Big Show 6 Student Book TG (En)

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Big Show 6 Teacher’s Guide
Tapanga Koe
© 2019 Compass Publishing

All rights reserved. No part of this book may be reproduced,
stored in a retrieval system, or transmitted in any form by any means,
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without prior permission in writing from the publisher.
Project Developer: Ellie Kim

Content Editor: Peggy Anderson
Proofreader: Jenna Myers
Design: Bella Nam
Cover Illustrator: Felipe Van Rompaey
Illustrators: Advocat Ltd., Beehive Illustration, Collaborate Agency Ltd., Deveo Media SRL
email: info@compasspub.com
http://www.compasspub.com
ISBN: 78-1-64015-147-5
10 9 8 7 6 5 4 3 2 1
22 21 20 19
Photo Credits
All photos © Shutterstock, Inc.
Printed in Korea
This is made with nontoxic materials.

Table of Contents
Scope and Sequence 4
Sample Lesson Plan 6
Intro 8
UNIT 1 Where Is This Place? 10
UNIT 2 It Tastes Like Honey, Doesn’t It? 20
UNIT 3 First, Break the Eggs 30
UNIT 4 He Might Go on a Safari 40
Review 1 50
UNIT 5 I’d Like to Explore 52
UNIT 6 Could You Please Put Away the Clothes? 62
UNIT 7 Who Will Vacuum the Floor? 72
UNIT 8 I Was Reading the News 82
Review 2 92
UNIT 9 Have You Ever Explored a Cave? 94
UNIT 10 Has She Packed Her Luggage? 104
UNIT 11 If You Recycle, You’ll Help the Earth 114
UNIT 12 He Should Have Eaten Slowly 124
Review 3 134
Unit Grammar Focus Sentence Patterns Functions
• Information questions • When is your birthday?

• Review asking and giving directions
with when, how, where, - It’s on April 9th.
Intro how much, and which • What shape is this ball?
• Review shopping transactions
• Review identifying people and belongings
• Relative clauses: who, that - It’s a sphere.
• Is this the convenience store where you

bought a snack?
• Where clauses - Yes, it is. / No, it isn’t. • Identifying places
1 • What is this place? • Everyday activities
- This is the dentist’s where I got a
checkup.
• Tag questions
• Preposition: like • This bread / It tastes like honey, doesn’t it? • Describing what something is similar to
2 • verbs: feel, look, smell, - Yes, it does. / No, it doesn’t. • Agreeing or disagreeing with someone
sound, taste
• First, break the eggs. • Giving instructions

3 • Adverbs of sequence
Next / After that, measure the flour. • Cooking
• She might visit the Nile because she is

• Modal auxiliary: might interested in Egypt. • Talking about vacation plans
4 • Conjunction: because • I might not climb a mountain because • Vacation activities
I am scared of heights.
• Where would you like to go? • Talking about where you want to go
• Information questions with
- I’d like to go to a cave. and what you want to do for vacation
5 where and why
• Why would you like to go to a cave? • Nature
• Modal auxiliary: would
- I’d like to explore. • Recreation activities
• Modal auxiliary: could • Could you please turn off the lights?
• Making polite requests
6 • Separable/inseparable - Sure. I’ll turn them off now.
• Chores
phrasal verbs - Yes, I’ll turn them off.
• Who will vacuum the floor?

• Future tense: will to show • Making requests and expressing
- I’ll do it.
7 willingness
• Could you mop the floor?
willingness
• Modal auxiliary: could • Chores
- Sure. / Sorry, I can’t right now.
• Talking about two things happening

• What were you doing while (you were)
• Past progressive tense at the same time
8 • While clauses
taking the subway?
• Public transport and Internet
- I was sending text messages.
communication
• Present perfect tense

• Have you ever looked at the stars? • Talking about past experiences
9 • Past participles
- Yes, I have. / No, I haven’t. • Camping activities
• Adverb: ever
• Has she bought the ticket?

• Present perfect tense • Travel preparations
10 • Past participles
- Yes, she has (bought the ticket).
• Checking completion of tasks
- No, she hasn’t (bought the ticket).
• If you clean up the streets, you’ll help • Community service activities

11 • First conditional if clauses
your community. • Environmental protection
• Modal auxiliary: should • What should you have done?

• Talking about the proper way of
12 have - I should have left home earlier.
doing things
• Past participles - I shouldn’t have eaten so quickly.
Vocabulary Integrate IT CLIL
Review prepositional phrases, personal hygiene, and beauty products
Months, 3D shapes
buy a snack, convenience store, fix my computer, repair shop, town square,
watch a parade
Places Geography
get a checkup, see a show, the dentist’s, theater
cotton candy, honey, medicine, olive, plastic, silk

Describing
Music
Things
pepper, popcorn, wood, wool
add the flour, break the eggs, measure the flour, mix the ingredients, pour the
milk, slice the bananas
Cooking Health
flip the pancake, fry the pancake, heat the pan, melt the butter
be interested in Egypt, go on a safari, like adventure, love animals, ride a jet ski,
visit the Nile Hobbies and
History
Interests
be scared of heights, climb a mountain, go on a tour, not like crowds
beach, canyon, cave, pond, volcano, waterfall

Travel Geography
bungee jump, camp, explore, relax
clean up the room, pick up the boxes, put away the clothes, throw away
the garbage, turn off the lights, turn on the computer
Chores Social Studies
go over the lesson, help me out with my homework, look after my pet,
tidy up the books
dry the dishes, fold the laundry, mow the lawn, set the clock, vacuum the floor,
wash the cat
Volunteering Economics
dust the furniture, make the bed, mop the floor, set the table
check your email, read the news, ride the bus, send text messages, take a taxi,
take the subway
Commuting Technology
stand in line, surf the Internet, wait for the traffic light, watch videos
camp in the woods, catch fireflies, cook marshmallows, explore a cave, look at
the stars, walk on a beach
Camping Geography
get lost, make a campfire, read a compass, set up a tent
book the hotel, buy the ticket, check your passport, make a shopping list,
pack your luggage, rent a car
Vacation Math
charge the camera, get the visa, learn useful phrases, plan the trip
clean up the streets, do volunteer work, donate clothes, help the homeless,
learn first aid, plant a garden Community
Science
Service
recycle bottles, reduce food waste, reuse paper, use public transportation
check the weather, eat slowly, follow the instructions, leave home early,
stretch before the game, study hard
Learning from
Health
eat so quickly, forget the password, spend so much money, stay up late Mistakes
Sample Lesson Plan
Lesson 1
Activity Time Materials
Roll Call 2 min.
Vocabulary Introduction 5 min. FC

Listen and number. 5-10 min. SB / CD
Language 5 min. SB
Linked Story I. Watch and answer. 5 min. SB / CD
Linked Story II. Read. 5-10 min. SB / CD / FC
Linked Story III. Write. 5-10 min. SB / CD / Dictation WS
Assign and explain homework. (Optional) 3-5 min. WB
Bonus Activity (If needed) 5-10 min. Dictation WS
Lesson 2
Roll Call 2 min.
Vocabulary Review 5 min. FC

Linked Story: Vocabulary and Grammar Structure
Review
5-10 min. SB / CD
Listening I. Listen and write. 5-10 min. SB / CD

Listening II. Say and act. 10-15 min. SB
Listening III. Listen and mark. / Mark true or false. 5 min. SB / CD
Lesson 3
Roll Call 2 min.
Vocabulary and Grammar Structure Review 5 min. SB / CD
6
SB Student Book WB Workbook CD Student Book CD
FC Flashcard Dictation WS Dictation Worksheet
Unscramble WS Unscramble Worksheet Writing WS Writing Worksheet
Vocabulary+ Introduction 5 min. FC

Listen and write. 5-10 min. SB / CD
Speaking I. Say and respond. / Ask and answer. 10-15 min. SB / FC
Speaking II. Syllables and accents 5 min. SB / CD
Bonus Activity (If needed) 5-10 min. Unscramble WS
Lesson 4
Roll Call 2 min.
Mime Game: Vocabulary, Vocabulary+,
and Grammar Structure Review
5-10 min. FC
Writing I. Look and write. / Match and write. 10 min. SB

Writing II. Choose and (re)write. 10-15 min. SB
Writing Tip 5-10 min. SB
Assign and explain homework. (Optional) 3-5 min. Writing WS
Lesson 5
Roll Call 2 min.
Pre-reading Discussion 5 min. FC

CLIL Reading 10-15 min. SB / CD
Reading Comprehension I. Read and check. 5 min. SB
Reading Comprehension II. Read and write. 5 min. SB
Discussion: Discuss with your friend. 10 min.
Additional Reading 5-10 min.
7
INTRO
A Trace, listen, and read.

• SB / CD Ask students to open their books to
page 6. Direct students’ attention on the
pictures in part A.
• Do a vocabulary spot check. Point to January
and ask: “What month is this?” Elicit the
response: “It’s January.” Point to July and ask:
“What month is this?” Elicit the response: “It’s
July.”
• Tell students to trace each month. After students
have finished tracing, play track 02 and tell
students to follow along by reading each month
out loud.
B Look and write.

• SB Tell students to look at part B at the bottom
of page 6.
• Point to question 1 and ask students to read the
question together: “When is your birthday?” Elicit
the response: “It’s on April 9th.”
• Complete the activity together as a class.
C Look and write.

• SB Tell students to look at part C at the top of
page 7.
• Review the vocabulary. Tell students to use the
map to help them answer the questions.
• Point to question 1 and ask students to read the
question together: “How do I get to the bank?”
Tell students to find the bank on the map and
elicit the response: “Go straight and turn left
after three blocks.”
D Look and write.

• SB Focus students’ attention on part D on page
8. Tell students to look at the pictures.
• Do a vocabulary spot check. Point to the
toothbrush and ask: “What is this?” Elicit the
response: “It’s a toothbrush.” Point to the hair
dryer and ask: “What is this?” Elicit the response:
“It’s a hair dryer.”
• Tell students to use the shopping list to help
them fill in the blanks. Complete question 1
together as a class: “How much is this
toothbrush?” “It’s two dollars.”
8
E Listen and number.
• SB / CD Ask students to look at part E on the
top of page 9.
• Do a vocabulary spot check. Point to the
soccer ball and ask: “What shape is this?” Elicit
the response: “It’s a sphere.” Point to the cone
and ask: “What shape is this?” Elicit the
response: “It’s a cone.”
• Ask the students to preparea pencil. Tell them to
listen to the audio and number the
vocabulary items in their books according to
the Listen and number part. Play track 03.
• After playing track 03, check the answers
together as a class by calling out the number:
“Number one,” and have students say the
corresponding vocabulary word: “cone.”
F Match and write.

• SB Focus students’ attention on part F on page
9. Tell students to look at the pictures.
• Do a vocabulary spot check. Point to picture a
and ask: “What is he doing?” Elicit the response:
“He’s cleaning the classroom.” Point to picture c
and ask: “What is she doing?” Elicit the
response: “She’s eating an ice cream cone.”
• Point to question 1 and read the question
together as a class: “Which girl is Vicky?” Elicit
the response: “She is the girl who is eating an
ice cream cone.” Ask students: “Which picture
matches this question?” Elicit the response:
“Picture c.”
• Complete activity together as a class.
(Optional) Assign and explain homework.

3-5 min.
• WB Tell students to look at the activities on
page 4 and 5 in the workbook. Explain how to
complete the Match and write activity in part A,
the Look, write, and circle activity in part B, the
Look and write activity in part C, and the
Unscramble and write activity in part D.
• Complete one example of each for parts A, B,
C and D so that the students understand how to
complete the page independently.
• Tell them when they need to complete the
workbook exercises and have them write it in
their workbook on page 4. (**Note: Allow them
to write this in their native language, if
necessary.)
9
UNIT
1 Where Is This
Place?
Lesson 1
Unit Objectives
• Identify different places

• Identify everyday activities
Lesson Objectives
Students will be able to:
• ask and answer questions about different
places
Vocabulary (Key words 1)

convenience repair shop town square
store
watch a fix my buy a snack
parade computer
Core Structure
• Ask information questions using where
clauses
Q: Is this the convenience store where you
bought a snack? Listen and number. 5-10 min.
A: Yes, it is. / No, it isn’t. • SB / CD Ask students to open their books to
page 10. Direct their attention to the vocabulary
Materials items on the page. Ask the students to prepare
• Big Show Student Book, Flashcards, CD a pencil. Tell them to listen to the audio and
with A/V equipment (if available), and number the vocabulary items in their book
dictation worksheet according to the Listen and number part. Play
• Workbook (optional) track 04. After playing track 04, check the
• Bonus activity (if needed): crayons / answers together as a class by calling out the
colored pencils number: “Number one,” and have students say
the corresponding vocabulary item:
“convenience store.”
Vocabulary Introduction 5 min.
• FC Show students the flashcards for the Script Listen and number.
vocabulary items that are on page 10.
• Ask students to repeat after you as you say the 04
1. convenience store
words on each flashcard. Show students the 2. buy a snack
picture first, and then the words on each 3. repair shop
flashcard. Show each card one by one until you 4. fix my computer
have shown all of them. 5. town square
• Show students the pictures on the flashcards 6. watch a parade
one by one again and ask them to tell you the
phrase for each picture on the flashcards. Help • (Optional) Level Tip:
as needed (e.g. tell them what letter the word Higher level: Ask students to spell each word
starts with). after checking the answer. Say: “Number
10
Linked Story I. Watch and answer. 5 min.
• SB / CD Focus students’ attention on the Linked
Story section at the bottom of the page. Explain
that they will listen to a story (and watch a
video, if your classroom is equipped with a TV).
You may also want to ask students to see page
94 to view the full transcript, especially if your
classroom does not have a TV to view the video.
• If teacher or students are equipped with smart
devices, scan the QR code on the page to view
the music video. Students may need assistance
to learn how to do this. If no smart device is
available, use Class Booster, or the URL available
from our homepage at www.compasspub.com/
BigShow to access the music video.
• Play the audio that goes along with track 05.
Ask the students to focus on the words of the
story (either on the TV screen, or in the back of
the book) to follow along.
• Read and answer question 1 together as a class:
“Where can you buy a snack?” “I can buy a
snack at a convenience store.”
• Tell students to answer question 2.
Script Places
05 The things we do in a place can
help us to remember the place.
one,” and have the students respond: For example, you might buy a
“convenience store.” Say: “How do you spell snack at a convenience store.
convenience store?” and have the students If you go back to that store later,
respond: “c-o-n-v-e-n-i-e-n-c-e-(space)-s- you might think, “This is the store
t-o-r-e.” Continue for each word. where I bought a snack.” If you
Lower level: Ask students for more watch a parade in a town square,
information after checking the answer. Say: you might remember later, “This
“Number one,” and have the students is the square where I watched a
respond: “Convenience store.” Say: “Where parade.” Or if you take your
does the boy buy a snack from?” and have computer to a repair shop, you
is students respond: “From the convenience might remember the shop
store.” Continue for each word. because someone fixed your
computer there.
Language 5 min. What is one place that you
remember well?
• SB Ask students to focus on the “Language”
section of the page. Read the examples in the
book together as a class to highlight the
grammar structure: “Is this the convenience Linked Story II. Read 5-10 min.
store where you bought a snack?” “Yes, it is.” • SB / CD Tell the students that you will play the
“No, it isn’t.” story again, and this time they should try to
• Use the grammar structure to go through each read along.
numbered vocabulary item (1-6) in numerical • FC Before you play the story again, put the
order. Call on students individually to answer: flashcards on the board in the front of the class,
“Number three, is this the repair shop where you in order from left to right as they appear in the
fixed your computer?” Continue until you have story from beginning to end: 1. buy a snack, 2.
covered all six vocabulary items using the target convenience store, 3. watch a parade, 4. town
pattern sentence structure.
11
square, 5. fix my computer, and 6. repair shop. • Ask the students to draw, color, and write what
• Ask the students to recite a line from the story they can do or buy at the place on the back of
they heard, while directing their attention to the the dictation worksheet.
flashcards on the board as a visual aid. Point to • Collect the dictation worksheet for assessment
each vocabulary item and say: “Where can you and correction.
buy a snack?” Elicit the response: “I can buy
a snack at a convenience store.” Help them as
necessary. Continue with each flashcard.
• Play the story on track 05 again and read along Lesson 2
with the students.
Linked Story III. Write 5-10 min. Lesson Objectives

