Come On Everyone 1-TG

1
Shawn Despres • Amy Gradin
Teacher’s Book
Come On, Everyone Contents
Teacher’s Book 1
Published and distributed by Neungyule Education, Inc.
Poongsung Bldg., 21, World Cup buk-ro, Mapo-gu, Seoul, Korea
Scope and Sequence . . . . . . . . . . . . . . . . . 4 Unit 5 School Market .......... 58
Tel: 82-2-2014-7742
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit 6 On a Picnic ............... 66
Fax: 82-2-337-4956 Unit Guide ............................. 9 Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Websites: www.nebooks.co.kr/comeon (Korean)
www.nebuildandgrow.com (English) Games and Activities .............. 14
Unit 7 My Family ................. 76
Unit 8 My Body ................... 84
Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Unit 1 My Toys ..................... 22 Reader’s Theater Storybook
Unit 2 At School . . . . . . . . . . . . . . . . . . 30 ........................................... 94
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Workbook Answer Key ............ 97
Unit 3 At a Farm . . . . . . . . . . . . . . . . . . 40 Worksheets ......................... 104

2016 Neungyule Education, Inc. • NE_Build & Grow | All rights reserved. No part of this publication may be
Unit 4 Animals ................... 48 Tests .................................. 120
reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without permission in writing from the publisher. Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Test Answer Key ................... 144
NE_Build & Grow is the children’s education division of Neungyule Education, Inc. Contraction Cards ................. 147
ISBN: 979-11-253-0986-4 Teacher’s Book with DVD-ROM 1
Senior Managing Editor: Karoline Lee

Managing Editors: Jessie Lee, Rosa Park
Assistant Editor: Chloe Shim Tim Ming Nick Amy Kevin Rosa
Contributing Writer: Jisun Kim
Design: Hyemin Yun
Audio Recordings & DVD-ROM: ARAM Multimedia Co., Ltd.
Illustrations: Dongyoon Kim, James Horvath, Mattia Cerato (MB Artists), Veronica Yoon, Byungchul Yun
Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath
Photo Credits:
Dreamstime pp. 135, 138, 142
Rocky Camo
Scope & Sequence Starter
Vocabulary: Alphabet, Numbers, Colors
Aa-Zz, 1-10, red, yellow, green, blue
Structure
A: Hello. What’s your name?
B: My name is Nick.
Unit Title Lesson 1 Lesson 2 Lesson 3 Lesson 4

Vocabulary: Toys Vocabulary: Colors Vocabulary Wrap Up Activity
Story
balloon, bike, doll, train, robot, teddy bear orange, pink, brown, black, white, purple Listening Wrap Up Activity
1 My Toys Structure
A: What is it?
Structure
A: What color is it?
Phonics
Speaking Task Color Your Toys
b, p
B: It’s a bike. B: It’s orange.
Vocabulary: School Supplies Vocabulary: Classroom Objects Vocabulary Wrap Up Activity

Story
pencil, crayon, eraser, ruler, pencil case, notebook desk, chair, whiteboard, computer, backpack, map Listening Wrap Up Activity
2 At School Structure
A: What’s this?
Structure
A: What’s that?
Phonics
Speaking Task Board Game
m, n
B: It’s a pencil. / It’s an eraser. B: It’s a desk.
Review 1
Vocabulary: Fruit & Vegetables Vocabulary: Fruit & Vegetables Vocabulary Wrap Up Activity
Story
apple, orange, banana, carrot, onion, potato apples, oranges, bananas, carrots, onions, potatoes Listening Wrap Up Activity
3 At a Farm Structures
A: Is it a carrot? / Is it an apple?
Structure
A: Are they apples?
Phonics
Speaking Task What’s on My Forehead?
c, g
B: Yes, it is. / No, it isn’t. B: Yes, they are. / No, they aren’t.
Vocabulary: Pets Vocabulary: Zoo Animals Vocabulary Wrap Up Activity

Story
birds, cats, dogs, frogs, squirrels, turtles monkeys, bears, elephants, lions, zebras, giraffes Listening Wrap Up Activity
4 Animals Structures
I like cats.
Structure
A: Do you like monkeys?
Phonics
Speaking Task Our Favorite Animals
d, t
I don’t like dogs. B: Yes, I do. / No, I don’t.
Review 2
Vocabulary: Describing Things Vocabulary: Things Vocabulary Wrap Up Activity
Story
long, short, small, big, new, old camera, bag, umbrella, jump rope, puzzle, picture Listening Wrap Up Activity
5 School Market
Structure
Structures
A: Is it a new camera? / Is it an old bag?
Phonics
Speaking Task Guessing Game
The ruler is long. f, v
B: Yes, it is. / No, it isn’t.
Vocabulary: Food Vocabulary: Food Vocabulary Wrap Up Activity

Story
hamburger, hamburgers, egg, eggs, tomato, tomatoes cookie, cookies, sandwich, sandwiches, peach, peaches Listening Wrap Up Activity
6 On a Picnic Structures
There is an egg.
Structures
A: Where is the cookie? B: It’s in the box.
Phonics
Speaking Task Complete the Pictures
a
There are six eggs. A: Where are the cookies? B: They’re in the box.
Review 3
Vocabulary: Family Members Vocabulary: What We Can Do Vocabulary Wrap Up Activity
Story
father, mother, sister, brother, grandfather, grandmother swim, drive, cook, read, wink, ride a bike Listening Wrap Up Activity
7 My Family Structures
A: Who is he? / Who is she?
Structures
I can swim. / I can’t swim.
Phonics
Speaking Task My Family Tree
e
B: He’s my brother. / She’s my sister. He/She can drive. / He/She can’t drive.
Vocabulary: Body Parts Vocabulary: Face Parts Vocabulary Wrap Up Activity

Story
arms, hands, fingers, legs, feet, toes head, ears, mouth, eyes, nose, neck Listening Wrap Up Activity
8 My Body
Structure
Structures
He/She has a small head.
Phonics
Speaking Task Draw a Monster!
I have long arms. i
He/She has big eyes.
Review 4
4 Scope & Sequence 5

Introduction
Course Description Critical Thinking: Learners truly understand a concept
when they know how to ask their own questions about it,
Components
not when they have memorized the correct set of answers.
Come On, Everyone is a six-level coursebook series that
Twenty-first century students require an education that leads
Student Book
gives elementary school students a confident start to learning
English. The series is designed to help students keep a
them to explore and test their knowledge in practical ways. Eight units on relevant topics with four lessons each
Creativity: In the real world, the solution to a problem often
steady, natural pace, practicing English as often as they can. Four review sections, one after every two units
turns out to be something that has never been tried before.
In the student books, creative individualized activities,
Successful problem solvers therefore need not only logic Vibrant, engaging artwork that captures students’ interest
projects, and presentations in each lesson provide fun
and intelligence but also creativity and boldness. Twenty-
opportunities for students to collaborate and to practice
first century teachers must commit to the responsibility of Natural-sounding vocabulary and sentence structures
key structures both on their own and with each other. Story-
training students to think well by also encouraging them to
making activities enable students to utilize their creativity Fun activities designed for students to enjoy learning English
invent and test out new ideas.
by personalizing a cartoon or reading passage. Finally, songs
and chants take advantage of the natural aid of rhythm to Make Your Own Stories
II. Communicative Approach
help students memorize and practice key vocabulary and
It goes almost without saying that the main purpose of
Open-ended cartoons for students to personalize their own stories
expressions.
As supplements to the student books, reader’s theater language is communication. The more students use English to Fun activities that incorporate writing, circling options, choosing
storybooks provide creative opportunities for class discussion communicate their thoughts and understand communication
from others, the more confident they feel and the more they
stickers, and acting
and decision-making as students choose between two possible
endings to a retold classic story or Greek myth and perform fulfill the purpose of studying a foreign language. With the
goal of equipping students to use real-life English, Come On,
DVD-ROM
the story as a play.
Everyone features activities structured on the communicative Animated stories, chants, songs, and extra practice for students to
approach. review their lesson in class and at home
The basic principle of the communicative approach is
Course Theory Background learning a foreign language by using it as a way of exchanging Audio files of all the vocabulary and dialogues in the student book
information. This is what people do in their first language every
I. 21st Century Skills time they introduce themselves, tell a story about their day, Reader’s Theater Storybook
English is a dynamic language that changes every day ask for directions, or participate in their classes at school.
as it is spoken by communities of people across the world. Under the communicative approach, students use English as a A classic story retold for young learners
The success of the English classroom, as in any language way of delivering and receiving new information. For example, Scenes that can be read as a story or acted out as a play
classroom, has far more to do with critical thinking and self- they may complete information gap and role-play activities in
motivation than with memorization techniques. Come On, English. The goal of these activities is to simulate situations Language points from the student books for students to practice
Everyone incorporates the 21st century skills into its English that language learners are likely to encounter outside the
Two possible endings for students to choose from
instruction methods, preparing students to become their own classroom and allow them to practice using English as a
English teachers in their day-to-day lives. The four Cs of the form of day-to-day communication, the same way that native
21st century skills are communication, collaboration, critical speakers use it.
thinking, and creativity.
Communication: In a global society, the ability to III. Task-based Learning
communicate effectively is more important than ever. The Task-based learning places emphasis on the use of
only way to become a consistently clear communicator authentic language and on encouraging students to perform
is real-life practice. Therefore, 21st century students meaningful tasks using the target language for communicative
need to be given the chance to challenge themselves purposes. Come On, Everyone provides students with Workbook
by communicating different sorts of information through meaningful speaking tasks in which they achieve concrete
different types of media. goals. This authentic communication allows them to feel Pages that correspond to the lessons in the student book
Collaboration: Life is a group effort, and learning should confident in their ability to use English in real life. Interesting activities that reinforce each lesson’s vocabulary and grammar
mirror its structure. One of the most vital skills students
can gain for their future careers and social lives is the Suitable for use in class or as homework
ability to work together with others. Teachers in the 21st
century classroom should be diligent in providing students
with opportunities to cooperate with each other.
6 Introduction 7
Unit Guide
Lesson 1
Teacher’s Book
Detailed guides that support teachers of all levels
Ready-made plans that facilitate efficient planning and preparation
Useful teaching suggestions for all elements of each page in the student
book
Exciting ideas for additional activities to engage the class in the lesson
material
Extra worksheets and tests with teaching notes and answer keys
DVD-ROM
Animated stories, chants, songs, and extra practice for students to review
their lesson in class and at home
Print-ready, editable achievement tests and unit tests
Class and test audio files
A A full-page illustration introduces the keywords in context. The students listen to the keywords
Interactive activities ready to use with every lesson in class
pronounced by a native speaker and repeat them to practice their own pronunciation.
Classroom presentation software suitable for both interactive whiteboards
and computer data projectors
B A short dialogue incorporates one of the new keywords into a conversation. The students
practice identifying the new vocabulary in speech by listening and circling the correct keyword.
* Placement tests are available on our website. Visit us to download the test sheets or have
C-D Text, images, and audio material introduce the lesson’s key structure(s). The students
students take the placement tests online.
practice both the keywords and key structure(s) through a speaking activity.
Picture Cards Chant (Lesson 1) and Song (Lesson 2)
pencil
Pictures on one side and vocabulary words on the other An enjoyable chant and song take advantage of the natural aid of rhythm to help the students
Integrated into every lesson plan in the teacher’s book memorize and practice the keywords and key structures.
8 Introduction 9
Lesson 2 Lesson 3
A Clear, vivid illustrations present new keywords and one or more new key structure(s) to the A A fun story provides extra listening and reading comprehension practice. The students
students. practice reading fluently using the keywords and key structures.
B The students practice exchanging information with a partner using the keywords and key B Comprehension questions test the students and encourage them to look back and check the
structure(s). facts of the story.
Speaking Task C The students internalize the key language by making their own customized version of the
An interactive speaking-based task requires the students to use the key structures in order to story.
accomplish a task or play a game. Depending on its structure, the activity may include cards,
stickers, and/or worksheets. Tongue Twisters
Silly tongue twisters teach the students phonics and give them specific pronunciation practice.
10 Unit Guide 11
Lesson 4 Reader’s Theater Storybook
A The students review the keywords from lessons 1 and 2 through a writing exercise. A retold classic story provides creative opportunities for class discussion and decision-making.
B The students review the key structures from lessons 1 and 2 through a listening activity. The students choose between two possible endings to the story and then perform it as a play to
increase their language proficiency.
Speaking Task
An interactive speaking-based task helps the students effectively review what they learned in lessons 1
and 2.
Review
Come on, everyone!
A A listening exercise reviews the keywords from the two previous units.
B The students revisit the key structures from the two previous units by listening to sentences and/or
dialogues and choosing the correct pictures.
C The students read and answer questions about a passage containing keywords and key structures
from the two previous units.
12 Unit Guide 13
Games and Activities
This is the complete list of games and activities that appear in this teacher’s book. To see which are drawing, their teammates can guess what Flyswatter Put the flashcards on the board and
games and activities are recommended for each lesson, check the lesson plans. Keep in mind that the picture is by asking and answering the key put several chairs in front of the board. Split the
structure. The first team to correctly guess the class into groups. Ask a member from each group
some games and activities work better with certain key structures than others.
picture wins a point. to come to the front and sit on a chair. Give them
each a flyswatter and tell them to listen and hit
Apple Tree Draw an apple tree on the board with Bowling Tape flashcards to plastic water bottles Draw What I Say Before class, draw a picture about the keywords you say. The first person to hit the
10 apples on it. Think of a sentence using the and line them up at the front of the class. Give a the keywords from a lesson. Describe the picture correct keyword wins a point for their team.
keywords and structures from the unit and write student a ball and ask them to roll it toward the to the students but don’t show it to them. Instead,
blanks on the board for the number of letters in it. water bottles. Have the student say the flashcards tell the students to draw what you say. Afterward, Funny Reading Have the students work in groups.
Tell the students to guess which letters they are. on the water bottles they knock over. show your picture to the students and let them Tell each group to think of a unique way to read
Cross out an apple for every incorrect guess. If all compare it to what they drew. the story. They can change their voices, sing or rap
the apples get crossed out before they complete Charades Have a student mime actions related to a the lines, do silly actions, etc. After all the groups
the sentence, they lose. keyword and have the rest of the class use the key Find a Chair Have the students stand up, and have finished reading the story, have the class vote
question related to the keyword to try to guess what ask them to put their chairs at the back of the on which group they thought was the funniest.
Back-to-Back Have the students draw pictures. it is. classroom. Then ask the students to come stand
Then put them in pairs. Give all of the students near you. Hold up a flashcard so that its back is Get Up and Move! Call out actions related to the
blank pieces of paper and tell them to sit back-to- Cross the Line Place the flashcards on the board facing the students. Ask the students to guess keywords for the students to do and then do them
back. Tell student 1 to describe their picture and in a vertical line. Then make a line across the what’s on the flashcard. If you tell them that they together as a class.
student 2 to draw it. Afterward, have the students floor in the middle of the classroom with a rope or have answered correctly, they have to run and sit
compare the pictures. Then have the students something else. Have the students work in pairs. down on a chair. Play the game several times and Guess the Word Think of a keyword and write
switch roles so that student 2 can describe their Choose one pair and ask them to stand close to take away one or two chairs after each round. blanks on the board for the number of letters in
picture for student 1 to draw. the board. Tell student 1 to ask student 2 about it. Then write a number under each of the blanks.
the flashcard at the top. After student 2 answers, Find Your Partner Make two sets of flashcards. Split the students into two teams. Have a student
Ball and Grid Draw a grid on the board and put a they should take a step back and student 1 should Be certain that you have the exact number of from the first team call out one of the numbers.
flashcard in each square. Have the students take ask about the second flashcard. When the students flashcards for the number of students in your class Write a letter in the blank above the number they
turns throwing a foam ball at the grid. Ask them cross the line on the floor, student 2 should ask and that each flashcard has a matching card. Give chose and give the student until the count of three
about the flashcard they hit using the lesson’s key about the flashcards. Time the students to see each student a flashcard, but tell them to keep it to say the word. If the student guesses the word
structures. how long it takes them to ask and answer about all covered so that other people can’t see it. Tell the correctly, they get a point for their team. If they
of the flashcards. students to stand up and try to find who has the guess incorrectly, have a student from the second
Balloon Tap Tap a balloon in the air and say a same flashcard as them by asking the lesson’s team call out a number, and let them try to guess
keyword. Then hit it to a student and have them Dice Sentences Put the keywords on the sides of key question. The first two students to find their the word. Keep going back and forth until one team
repeat it. Have the students keep hitting the two dice and have the students take turns rolling partner are the winners. is able to correctly say the word.
balloon around the class and saying the keyword. them. Ask them to use the words on the dice to
See if everyone can tap it and say the keyword make a sentence. Flashcard Toss Split the students into two teams. Heads or Tails Put the flashcards on the board and
without the balloon touching the ground. Have one student from each team stand at the have a student come to the front of the class. Tell
Draw a Picture Have the students draw a picture back of the classroom. Give both students a them to flip a coin before talking about each of
Beanbag Circle Ask the students to stand up and related to the lesson and then tell the class about flashcard. Student 1 should throw their flashcard the flashcards. If the coin lands on “heads,” they
form a circle. Toss a beanbag to student 1 and it using the lesson’s keywords and sentences. and then ask student 2 a question about it. After should give a positive answer about the flashcard.
ask them a question. Student 1 will answer the student 2 answers, they should do the same thing. If it lands on “tails,” they should give a negative
question, toss the beanbag to student 2, and ask Draw It! Split the class into two teams. Have Whoever’s flashcard travels farther wins a point for answer. Time them to see how long it takes them
them the question. Continue until everyone has had one student from each team draw a picture of to finish talking about all of the flashcards. Then
their team.
the chance to ask and answer the question. a keyword on the board. While both students let the other students have a turn.
14 Games and Activities 15

High Number Have two students come to the front It’s Your Turn! Start reading the story out loud are out. Read and Act Have the students work in pairs.
of the classroom. Show them a flashcard and and then stop and call out a student’s name. That Student 1 should read the story out loud, and
ask them what they can see. Ask student 1 to student should begin reading where you left off and Newscaster Tell the children to pretend they are student 2 should act out what they are saying.
roll a die, and tell them to say the number on the then should call out another person’s name, who a reading a news story on TV. Have them take Have the class vote on which pair they think did
die and the flashcard’s word together. Then have should do the same thing. Have the students take turns reading something in a loud, clear voice just the best job.
student 2 do the same thing. Whoever gets the turns reading small portions of the story like this like newscasters do. After everyone has finished,
higher number wins. until it is finished. have the class vote on who they thought the best Reading Orchestra Split the students into three
newscaster was. groups. Tell them that you are a conductor in an
High-Speed Q&A Have the students work in pairs. Listen and Find Spread the flashcards around the orchestra and that each group should begin to read
Choose one of the pairs and give student 1 one classroom and ask a student to stand up. Read Oops, My Mistake! After the students are familiar the passage when you point to them. Have the
set of flashcards and student 2 a different set the script from the listening activity but change with the keywords, point at different keywords and groups read the passage together, but have them
of flashcards. Student 1 should ask student 2 the answers. Tell the student to find the correct say the wrong word for them. Have the students start at different times.
about all of the flashcards using the key question. flashcards. Time them to see how long it takes. correct your mistakes.
Then student 2 should do the same thing. Time Reading Race Have the students work in pairs.
the students to see how long it takes to ask and Listen, Run, and Circle Put the flashcards on the Pass the Card Pass student 1 a flashcard and Student 1 should read one line, and then student 2
answer about all the flashcards. board. Ask a student to stand, and give them a say the keyword on it. Then tell them to pass it to should read the next one. They should keep doing
marker. Read the script from the lesson’s listening student 2 and say the keyword, and so on. Next, this until the story is finished. Time each pair to
Hopscotch Place flashcards on the ground in a activity but change the object that is being talked pass student 1 another flashcard and say the see how long it takes them to finish.
vertical line. Have a student stand up, and ask about. Tell the student to run to the board and keyword. Do this for all the flashcards. Time the
them to roll a die. The number the die lands on circle the correct flashcard. students to see how long it takes them to finish Repeat After Me Read each line of a story in a
equals the number of flashcards the student has passing the flashcards and saying the keywords. different way (with a quiet voice, with a loud voice,
to say. Ask the student to hop on one leg next to Magazine Pictures Give each student a piece of with a high-pitched voice, with a monster voice,
each of the flashcards as they say them. paper and ask them to fold it in half twice to make Phonics Die Choose a phonics sound and practice very fast, very slow, etc.) and have the students try
four squares. Have the students work in groups. it with the students. Then have the students take to mimic what you do.
I Spy Say to the class, “I spy with my little eye Give each group a few old magazines. Tell the turns rolling the die. The number it lands on will be
something that is …” and then describe an object students to look through the magazines and cut the number of words with that phonics sound they Rock-Paper-Scissors Play rock-paper-scissors to
without saying what it is. Have the students try to out pictures related to the unit. When everyone is have to say. practice the key structures. The winning student
guess what the object is. finished, have the students take turns describing can ask the question, and the other student can
the pictures on their paper using the unit’s Put It in Order Make several sets of flashcards answer it.
In, On, or Under? Put a box on a table at the front keywords and structures. before class starts. Have the students work in
of the room. Show the students a flashcard or small groups. Give each group a set of flashcards Rock-Paper-Scissors Race Put the flashcards on
object and then ask them to close their eyes. Put Memory Game Make two sets of the flashcards. that has been shuffled so that they are not in the the floor in a vertical line. Choose two students
the flashcard or object in, on, or under the box and Put them facedown on a table and spread them correct order. Have the students work together to and have them stand at different ends of the line.
ask the students where it is. With their eyes still around. Split the students into two teams and have place the words in the correct order. After they Tell them that when you say “go,” they should walk
closed, have the students guess if they think the a student from one team turn over a flashcard. Ask have finished, have each group say all the words along the line while saying the flashcards they
flashcard or object is in, on, or under the box. them the key question from the lesson. Then have from start to finish. pass. When they meet, they should play rock-paper-
them turn over a second flashcard, and ask them scissors. The winner can keep going forward, but
It’s a Match! Make two sets of the lesson’s about that one too. If the two flashcards match, Ransom Note Type many different letters in the loser must go back to where they started from.
flashcards. Put them facedown on a table and the student gets a point for their team. different fonts and sizes and cut them out. Write The first student to reach the end of the line is the
spread them around. Split the students into several words or sentences on the board. Give winner.
two teams. Have a student from one team turn Musical Chairs Have the students put their chairs each student a piece of paper and have them sit
over a flashcard and ask them the key question in a circle. Play the song and ask the students to in groups. Give each group a big pile of letters. Tell Roll to Win Draw a vertical line on the board and
from the lesson. Then have them turn over a sing it while walking around the circle. Stop the the students to stick the letters on their paper to put a set of the lesson’s flashcards on each side
second flashcard and ask about it too. If the two song at different points and tell the students to spell the words on the board. of it. Write a number from 1-6 above each of the
flashcards match, the student gets a point for their sit down. Take away one chair after each time you flashcards and split the class into two teams. Have
team. stop the song. Any students who can’t find a chair a student from one team roll a die, point to the

flashcard that matches the die’s number, and ask structure. The students should guess what’s on the Three-Card Monte Put three flashcards facedown What’s Missing? Put the flashcards on the board
their team about it using the lesson’s key question. card. on a table and spend 15-20 seconds moving them. or objects on a table. Ask the students to close
After their team answers, they should take the Say the keywords on the flashcards as you’re doing their eyes while you take one of the flashcards or
flashcard off the board. The first team to take all Speaking Relay Have the students take turns this to help you and the students remember them. objects away. Then tell the students to open their
the flashcards off the board wins. saying a sentence one after another. Time them to Point to one of the flashcards and use the lesson’s eyes and guess what’s missing.
see how long it takes the whole class to say the key structures to ask and have the students guess
Run and Draw It Have two students stand at the sentence. what picture is on the flashcard. Where Is It? Have the students stand in one
back of the class. Tell them a keyword and then area of the classroom. Show them a flashcard
say “Go!” The first person to draw it on the board Spelling Quiz Let the students have a bit of time Tic-Tac-Toe Draw a 3x3 grid on the board and and then ask them to close their eyes. Hide the
wins. to look over the keywords. Then give them each a stick the flashcards or write the keywords in the flashcard somewhere in the classroom. Tell the
piece of paper and ask them to close their books. boxes. Split the students into two teams. Have a students to open their eyes and ask you where it
Run and Stick It Write the keywords in different Say the keywords out loud and have the students student throw a foam ball at the grid. If they hit is. Use prepositions to tell them the location of the
places on the board and have two students stand write them down. Check the answers as a class. a square, the rest of their team should ask them flashcard and then let the students look for it.
at the back of the classroom. Give them each about the flashcard or keyword in the box. After
a flashcard and ask the key structure. Tell them Spelling Race Ask two students to stand at the the student answers, they should draw their team’s Whisper Race Put the flashcards on the board and
that when you say “Go!” they should run to the back of the classroom. Write two keywords with symbol (“X” or “O”) in the box. The first team to split the class into teams. Have each team form a
board and stick their flashcard next to the correct missing letters on the board. Tell the students that get three of their symbols in a row wins the game. line. Whisper a question and answer to the student
keyword. when you say “Go!” they should run to the board, at the end of each line. Then tell the students to
fill in the missing letters in their word, and say the Timed Flip Have the students work in pairs. Put whisper the question and answer along the line.
Run and Touch It Put the flashcards on the board word. the flashcards in a pile facedown and hand them to When it reaches the final student, they should say
and have two students stand at the back of one pair. Student 1 should show the flashcards and the question and answer out loud and then touch
the classroom. Talk about a flashcard using the Spelling Relay Split the class into three or four ask the key structures. Student 2 should answer. the correct flashcard. Time the teams to see how
lesson’s key structures and then say “Go!” The first groups and give a person on each team a marker. Time how long it takes each pair to finish asking long it takes them to finish.
student to run to the board and touch the correct Call out a keyword and tell them to run to the and answering about all the flashcards.
flashcard is the winner. Afterward, have both board and write the first letter of it. Then they Who Has More? Split the class into teams. Have
students repeat the sentence you said. should run back and pass the marker to the next Timed Talking Give each student a set amount of one student from each team come to the front of
person on their team for them to write the second time to say a key structure or a list of keywords. the class. Give them a flashcard and have them roll
Simon Says Explain to the students that you’re letter, and so on. The first group to finish writing See how many times they can say the given two dice. Tell them to use the number on the dice
going to call out different things for them to do. the whole word correctly wins a point. language before the time runs out. and the flashcard to make a sentence. Then have
If you say “Simon says” before a command, then a second student do the same thing. Whichever
the students should do it. If you don’t say “Simon Target Practice Split the class into groups of about Unscramble Write the words from a sentence student rolled the higher number gets a point for
says,” the students shouldn’t do it. If any students four and spread the flashcards out on the floor. on pieces of paper (only put one word on each their team.
follow a command that they shouldn’t have, they Give one person from each team a beanbag and piece of paper). Then make the sentence on the
have to sit down. Make commands using the ask them to stand at the back of the class. Read board, but put the words in the wrong order. Have Word Search Make a word search with the
keywords. the script from a listening exercise but change the a student come to the front, put the words in the keywords from the lesson for the students to
answers. Tell the students to throw their beanbags correct order, and read the sentence out loud. Then complete.
Slap Have the students work in small groups. Give at the flashcard you’re talking about. Whoever’s is let the other students take turns doing the same
each group a set of the lesson’s flashcards or closest wins a point for their team. thing.
have them write the words on small slips of paper.
Tell them to lay the flashcards out on a desk. Call Teacher’s Mistake Write the keywords on the board What’s in the Box? Place several objects in a box.
out one of the keywords. The first student in each but misspell them, put them out of order, or do Choose a student to close their eyes, and tell them
group to slap the correct flashcard gets one point. anything to make them incorrect. Let the students to put their hand in the box and pull out an object.
take turns coming up to the front to correct your Ask the student to guess which object they are
Slowly Reveal Cover a flashcard with a piece errors. holding.
of paper. Slowly lift the piece of paper to reveal
the image on the flashcard while asking the key

