 46
clean the bathroom. . . 54
clothes. . . . . . . . . . . . 48
lunch . . . . . . . . . . . . . . . 8
lunchbox. . . . . . . . . . . 72
problem . . . . . . . . . . . 36
purple. . . . . . . . . . . . . . . 2
then . . . . . . . . . . . . . . . 18
there. . . . . . . . . . . . . . 16 Y
yay. . . . . . . . . . . . . . . 56
cloudy . . . . . . . . . . . . 70
coffee shop . . . . . . . . 66 G these . . . . . . . . . . . . . 28
they’re . . . . . . . . . . . . . 15 yeah. . . . . . . . . . . . . . . . 8
cold (adj.). . . . . . . . . . 70 game . . . . . . . . . . . . . . . 2
garbage. . . . . . . . . . . 54
M R thick. . . . . . . . . . . . . . 46
thicker . . . . . . . . . . . . 46
yellow. . . . . . . . . . . . . 39
yesterday. . . . . . . . . . 65
cold (n.) . . . . . . . . . . . 30 magazine. . . . . . . . . . 74
collect eggs . . . . . . . . 58 girl . . . . . . . . . . . . . . . 44 rainy. . . . . . . . . . . . . . 70 thin. . . . . . . . . . . . . . . 46 yogurt. . . . . . . . . . . . . . . 9
glue . . . . . . . . . . . . . . . 18 mail letters . . . . . . . . . . 14 really . . . . . . . . . . . . . . . 8 young. . . . . . . . . . . . . 44
color (n.). . . . . . . . . . . . . 2 mailing . . . . . . . . . . . . . 14 thinner . . . . . . . . . . . . 46
color (v.). . . . . . . . . . . . 18 glue stick . . . . . . . . . . 74 red. . . . . . . . . . . . . . . 38 third . . . . . . . . . . . . . . . . 3 younger . . . . . . . . . . . 45
go. . . . . . . . . . . . . . . . . . 2 make . . . . . . . . . . . . . . 10 restaurant. . . . . . . . . . . 16 your . . . . . . . . . . . . . . . . 2
come home . . . . . . . . 59 make food . . . . . . . . . 26 thirteenth . . . . . . . . . . . . 3
come over . . . . . . . . . 56 go to bed . . . . . . . . . . 59 river . . . . . . . . . . . . . . . 76 thirtieth. . . . . . . . . . . . . . 3 yours . . . . . . . . . . . . . 34
go to school. . . . . . . . 58 make my bed . . . . . . . 52 rock . . . . . . . . . . . . . . . 51 yum . . . . . . . . . . . . . . . . 8
computer. . . . . . . . . . 37 man . . . . . . . . . . . . . . . 16 thirty. . . . . . . . . . . . . . . . 2
cook. . . . . . . . . . . . . . 26 good. . . . . . . . . . . . . . . . 2 ruler. . . . . . . . . . . . . . 37 thirty-first . . . . . . . . . . . . 3
grandparents . . . . . . . 32 marble . . . . . . . . . . . . 50 run. . . . . . . . . . . . . . . 56
cool . . . . . . . . . . . . . . 48 March. . . . . . . . . . . . . . . 3 this. . . . . . . . . . . . . . . . . 8
country’s . . . . . . . . . . 43 great. . . . . . . . . . . . . . 18 Russia . . . . . . . . . . . . 38 Thursday . . . . . . . . . . . . 3
math. . . . . . . . . . . . . . . . 2
Word List 135
106474_EU2e_TB3_BM_WL.indd 135 7/14/16 10:04 AM

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106474_EU2e_TB3_FM_title.indd 1 6/8/16 11:14 AM

Unit 1 Things to Eat

Unit 2 Around Town

✔Check Up 1 Units 1 and 2 Skills Project Recipe Card

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106474_EU2e_TB3_FM_SSI.indd 2 7/20/16 8:29 AM

Unit 4 Getting Together

✔Check Up 2 Units 3 and 4 Skills Project Your Family Flag

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106474_EU2e_TB3_FM_SSI.indd 3 7/20/16 8:29 AM

Unit 6 Helping Out

✔Check Up 3 Units 5 and 6 Skills Project Chore Chart

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106474_EU2e_TB3_FM_SSI.indd 4 7/20/16 8:29 AM

Unit 8 Things We Use

✔Check Up 4 Units 7 and 8 Skills Project Brochure

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106474_EU2e_TB3_FM_SSI.indd 5 7/20/16 8:29 AM

© Copyright Oxford University Press

106474_EU2e_TB3_FM_introCA.indd 6 7/20/16 8:29 AM

© Copyright Oxford University Press

106474_EU2e_TB3_FM_introCA.indd 7 7/20/16 8:29 AM

© Copyright Oxford University Press

106474_EU2e_TB3_FM_introCA.indd 8 7/20/16 8:29 AM

© Copyright Oxford University Press

106474_EU2e_TB3_FM_introCA.indd 9 7/20/16 8:29 AM

2 • Check Up pages support the Student

Picture Cards (Levels Starter–4)

and for playing games Front of Card 3

Class Audio CDs

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106474_EU2e_TB3_FM_introCA.indd 10 7/20/16 8:29 AM

Teacher’s Book Pack

• Overview of games and activities • Video scripts

Online Practice for Students and Teachers

Additional Online Resources

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106474_EU2e_TB3_FM_introCA.indd 11 7/20/16 8:29 AM

Lesson 1 Family parents cousin Presentation and

support. D Listen, ask, and answer. Then practice. 53 36

B Listen and number. 51

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Warm up 3. Link the language. Combine previously learned

2. If a game or activity is suggested, use it to practice

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and answer). Then practice. and answer.

1. Introduce the new grammar pattern.

4. Play the Class CD track for this exercise. Students

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A Listen, point, and say. 54 37

New words are 1 2 3 4 5 6

my mine your yours

structured practice yours

language with Using 21st century

Student Book pages 34–35 help of their Everybody

Fun personalization activities

Warm up 4. Play the Class CD track for this exercise. Students

2. Review the language from the previous lesson to

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2. Students use the completed exercise to practice the

Class Audio CDs

E Exercise varies.

A Talk about the story. Then

D Listen and say. Then act.

Warm up B Read and circle (or Read,