• SB / CD / Dictation WS Ask the students to Students will:
close their student books. Distribute the dictation
worksheet for unit 1. Ask students to write their • become more familiar with target
name at the top of the worksheet. (Available for vocabulary and grammar through a story
download at www.compasspub.com/BigShow.) • encounter and explore a story linked to
the theme of the unit
• Play the story on track 05 and ask the students • be able to recognize and name key
to write the words from the story on the vocabulary items in the context of a story
dictation worksheet. (**Note that if this is too • practice using visual clues to assist in
challenging for lower-level students, they may comprehension
view the transcript in the back of the book or on • be able to identify different places and
the TV screen to help them write the words on the everyday activities
dictation worksheet.) • prepare for and participate in a
• Review the answers for the dictation worksheet communicative activity with other students
one by one. Ask students to check their work
and correct any mistakes.
• Collect the dictation worksheet for assessment Materials
and correction (unless you plan to complete the
bonus activity below). • Big Show Student Book, Flashcards, and
CD w/ A/V equipment (if available)
(Optional) Assign and explain homework. • Workbook (optional)
3-5 min.
• WB Tell students to look at the activities on Vocabulary Review 5 min.
page 6 in the workbook. Explain how to • FC Use the flashcards to review the vocabulary.
complete the Look and match activity in part A
and the Look and write activity in part B.
• Complete one example of each for parts A and Linked Story: Vocabulary and Grammar
B so that the students understand how to Structure Review 5-10 min.
complete the page independently. • SB / CD Review the vocabulary and grammar
• Tell them when they need to complete the structure by reading the story from the previous
workbook exercises and have them write it in lesson.
to write this in their native language, if neces- Listening I. Listen and write. 5-10 min.
sary.)
(If needed) Bonus Activity 5-10 min. page 11. Focus students’ attention on the
dialogue at the top.
• Dictation WS Using your native language if • Play track 06 and ask students to read along
necessary, ask the students to describe what and to write what they hear.
they can do or buy at one of the places from • Check the answers together as a class. Ask:
this lesson. Call on a few students and ask them “What does Louie say?” Elicit the response: “Is
to share, in English. that the convenience store where you bought a
snack?”
• Complete the activity as a class.
12
Script • Play track 07 and tell students to mark the
Listen and write. correct answers.
06 Frame 1. • Review the answers as a class.
Louie: Hey, did you see the new
convenience store that Script Listen and mark.
opened up near our school?
Jeff: Yes, I went there yesterday. 07 1. What did Jeff buy?
Louie: Is that the convenience store a. A convenience store
where you bought a snack? b. A school
Jeff: No, it isn’t. That is a different c. A snack
convenience store. d. A different store
Frame 2. 2. Where did Anna go?
Rachel: How was your vacation a. She went out to have fun with
with your family? her friends.
Anna: It was fun! Look at this b. She went on vacation with her
picture we took at the town family.
square. c. She went to town with her family.
Rachel: Oh, wow! It looks nice. d. She went to a parade to take
Is that the town square pictures.
where you saw the
parade? 3. What did Anna see?
Anna: Yes, it is. a. She saw a parade.
b. She saw her family.
c. She saw a picture.
Listening II. Say and act. 10-15 min. d. She didn’t see anything.
• SB Focus students’ attention on the comic strip
in the Listening section on page 11. Tell students
to look at the images and give them about one (Optional) Assign and explain homework.
minute to do so. 3-5 min.
• As students look at the images, ask them what
they can see. Encourage different students to • WB Tell students to look at the picture on page
provide as many words as they can from 7 in the workbook. Explain how to complete
vocabulary set 1 (introduced in lesson 1). the Listen and write activity in part C and the
• Next, ask students questions about the plot, Choose and rewrite activity in part D. Explain
setting, characters in the story, and what they that part C is very similar to what they did in the
think is happening: Jeff is eating a snack. They student book on page 11.
are in front of the convenience store. Use your • Tell them when they need to complete the
native language as necessary and provide workbook exercises and have them write it in
support when needed to the students. Ask few their workbook on page 7. (**Note: Allow them
questions, such as “Where are they?” “What are to write this in their native language, if
they doing?” etc. necessary.)
• Finally, explain to the students that they will now
listen to the story, and that they should read
along and point at the words with their finger
while they listen. It may be helpful to pause after
each frame in the comic strip to assist the
students with navigating the page.
Listening III. Listen and mark. 5 min.

• SB / CD Focus students’ attention on part C in
the Listening section on page 11. Read question 1
as a class: “Number one: What did Jeff buy?”
• Call on students individually to read questions 2
and 3.
13
Lesson 3
Lesson Objectives
Students will:
• encounter and explore a fun story linked
to the theme of the unit
• be able to recognize and name the
second set of key vocabulary items
• practice writing and spelling
• engage in a speaking activity to practice
the vocabulary
Vocabulary+ (Key words 2)

see a show theater
get a checkup the dentist’s
Review / Expansion Structure
• What is this place?
This is the dentist’s where I got a checkup.
Materials
• Big Show Student Book, Flashcards, CD with
A/V equipment (if available), and
unscramble worksheet
• Workbook (optional) Listen and write. 5-10 min.
• Bonus activity (if needed): crayons /
colored pencils • SB / CD Ask students to open their books to
page 12. Direct their attention to the four
vocabulary+ items on the page. Before you play
Vocabulary and Grammar Structure the audio, do a vocabulary spot check.
Review 5 min. 1. Point to picture 1 and ask: “Where is it?” Elicit
the response: “The dentist’s.”
• SB / CD Review the vocabulary and grammar 2. Point to picture 2 and ask: “Where is it?” Elicit
structure by reading the sentences and the response: “The theater.”
role-playing the story from the previous lesson. • Play track 08 and ask the students to write each
word or phrase they hear. Pause the audio after
Vocabulary+ Introduction 5 min. each item in order to give the students enough
• FC Show students the flashcards for the time to write.
• Ask students to repeat after you as you say Script Listen and write.
the word or phrase on each flashcard. Show
students the picture first, and then the word or 08
1. the dentist’s 2. theater
phrase on each flashcard. Show each card one 3. get a checkup 4. see a show
by one until you have shown all of them.
• Show students the pictures on the flashcards
one by one again and ask the students to tell • After the student have finished writing all four
you the word or phrase for each picture on the of the new vocabulary items, call on individual
flashcards. Help as needed (e.g. say the first students and ask them how to spell each
syllable of the word or tell them what word the vocabulary word or phrase.
phrase starts with).
14
Speaking I. Ask and answer. 10-15 min.
• SB / FC Direct the students’ attention to the
illustration at the bottom of page 12. Read the
dialogue in the illustration together: “What is this
place?” Read the response together: “This is the
dentist’s where I got a checkup.”
• Explain to students that they will complete the
dialogue by pointing at different places in the
picture. Hold up a flashcard of one of the words
or phrases in the illustration, for example
theater, and ask the students to point to the
theater in the illustration in their book. Then ask:
“What is this place?” Elicit the response: “This is
the theater where I saw a show.”
• Break the students into small groups of two or
four students, Student(s) A and Student(s) B.
Have A ask the questions and point at the items
in the illustration on page 12. Have B answer.
Then have them switch.
Speaking II. Do the parts of the sentences

go up or down? 5 min.
• SB / CD Ask students to open to their books to
page 12. Direct their attention to part B at the
bottom of the page. Before you play the audio,
tell students to listen if they hear parts of the
sentences go up or down.
• Play track 09 and review the answers as a class.
• (Optional) Level Tip:
Higher level: FC Put the flashcards for the (Optional) Assign and explain homework.
items the dentist’s, theater, get a checkup,
and see a show in a random order on the 3-5 min.
board. Ask students how to spell the words • WB Tell students to look at the activities on
or phrases. Have them come to the front of page 8 in the workbook. Explain how to
the class and write the word or phrase on the complete the Unscramble and write activity in
board under the corresponding flashcard. part E and the Look and write activity in part F.
Allow them to bring their student book with • Complete one example of each for parts E and
them for reference, if necessary. F so that the students understand how to
Lower level: Ask students to read the spelling complete the page independently.
of each word or phrase from their book. • Tell them when they need to complete the
Point to picture 1 and ask: “How do you spell workbook exercises and have them write it in
‘dentist’?” Elicit the response: “d-e-n-t-i-s-t.” their workbooks on page 8. (**Note: Allow them
Point to picture 2 and ask: “How do you spell to write this in their native language, if
‘theater’?” Elicit the response: “t-h-e-a-t-e-r.” necessary.)
Point to picture 3 and ask: “How do you spell
‘checkup’?” Elicit the response: “c-h-e-c-k- (If needed) Bonus Activity. Unscramble
(space)-u-p.”
Point to picture 4 and ask: “How do you spell Worksheet: Reading, Speaking, and
‘show’?” Elicit the response: “s-h-o-w.” Writing Practice 5-10 min.
• Unscramble WS Put students in pairs.
Distribute the unscramble worksheet and ask
students to write their name at the top.
15
• Explain how to complete the unscramble Writing I. Match and write. 10 min.
worksheet. Read the question, talk about what
the answer is, and write the answer. • SB Have students look at part A at the top of
• After completing a few examples together as a page 13.
class, allow the students to finish the worksheet • Point to numbers 1 and 2 and read the
on their own in class. sentence together: ”Yes, that sounds good!
• Collect the unscramble worksheet for Rachel, is this the (blank) where you (blank)?”
assessment and correction. Ask students to fill the blank: “Rachel, is this the
theater where you saw a show?” Then ask which
picture it matches with.
• Tell students to look at each picture to help
Lesson 4 them fill in the blanks.
• Check the answers as a class.
Lesson Objectives Higher level: Call on individual students to
read the questions and answers
Students will: independently in front of the class and
support them as needed while they read.
• encounter some of the target vocabulary
and grammar while learning about an Lower level: Do choral reading. Read each
engaging topic sentence aloud and ask students to repeat
• practice using visual clues to assist with after you. Point at the words as you read
writing them and ask students to do the same.
• develop reading and writing skills
Writing II. Choose and rewrite.
Materials 10-15 min.
• SB Ask the students to look at part B on page
• Big Show Student Book, Flashcards, and CD 13.
with A/V equipment (if available) • Point to number 1 and read it together: “This is
• Workbook (optional) the theater where he saw a show with his
grandmother.”
Mime Game: Vocabulary, Vocabulary+, and
Grammar Structure Review 5-10 min. Writing Tip: this/that/these/those
• FC Explain to the students that they will play 5-10 min.
a game. Mix the flashcards for the vocabulary
and vocabulary+ from unit 1 together. • SB Ask the students to look at the “Tip” box
• Pick one of the flashcards randomly. Look at it at the bottom of the page. Read the contents
and show students. Explain that they will ask a of the box together: this, that = one / these,
question about the item on the flashcard and those = two or more
you will answer. Then they must respond to your • Explain to students that we can use this, that,
answer. For example, if the flashcard you these, and those to replace multiple words.
selected randomly is for the item “convenience (Use your native language to explain this, if
store,” elicit the question: “Where is this place?” necessary.) Ask the students to practice writing
Elicit the response: “This is the convenience store this, that, these, and those a few times under
where I bought a snack.” the “Tip” box.
• After you have demonstrated how the game is • Point out to the students that they have already
played, call students up to the front of the learned this in the grammar structure for this
classroom to mime the different vocabulary unit: “This is the theater where I saw the show.”
items on the flashcards. Finish the activity after
every student has had a chance, or after you
have covered all ten of the vocabulary items.
16
3-5 min.
• Writing WS Distribute the writing worksheet
and ask students to write their name at the top.
• Tell students to write one sentence for each
vocabulary item. Write one sentence together
to explain how to complete the assignment. Ask
students to volunteer to make a sentence using
convenience store. Example: “Is this the
convenience store where you bought milk?”
writing worksheet and have them write it on the
worksheet. (**Note: Allow them to it this in their
native language, if necessary.)
17
Lesson 5
Lesson Objectives
Students will:
• encounter and explore a “real-world”

geography text linked to the theme of the
unit
• develop reading and listening skills
through an engaging text
• practice using visual clues to assist in
developing reading comprehension skills
• prepare for and participate in a
communicative speaking activity with
other students to explain their own ideas
• be able to recognize and name the key
vocabulary items
Materials
• Big Show Student Book, Flashcards, and CD
with A/V equipment (if available)
• Workbook (optional)
Pre-reading Discussion 5 min.

Walk around the classroom to ensure the
• FC Show students the flashcards from unit 1 students are doing this
and say: “Where is this?” Tell them to make • After doing choral reading, read the text one
sentences using each flashcard. more time by doing popcorn reading. Have
• Ask students if they know what “unique” and students take turns reading one line from the
“performing arts” mean. (Use your native story. After they read one line, they call on
language as necessary.) another classmate to read the next line.
• Establish enough background knowledge that • Read the lines of the story until each student has
students will be able to engage in the CLIL had a chance to read and the students have
reading with an understanding of the Sydney become familiar with the words in the story.
Opera House.
Reading Comprehension I. Read and
CLIL Reading: Geography: The Sydney
check. 5 min.
Opera House 10-15 min.
• SB Tell students to look at part B on page 15.
• SB / CD Tell students to look at part A on page • Read question 1 aloud together as a class:
14. Focus students’ attention on the background “Where is the Sydney Opera House?” Review
picture. Discuss it. the answer choices. Ask students to think for a
• Explain to the students that they will listen and moment about what the correct answer is. Ask
read the story on the page. Ask students to students to give the correct answer: “It is in
follow along and point at the words as they hear Australia.”
them. Play track 10. • Complete the activity as a class.
• After playing the track, do choral reading and
ask the students to repeat after you. Ask the
students to point at each word as they read it.
18
• Scan the QR code on the page to view the
animation. If no smart device is available, use
Teacher’s Guide DVD.
• Explain to students that they will read another
story for fun.
• Watch the animation together and discuss it
afterwards as a class.

3-5 min.
page 9 in the workbook. Explain how to
complete the Choose and write activity in part
G and the Read and circle activity in part H.
• Complete one example of each for parts G and
H so that the students understand how to
their workbook on the top of page 9. (**Note:
Allow them to write this in their native language
if necessary.)
Teacher’s Note
_______________________________________
Reading Comprehension II. Read and _______________________________________
write. 5 min. _______________________________________
• SB Tell students to look at part C on page 15. _______________________________________
• Read question 1 aloud together as a class:
_______________________________________
“There are seven theaters inside the Sydney
Opera House.” _______________________________________
• Complete the activity as a class. _______________________________________
_______________________________________
Discussion: Discuss with your friend.
_______________________________________
10 min.
_______________________________________
• Talk with students about famous places.
• Ask students to talk with their friends about a _______________________________________
famous place they know about. Ask them to _______________________________________
describe what people do there. Explain that it
is OK if they think of a word or phrase that isn’t _______________________________________
from unit 1 in the book. _______________________________________
• Walk around the classroom to monitor, help
facilitate conversation, explain unknown words, _______________________________________
etc. _______________________________________
• (**Note: You may allow students to discuss this in
their native language, but they should be able _______________________________________
to talk about a famous place, in English.) _______________________________________
• Ask them to draw a small picture of the famous
place.
19
UNIT
It Tastes Like
2 Honey, Doesn’t It?
Lesson 1
Unit Objectives
• Describe what something is similar to

• Agree and disagree with someone
Lesson Objectives
• ask tag questions
• describe what something is similar to
using like

cotton candy honey silk
plastic olive medicine
Core Structure
• Ask tag questions

Q: This bread tastes like honey, doesn’t it?
A: Yes, it does. / No, it doesn’t.
Listen and number. 5-10 min.
Materials • SB / CD Ask students to open their books to
• Big Show Student Book, Flashcards, CD page 16. Direct their attention to the
with A/V equipment (if available), and vocabulary items on the page. Ask the students
dictation worksheet to take out a pencil. Tell them to listen to the
• Workbook (optional) audio and number the vocabulary items in their
• Bonus activity (if needed): crayons / book according to the Listen and number part.
colored pencils Play track 11. After playing track 11, check the
answers together as a class by calling out the
number: “Number one,” and have students say
Vocabulary Introduction 5 min. the corresponding vocabulary word: “Silk.”
• FC Show students the flashcards for the
vocabulary items that are on page 16. Script Listen and number.
• Ask students to repeat after you as you say the 1. silk 2. plastic
word on each flashcard. Show students the 11
3. olive 4. honey
picture first, and then the word on each 5. medicine 6. cotton candy
flashcard. Show each card one by one until you
have shown all of them.
• Show students the pictures on the flashcards • (Optional) Level Tip:
one by one again and ask them to tell you the Higher level: Ask students to spell each word
word for each picture on the flashcards. Help after checking the answer. Say: “Number
as needed (e.g. tell them what letter the word one,” and have the students respond: “silk.”
starts with). Say: “How do you spell ‘silk’?” and have the
students respond: “s-i-l-k.” Continue for each
word.
20
• Read and answer question 1 as a class: “How
can we describe something that tastes sweet?”
“It tastes like honey.”
Script Describing Things