Starter Student Book page 5 at the picture and repeat what they hear.
B Listen, point, and say. 4. Practice the conversation as a class.
Student Book pages 4-5 5. Have the students work in pairs to practice the
Lesson Objectives 1. Introduce the numbers on the page to the conversation. Tell them to use their own names
To understand and produce the key students. Say each of them and have the instead of Nick’s and Amy’s.
vocabulary students repeat after you.
To correctly use letters and basic 6. When the students are comfortable with the
numbers, colors, and introductions
2. Let the students listen to the recording. Then conversation, have the pairs take turns standing
play it again and ask the students to point to up and doing it in front of the class.
Keywords
each number and say it.
Alphabet: Aa-Zz, Numbers: 1-10,
TR 05
Colors: red, yellow, green, blue TR 03 Amy: Hello. What’s your name?
one two three four five Nick: My name is Nick. What’s your name?
Key Structures
six seven eight nine ten Amy: My name is Amy.
Hello. What’s your name?
My name is Nick.
Game Suggestion Teaching Tip
Materials
CD tracks 02-05 Balloon Tap Tap a balloon in the air and say “1.” Then Even if you already went through part D at the
hit it to a student and have them say “2.” Have the beginning of class, do it again as a wrap up to the
students keep hitting the balloon around the class and lesson by adding “Bye” or “Goodbye” to the end of the
saying numbers. See if they can count from 1 to 10 structure (e.g. “My name is (name). Goodbye!”). You
and then from 10 to 1 without letting the balloon touch can also wave at the students so that they understand
the ground. the meaning of the new word.
Student Book page 4
TR 02
Warm Up
A apple B bear C Listen, point, and say.
C car D dog
E egg F fox 1. Introduce the colors on the page to the
1. Go through your greetings/openings routine. G girl H hat
2. Wave to the students and say “Hello!” Encourage I igloo J jam
students. Say each of them and have the
them to wave back to you and say “Hello” too. K king L lion students repeat after you.
M milk N nurse 2. Let the students listen to the recording. Then
O octopus P pen
Teaching Tip Q queen R ring play it again and ask the students to point to
S sun T toy each color and say it.
Rather than teaching the alphabet before introducing U umbrella V violin
yourself to the students, skip to part D and teach W wolf X box TR 04
the students how to say their names as part of your Y yo-yo Z zebra red yellow green blue
introduction.
Activity Suggestion Activity Suggestion
A Listen, point, and say. Put It in Order Make several sets of alphabet flashcards Slowly Reveal Make flashcards of the lesson’s color
before class starts. Have the students work in small vocabulary words before class starts. Cover one of
1. Use the alphabet cards on the page to introduce groups. Give each group a set of alphabet flashcards them with a piece of paper. Slowly lift the paper to
the alphabet. Say each of the letters along with that has been shuffled so that they are not in the reveal the color on the flashcard and have the students
their pictured things and have the students correct order. Have the students work together to try to guess what it is.
repeat after you. place the letters in the correct order. After they have
2. Let the students listen to the recording. Then finished, have each group say all the letters from A to
D Ask and answer.
play it again and ask the students to point to Z.
each letter and picture and say them. 1. Say “Hello” and have the students repeat after
you. Then point to yourself and say “My name
is (name).”
2. Ask “What’s your name?” and have the
students point to themselves and say “My name
is (name).”
3. Play the recording and ask the students to look
20 Starter 21
1 My Toys Lesson 1 Toys TR 07
“What is it?” Have the students guess what picture is
Nick: Look at this. on the flashcard by saying “It’s a (toy).”
Student Book pages 6-7 Amy: What is it?
Lesson Objectives Nick: It’s a balloon.
Amy: Wow, it’s big! D Draw a toy. Then ask and answer.
To understand and produce the key
vocabulary 1. Draw one of the toys on the board. Ask the
To correctly say what things are Answer balloon
students “What is it?” and have them answer
Keywords Differentiation
by saying “It’s a (toy).”
balloon, bike, doll, train, robot, teddy 2. Review the question and answer structure with
bear
For above-level students, ask the question “What’s in
the flashcards and then put them on the board
your room?” Let the students take turns discussing
Key Structures what toys they have in their room.
so that everyone can see them.
What is it? 3. Ask the students to draw one of the toys in
It’s a bike. their student books or on a separate piece
Student Book page 7
Materials of paper. Afterward, have them take turns
CD tracks 06-09, flashcards 01-06, C Ask and answer. presenting their pictures to the class or have
contraction cards (it’s) them work in pairs and talk about their pictures
1. Introduce the lesson’s key structures. with their partner.
2. Teach the contraction. Use the contraction
cards at the back of the teacher’s book to
Student Book page 78
help you. Show the students the “it” and “is”
cards and have them repeat the words. Slowly Chant
Student Book page 6 3. Let the students listen to the recording. Then
move the cards closer together. Say the words 1. Read the lyrics line by line and have the
play it again and ask the students to point to
Warm Up more quickly as the cards get closer to one students repeat after you.
each keyword and say it.
another. When the cards are overlapping, say 2. Play the recording and do the chant together as
1. Go through your greetings/openings routine.
TR 06 the contraction and show the students the “it’s” a class.
2. Review the starter unit by saying “Hi, my name is
1. balloon 2. bike 3. doll 4. train 5. robot 6. teddy bear card. Explain that “it’s” has the same meaning 3. Play the chant again and have the students do
(name).”
3. Encourage the students to say your name in as “it is.” a simple action (such as tapping their fingers on
various ways (e.g. loudly, quietly, with a high-
Teaching Tip 3. Play the recording and ask the students to look their desks) while saying it.
pitched voice, etc.). Introduce some extra vocabulary words and write them at the pictures under the key structures and
4. Ask “What’s your name?” and have the students on the board so that students who want more options match them with the correct toys. TR 09
in later activities can refer to them. (Suggested words: What Is It?
take turns answering. 4. Practice using the question and answer Look! What is it? It’s a doll.
ball, car, dinosaur) structures for each of the pictures as a class. Look! What is it? It’s a robot.
Teaching Tip 5. Have the students work in pairs and practice Look! What is it? It’s a teddy bear.
It’s a doll. It’s a robot. It’s a teddy bear.
Show the students a balloon. Tap it and say “I’m
Game Suggestion using the question and answer structures to talk
(name).” Then hit it to student 1 and ask “What’s your Pass the Card Have the students sit in a line or circle. about the pictures. Look! What is it? It’s a train.
Pass student 1 a flashcard and say the keyword on Look! What is it? It’s a bike.
name?” Tell student 1 to tap the balloon, say their
TR 08 Look! What is it? It’s a balloon.
name, and then hit it to student 2. Ask student 2 the it. Then tell them to pass it to student 2 and say the
What is it? It’s a bike. It’s a train. It’s a bike. It’s a balloon.
same question and then continue to ask the other keyword. Next, pass student 1 another flashcard and 1. What is it? It’s a bike.
students. say the keyword. Do this for all the flashcards. Time 2. What is it? It’s a train.
Extra Practice
the students to see how long it takes them to finish 3. What is it? It’s a doll.
passing the flashcards and saying the keywords. 4. What is it? It’s a balloon. Ask the students to complete pages 2-3 in their
5. What is it? It’s a robot. workbook as homework. You can also have them
A Listen, point, and say. 6. What is it? It’s a teddy bear.
complete the worksheet on page 104 of the teacher’s
1. Use the toy flashcards to introduce the B Listen and circle. book in class.
vocabulary. Check the student’s background 1. Tell the students to listen and circle the toy that Game Suggestion
knowledge by asking “What is it?” If they don’t is being talked about. Three-Card Monte Put three of the lesson’s flashcards
know the keyword in English, say it and have 2. Check the answer as a class. facedown on a table. Spend 5-10 seconds moving
them repeat it several times. them around. Say the keywords on them as you’re
2. Have the students look at the picture. Ask them doing this to help you and the students remember
what they can see. them. Then point to one of the flashcards and ask
22 Unit 1 • My Toys 23
1 My Toys Lesson 2 Colors Teaching Tip on their palette. If the paper clip lands on a
Use the contraction cards to review “It’s.” color a student already has on their palette,
Student Book pages 8-9 they should answer the question but not put
Lesson Objectives 7. Play the recording and have the students repeat a sticker on the palette. The person who
the activity. completes their palette first is the winner.
vocabulary
To correctly say what color things are
Teaching Tip
B Ask and answer.
Keywords While the students are playing the game, play the
orange, pink, brown, black, white, 1. Have the students look at the picture. Ask them song on page 94 on repeat as background music to
purple what they can see. introduce the students to the lyrics and the melody.
Key Structures 2. Have the students work in pairs to practice
What color is it? asking and answering the questions.
It’s orange. Student Book page 78
3. Play the recording to let the students check
Materials their answers. Song
CD tracks 10-13, flashcards 01-12
TR 12 1. Say the lines from the song and have the
contration cards (it's)
What color is it? It’s pink. students repeat them. Do this a few times until
1. What color is it? It’s pink.
2. What color is it? It’s white.
the students are familiar with the lyrics.
3. What color is it? It’s orange. 2. Play the recording and have the students listen
4. What color is it? It’s purple. to the music. Then play it again and have them
5. What color is it? It’s black.
6. What color is it? It’s brown.
sing along.
Student Book page 8 Differentiation
3. Sing the song once more, but before starting
For below-level students, put the color flashcards on encourage the students to think of some actions
Warm Up Differentiation
the board and write the names of the colors next to or gestures for it.
1. Go through your greetings/openings routine. Then For above-level students, ask them to add the
them. 4. Play the instrumental version of the song and
check or collect the previous day’s homework from key structures from lesson 1 to create longer
conversations. For example, student 1 could ask, have the students sing along while doing the
the students. Game Suggestion
“What is it?” and student 2 could answer, “It’s a doll.” actions or gestures they came up with.
2. Go over the chant on page 78 again. Run and Stick It Write the color keywords in different
3. Review the toy flashcards from the previous lesson Then student 1 could follow up with “What color is it?”
places on the board and have two students stand at TR 13
using the key structures, “What is it?” and “It’s a and student 2 could answer, “It’s pink.” What Color Is It?
the back of the classroom. Give them each a color
(toy).” What color is it? Orange, it’s orange.
flashcard and ask “What color is it?” Tell them that Teaching Tip It’s orange, orange, orange.
when you say “Go!” they should run to the board and What color is it? White, it’s white.
Also use the key structures to talk about the students’
Activity Suggestion stick their flashcard next to the correct keyword. It’s white, white, white.
clothes, possessions, and other classroom objects. What color is it? Brown, it’s brown.
Slowly Reveal Cover a flashcard from lesson 1 with a It’s brown, brown, brown.
piece of paper. Slowly lift the piece of paper to reveal 3. Introduce the lesson’s key structures.
the image on the flashcard while asking “What is it?” 4. Play the recording for the students. Student Book page 9 What color is it? Black, it’s black.
It’s black, black, black.
The students should guess what’s on the card. 5. Practice the structures as a class using the
Speaking Task What color is it? Pink, it’s pink.
colors above. It’s pink, pink, pink.
6. Have the students work in pairs and practice 1. Put a copy of the color wheel on page 9 on the What color is it? Purple, it’s purple.
A Listen and say. Then practice. board. It’s purple, purple, purple.
using the question and answer structures to talk
1. Use the flashcards (you can add the colors about the colors. 2. Review the keywords by asking “What color is
it?” and pointing to the colors on the wheel. Extra Practice
from the starter unit too) to introduce the
TR 11 3. Show how to spin a paper clip around a pencil Ask the students to complete pages 4-5 in their
vocabulary.
What color is it? It’s orange.
2. Let the students listen to the recording. Then on the color wheel. workbook for homework. You can also have them
1. What color is it? It’s orange
4. Choose a student to help you demonstrate how complete the worksheet on page 105 of the teacher’s
play it again and tell the students to repeat 2. What color is it? It’s pink.
3. What color is it? It’s brown. to play the game. Show that student 1 should book in class.
what they hear. Afterward, have the students 4. What color is it? It’s black.
say the keywords once again as a class. 5. What color is it? It’s white. spin the paper clip. Then student 2 should ask
6. What color is it? It’s purple. the question, and student 1 should answer.
TR 10 Next, student 1 should put the correct sticker
1. orange 2. pink 3. brown 4. black 5. white 6. purple
1 My Toys Lesson 3 Story have them try it with or without their student Teaching Tip
books. It may be helpful to make a big version of the story to
Student Book pages 10-11 put on the board. This can be used to demonstrate how
Lesson Objectives Teaching Tip to complete the story.
To read and answer questions about Have some props for the students to use when acting
a text related to the key vocabulary out the story. These could include things such as a
To complete and present an Tongue Twisters
wrapped present, a plastic bag, a robot, and a toy train.
individualized text
1. Have the students look at the pictures. Ask
Keywords Differentiation them what they can see.
Keywords from lessons 1 and 2
For below-level students, have them come to the front 2. Play the recording and let the students listen to
Key Structures in pairs and help them act out the story by saying the the tongue twisters.
Key structures from lessons 1 and 2 lines and having them repeat them. 3. Read the tongue twisters out loud to the class.
Materials Ask the students what sounds the letters “b”
TR 14
CD tracks 14-15, flashcards 01-12 Amy: Good afternoon, Nick! and “p” make and have them underline the “b”
Nick: Hello, Amy. and “p” words in their books.
Amy: What is it?
Nick: It’s a robot.
4. Practice reading the sentences a few times as a
Amy: Oh, what color is it? class. Then have the students take turns saying
Nick: It’s blue. the tongue twisters on their own.
Amy: Wow, a blue robot! Look at this.
Nick: What is it?
TR 15
Amy: It’s a train.
1. Bob has a big brown bike.
Student Book page 10 A Listen. Then act it out. Nick: It’s nice! Oh no! Rocky!
2. Penny plays with purple puppies.
Warm Up 1. Have the students look at the pictures. Ask 8. Afterward, read the question at the bottom
them what they can see. of the page. Have the students answer the Teaching Tip
1. Go through your greetings/openings routine. Then question individually or work in pairs and talk Have the students take turns rolling a die. The number
2. Play the recording and let the students listen to
check or collect the previous day’s homework from about it with their partner. on the die equals the number of times they have to
the story once. Play it a second time and ask
the students. say each tongue twister.
them to point at each character when they are
2. Practice the song on page 78 again. Play the
music and sing along while the students listen talking. Student Book page 11
Differentiation
3. Read the story to the students. Try to change
and/or sing along. B Circle and match.
3. Ask the students if they remember the actions and your voice to match the characters’ voices. For above-level students, ask them to think of more “b”
gestures they created and have them use them to
1. Ask the students to complete the sentences and and “p” words. Tell them to write the words they think
sing the song as a class.
Teaching Tip then match them to the correct pictures. of on the board. Then ask them to try to make more
4. Afterward, review the flashcards from lessons 1 and Have the boys repeat Amy’s lines with high voices and 2. Check the answers as a class. tongue twisters with the extra words.
2 along with the key structures used with them. the girls repeat Nick’s lines with deep voices to make
Answers 1. train 2. blue Extra Practice
things more fun.
Ask the students to complete pages 6-7 in their
Game Suggestion 4. Pause after each scene to check the students’ workbook for homework.
Tic-Tac-Toe Draw a 3x3 grid on the board and stick comprehension of any new words or C Make your own story.
one toy and one color flashcard in each box. To fill expressions. 1. Have the students work in pairs. Ask them to
in the extra boxes, make duplicates of some of the 5. Practice saying the lines in the story as a class. turn to page 83.
flashcards or write words in the boxes. Split the 6. When the students have a good grasp of the 2. Explain to them how to circle their preferred
students into two teams. Have a student throw a foam
language, have them work in pairs to practice it. option, fill in the blanks, and use the stickers to
ball at the grid. If they hit a square, their team should
make their own story. Then have them practice
ask them “What is it?” and “What color is it?” After Teaching Tip
the student answers, they should draw their team’s
their story together.
Show the students some different gestures to use or
symbol (“X” or “O”) in the box. The first team to get 3. Ask each pair to act out their stories in front of
encourage them to come up with their own gestures
three of their symbols in a row wins the game. the class. You can choose whether to have them
when practicing with their partner.
try it with or without their student books.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
1 My Toys Lesson 4 Wrap Up them what they can see.
2. Play the recording and tell the students to
Student Book pages 12-13 choose the correct pictures. Check the students’
Lesson Objectives answers as a class.
To complete a writing and a listening
exercise using the key vocabulary TR 16
To practice the key structures by 1. What is it? It’s a balloon.
asking and answering about things 2. What is it? It’s a doll.
3. What color is it? It’s orange.
Keywords 4. What color is it? It’s pink.
Key Structures Answers 1. b 2. a 3. a 4. b

Key structures from lessons 1 and 2
Materials Game Suggestion
CD track 16, flashcards 01-12 Listen and Find Spread the flashcards from lessons 1
and 2 around the classroom. Ask a student to stand
up. Read the script from exercise B but change the
answers. Tell the student to find the correct flashcards.
Time them to see how long it takes.

Speaking Task
Warm Up Teaching Tip
1
1. Go through your greetings/openings routine. Then Write some of the keywords on the board but leave
1. Have the students look at the picture. Ask them
check or collect the previous day’s homework from out some of the letters (e.g. bike → _ ik_). Tell the
students to guess what the missing letters and words what they can see.
the students.
are. 2. Tell the students to color the toys in the picture.
2. Show the students the flashcards from lesson 1
and 2. 2
3. Ask them “What is it?” and “What color is it?” Game Suggestion
1. Put the students into pairs.
for each of the toys. Have them say both answers Spelling Race Ask two students to stand at the back of 2. Have them ask about each other’s toy boxes.
and then combine the answers to make a longer the classroom. Write two keywords with missing letters 3. Have the students read the question at the
sentence. For example, student 1 could ask, “What on the board. Tell the students that when you say bottom of the page and take turns telling the
is it?” and student 2 could answer, “It’s a doll.” “Go!” they should run to the board, fill in the missing
class what color their partner’s balloon is.
Then student 1 could follow up with “What color is letters in their word, and say the word.
it?” and student 2 could answer, “It’s purple. It’s a Differentiation
purple doll.” 2. Have the students look at the picture. Ask them
what color the paints along the top and side For below-level students, you can also do this together
are. Then ask them what toys are there. as a class. Ask student 1 about one of their toys using
Game Suggestion the key structures. Student 1 should then ask student
3. Tell the students to complete the color and toy
Timed Flip Have the students work in pairs. Put the keywords by writing the missing letters.
2 about one of their toys, and so on.
lesson 1 flashcards in a pile facedown and hand them
4. Have the students tell you what color each Extra Practice
to one pair. Student 1 should show the flashcards and
of the toys is. (e.g. “It’s a brown and white Ask the students to complete pages 8-9 in their
ask “What is it?” and “What color is it?” Student 2
robot.”) workbook for homework.
should answer. Time how long it takes each pair to
finish asking and answering about all the flashcards. 1. white 2. orange 3. purple 4. brown
Answers
5. black 6. bike 7. robot 8. train
A Look and write.

1. Review how to spell the different toy and color B Listen and choose.
keywords with the students.
2 At School Lesson 1 School Supplies 2. Check the answer as a class. D Roll a die. Then ask and answer.
Student Book pages 14-15 TR 18 1. Look at the pictures as a class. Ask “What’s
Lesson Objectives Ming: What’s this? this?” and have the students say what they see
Amy: It’s a pencil.
To understand and produce the key Ming: It’s pretty.
in each picture.
vocabulary Amy: Thanks. 2. Have the students work in pairs. Give each pair
To correctly identify what nearby a die.
things are
Answer pencil 3. Student 1 will roll the die and match the
Keywords number on it with the correct picture in their
pencil, crayon, eraser, ruler, student book. Then student 2 should ask them a
pencil case, notebook Student Book page 15 question about the picture.
Key Structures C Ask and answer.
Game Suggestion
What’s this?
It’s a pencil. / It’s an eraser. 1. Introduce the lesson’s key structures. Explain Roll to Win Draw a vertical line on the board and put
Materials to the students that “this” is used to talk about a set of the lesson’s flashcards on each side of it.
CD tracks 17-20, flashcards 13-18,
objects that are near them. Also, show the Write a number from 1-6 above each of the flashcards
contraction cards (what’s) students when to use “a” and “an.” Tell them and split the class into two teams. Have a student
that “an” is used when a word starts with a from one team roll a die, point to the flashcard that
vowel (“a,” “e,” “i,” “o,” or “u”) and that “a” is matches the die’s number, and ask their team “What’s
used when a word does not start with a vowel. this?” After their team answers, they should take the
flashcard off the board. The first team to take all the
Student Book page 14 the vocabulary. Say each of the keywords and Teaching Tip flashcards off the board wins.
have the students repeat them several times. Write the school supplies on the board and put “a/
Warm Up
2. Have the students look at the picture. Ask them an” in front of each one. Have the students take turns Student Book page 78
1. Go through your greetings/openings routine. Then what they can see. coming to the front of the class and circling the correct
check or collect the previous day’s homework from 3. Let the students listen to the recording. Then article.
Chant
the students. play it again and ask the students to point to 1. Read the lyrics line by line and have the
2. Before class, prepare a pencil case filled with each keyword and say it. students repeat after you.
2. Teach the contraction “What’s” using the
school supplies such as a pencil, an eraser, a 2. Play the recording and do the chant together as
contraction cards at the back of the teacher’s
ruler, and a crayon. TR 17
a class.
3. Show your pencil case to the class. Ask them if 1. pencil 2. crayon 3. eraser book to help you. Explain that it has the same
4. ruler 5. pencil case 6. notebook meaning as “What is.” 3. Play the chant again and have the students do
they know what it is.
3. Play the recording and ask the students to look a simple action (such as clapping their hands)
4. Open your pencil case and pull out the objects
Teaching Tip at the school supplies under the key structures while saying it.
one at a time. Show the class each one and say
what it is called. Have the students repeat the Introduce some extra vocabulary words and write them and repeat the questions and answers they hear. TR 20
words after you. Then have the students raise their on the board so that students who want more options 4. Practice using the question and answer What’s This?
hands if they have the same objects in their pencil in later activities can refer to them. (Suggested words: structures for each of the school supplies as a What’s this? It’s a pencil, pencil, pencil.
pen, glue, paper) What’s this? It’s a crayon, crayon, crayon.
cases. class. What’s this? It’s a ruler, ruler, ruler.
5. Have the students work in pairs and practice
Game Suggestion What’s this? It’s an eraser, eraser, eraser.
Teaching Tip using the question and answer structures to talk
What’s this? It’s a notebook, notebook, notebook.
Write the school supplies in your pencil case on the What’s Missing? Put a pencil, crayon, eraser, ruler, about the school supplies. What’s this? It’s a pencil case, pencil case.
board. Choose someone to count how many students pencil case, and notebook on a table or use the school
raise their hands for each object and then write the supplies flashcards. Ask the students to close their TR 19
What’s this? It’s a pencil. Extra Practice
number on the board. At the end, ask the students eyes, and take one of the objects or flashcards away.
What’s this? It’s an eraser. What’s, What is Ask the students to complete pages 10-11 in their
what the most popular kind of school supplies in the Then tell the students to open their eyes and guess 1. What’s this? It’s a pencil.
what’s missing. 2. What’s this? It’s a crayon.
workbook as homework. You can also have them
class is.
3. What’s this? It’s a notebook. complete the worksheet on page 106 of the teacher’s
4. What’s this? It’s an eraser. book in class.
B Listen and circle. 5. What’s this? It’s a pencil case.
A Listen, point, and say. 6. What’s this? It’s a ruler.
1. Tell the students to listen and circle the type of
1. Use the school supplies flashcards to introduce
school supplies that is being talked about.
30 Unit 2 • At School 31
2 At School Lesson 2 Classroom Objects what they can see. 4. Ask the question at the bottom of the page and
2. Have the students work in pairs to practice have the students answer it.
Student Book pages 16-17 asking and answering the questions.
Lesson Objectives 3. Play the recording to let the students check Teaching Tip
To understand and produce the key Put the flashcards from lessons 1 and 2 on the board
their answers.
vocabulary to help the students remember what keywords are on
To correctly identify what faraway
TR 23 the cards.
things are
What’s that? It’s a computer.
Keywords 1. What’s that? It’s a computer.
2. What’s that? It’s a backpack. Differentiation
desk, chair, whiteboard, computer, 3. What’s that? It’s a desk. For above-level students, write the colors of the objects
backpack, map 4. What’s that? It’s a chair.
on the board and encourage the students to use the
5. What’s that? It’s a map.
Key Structures colors and the keywords when guessing what’s on the
6. What’s that? It’s a whiteboard.
What’s that? cards.
It’s a desk.
Game Suggestion
Materials Student Book page 78
CD tracks 21-24, flashcards 13-24, Whisper Race Put the flashcards on the board and split
contraction cards (what’s) the class into teams. Have each team form a line. Song
Whisper a question and answer to the student at the
end of each line (e.g., “What’s that? It’s a computer.”). 1. Say the lines from the song and have the
Then tell the students to whisper the question and students repeat them. Do this a few times until
answer along the line. When it reaches the final the students are familiar with the lyrics.
Student Book page 16 Game Suggestion student, they will say the question and answer out loud 2. Play the recording and have the students listen
and then touch the correct flashcard. Time the teams to the music. Then play it again and have them
Warm Up Slap Have the students work in small groups. Give
each group a set of the lesson’s flashcards (or have to see how long it takes them to finish. sing along.
1. Go through your greetings/openings routine. Then them write the words on small slips of paper). Tell 3. Sing the song once more, but before starting
check or collect the previous day’s homework from them to lay the flashcards out on a desk. Call out a Student Book page 17 encourage the students to think of some actions
the students. keyword. The first student in each group to slap the or gestures for it.
Speaking Task
2. Review the school supplies flashcards from the correct flashcard gets one point. 4. Play the instrumental version of the song and
previous lesson using the key structures “What’s 1 have the students sing along while doing the
3. Introduce the lesson’s key structures.
this?” and “It’s a/an (object).” actions or gestures they came up with.
4. Play the recording for the students. 1. Have the students work in pairs. Ask them to
5. Practice the structures as a class using the cut out the cards.
TR 24
Game Suggestion
classroom objects above. 2. Tell the students to place the cards facedown on My Classroom
What’s in the Box? Place a pencil, crayon, eraser, ruler, 6. Have the students work in pairs and practice their desk in two rows. The closer row should My classroom, my classroom.
What’s this? What’s that?
pencil case, and notebook in a box. Choose a student using the question and answer structures to talk have the “this” cards and the farther row It’s a desk. It’s a chair. Desk! Chair!
to close their eyes, put their hand in the box, and pull about the classroom objects. should have the “that” cards.
out an object. Then ask them to guess which object My classroom, my classroom.
they are holding. 2 What’s this? What’s that?
TR 22
It’s a map. It’s a backpack. Map! Backpack!
What’s that? It’s a desk. 1. Explain that student 1 should point to a card
1. What’s that? It’s a desk.
A Listen and say. Then practice. 2. What’s that? It’s a chair.
and ask student 2 about it. If the card is in the My classroom, my classroom.
3. What’s that? It’s a whiteboard. closer row, they should ask “What’s this?” If What’s this? What’s that?
1. Use the classroom object flashcards to introduce 4. What’s that? It’s a computer. the card is in the farther row, they should ask
It’s a computer. It’s a whiteboard. Computer! Whiteboard!
the vocabulary. 5. What’s that? It’s a backpack.

“What’s that?”
6. What’s that? It’s a map.
2. Let the students listen to the recording. Then 2. If student 2 correctly guesses the card, they
Extra Practice
play it again and tell the students to repeat should keep it. If they guess incorrectly, they Ask the students to complete pages 12-13 in their
Teaching Tip
what they hear. Afterward, have the students workbook as homework. You can also have them
should turn it back over and end their turn.
say the keywords once again as a class. Use the contraction cards to review “What’s.” complete the worksheet on page 107 of the teacher’s
3. After student 2 guesses, the students should
book in class.
TR 21 switch roles, and student 2 should ask student 1
1. desk 2. chair 3. whiteboard B Ask and answer. about a card.
4. computer 5. backpack 6. map
2 At School Lesson 3 Story TR 25
“m” and “n” words in their books.
Nick: Hi, I’m Nick. What’s your name? 4. Practice reading the sentences a few times as a
Student Book pages 18-19 Tim: My name is Tim. class. Then have the students take turns saying
Lesson Objectives Nick: What’s this?
the tongue twisters on their own.
Tim: It’s a pencil case. What’s that?
To read and answer questions about
Nick: It’s a computer.
a text related to the key vocabulary TR 26
To complete and present an 1. The mouse moves the milk and meat.
individualized text Teaching Tip 2. Nick has a new notebook now.
Keywords If the students are doing well with the language in the
Keywords from lessons 1 and 2 story, encourage them to add an extra line for both Game Suggestion
Tim and Nick by saying “Nice to meet you,” and “Nice
Key Structures Timed Talking Give each student a set amount of time
to meet you, too,” after they introduce themselves. You
Key structures from lessons 1 and 2 (e.g., 20 seconds) and see how many times they can
can also encourage them to shake hands when they
say one of the tongue twisters before the time runs
Materials say this.
out.
8. Afterward, read the question at the bottom Extra Practice
of the page. Have the students answer the
question individually or work in pairs and talk
workbook as homework.
about it with their partner.

Student Book page 18 1 should ask about the second flashcard. When the
B Look and match.
students cross the line on the floor, student 2 should
Warm Up ask about the flashcards using “What’s that?” Time 1. Ask the students to read the questions and then
1. Go through your greetings/openings routine. Then the students to see how long it takes them to ask and match them to the correct answers.
check or collect the previous day’s homework from answer about all of the flashcards. 2. Check the answers as a class.
the students.
Answers 1. It’s a pencil case. 2. It’s a computer.
2. Review the flashcards from lesson 1 and lesson 2 A Listen. Then act it out.
with the students.
3. Practice using “this” and “that” with the students.
them what they can see. C Make your own story.
Place the flashcards in different areas around the
room. Stand close to a flashcard and point at it. 2. Play the recording and let the students listen to 1. Ask the students to turn to page 84. Explain
Encourage the students to ask you “What’s this?” the story once. Play it a second time and ask to the students how to circle their preferred
Then stand far away from a different flashcard and them to point at the character while they are option, fill in the blanks, and use the stickers to
point at it. Encourage the students to ask you talking. make their own stories.
“What’s that?” 3. Read the story to the students. Try to change 2. Have the students work in pairs and practice
4. Let the students take turns standing near and your voice to match the characters’ voices. their stories.
far away from different flashcards and pointing at 4. Pause after each scene to check the students’ 3. Ask the pairs to act out their stories in front of
them. The rest of the class should ask them the comprehension of the plot and any new words the class. You can choose whether to have them
appropriate question. or expressions. try it with or without their student books.
5. Practice saying the lines in the story as a class.
Game Suggestion 6. When the students have a good grasp of the
Tongue Twisters
Cross the Line Place the flashcards from lesson 1 and language, have them work in pairs to practice
lesson 2 on the board in a vertical line. Then make a it. 1. Have the students look at the pictures. Ask
line across the floor in the middle of the classroom 7. Have the pairs take turns acting the story out them what they can see.
with a rope or something else. Have the students work in front of the class. You can choose whether to 2. Play the recording and let the students listen to
in pairs. Choose one pair and ask them to stand close have them try it with or without their student the tongue twisters.
to the board. Tell student 1 to ask student 2 about the books. 3. Read the tongue twisters out loud to the class.
flashcard at the top using “What’s this?” After student Ask the students what sounds the letters “m”
2 answers, they should take a step back, and student and “n” make and have them underline the
2 At School Lesson 4 Wrap Up B Listen and circle. the objects’ colors when answering the questions.
Student Book pages 20-21

1. Have the students look at the pictures. Ask Extra Practice
Lesson Objectives them what they can see.
To complete a writing and a listening 2. Play the recording and tell the students to circle workbook as homework.
exercise using the key vocabulary the “O” if the sentence matches the picture and
To practice the key structures by the “X” if it doesn’t. Check the answers as a
playing a game
class.
Keywords
Keywords from lessons 1 and 2 TR 27
1. What’s this? It’s a backpack.
Key Structures 2. What’s that? It’s a crayon.
Key structures from lessons 1 and 2 3. What’s this? It’s a chair.
4. What’s that? It’s a notebook.
Materials
CD track 27, flashcards 13-24 Answers 1. O 2. X 3. O 4. O
Game Suggestion
Target Practice Split the class into groups of about

four and spread the flashcards from lessons 1 and
2 out on the floor. Give one person from each team
a beanbag and ask them to stand at the back of the
Student Book page 20 3. Ask the students to find the eight hidden class. Read the script from exercise B but change the
pictures and circle them. answers. Tell the students to throw their beanbags at
Warm Up
4. Check the answers as a class. the flashcard you’re talking about. Whoever’s is closest
1. Go through your greetings/openings routine. Then wins a point for their team.
check or collect the previous day’s homework from
the students.
2. Review the flashcards from lesson 1 and lesson 2
with the students. Speaking Task
3. Review how to use “this” and “that” to ask about
1. Have the students work in pairs.
things.
Answers
2. Explain to the students which pictures fit with
“What’s this?” and which pictures fit with
Game Suggestion
“What’s that?” Then go over all the pictures
Flashcard Toss Split the students into two teams. Have on the game board and practice asking and
one student from each team stand at the back of the answering them as a class.
classroom. Give both students a flashcard. Ask student 3. Show the students how to flip a coin and let
1 to throw their flashcard. If it travels fairly far across
them practice doing it a few times. Then tell
the room, student 1 should ask student 2 “What’s
them that if the coin lands on “heads,” they
that?” If it does not travel very far, they should ask
Game Suggestion should move one space, and if it lands on
“What’s this?” After student 2 answers, they should
“tails,” they should move two spaces.
do the same thing. Whoever’s flashcard travels farther Spelling Relay Split the class into three or four groups
wins a point for their team. and give a person on each team a marker. Call out a 4. Let the students play the game.
keyword and tell them to run to the board and write
Differentiation
the first letter of it. Then they should run back and
A Find the eight hidden pictures. For below-level students, you can also do this as a
pass the marker to the next person on their team for
1. Review how to spell the unit’s keywords with team game by splitting the class into two teams. The
them to write the second letter, and so on. The first
the students. students can take turns flipping a coin and asking their
group to finish writing the whole word wins a point.
2. Have the students look at the picture. Ask them team what the different objects are.
For above-level students, encourage them to include
what they can see.
Review 1 Unit 1 - Unit 2 Student Book page 23
C Listen and read.

Lesson Objective 1. Tell the students what the story will be about
To review the structures and and introduce any new vocabulary.
vocabulary learned in units 1 and 2 2. Have the students look at the pictures. Ask
Materials them what they can see.
CD tracks 28-30, flashcards 01-24 3. Play the recording and let the students listen to
the story.
4. Read the story to the students. Then read it as
a class.
TR 30
My School Supplies
My name is Joe.
I pack my backpack for school.
This is my notebook.
This is my ruler.
My notebook is purple, and my ruler is orange.
That’s my brother, Ben.
What’s that, Ben?
Oh, it’s not a teddy bear.
It’s a pencil case!
Student Book page 22 the correct number next to each picture. Check
the answers as a class. Activity Suggestion
Warm Up
TR 28
It’s Your Turn! Start reading the story out loud and
1. Show the students the flashcards from units 1 1. It’s a crayon. then stop and call out a student’s name. That student
and 2 and practice saying the keywords and key 2. It’s pink. should begin reading where you left off and then
structures from the units. 3. It’s a ruler.
should call out another person’s name, who should do
4. It’s a doll.
2. Give the flashcards to different students and the same thing. Have the students take turns reading
5. It’s a whiteboard.
ask them to stand up. Tell them that when you 6. It’s a backpack. small portions of the story like this until it is finished.
say “Go!” they should start walking around the
classroom but stop right away when you say
Answers 4-6-2-5-1-3 D Choose the correct answers.
“Stop!”
3. Stand near one student and point to their 1. Have the students read the sentences and circle
flashcard. Have the rest of the students ask B Listen and choose. the correct answers.
“What’s this?” and then tell the student to answer. 2. Check the answers as a class.
Stand far away from another student and point to 1. Have the students look at the pictures. Ask
their flashcard. Have the rest of the students ask them what they can see. Answers 1. a 2. b
“What’s that?” and then tell the student to answer. 2. Play the recording and tell the students to circle
Do this for all of the students holding flashcards. the correct letters. Check the answers as a class. Extra Practice
TR 29
Teaching Tip workbook as homework.
1. What color is it? It’s brown.
Choose a game from unit 1 and/or unit 2 that the 2. What is it? It’s a notebook.
3. What’s this? It’s a robot.
students enjoyed and play it again to practice the
4. What’s that? It’s a desk.
keywords and structures.
Answers 1. b 2. c 3. a 4. a
A Listen and number.
them what they can see.
2. Play the recording and tell the students to write
38 Review 1 39
3 At a Farm Lesson 1 Fruit and Vegetables fruit?” Let them take turns saying what fruit they like take turns asking and answering about each of
best. the pictures.
Lesson Objectives Student Book page 25
Teaching Tip
To understand and produce the key To get the students to practice giving both “yes” and
vocabulary C Ask and answer. “no” answers, have them roll a die before answering.
To correctly ask and answer about
1. Introduce the lesson’s key structures. Then Tell them the numbers on the die match the numbers
singular things using yes/no
questions review when to use the articles “a” and “an.” on the pictures. If the die lands on the same number
as the picture, they should answer “Yes, it is.” If it
Keywords 2. Teach the students the contraction “isn’t.”
lands on a different number from the picture, they
apple, orange, banana, carrot, onion, Use the contraction cards at the back of the
should answer “No, it isn’t.”
potato teacher’s book to help you. Explain that “isn’t”
Key Structures has the same meaning as “is not.”
Game Suggestion
Is it a carrot? 3. Play the recording and ask the students to look
What’s Missing? Put the lesson’s flashcards on the
Yes, it is. / No, it isn’t. at the words below the paper bags and the fruit
board. Ask the students to close their eyes, and take
Materials and vegetables under the key structures. Tell
one of the flashcards or objects away. Tell the students
CD tracks 31-34, flashcards 25-30, them to follow the lines between the paper bags
to open their eyes and guess what’s missing by asking
contraction cards (isn’t) and the food and to repeat the questions and “Is it a(n) (fruit/vegetable)?”
answers they hear.
4. Practice using the question and answer
structures for each of the words below the
Student Book page 24 Teaching Tip paper bags as a class. Chant
Warm Up
Introduce some extra vocabulary words and write them 5. Have the students work in pairs and practice 1. Read the lyrics line by line and have the
on the board so that students who want more options using the question and answer structures to talk students repeat after you.
1. Go through your greetings/openings routine. Then in later activities can refer to them. (Suggested words: about the different fruit and vegetables. 2. Play the recording and do the chant together as
check or collect the previous day’s homework from mushroom, cabbage, watermelon, pineapple)
a class.
the students. TR 33
2. Show the students pictures of some fruit and Is it a carrot? Yes, it is. 3. Play the chant again and have the students do
Game Suggestion
Is it a carrot? No, it isn’t. a simple action (such as tapping their fingers on
vegetables and say what they are called in English.
Bowling Tape the fruit and vegetable flashcards to Is it an apple? Yes, it is.
Ask the students to give a thumbs-up if they like Is it an apple? No, it isn’t. their desks) while saying it.
plastic water bottles. Line the bottles up at the front
a fruit or vegetable or a thumbs-down if they don’t isn’t, is not
of the class. Give a student a ball and ask them to 1. Is it a carrot? Yes, it is. TR 34
like it. roll it toward the bottles. Have the student say the Banana, or Apple, or Orange?
2. Is it an apple? No, it isn’t.
flashcards on the bottles they knock over. 3. Is it an orange? Yes, it is. Banana, or apple, or orange?
4. Is it a potato? No, it isn’t. Banana, or apple, or orange?
A Listen, point, and say. 5. Is it a banana? No, it isn’t. Is it a banana? No, it isn’t.
B Listen and circle. 6. Is it an onion? Yes, it is. Is it an apple? No, it isn’t.
1. Use the singular fruit and vegetable flashcards Is it an orange? Yes, it is.
to introduce the vocabulary. Say each of the 1. Tell the students to listen and circle the fruit or Yes, it is. It’s an orange.
Game Suggestion
keywords and have the students repeat it vegetable that is being talked about. Potato, or carrot, or onion?
Charades Without talking, pretend to pick a fruit or
several times. 2. Check the answer as a class. Potato, or carrot, or onion?
vegetable from a tree or garden, peel and/or cut it, Is it a potato? No, it isn’t.
2. Have the students look at the picture. Ask them and then eat it. Have the students guess what it is by Is it a carrot? No, it isn’t.
TR 32
what they can see. Amy: What’s that? asking “Is it a (fruit/vegetable)?” Let the first student Is it an onion? Yes, it is.
3. Let the students listen to the recording. Then Nick: I don’t know.
who guesses correctly do the same thing with another
Yes, it is. It’s an onion.
Amy: Is it a carrot?
play it again and ask the students to point to Nick: Yes, it is. fruit or vegetable.
each keyword and say it. Extra Practice