12 We have five senses. They are
sight, sound, touch, smell, and
taste. Sometimes we can use
the word “like” to describe how
a thing looks, feels, tastes, and
so on. For example, if a piece of
bread tastes sweet, you can say,
Lower level: Ask students for more “This bread tastes like honey.” If
information after checking the answer. Say: something feels light and fluffy,
“Number one,” and have the students you could say it feels like cotton
respond: “silk.” Say: “What color is the silk?” candy. Or if a thing is soft, you
and have the students respond: “The silk is could say it feels like silk. If
light blue.” Continue for each word. something is light and hard, you
could say it feels like plastic. If
Language 5 min. something has a strong smell or
• SB Ask students to focus on the “Language” bitter taste, you could say it smells
section of the page. Read the examples in the or tastes like medicine. If
book together as a class to highlight the something looks light green or
grammar structure: “This bread tastes like black, you could say it looks like
honey, doesn’t it? “Yes, it does.” / “This juice olives. There are many ways to
smells like medicine, doesn’t it?” “No, it doesn’t.” describe how you sense things.
• Use the grammar structure to go through each
numbered vocabulary item (1-6) in numerical
order. Call on students individually to answer: Linked Story II. Read 5-10 min.
“Number one, this shirt feels like silk, doesn’t it?” • SB / CD Tell the students that you will play the
Continue until you have covered all six story again, and this time they should try to
vocabulary items using the target pattern read along.
sentence structure. • FC Before you play the story again, put the
flashcards on the board in the front of the class,
Linked Story I. Watch and answer. 5 min. in order from left to right as they appear in the
• SB / CD Focus students’ attention on the Linked story from beginning to end: 1. honey, 2. cotton
Story section at the bottom of the page. Explain candy, 3. silk, 4. plastic, 5. medicine, and
that they will listen to a story (and watch a 6. olive.
21
• Ask the students to recite a line from the story • Ask the students to draw, color, and write the
they heard, while directing their attention to the name of the thing they talked about on the
flashcards on the board as a visual aid. Point back of the dictation worksheet.
to each vocabulary item and elicit: “This bread • Collect the dictation worksheet for assessment
tastes like honey, doesn’t it?” “Yes, it does.” “No, it and correction.
doesn’t.” Help them as necessary. Continue with
each flashcard.
• Play the story on track 12 again and read along
with the students. Lesson 2
Linked Story III. Write 5-10 min.
Lesson Objectives
• SB / CD / Dictation WS Ask the students to
close their student books. Distribute the dictation Students will:
worksheet for unit 2. Ask students to write their
name at the top of the worksheet. (Available for • become more familiar with target
download at www.compasspub.com/BigShow.) vocabulary and grammar through a story
• Play the story on track 12 and ask the students • encounter and explore a story linked to
to write the words from the story on the dictation the theme of the unit
worksheet. (**Note that if this is too challenging • be able to recognize and name key
for lower-level students, they may view the vocabulary items in the context of a story
transcript in the back of the book or on the TV • practice using visual clues to assist in
screen to help them write the words on the comprehension
dictation worksheet.) • be able to describe what something is like
• Review the answers for the dictation worksheet • prepare for and participate in a
one by one. Ask students to check their work and communicative activity with other students
correct any mistakes.
• Collect the dictation worksheet for assessment
and correction (unless you plan to complete the Materials
bonus activity below).
• Big Show Student Book, Flashcards, and
(Optional) Assign and explain homework. CD with A/V equipment (if available)
3-5 min.
page 10 in the workbook. Explain how to Vocabulary Review 5 min.
complete the Look and match activity in part A • FC Use the flashcards to review the vocabulary.
• Complete one example of each for parts A and
B so that the students understand how to Linked Story: Vocabulary and Grammar
complete the page independently. Structure Review 5-10 min.
• Tell them when they need to complete the • SB / CD Review the vocabulary and grammar
workbook exercises and have them write it in structure by reading the story from the previous
their workbook on page 10. (**Note: Allow them lesson.
necessary.) Listening I. Listen and write. 5-10 min.
(If needed) Bonus Activity 5-10 min. • SB / CD Ask students to open their books to
page 17. Focus students’ attention on the
• Dictation WS Using your native language if dialogue at the top.
necessary, ask the students to describe • Play track 13 and ask students to read along
something they have and how it feels or tastes, and to write what they hear.
using one of the vocabulary words. Call on a few • Check the answer as a class. Ask: “What does
students and ask them to share, in English. Jeff say?” Elicit the response:“This bread tastes
like honey, doesn’t it?”
22
Script Listen and write. Script Mark true or false.
13 Frame 1. 14 1. Jeff thinks the bread tastes sweet
Louie: I bought some bread from like cotton candy.
the convenience store. Would 2. Anna thinks the shirt is soft like
you like to try some? silk.
Jeff: Sure. 3. Rachel does not agree with
Louie: OK, here you are. Anna.
Jeff: Thank you. Wow! It tastes
sweet. This bread tastes like
honey, doesn’t it? (Optional) Assign and explain homework.
Louie: Yes, it does. 3-5 min.
Frame 2. • WB Tell students to look at the activities on
Anna: Do you like this shirt, page 11 in the workbook. Explain how to
Rachel? complete the Listen and write activity in part C
Rachel: Yes, I do. It’s pretty. and the Choose and rewrite activity in part D.
Anna: Wow! It’s soft. This shirt feels Explain that part C is very similar to what they
like silk, doesn’t it? did in the student book on page 17.
Rachel: Yes, it does. • Tell them when they need to complete the
Listening II. Say and act. 10-15 min. to write this in their native language if
• SB Focus students’ attention on the comic strip necessary.),
to look at the images and give them about one
minute to do so.
they can see. Encourage different students to
provide as many words as they can from
vocabulary set 1 (introduced in lesson 1).
• Next, ask students questions about the plot,
setting, characters in the story, and what they
think is happening: Louie and Jeff are eating
bread. Anna and Rachel are in a store. Use
your native language as necessary and provide
support when needed to the students. Ask few
questions, such as “Where are the children?”
“What do you see?” etc.
Listening III. Mark true or false. 5 min.

the Listening section on page 17.
• Play track 14 and tell students to mark true or
false.
• Review the answers as a class.
23
Lesson 3
Lesson Objectives
Students will:
the vocabulary

popcorn wool
wood pepper
• It sounds like popcorn, doesn’t it?
Yes, it does. / No, it doesn’t.
Materials
Review 5 min. 1. Point to picture 1 and ask: “What is it?” Elicit
the response: “It’s wool.”
• SB / CD Review the vocabulary and grammar 2. Point to picture 2 and ask: “What is it?” Elicit
structure by reading the sentences and the response: “It’s wood.”
word they hear. Pause the audio after each
Vocabulary+ Introduction 5-10 min. word in order to give the students enough time
• FC Show students the flashcards for the to write.
• Ask students to repeat after you as you say the Script Listen and write.
word on each flashcard. Show students the 1. wool 2. wood
picture first, and then the word on each 15
3. popcorn 4. pepper
one by one again and ask them to tell you the • After the students have finished writing all four
word for each picture on the flashcards. Help as of the new vocabulary items, call on individual
needed (e.g. say the first syllable of the word or students and ask them how to spell each
tell them what letter the word starts with). vocabulary word.
24
dialogue in the illustration together: “It sounds
like popcorn, doesn’t it?” Read the response
together: “Yes, it does.” “No, it doesn’t.”
dialogue by pointing at different things in the
picture. Hold up a flashcard of one of the words
in the illustration, for example wood, and ask
the students to point to the thing that looks like
wood in the illustration in their book. Then elicit:
“It looks like wood, doesn’t it?” “Yes, it does.” “No,
it doesn’t.”

tell students to listen if they hear parts of the
sentence go up or down.
words wool, wood, popcorn, and pepper in
a random order on the board. Ask students 3-5 min.
how to spell the words. Have them come to • WB Tell students to look at the activities on
the front of the class and write the word on page 12 in the workbook. Explain how to
the board under the corresponding flashcard. complete the Unscramble and write activity in
Allow them to bring their student book with part E and the Look and write activity in part F.
them for reference, if necessary. • Complete one example of each for parts E and
Lower level: Ask students to read the spelling F so that the students understand how to
of each word from their book. complete the page independently.
Point to picture 1 and ask: “How do you spell • Tell them when they need to complete the
‘wool’?” Elicit the response: “w-o-o-l.” workbook exercises and have them write it in
Point to picture 2 and ask: “How do you spell their workbook on page 12. (**Note: Allow them
‘wood’?” Elicit the response: “w-o-o-d.” to write this in their native language, if
Point to picture 3 and ask: “How do you spell necessary.)
‘popcorn’?” Elicit the response: “p-o-p-c-o-r-
n.”
‘pepper’?” Elicit the response: “p-e-p-p-e-r”
25
(If needed) Bonus Activity. Unscramble • After you have demonstrated how the game is
Worksheet: Reading, Speaking, and played, call students up to the front of the
classroom to mime the different vocabulary
Writing Practice 5-10 min. words on the flashcards. Finish the activity after
• Unscramble WS Put students in pairs. every student has had a chance, or after you
Distribute the unscramble worksheet and ask have covered all ten of the vocabulary words.
• Explain how to complete the unscramble Writing I. Look and write. 10 min.
worksheet. Read the question, talk about what • SB Have students look at part A at the top of
the answer is, and write the answer. page 19.
• After completing a few examples together as a • Point to question 1 and do it together: ”This
class, allow the students to finish the worksheet cookie (blank) like (blank), doesn’t it?” “(Blank),
on their own in class. it does.” Ask students to look at the picture to
• Collect the unscramble worksheet for assess- help them fill in the blanks: “This cookie tastes
ment and correction. like honey, doesn’t it?” “Yes, it does.”
• Complete activity together as a class.
Higher level: Call on individual students to
Lesson 4 read the questions and answers
independently in front of the class and
Lesson Objectives support them as needed while they read.
Lower level: Do choral reading. Read each
Students will: sentence aloud and ask students to repeat
after you. Point at the words as you read
• encounter some of the target vocabulary them and ask students to do the same.
and grammar while learning about an
engaging topic
• practice using visual clues to assist with Writing II. Choose and rewrite.
writing 10-15 min.
• develop reading and writing skills • SB Ask the students to look at part B on page
19.
Materials • Point to numbers 1 and 2 and read the sentence
together: “That (blank) like (blank), doesn’t it?”
• Big Show Student Book, Flashcards, and CD Ask student to look at the words in the box and
with A/V equipment (if available) find the answer: “Sounds.” “Popcorn.”
• Workbook (optional) • Complete the activity as a class.

Grammar Structure Review 5-10 min.
• FC Explain to the students that they will play
and vocabulary+ from unit 2 together.
• Pick one of the flashcards randomly. Look at it
and show students. Explain that they will ask a
question about the item on the flashcard and
you will answer. Then they must respond to your
answer. For example, if the flashcard you
selected randomly is for the word “honey,” ask
students to make a sentence: “This bread tastes
like honey, doesn’t it?”
26
3-5 min.
cotton candy. Example: ”The clouds look like
cotton candy.”
worksheet. (**Note: Allow them to write this in
their native language if necessary.)
27
Lesson 5
Lesson Objectives
Students will:

music text linked to the theme of the unit
vocabulary items
Materials

Walk around the classroom to ensure the
• FC Show students the flashcards from unit 2
students are doing this.
and tell them to make sentences using each
• After doing choral reading, read the text one
flashcard.
more time by doing popcorn reading. Have
• Ask students if they know what “electronic
students take turns reading one line from the
music” and “inventor” mean. (Use your native
story. After they read one line, they call on
language as necessary.)
another classmate to read the next line.
• Establish enough background knowledge that
• Read the lines of the story until each student has
students will be able to engage in the CLIL
had a chance to read and the students have
reading with an understanding of the theremin.
become familiar with the words in the story.
CLIL Reading: Music: The Theremin
10-15 min.
check. 5 min.
• SB / CD Tell students to look at part A on page
20. Focus students’ attention on the background • SB Tell students to look at part B on page 21.
picture. Discuss it. • Read question 1 aloud together as a class:
• Explain to the students that they will listen and “What does the theremin look like?” Review
read the story on the page. Ask students to the answer choices. Ask students to think for a
follow along and point at the words as they hear moment about what the correct answer is. Ask
them. Play track 17. students to volunteer to give the correct answer:
• After playing the track, do choral reading and “It looks like a radio.”
ask the students to repeat after you. Ask the • Complete the activity as a class.
28
• Ask them to draw a small picture of the unique
instrument.

story for fun.

3-5 min.
Allow them to write this in their native language,
if necessary.)
Reading Comprehension II. Read and Teacher’s Note

write. 5 min. _______________________________________
• Read number 1 aloud together as a class: “The
theremin was invented in the year (blank)”. Ask _______________________________________
students to think for a moment about what word _______________________________________
goes in the blank. Ask students to volunteer to
give the correct answer: “1920.” _______________________________________
_______________________________________
Discussion: Discuss with your friend. _______________________________________
10 min.
_______________________________________
• Talk with students about unique instruments.
• Ask students to talk with their friends about a _______________________________________
unique instrument they know about. Ask them to _______________________________________
describe what it sounds like. Explain that it is OK
if they think of a word that isn’t from unit 2 in the _______________________________________
book. _______________________________________
• Walk around the classroom to monitor, help _______________________________________
facilitate conversation, explain unknown words,
etc. _______________________________________
• (**Note: You may allow students to discuss this in _______________________________________
their native language, but they should be able
to discuss an instrument, in English.)
29
UNIT
3 First, Break the

Eggs
Lesson 1
Unit Objectives
• Give cooking instructions
Lesson Objectives
• use adverbs of sequence to give