TR 31 Answer carrot D Ask and answer.
1. apple 2. orange 3. banana
1. Look at the pictures as a class. Ask the students complete the worksheet on page 108 of the teacher’s
4. carrot 5. onion 6. potato
Differentiation what they see in each one. book in class.
For above-level students, ask “What’s your favorite 2. Have the students work in pairs. Tell them to
40 Unit 3 • At a Farm 41
3 At a Farm Lesson 2 Fruit and Vegetables teams and have a student from one team turn over a their shopping cart at the bottom of the page.
flashcard. Ask them the key question from the lesson.
Student Book pages 26-27 Then have them turn over a second flashcard, and ask
Lesson Objectives them about that one too. If the two flashcards match, Differentiation
To understand and produce the key the student gets a point for their team. For below-level students, don’t have them cover the
vocabulary fruit and vegetable they circled. Have them focus just
B Ask and answer. on asking their classmates the questions rather than
plural things using yes/no questions
on guessing.
Keywords 1. Have the students look at the picture. Ask them
apples, oranges, bananas, carrots, what they can see.
onions, potatoes 2. Have the students work in pairs to practice
Key Structures asking and answering the questions. Song
Are they apples? 3. Play the recording to let the students check 1. Say the lines from the song and have the
Yes, they are. / No, they aren’t. their answers. students repeat them. Do this a few times until
Materials the students are familiar with the lyrics.
TR 37
CD tracks 35-38, flashcards 25-36, Are they carrots? Yes, they are. 2. Play the recording and have the students listen
contraction cards (aren’t) 1. Are they carrots? Yes, they are. to the music. Then play it again and have them
2. Are they potatoes? No, they aren’t.
sing along.
3. Are they onions? No, they aren’t.
4. Are they oranges? No, they aren’t. 3. Sing the song once more, but before starting
5. Are they apples? No, they aren’t. encourage the students to think of some actions
6. Are they bananas? Yes, they are.
Student Book page 26 or gestures for it.
TR 35
1. apples 2. oranges 3. bananas
4. Play the instrumental version of the song and
Warm Up 4. carrots 5. onions 6. potatoes
Game Suggestion have the students sing along while doing the
Draw It Split the class into two teams. Have one actions or gestures they came up with.
1. Go through your greetings/openings routine. Then
3. Introduce the lesson’s key structures. student from each team draw a picture of a plural fruit
4. Teach the contraction “aren’t.” Use the or vegetable on the board. While both students are TR 38
the students. Fruit or Vegetables?
2. Review the fruit and vegetable flashcards from
contraction cards at the back of the teacher’s drawing, their teammates can guess what the picture is
Fruit or vegetables, fruit or vegetables?
book to help you. Explain that it has the same by asking “Are they (fruit/vegetables)?” The first team Are they oranges? No, they aren’t.
the previous lesson using the key structures “Is
meaning as “are not.” to correctly guess the picture wins a point. Are they carrots? No, they aren’t.
it a/an (fruit/vegetable)?” and “Yes, it is.”/“No, it Are they bananas? No, they aren’t.
isn’t.” 5. Play the recording for the students. They’re green, green apples.
6. Practice the structures as a class using the fruit Student Book page 27 Fruit! Yum!
and vegetables above.
Game Suggestion Speaking Task Fruit or vegetables, fruit or vegetables?
7. Have the students work in pairs and practice Are they carrots? No, they aren’t.
What’s in the Box? Use a plastic apple, orange, banana, 1
using the question and answer structures to talk Are they apples? No, they aren’t.
carrot, onion, and potato to play this game. Have the
about the fruit and vegetables. 1. Look at the pictures at the top of the page. Ask Are they potatoes? No, they aren’t.
students guess which object they are holding by asking They’re purple, purple onions.
the students what they see. Vegetables! Yum!
their classmates “Is it a/an (fruit/vegetable)?” TR 36 2. Tell the students to circle one of the plural fruit
Are they apples? Yes, they are.
Are they apples? No, they aren’t.
pictures and one of the plural vegetable pictures Extra Practice
A Listen and say. Then practice. aren’t, are not in the boxes.
1. Are they apples? Yes, they are.
1. Use the plural fruit and vegetable flashcards to 2 workbook as homework. You can also have them
2. Are they oranges? Yes, they are.
introduce the vocabulary. Teach the children 3. Are they bananas? Yes, they are. complete the worksheet on page 109 of the teacher’s
1. Ask the students to stand up and walk around
that when there is more than one of something, 4. Are they carrots? Yes, they are. book in class.
5. Are they onions? Yes, they are. the class. Have them cover the fruit and
we usually add “-s” to the end of the word. 6. Are they potatoes? Yes, they are. vegetable they circled so that their classmates
However, some words (e.g. “potatoes”) get “-es”
can’t see them.
added to the end.
Game Suggestion 2. Tell the students to talk with different people
2. Let the students listen to the recording. Then
Memory Game Make two sets of the plural fruit and and to try to guess what fruit and vegetable
play it again and tell the students to repeat
vegetable flashcards. Put them facedown on a table they circled. If the students guess correctly,
what they hear. Afterward, have the students
and spread them around. Split the students into two they can put that fruit or vegetable sticker on
say the keywords once again as a class.
3 At a Farm Lesson 3 Story TR 39
story together.
Rosa: Mom! This is my friend, Nick. 3. Ask each group to act out their story in front of
Student Book pages 28-29 Nick: Hello, Mrs. Rios. the class. You can choose whether to have them
Lesson Objectives Mrs. Rios: Hi, Nick.
Rosa: Let’s make some food.
Nick: Okay!
a text related to the key vocabulary Rosa: Is it an onion?
To complete and present an Nick: No, it isn’t. It’s an orange. Tongue Twisters
individualized text Rocky: Yum!
Nick: Are they apples?
Keywords Rosa: Yes, they are. them what they can see.
Keywords from lessons 1 and 2 Nick: Yuck! They’re potatoes! 2. Play the recording and let the students listen to
Key Structures the tongue twisters.
Key structures from lessons 1 and 2 Teaching Tip 3. Read the tongue twisters out loud to the class
Materials If the students are doing well with the language in the and have the students repeat what you say. Ask
story, encourage them to add an extra line for both the students what sounds the letters “c” and
Mrs. Rios and Nick by saying “Nice to meet you,” and “g” make and have them underline the “c” and
“Nice to meet you, too,” when they are introduced to “g” words in their books.
each other. You can also encourage them to shake
hands when they say this.
class. Then have the students take turns saying
8. Afterward, read the question at the bottom the tongue twisters on their own.
of the page. Have the students answer the TR 40
Student Book page 28 A Listen. Then act it out. question individually or work in pairs and talk 1. The cat carries carrots and candy.
about it with their partner. 2. The girl gives gorillas green grapes.
Warm Up 1. Have the students look at the pictures. Ask
1. Go through your greetings/openings routine. Then Teaching Tip Game Suggestion
check or collect the previous day’s homework from Have the students take turns rolling a die. The number
the story once. Play it a second time and ask Speaking Relay Choose one of the tongue twisters
the students. on the die will equal the number of fruit and vegetables
them to point at each character while they are and have the students take turns saying it one after
2. Review the flashcards from lesson 1 and lesson they have to say.
talking. another. Time them to see how long it takes the whole
2 and the key structures with the students.
class to say the sentence. Then do the same thing
Remind the students that when there’s only one 3. Read the story to the students. Try to change Differentiation
with the other tongue twister.
of something, we usually say “a” or “an” before it. your voice to match the characters’ voices.
For above-level students, ask them to also say which
However, when there’s more than one of something, 4. Pause after each scene to check the students’ Extra Practice
fruit and vegetables they don’t like.
we usually add an “-s” or an “-es” to the end of it. comprehension of the plot and any new words Ask the students to complete pages 24-25 in their
or expressions. workbook as homework.
Game Suggestion 5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the B Look and choose.
Find Your Partner Make two sets of flashcards from
language, have them work in groups of three
lesson 1 and lesson 2. Be certain that you have the 1. Ask the students to read the questions and then
exact number of flashcards for the number of students to practice it. Tell the students that one person
circle the correct answers.
in your class and that each flashcard has a matching should play Rosa, one should play Nick, and
2. Check the answers as a class.
card. Give each student a flashcard, but tell them to one should play Mrs. Rios and Rocky.
keep it covered so that the others can’t see it. Then 7. Have the groups take turns acting the story out Answers 1. a 2. b
have them stand up and try to find who has the same in front of the class. You can choose whether to
flashcard as them by asking different people the unit’s have them try it with or without their student
key questions. The first two students to find their books. C Make your own story.
partner are the winners. 1. Have the students work in groups of three. Ask
the groups to turn to page 85.
2. Explain to the groups how to circle their
preferred option and use the stickers to make
their own story. Then have them practice their
3 At a Farm Lesson 4 Wrap Up TR 41 Differentiation
1. Is it an orange? Yes, it is. For below-level students, you can also do this as a
Student Book pages 30-31 2. Is it a carrot? No, it isn’t.
whole class activity by telling everyone to sit in a
Lesson Objectives 3. Are they potatoes? Yes, they are.
4. Are they bananas? No, they aren’t. circle and having each student take a turn asking their
classmates about the fruit or vegetable stuck on their
exercise using the key vocabulary
To practice the key structures by Answers 1. b 2. a 3. a 4. b
forehead.
playing a game
Extra Practice
Keywords Game Suggestion
Keywords from lessons 1 and 2 Tic-Tac-Toe Draw a 3x3 grid on the board and stick the workbook as homework.
Key Structures singular and plural fruit and vegetable flashcards in the
Key structures from lessons 1 and 2 boxes or write the keywords. Then put a sad face next
to some of the flashcards and explain to the students
Materials
that those flashcards should have “no” answers. Split
CD track 41, flashcards 25-36
the students into two teams. Have a student throw
a foam ball at the grid. If they hit a square, the rest
of their team should ask them about the flashcard or
keyword in the box. After the student answers, they
should draw their team’s symbol (“X” or “O”) in the
box. The first team to get three of their symbols in a
row wins the game.
Student Book page 30 2. Have the students look at the picture. Ask them
what they can see. Student Book page 31
Warm Up
3. Ask the students to fill in the blanks to
1. Go through your greetings/openings routine. Then complete the words. Speaking Task
check or collect the previous day’s homework from 4. Check the answers as a class. 1
the students.
1. potatoes 2. carrots 3. onions 1. Have the students work in groups.
2. Review the flashcards from lesson 1 and lesson Answers
4. apples 5. oranges 6. bananas 2. Tell the students to cut out the cards, put them
2 and the key structures with the students. Ask
the students what goes before words when there
facedown on their desks, and mix them up.
is only one of something (“a” or “an”) and what Game Suggestion
2
is added to the end of words when there is more Apple Tree Draw an apple tree on the board with 10
Have the students each choose one card and stick
than one of something (“-s” or “-es”). apples on it. Think of a sentence using the keywords
it on their forehead without looking at the picture
and structures from the unit and write blanks on the
on it.
Game Suggestion
board for the number of letters in it. Tell the students
to guess which letters they are. Cross out an apple for 3
Find a Chair Have the students stand up, and ask them
every incorrect guess. If all the apples get crossed out
to put their chairs at the back of the classroom. Then 1. Explain that they should take turns trying to
before they complete the sentence, they lose. In the
ask them to come and stand near you. Hold up a guess what is on their card by asking the other
next round, you can have the students choose other
flashcard so that its back is facing the students. Tell people in their group the unit’s key questions.
types of fruit and vegetables to use instead of apples
them whether the word on the flashcard is singular
and change the tree or plant to match them (e.g., a
Tell the students that if they chose a green card,
or plural and ask them to guess what it is using the they should ask “Is it … ?” and if they chose an
carrot garden).
correct question. Then tell them that if you give a “yes” orange card, they should ask “Are they … ?”
answer, they have to run and sit down on a chair. Play 2. If the students guess what is on their card, they
the game several times and take away one or two B Listen and choose.
keep it and choose a new one to stick on their
chairs after each round. 1. Have the students look at the pictures. Ask forehead.
A Look and write. 2. Play the recording and tell the students to circle
1. Review how to spell the unit’s keywords with the correct letters. Check the answers as a class.
the students.
4 Animals Lesson 1 Pets Student Book page 33 Differentiation
C Look and say. For below-level students, this can be done together
as a class with the students taking turns standing up,
Lesson Objectives 1. Introduce the lesson’s key structures. Teach the
showing their pictures, and telling everyone what pet
To understand and produce the key students that when talking about animals we they like.
vocabulary like or don’t like, plural nouns are often used.
To correctly say whether they like or For above-level students, encourage them to write
don’t like animals
2. Teach the students the contraction “don’t.” what pet they like (e.g. “I like cats.”) underneath their
Use the contraction cards at the back of the picture.
Keywords
teacher’s book to help you. Explain that “don’t”
birds, cats, dogs, frogs, squirrels, Game Suggestion
turtles
has the same meaning as “do not.”
3. Play the recording and ask the students to look Rock-Paper-Scissors Show a flashcard to two students
Key Structures at the pictures under the key structures and and then have them play rock-paper-scissors. The
I like cats. winner should say that they like the pet on the
repeat the sentences they hear.
I don’t like dogs. flashcard, and the loser should say that they don’t like
4. Practice using the key structures to talk about
Materials it.
each of the pictures as a class.
contraction cards (don’t) Student Book page 79
using the key structures to talk about the
pictures. Chant
TR 44 1. Read the lyrics line by line and have the
I like cats. students repeat after you.
Student Book page 32 in later activities can refer to them. (Suggested words: I don’t like dogs.
goldfish, hamsters, parrots) don’t, do not
2. Play the recording and do the chant together as
Warm Up 1. I like cats. a class.
2. I don’t like dogs. 3. Play the chant again and have the students do a
1. Go through your greetings/openings routine. Then Game Suggestion
3. I like birds.
simple action (such as stomping their feet) while
check or collect the previous day’s homework from Spelling Race Ask two students to stand at the back of 4. I don’t like turtles.
the students. the classroom. Write two keywords with missing letters
5. I don’t like frogs. saying it.
6. I like squirrels.
2. Show the students pictures of some pets and say on the board. Tell the students that when you say TR 45
what they are called in English. Ask the students “Go!” they should run to the board, fill in the missing I Like Dogs
Differentiation
to give a thumbs-up if they like a pet and a letters in their word, and say the word. The first one to I like dogs. Bark, bark.
thumbs-down if they don’t like it. finish wins a point for their team. For above-level students, after they have practiced I don’t like cats. Uh-oh!
using the key structures to talk about the pictures
I like cats. Meow, meow.
with a partner, have them talk about the different pets
B Listen and circle. I don’t like birds. Uh-oh!
A Listen, point, and say. again and give their own opinion of them.
1. Tell the students to listen and circle the pet that I like birds. Chirp, chirp.
1. Use the pet flashcards to introduce the Game Suggestion I don’t like frogs. Uh-oh!
is being talked about.
vocabulary. Say each of the keywords and have Hopscotch Make flashcards with the images from
2. Check the answer as a class. I like frogs. Ribbit, ribbit.
the students repeat them several times. exercise C and put them on the ground in a vertical I don’t like squirrels. Uh-oh!
2. Have the students look at the picture. Ask them TR 43 line. Have a student stand up, and ask them to roll a
what they can see. Ming: Nick, look over there. I like squirrels. Squeak, squeak.
die. The number the die lands on equals the number
Nick: They’re squirrels. I don’t like turtles. Uh-oh!
3. Let the students listen to the recording. Then of flashcard words the student has to say. Ask them to
Ming: I like squirrels. They’re cute.
play it again and ask the students to point to Nick: I like them too. hop on one leg next to each of the flashcards as they I like turtles. Shh, shh.
say them. I don’t like dogs. Uh-oh!
each keyword and say it.
Answer squirrels
TR 42 Extra Practice
1. birds 2. cats 3. dogs D Draw a pet and say.
4. frogs 5. squirrels 6. turtles Ask the students to complete pages 28-29 in their
Differentiation 1. Ask the students to draw a picture of a pet workbook as homework. You can also have them
For above-level students, ask them “Do you have a animal they like in their student books or on a complete the worksheet on page 110 of the teacher’s
Teaching Tip pet?” Let the students take turns saying if they have separate piece of paper. book in class.
Introduce some extra vocabulary words and write them a pet or not. For the students that do have pets, you 2. Have the students work in small groups to talk
on the board so that students who want more options can also ask them what kind of pet they have. about their pictures.
48 Unit 4 • Animals 49
4 Animals Lesson 2 Zoo Animals B Ask and answer. Student Book page 79
1. Have the students look at the picture. Ask them Song

Lesson Objectives what they can see. 1. Say the lines from the song and have the
To understand and produce the key 2. Have the students work in pairs to practice students repeat them. Do this a few times until
vocabulary asking and answering the questions. Tell them the students are familiar with the lyrics.
To correctly ask and answer about that if there is a happy face next to a picture,
whether they like or don’t like animals
2. Play the recording and have the students listen
using yes/no questions
they should answer “yes,” but if there’s a sad to the music. Then play it again and have them
face next to a picture, they should answer “no.” sing along.
Keywords 3. Play the recording to let the students check
monkeys, bears, elephants, lions,
their answers. encourage the students to think of some actions
zebras, giraffes
or gestures for it.
Key Structures TR 48
Do you like bears? Yes, I do. 4. Play the instrumental version of the song and
Do you like monkeys?
Yes, I do. / No, I don’t.
1. Do you like bears? Yes, I do. have the students sing along while doing the
2. Do you like monkeys? No, I don’t.
3. Do you like lions? No, I don’t.
actions or gestures they came up with.
Materials
4. Do you like elephants? Yes, I do.
CD tracks 46-49, flashcards 37-48 TR 49
5. Do you like giraffes? No, I don’t.
6. Do you like zebras? Yes, I do. Zoo Animals
Zoo animals, zoo animals, zoo, zoo animals!
Do you like zebras? Zebras! Zebras!
Game Suggestion No, I don’t. No, I don’t.
Do you like lions? Lions! Lions!
Student Book page 34 High-Speed Q&A Have the students work in pairs.
Yes, I do. Yes, I do! Roar!
Choose one pair, give them each a set of flashcards,
Warm Up TR 46 and have them put them facedown on their desk. Zoo animals, zoo animals, zoo, zoo animals!
1. monkeys 2. bears 3. elephants Have student 1 choose a flashcard and ask student 2 Do you like elephants? Elephants! Elephants!
1. Go through your greetings/openings routine. Then 4. lions 5. zebras 6. giraffes No, I don’t. No, I don’t.
about it. After student 2 answers, they should choose
check or collect the previous day’s homework from Do you like monkeys? Monkeys! Monkeys!
a flashcard and ask student 1 about it. Time them to Yes, I do. Yes, I do! Eek!
the students. 3. Introduce the lesson’s key structures.
see how long it takes to ask and answer about all the
2. Review the pet flashcards from the previous lesson 4. Play the recording for the students. Zoo animals, zoo animals, zoo, zoo animals!
flashcards.
using the key structures “I like (pets),” and “I don’t 5. Practice the structures as a class using the zoo Do you like giraffes? Giraffes! Giraffes!
No, I don’t. No, I don’t.
like (pets).” animals above.
Student Book page 35 Do you like bears? Bears! Bears!
6. Have the students work in pairs and practice Yes, I do. Yes, I do! Growl!
Game Suggestion using the question and answer structures to talk Speaking Task
Run and Touch It Put the flashcards on the board and about the zoo animals. 1. Have the students work in pairs and look at the Extra Practice
have two students stand at the back of the classroom. game board. Ask them what animals they see. Ask the students to complete pages 30-31 in their
TR 47
Talk about a pet using one of the key structures Do you like monkeys? Yes, I do. 2. Give each pair a coin and tell them that they workbook as homework. You can also have them
and then say “Go!” The first student to run to the Do you like monkeys? No, I don’t. should flip their coin to see how many spaces complete the worksheet on page 111 of the teacher’s
board and touch the correct flashcard is the winner. 1. Do you like monkeys? Yes, I do. book in class.
2. Do you like bears? Yes, I do. to move. If the coin lands on heads, they should
Afterward, have both students repeat the sentence you
3. Do you like elephants? Yes, I do. move one space, and if it lands on tails, they
said. 4. Do you like lions? Yes, I do.
should move two spaces.
5. Do you like zebras? Yes, I do.
6. Do you like giraffes? Yes, I do. 3. Tell the students that whoever flips the coin
A Listen and say. Then practice. should ask the question for their partner to
1. Use the zoo animal flashcards to introduce the Game Suggestion
answer. Also explain what the “Go to” and
vocabulary. Remind the students that when “Go Back to” spaces on the game board mean.
Beanbag Circle Ask the students to stand up and form
talking about animals they like, they should use 4. Have the students play the game.
a circle. Toss a beanbag to student 1 and ask them
plural nouns. “Do you like monkeys?” Student 1 should answer the Differentiation
2. Let the students listen to the recording. Then question, toss the beanbag to student 2, and ask
For above-level students, encourage them to also say
play it again and tell the students to repeat them about a zoo animal. Continue until everyone has
what animals they do like when they answer “no.” For
what they hear. Afterward, have the students had the chance to ask and answer about a zoo animal.
example, student 1 could ask, “Do you like zebras?”
and student 2 could answer, “No, I don’t. I like bears.”
4 Animals Lesson 3 Story TR 50
Amy: Hi. What’s that?
Student Book pages 36-37 Ming: It’s an animal book. TR 51
1. The dog’s dad dances on the desk.
Lesson Objectives Kevin: I like monkeys.
Amy: I don’t like monkeys. 2. The turtle teacher teaches ten turtles.
Nick: I like squirrels.
a text related to the key vocabulary Amy: I don’t like squirrels.
To complete and present an Nick: Do you like lions? Activity Suggestion
individualized text Ming: Yes, I do. Phonics Die Ask the students to think of other “d” and
Amy: No, I don’t.
Keywords Ming: Then what do you like?
“t” words and write them down on the board. Read
Keywords from lessons 1 and 2 Amy: I only like my pet, Camo. through the words as a class and then erase them.
Have the student take turns rolling the die. The number
Key Structures
8. Afterward, read the question at the bottom it lands on will be the number of “d” or “t” words they
of the page. Have the students answer the have to say.
Materials question individually or work in pairs and talk
CD tracks 50-51, flashcards 37-48 Extra Practice
about it with their partner.
B Look and match.

1. Ask the students to match the characters with
Student Book page 36 A Listen. Then act it out. the correct animals.
Warm Up 1. Have the students look at the pictures. Ask them
what they can see. Answers 1. Camo 2. monkeys 3. lions
1. Go through your greetings/openings routine. Then
the students. C Make your own story.
them to point at each character while they are
2. Review the flashcards from lesson 1 and lesson
2 with the students. Go through all the flashcards talking. 1. Ask the students to turn to page 86. Explain to
once and have the students call out “I like” or “I 3. Read the story to the students. Try to change them how to circle their preferred option, use
don’t like” answers. Then go through the flashcards your voice to match the characters’ voices. the stickers, and draw a picture to make their
a second time and ask “Do you like” before each 4. Pause after each scene to check the students’ own stories.
one. The students should call out “yes” and “no” comprehension of the plot and any new words 2. Have the students work in groups of four and
answers. or expressions. practice their stories.
5. Practice saying the lines in the story as a class. 3. Ask the groups to act out their stories in front
Game Suggestion 6. When the students have a good grasp of the of the class. You can choose whether to have
Find Your Partner Type sentences and questions using
language, have them work in groups of four to them try it with or without their student books.
the keywords and structures from lessons 1 and 2 practice it.
on strips of paper (e.g. “I don’t like frogs.” “Do you 7. Have the groups take turns acting the story out Tongue Twisters
like zebras?” etc.). Be certain that you have the exact in front of the class. You can choose whether to
number of strips of paper for the number of students have them try it with or without their student
in your class and that each sentence or question has books.
a matching sentence or answer. Give each student a 2. Play the recording and let the students listen to
strip of paper and ask them to stand up and try to find the tongue twisters.
who has the same sentence or question as they do. 3. Read the tongue twisters out loud to the class.
The first two matching students to find each other win Ask the students what sounds the letters “d”
the game. and “t” make and have them underline the “d”
and “t” words in their books.
class. Then have the students take turns saying
4 Animals Lesson 4 Wrap Up B Listen and draw the faces. Extra Practice
1. Have the students look at the pictures. Ask Ask the students to complete pages 34-35 in their
them what they can see. workbook as homework.
Lesson Objectives
To complete a writing and a listening 2. Play the recording and tell the students to draw
exercise using the key vocabulary a happy face if the answer is “like” and a sad
To practice the key structures by face if the answer is “don’t like.” Check the
asking and answering about animals
answers as a class.
Keywords
Keywords from lessons 1 and 2 TR 52
1. I like zebras.
Key Structures 2. I don’t like elephants.
Key structures from lessons 1 and 2 3. I like turtles.
4. Do you like frogs? No, I don’t.
Materials 5. Do you like squirrels? Yes, I do.
6. Do you like monkeys? Yes, I do.
1. like 2. don’t like

Answers 3. like 4. don’t like
5. like 6. like
Game Suggestion
Flyswatter Put the flashcards from lessons 1 and 2 on

Student Book page 38 Teaching Tip
the board and put several chairs in front of the board.
Stick pictures of six of the keywords on the sides of a Split the class into groups. Ask a member from each
Warm Up
die. Ask a student if they like an animal that is not on group to come to the front and sit on a chair. Give
1. Go through your greetings/openings routine. Then the die. Then have them roll it, answer “no,” and say them each a flyswatter and tell them to listen and hit
check or collect the previous day’s homework from they like the animal the die landed on. Afterward, let the keywords you say. Read the script from exercise B,
the students. the other students take turns doing the same thing. but change the keywords in each of the sentences and
2. Review the flashcards from lesson 1 and lesson questions. The first person to hit the correct keyword
2 with the students along with the key structures wins a point for their team.
from each lesson. A Look and write.
3. Practice combining the key structures from 1. Review how to spell the unit’s keywords with Student Book page 39
lesson 1 and lesson 2 with the students. Ask the students.
the students “Do you like dogs?” but tell them to
2. Have the students look at the picture. Ask them Speaking Task
answer “no” and then say the name of an animal
what they can see.
they do like (e.g. “No, I don’t. I like zebras.”) 1
3. Ask the students to write the missing letters in
the words. Check the answers as a class. Tell the students to look at the pictures in the box
Game Suggestion and circle six animals they like.
1. dogs 2. turtles 3. squirrels
Rock-Paper-Scissors Race Put the flashcards from 2
Answers 4. frogs 5. zebras 6. giraffes
lessons 1 and 2 on the floor in a vertical line. Choose 7. elephants 8. bears
two students and have them stand at different ends
1. Put the students in pairs. Have them ask their
of the line. Tell them when you say “go,” they should partner what animals they like and draw stars
walk along the line while saying if they like or don’t like Activity Suggestion on the animals their partner says.
the flashcard animals they pass. When they meet, they Word Search Make a word search with the keywords 2. Ask each pair how many animals they both
should play rock-paper-scissors. The winner can keep from the lesson for the students to complete. like.
going forward, but the loser must go back to where
Differentiation
they started from. The first student to reach the end of
the line is the winner. For above-level students, have the pairs stand up and
present their diagrams. Student 1 can tell the class
what student 2 likes and vice versa. Then they can say
the animals they both like together.
Review 2 Unit 3
1 - Unit 4
2 Student Book page 41
C Listen and read.

the story.
a class.
TR 55
At the Zoo
Today Kate’s class goes to the zoo.
“I like bears!” says Kate.
“I like elephants!” says Alice.
“Look at the zebras! Do they like carrots?” asks Brian.
“Yes, they do. The zebras like carrots!” says Kate.
“There is a squirrel!” says Alice.
“The squirrel likes carrots too!” says Brian.
Activity Suggestion
TR 53
1. They’re carrots. Reading Orchestra Split the students into three groups.
Warm Up 2. It’s a turtle. Tell the students that you are a conductor in an
3. They’re giraffes. orchestra and that each group should begin to read the
1. Show the students the flashcards from units 3 4. I like zebras.
passage when you point to them. Have the groups read
and 4 and practice saying the keywords and key 5. I don’t like onions.
6. I like oranges. the passage together, but have them start at different
structures from the units.
times.
2. Put all of the flashcards in a box. Let the students
take turns coming to the front and choosing a Answers 3-2-1-6-4-5
flashcard. Once they’ve chosen one, ask them “Is D Choose the correct answers.
it a / Are they (flashcard)?” After they’ve answered,
B Listen and choose.
1. Have the students read the sentences and circle
ask them “Do you like (flashcard)?” Have them
the correct answers.
answer by saying “Yes, I do. I like (flashcard),” or 1. Have the students look at the pictures. Ask 2. Check the answers as a class.
“No, I don’t. I don’t like (flashcard).”
2. Play the recording and tell the students to circle Answers 1. b 2. a
Teaching Tip
the correct letters. Check the answers as a class.
Choose a game from unit 3 and/or unit 4 that the Extra Practice
students enjoyed and play it again to practice the TR 54
1. Is it a bird? Yes, it is. Ask the students to complete pages 36-37 in their
keywords and structures.
2. Are they dogs? No, they aren’t. They’re frogs. workbook as homework.
3. Do you like bananas? Yes, I do.
4. Do you like potatoes? No, I don’t. I like carrots.
A Listen and number.
1. Have the students look at the pictures. Ask Answers 1. b 2. c 3. a 4. b

2. Play the recording and tell the students to write
the correct number next to each picture. Check
the answers as a class.
56 Review 2 57
5 School Market Lesson 1 Describing Things my little eye something that is …” and then use one talk about the picture using one of the lesson’s
of the adjective keywords to describe it. Have the adjectives.
Student Book pages 42-43 students try to guess what the object is.
Lesson Objectives Differentiation
To understand and produce the key For below-level students, this can be done together as
vocabulary a class. The students can take turns rolling a die and
To correctly describe things using C Look and say. then talking about the pictures as a group.
adjectives
1. Introduce the lesson’s key structure.
Keywords
2. Play the recording and ask the students to Student Book page 80
long, short, small, big, new, old
look at the objects under the key structure and
Key Structures Chant
repeat the sentences they hear.
The ruler is long. 3. Practice using the key structure to talk about 1. Read the lyrics line by line and have the
Materials the different objects as a class. students repeat after you.
CD tracks 56-59, flashcards 49-54 4. Have the students work in pairs and practice 2. Play the recording and do the chant together as
using the key structure to talk about the a class.
different objects. 3. Play the chant again and have the students do a
simple action (such as drumming on their desks)
TR 58 while saying it.
The ruler is long.
1. The ruler is long.
TR 59
2. The ruler is short.
It’s a Short Pencil
Student Book page 42 3. The pencil case is new.
Teaching Tip Pencil. It’s short. A short, short, pencil.
4. The pencil case is old.
It’s a short pencil. The pencil is short.
Introduce some extra vocabulary words and write them 5. The eraser is big.
Warm Up Ruler. It’s long. A long, long, ruler.
on the board so that students who want more options 6. The eraser is small.
It’s a long ruler. The ruler is long.
1. Go through your greetings/openings routine. Then in later activities can refer to them. (Suggested words:
Differentiation Robot. It’s old. An old, old, robot.
check or collect the previous day’s homework from large, tall, thick, thin, clean, dirty)
It’s an old robot. The robot is old.
the students. For above-level students, encourage them to try to Doll. It’s new. A new, new, doll.
2. Before class, prepare some items that fit with the Activity Suggestion think of other objects that demonstrate each of the It’s a new doll. The doll is new.
keyword adjectives. Choose items that will allow adjectives.
Spelling Quiz Let the students have a bit of time to Bear. It’s big. A big, big, bear.
you to show the contrast between each pair of look over the keywords. Then give them each a piece It’s a big bear. The bear is big.
adjectives. Some possible ideas could be a long Game Suggestion
of paper and ask them to close their books. Say the Frog. It’s small. A small, small, frog.
pencil and a short pencil, a big bag and a small keywords out loud and have the students write them Run and Draw It Make two dice by putting the lesson’s It’s a small frog. The frog is small.
bag, and a new book and an old book. down. Check the answers as a class. keywords on the sides of one die and classroom
3. Hold up the different objects and practice saying objects on the sides of the other. Have two students Extra Practice
the different adjectives as a class. stand up. Give them each a die and tell them to roll it. Ask the students to complete pages 38-39 in their
B Listen and circle. Then have them say what word their die lands on. Tell workbook as homework. You can also have them
1. Tell the students to listen and circle the object them that when you say “Go!” they should run to the complete the worksheet on page 112 of the teacher’s
A Listen, point, and say. board and draw a picture of the two words on the dice.
that is being talked about. book in class.
1. Use the adjective flashcards to introduce the 2. Check the answer as a class. Whoever finishes first wins.
vocabulary. Say each of the keywords and have
TR 57
the students repeat them several times. D Roll a die and say.
Nick: Look at that!
2. Have the students look at the picture. Ask them Amy: Wow, it’s a big teddy bear. 1. Look at the pictures as a class. Ask the students
what they can see. Nick: Do you like it?
what they see in each box. Then ask them what
Amy: Yes, I do.
3. Let the students listen to the recording. Then adjective best describes the picture.
play it again and ask the students to point to 2. Have the students work in pairs. Give each pair
Answer big teddy bear
each keyword and say it. a die.
TR 56 3. The students should take turns rolling the die
Game Suggestion
1. long 2. short 3. small and matching the number on it with the correct
4. big 5. new 6. old I Spy Choose an object in the class, but don’t tell picture in their student book. Then they should
the students what it is. Say to the class, “I spy with
58 Unit 5 • School Market 59

5 School Market Lesson 2 Things keywords on the flashcards as you’re doing this to help Student Book page 80
you and the students remember them. After mixing the
Song
Student Book pages 44-45 flashcards up, point to one of them and ask “Is it a/an
Lesson Objectives (adjective) (object)?” The students can guess by saying 1. Say the lines from the song and have the
To understand and produce the key “Yes, it is,” or “No, it’s not.” students repeat them. Do this a few times until
vocabulary the students are familiar with the lyrics.
the appearance of things using yes/ B Ask and answer. 2. Play the recording and have the students listen
no questions and adjectives to the music. Then play it again and have them
sing along.
Keywords what they can see.
camera, bag, umbrella, jump rope,
2. Have the students work in pairs to practice
puzzle, picture encourage the students to think of some actions
asking and answering the questions.
or gestures for it.
Key Structures 3. Play the recording to let the students check
Is it a new camera? their answers.
Yes, it is. / No, it isn’t. have the students sing along while doing the
Is it an old bag? TR 62 actions or gestures they came up with.
Yes, it is. / No, it isn’t. Is it a new camera? Yes, it is.
1. Is it a new camera? Yes, it is. TR 63
Materials 2. Is it an old bag? No, it isn’t. Look at This
CD tracks 60-63, flashcards 49-60 3. Is it a short jump rope? Yes, it is. Look at this. It’s long. It’s very, very long.
4. Is it a big puzzle? No, it isn’t. Is it a new, is it a new, is it a new umbrella?
5. Is it a small picture? No, it isn’t. No! No, it isn’t!
6. Is it a long umbrella? Yes, it is. Look at this. It’s small. It’s very, very small.
Student Book page 44 say the objects once again as a class. Is it a new, is it a new, is it a new puzzle?
Yes! Yes, it is!
Warm Up TR 60 Game Suggestion
1. camera 2. bag 3. umbrella Look at this. It’s short. It’s very, very short.
What’s Missing? Put the flashcards on the board and
1. Go through your greetings/openings routine. Then 4. jump rope 5. puzzle 6. picture Is it an old, is it an old, is it an old jump rope?
give the students some time to look them over. Then No! No, it isn’t!
3. Introduce the lesson’s key structures. Review ask the students to close their eyes, and take one of Look at this. It’s big. It’s very, very big.
the students. Is it an old, is it an old, is it an old picture?
the pictures away. Have the students guess what’s
2. Review the adjective flashcards from the previous when to use the articles “a” and “an” with the Yes! Yes, it is!
missing by asking “Is it a/an (adjective) (object)?”
lesson and then talk about objects in the students.
classroom using the structure “The (object) is 4. Play the recording for the students. Extra Practice
(adjective).” 5. Practice the structures as a class using the Student Book page 45 Ask the students to complete pages 40-41 in their
objects above and the adjectives that describe workbook as homework. You can also have them
them. Speaking Task
Game Suggestion complete the worksheet on page 113 of the teacher’s
Find Your Partner Practice saying the adjectives and 6. Have the students work in pairs and practice 1. Have the students look at the pictures at the book in class.
their opposites (e.g., big and small). Give each student using the question and answer structures to talk top of the page. Ask them what they see.
a piece of paper with an adjective. Make certain that about the objects. 2. Put the students in pairs. Tell student 1 to look
there are an equal number of each adjective and its at the first wrapped present and guess what it
TR 61
opposite. Tell the students to keep their piece of paper is. Student 2 should follow the line to match
Is it a new camera? Yes, it is.
covered so that other people can’t see it. Then have Is it a new camera? No, it isn’t. it to the correct object and tell student 1 if
them stand up and try to find who has the opposite Is it an old bag? Yes, it is. their guess was right. Then the students should
adjective of the one they have. Is it an old bag? No, it isn’t.
1. Is it a new camera? Yes, it is. switch roles.
2. Is it an old bag? Yes, it is.
A Listen and say. Then practice. 3. Is it a long umbrella? Yes, it is. Differentiation
4. Is it a short jump rope? Yes, it is.
For above-level students, if student 1 guesses
1. Use the object flashcards to introduce the 5. Is it a big puzzle? Yes, it is.
6. Is it a small picture? Yes, it is. incorrectly, encourage student 2 to not only tell them
vocabulary. Practice saying the words with the
“no,” but also say what the object is.
students. For below-level students, it may be better to have them
2. Let the students listen to the recording. Then Game Suggestion
match the presents to the objects before asking their
play it again and tell the students to repeat Three-Card Monte Put three flashcards facedown on a partner about them.
what they hear. Afterward, have the students table and spend 15-20 seconds moving them. Say the

5 School Market Lesson 3 Story Teaching Tip TR 65
If the students are doing well with the language in 1. Finn has five forks and a fish.
Student Book pages 46-47 2. Vicky's violin is in the van.
the story, encourage them to add an extra line at the
Lesson Objectives
end of the story for the man. Give the students some
To read and answer questions about Teaching Tip
examples of things people usually say when someone
a text related to the key vocabulary
says, “I’m sorry” (e.g., “That’s okay,” “No problem,” Have the students take turns rolling a die. The number
To complete and present an
individualized text etc.) and practice saying them as a class. on the die equals the number of times they have to
say each tongue twister.
Keywords 8. Afterward, read the question at the bottom
of the page. Have the students answer the Activity Suggestion
Key Structures question individually or work in pairs and talk Unscramble Write the words from the tongue twister
Key structures from lessons 1 and 2 about it with their partner. sentences on pieces of paper (only put one word on
Materials each piece of paper). Make one of the tongue twister
CD tracks 64-65, flashcards 49-60 Student Book page 47 sentences on the board, but put the words in the
wrong order. Have a student come to the front, put the
B Look and choose. words in the correct order, and read the tongue twister
out loud. Then let the other students take turns doing
1. Ask the students to read the questions and then
the same thing.
2. Check the answers as a class. Extra Practice

Student Book page 46 them what they can see. Answers 1. b 2. a
Warm Up
C Make your own story.
1. Go through your greetings/openings routine. Then them to point at each character while they are
check or collect the previous day’s homework from talking. 1. Have the students work in groups of three. Ask
the students. 3. Read the story to the students. Try to change the groups to turn to page 87.
2. Practice the song on page 80 again. Play the music your voice to match the characters’ voices. 2. Explain to the groups how to circle their
and sing along while the students listen and/or sing 4. Pause after each scene to check the students’ preferred option and use the stickers to make
along. comprehension of the plot and any new words their own story. Then have them practice their
3. Ask the students if they remember the actions and
or expressions. story together.
gestures they created and have them use them to
5. Practice saying the lines in the story as a class. 3. Ask each group of three to act out their story
sing the song as a class.
6. When the students have a good grasp of the in front of the class. You can choose whether to
4. Review the flashcards from lessons 1 and 2 along
with the key structures used with them. Point to
language, have them work in groups of three to have them try it with or without their student
different objects in the classroom and use the practice it. books.
keyword adjectives to ask the students about them 7. Have the groups take turns acting the story out
(e.g., “Is it a long table?”). in front of the class. You can choose whether to Tongue Twisters
have them try it with or without their student
Game Suggestion
books.
Musical Chairs Have the students put their chairs in TR 64 2. Play the recording and let the students listen to
a circle. Play the song and ask the students to sing Nick: This is our school market, Amy. the tongue twisters.
Amy: Wow! Is it a jump rope?
it while walking around the circle. Stop the song at 3. Read the tongue twisters out loud to the class.
Nick: Yes, it is.
different points and tell the students to sit down. Take Amy: Oh, it’s really long. Is it an old camera? Ask the students what sounds the letters “f”
away one chair after each time you stop the song. Any Nick: No, it isn’t.
and “v” make and have them underline the “f”
students who can’t find a chair are out. Amy: I like it.
Man: Excuse me. That’s my camera. and “v” words in their books.
Amy: Oops! I’m sorry. 4. Practice reading the sentences a few times as a
A Listen. Then act it out. class. Then have the students take turns saying
1. Have the students look at the pictures. Ask the tongue twisters on their own.

5 School Market Lesson 4 Wrap Up Answers 1. b 2. b 3. a 4. b

Game Suggestion
Lesson Objectives
To complete a writing and a listening Target Practice Split the class into groups of four and
exercise using the key vocabulary spread the flashcards out on the floor. Give one person
To practice the key structures by from each team a beanbag and ask them to stand at
guessing objects
the back of the class. Read the script from a listening
Keywords exercise but change the answers. Tell the students to
Keywords from lessons 1 and 2 throw their beanbags at the flashcard you’re talking
about. Whoever’s is closest wins a point for their team.
Key Structures
Materials
CD track 66, flashcards 49-60 Speaking Task
1
1. Have the students work in groups of three.
2. Tell them to cut out the cards and put them
facedown on their desks.
3. Have the students mix the cards around and
Student Book page 48 3. Tell the students to fill in the blanks in the then place them in two rows.
words and then match them to the correct 2
Warm Up
pictures.
1. Tell student 1 to pick up a card and show it to
1. Go through your greetings/openings routine. Then 4. Check the answers as a class.
students 2 and 3 without looking at it. Student
1. a big picture 2. a long jump rope 1 should try to guess what is on the card by
the students.
Answers 3. a small puzzle 4. an old camera asking “Is it a/an (adjective) (object)?”
2. Review the flashcards from lessons 1 and 2 with 5. a new bag 6. a short umbrella
the students. 2. If student 1’s guess is correct, they can keep the
3. Pair the flashcards from lessons 1 and 2 together card. If their guess is wrong, they should put
Activity Suggestion
and have the students use them to make the card back.
sentences like the key structure from lesson 1 Ransom Note Type many different letters in different 3. After student 1 is finished, it is student 2’s turn,
or answer questions like the key structures from fonts and sizes and cut them out. Write several objects and then student 3’s. Tell the students to keep
lesson 2. on the board along with adjectives that describe them playing until all of the cards are gone.
(e.g., “big picture”). Give each student a piece of paper
and have them sit in groups. Give each group a big Differentiation
Activity Suggestion
pile of letters. Tell the students to stick the letters on For below-level students, you can also do this as a
Oops, My Mistake! Put some keyword objects or the their paper to spell the words on the board. class activity. Place the cards facedown on the board
flashcards from lesson 2 on a table at the front of
and have the students take turns guessing what they
the class. Have the students take turns choosing an
object or flashcard and giving it to you. Use the unit’s B Listen and choose. are. The rest of the class should answer “yes” or “no”
after they make their guess.
key structures to incorrectly say what the object or 1. Have the students look at the pictures. Ask
flashcard is and have the students correct you. them what they can see. Extra Practice
2. Play the recording and tell the students to Ask the students to complete pages 44-45 in their
A Look and write. circle the correct pictures. Check the students’ workbook as homework.
1. Review how to spell the unit’s keywords with answers as a class.
the students. TR 66
2. Have the students look at the pictures. Ask 1. The camera is new.
2. The umbrella is long.
3. Is it a small picture? Yes, it is.
4. Is it an old doll? No, it isn’t.

6 On a Picnic Lesson 1 Food Answer hamburgers D Look and say.

1. Look at the picture as a class. Ask the students
Lesson Objectives Differentiation what they can see.
To understand and produce the key For above-level students, ask them “What’s your 2. Have the students work in pairs. Tell them to
vocabulary favorite food?” Let them take turns saying what their take turns telling their partner about the things
To correctly describe the existence of favorite food is. that are in the picture.
things using “There is/are”
3. Check the students’ comprehension by pointing
Game Suggestion
Keywords to different items and having different pairs tell
hamburger, hamburgers, egg, eggs, What’s Missing? Write some of the foods the students you what they are.
tomato, tomatoes say on the board. Have them close their eyes, and
erase one of the foods. Then ask them to open their
Key Structures Student Book page 80
eyes and guess what’s missing.
There is an egg.
There are six eggs. Chant
1. Read the lyrics line by line and have the
Materials C Trace and say. students repeat after you.
CD tracks 67-70, flashcards 61-66 2. Play the recording and do the chant together as
1. Introduce the lesson’s key structures. Then
a class.
review when to use the articles “a” and “an.”
3. Play the chant again and have the students do
2. Play the recording and ask the students to trace
a simple action (such as clapping their hands)
the lines between the words and repeat what
Student Book page 50 the students that when there is more than one while saying it.
they hear.
of something, we add “-s” or “-es” to the end 3. Practice using the structure to talk about the
Warm Up TR 70
of the word. different food pictures as a class. Eggs, Tomatoes, and Hamburgers
1. Go through your greetings/openings routine. Then 2. Have the students look at the picture. Ask them 4. Have the students work in pairs and practice
One egg, two eggs.
One, two, three eggs.
check or collect the previous day’s homework from what they can see. using the key structures to talk about the There is an egg. There are two eggs.
the students. 3. Let the students listen to the recording. Then One, two, there are three eggs.
different foods.
2. Review how to count from 1-10 with the students. play it again and ask the students to point to
Write different numbers from 1-10 on the board One tomato, two tomatoes.
each keyword and say it. TR 69
One, two, three tomatoes.
and ask the students how to say each number in There is an egg. There are six eggs.
There is a tomato. There are two tomatoes.
1. There is an egg. There are six eggs.
English. TR 67 One, two, there are three tomatoes.
1. hamburger 2. hamburgers 3. egg 2. There is a hamburger. There are seven hamburgers.
3. Draw an apple on the board and ask the students 3. There is a tomato. There are nine tomatoes.
4. eggs 5. tomato 6. tomatoes One hamburger, two hamburgers.
what it is. Then draw four more apples and ask 4. There is an orange. There are eight oranges.
One, two, three hamburgers.
the students to count all of them. Practice saying There is a hamburger. There are two hamburgers.
Teaching Tip
the number and food together as a class (“five Teaching Tip One, two, there are three hamburgers.
apples”). Do this with other numbers and the rest Introduce some extra vocabulary words and write them
Write the numbers 1-10 on the board and practice
of the fruit and vegetables vocabulary from unit 3. on the board so that students who want more options Extra Practice
spelling them as a class before starting the exercise.
in later activities can refer to them. (Suggested words:
This will be a good review for students familiar with Ask the students to complete pages 46-47 in their
Game Suggestion pancakes, oranges, peanuts)
how to spell the numbers and will help students workbook as homework. You can also have them
Balloon Tap Tap a balloon into the air and say “1.” who don’t know how to spell the numbers feel more complete the worksheet on page 114 of the teacher’s
Then hit it to a student and have them say “2.” Have B Listen and circle. comfortable. book in class.
the students keep hitting the balloon around the class
and saying numbers. See how high they can count 1. Tell the students to listen and circle the food Game Suggestion
without letting the balloon touch the ground. that is being talked about.
Spelling Race Write a sentence similar to the ones
2. Check the answer as a class.
from exercise C on the board and leave a blank space
A Listen, point, and say. TR 68 where the number should be. Have two students stand
Amy: Look! They‘re on a picnic. at the back of the classroom. Read the full sentence
1. Use the food flashcards to introduce the Nick: They have lots of food. out loud and have the students race to the board
vocabulary. Say each of the keywords and have Amy: There are hamburgers!
to write the missing number. Afterward, write other
the students repeat them several times. Remind Nick: They look yummy. Let’s join them.
sentences and have other pairs of students try.
66 Unit 6 • On a Picnic 67
6 On a Picnic Lesson 2 Food TR 72
2. Tell the students to ask and answer about
Where is the cookie? It’s in the box. the picture with their partner. If any of their
Student Book pages 52-53 Where are the cookies? They’re in the box. partner’s foods are in a different location than
Lesson Objectives 1. Where is the cookie? It’s in the box.
theirs, they should circle them. In total, there
2. Where are the cookies? They’re in the box.
3. Where is the sandwich? It’s on the box. are four differences between the two pictures.
vocabulary 4. Where are the sandwiches? They’re on the box.
To correctly describe the location of 5. Where is the peach? It’s under the box. 2
things using the prepositions “in,” 6. Where are the peaches? They’re under the box.
“on,” and “under” Afterward, have the partners talk about the
differences between their pictures together.
cookie, cookies, sandwich, Differentiation
In, On, or Under? Put a box on a table at the front of
sandwiches, peach, peaches
the room. Show the students the cookie flashcard and For above-level students, have each pair stand up and
Key Structures then ask them to close their eyes. Put the flashcard in, tell the class one of the differences between their
Where is the cookie? It’s in the box. on, or under the box and ask “Where is the cookie?” pictures.
Where are the sandwiches? With their eyes still closed, have the students guess
They’re on the box.
whether the cookie is in, on, or under the box. Student Book page 81
Materials
CD tracks 71-74, flashcards 61-72 Song
B Ask and answer.
1. Say the lines from the song and have the
students repeat them. Do this a few times until
what they can see.
Student Book page 52 “-s” or “-es” to the end of the word. Then 2. Have the students work in pairs to practice
2. Play the recording and have the students listen
teach the lesson’s prepositions to the students. asking and answering the questions.
Warm Up to the music. Then play it again and have them
3. Play the recording to let the students check
Teaching Tip sing along.
1. Go through your greetings/openings routine. Then their answers.
Make hand gestures for the prepositions and practice 3. Sing the song once more, but before starting
the students. them with the students. Make a fist with your left hand TR 73 encourage the students to think of some actions
2. Practice counting with the students. Ask the and put your right index and middle fingers inside of it Where are the eggs? They’re under the table. or gestures for it.
1. Where are the eggs? They’re under the table.
students to count from 1-10 and then have them for “in,” put your right hand on top of it for “on,” and 2. Where is the sandwich? It’s on the table.
count backward from 10-1. put your right hand underneath it for “under.” 3. Where are the cookies? They’re on the table. have the students sing along while doing the
4. Where is the hamburger? It’s under the table. actions or gestures they came up with.
3. Review the food flashcards from the previous
lesson using the key structures “There is a/n
2. Let the students listen to the recording. Then 5. Where is the tomato? It’s in the bag.
6. Where are the peaches? They’re in the bag.
(food),” and “There are (number) (food).” play it again and tell the students to repeat TR 74
I’m Hungry
I’m hungry. I’m hungry. I’m really, really hungry.
Game Suggestion
say the keywords once again as a class. Where is the sandwich? Where is the sandwich?
Game Suggestion
Where Is It? Have the students stand in one area It’s in the bag. It’s in the bag.
Who Has More? Split the class into three teams: TR 71 of the classroom. Show them a food flashcard and Look! Look! Look! It’s in the bag. Thank you!
the hamburgers, the eggs, and the tomatoes. Have 1. cookie 2. cookies 3. sandwich
then ask them to close their eyes. Hide the flashcard
4. sandwiches 5. peach 6. peaches I’m hungry. I’m hungry. I’m really, really hungry.
one student from each team come to the front of in, on, under somewhere in the classroom. Tell the students to open Where are the cookies? Where are the cookies?
the class. Have student 1 roll two dice and use the their eyes and ask you, “Where is/are the (food)?” Tell They’re on the chair. They’re on the chair.
number on the dice and their team name to make a 3. Introduce the lesson’s key structures. them where the flashcard is using the key structure Look! Look! Look! They’re on the chair. Thank you!
sentence (e.g., “There are seven hamburgers.”). Then 4. Play the recording for the students. and then let them look around the room to try to find I’m hungry. I’m hungry. I’m really, really hungry.
have students 2 and 3 do the same thing. Whichever 5. Practice the structures as a class using the it. Where are the peaches? Where are the peaches?
student rolls the highest number get a point for their They’re under the table. They’re under the table.
different foods above.
team. Look! Look! Look! They’re under the table. Thank you!
6. Have the students work in pairs and practice Student Book page 53
using the question and answer structures to talk
A Listen and say. Then practice. Speaking Task Extra Practice
about the foods.
1. Use the food flashcards to introduce the 1
vocabulary. Remind the students that when 1. Have the students work in pairs. Tell student A
there are more than one of something, we add to use page 53 and student B to use page 91.
book in class.
6 On a Picnic Lesson 3 Story Student Book page 55 Game Suggestion
B Look and choose. Timed Talking Give each student a set amount of time
to say the tongue twisters. See how many times they
Lesson Objectives 1. Ask the students to read the questions and then
can do it before the time runs out.
To read and answer questions about circle the correct answers.
a text related to the key vocabulary 2. Check the answers as a class. Extra Practice
To complete and present an
individualized text Ask the students to complete pages 50-51 in their
Answers 1. a 2. b
Keywords
Key Structures
Key structures from lessons 1 and 2 1. Have the students work in groups of three. Ask
the groups to turn to page 88.
Materials
2. Explain to the groups how to circle their
preferred options and use the stickers to make
their own story. Then have them practice their
story together.
3. Ask each group to act out their story in front of
the class. You can choose whether to have them
Student Book page 54 language, have them work in groups of three to Activity Suggestion
practice it.
Warm Up Draw a Picture Have the students pretend they are
7. Have the groups take turns acting the story out
having a picnic with their family. Tell them to draw a
1. Go through your greetings/openings routine. Then in front of the class. You can choose whether to
picnic table and the food they want to eat at their
check or collect the previous day’s homework from have them try it with or without their student picnic. When everyone is finished, have the students
the students. books. take turns showing their pictures to the class and
2. Review the flashcards from lessons 1 and 2 and
telling everyone what kind of food there is, how much
the key structures with the students. TR 75
Nick: I’m hungry. of the food there is, and where the food is.
3. Put the flashcards in different areas around the
Amy: Let’s eat. There are the hamburgers.
classroom (e.g., under a table, on a chair, in a Rosa: Where are the cookies?
bag, under a pencil case, on a ruler, etc.). Ask the Amy: They’re under the table. Here you are. Tongue Twisters
students where the flashcards are. Rosa: Thank you.
Amy: Where are the eggs?
Nick: I don’t know. them what they can see.
Amy: Look! They’re in Rocky’s bag. 2. Play the recording and let the students listen to
A Listen. Then act it out.
the tongue twisters.
1. Have the students look at the pictures. Ask 8. Afterward, read the question at the bottom
3. Read the tongue twisters out loud to the class
them what they can see. of the page. Have the students answer it
and have the students repeat what you say. Ask
2. Play the recording and let the students listen to individually or work in pairs and talk about it
the students what sound the letter “a” makes
the story once. Play it a second time and ask with their partner.
and have them underline the “a” words in their
them to point at each character while they are Teaching Tip books.
talking. 4. Practice reading the sentences a few times as a
Ask the students whether they have a snack and what it
3. Read the story to the students. Try to change class. Then have the students take turns saying
is before they answer the question.
your voice to match the characters’ voices. the tongue twisters on their own.
4. Pause after each scene to check the students’
comprehension of the plot and any new words TR 76
1. Sam has candy, maps, and caps.
or expressions. 2. That cat likes ham and apple jam.
6. When the students have a good grasp of the
6 On a Picnic Lesson 4 Wrap Up B Listen and choose.

To complete a writing and a listening 2. Play the recording and tell the students to circle
exercise using the key vocabulary the correct letters. Check the answers as a class.
To practice the key structures by
asking and answering about pictures
Keywords TR 77
1. There is a peach.
Keywords from lessons 1 and 2 2. There are four sandwiches.
3. Where is the tomato? It’s under the table.
Key Structures
4. Where are the cookies? They’re in the box.
Materials Answers 1. b 2. a 3. a 4. a
Game Suggestion
Listen, Run, and Circle Put the flashcards on the board.