instructions

slice the break the pour the milk
bananas eggs
mix the measure the add the flour
ingredients flour
Core Structure
• Give instructions using adverbs of
sequence
First, break the eggs.
Next / After that, measure the flour. Listen and number. 5-10 min.
Materials page 22. Direct their attention to the
• Big Show Student Book, Flashcards, CD vocabulary items on the page. Ask the students
with A/V equipment (if available), and to take out a pencil. Tell them to listen to the
dictation worksheet audio and number the vocabulary items in their
• Workbook (optional) book according to the Listen and number part.
• Bonus activity (if needed): crayons / Play track 18. After playing track 18, check the
colored pencils answers together as a class by calling out the
the corresponding vocabulary word: “Break the
Vocabulary Introduction 5 min. eggs.”
• Ask students to repeat after you as you say the 1. break the eggs
phrase on each flashcard. Show students the 18
2. mix the ingredients
picture first, and then the phrase on each 3. measure the flour
flashcard. Show each card one by one until you 4. add the flour
have shown all of them. 5. pour the milk
• Show students the pictures on the flashcards 6. slice the bananas
phrase for each picture on the flashcards. Help
as needed (e.g. tell them what word the phrase • (Optional) Level Tip:
starts with). Higher level: Ask students to spell each word
after checking the answer. Say: “Number
one,” and have the students respond: “break
30
• Read and answer question 1 as a class: “What is
the first step in the instructions?” “First, break the
eggs into the bowl.”
Script Cooking
19 Do you know how to make
banana pancakes? It’s easy. You
the eggs.” Say: “How do you spell ‘break’?” need only a few ingredients, and
and have the students respond: “b-r-e-a-k.” the instructions are simple to
Continue for each word. follow. Get all the ingredients
Lower level: Ask students for more together and you are ready to
information after checking the answer. Say: start. First, break the eggs into a
“Number one,” and have the students bowl. Next, pour in the milk. After
respond: “break the eggs.” Say: “What do you that, measure the flour and add it.
break?” and have the students respond: “The Then, mix the ingredients together.
eggs.” Continue for each word. After that, slice the bananas.
Finally, cook the pancakes and
Language 5 min. add the bananas as you cook.
Now, enjoy this healthy breakfast!
• SB Ask students to focus on the “Language”
grammar structure: “First, break the eggs. Next, Linked Story II. Read 5-10 min.
measure the flour.” • SB / CD Tell the students that you will play the
• Use the grammar structure to go through each story again, and this time they should try to
numbered vocabulary item (1-6) in numerical read along.
order. Call on students individually to answer: • FC Before you play the story again, put the
“First, break the eggs. Next, mix the ingredients.” flashcards on the board in the front of the class,
Continue until you have covered all six in order from left to right as they appear in the
vocabulary items using the target pattern story from beginning to end: 1. break the eggs,
sentence structure. 2. pour the milk, 3. measure the flour, 4. add
the flour, 5. mix the ingredients, and 6. slice
the bananas.
31
• Ask the students to recite a line from the story
they heard, while directing their attention to the Lesson 2
flashcards on the board as a visual aid. Point to
each vocabulary item and elicit: “First, break the Lesson Objectives
eggs into a bowl.” Help them as necessary.
Continue with each flashcard. Students will:
with the students. • become more familiar with target
vocabulary and grammar through a story
Linked Story III. Write 5-10 min. • encounter and explore a story linked to
the theme of the unit
• SB / CD / Dictation WS Ask the students to • be able to recognize and name key
close their student books. Distribute the dictation vocabulary items in the context of a story
worksheet for unit 3. Ask students to write their • practice using visual clues to assist in
name at the top of the worksheet. (Available for comprehension
download at www.compasspub.com/BigShow.) • be able to use adverbs of sequence to
• Play the story on track 19 and ask the students give instructions
to write the words from the story on the dictation • prepare for and participate in a
worksheet. (**Note that if this is too challenging communicative activity with other students
for lower-level students, they may view the
transcript in the back of the book or on the TV
screen to help them write the words on the Materials
dictation worksheet.)
• Review the answers for the dictation worksheet • Big Show Student Book, Flashcards, and
one by one. Ask students to check their work and CD with A/V equipment (if available)
correct any mistakes. • Workbook (optional)
bonus activity below). Vocabulary Review 5 min.
• FC Use the flashcards to review the vocabulary.
3-5 min. Linked Story: Vocabulary and Grammar
• WB Tell students to look at the activities on Structure Review 5-10 min.
• SB / CD Review the vocabulary and grammar
structure by reading the story from the previous
lesson.
B so that the students understand how to
Listening I. Listen and write. 5-10 min.
• Tell them when they need to complete the • SB / CD Ask students to open their books to
workbook exercises and have them write it in page 23. Focus students’ attention on the
their workbook on page 14. (**Note: Allow them dialogue at the top.
to write this in their native language, if • Play track 20 and ask students to read along
necessary.) and to write what they hear.
• Check the answer as a class. Ask: “What does
(If needed) Bonus Activity 5-10 min. Anna say?” Elicit the response: “After that,
measure the flour.”
• Dictation WS Using your native language if • Complete the activity as a class.
necessary, ask the students to describe one of
the steps to make banana pancakes. Call on a
few students and ask them to share, in English.
• Ask the students to draw, color, and write the
step on the back of the dictation worksheet.
and correction.
32
Script Listen and write. Script Listen and mark.
20 Frame 1. 21 1. What did Jeff do?
Teacher: OK, class. Today we’re a. He broke the eggs.
going to make pancakes. b. He mixed the ingredients.
Do you know how to make c. He measured the flour.
pancakes? d. He added the flour.
What’s the first thing we
should do? 2. What did Rachel do?
Jeff: First, break the eggs. Then, a. She measured the flour.
pour the milk. b. She added the flour.
Anna: Done! After that, measure c. She mixed the ingredients.
the flour. d. She sliced the bananas.
Frame 2.
Teacher: Good. What should we do 3. What did the teacher say to do
next? last?
Rachel: Next, add the flour. a. Mix the ingredients.
Louie: Then, mix the ingredients. b. Break the eggs.
Teacher: Right. And finally, slice c. Measure the flour.
the bananas. d. Slice the bananas.
Listening II. Say and act. 10-15 min. (Optional) Assign and explain homework.
• SB Focus students’ attention on the comic strip 3-5 min.
to look at the images and give them about one • WB Tell students to look at the activities on
minute to do so. page 15 in the workbook. Explain how to
• As students look at the images, ask them what complete the Listen and write activity in part C
they can see. Encourage different students to and the Choose and rewrite activity in part D.
provide as many words as they can from Explain that part C is very similar to what they
vocabulary set 1 (introduced in lesson 1). did in the student book on page 23.
• Next, ask students questions about the plot, • Tell them when they need to complete the
setting, characters in the story, and what they workbook exercises and have them write it in
think is happening: They are in the kitchen. their workbook on page 15. (**Note: Allow them
They are cooking. Use your native language as to write this in their native language, if
necessary and provide support when needed to necessary.)
the students. Ask few questions, such as “Where
are they?” “What are they doing?” etc.

the Listening section on page 23. Read question
1 as a class: “Number one: What did Jeff do?”
and 3.
• Play track 21 and tell students to mark the
correct answers.
33
Lesson 3
Lesson Objectives
Students will:
the vocabulary

flip the pancake melt the butter
heat the pan fry the pancake
• First, heat the pan.
After that, melt the butter.
Materials
the response: “Heat the pan.”
structure by reading the sentences and the response: “Melt the butter.”
phrase they hear. Pause the audio after each
Vocabulary+ Introduction 5 min. phrase in order to give the students enough
phrase on each flashcard. Show students the
picture first, and then the phrase on each 22
1. heat the pan
flashcard. Show each card one by one until you 2. melt the butter
have shown all of them. 3. fry the pancake
• Show students the pictures on the flashcards 4. flip the pancake
as needed (e.g. say the first word of the phrase).
34
Speaking I. Say and respond. 10-15 min.
dialogue in the illustration together: “First, heat
the pan. After that, melt the butter.”
• Explain to students that they will complete
the dialogue by pointing at different items in
the picture. Hold up a flashcard of one of the
phrases in the illustration, for example add the
flour, and ask the students to point to the
picture. Then say: “First, add the flower.” “After
that, mix the ingredients.”
Have them take turns giving instructions on how
to make pancakes.
Speaking II. Which words sound the

strongest? 5 min.
page 24. Direct their attention part B at the
tell students to listen to which words sound the
strongest.
• Play track 23 and review answer as a class.

• After the students have finished writing all four 3-5 min.
of the new vocabulary items, call on individual • WB Tell students to look at the activities on
students and ask them how to spell each page 16 in the workbook. Explain how to
vocabulary item. complete the Unscramble and write activity in
• (Optional) Level Tip: part E and the Look and write activity in part F.
Higher level: FC Put the flashcards for the • Complete one example of each for parts E and
phrases heat the pan, melt the butter, fry F so that the students understand how to
the pancake, and flip the pancake in a complete the page independently.
random order on the board. Ask students how • Tell them when they need to complete the
to spell the words. Have them come to the workbook exercises and have them write it in
front of the class and write the phrase on the their workbook on page 16. (**Note: Allow them
board under the corresponding flashcard. to write this in their native language, if
Allow them to bring their student book with necessary.)
them for reference, if necessary.
Lower level: Ask students to read the spelling
of each word from their book. (If needed) Bonus Activity. Unscramble
‘heat’?” Elicit the response: “h-e-a-t.” Worksheet: Reading, Speaking, and
Point to picture 2 and ask: “How do you spell Writing Practice 5-10 min.
‘melt’?” Elicit the response: “m-e-l-t.” • Unscramble WS Put students in pairs.
Point to picture 3 and ask: “How do you spell Distribute the unscramble worksheet and ask
‘fry’?” Elicit the response: “f-r-y.” students to write their name at the top.
Point to picture 4 and ask: “How do you spell • Explain how to complete the unscramble
‘flip’?” Elicit the response: “f-l-i-p.” worksheet. Read the question, talk about what
the answer is, and write the answer.
35
• After completing a few examples together as a • (Optional) Level Tip:
class, allow the students to finish the worksheet Higher level: Call on individual students to
on their own in class. read the questions and answers
• Collect the unscramble worksheet for independently in front of the class and
assessment and correction. support them as needed while they read.
sentence aloud and ask students to repeat
Lesson 4 them and ask students to do the same.
Lesson Objectives Writing II. Choose and rewrite.

Students will: 10-15 min.
• encounter some of the target vocabulary 25.
and grammar while learning about an • Point to question 1 and do it together: “(Blank)
engaging topic together.” Tell students to use one of the phrases
• practice using visual clues to assist with from the box to fill in the blank: “Then, mix the
writing butter and sugar together.”
• develop reading and writing skills • Complete the activity as a class.
Materials Writing Tip: Adverbs of sequence

5-10 min.
• Big Show Student Book, Flashcards, and CD • SB Ask the students to look at the “Tip” box at
with A/V equipment (if available) the bottom of the page. Read the contents of
• Workbook (optional) the box together: next = after that = then
• Explain to students that adverbs of sequence
Mime Game: Vocabulary, Vocabulary+, and help make instructions clearer. (Use your
native language to explain this, if necessary.)
Grammar Structure Review 5-10 min. Ask the students to practice writing next, after
• FC Explain to the students that they will play that and then a few times under the “Tip” box.
a game. Mix the flashcards for the vocabulary • Point out to the students that they have already
and vocabulary+ from unit 3 together. learned this in the grammar structure for this
• Call on individual students to come up and pick unit: “Then, mix the ingredients together.”
a flashcard and put it in the correct order of
making banana pancakes.
• Finish the activity after every student has had a
chance, or after you have covered all ten of the
vocabulary words.
Writing I. Match and write. 10 min.

• SB Have students look at part A at the top of
page 25.
• Point to number 1 and read the sentence
together: “First, (blank) eggs.” Ask students to
fill in the blank: “First, break the eggs.” Then ask
which picture it matches with.
• Tell students to look at each picture to help
them fill in the blanks.
36
3-5 min.
slice the bananas. Example: ”Next, slice the
bananas.”
their native language, if necessary.)
37
Lesson 5
Lesson Objectives
Students will:

health text linked to the theme of the unit
vocabulary items
• be able to ask and answer information
questions with what
Materials

• FC Show students the flashcards from unit 3 Walk around the classroom to ensure the
and tell them to make sentences using each students are doing this.
flashcard. • After doing choral reading, read the text one
• Ask students if they know what “nutrients” and more time by doing popcorn reading. Have
“recharge” mean. (Use your native language as students take turns reading one line from the
necessary.) story. After they read one line, they call on
• Establish enough background knowledge that another classmate to read the next line.
students will be able to engage in the CLIL • Read the lines of the story until each student has
reading with an understanding of being healthy had a chance to read and the students have
and strong. become familiar with the words in the story.
CLIL Reading: Health: Healthy and Strong Reading Comprehension I. Read and
10-15 min. check. 5 min.
• SB / CD Tell students to look at part A on page • SB Tell students to look at part B on page 27.
26. Focus students’ attention on the • Read question 1 aloud together as a class:
background picture. Discuss it. “What will happen if you don’t exercise?” Review
• Explain to the students that they will listen and the answer choices. Ask students to think for a
read the story on the page. Ask students to moment about what the correct answer is. Ask
follow along and point at the words as they hear students to volunteer to give the correct answer:
them. Play track 24. “You’ll feel tired easily.”
• After playing the track, do choral reading and • Complete the activity as a class.
38
• Ask them to draw a small picture of themselves
exercising.

story for fun.

3-5 min.
if necessary.)

write. 5 min. _______________________________________
• Read question 1 aloud together as a class: “You
need three things to be healthy. (Blank), you _______________________________________
need to eat good food to give your body _______________________________________
energy”. Ask students to think for a moment _______________________________________
about what word goes in the blank. Ask students
to volunteer to give the correct answer: “First.” _______________________________________
_______________________________________
_______________________________________
10 min.
_______________________________________
• Talk with students about exercising.
• Ask students to talk with their friends about their _______________________________________
favorite kind of exercise. Ask them to talk about _______________________________________
when they exercise. Explain that it is OK if they
think of something that isn’t from unit 3 in the _______________________________________
book. _______________________________________
etc. _______________________________________
their native language but they should be able to
talk about exercise, in English.)
39
UNIT
4 He Might Go on
a Safari
Lesson 1
Unit Objectives
• Talk about possible vacation plans and

activities
Lesson Objectives
• use modal auxiliary might

• use conjunction because

visit the Nile ride a jet ski go on a safari
be interested
like adventure love animals in Egypt
Core Structure
• Modal auxiliary might
She might visit the Nile because she is
interested in Egypt.
• Conjunction because Listen and number. 5-10 min.
I might not climb a mountain because I
am scared of heights. • SB / CD Ask students to open their books to
page 28. Direct their attention to the
Materials vocabulary items on the page. Ask the students
• Big Show Student Book, Flashcards, CD to take out a pencil. Tell them to listen to the
with A/V equipment (if available), and audio and number the vocabulary items in their
dictation worksheet book according to the Listen and number part.
• Workbook (optional) Play track 25. After playing track 25, check the
the corresponding vocabulary expression: “Visit
the Nile.”
vocabulary items that are on page 28. 1. visit the Nile
25
• Ask students to repeat after you as you say the 2. be interested in Egypt
phrase on each flashcard. Show students the 3. go on a safari
picture first, and then the phrase on each 4. love animals
flashcard. Show each card one by one until you 5. ride a jet ski
have shown all of them. 6. like adventure
as needed (e.g. tell them what word the phrase Higher level: Ask students to spell each word
one,” and have the students respond: “visit the
40
• Read and answer question 1 as a class: “Why
might people visit the Nile?” “They might visit the
Nile because they are interested in Egypt.”
Script Hobbies and Interests

26 People have different hobbies and
interests. They do things they
Nile.” Say: “How do you spell ‘the Nile’?” and enjoy and are interested in. Some
have the students respond: “t-h-e-(space)- people enjoy traveling. They
(capital)-N-i-l-e.” Continue for each word. might visit the Nile because they’re
Lower level: Ask students for more interested in Egypt. Some people
information after checking the answer. Say: love animals. They might go on a
“Number one,” and have the students safari because they want to see
respond: “visit the Nile.” Say: “Where are they animals living in nature. Many
visiting?” and have the students respond: “The people enjoy outdoor activities.
Nile.” Continue for each word. They might ride a jet ski because
they like adventure. There are
Language 5 min. many different kinds of hobbies
and interests. What do you like to
• SB Ask students to focus on the “Language” do?
grammar structure: “She might visit the Nile
because she is interested in Egypt.” “He might Linked Story II. Read 5-10 min.
go on a safari because he loves animals.” • SB / CD Tell the students that you will play the
• Use the grammar structure to go through each story again, and this time they should try to
numbered vocabulary item (1-6) in numerical read along.
order. Continue until you have covered all six • FC Before you play the story again, put the
vocabulary items using the target pattern flashcards on the board in the front of the class,
sentence structure. in order from left to right as they appear in the
story from beginning to end: 1. visit the Nile, 2.
be interested in Egypt, 3. love animals, 4. go
on a safari, 5. ride a jet ski, and 6. like
adventure.
41
• Ask the students to recite a line from the story • Ask the students to draw, color, and write the
they heard, while directing their attention to the vocabulary phrase on the back of the dictation
flashcards on the board as a visual aid. Point worksheet.
to visit the Nile and be interested in Egypt and • Collect the dictation worksheet for assessment
elicit: “They might visit the Nile because they’re and correction
interested in Egypt.” Help them as necessary.
Continue with each flashcard.
Lesson Objectives
dictation worksheet.) • be able to talk about possible vacation
plans and activities
3-5 min. • Workbook (optional)
and the Look and write activity in part B. • FC Use the flashcards to review the vocabulary.
workbook exercises and have them write it in • SB / CD Review the vocabulary and grammar
their workbook on page 18. (**Note: Allow them structure by reading the story from the previous
to write this in their native language, if lesson.
necessary.)
• Dictation WS Using your native language if page 29. Focus students’ attention on the
necessary, ask the students to describe one of dialogue at the top.
the vocabulary phrases (e.g. ride a jet ski). Call • Play track 27 and ask students to read along
on a few students and ask them to share, in and to write what they hear.
English. • Check the answer as a class. Ask: “What does
Rachel say?” Elicit the response:“I might go on a
safari because I love animals.”
42
Script Listen and write. Listening III. Mark true or false. 5 min.
Frame 1. • SB / CD Focus students’ attention on part C in
27
Anna: What are you going to do the Listening section on page 29.
during the vacation, Rachel? • Play track 28 and tell students to mark true or
Rachel: Well, I might go on a safari false.
with my family. • Review the answers as a class.
Anna: Wow! Really? That sounds
interesting. Why might you Script Mark true or false.
go on a safari?
Rachel: I might go on a safari 28 1. Rachel might go on a safari.
because I love animals. 2. Rachel might go on a safari
Anna: Yes, you do love animals. because she loves traveling.
3. Jeff might ride a jet ski at the
Frame 2. lake.
Louie: What are you going to do
during the vacation, Jeff?
Jeff: I’m going to go camping at (Optional) Assign and explain homework.
the lake with my parents.
Louie: Oh, that sounds fun. What 3-5 min.
are you going to do at the • WB Tell students to look at the activities on
lake? page 19 in the workbook. Explain how to
Jeff: I might ride a jet ski because I complete the Listen and write activity in part C
love adventure. and the Choose and rewrite activity in part D.
Louie: Right. You do love Explain that part C is very similar to what they
adventure. did in the student book on page 29.
Listening II. Say and act. 10-15 min. their workbook on page 19. (**Note: Allow them
• SB Focus students’ attention on the comic strip necessary.)
minute to do so.
think is happening: They are in the classroom.
They are talking about vacation plans. Use
questions, such as “Where are they?” “What are
they doing?” etc.
43
Lesson 3
Lesson Objectives
Students will:
the vocabulary