Ask a student to stand, and give them a marker. Read
the script from exercise B, but change the food that is
being talked about. Tell the student to run to the board
and circle the correct flashcard.
Student Book page 56 A Look and write.
Warm Up 1. Review how to spell the unit’s keywords with Student Book page 57
the students.
1. Go through your greetings/openings routine. Then Speaking Task
2. Have the students look at the picture in their
student book. Ask them what they can see. 1
the students.
3. Ask the students to fill in the blanks to
2. Review the flashcards from lessons 1 and 2 and Ask the students to stick the four stickers on the
the key structures with the students. Ask the complete the words.
picture at the top of the page.
students what goes before words when there is 4. Check the answers as a class.
only one of something (“a” or “an”) and what is 2
1. hamburgers 2. cookies 3. sandwiches
added to the end of words when there is more Answers 1. Have the students work in pairs. Tell them not
4. tomatoes 5. eggs 6. peaches
than one of something (“-s” or “-es”). to show their partner their picture.
2. Tell the students to ask their partner about their
Game Suggestion
Activity Suggestion picture. Explain that they should listen to their
Guess the Word Think of a keyword and write blanks on
Draw What I Say Before class, draw a picture with the partner’s answers and then put the stickers in
the board for the number of letters in it. Then write a
different food keywords. Draw different amounts of the correct places on the picture at the bottom
number under each of the blanks. Split the students
each food and have the food in different places in of the page.
into two teams. Have a student from the first team
your picture so that you can use the prepositions the 3. Have the students compare the picture they
call out one of the numbers. Write a letter in the blank
students learned. Give each student a piece of paper made from their partner’s answers with their
above the number they chose and give the student
and describe your picture to them, but don’t show it to partner’s original picture.
until the count of three to say the word. If the student
them. Instead, tell the students to draw what you say.
guesses the word correctly, they get a point for their
Afterward, show your picture to the students and let Differentiation
team. If they guess incorrectly, have a student from
them compare it to what they drew. For above-level students, ask the pairs if they had any
the second team call out a number, and let them try
to guess the word. Keep going back and forth until one stickers in the same places as their partner.
team is able to correctly say the word.
Extra Practice

C Listen and read.

the story.
a class.
TR 80
Where Is It?
“Oh no! Where is my umbrella?” asks Daniel’s mom.
“Is it a long umbrella?” asks Daniel.
“No, it isn’t,” says his mom.
“Is it a new umbrella?”
“Yes, it is.”
“Look! It’s under the table.
Oh no! Where are my cookies?” asks Daniel.
“Look! They’re in your bag,” says his mom.
Student Book page 58 2. Play the recording and tell the students to write
Game Suggestion
Warm Up Reading Race Split the students into two teams. Have
the first team read the story, and time them to see
1. Show the students the flashcards from unit 5 and
TR 78 how long it takes them to finish. Then have the second
practice saying the keywords and key structures
1. There are three hamburgers. team read the passage while timing them too. The
from the unit. 2. The umbrella is long. team that has the faster time is the winner.
2. Talk about some objects in the classroom, but 3. There are five oranges.
use the wrong adjectives to describe them. Have 4. It’s an old camera.
the students correct you. An example conversation

5. There is an egg. D Choose the correct answers.
6. It’s a small picture.
could be you saying “The ruler is big,” and the Have the students read the sentences and circle
students saying “No, it isn’t. The ruler is long.” the correct answers. Check the answers as a class.
Answers 4-3-6-1-2-5
3. Show the students the flashcards from unit 6 and
practice saying the keywords and key structures Answers 1. b 2. b
from the unit.
4. Put the flashcards in different places (e.g. in Extra Practice
a bag, under a chair, on a table) and ask the 1. Have the students look at the pictures. Ask
students where they are. them what they can see.
2. Play the recording and tell the students to circle
Teaching Tip the correct letters. Check the answers as a class.
Choose a game from unit 5 and/or unit 6 that the
TR 79
students enjoyed and play it again to practice the 1. Is it a new bag?
keywords and structures. Yes, it is.
2. Is it a short jump rope?
No, it isn’t. It’s a long jump rope.
3. Where are the sandwiches?
A Listen and number. They’re on the table.
4. Where is the peach?
It’s in the box.
Answers 1. c 2. c 3. b 4. a
74 Review 3 75
7 My Family Lesson 1 My Family Members Student Book page 61 piece of paper.
C Ask and answer. 4. Afterward, have them work in pairs and talk
Student Book pages 60-61 about their pictures with their partner.
Lesson Objectives 1. Introduce the lesson’s key structures.
To understand and produce the key 2. Teach the students the contractions “He’s” and Differentiation
vocabulary “She’s.” Use the contraction cards at the back For above-level students, you could also ask them to
To correctly describe people’s
identities using the verb “be”
of the teacher’s book to help you. Explain that take turns presenting their pictures to the class.
“He’s” has the same meaning as “He is” and
that “She’s” has the same meaning as “She is.”
father, mother, sister, brother,
3. Play the recording and ask the students to look Apple Tree Draw an apple tree on the board with 10
grandfather, grandmother
apples on it. Think of a sentence using the keywords
at the family picture under the key structures.
Key Structures and structures from the lesson and write blanks on the
Tell them to point to the different family
Who is he? He’s my brother. board for the number of letters in it. Tell the students
members and to repeat the questions and
Who is she? She’s my sister. to guess which letters they are. Cross out an apple for
answers they hear.
Materials every incorrect guess. If all the apples get crossed out
4. Practice using the question and answer before they complete the sentence, they lose.
structures to talk about the different family
contraction cards (he’s, she’s)
members as a class.
using the question and answer structures to talk Chant
about the family members. 1. Read the lyrics line by line and have the
Student Book page 60 Teaching Tip
TR 83
students repeat after you.
Introduce some extra vocabulary words and write them Who is he? He’s my brother. 2. Play the recording and do the chant together as
Warm Up
on the board so that students who want more options Who’s she? She’s my sister. a class.
1. Go through your greetings/openings routine. Then in later activities can refer to them. (Suggested words: He’s, He is She’s, She is
1. Who is he? He’s my brother. 3. Play the chant again and have the students do a
check or collect the previous day’s homework from grandparents, parents, aunt, uncle, cousin)
2. Who is she? She’s my sister. simple action (such as stamping their feet) while
the students. 3. Who is he? He’s my grandfather.
saying it.
2. Show the students a picture of a family that has Activity Suggestion 4. Who is she? She’s my grandmother.
a brother and a sister in it. Point to the brother 5. Who is she? She’s my mother.
Oops, My Mistake! After the students are familiar with 6. Who is he? He’s my father.
TR 84
and sister and say the words for them. Ask the the keywords, point at different ones and say the Who Is He?
students to raise their hand if they have a brother. Hey! Who is he? He’s my father.
wrong words for them. Have the students correct your Game Suggestion Father, father. He’s my father.
Then ask them to raise their hand if they have a mistakes. Hey! Who is she? She’s my mother.
sister. It’s a Match Make two sets of family member Mother, mother. She’s my mother.
flashcards. Put them facedown on a table and spread I love them a lot! I love them a lot!
B Listen and circle. them around. Split the students into two teams. Have
A Listen, point, and say. 1. Tell the students to listen and circle the family a student from one team turn over a flashcard and
Hey! Who is he? He’s my brother.
Brother, brother. He’s my brother.
ask their teammates “Who’s he/she?” Then have them
1. Use the family member flashcards to introduce member that is being talked about. Hey! Who is she? She’s my sister.
turn over a second flashcard and ask about it too. If Sister, sister. She’s my sister.
the vocabulary. Say each of the keywords and 2. Check the answer as a class. I love them a lot! I love them a lot!
the two flashcards match, the student gets a point for
have the students repeat them several times.
TR 82 their team. Hey! Who is he? He’s my grandfather.
2. Have the students look at the picture. Ask them Amy: Wow. These are nice photos. Grandfather, grandfather. He’s my grandfather.
what they can see. Nick: Thanks. Hey! Who is she? She’s my grandmother.
Amy: Who is he? D Draw your family. Then ask and answer.
3. Let the students listen to the recording. Then Grandmother, grandmother. She’s my grandmother.
Nick: He’s my brother. He likes bikes. I love them a lot! I love them a lot!
play it again and ask the students to point to 1. Draw a picture of your family on the board.
each keyword and say it. Ask the students who they think each person is.
Answer brother Extra Practice
2. Review the question and answer structure with
TR 81 Ask the students to complete pages 56-57 in their
1. father 2. mother 3. sister
the flashcards and then put them on the board
so that everyone can see them. workbook as homework. You can also have them
4. brother 5. grandfather 6. grandmother
3. Ask the students to draw a picture of their own
book in class.
family in their student books or on a separate
76 Unit 7 • My Family 77
7 My Family Lesson 2 What We Can Do TR 86
4. Tell the students that if they land on a square
I can swim. I can’t swim. with a picture, they should make a “can” or
Student Book pages 62-63 can’t, can not “can’t” sentence about it. If they land on a
Lesson Objectives 1. I can swim. I can’t swim.
square with a ladder, they can move up the
2. I can drive. I can’t drive.
3. I can cook. I can’t cook. ladder. However, if they land at the top of the
vocabulary 4. I can read. I can’t read.
To correctly describe people’s abilities slide, they must go down it.
5. I can wink. I can’t wink.
using the modal verbs “can” and 6. I can ride a bike. I can’t ride a bike.
“can’t”
Song
swim, drive, cook, read, wink,
Heads or Tails Put the flashcards on the board and
ride a bike 1. Say the lines from the song and have the
have a student come to the front of the class. Tell
Key Structures them to flip a coin before talking about each of the students repeat them. Do this a few times until
I can swim. I can’t swim. flashcards. If the coin lands on “heads,” they should the students are familiar with the lyrics.
He/She can drive. say, “I can (action).” If it lands on “tails,” they should 2. Play the recording and have the students listen
He/She can’t drive. to the music. Then play it again and have them
say, “I can’t (action).” Give them a point for each “can”
Materials answer they have. Then let the other students have a sing along.
CD tracks 85-88, flashcards 73-84, turn. See if anyone in the class can get six points. 3. Sing the song once more, but before starting
contraction cards (can’t) encourage the students to think of some actions
B Look and say. or gestures for it.
Student Book page 62 1. Have the students look at the picture. Ask them
TR 85 have the students sing along while doing the
1. swim 2. drive 3. cook what they can see.
Warm Up actions or gestures they came up with.
4. read 5. wink 6. ride a bike 2. Have the students work in pairs to practice
1. Go through your greetings/openings routine. Then talking about what the people in the picture TR 88
can and can’t do. What Can You Do?
check or collect the previous day’s homework from Game Suggestion
What can you do? I can swim.
the students. Spelling Race Use the keywords to have a spelling race. 3. Play the recording to let the students check I can cook. I can ride a bike.
2. Review the family member flashcards from the You can choose to have the students run to the board their answers. But I can’t drive a car.
previous lesson using the key structures “Who’s and write down the whole word, or you can write a Oh no! Oh no!
he/she?” and “He’s/She’s my (family member).” TR 87

word and leave blank spaces for them to fill in missing What can he do? He can read.
He can drive. He can’t drive.
letters. She can drive. She can’t drive. He can swim. He can drive a car.
1. She can drive. But he can’t wink his eye.
Game Suggestion 3. Introduce the lesson’s key structures. 2. He can’t ride a bike. Oh no! Oh no!
High-Speed Q&A Have the students work in pairs. 4. Teach the contraction “can’t.” Use the 3. She can’t read.
Choose one of the pairs and give student 1 the family 4. He can’t cook. What can she do? She can cook.
contraction cards at the back of the teacher’s
5. He can swim. She can wink. She can read a book.
member flashcards. Have them show them to student book to help you. Explain that “can’t” has the But she can’t ride a bike.
6. She can wink.
2 and ask about them. Student 2 should answer the same meaning as “can not.” Oh no! Oh no!
questions. Time the students to see how long it takes 5. Play the recording for the students.
them to ask and answer about all the flashcards. Student Book page 63 Extra Practice
6. Practice the structures as a class using the
actions above. Ask the students to complete pages 58-59 in their
Speaking Task
A Listen and say. Then practice. 7. Have the students work in pairs and practice workbook as homework. You can also have them
using the key structures to talk about the 1. Look at the pictures on the game board. Ask complete the worksheet on page 117 of the teacher’s
1. Use the flashcards to introduce the actions
actions. the students what they see. book in class.
vocabulary.
2. Have the students work in pairs. Give each pair
2. Let the students listen to the recording. Then
a coin.
play it again and tell the students to repeat
3. Explain to the students that they should flip a
coin to move around the board. Tell them that
if the coin lands on “heads,” they should move
one space, and if it lands on “tails,” they should
move two spaces.
7 My Family Lesson 3 Story 8. Afterward, read the question at the bottom Game Suggestion
of the page. Have the students answer the Speaking Relay Choose one of the tongue twisters.
Student Book pages 64-65 question individually or work in pairs and talk Have the students take turns saying it one after
Lesson Objectives about it with their partner. another. Time them to see how long it takes the whole
class to say the sentence. Then do the same thing
a text related to the key vocabulary Differentiation
To complete and present an with the other tongue twister.
individualized text For above-level students, after they answer the
question, ask them to say one more thing they can Extra Practice
Keywords also do. Ask the students to complete pages 60-61 in their
Materials B Look and circle.

CD tracks 89-90, flashcards 73-84 1. Ask the students to read the sentences and
Answers 1. sister 2. can’t 3. can

Student Book page 64 A Listen. Then act it out.
1. Have the students work in groups of three. Ask
Warm Up 1. Have the students look at the pictures. Ask
them to turn to page 89.
1. Go through your greetings/openings routine. Then 2. Explain to the groups how to circle their
check or collect the previous day’s homework from preferred options and use the stickers to make
the students. their own story. Then have them practice their
2. Review the flashcards from lessons 1 and 2 and story together.
the key structures with the students. talking.
3. Ask each group to act out their stories in front
3. Take one family member flashcard and one action 3. Read the story to the students. Try to change
of the class. You can choose whether to have
flashcard and put them together. Have the students your voice to match the characters’ voices.
them try it with or without their student books.
practice saying who the person is and what they 4. Pause after each scene to check the students’
can or can’t do. comprehension of the plot and any new words
or expressions. Tongue Twisters
Game Suggestion 5. Practice saying the lines in the story as a class. 1. Have the students look at the pictures. Ask
6. When the students have a good grasp of the them what they can see.
Tic-Tac-Toe Draw a 3x3 grid on the board and place
a family member flashcard and an action flashcard language, have them work in groups of three to 2. Play the recording and let the students listen to
in each square. You will need two copies of some of practice it. the tongue twisters.
the flashcards to fill in the extra squares. Split the 7. Have the groups take turns acting the story out 3. Read the tongue twisters out loud to the class
students into two teams. Have a student throw a foam in front of the class. You can choose whether to and have the students repeat what you say.
ball at the grid. If they hit a square, the rest of their have them try it with or without their student Ask them what sounds the letter “e” makes
team will ask them “Who is he/she?” After the student books. and have them underline the “e” words in their
answers who the person on the flashcard is and what books.
action they can or can’t do, they will draw their team’s TR 89
Nick: Hi, Amy. How are you? 4. Practice reading the sentences a few times as a
symbol (“X” or “O”) in the box. The first team to get Amy: I’m fine. class. Then have the students take turns saying
three of their symbols in a row wins the game. Nick: Who is she?
Amy: She’s my sister, Tina. She can’t ride a bike.
Tina: Look at me! I can ride a bike!
Amy: Wow, Tina. Good job! TR 90
Nick: See? She can ride a bike. 1. Ted has seven yellow pens.
2. Ten red eggs are on the bed.
7 My Family Lesson 4 Wrap Up B Listen and choose.

To complete a writing and a listening 2. Play the recording and tell the students to circle
exercise using the key vocabulary the correct letters. Check the answers as a class.
To practice the key structures by
making a family tree TR 91
1. Who is he? He’s my grandfather.
Keywords 2. Who is she? She’s my sister.
Keywords from lessons 1 and 2 3. She can swim.
4. He can’t drive.
Key Structures
Answers 1. b 2. a 3. a 4. b
Materials
Teaching Tip
Before playing the recording for the listening exercise,

ask the students to guess what they think the answer
for each question will be. Then play the recording and
let the students see if their guesses were right.
Student Book page 66 3. Ask the students to match the action words Student Book page 67
with the correct family member words and Speaking Task
Warm Up
then to fill in the blanks to complete the action
1. Go through your greetings/openings routine. Then keywords. 1
check or collect the previous day’s homework from 4. Check the answers as a class. 1. Explain to the students what a family tree is
the students. and draw a simple one of your own family on
ri
2. Review the flashcards from lessons 1 and 2 and the board.
the key structures with the students. wi
ok 2. Have the students work in pairs, and give each
3. Have the students take turns telling the class pair a paper clip.
about something one member of their family can rd bk 3. Show the students how to use a pencil to spin
do. Answers
the paper clip on their game board.
4. Tell the students that Student 1 should spin
Game Suggestion and student 2 should ask a question about the
Ball and Grid Draw a 2x3 grid on the board and put ea picture the paper clip lands on.
one family member flashcard in each square. Choose sw
2
a student to come to the front of the class. Ask them
to throw a foam ball at the grid. After they hit one of If student 1 answers correctly, they can put a
Activity Suggestion
the flashcards, ask them to roll a die. Tell them that if sticker of the family member in the right spot on
Spelling Quiz Give the students some time to look over their family tree. Then the students should switch
the die lands on 1, 2, or 3, they should make a “can”
the keywords in exercise A. Then ask them to close
sentence about the flashcard. If it lands on 4, 5, or roles.
their books, and use the keywords to give them a
6, they should make a “can’t” sentence. Afterward, let
spelling quiz either orally or in writing. Give points to Differentiation
the other students do the same thing.
the students that answer correctly.
For above-level students, after they complete the family
tree, ask them to write sentences about who each
A Match and write.
person is and what they can do.
1. Review how to spell the unit’s keywords with
the students. Extra Practice
2. Have the students look at the picture. Ask them Ask the students to complete pages 62-63 in their
what they can see. workbook as homework.
8 My Body Lesson 1 My Body Parts TR 93 Differentiation
Amy: Am I doing all right? For above-level students, you can have them write
Student Book pages 68-69 Nick: Yes, you are. Look at me.
three sentences about themselves under their picture
Lesson Objectives Amy: Your hands are so big!
Nick: Yes. I have big hands. too.
vocabulary
To correctly describe people’s body Answer hands Student Book page 82
parts using the first person verb
“have” Chant
Keywords Student Book page 69 1. Read the lyrics line by line and have the
arms, hands, fingers, legs, feet, toes students repeat after you.
C Look and say.
2. Play the recording and do the chant together as
Key Structures 1. Introduce the lesson’s key structure. Go through
I have long arms.
a class.
all the singular and plural body part words with 3. Play the chant again and have the students do
Materials the students. a simple action (such as standing up and sitting
CD tracks 92-95, flashcards 85-90 2. Play the recording and ask the students to look down) while saying it.
at the pictures under the key structure and to
repeat the sentences they hear. TR 95
I Have Long Legs
3. Practice using the key structure to talk about Legs, arms, legs, arms.
each of the pictures as a class. Legs, legs, arms, arms, legs, arms.
4. Have the students work in pairs and practice I have long legs. I have short arms.
Legs, arms, legs, arms.
Student Book page 68 Activity Suggestion using the key structure to talk about each of
Get Up and Move Call out actions that involve body parts the pictures. Hands, feet, hands, feet.
Warm Up Hands, hands, feet, feet, hands, feet.
and then do them together with the students. Some
TR 94 I have big hands. I have small feet.
Go through your greetings/openings routine. Then possible actions could include: wave your arms, shake Hands, feet, hands, feet.
I have long arms.
check or collect the previous day’s homework from your hands, tap your fingers, kick your legs, wiggle your arm, arms, hand, hands, finger, fingers,
the students. toes, and stamp your feet. leg, legs, foot, feet, toe, toes Fingers, toes, fingers, toes.
1. I have long arms. Fingers, fingers, toes, toes, fingers, toes.
2. I have small hands. I have long fingers. I have short toes.
Teaching Tip
3. I have short fingers. Fingers, toes, fingers, toes.
A Listen, point, and say. Introduce some extra vocabulary words and write them 4. I have short legs.
1. Use the body parts flashcards and your own on the board so that students who want more options 5. I have big feet.
Extra Practice
6. I have long toes.
body parts to introduce the vocabulary. Say in later activities can refer to them. (Suggested words:
shoulder, elbow, thumb)
each of the keywords and have the students Game Suggestion workbook as homework. You can also have them
repeat it several times. Remind them that complete the worksheet on page 118 of the teacher’s
Game Suggestion Run and Draw It Have two students stand at the back of
usually when there’s more than one of book in class.
Simon Says Explain to the students that you’re going the class. Tell them a key structure sentence using an
something, we add “-s” or “-es” to the end of adjective and body part and then say “Go!” The first
to call out different things for them to do. If you say
its word. But then tell them that sometimes person to draw it on the board wins.
“Simon says” before a command, then the students
plural words are written in other ways (e.g.
should do it. If you don’t say “Simon says,” the
“feet”).
students shouldn’t do it. If any students follow a D Draw yourself and say three things.
2. Have the students look at the picture. Ask them command that they shouldn’t have, they have to sit
what they can see. 1. Ask the students to draw a picture of
down. Then make commands using the keywords and
3. Let the students listen to the recording. Then play the game with the students.
themselves. Tell them that they can draw a
play it again and ask the students to point to realistic picture of themselves or a silly one.
their own body parts and say them. 2. Have the students say three things about
B Listen and circle.
themselves based on their picture. This can be
TR 92 1. Tell the students to listen and circle the body done with a partner, in a small group, or in
1. arms 2. hands 3. fingers
4. legs 5. feet 6. toes
part that is being talked about. front of the class.
2. Check the answer as a class.
84 Unit 8 • My Body 85
8 My Body Lesson 2 My Face Activity Suggestion short.
Dice Sentences Make two dice by putting the lesson’s 3. Explain that each pair should draw one picture
keywords on the sides of one die and the adjectives together and that they can decide if they want
Lesson Objectives their person to be male or female.
used to describe the face parts on the sides of the
other. Have the students take turns rolling the dice. 4. Student 1 should flip the coin first and then
vocabulary
To correctly describe people’s face Ask them to use the words on the dice to make tell student 2 what face part to draw. Then the
parts using the third person verb a sentence using the structure “He/She has (a) students should switch roles.
“has” (adjective) (face part).” After the student says the
sentence, ask the class if it’s a good pairing or not. If 2
Keywords
they think it’s a strange adjective and keyword pairing, When everyone is finished, have the pairs take
head, ears, mouth, eyes, nose, neck
have them say which adjective should go with the turns presenting their pictures to the class.
Key Structures keyword.
He/She has a small head. Differentiation
He/She has big eyes. For above-level students, you can also have them write
B Look and say.
Materials some sentences about their picture after they have
CD tracks 96-99, flashcards 85-96 1. Have the students look at the picture. Ask them finished drawing it.
what they can see.
2. Have the students work in pairs to practice Student Book page 82
describing the people’s face parts.
3. Play the recording to let the students check Song
their answers. 1. Say the lines from the song and have the
Student Book page 70 Game Suggestion
students repeat them. Do this a few times until
Warm Up Simon Says Explain to the students that you’re going TR 98
He has big ears.
to call out different things for them to do. If you say
1. He has big ears. 2. Play the recording and have the students listen
1. Go through your greetings/openings routine. Then “Simon says” before a command, then the students 2. She has a long neck. to the music. Then play it again and have them
check or collect the previous day’s homework from should do it. If you don’t say “Simon says,” the 3. She has a small mouth.
the students. 4. He has big eyes. sing along.
students shouldn’t do it. If any students follow a
2. Review the body parts flashcards from the previous command that they shouldn’t have, they have to sit
5. He has a big nose. 3. Sing the song once more, but before starting
6. She has a small head.
lesson and the key structure. Put the flashcards on down. Then make commands using the keywords and encourage the students to think of some actions
the board. Let the students take turns describing play the game with the students. or gestures for it.
Activity Suggestion 4. Play the instrumental version of the song and
one of their body parts using a flashcard and the
3. Introduce the lesson’s key structures.
key structure. Afterward, ask the class to use a Magazine Pictures Give each student a piece of paper have the students sing along while doing the
4. Let the students listen to the recording. Then and ask them to fold it in half twice to make four
flashcard and the key structure to describe one of actions or gestures they came up with.
your body parts. play it again and tell the students to repeat squares. Have the students work in groups. Give each
what they hear. group a few old magazines. Tell the students to look TR 99
5. Practice the key structures as a class using the Let’s Draw a Monster
through the magazines, cut out four people, and stick
Let’s draw a monster.
A Listen and say. Then practice. face parts above. them on their paper. When everyone is finished, have He has five big, big noses.
1. Use the flashcards to introduce the vocabulary. 6. Have the students work in pairs and practice the students take turns describing the people on their He has eight small, small ears.
paper using the key structures. But only one eye!
Ask the students why some words end in “-s” using the key structures to talk about the face
and some don’t to check if they remember the parts. Let’s draw a monster.
Student Book page 71 She has two small, small mouths.
rules about plural nouns. TR 97 She has three long, long necks.
2. Let the students listen to the recording. Then He has a small head. He has big eyes. Speaking Task But only one head!
play it again and tell the students to point to She has a small head. She has big eyes.
1. He has a small head. 1
their own face parts when they hear them. 2. He has big ears. Extra Practice
Afterward, have the students say the keywords 3. He has a small mouth. 1. Have the students work in pairs. Give each pair
once again as a class. 4. She has big eyes. a coin. workbook as homework. You can also have them
5. She has a small nose.
2. Tell the students to take turns flipping their complete the worksheet on page 119 of the teacher’s
6. She has a long neck.
TR 96 coin. If the coin lands on “heads,” the students book in class.
1. head 2. ears 3. mouth
4. eyes 5. nose 6. neck
should draw something big or long. If it lands
on “tails,” they should draw something small or
8 My Body Lesson 3 Story Game Suggestion and have the students repeat what you say. Ask
Tic-Tac-Toe Draw a 3x3 grid on the board and stick the the students what sound the letter “i” makes
flashcards or write keywords in the boxes. Split the and have them underline the “i” words in their
Lesson Objectives books.
students into two teams. Have a student throw a foam
ball at the grid. If they hit a square, have them make a 4. Practice reading the sentences a few times as a
a text related to the key vocabulary
To complete and present an sentence using the key structure and the flashcard, “I class. Then have the students take turns saying
individualized text have (a) (adjective) (body part),” and draw their team’s the tongue twisters on their own.
symbol (“X” or “O”) in the box. The first team to get
Keywords TR 101
three of their symbols in a row wins the game.
Keywords from lessons 1 and 2 1. Nick hit his hip and lips.
8. Afterward, read the question at the bottom 2. Jill’s pig has a big wig.
Key Structures
of the page. Have the students answer the
question individually or work in pairs and talk Activity Suggestion
Materials about it with their partner. Phonics Die Have the students take turns rolling a die.
The number it lands on will be the number of “i” words
Teaching Tip
they have to say.
Have the students take turns rolling a die. The number
on the die equals the number of body parts they have Extra Practice
to say. Ask the students to complete pages 68-69 in their

Student Book page 72 2. Play the recording and let the students listen to
the story once. Play it a second time and ask B Look and match.
Warm Up
1. Ask the students to match the characters with
1. Go through your greetings/openings routine. Then talking.
the correct descriptions.
check or collect the previous day’s homework from 3. Read the story to the students. Try to change
the students. your voice to match the characters’ voices.
2. Practice the song on page 82 again. Play the music 4. Pause after each scene to check the students’ 1. I have big hands. 2. I have long legs.
Answers
and sing along while the students listen and/or sing comprehension of the plot and any new words 3. I have big eyes. 4. I have short arms.
along. or expressions.
3. Ask the students if they remember the actions and
gestures they created and have them use them to C Make your own story.
6. When the students have a good grasp of the
sing the song as a class. 1. Have the students work in groups of three. Ask
language, have them work in groups of three to
4. Review the flashcards from lessons 1 and 2 and
practice it. them to turn to page 90.
the key structures.
7. Have the groups take turns acting the story out 2. Explain to the groups how to circle their
in front of the class. You can choose whether to preferred option and use the stickers to make
Game Suggestion
have them try it with or without their student their own story. Then have them practice their
Musical Chairs Have the students put their chairs in books. story together.
a circle. Play the song and ask the students to sing 3. Ask each group to act out their stories in front
it while walking around the circle. Stop the song at TR 100 of the class. You can choose whether to have
different points and tell the students to sit down. Any Nick: I have big hands.
Amy: I have long legs. them try it with or without their student books.
students who can’t find a chair are out. Then take
Nick: Ming’s head is really big.
away another chair and repeat. Amy: Yes, it is.
Nick: She has big eyes too.
Tongue Twisters
Amy: Look! That person has long feet.
Nick: It’s Tim!
A Listen. Then act it out. Amy: Tim, you have long feet. them what they can see.
Tim: Yes, but I have short arms. 2. Play the recording and let the students listen to
the tongue twisters.
3. Read the tongue twisters out loud to the class
8 My Body Lesson 4 Wrap Up Game Suggestion
Target Practice Split the class into groups of about four

and spread the flashcards out on the floor. Give one
Lesson Objectives
person from each team a beanbag and ask them to
stand at the back of the class. Read the script from
exercise using the key vocabulary
To practice the key structures by the listening exercise but change the answers. Tell
drawing a monster the students to throw their beanbags at the flashcard
you’re talking about. Whoever’s is closest wins a point
Keywords
for their team.

Speaking Task
Materials
CD track 102, flashcards 85-96 1
1. Have the students work in groups of three.
2. Tell the groups to fold a piece of paper into
three parts and leave it folded.
3. Tell student 1 that they should draw the head
and face of a monster on the first part of the
folded paper, student 2 that they should draw
Student Book page 74 Activity Suggestion the arms, hands, and fingers on the second part
Warm Up Ransom Note Type many different letters in different of the folded paper, and student 3 that they
fonts and sizes and cut them out. Give each student a should draw the legs, feet, and toes on the third
1. Go through your greetings/openings routine. Then piece of paper and have them sit in groups. Then give part of the folded paper.
check or collect the previous day’s homework from each group a big pile of letters. Ask the students to
the students. stick the letters on their paper to spell out the body 2
2. Review the flashcards from lessons 1 and 2 and and face parts from exercise A. After they spell each Then tell the students to unfold their paper. Have
the key structures with the students. Tell the word, tell them to draw a picture of the body or face the groups take turns presenting their monster to
students that you are going to draw a monster on part next to it. the class.
the board. Have them tell you what body and face
parts to draw using the key structures. Extra Practice
1. Have the students look at the pictures. Ask workbook as homework.
A Look and write. them what they can see.
1. Review how to spell the unit’s keywords with 2. Play the recording and tell the students to circle
the students. the correct letters. Check the answers as a class.
2. Have the students look at the boy and practice TR 102
saying what body and face parts he has as a 1. I have a big nose.
class. 2. I have long arms.
3. He has small ears.
3. Ask the students to write the correct body and 4. She has short fingers.
face parts next to the numbers.
4. Check the answers as a class. Answers 1. b 2. a 3. b 4. a
1. eyes 2. mouth 3. nose 4. arms

Answers
5. hands 6. legs 7. feet 8. toes
C Listen and read.

Lesson Objective 1. Tell the students what the passage will be about
Materials them what they see.
the passage.
4. Read the passage to the students. Then read it
as a class.
TR 105
My Brother and Sister
I have a brother and a sister.
My brother has long arms and long legs.
He also has big hands.
He can swim well.
My sister has short arms and short legs.
She can’t ride a bike yet.
But she has big eyes, and she can wink!
Activity Suggestion
TR 103
1. I have small eyes. Funny Reading Have the students work in groups.
Warm Up 2. He’s my grandfather. Tell each group to think of a unique way to read the
3. I can swim. passage. They can change their voices, sing or rap the
1. Show the students the flashcards from units 7 4. She has big hands.
lines, do silly actions, etc. After all the groups have
and 8 and practice saying the keywords and key 5. He can’t cook.
6. She’s my sister. finished reading the passage, have the class vote on
structures from the units.
which group they thought was the funniest.
2. Have the students take turns standing up and
telling the class something they can and can’t do. Answers 3-5-1-4-2-6
Afterward, say what one of the students in the D Choose the correct answers.
class can and can’t do, but don’t say their name.
1. Have the students read the sentences and circle
Encourage the students to guess who it is.
the correct answers.
1. Have the students look at the pictures. Ask 2. Check the answers as a class.
Teaching Tip them what they can see.
Choose a game from unit 7 and/or unit 8 that the 2. Play the recording and tell the students to circle Answers 1. b 2. c
students enjoyed and play it again to practice the the correct letters. Check the answers as a class.
keywords and structures. Extra Practice
TR 104
1. Who is he? He’s my father. Ask the students to complete pages 72-73 in their
A Listen and number. 2. She can drive. workbook as homework.
3. I have big toes.
1. Have the students look at the pictures. Ask 4. It has long arms.

2. Play the recording and tell the students to write Answers 1. b 2. a 3. c 4. b

92 Review 4 93
Little Red Riding Hood to think up actions for it (e.g. pointing at the Lesson 3 and 4
different body parts mentioned in the wolf’s
Reader’s Theater Storybook pages 2–31 songs or cheering and acting out the characters’ Act Out the Story
Lesson Objectives feelings during the ending songs). Then play it
To develop the students’ reading
1. Have all the students stand up, and tell them
again and have the students sing and act along that they are going to perform the story with
fluency by using multiple choral
readings of a story to it. you (and/or other people) as the audience.
To improve the students’ presentation 4. When you come to page 17, ask the class 2. Review the characters’ personalities and
skills by having them perform the “What does the big bad wolf do?” and then
story as a short play
motivations. Go through each one and have the
read the options to them. “The wolf eats student(s) acting them out show you via facial
Red.” (audio track 107) “The wolf eats Red’s expressions, posture, and body language what
Keywords sandwich.” (audio track 108) Have the students kind of personality they have. Encourage the
wolf, hunter, stranger, road, forest,
vote on which ending they want to hear first. students to maintain this kind of acting while
valley, wait, careful
5. After finishing that ending, ask the students if they perform.
Materials they liked it. Then explain that the ending they 3. Clear a stage area for the students to perform
CD tracks 106-108, character masks
didn’t choose is different, have them turn back in. Designate stage left as Red’s house and
to page 17, and go through the other ending stage right as Grandma’s house. You can also
with the students as well. lay down a “road” of cloth or paper to show
6. Once you have finished reading both endings, the path that Red is supposed to walk on but
ask the students which one they liked better doesn’t. In Grandma’s house, there should be
and why. enough space for the kitchen and the bedroom.
Lesson 1 2. Explain to the students that there are three
7. Look at the quizzes on pages 30-31. Have the In the bedroom, you can use a chair or desk for
places in the story: Red’s house, Grandma’s
Reader’s Theater Storybook pages 2-3 students put the pictures in order and discuss Grandma’s bed.
house, and the forest in between. Using the
them as a class. 4. Have the students read through the story while
Warm Up pictures, ask the students where each of the
characters is in different scenes. Ending 1: F-D-C-B-E-A
acting out the stage directions in parentheses
1. Go through your greetings or opening routine. Answers
Ending 2: D-A-F-E-B-C in the book. In addition, teach them the stage
2. Show the students the front cover of the reader’s directions listed below and have them act them
theater storybook and read the title to them. Lesson 2
8. Based on the students’ reactions to the endings, out.
Explain that they will be reading and performing choose one and tell them that they will perform 5. Print out the masks provided online for the
Reader’s Theater Storybook pages 4-31
this story as a class. the story with that ending to help improve their students to cut out, color, and wear in their
3. Go through the keywords with the students to Read and Practice the Story speed and fluency. final performance.
familiarize them with the most common new words
1. Play the recording of the story (audio track 9. Assign the students different roles or let them 6. After the students know all their lines and stage
in the story.
106) for the students to listen to and follow pick their own. To make sure that all the directions, sit back and watch them perform!
along in their books. students can participate, you may need to
Explain the Characters and Settings 2. At the end of each page, pause the recording, assign multiple students to each part and have
Additional Stage Directions
read the lines one by one, and have the them read that part’s lines together.
1. Have the students look at the list of characters Page 7 The wolf and hunter can fake run in circles
and read their names together. Ask them if students repeat them after you. If necessary, Differentiation
and then run off the stage as they say the
they’ve seen these characters before. have them repeat the lines more than once.
For above-level students, you can choose to split them last lines.
Teaching Tip
into groups of five to practice the story on their own. Page 8 Red walks onto the road, and the wolf
Teaching Tip
Use gestures, facial expressions, and funny voices to 10. Play the recording again for the students. comes back onstage.
Give the students a brief preview of what the
characters are like by looking ahead at some of the make the reading more interesting and to help the Similarly pause it at the end of each page, but Page 10 The wolf points, and Red walks off the
pictures (e.g. page 4 for Red and her mom, page 6 students understand what is happening in the story. this time only have the student(s) assigned to road into the forest.
and 7 for the hunter, page 12 and 13 for the wolf and Encourage them to copy these things when they repeat each character say that character’s lines. Page 13 Grandma enters while the previous scene is
Grandma). the lines after you. 11. When the students are ready, have them read ending and pretends to be doing something
through the whole story from start to finish in the kitchen. The wolf pretends to open
3. Each time you come to a new song, play it once the front door.
without the help of the audio guide at all.
for the students before going through it line by Page 14 Red stands where the front door would be
line. At the same time, encourage the students
94 Reader’s Theater Storybook 95

and knocks. When the wolf says to come
in, she runs straight through the house to
the bedroom and doesn’t see Grandma on Workbook Answer Key
the kitchen floor.
Page 15 The wolf jumps forward to grab Red, and
Red jumps back. 2. What color is it? / It’s brown.
Red pretends to hold up the sandwich.
1 My Toys
Page 16 C.
Page 18 When Red gets “eaten” she can hide 1. A: What is it? B: It’s a bike.
behind the chair or desk where the wolf is Lesson 1 pp. 2-3 2. A: What color is it? B: It’s black.
sitting/lying down. 3. A: What is it? B: It’s a black bike.
A.
Page 19 Mom and the hunter pretend to open the
1. robot 2. bike 3. doll
front door and go into the house carefully, Lesson 4
4. balloon 5. teddy bear 6. train pp. 8-9
looking around. They see Grandma and
kneel down to help her. B. A.
Page 20 The hunter makes hand motions and sound 1. teddy bear 2. bike 3. doll 1. white 2. train 3. robot
effects for using scissors. 4. train 5. robot 6. balloon 4. bike 5. balloon 6. teddy bear
Page 21 Red pops out of her hiding place. C. B.
Page 22 Grandma and the hunter pretend to tie up 1. It’s a doll. 2. It’s a bike. 1. What is it? 2. What color is it?
the wolf. 3. It’s a train. 4. It’s a teddy bear. 3. It’s a teddy bear. 4. It’s yellow.
Page 24 The wolf and Red pretend to eat the
D. C.
different types of food.
1. A: What is it? B: It’s a bike. 1. B: It’s a doll. / B: It’s pink.
Page 26 Mom and the hunter throw open the door
2. A: What is it? B: It’s a robot. 2. B: It’s a train. / B: It’s purple.
and run in. Grandma starts to wake up.
3. A: What is it? B: It’s a balloon.
They all look over at Red and the wolf.
Page 28 Grandma cheers.
Lesson 2 2 At School
pp. 4-5
Teaching Tip
A. Lesson 1
When switching between scenes, have the actors who pp. 10-11
1. purple 2. brown 3. white
are not performing hold still in their scene area or go A.
4. pink 5. orange 6. black
off the stage. 5, 2, 4, 6, 3, 1
B.
1. orange 2. brown 3. white B.
4. black 5. purple 6. pink 1. eraser 2. ruler 3. crayon
4. notebook 5. pencil 6. pencil case
C.
1. brown 2. black C.
3. orange 4. purple 1. an eraser 2. a crayon
3. a pencil 4. a notebook
D.
1. A: What color is it? B: It’s pink. D.
2. A: What color is it? B: It’s white. 1. A: What’s this? B: It’s a ruler.
3. A: What color is it? B: It’s black. 2. A: What’s this? B: It’s an eraser.
3. A: What’s this? B: It’s a pencil case.
Lesson 3 pp. 6-7
Lesson 2 pp. 12-13
A.
1-3-5-2-4-6 A.
1. 1st column - 2nd picture
B.
2. 1st column - 1st picture
1. What is it? / It’s a teddy bear.
3. 1st column - 3rd picture
96 Reader’s Theater Storybook 97

4. 2nd column - 2nd picture 1. A: Are they bananas? B: Yes, they are. C.
5. 2nd column - 3rd picture Review 1 2. A: Are they onions? B: No, they aren’t. 1. 4th picture 2. 1st picture
6. 2nd column - 1st picture pp. 18-19 3. A: Are they potatoes? B: Yes, they are. 3. 2nd picture 4. 3rd picture
B. A.
D.
1. b 2. c 3. d 4. a Lesson 3
1. backpack 2. desk 3. map pp. 24-25
1. A: I like cats. B: I don’t like birds.
4. computer 5. chair 6. whiteboard B. A. 2. A: I like frogs. B: I don’t like dogs.
C. 1. What color is it? 1-5-2-4-3-6 3. A: I like turtles. B: I don’t like squirrels.
2. It’s a map.
1. 1st picture 2. 2nd picture B.
3. What’s that? Lesson 2
3. 2nd picture 4. 1st picture pp. 30-31
4. It’s a train. 1. 2.
D. A.
C.
1. A: What’s that? B: It’s a desk. 3. 4. 1. bears 2. elephants 3. giraffes
1. backpack 2. notebook 3. orange
2. A: What’s that? B: It’s a backpack.
4. brother 5. pencil case
3. A: What’s that? B: It’s a whiteboard.
D. C.
Lesson 3 pp. 14-15 1. False 2. True 3. False 1. A: Is it a potato? B: Yes, it is.
2. A: Is it an apple? B: No, it isn’t.
A. 3. A: Are they bananas? B: Yes, they are.
1-5-4-2-3-6 3 At a Farm
B. Lesson 4 pp. 26-27
1. What’s this? / It’s a ruler. Lesson 1 pp. 20-21
A.
2. What’s that? / It’s a notebook.
A. a o n i o n l p
C. 1. carrot 2. potato 3. onion d c a r r o t o 4. 5. 6.
1. A: What’s this? B: It’s an eraser. 4. apple 5. banana 6. orange monkeys lions zebras
c c r r a t d t
2. A: What’s that? B: It’s a pencil case.
B. e n b a n a n a B.
3. A: What’s that? B: It’s a chair.
1. apple 2. banana 3. orange 1. monkeys 2. elephants 3. zebras
x b p n g t z t
4. potato 5. onion 6. carrot 4. giraffes 5. bears 6. lions
Lesson 4 pp. 16-17 a p p l e r q o
C. C.
A. 1. a 2. b 3. b 4. a B. 1. a 2. b 3. a 4. b
1. 2nd picture - map 1. Is it a carrot? 2. Are they apples?
2. 3rd picture - chair D. D.
3. Yes, it is. 4. No, they aren’t.
3. 1st picture - desk 1. A: Is it a carrot? B: Yes, it is. 1. A: Do you like zebras? B: Yes, I do.
4. 5th picture - pencil 2. A: Is it an orange? B: No, it isn’t. C. 2. A: Do you like elephants? B: No, I don’t.
5. 6th picture - notebook 3. A: Is it a potato? B: Yes, it is. 1. B: Is it a banana? B: Are they oranges? 3. A: Do you like giraffes? B: Yes, I do.
6. 4th picture - ruler 2. A: Is it an apple? A: Are they carrots?
Lesson 2 Lesson 3
B. pp. 22-23 pp. 32-33
1. What’s this? A. 4 Animals A.
2. What’s that? 1. banana 2. onions 3. oranges 2-1-5-3-4-6
3. It’s a whiteboard.
B. Lesson 1
4. It’s a backpack. pp. 28-29 B.
1. oranges 2. potatoes 3. bananas A. 1. I don’t like monkeys.
C. 4. onions 5. apples 6. carrots
1. dogs 2. frogs 3. cats 2. I like cats.
1. B: It’s an eraser. B: It’s a whiteboard.
2. A: What’s this? A: What’s that? C. 4. turtles 5. birds 6. squirrels C.
1. Yes, they are. 2. No, they aren’t. B. 1. A: Do you like squirrels? B: No, I don’t.
3. No, they aren’t. 4. Yes, they are. 2. A: Do you like elephants? B: Yes, I do.
1. birds 2. dogs 3. cats
D. 4. squirrels 5. frogs 6. turtles 3. A: Do you like lions? B: No, I don’t.
98 Workbook Answer Key 99

Lesson 4 pp. 34-35
5. The backpack is old. 6. The backpack is new. C. 2. A: Where are the tomatoes?
1. A: Is it an umbrella? B: They’re in the bag.
A. Lesson 2 A: It’s big. 3. A: Where are the peaches?
pp. 40-41
1. birds 2. frogs 3. squirrels 2. A: Is it an old puzzle? B: They’re under the table.
4. monkeys 5. elephants 6. giraffes A. B: It’s a new puzzle.
4, 1, 6, 2, 5, 3 Lesson 3
B. pp. 50-51
1. I don’t like zebras. 2. Do you like turtles? B.

3. Yes, I do. 4. No, I don’t.
6 On a Picnic A.
1. bag 2. picture 3. umbrella 1-4-5-2-3-6
4. jump rope 5. camera 6. puzzle
C. Lesson 1 B.
pp. 46-47
1. A: Do you like frogs? C.
1. under 2. in
B: I like squirrels. 1. a 2. b 3. b 4. a A.
2. A: Do you like giraffes? 1. eggs 2. hamburger C.
D.
B: I like zebras. 3. tomato 4. tomatoes 1. There is a sandwich.
1. A: Is it a big picture? B: Yes, it is. 5. egg 6. hamburgers 2. There is an egg.
2. A: Is it an old bag? B: No, it isn’t. 3. There are two tomatoes.
Review 2 3. A: Is it a short umbrella? B: Yes, it is. B.
4. There are three hamburgers.
1. a tomato two tomatoes
pp. 36-37 5. There are four peaches.
Lesson 3 2. an orange five oranges
A. pp. 42-43 6. There are five cookies.
3. a hamburger seven hamburgers
1. a 2. d 3. b 4. c A. 4. an egg ten eggs
Lesson 4
B. 1-3-5-2-4-6
C.
pp. 52-53
1. Is it a squirrel? 2. No, they aren’t. B. A.

1. a 2. b 3. a 4. b
3. Yes, I do. 4. No, I don’t.
1. Is it an old puzzle? Yes, it is.
D.
C. 2. Is it a big bag? No, it isn’t.
1. There is a bike.
1. zoo 2. like 3. zebras 1.
C. 2. There is a camera. 4.
4. carrots 5. squirrel eggs tomatoes
1. The picture is small. 3. There is an egg.
D. 2. The jump rope is long. 4. There are two hamburgers. 2. hamburgers peaches
3. The camera is new. 5. There are three oranges. 5.
1. True 2. False 3. False
6. There are nine tomatoes. sandwiches cookies
Lesson 4 pp. 44-45

3. 6.
5 School Market Lesson 2 pp. 48-49
A.
1. a long 2. a short 3. a small
A.
Lesson 1 pp. 38-39
umbrella jump rope picture 1. peach 2. sandwich B.
A. 3. cookie 4. sandwiches 1. There are two balloons.
1. 1st picture, left 2. 3rd picture, left 5. cookies 6. peaches 2. Where is the camera?
3. 2nd picture, left 4. 1st picture, right B. 3. It’s under the table.
5. 3rd picture, right 6. 2nd picture, right 4. They’re on the box.
1. The sandwich is in the bag.
B. 2. The peaches are on the table. C.
1. short 2. long 3. old 3. The cookies are under the table. 1. B: There is a sandwich.
4. new 5. big 6. small C. B: It’s on the table.
2. B: It’s in the box.
C. 1. It’s on the table.
4. 5. a new 6. B: They’re under the chair.
1. 1st picture 2. 2nd picture a big puzzle an old bag 2. They’re under the chair.
camera
3. 1st picture 4. 2nd picture 3. It’s in the bag.
D. B. D.
1. The pencil is long. 2. The pencil is short. 1. The doll is big. 2. The jump rope is long. 1. A: Where is the cookie?
3. The notebook is small. 4. The notebook is big. 3. Is it a new bag? 4. No, it isn’t. B: It’s on the box.

1. I can cook. I can’t wink. 5. big hands 6. small feet 2. She has small ears. She has a big mouth.
Review 3 2. He can read. He can’t ride a bike. 3. He has big eyes. He has short arms.
C.
pp. 54-55 3. She can drive. She can’t swim.
2, 4, 1, 3
A. Lesson 4 pp. 70-71
1. c 2. a 3. d 4. b Lesson 3 pp. 60-61
D.
1. I have short arms. 2. I have small feet. A.
B. A. 3. I have long fingers. 4. I have big hands. 1. short legs 2. long arms 3. big hands
1. Yes, it is. 2. No, it isn’t. 1-5-2-4-3-6 5. I have long legs. 6. I have short toes.
3. Where is the egg? 4. They’re in the bag.
B.
C. 1. She’s my sister. Lesson 2 pp. 66-67
1. umbrella 2. new 3. under 2. I can read!
4. cookies 5. bag A.
3. Who is she?
D. C. 1. head h o a s
1. False 2. False 3. True 1. He’s my father. He can cook. - 3rd picture
2. eyes e e s d
2. She’s my sister. She can’t swim. - 1st picture
3. He’s my brother. He can wink. - 2nd picture 4. small feet 5. big eyes 6. a small mouth
7 My Family 3. nose n y e e
B.
Lesson 4 pp. 62-63
Lesson 1 pp. 56-57 4. ears e a c s 1. I have small ears. 2. I have long fingers.
A. 3. He has a big nose. 4. She has a short neck.
A. 5. mouth m e r t h
b o s w i m i m C.
4, 5, 1, 2, 3, 6
r c f r t o t v 6. neck n o u k 1. But he has a short neck.
B. But he has small eyes.
o d s i s t e r
1. brother 2. father 3. sister 2. He has short arms too.
4. grandfather 5. mother 6. grandmother
t n b s m h g e B. She has long fingers too.
h d r i v e z a 1. a small mouth 2. big ears
C. 3. big eyes 4. a small head
e p r l h r q d
1. He’s my father. 5. a long neck 6. a small nose Review 4
r v a c b f k t
2. She’s my mother.
pp. 72-73
3. She’s my grandmother. B. C.
1. neck 2. nose A.
4. He’s my grandfather. 1. I can’t wink. 2. He can cook.
3. eyes 4. ears 1. b 2. d 3. a 4. c
D. 3. He’s my grandfather. 4. She’s my sister.
D. B.
1. A: Who is she? B: She’s my sister. C.
2. A: Who is he? B: He’s my father. 1. He has big eyes. 1. She’s my grandmother.
1. B: She’s my sister.
3. A: Who is he? B: He’s my brother. 2. He has big ears. 2. He can’t ride a bike.
She can swim.
3. He has a small mouth. 3. She has big ears.
2. B: He’s my father.
4. She has a small head. 4. He has short legs.
Lesson 2 pp. 58-59 He can’t ride a bike.
5. She has a small nose. C.
A. 6. She has a short neck.
1. brother 2. hands 3. sister
1. cook 2. drive 3. read 8 My Body 4. ride 5. wink
4. swim 5. wink 6. ride a bike Lesson 3 pp. 68-69
D.
B. Lesson 1 pp. 64-65 A. 1. False 2. True 3. False
1. swim 2. wink 3. read 1-4-2-3-6-5
A.
4. cook 5. drive 6. ride a bike
1. hand 2. feet 3. fingers B.
C. 1. c 2. b
B.
1. can, can’t 2. can’t, can 3. can’t, can
1. long arms 2. long legs C.
D. 3. short toes 4. short fingers 1. I have a long nose. I have small toes.

Unit 1 Lesson 1 Name:
Flip a coin. Then ask and answer. Color.
1. red 2. yellow 3. orange 4. green 5. blue

6. purple 7. brown 8. pink 9. black 10. white
What is it? It’s a robot.
Go to
5
Go
Back to
2
104 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 105
Draw and color. Play tic-tac-toe. Ask and answer.
What’s that? It’s a map.
1. It’s an orange pencil. 2. It’s a pink crayon.
3. It’s a purple eraser. 4. It’s a brown ruler.
5. It’s a black and white 6. It’s an orange and

notebook. purple pencil case.
Draw and write. A Play rock-paper-scissors. Then ask.