be scared of heights not like crowds
go on a tour climb a mountain
• I might climb a mountain because I like
adventure.
Materials
the response: “Go on a tour.”
structure by reading the sentences and the response: “Not like crowds.”
Vocabulary+ Introduction 5 min. phrase in order to give the students enough
1. go on a tour
flashcard. Show each card one by one until you 2. not like crowds
have shown all of them. 3. climb a mountain
• Show students the pictures on the flashcards 4. be scared of heights
phrase for each picture on the flashcards. Help • After the students have finished writing all four
as needed (e.g. say the first word of the phrase). of the new vocabulary items, call on individual
students and ask them how to spell each
vocabulary item.
44
Speaking I. Say and respond. 10-15 min.
dialogue in the illustration together: “I might
climb a mountain because I like adventure.”
“I might not climb a mountain because I am
scared of heights.”
dialogue by pointing at different activities in
phrases in the illustration, for example not like
crowds, and ask the students to point to it in
the illustration in their book. Then ask students
to make a sentence: “I might not go on a tour
because I don’t like crowds.”
Have them take turns making sentences about
the illustration.
Speaking II. How many syllables are there

in each word? 5 min.
tell students to think of how many syllables each
word has.
• Play track 30 and review answers as a class.
phrases go on a tour, not like crowds, climb
a mountain, and be scared of heights in a 3-5 min.
random order on the board. Ask students how • WB Tell students to look at the activities on
to spell the words. Have them come to the page 20 in the workbook. Explain how to
front of the class and write the phrase on the complete the Unscramble and write activity in
board under the corresponding flashcard. part E and the Look and write activity in part F.
Allow them to bring their student book with • Complete one example of each for parts E and
them for reference, if necessary. F so that the students understand how to
of each word from their book. • Tell them when they need to complete the
‘tour’?” Elicit the response: “t-o-u-r.” their workbook on page 20. (**Note: Allow them
‘crowds’?” Elicit the response: “c-r-o-w-d-s.” necessary.)
‘mountain’?” Elicit the response: “m-o-u-n-t- (If needed) Bonus Activity. Unscramble
a-i-n.”
‘heights’?” Elicit the response: “h-e-i-g-h-t-s.” Writing Practice 5-10 min.
• Unscramble WS Put students in pairs.
Distribute the unscramble worksheet and ask
45
class, allow the students to finish the worksheet on • Point to sentence 1 and read it together: ”I
their own in class. might not (blank) because I (blank).”
• Collect the unscramble worksheet for • Tell students to look at the picture to help them
assessment and correction. fill in the blanks.
Lesson Objectives Lower level: Do choral reading. Read each
engaging topic Writing II. Choose and write.
• practice using visual clues to assist with
writing 10-15 min.
31.
• Point to number 1 and read the sentence
Materials together: “Louie (blank) and travel.” Tell students
to choose one of the phrases from the box to fill
• Big Show Student Book, Flashcards, and CD in the blank: “Louie likes adventure and travel.”
with A/V equipment (if available) • Complete the activity as a class.
Writing Tip: Definite article “the”
5-10 min.
• SB Ask the students to look at the “Tip” box
Grammar Structure Review 5-10 min. at the bottom of the page. Read the contents
• FC Explain to the students that they will play of the box together: Do not use the with the
a game. Mix the flashcards for the vocabulary names of: lakes or mountains (Mount Everest);
and vocabulary+ from unit 4 together. towns, cities, countries, or continents (San
• Put two flashcards together and show students. Francisco). Use the with: the names of countries
Explain that they will make a sentence using the whose names are plural (the United States);
two flashcards. For example, if the flashcards any place or thing where part of the name is a
you selected are love animals and go on a common noun (the United Kingdom); deserts,
safari, elicit: “I might go on a safari because I rivers, and oceans (the Nile River).
love animals.” • (Use your native language to explain this, if
• After you have demonstrated how the game is necessary.) Ask the students to practice writing
played, call students up to the front of the the United States, the United Kingdom, and
classroom to mime the different vocabulary the Nile under the “Tip” box.
items on the flashcards. Finish the activity after • Point out to the students that they have already
every student has had a chance, or after you learned this in the grammar structure for this
have covered all ten of the vocabulary items. unit: “I might go to the Nile because I’m
interested in Egypt.”
46
3-5 min.
vocabulary item pair. Write one sentence
together to explain how to complete the
assignment. Ask students to volunteer to make
a sentence using visit the Nile Example: ”We
might visit the Nile because we are interested in
Egypt.”
47
Lesson 5
Lesson Objectives
Students will:

history text linked to the theme of the unit
vocabulary items
Materials

• FC Show students the flashcards from unit 4 students to point at each word as they read it.
and elicit: “I might (blank) because I (blank).” Walk around the classroom to ensure the
Tell students to make sentences using each students are doing this.
• Ask students if they know what “flow,” “ancient,” more time by doing popcorn reading. Have
and “pyramid” mean. (Use your native language students take turns reading one line from the
as necessary.) story. After they read one line, they call on
reading with an understanding of Egypt. had a chance to read and the students have
CLIL Reading: History: Amazing Egypt
10-15 min.
check. 5 min.
• SB / CD Tell students to look at part A on page
32. Focus students’ attention on the background • SB Tell students to look at part B on page 33.
picture. Discuss it. • Read question 1 aloud together as a class:
• Explain to the students that they will listen and “What is the Nile?” Review the answer choices.
read the story on the page. Ask students to Ask students to think for a moment about what
follow along and point at the words as they hear the correct answer is. Ask students to volunteer
them. Play track 31. to give the correct answer: “It’s the longest river
• After playing the track, do choral reading and in the world.”
48
• Ask them to draw a small picture of the place.

story for fun.

3-5 min.
their workbooks on the top of page 21. (**Note:
if necessary.)
Teacher’s Note
Reading Comprehension II. Read and
_______________________________________
write. 5 min.
_______________________________________
• SB Tell students to look at part C on page 33.
• Read question 1 aloud together as a class: “The _______________________________________
Nile (blank) Egypt and many other countries”. _______________________________________
Ask students to think for a moment about what
words go in the blank. Ask students to volunteer _______________________________________
to give the correct answer: “The Nile passes _______________________________________
through Egypt and many other countries”. _______________________________________
_______________________________________
10 min. _______________________________________
• Talk with students about amazing places. _______________________________________
• Ask students to talk with their friends about
_______________________________________
another amazing place they know about. Ask
them to describe what is interesting about the _______________________________________
place. Explain that it is OK if they think of _______________________________________
something that isn’t from unit 4 in the book.
etc.
• (**Note: You may allow students to discuss this in _______________________________________
to describe an amazing place, in English.)
49
REVIEW
1 Units 1- 4
A Listen, match, and write. 10 min.

• SB / CD Tell students to open their student
books to page 34.
• Point to each of the pictures on the page. Say
the word or phrase and have students repeat.
• Make sure each student has something to write
with.
• Play audio track 32 and ask students to match
and write the words they hear.
• Encourage students to read the words out loud.
• If students are having a difficult time with the
words, or for weaker groups, you can read the
words for them.
B Match and write. 10 min.

• Point to picture 1 and ask students: “Who is he?”
Elicit the response: “He is a dentist.” Then read
question 1 aloud together as a class.
• Read question 2 together. Ask students to look
at the sentences in the box and think for a
moment about what the correct answer is. Ask
students to volunteer to give the correct answer.
C Think about what your favorite food

tastes, smells, and feels like. Then talk
about it with a friend. 10 min.
• Focus students’ attention on part C on page 35.
• Put students in pairs and tell them to talk about
their favorite food.
• Monitor and provide assistance, if necessary.
D Read and write. 5 min.

• SB Direct students’ attention to part D on page
36.
• Point to number 1 and 2. Tell students to use the
words in the box to fill in the blanks:
“Convenience store, bought a snack.”
• Tell students to do the same for number 3.
• Go over the answers as a class.
50
E Correct and rewrite. 5-10 min.
• SB Direct students’ attention to part E on page
36.
• Point to number 1 and read the answer together:
“This is the theater where you saw a show.”
• Tell students to correct the sentences for
numbers 2 to 5.
F Play the game. 10 min.

• SB Prepare flashcards from units 1 to 4, a timer,
a board, a marker or chalk, and an eraser.
• Direct students’ attention to the four pictures on
page 37. Ask the students to read the
instructions out loud.
• Divide the class into two teams: team 1 and
team 2.
• Ask one student from team 1 to come to the
board and randomly give them a flashcard.
• Tell the student to draw the vocabulary item
on the board. Remind them that they cannot
speak, draw words, and that they must draw
their own picture.
• Tell team 1 to guess what the vocabulary word or
phrase is. When a student is correct, ask them
to stand and make a sentence. Tell the class to
write the sentence in part G.
• The first person in Team 1 will draw the
vocabulary word or phrase on the board. You
cannot speak or write words, and you must
draw your own picture. Team 1 guesses what the
word or phrase is. Raise your hand if you want to
guess. If you get it right, make a sentence.
Everyone will write the sentence in part G on
page 37. Then it’s team 2’s turn.
• Keep score for each team.
51
UNIT
5 I’d Like to
Explore
Lesson 1
Unit Objectives
• Talk about where you want to go and
what you want to do for vacation
• Discuss activities related to nature and
recreation activities
Lesson Objectives
• ask and answer information questions
with where and why
• use modal auxiliary: would

cave canyon beach
pond volcano waterfall
Core Structure
• Ask information questions with where
Q: Where would you like to go?
A: I’d like to go to a cave.
• Ask information questions with why Listen and number. 5-10 min.
Q: Why would you like to go to a cave?
A: I’d like to go explore. • SB / CD Ask students to open their books to
to take out a pencil. Tell them to listen to the
• Big Show Student Book, Flashcards, CD audio and number the vocabulary items in their
with A/V equipment (if available), and
the corresponding vocabulary word: “Cave.”
Vocabulary Introduction 5 min. Script Listen and number.
• FC Show students the flashcards for the 1. cave 2. beach
vocabulary items that are on page 38. 33
3. pond 4. waterfall
• Ask students to repeat after you as you say the 5. volcano 6. canyon
word on each flashcard. Show students the
picture first, and then the word on each
flashcard. Show each card one by one until you • (Optional) Level Tip:
have shown all of them. Higher level: Ask students to spell each word
• Show students the pictures on the flashcards after checking the answer. Say: “Number
one by one again and ask them to tell you the one,” and have the students respond: “cave.”
word for each picture on the flashcards. Help Say: “How do you spell cave?” and have the
as needed (e.g. tell them what letter the word students respond: “c-a-v-e.” Continue for
starts with). each word.
52
• Read and answer question 1 as a class: “Where
might a person go if they like adventure?” “If
they like adventure, maybe they would like to go
to a volcano.”
Script Travel
34 If you could go anywhere on
vacation, where would you like
to go? Would you like to go to a
beautiful beach? Or would you like
to go to a quiet pond? If you like
Lower level: Ask students for more adventure, maybe you would like
information after checking the answer. Say: to go to a volcano. If you like to
“Number one,” and have the students respond: explore, maybe you would like to
“cave.” Say: “What color is the cave?” and have go to a cave. If you like taking
the students respond: “Brown.” Continue for each beautiful pictures, maybe you
word. would like to go to a canyon.
Another great place for taking
Language 5 min. pictures is a waterfall. There are
• SB Ask students to focus on the “Language” many places you could go, and
section of the page. Read the examples in the many things you could do. Where
book together as a class to highlight the would you like to go?
grammar structure: “Where would you like to
go?” “I’d like to go to a cave.”
• Use the grammar structure to go through each Linked Story II. Read 5-10 min.
order. Call on students individually to ask: • SB / CD Tell the students that you will play the
“Number two: Where would you like to go?” and story again, and this time they should try to
answer “I’d like to go to a beach.” Continue until read along.
you have covered all six vocabulary items using • FC Before you play the story again, put the
the target pattern flashcards on the board in the front of the class,
sentence structure. in order from left to right as they appear in the
story from beginning to end: 1. beach, 2. pond,
Linked Story I. Watch and answer. 5 min. 3. volcano, 4. cave, 5. canyon, and 6. waterfall
• Ask the students to recite lines from the story
• SB / CD Focus students’ attention on the Linked they heard, while directing their attention to the
Story section at the bottom of the page. Explain flashcards on the board as a visual aid. Point to
53
each vocabulary item and say: “Would you like • Collect the dictation worksheet for assessment
to go to a beautiful (blank)?” Elicit the response: and correction.
“Would you like to go to a beautiful beach?”
Help them as necessary. Continue with each
flashcard.
with the students.

• Play the story on track 34 and ask the students the theme of the unit
to write the words from the story on the dictation • be able to recognize and name key
worksheet. (**Note that if this is too challenging vocabulary items in the context of a story
for lower-level students, they may view the • practice using visual clues to assist in
transcript in the back of the book or on the TV comprehension
screen to help them write the words on the • be able to ask and answer questions with
dictation worksheet.) where
3-5 min.
their workbook on page 22. (**Note: Allow them lesson.
necessary.) Listening I. Listen and write. 5-10 min.
• Dictation WS Using your native language if dialogue at the top.
necessary, ask the students to use one of the • Play track 35 and ask students to read along
vocabulary words to describe a place they and to write what they hear.
would like to go. Call on a few students and ask • Check the answer as a class. Ask: “What does
them to share, in English. Louie say?” Elicit the response:“Where would you
• Ask the students to draw, color, and write the like to go?”
name of the place on the back of the dictation • Complete the activity as a class.
worksheet.
54
Script Listen and write. Script Listen and mark.
35 Frame 1. 36 1. Where would Rachel like to go?
Louie: Vacation time is almost here. a. She’d like to go to a cave.
I’d like to go to a nice beach. b. She’d like to go to a beach.
Where would you like to go? c. She’d like to go to a pond.
Rachel: Well, I like to relax. I would d. She’d like to go to Hawaii.
like to go to a quiet pond.
Anna: That sounds good. 2. Where would Anna like to go?
Frame 2. a. She’d like to go to a volcano.
Anna: I like adventure. I want to b. She’d like to go to a beach.
visit Hawaii. I would like to c. She’d like to go to a lake.
go to a volcano. d. She’d like to go to a cave.
Jeff: I’ve been reading about caves
lately. I would like to go to a 3. What has Jeff been reading
cave. I want to explore. about lately?
Louie: That sounds interesting. a. Hawaii
b. Volcanoes
c. Exploring
Listening II. Say and act. 10-15 min. d. Caves
to look at the images and give them about one (Optional) Assign and explain homework.
minute to do so. 3-5 min.
• As students look at the images, ask them what • WB Tell students to look at the activities on
they can see. Encourage different students to page 23 in the workbook. Explain how to
provide as many words as they can from complete the Listen and write activity in part C
vocabulary set 1 (introduced in lesson 1). and the Choose and rewrite activity in part D.
• Next, ask students questions about the plot, Explain that part C is very similar to what they
setting, characters in the story, and what they did in the student book on page 39.
think is happening: They are in the cafeteria. • Tell them when they need to complete the
They are eating lunch and talking to each workbook exercises and have them write it in
other. Use your native language as necessary their workbook on page 23. (**Note: Allow them
and provide support when needed to the to write this in their native language, if
students. Ask few questions, such as “Where are necessary.)
they?” “What are they doing?” etc.