1. 2. Win = Ask.
Are they apples? Lose = Answer.
Is it a carrot? Is it an apple?
Yes, . No, .
3. 4.
a banana? Is it a potato?
. .
B Spin and answer.
5. 6.
No, they aren’t.
an onion? a potato?
. .
What do you like? Circle, draw, and say. A Do you like ... ? Write O or X . = like = don't like
Pets Colors 1 2 3 4 5 6
red blue green yellow
Fruit Vegetables
B Ask and answer with your friend. Then fill in the blanks.
I like ... I don’t like ... Do you like zebras? Yes, I do.
Friend 1 Friend 2 Friend 3
1. zebras
2. elephants
3. monkeys
4. giraffes
5. bears
6. lions
A Draw and circle. Cut, glue, and match.

1.
camera Is it an old camera?
2.
puzzle Is it a big puzzle?
The ruler is The teddy bear is The crayon is

3.
Yes, it is.
( long / short ). ( big / small ). ( new / old ).
jump rope Is it a short jump rope?
4.
bag Is it a new bag?
No, it isn’t.
5.
The pencil is The dog is
The car is ( new / old ). ( long / short ). ( big / small ). umbrella Is it a long umbrella?
6.
picture Is it a small picture?
The robot is The computer is The train is

( big / small ). ( new / old ). ( long / short ).
B Play bingo.
Flick a coin. Then say and color. Student
There are two eggs.
coin here!
Put your
Ask and answer. Then draw Student B’s pictures.
Where is ? Where is ? Where are ? Where are ?
Student
Ask and answer. Then draw Student A’s pictures.
Where is ? Where is ? Where are ? Where are ?

coin here!
Put your
Play tic-tac-toe. Ask and answer. A Can you ... ? Circle.

1 2 3
Who is she? She’s my sister. Yes Yes Yes
No No No
swim cook wink
4 5 6
Yes Yes Yes
No No No
ride a bike sing ski
B Make a group of four. Ask and answer. Then check.

I can …
ride
swim cook wink sing ski
a bike
Friend 1
Friend 2
Friend 3
C Present about your friends.

Jane can swim. She can’t …
Cut, glue, and play bingo. I have ... Flip a coin. Then ask and answer.
He has a big nose.
long arms big feet short toes
long fingers short legs big hands
short fingers short arms long legs
Unit 1 Test Page 1
Name: Unit 1 Test Page 2
Name:
A Look and choose. C Look and write.

1. 2.
a train a bike robot It’s Look it
b robot b teddy bear
c bike c doll 1. at this.
d teddy bear d balloon
2. What is ?
3. 4.
a doll a robot 3. a .
b balloon b doll
c teddy bear c train
d robot d bike
D Match and color.
5. a bike 6. a robot 1. It’s a green bike. 2. It’s a yellow teddy bear.
b doll b balloon
a b
c train c train
d balloon d teddy bear
B Listen and color. 110
1. 2. 3. E Look and write.
doll brown What train color red
1. It’s a .
red
2. It’s .
4. 5. 6.
3. is it? It’s a .
4. wn What is it? It’s .

bro
120 Tests • © Neungyule Education, Inc. · NE_Build & Grow © Neungyule Education, Inc. · NE_Build & Grow 121
Unit 2 Test Page 1
Name:
A Look and match. C Look and choose.

1. 4. 1. 2.
a desk a map
notebook crayon b chair b whiteboard
c map c desk
d whiteboard d chair
2. 5.
3. 4.
a chair a whiteboard
pencil ruler b map b map
c desk c chair
d whiteboard d desk
3. 6.
eraser pencil case

D Listen and number. 111
B Look and write.
computer this pencil case backpack that crayon What’s
1. What’s this? It’s a .
E Look and write.

2. that? It’s a .
ruler that notebook this backpack whiteboard
4 1. What’s ? It’s a .
3. What’s ? It’s a .
3
2
4. What’s ? It’s a . 1
Unit 3 Test Page 1
Name:
A Look and choose. C Write the letters.

1. a an orange 2. a an apple a b 1. It’s an onion.
b oranges b apples 2. It’s a carrot.
c an onion c a potato
3. They’re potatoes.
d onions d potatoes c d
4. They’re oranges.
3. 4.
a a potato a a banana
b potatoes b bananas
D Look and write.
c a carrot c an apple
d carrots d apples apple is aren’t it They’re isn’t Yes they
5. 6.
a an onion a a banana 1. Is it a carrot? , .
b onions b bananas
c a carrot c an orange 2. Is it an orange? No, . It’s an .
d carrots d oranges
3. Are they onions?
No, . bananas.
B Look and choose.
1. Is it an apple? 2. Is it a banana? E Listen and write. 112
a Yes, it is. a Yes, it is.

banana food No apples Okay Yes
b No, it isn’t. b No, it isn’t.
c Yes, they are. c Yes, they are. 1. Let’s make some .
d No, they aren’t. d No, they aren’t.
2. !
3. Are they potatoes? 4. Are they onions? 3. Are they ?
a Yes, it is. a Yes, it is. 4. , they are.
b No, it isn’t. b No, it isn’t. 5. Is it a ?
c Yes, they are. c Yes, they are.
d No, they aren’t. d No, they aren’t. 6. , it isn’t. It’s a carrot.
Unit 4 Test Page 1
Name:
A Look and match. C Listen and number. 113
1. 4.
birds bears
2. 5.
cats giraffes
D Look and write.

3. 6.
do I don’t No Yes 1. Do you like zebras?
zebras monkeys , .
1 2
2. Do you like bears?
, .
B Look and write. 3. Do you like monkeys?
dogs like elephants don’t lions frogs
3 4 , .
4. Do you like cats?
1. 2. 3.
, .
E Look and write.
I like . I don’t like . I turtles. do frogs don't squirrels like I Yes
1. Do you like ?
4. 5. 6.
2. No, .
3. Do you like ?
I I . I 4. ,I .
squirrels. . 5. I squirrels too.
Midterm Test Page 1
Name: Midterm Test Page 2
Name:
A Look and choose. C Write and color.

1. 2.
a eraser a banana balloons dog erasers cats robot bananas
b pencil b orange
1. 2. 3.
c ruler c bananas
d crayon d oranges
3. 4.
a bike a balloon
b train b notebook It’s a purple It’s a brown They’re pink
c robot c doll . . .
d teddy bear d backpack
5. 6. 4. 5. 6.
a bird a desk
b frog b whiteboard
c turtle c map
d squirrel d chair They’re orange I like yellow I like black
7. 8.
a lion a carrot . . .
b bear b carrots
c zebra c apple
d giraffe d apples
D Read and match.
1. What is it? 2. Is it a computer? 3. Do you like giraffes?
B Listen and number. 114
a No, I don’t. b It’s a pencil . c Yes, it is.
4. What color is it? 5. Do you like elephants? 6. Are they potatoes?
a Yes, I do. b It’s white. c No, they aren’t.
Midterm Test Page 3
Name: Midterm Test Page 4
Name:
E Look and write. F Listen and choose. 115
1. 2. 3.
onions pencil like this whiteboard No apples Yes
1.
What’s ?
It’s a . a It’s a map. a Yes, it is. a It’s an apple.

b It’s green. b No, it isn’t. b It’s red.
2.
I like . c They’re maps. c Yes, they are. c It’s a potato.
I carrots too. d They’re green. d No, they aren’t. d It’s yellow.
3.
Is it a ? 4. 5. 6.
, it is.
4.
Do you like ? a Yes, it is. a Yes, they are. a It’s blue.
, I don’t. b Yes, they are. b No, they aren’t. b It’s a backpack.
c No, it isn’t. c Yes, I do. c They’re blue.
d No, they aren’t. d No, I don’t. d They’re backpacks.
desk don’t I frogs do squirrel Yes What’s birds
5.
that? G Look and write.
It’s a . don’t elephant It’s is 1. is it?

6. like giraffe this What
It’s a brown . an animal book.
1 2 What’s ?
I like it. 2.
7. It’s a .
Are they ?
3. Is it an ?
, they are.
3 4
Yes, it .
8.
Do you like ?
4. Do you elephants?
, .
No, I .
Unit 5 Test Page 1
Name:

1. camera 2. bag 3. umbrella big it bag is umbrella isn’t
a b a b a b
1. Is it an old ?
c d c d c d
2. No, .
3. Is it an ?
4. Yes, .
4. picture 5. puzzle 6. jump rope 5. Oh, it’s really .
a b a b a b
D Listen and choose. 116
c d c d c d 1. 2. 3. 4.
a Yes, it is. a Yes, it is. a Yes, it is. a Yes, it is.

B Look and write. b No, it isn’t. b No, it isn’t. b No, it isn’t. b No, it isn’t.
old / new long / short big / small E Look and write.
camera picture Yes it No isn’t is
1.
Is it a long umbrella?
, .
1 2 3 4 5 6 2.
Is it a new ?
1. The picture is . 2. The picture is .
, .
3. The jump rope is . 4. The jump rope is . 3.
Is it a small ?
5. The camera is . 6. The camera is .
, .
Unit 6 Test Page 1
Name:

1. 2.
a cookie a tomato
b tomato b sandwich in peaches under
c egg c cookie cookies on sandwich
d peach d egg
1. There is a . 2. There are five .
3. 4.
a egg a sandwich
3. There are six . 4. The peaches are the table.
b sandwich b cookie
c peach c hamburger 5. The sandwich is the bag.
d hamburger d peach 6. The cookies are the table.
5. 6.
a tomato a egg D Listen and match. 117
b cookie b peach
1. 2. 3. 4.
c hamburger c tomato tomato sandwiches peach hamburgers
d sandwich d hamburger
B Write and circle.

1. There are three eggs .
2. There is a .
3. There are two . E Look and write. Where backpack hungry There in
4. There is an . 1. I’m .
2. are cookies.
5. There is a .
3. are they?
6. There are four . 4. They’re the .
Unit 7 Test Page 1
Name:
A Look and match. C Look and choose.

1. 4. 1. 2. 3.
father cook
2. 5. a I can read. a She can drive. a He can cook.

b I can’t read. b She can’t drive. b He can’t cook.
brother ride a bike
c I can swim. c She can ride a bike. c He can wink.
d I can’t swim. d She can’t ride a bike. d He can’t wink.
3. 6.
grandfather wink D Listen and number. 118
B Look and write.
father She’s mother grandmother my sister He’s
1 1. Who is she? E Look and write. read Who can I He’s can’t
3 She’s my .
2. Who is she?
1. is he?
my . 2. my brother.
3. Who is he? He read.
.
2
4
4. Who is she?
3. Look at me.
read.
.
4. See? He can .
Unit 8 Test Page 1
Name:
A Look and choose. C Look and match.

4 1. a neck b head c nose 1. 2. 3. 4.
5
2. a nose b eyes c mouth
3
2 3. a mouth b nose c ears
1 4. a fingers b eyes c mouth
5. a eyes b neck c head
7
6 6. a hands b ears c arms
7. a fingers b arms c hands I have long arms. I have big feet. I have long legs. I have big hands.
8. a feet b toes c legs

10
9. a legs b fingers c toes D Listen and choose. 119
8
9
10. a toes b legs c feet 1. a b 2. a b
B Look and write.

3. a b 4. a b
nose have neck big
E Look and write.
has fingers big head small
1. Look ! He has a big .

1. I have a long . 3. I have ears. 2. Yes, but he has eyes.
2. I a 4. I a big 3. She ears.
mouth. . 4. Yes, and she long .
Final Test Page 1
Name: Final Test Page 2
Name:
A Look and match. C Listen and choose. 120

1. 2. 3. 4. 5.
1. a b 2. a b 3. a b
c d c d c d
cookie train tomato pencil egg 4. a b 5. a b 6. a b
6. 7. 8. 9. 10.
c d c d c d
eyes picture frogs hands potato D Look and write.
grandmother it Who desk under in Where hamburgers

B Look and write. onion squirrel camera carrot cook
hamburger peach balloon puzzle swim 1.
Is it a new ?
Yes, is.
1. 2. 3. 4. 5.
2.
is the sandwich?
It’s the bag.

3.
is she?
6. 7. 8. 9. 10. She’s my .
4.
Where are the ?
They’re the chair.
Final Test Page 3
Name: Final Test Page 4
Name:
E Look and choose. G Look and write.

1. My sister . 2. The egg is . do it backpack I long isn’t sister this
a can drive a the table
1.
b can ride a bike b in the table This pencil is .
c can’t drive c on the table
d can’t ride a bike d under the table 2.
Who is she? She’s my .
3. She has . 4. He has . 3.

Is it an old bike? No, .
a a long neck a big feet
b a short neck b small feet 4.
c long legs c a big mouth What’s ? It’s a .
d short legs d a small mouth
5. Do you like your grandfather?
Yes, .
F Listen and write. 121
on swim umbrella head that legs it peaches is
hamburger ears in Where big father Who tomatoes
6.
1. is he? He can , but she can’t.
2. He’s my .
7. I have a big and short
3. He has big .
.
4. Yes, I have ears too. 8.
What’s ? It’s an .
5. There is a .
9. Is it a small monkey?
6. is it?
Yes, .
7. It’s the box. 10.
8. Oh, there are too. The are the box.
8. They're onions. (bottom, 4th picture) 6. ⓑ 3. A: Where is the peach?
Test Answer Key C.

1.
2.
Write and color.
It's a purple robot.
It's a brown dog.
B.
1.
2.
Look and write.
The picture is big.
The picture is small.
B: It's in the box. (2nd picture)
4. A: Where are the hamburgers?
B: They're on the table. (1st picture)
3. They're pink balloons. 3. The jump rope is long. E. Look and write.
4. They're orange erasers. 4. The jump rope is short. 1. I'm hungry.
B: My name is Tom. (2nd picture) 4. monkeys
Unit 1 5. I like yellow bananas. 5. The camera is new. 2. There are cookies.
2. A: What's this? 5. bears
6. I like black cats. 6. The camera is old. 3. Where are they?
A. Look and choose. B: It's a pencil case. (1st picture) 6. giraffes
4. They're in the backpack.
1. ⓑ 3. A: What's that? D. Read and match. C. Look and write.
B. Look and write.
2. ⓓ B: It's a chair. (3rd picture) 1. ⓑ 1. Is it an old bag?
1. I like frogs.
3. ⓐ 2. ⓒ 2. No, it isn't. Unit 7
E. Look and write. 2. I don't like dogs.
4. ⓒ 3. ⓐ 3. Is it an umbrella?
1. What's this? It's a notebook. 3. I like turtles.
5. ⓐ 4. ⓑ 4. Yes, it is. A. Look and match.
2. What's this? It's a ruler. 4. I don't like squirrels.
6. ⓓ 5. ⓐ 5. Oh, it's really big. 1. grandfather
3. What's that? It's a backpack. 5. I like lions.
6. ⓒ 2. father
B. Listen and color. 4. What's that? It's a whiteboard. 6. I don't like elephants. D. Listen and choose. 116
110
3. brother
1. It's purple. E. Look and write. 1. Is it a small doll? (ⓑ)
C. Listen and number. 113 4. ride a bike
2. It's orange. 1. What's this? 2. Is it a new bag? (ⓐ)
Unit 3 1. A: Do you like birds? 5. cook
3. It's red. It's a whiteboard. 3. Is it a short pencil? (ⓐ)
B: Yes, I do. (2nd picture) 6. wink
4. It's blue. A. Look and choose. 2. I like apples. 4. Is it a big notebook? (ⓑ)
2. A: Do you like turtles?
5. It's black. I like carrots too. B. Look and write.
1. ⓒ B: No, I don't. (3rd picture) E. Look and write.
6. It's pink. 3. Is it a pencil? 1. She's my mother.
2. ⓑ 3. A: Do you like birds? 1. Is it a long umbrella?
Yes, it is. 2. She's my sister.
C. Look and write. 3. ⓐ B: No, I don't. (1st picture) No, it isn't.
4. Do you like onions? 3. He's my father.
1. Look at this. 4. ⓑ 4. A: Do you like turtles? 2. Is it a new camera?
No, I don't. 4. She's my grandmother.
2. What is it? 5. ⓓ B: Yes, I do. (4th picture) Yes, it is.
6. 5. What's that?
3. It's a robot. ⓒ 3. Is it a small picture? C. Look and choose.
D. Look and write. It's a desk.
No, it isn't. 1. ⓒ
D. Match and color. B. Look and choose. 1. No, I don't. 6. It's a brown squirrel.
2. ⓐ
1. ⓑ / green 1. ⓐ 2. Yes, I do. I don't like it.
3. ⓓ
2. ⓐ / yellow 2. ⓑ 3. No, I don't. 7. Are they frogs? Unit 6
3. ⓓ 4. Yes, I do. Yes, they are. D. Listen and number. 118
E. Look and write. 4. ⓒ A. Look and choose. 1. A: Who is she?
8. Do you like birds?
1. It's a train. E. Look and write.
Yes, I do. 1. ⓑ B: She's my mother. She can cook.
2. It's red. C. Write the letters. 1. Do you like frogs?
2. ⓒ (2nd picture)
3. What is it? It's a doll. 1. ⓑ 2. No, I don't. F. Listen and choose. 115
3. ⓐ 2. A: Who is he?
4. What color is it? It's brown. 2. ⓒ 3. Do you like squirrels? 1. What is it? (ⓐ)
4. ⓒ B: He's my brother. He can read.
3. ⓐ 4. Yes, I do. 2. Are they trains? (ⓒ)
5. ⓓ (4th picture)
4. ⓓ 5. I like squirrels too. 3. What’s this? (ⓐ)
Unit 2 6. ⓑ 3. A: Who is she?
D. Look and write. 4. Is it a teddy bear? (ⓒ) B: She's my sister. She can ride a bike.
5. Do you like turtles? (ⓓ) B. Write and circle.
A. Look and match. 1. Is it a carrot? Yes, it is. Midterm Test (3rd picture)
6. What's that? (ⓑ) 1. There are three eggs. (three circles)
1. pencil 2. Is it an orange? No, it isn't. It's an 4. A: Who is he?
2. There is a hamburger. (one circle)
2. notebook apple. A. Look and choose. G. Look and write. B: He's my father. He can drive.
3. There are two tomatoes. (two circles)
3. eraser 3. Are they onions? No, they aren't. 1. ⓒ 1. What is it? (1st picture)
4. There is an egg. (one circle)
4. pencil case They're bananas. 2. ⓓ It's an animal book.
5. There is a tomato. (one circle) E. Look and write.
5. crayon 3. ⓐ 2. What's this?
E. Listen and write. 112 6. There are four hamburgers. (four 1. Who is he?
6. ruler 4. ⓒ It's a giraffe.
1. Let's make some food. circles) 2. He's my brother. He can't read.
5. ⓓ 3. Is it an elephant?
B. Look and write. 2. Okay! 3. Look at me. I can read.
6. ⓓ Yes, it is. C. Look and write.
1. What's this? It's a pencil case. 3. Are they apples? 4. See? He can read.
7. ⓒ 4. Do you like elephants? 1. There is a sandwich.
2. What's that? It's a computer. 4. Yes, they are.
8. ⓑ No, I don't. 2. There are five peaches.
3. What's this? It's a crayon. 5. Is it a banana?
3. There are six cookies. Unit 8
4. What's that? It's a backpack. 6. No, it isn't. It's a carrot. B. Listen and number. 114
4. The peaches are on the table.
1. It's an apple. (top, 3rd picture)
C. Look and choose. Unit 5 5. The sandwich is in the bag. A. Look and choose.
2. They're potatoes. (top, 2nd picture)
1. ⓐ Unit 4 6. The cookies are under the table. 1. ⓐ
3. It's a teddy bear. (top, 4th picture) A. Look and choose.
2. ⓐ 2. ⓒ
4. They're crayons. (top, 1st picture) 1. ⓑ D. Listen and match.
3. ⓓ A. Look and match. 117
3. ⓑ
5. They're lions. (bottom, 3rd picture) 2. ⓒ 1. A: Where is the tomato?
4. ⓒ 1. zebras 4. ⓑ
6. It's a notebook. (bottom, 1st picture) 3. ⓓ B: It's under the table. (3rd picture)
2. cats 5. ⓒ
D. Listen and number. 7. They're monkeys. (bottom, 2nd 4. ⓐ 2. A: Where are the sandwiches?
111
3. birds 6. ⓐ
1. A: What's your name? picture) 5. ⓓ B: They're on the box. (4th picture)
144 Test Answer Key 145

7. ⓑ D. Look and write.
8. ⓐ
9. ⓒ
10. ⓑ
1. Is it a new desk?
Yes, it is.
2. Where is the sandwich?
Contraction Cards
It's in the bag.
B. Look and write.
3. Who is she?
1. I have a long neck. Use these cards to introduce contractions to the students. First, show them the two words that
She's my grandmother.
2. I have a big mouth. make the contraction and have them read each one after you. Then, repeat the words more and
4. Where are the hamburgers?
3. I have big ears.
4. I have a big nose.
They're under the chair. more quickly while the students continue to repeat after you. Move the cards closer together
E. Look and choose. until they are overlapping and you are squishing the pronunciation of the two words together.
C. Look and match.
1. ⓑ Then, show the students the contraction card, read the word, and have them repeat several
1. I have big hands.
2. ⓒ
2. I have long arms.
3. ⓐ
times. Practice saying the key structures with the two-word forms and the contracted forms.
3. I have big feet.
4. ⓓ
4. I have long legs.
F. Listen and write.
it is it’s
121
D. Listen and choose. 119
1. Who is he?
1. He has big eyes. (ⓐ)
2. He's my father.
2. She has a small mouth. (ⓐ)
3. He has big ears.
3. He has short arms. (ⓑ)
4. Yes, I have big ears too.
4. She has small feet. (ⓐ)
5. There is a hamburger.
what is what’s
E. Look and write. 6. Where is it?
1. Look! He has a big head. 7. It's in the box.
2. Yes, but he has small eyes. 8. Oh, there are tomatoes too.
3. She has big ears.
G. Look and write.
4. Yes, and she has long fingers.
1. This pencil is long.
is not isn’t
2. Who is she? She's my sister.
Final Test 3. Is it an old bike? No, it isn't.
4. What's this? It's a backpack.
A. Look and match. 5. Do you like your grandfather?
1. tomato Yes, I do.
2. cookie 6. He can swim, but she can't.
are not aren’t

3. train 7. I have a big head and short legs.
4. egg 8. What's that? It's an umbrella.
5. pencil 9. Is it a small monkey? Yes, it is.
6. picture 10. The peaches are on the box.
7. eyes
8. frogs
do not don’t
9. potato
10. hands
B. Look and write.
1. camera
2. swim
he is he’s
3. peach
4. onion
5. puzzle
6. carrot
7. hamburger
8. balloon
she is she’s
9. cook
10. squirrel
C. Listen and choose. 120
1. The bag is old. (ⓒ)

2. There are cookies. (ⓑ)
can not can’t

3. The jump rope is long. (ⓑ)
4. I can read. (ⓐ)
5. I have a small mouth. (ⓓ)
6. There is a sandwich. (ⓐ)
146 Test Answer Key 147

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1

Shawn Despres • Amy Gradin

Unit 3 At a Farm . . . . . . . . . . . . . . . . . . 40 Worksheets ......................... 104

ISBN: 979-11-253-0986-4 Teacher’s Book with DVD-ROM 1

Senior Managing Editor: Karoline Lee

Cover Design: BLaunch Graphics

Unit Title Lesson 1 Lesson 2 Lesson 3 Lesson 4

Vocabulary: School Supplies Vocabulary: Classroom Objects Vocabulary Wrap Up Activity

Vocabulary: Pets Vocabulary: Zoo Animals Vocabulary Wrap Up Activity

Vocabulary: Food Vocabulary: Food Vocabulary Wrap Up Activity

Vocabulary: Body Parts Vocabulary: Face Parts Vocabulary Wrap Up Activity

4 Scope & Sequence 5

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

Come on, everyone!

14 Games and Activities 15

16 Games and Activities 17

18 Games and Activities 19

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

Materials Game Suggestion

Student Book page 13

A Look and write.

the vocabulary. 5. What’s that? It’s a backpack.

Student Book page 19

Student Book pages 20-21

Target Practice Split the class into groups of about

C Listen and read.

Ask the students to complete pages 20-21 in their

1. Have the students look at the picture. Ask them Song

B Look and match.

1. like 2. don’t like

Flyswatter Put the flashcards from lessons 1 and 2 on

C Listen and read.

them what they can see.

58 Unit 5 • School Market 59

60 Unit 5 • School Market 61

Ask the students to complete pages 42-43 in their

62 Unit 5 • School Market 63

Student Book pages 48-49

64 Unit 5 • School Market 65

Student Book pages 50-51

Student Book pages 56-57

Listen, Run, and Circle Put the flashcards on the board.

Ask the students to complete pages 52-53 in their

C Listen and read.

the students correct you. An example conversation

he/she?” and “He’s/She’s my (family member).” TR 87

Materials B Look and circle.

Answers 1. sister 2. can’t 3. can

C Make your own story.

Student Book pages 66-67

Before playing the recording for the listening exercise,

Student Book page 73

Target Practice Split the class into groups of about four

Key Structures Student Book page 75

1. eyes 2. mouth 3. nose 4. arms

C Listen and read.

them what they can see.

the correct number next to each picture. Check

94 Reader’s Theater Storybook 95

96 Reader’s Theater Storybook 97

98 Workbook Answer Key 99

1. I don’t like zebras. 2. Do you like turtles? B.

1. Is it a squirrel? 2. No, they aren’t. B. A.