the Listening section on page 39. Read question
1 as a class: “Number one: Where would Rachel
like to go?
and 3.
correct answers.
55
Lesson 3
Lesson Objectives
Students will:
the vocabulary

camp relax
explore bungee jump
• Why would you like to go to a cave?
I’d like to explore.
Materials
the response: “Explore.”
structure by reading the sentences and the response: “Relax.”
word they hear. Pause the audio after each
Vocabulary+ Introduction 5 min. word in order to give the students enough time
• FC Show students the flashcards for the to write.
word on each flashcard. Show students the
picture first, and then the word on each 37
1. explore 2. relax
flashcard. Show each card one by one until you 3. bungee jump 4. camp
word for each picture on the flashcards. Help as
needed (e.g. say the first letter of the word or tell
them what letter the word starts with).
56
dialogue in the illustration together: “Why would
you like go to a cave?” Read the response
together: “I’d like to explore.”
dialogue by pointing at different activities in the
picture. Hold up a flashcard of one of the
activities in the illustration, for example relax,
and ask the students to point to the word relax
in the illustration in their book. Then ask: “Why
would you like to go to a camp?” Elicit the
response: “I’d like to relax.”
• Break the students into small groups of two
or four students, Student(s) A and Student(s)
B. Have A ask the questions and point at the
activities in the illustration on page 40. Have B
answer. Then have them switch.
Speaking II. Which words sound the

strongest? 5 min.
tell students to listen to which words sound the
strongest.
• After the students have finished writing all four
of the new vocabulary items, call on individual (Optional) Assign and explain homework.
vocabulary word. 3-5 min.
• (Optional) Level Tip: • WB Tell students to look at the activities on
Higher level: FC Put the flashcards for the page 24 in the workbook. Explain how to
words explore, relax, bungee jump, and complete the Unscramble and write activity in
camp in a random order on the board. Ask part E and the Look and write activity in part F.
students how to spell the words. Have them • Complete one example of each for parts E and
come to the front of the class and write the F so that the students understand how to
word on the board under the corresponding complete the page independently.
flashcard. Allow them to bring their student • Tell them when they need to complete the
book with them for reference, if necessary. workbook exercises and have them write it in
Lower level: Ask students to read the spelling their workbook on page 24. (**Note: Allow them
of each word from their book. to write this in their native language, if
‘explore’?” Elicit the response: “e-x-p-l-o-r-e.”
Point to picture 2 and ask: “How do you spell (If needed) Bonus Activity. Unscramble
‘relax’?” Elicit the response: “r-e-l-a-x.”
‘bungee jump’?” Elicit the response: “b-u-n- Writing Practice 5-10 min.
g-e-e-(space)-j-u-m-p.” • Unscramble WS Put students in pairs.
Point to picture 4 and ask: “How do you spell Distribute the unscramble worksheet and ask
‘camp’?” Elicit the response: “c-a-m-p.” students to write their name at the top.
57
class, allow the students to finish the worksheet • Point to question 1 and do it together: “I’d like
on their own in class. to go to a (blank).” Tell students to look at the
• Collect the unscramble worksheet for pictures to help them fill in the blanks. Read the
assessment and correction. answer together: “I’d like to go to a cave.
• Tell students to match the sentence with each
picture. Tell them to put the correct number in
each box.
Lesson 4 • Complete the activity together as a class.
Lesson Objectives read the questions and answers
Students will: support them as needed while they read.
• encounter some of the target vocabulary sentence aloud and ask students to repeat
and grammar while learning about an after you. Point at the words as you read
engaging topic them and ask students to do the same.
writing
• develop reading and writing skills Writing II. Choose and write.
10-15 min.
Materials 41.
• Point to question 1 and do it together: “Do you
• Big Show Student Book, Flashcards, and CD like to (blank)?” Tell students to use the words
with A/V equipment (if available) in the box to fill in the blanks. Read the answer
• Workbook (optional) together: “Do you like to explore?”
Mime Game: Vocabulary, Vocabulary+, and Writing Tip: I’d 5 min.

Grammar Structure Review 5-10 min. • SB Ask the students to look at the “Tip” box at
• FC Explain to the students that they will play the bottom of the page. Read the contents of
a game. Mix the flashcards for the vocabulary the box together: I’d = I would / I’d = I should,
and vocabulary+ from unit 5 together. I could
• Pick one of the flashcards randomly. Look at it • Explain to students that I’d is a contraction of
and show students. Explain that they will ask a I would. (Use your native language to explain
question about the word on the flashcard and this, if necessary.) Ask the students to practice
you will answer. Then they must respond to your writing I’d a few times under the “Tip” box.
answer. For example, if the flashcard you • Point out to the students that they have already
selected randomly is for the word “cave,” elicit learned this in the grammar structure for this
the question: “Where would you like to go?” Elicit unit: “I’d like to go to a cave.”
the response: “I’d like to go to a cave.”
• After you have demonstrated how the game is
played, call students up to the front of the
words on the flashcards. Finish the activity after
have covered all ten of the vocabulary words.
58
3-5 min.
cave. Example: ”I’d like to go to a cave.”
59
Lesson 5
Lesson Objectives
Students will:

unit
vocabulary items
Materials
Pre-reading Discussion 5 min. students to point at each word as they read it.
and say: “Where would you like to go?” “Why students are doing this.
would you like to go to a (blank)?” Tell students • After doing choral reading, read the text one
to make sentences using each flashcard. more time by doing popcorn reading. Have
• Ask students if they know what “surfer” and students take turns reading one line from the
“wave” mean. (Use your native language as story. After they read one line, they call on
necessary.) another classmate to read the next line.
reading with an understanding of Hawaii. become familiar with the words in the story.
CLIL Reading: Geography: Beautiful and Reading Comprehension I. Read and

Interesting Hawaii 10-15 min. check. 5 min.
42. Focus students’ attention on the background • Read question 1 aloud together as a class:
picture. Discuss it. “What does Hawaii have?” Review the answer
• Explain to the students that they will listen and choices. Ask students to think for a moment
read the story on the page. Ask students to about what the correct answer is. Ask students
follow along and point at the words as they hear to volunteer to give the correct answer: “It has
them. Play track 39. two of the world’s biggest volcanoes.”
60
on vacation.

story for fun.

3-5 min.
if necessary.)

write. 5 min. _______________________________________
• Read question 1 aloud together as a class:
“Surfers like to go to Hawaii (blank) on some _______________________________________
of the best waves of the world.” Ask students to _______________________________________
think for a moment about what words go in the
_______________________________________
blank. Ask students to volunteer to give the
correct answer: “to surf” _______________________________________
_______________________________________
10 min. _______________________________________
• Talk with students about vacations. _______________________________________
• Ask students to talk with their friends about _______________________________________
where they would like to go on vacation. Ask _______________________________________
them to talk about why they want to go there.
Explain that it is OK if they think of something _______________________________________
that isn’t from unit 5 in the book. _______________________________________
etc. _______________________________________
to talk about where they want to go, in English.)
61
UNIT
Could You Please Put
6 Away the Clothes?
Lesson 1
Unit Objectives
• Make polite requests using could

• Discuss chores
Lesson Objectives
• use modal auxiliary: could

• use separable/inseparable phrasal verbs

turn off the turn on the throw away
lights computer the garbage
pick up the put away the clean up the
boxes clothes room
Core Structure
• Ask and answer polite requests using could
Q: Could you please turn off the lights?
A: Sure, I’ll turn them off now. / Listen and number. 5-10 min.
Yes, I’ll turn them off. • SB / CD Ask students to open their books to
• Big Show Student Book, Flashcards, CD to take out a pencil. Tell them to listen to the
with A/V equipment (if available), and audio and number the vocabulary items in their
the corresponding vocabulary phrase: “pick up
the boxes.”
vocabulary items that are on page 44. 1. pick up the boxes
• Ask students to repeat after you as you say the 40
2. clean up the room
phrase on each flashcard. Show students the 3. put away the clothes
picture first, and then the phrase on each 4. throw away the garbage
flashcard. Show each card one by one until you 5. turn on the computer
have shown all of them. 6. turn off the lights
as needed (e.g. tell them what word the phrase Higher level: Ask students to spell each word
one,” and have the students respond: “pick up
62
vocabulary items using the target pattern
sentence structure.

• Read and answer question 1 as a class: “What
are chores?” “They are work to keep our homes
clean.”
Script Chores
the boxes.” Say: “How do you spell ‘pick up’?” 41 We need to keep our homes
and have the students respond: “p-i-c-k- clean. We need to do this so we
(space)-u-p.” Continue for each phrase. can be healthy and comfortable.
Lower level: Ask students for more Your parents might ask you to
information after checking the answer. Say: do work to help keep the house
“Number one,” and have the students clean. These are called chores.
respond: “pick up the boxes.” Say: “What They might ask you to help with
does he pick up?” and have the students different chores: “Could you
respond: “He picks up the boxes.” Continue please take out the garbage?”
for each word. “Could you please clean up the
room?” “Could you please put
Language 5 min. away the clothes?” “Could you
please pick up the boxes?” Of
• SB Ask students to focus on the “Language” course, you could also help out
section of the page. Read the examples in the without being asked. You could
book together as a class to highlight the turn off the lights when you leave
grammar structure: “Could you please turn off a room. You could wash your own
the lights?” “Sure. I’ll turn them off now.” / “Could dishes when you finish eating.
you please turn on the computer?” “Sure, I’ll turn Doing chores helps your parents,
it on now.” and it helps you, too. What
• Use the grammar structure to go through each could you do to help out around
numbered vocabulary item (1-6) in numerical your house more?
order. Call on students individually to ask:
“Number one: Could you please pick up the
boxes?” and answer: “Sure, I’ll pick them up
now.” Continue until you have covered all six
63
Linked Story II. Read 5-10 min. their workbook on page 26. (**Note: Allow them
• SB / CD Tell the students that you will play the necessary.)
story again, and this time they should try to read
along.
• FC Before you play the story again, put the (If needed) Bonus Activity 5-10 min.
flashcards on the board in the front of the class, • Dictation WS Using your native language if
in order from left to right as they appear in the necessary, ask the students to use one of the
story from beginning to end: 1. take out the vocabulary words to describe a chore that they
garbage, 2. clean up the room, 3. put away often do. Call on a few students and ask them
the clothes, 4. pick up the boxes, 5. turn off the to share, in English.
lights, and 6. turn on the computer. • Ask the students to draw, color, and write the
• Ask the students to recite a line from the story name of the chore on the back of the
they heard, while directing their attention to the dictation worksheet.
flashcards on the board as a visual aid. Point • Collect the dictation worksheet for assessment
to each vocabulary item and elicit: “Could you and correction.
please (blank)?” Help them as necessary.
Lesson Objectives
dictation worksheet.) • be able to make and respond to polite
• Review the answers for the dictation worksheet requests
one by one. Ask students to check their work and • prepare for and participate in a
correct any mistakes. communicative activity with other students
bonus activity below). Materials
structure by reading the story from the previous
lesson.
64
Listening I. Listen and write. 5-10 min. Listening III. Mark true or false. 5 min.
• SB / CD Ask students to open their books to • SB / CD Focus students’ attention on part C in
page 45. Focus students’ attention on the the Listening section on page 45.
dialogue at the top. • Play track 43 and tell students to mark true or
• Play track 42 and ask students to read along false.
and to write what they hear. • Review the answers as a class.
the teacher say to Jeff?” Elicit the response: “Jeff, Script
could you please throw away the garbage?” Mark true or false.
• Complete the activity as a class. 43 1. The teacher asked Jeff if he
could throw away the trash.
2. Louie will pick up the boxes.
Script Listen and write. 3. Anna and Rachel will put away
the clothes.
42 Frame 1.
Teacher: OK, class. Let’s clean up
the classroom. Jeff, could (Optional) Assign and explain homework.
you please throw away
the garbage? 3-5 min.
Jeff: Sure. I’ll throw it away now. • WB Tell students to look at the activities on
Teacher: Great. Louie, could you page 27 in the workbook. Explain how to
please pick up the boxes? complete the Listen and write activity in part C
Louie: Sure. I’ll pick them up now. and the Choose and rewrite activity in part D.
Frame 2. Explain that part C is very similar to what they
Teacher: Anna and Rachel, could did in the student book on page 45.
you please clean up the • Tell them when they need to complete the
room? workbook exercises and have them write it in
Anna & Rachel: Sure. We’ll clean it their workbook on page 27. (**Note: Allow them
up now. to write this in their native language, if
necessary.)
Listening II. Say and act. 10-15 min.

minute to do so.
think is happening: They are in the classroom.
They are cleaning. Use your native language as
necessary and provide support when needed to
are they?” “What are they doing?” etc.
65
Lesson 3
Lesson Objectives
Students will:
the vocabulary

help me out with my tidy up the books
homework
go over the lesson look after my pet
• Could you please tidy up the books?
Yes, I’ll tidy them up.
Materials
unscramble worksheet as needed (e.g. say the first letter of the word or
• Workbook (optional) tell them what letter the phrase starts with).
colored pencils Listen and write. 5-10 min.
Vocabulary and Grammar Structure vocabulary+ items on the page. Before you play
Review 5 min. the audio, do a vocabulary spot check.
structure by reading the sentences and the response: “Go over the lesson.”
role-playing the story from the previous lesson. 2. Point to picture 2 and ask: “What is it?” Elicit
the response: “Look after my pet.”
Vocabulary+ Introduction 5 min. • Play track 44 and ask the students to write each
• FC Show students the flashcards for the phrase in order to give the students enough
vocabulary items that are on page 46. time to write.
• Ask students to repeat after you as you say the
picture first, and then the phrase on each Script Listen and write.
flashcard. Show each card one by one until you 44
1. go over the lesson
have shown all of them. 2. look after my pet
• Show students the pictures on the flashcards 3. help me out with my homework
one by one again and ask them to tell you the 4. tidy up the books
66
Point to picture 4 and ask: “How do you
spell ‘tidy up’?” Elicit the response: “t-i-d-y-
(space)-u-p.”

dialogue in the illustration together: “Could you
please tidy up the books?” Read the response
together: “Yes, I’ll tidy them up.”
• Explain to students that they will complete
the dialogue by pointing at different chores in
chores in the illustration, for example look after
my pet, and ask the students to point to the cat
on the curtain in the illustration in their book.
Then ask: “Could you please look after my pet?”
Elicit the response: “Yes, I’ll look after it.”
chores in the illustration on page 46. Have B

in each phrase? 5 min.
• After the students have finished writing all four bottom of the page. Before you play the audio,
of the new vocabulary items, call on individual tell students to think about how many syllables
students and ask them how to spell each each word has.
vocabulary word. • Play track 45 and review the answers as a class.
phrases go over the lesson, look after my 3-5 min.
pet, help me with my homework, and tidy up
the books in a random order on the board. • WB Tell students to look at the activities on
Ask students how to spell the phrases. Have page 28 in the workbook. Explain how to
them come to the front of the class and write complete the Unscramble and write activity in
the phrase on the board under the part E and the Look and write activity in part F.
corresponding flashcard. Allow them to bring • Complete one example of each for parts E and
their student book with them for reference, if F so that the students understand how to
necessary. complete the page independently.
Lower level: Ask students to read the spelling • Tell them when they need to complete the
of each word from their book. workbook exercises and have them write it in
Point to picture 1 and ask: “How do you spell their workbook on page 28. (**Note: Allow them
‘lesson’?” Elicit the response: “l-e-s-s-o-n.” to write this in their native language, if
‘look after’?” Elicit the response: “l-o-o-k-
(space)-a-f-t-e-r.”
‘homework’?” Elicit the response: “h-o-m-e-
w-o-r-k.”
67
Writing Practice 5-10 min. phrases on the flashcards. Finish the activity
• Unscramble WS Put students in pairs. after every student has had a chance, or
Distribute the unscramble worksheet and ask after you have covered all ten of the
students to write their name at the top. vocabulary words.
• Explain how to complete the unscramble
worksheet. Read the question, talk about what Writing I. Look and write. 10 min.
class, allow the students to finish the worksheet on • Point to question 1 and do A together: “Could
their own in class. you please (blank)?” Tell students to look at the
• Collect the unscramble worksheet for picture to help them fill in the blank: “Could
assessment and correction. you please put away the clothes?”
engaging topic
• practice using visual clues to assist with Writing II. Choose and write.
writing 10-15 min.
47.
• Point to number 1 and read together: “When her
Materials mother asks her, “Could you please (blank)?”
she’ll say, “Sure. I’ll clean it now.” Tell students
• Big Show Student Book, Flashcards, and CD to choose an phrase from the box to fill in the
w/ A/V equipment (if available) blank: “Could you please clean up the room?”
• Workbook (optional) • Complete the activity as a class.
Mime Game: Vocabulary, Vocabulary+, and Writing Tip 5-10 min.

Grammar Structure Review 5-10 min. • SB Ask the students to look at the “Tip” box on
• FC Explain to the students that they will play page 47. Read the contents of the box
a game. Mix the flashcards for the vocabulary together: tidy up, put away = organize / throw
and vocabulary+ from unit 6 together. out, throw away = dispose of
• Pick one of the flashcards randomly. Look at it • Explain to students that some phrases mean
and show students. Explain that they will ask a the same thing.
question about the item on the flashcard and
you will answer. Then they must respond to your
answer. For example, if the flashcard you
selected randomly is for the phrase “put away
the clothes,” elicit the question: “Could you
please put away the clothes?” Elicit the
response: “Sure. I’ll put them away now.”
68
3-5 min.
turn off the lights. Example: “Could you please
turn off the lights?”
69
Lesson 5
Lesson Objectives
Students will:

social studies text linked to the theme of
the unit
vocabulary items
Materials
w/ A/V equipment (if available)
Pre-reading Discussion 5 min. ask the students to repeat after you. Ask the
and say: “Could you please (blank)?” “Sure. I’ll Walk around the classroom to ensure the
(blank).” Tell students to make sentences using students are doing this.
each flashcard. • After doing choral reading, read the text one
• Ask students if they know what “volunteer” and more time by doing popcorn reading. Have
“lonely” mean. (Use your native language as students take turns reading one line from the
reading with an understanding of volunteering had a chance to read and the students have
and community service. become familiar with the words in the story.
CLIL Reading: Social Studies: Community Reading Comprehension I. Read and

Service 10-15 min. check. 5 min.
48. Focus students’ attention on the • Read question 1 aloud together as a class: “Who
background picture. Discuss it. does volunteer work help?” Review the answer
• Explain to the students that they will listen and choices. Ask students to think for a moment
read the story on the page. Ask students to about what the correct answer is. Ask students
follow along and point at the words as they hear to volunteer to give the correct answer: “It helps
them. Play track 46. everyone.”
70
to discuss a way to help their community, in
English.)
doing the activity.

story for fun.

3-5 min.
Reading Comprehension II. Read and Allow them to write this in their native language,
write. 5 min. if necessary.)
• Read question 1 aloud together as a class: Teacher’s Note
“(Blank) is work that you do to help the
neighborhood”. Ask students to think for a _______________________________________
moment about what words go in the blank. Ask _______________________________________
students to volunteer to give the correct answer: _______________________________________
“Community service.”
_______________________________________
10 min. _______________________________________
• Talk with students about ways to help the _______________________________________
community.
another way they can help their community. Ask _______________________________________
them to explain how they do it. Explain that it is
OK if they think of something that isn’t from unit _______________________________________
6 in the book. _______________________________________
etc.
71
UNIT
Who Will Vacuum

7 the Floor?
Lesson 1
Unit Objectives
• Make requests and express willingness

• Discuss chores
Lesson Objectives
• use the future tense: will to show
willingness
• use modal auxiliary: could

vacuum the fold the
mow the lawn
floor laundry
dry the dishes wash the cat set the clock
Core Structure
• Ask information questions with who

Q: Who will vacuum the floor?
A: I’ll do it. Listen and number. 5-10 min.
Materials page 50. Direct their attention to the
the corresponding vocabulary item:“vacuum the
Vocabulary Introduction 5 min. floor.”
• Ask students to repeat after you as you say the 1. vacuum the floor
2. wash the cat
picture first, and then the phrase on each 3. mow the lawn
flashcard. Show each card one by one until you 4. fold the laundry
have shown all of them. 5. set the clock
• Show students the pictures on the flashcards 6. dry the dishes
as needed (e.g. tell them what word the phrase • (Optional) Level Tip:
starts with). Higher level: Ask students to spell each word
after checking the answer. Say: “Number one,”
and have the students respond: “Vacuum the
72
does to volunteer mean?” “To volunteer means
to do something without being made to do it.”
Script Volunteering
48 To volunteer is to say that you will
do something without being
floor.” Say: “How do you spell ‘vacuum’?” and made to do it. When your parents
have the students respond: “v-a-c-u-u-m.” ask who can do a chore, you
Continue for each word. could offer to help.
Lower level: Ask students for more If your mom asks, “Who will
information after checking the answer. Say: vacuum the floor?” you can say,
“Number one,” and have the students “I’ll do it.”
respond: “vacuum the floor.” Say: “What is he You can give the same answer if
vacuuming?” and have the students respond: someone asks, “Who will mow
“He is vacuuming the floor.” Continue for the lawn?” or “Who will wash the
each phrase. cat?” or “Who will dry the
dishes?” or “Who will fold the
Language 5 min. laundry?” or “Who will set the
clock?” You can also volunteer to
• SB Ask students to focus on the “Language” help out in your neighborhood.
section of the page. Read the examples in the You feel good when you help
book together as a class to highlight the others. The more you put into life,
grammar structure: “Who will vacuum the floor?“ the happier you will be.
“I’ll do it.”
order. Call on students individually to ask: Linked Story II. Read 5-10 min.
“Number one, Who will vacuum the floor?” “I’ll • SB / CD Tell the students that you will play the
do it.” “Number two, who will wash the cat?” “I’ll story again, and this time they should try to
do it.” Continue until you have covered all six read along.
sentence structure.
73
flashcards on the board in the front of the class,
in order from left to right as they appear in the • Dictation WS Using your native language if
story from beginning to end: 1. vacuum the floor, necessary, ask the students use the vocabulary
2. mow the lawn, 3. wash the cat, 4. dry the items to describe something they volunteer to
dishes, 5. fold the laundry, and 6. set the clock. do at home. Call on a few students and ask
• Ask the students to recite a line from the story them to share, in English.
they heard, while directing their attention to the • Ask the students to draw, color, and write the
flashcards on the board as a visual aid. Point activity on the back of the dictation worksheet.
to each vocabulary item and elicit: “Who will • Collect the dictation worksheet for assessment
(blank)?” “I’ll do it.” Help them as necessary. and correction.
Continue through each flashcard.
with the students.
Lesson 2
• SB / CD / Dictation WS Ask the students to Lesson Objectives
name at the top of the worksheet. (Available for
• become more familiar with target
dictation worksheet.) • be able to make requests and express
• Review the answers for the dictation worksheet willingness
one by one. Ask students to check their work and • prepare for and participate in a
correct any mistakes. communicative activity with other students
bonus activity below). Materials
(Optional) Assign and explain homework. • Big Show Student Book, Flashcards, and
CD with A/V equipment (if available)
complete the Look and match activity in part A Vocabulary Review 5 min.
complete the page independently. Linked Story: Vocabulary and Grammar
• Tell them when they need to complete the Structure Review 5-10 min.
their workbook on page 30. (**Note: Allow them structure by reading the story from the previous
to write this in their native language, if lesson.
necessary.)
dialogue at the top.
74
• Play track 49 and ask students to read along Listening III. Listen and mark. 5 min.
and to write what they hear.
• Check the answer as a class. Ask: “What does • SB / CD Focus students’ attention on part C in
the teacher say to Louie and Jeff?” Elicit the the Listening section on page 51. Read question
response:“Who will vacuum the floor?” 1 as a class: “Number one: What are the
• Complete the activity as a class. students going to do at the animal shelter?”
and 3.
Script Listen and write. • Play track 50 and tell students to mark the
Frame 1. correct answers.
49
Teacher: OK, class. We’re here at • Review the answers as a class.
the animal shelter today.
We’re going to do some Script Listen and mark.
volunteer work.
Jeff: There’s a lot of work we need 50 1. What are the students going to
to do. do at the animal shelter?
Teacher: That’s right! So, let’s get a. They’re going to mow the lawn.
started. Who will vacuum b. They’re going to paint the
the floor? shelter.
Louie & Jeff: We’ll do it! c. They’re going to do volunteer
Teacher: OK, great. Thank you, work.
boys! d. They’re going to look at the
animals.
Frame 2.
Teacher: We also need to clean the 2. What will Louie and Jeff do?
animals today. Who will
wash the cats? a. They’ll wash the cats.
Rachel & Anna: We’ll do it! b. They’ll fold the laundry.
Teacher: Excellent. Thank you, girls! c. They’ll mow the lawn.
d. They’ll vacuum the floor.
3. What will Anna and Rachel do?

Listening II. Say and act. 10-15 min. a. They’ll vacuum the floor.
• SB Focus students’ attention on the comic strip b. They’ll wash the cats.
in the Listening section on page 51. Tell students c. They’ll dry the cat.
to look at the images and give them about one d. They’ll fold the laundry.
minute to do so.
they can see. Encourage different students to (Optional) Assign and explain homework.
provide as many words as they can from 3-5 min.
• Next, ask students questions about the plot, • WB Tell students to look at the activities on
setting, characters in the story, and what they page 31 in the workbook. Explain how to
think is happening: They are at the animal complete the Listen and write activity in part C
shelter. They are doing volunteer work. Use and the Choose and rewrite activity in part D.
your native language as necessary and provide Explain that part C is very similar to what they
support when needed to the students. Ask few did in the student book on page 51.
questions, such as “Where are they?” “What are • Tell them when they need to complete the
they doing?” etc. workbook exercises and have them write it in
• Finally, explain to the students that they will now their workbook on page 31. (**Note: Allow them
listen to the story, and that they should read to write this in their native language, if
along and point at the words with their finger necessary.)
75
Lesson 3
Lesson Objectives
Students will:
the vocabulary

make the bed mop the floor
set the table dust the furniture
• Could you mop the floor?

• Sure. / Sorry, I can’t right now.
Materials
unscramble worksheet as needed (e.g. say the first word of the phrase
• Workbook (optional) or tell them what letter the phrase starts with).
Vocabulary and Grammar Structure page 52. Direct their attention to the four
structure by reading the sentences and the response: “Mop the floor.”
the response: “Make the bed.”
• FC Show students the flashcards for the phrase they hear. Pause the audio after each
vocabulary items that are on page 52. phrase in order to give the students enough
• Ask students to repeat after you as you say the time to write.
flashcard. Show each card one by one until you 1. mop the floor
have shown all of them. 51
2. make the bed
• Show students the pictures on the flashcards 3. set the table
one by one again and ask them to tell you the 4. dust the furniture
76
‘dust the furniture’?” Elicit the response: “d-u-
s-t-(space)-t-h-e-(space)-f-u-r-n-i-t-u-r-e.”

dialogue in the illustration together: “Could you
mop the floor?” Read the responses together:
“Sure.” “Sorry, I can’t right now.”
dialogue by pointing at different chores on the
list in the picture. Hold up a flashcard of one of
the chores in the illustration, for example make
the bed, and ask the students to point to “make
the bed” in the illustration in their book. Then
elicit: “Could you make the bed?” “Sure.” “Sorry,
I can’t right now.”
Speaking II. Do the parts of the questions

page 52. Direct their attention part B at the
of the new vocabulary items, call on individual tell students to listen if they hear parts of the
students and ask them how to spell each sentence go up or down.
vocabulary item. • Play track 52 and review answer as a class.
phrases mop the floor, make the bed, set the 3-5 min.
table, and dust the furniture in a random
order on the board. Ask students how to spell • WB Tell students to look at the activities on
the words. Have them come to the front of page 32 in the workbook. Explain how to
the class and write the phrase on the board complete the Unscramble and write activity in
under the corresponding flashcard. Allow part E and the Look and write activity in part F
them to bring their student book with them for • Complete one example of each for parts E and
reference, if necessary. F so that the students understand how to
of each phrase from their book. • Tell them when they need to complete the
‘mop the floor’?” Elicit the response: “m-o-p- their workbook on page 32. (**Note: Allow them
(space)-t-h-e-(space)-f-l-o-o-r.” to write this in their native language, if
‘make the bed’?” Elicit the response: “m-a-k-
e-(space)-t-h-e-(space)-b-e-d.”
‘set the table’?” Elicit the response: “s-e-t-
(space)-t-h-e-(space)-t-a-b-l-e.”
77
Writing Practice 5-10 min. items on the flashcards. Finish the activity after
Distribute the unscramble worksheet and ask have covered all ten of the vocabulary
students to write their name at the top. phrases.
• Explain how to complete the unscramble
worksheet. Read the question, talk about what Writing I. Match and write. 10 min.
class, allow the students to finish the worksheet on • Point to number 1 and read it together: ”Who
their own in class. will (blank)?” Tell students to look at the
• Collect the unscramble worksheet for previous line and the pictures to help them fill
assessment and correction. in the blanks: “Who will mop the floor?”
each box.
• encounter some of the target vocabulary Lower level: Do choral reading. Read each
and grammar while learning about an sentence aloud and ask students to repeat
engaging topic after you. Point at the words as you read
• practice using visual clues to assist with them and ask students to do the same.
writing
10-15 min.
Materials • SB Ask the students to look at part B on page
53.
with A/V equipment (if available) • Point to number 1 and read it together: “They
• Workbook (optional) said they’ll (blank) when they wake up in the
morning.” Tell students to use the phrases in the
box to fill in the blank: “They said they’ll make
Mime Game: Vocabulary, Vocabulary+, and their beds when they wake up in the morning.”
Grammar Structure Review 5-10 min. • Complete the activity as a class.
• FC Explain to the students that they will play Writing Tip: Capitalization 5-10 min.
and vocabulary+ from unit 7 together. • SB Ask the students to look at the “Tip” box at
• Pick one of the flashcards randomly. Look at it the bottom of the page. Read the contents of
and show students. Explain that they will make a the box together: Capitalize the first letter of
question about the phrase on the flashcard and every sentence: Who will set the clock? Could
answer. For example, if the flashcard you you wash the cat? Sure, I’ll do it.
selected randomly is the phrase “set the table”, • Point out to the students that they have already
elicit the question: “Could you set the table?” learned this in the grammar structure for this
Elicit the response: “Sure.” “Sorry, I can’t right unit: “Who will mop the floor?”
now.”
78
3-5 min.
vacuum the floor. Example: ”Could you vacuum
the floor?”
79
Lesson 5
Lesson Objectives
Students will:

economics text linked to the theme of the
unit
vocabulary items
Materials
• FC Show students the flashcards from unit Walk around the classroom to ensure the
7 and say: “Who will (blank)?” “Could you students are doing this.
(blank)?” Tell students to make sentences using • After doing choral reading, read the text one
each flashcard. more time by doing popcorn reading. Have
• Ask students if they know what “bring along” students take turns reading one line from the
means. (Use your native language as story. After they read one line, they call on
necessary.) another classmate to read the next line.
reading with an understanding of summer jobs. become familiar with the words in the story.
CLIL Reading: Economics: Summer Job Reading Comprehension I. Read and

picture. Discuss it. “What did the girl do last summer?” Review
them. Play track 53. “She looked after people’s pets.”
80
to discuss something they could do, in English
• Ask them to draw a small picture of the job.

story for fun.

3-5 min.
if necessary.)
write. 5 min. Teacher’s Note
• Read question 1 aloud together as a class: “A lot _______________________________________
of families in the community have (blank) but _______________________________________
don’t want to bring them on (blank) in the
summertime”. Ask students to think for a _______________________________________
moment about what words go in the blanks. Ask _______________________________________
students to volunteer to give the correct answer: _______________________________________
“pets” “vacation”
_______________________________________
10 min. _______________________________________
• Talk with students about helping the community _______________________________________
and making money.
something they could do to help the _______________________________________
community and make money. Explain that it is
OK if they think of something that isn’t from unit _______________________________________
7 in the book. _______________________________________
etc.
81
UNIT
8 I Was Reading
the News
Lesson 1
Unit Objectives
• Talk about two things happening at the
same time
• Discuss public transport and Internet
communication
Lesson Objectives
• use the past progressive tense

• make while clauses

send text take the
ride the bus messages subway
check your
read the news take a taxi email
Core Structure
• Ask and answer questions about two things phrase for each picture on the flashcards. Help
happening at the same time as needed (e.g. tell them what word the phrase
Q: What were you doing while (you were) starts with).
taking the subway?
A: I was sending text messages. Listen and number. 5-10 min.
• Bonus activity (if needed): crayons / Play track 54. After playing track 54, check
colored pencils the answers together as a class by calling out
the number: “Number one,” and have students
Vocabulary Introduction 5 min. say the corresponding vocabulary item: “take a
taxi.”
• Ask students to repeat after you as you say the Script Listen and number.
phrase on each flashcard. Show students the 1. take a taxi
54
picture first, and then the phrase on each 2. take the subway
flashcard. Show each card one by one until you 3. ride the bus
have shown all of them. 4. check your email
• Show students the pictures on the flashcards 5. send text messages
one by one again and ask them to tell you the 6. read the news
82
Continue until you have covered all six
sentence structure.

does commuting mean?” “Commuting means
going to and from work or school.”
Script Commuting
Higher level: Ask students to spell each 55 Everyone seems busy these days.
phrase after checking the answer. Say: Adults need to go to work, and
“Number one,” and have the students kids need to go to school. Going
respond: “take a taxi.” Say: “How do you spell to and from work or school is
‘take a taxi’?” and have the students respond: called commuting. Everyone has
“t-a-k-e-(space)-a-(space)-t-a-x-i.” somewhere to go, and many
Continue for each word. people use public transportation
Lower level: Ask students for more to get there. But what do people
information after checking the answer. Say: do while they’re commuting on
“Number one,” and have the students public transportation? More and
respond: “take a taxi.” Say: “What is the man more people are using
doing?” and have the students respond: “He smartphones and tablets. More
is taking a taxi.” Continue for each word. and more places have Wi-Fi
Internet connection. People can
Language 5 min. communicate while they’re on the
• SB Ask students to focus on the “Language” way to and from work or school.
section of the page. Read the examples in the They can read the news while
book together as a class to highlight the taking a taxi. They can send text
grammar structure: “What were you doing while messages while riding the bus.
you were taking the subway?” “I was sending And they can check their email
text messages.” while taking the subway. People
• Use the grammar structure to go through are keeping busy even while
vocabulary items 1 and 4, 2 and 5, 3 and 6. Call commuting!
on students individually to make sentences:
“Number one: What were you doing while you
were taking a taxi?” “I was checking my email.”
83
along.
in order from left to right as they appear in the necessary, ask the students to use two of the
story from beginning to end: 1. read the news, 2. phrases to describe something they were doing
take a taxi, 3. send text messages, 4. ride the at the same time as something else. Call on a
bus, 5. check your email, and 6. take the few students and ask them to share, in English.
subway. • Ask the students to draw, color, and write the
• Ask the students to recite a line from the story two activities on the back of the dictation
they heard, while directing their attention to the worksheet.
each vocabulary item and say: “What were you and correction.
doing while you were taking a taxi?” Elicit the
response: “I was reading the news.” Help them as
with the students.

screen to help them write the words on the • be able to talk about two things
happening at the same time using while
one by one. Ask students to check their work and
3-5 min.
lesson.
84
Jeff say?” Elicit the response: “What were you Script
doing while you were riding the bus?” Mark true or false.
• Complete the activity as a class. 57 1. Louie rode the bus to school.
2. Louie was sending text
messages to his friends while
Script Listen and write. riding the bus to school.
56 Frame 1. 3. Anna was checking her email
Jeff: Hi, Louie. How did you get to while she was taking the subway
school today? to school.
Louie: I rode the bus.
Jeff: What were you doing while you
were riding the bus? (Optional) Assign and explain homework.
Louie: I was checking my email. 3-5 min.
Frame 2. • WB Tell students to look at the picture on page
Rachel: Hi, Anna. How did you get 35 in the workbook. Explain how to complete
to school today? the Listen and write activity in part C and the
Anna: I took the subway. Choose and rewrite activity in part D. Explain
Rachel: What were you doing while that part C is very similar to what they did in the
you were taking the student book on page 57.
subway? • Tell them when they need to complete the
Anna: I was sending text messages workbook exercises and have them write it in
to my friend. their workbook on page 35. (**Note: Allow them
necessary.)
minute to do so.
• As students look at the pictures, ask them what
setting, and characters in the story, and what
they think is happening: They are in front of
the school. They are talking to each other. Use
they doing?” etc.
along point at the words with their finger while
they listen. It may be helpful to pause after each
frame in the comic strip to assist the students
with navigating the page.
85
Lesson 3
Lesson Objectives
Students will:
the vocabulary

surf the Internet stand in line
wait for the traffic light watch videos
• What were you doing while standing in line?

• I was watching videos.
Materials
structure by reading the sentences and the response: “Wait for the traffic light.”
the response: “Surf the Internet.”
phrase. Pause the audio after phrase word in
• FC Show students the flashcards for the order to give the students enough time to write.
phrase on each flashcard. Show students the Script Listen and write.
picture first, and then the phrase on each 1. wait for the traffic light
58
flashcard. Show each card one by one until you 2. surf the Internet
have shown all of them. 3. stand in line
• Show students the pictures on the flashcards 4. watch videos
phrase for each picture on the flashcards. Help • After the students have finished writing all four
of the new vocabulary items, call on individual
students and ask them how to spell each word.
86
dialogue in the illustration together: “What were
you doing while standing in line?” “I was
watching videos.”
activities in the illustration, for example surf the
Internet, and ask the students to point to the
mobile phone in the illustration in their book.
Then say: “What were you doing while standing
in line?” Elicit the response: “I was surfing the
Internet.”

in each word? 5 min.
tell students to think about how many syllables
each word has.
• (Optional) Level Tip: • Play track 59 and review the answers as a class.
Higher level: FC Put the flashcards for the
phrases wait for the traffic light, surf the (Optional) Assign and explain homework.
Internet, stand in line, and watch videos in
a random order on the board. Ask students 3-5 min.
how to spell the words. Have them come to • WB Tell students to look at the activities on
the front of the class and write the phrase on page 36 in the workbook. Explain how to
the board under the corresponding flashcard. complete the Unscramble and write activity in
of each phrase from their book. complete the page independently.
‘traffic light’?” Elicit the response: “t-r-a-f-f-i- workbook exercises and have them write it in
c-(space)-l-i-g-h-t.” their workbook on page 36. (**Note: Allow them
‘surf the Internet’?” Elicit the response: “s-u-r- necessary.)
f-(space)-t-h-e-(space)-I-n-t-e-r-n-e-t.”
Point to picture 3 and ask: “How do you spell (If needed) Bonus Activity. Unscramble
‘stand in line’?” Elicit the response: “s-t-a-n-
d-(space)-i-n-(space)-l-i-n-e.” Worksheet: Reading, Speaking, and
Point to picture 4 and ask: “How do you spell Writing Practice 5-10 min.
‘watch videos’?” Elicit the response: “w-a-t-c- • Unscramble WS Put students in pairs.
h-(space)-v-i-d-e-o-s.” Distribute the unscramble worksheet and ask
87
class, allow the students to finish the worksheet on • Point to question 1 and do it together: “What
their own in class. were you doing while you were (blank)?” “I was
• Collect the unscramble worksheet for (blank) email.” Tell students to look at the
assessment and correction (unless you plan to picture to help them fill in the blanks: “What
complete the bonus activity below). were you doing while you were riding the bus?”
“I was checking my email.”
Lesson 4 Higher level: Call on individual students to
Students will: Lower level: Do choral reading. Read each
sentence aloud and ask students to repeat
• encounter some of the target vocabulary after you. Point at the words as you read
and grammar while learning about an them and ask students to do the same.
engaging topic
• practice using visual clues to assist with Writing II. Choose and rewrite.
writing 10-15 min.
59.
Materials • Point to numbers 1 and 2 and read together:
“While (blank) to change, he (blank) to his
• Big Show Student Book, Flashcards, and CD friends.” Tell students to use the phrases in the
with A/V equipment (if available) box to fill in the blanks: “While waiting for the
• Workbook (optional) traffic light to change, he was sending text
messages to his friends.”
Grammar Structure Review 5-10 min. Writing Tip: watching / reading
• FC Explain to the students that they will play 5-10 min.
• Pick two flashcards. Look at them and show the bottom of the page. Read the contents of
students. Explain that they will ask a question the box together: watching: a video, the news
about the items on the flashcard and they will (on TV), a TV show / reading: a book, the
answer. For example, if the flashcards you news (text), a text message, an email
selected are for the phrases “taking the subway” • Use your native language to explain this, if
and “watch videos”, elicit the question: “What necessary. Ask the students to practice writing
were you doing while taking the subway?” Elicit some example sentences under the “Tip” box.
the response: “I was watching videos.” • Point out to the students that they have already
• After you have demonstrated how the game is learned this in the grammar structure for this
played, call students up to the front of the unit: “I was watching videos.”
words on the flashcards. Finish the activity after
have covered all ten of the vocabulary words.
88
3-5 min.
ride the bus. Example: ”What were you doing
while riding the bus?”
89
Lesson 5
Lesson Objectives
Students will:

technology text linked to the theme of the
unit
vocabulary items
Materials
Pre-reading Discussion 5 min. ask the students to repeat after you. Ask the
and say: “What were you doing while (blank)?” Walk around the classroom to ensure the
“I was (blank).” Tell students to make sentences students are doing this.
using each flashcard. • After doing choral reading, read the text one
• Ask students if they know what “driverless,” more time by doing popcorn reading. Have
“detect,” and “emergency” mean. (Use your students take turns reading one line from the
native language as necessary.) story. After they read one line, they call on
reading with an understanding of driverless had a chance to read and the students have
trains. become familiar with the words in the story.
CLIL Reading: Technology: Driverless Reading Comprehension I. Read and

Trains 10-15 min. check. 5 min.
60. Focus students’ attention on the • Read question 1 aloud together as a class:
background picture. Discuss it. “What drives a driverless train?” Review the
• Explain to the students that they will listen and answer choices. Ask students to think for a
them. Play track 60. “A computer drives it.”
90
to talk about a kind of transportation controlled
by computer, in English.
• Ask them to draw a small picture of the
transportation.

story for fun.

3-5 min.
“Driverless trains (blank) and (blank) doors
automatically”. Ask students to think for a _______________________________________
students to volunteer to give the correct
answers: “Driverless trains stop at the station _______________________________________
and opens doors automatically.” _______________________________________
_______________________________________
10 min. _______________________________________
• Talk with students about transportation _______________________________________
controlled by computers. _______________________________________
• Ask students to talk with their friends about
another kind of transportation that can be _______________________________________
controlled by computers. Explain that it is OK if _______________________________________
they think of something that isn’t from unit 8 in _______________________________________
the book.
etc.
91
REVIEW
2 Units 5 - 8

books to page 62.
the word or phrase and have students repeat.
with.
words or for weaker groups, or for weaker
groups, you can read the words for them.

• Point to picture 1 and ask students: “Where is
this?” Elicit the response: “It’s a cave.” Then read
question 1 aloud together as a class: “Where
would you like to go?” Ask students to look at the
sentences in the box and think for a moment
about what the correct answer is. Ask students
to volunteer to give the correct answer.
C Think about a place in nature you

would like to go. Then talk about it
with a friend. 10 min.
a place in nature they would like to go.
92
D Read and write. 5 min.
64.
• Point to number 1 and ask students to use the
phrases in the box to fill in the blank: “Anna’s
parents would like to go to a beach to relax.”
• Tell students to do the same for numbers 2 to 6.

64.
• Point to number 1 and read together. Correct
the sentence as a class: “I would like to go to a
pond.”
numbers 2 to 5.

• SB Direct students’ attention to part F on page
65. Ask the students to read the instructions out
loud.
• Prepare dice.
• Put students in pairs.
• Tell students how to play the game. “Student A,
roll the die. Look at the number and move. Say
the words you land on. Make a sentence. Now
it’s student B’s turn. The first one to the Finish line
wins the game.”
93
UNIT
9 Have You Ever

Explored a Cave?
Lesson 1
Unit Objectives
• Talk about past experiences

• Discuss activities related to camping
Lesson Objectives
• ask and answer questions using the
present perfect tense and ever
• use past participles

look at the catch camp in the
stars fireflies woods
cook walk on a
marshmallows explore a cave beach
Core Structure
• Ask questions about past experiences phrase for each picture on the flashcards. Help
using the past perfect tense and ever as needed (e.g. tell them what word the phrase
Q: Have you ever looked at the stars? starts with).
A: Yes, I have. / No, I haven’t.
• Bonus activity (if needed): crayons / book according to the Listen and number part.
colored pencils Play track 62. After playing track 62, check the
number: “Number one,” and having students say
Vocabulary Introduction 5 min. the corresponding vocabulary item: “explore a
• FC Show students the flashcards for the cave.”
1. explore a cave
flashcard. Show each card one by one until you 2. walk on a beach
have shown all of them. 3. cook marshmallows
• Show students the pictures on the flashcards 4. camp in the woods
one by one again and ask them to tell you the 5. catch fireflies
6. look at the stars
94
order. Call on students individually to answer:
“Number one: Have you ever explored a cave?”
“Yes, I have.” Continue until you have covered all
six vocabulary items using the target pattern
sentence structure.

do fireflies do at night?” “They light up at night.”
• (Optional) Level Tip: • Tell students to answer question 2.
Higher level: Ask students to spell each
phrase after checking the answer. Say:
“Number one,” and have the students Script Camping
respond: “explore a cave.” Say: “How do you
spell ‘explore a cave’?” and have the students
63 Have you ever been camping?
respond: “e-x-p-l-o-r-e-(space)-a-(space)- Camping is a great way to relax
c-a-v-e.” Continue for each word. and enjoy nature. There are many
Lower level: Ask students for more things you can try. Have you
information after checking the answer. Say: ever camped in the woods? Have
“Number one,” and have the students you ever looked at the stars?
respond: “explore a cave.” Say: “What is she They look different when you’re in
exploring?” and have the students respond: the woods. Have you ever
“She’s exploring a cave.” Continue for each explored a cave? Have you ever
word. walked on a beach? There are
lots of amazing things you can
Language 5 min. find in nature. Have you ever
caught fireflies? It’s wonderful to
• SB Ask students to focus on the “Language” see them light up at night.
section of the page. Read the examples in the Have you ever cooked
book together as a class to highlight the marshmallows over a fire? They
grammar structure: “Have you ever looked at taste so soft and sweet. There are
the stars?” “Yes, I have.” / “Has he ever caught lots of great things you can do
fireflies?” “No, he hasn’t.” when you go camping.
95
along.
story from beginning to end: 1. camp in the phrases to describe an activity they have
woods, 2. look at the stars 3. explore a cave, 4. experienced. Call on a few students and ask
walk on a beach, 5. catch fireflies, and 6. cook them to share, in English.
marshmallows. • Ask the students to draw, color, and write the
• Ask the students to recite a line from the story name of the activity on the back of the dictation
they heard, while directing their attention to worksheet.
the flashcards on the board as a visual aid. • Collect the dictation worksheet for assessment
Point to each vocabulary item and say: “Have and correction.
you ever…” Elicit the response: “Have you ever
camped in the woods?” Help them as necessary.
with the students.

screen to help them write the words on the • be able to talk about past experiences
3-5 min.
lesson.
96
Listening I. Listen and write. 5-10 min. while they listen. It may be helpful to pause after
• SB / CD Ask students to open their books to students with navigating the page.
dialogue at the top. Listening III. Listen and mark. 5 min.
• Play track 64 and ask students to read along
and to write what they hear. • SB / CD Focus students’ attention on part C in
• Check the answer as a class. Ask: “What does the Listening section on page 67. Read question
Jeff say?” Elicit the response: “Have you ever 1 as a class: “Number one: What will Jeff do this
camped in the woods?” weekend?
• Complete the activity as a class. • Call on students individually to read questions 2
and 3.
Script correct answers.
Listen and write. • Review the answers as a class.
64 Frame 1.
Jeff: I’m going camping in the Script
woods this weekend. Have you Listen and mark.
ever camped in the woods? 65 1. What will Jeff do this weekend?
Louie: Yes, I have. I camped in the a. He will go camping at the
woods last spring. beach.
Jeff: I’ve never camped in the b. He will explore a cave.
woods before. I’m excited to c. He will go camping in the
try it. woods.
Louie: It’s a lot of fun. d. He will look at the stars from the
Frame 2. beach.
Anna: I’m going to look at the stars
tonight from the beach. 2. What has Louie done?
Have you ever done that? a. He has camped in the woods.
Rachel: No, I haven’t. b. He has walked on a beach.
Anna: You should come with me to c. He has explored a cave.
the beach tonight. d. He has looked at the stars from
the beach.
3. What has Rachel never done?

Listening II. Say and act. 10-15 min. a. She has never caught fireflies.
• SB Focus students’ attention on the comic strip b. She has never camped in the
in the Listening section on page 67. Tell students woods.
to look at the images and give them about one c. She has never walked on a
minute to do so. beach.
• As students look at the images, ask them what d. She has never looked at the
they can see. Encourage different students to stars from the beach.
• Next, ask students questions about the plot, (Optional) Assign and explain homework.
setting, characters in the story, and what they 3-5 min.
think is happening: They are outside. They are
talking about camping. Use your native • WB Tell students to look at the activities on
language as necessary and provide support page 39 in the workbook. Explain how to
when needed to the students. Ask few complete the Listen and write activity in part C
questions, such as “Where are they?” “What are and the Choose and rewrite activity in part D.
they going to do?” etc. Explain that part C is very similar to what they
• Finally, explain to the students that they will now did in the student book on page 67.
listen to the story, and that they should read • Tell them when they need to complete the
along and point at the words with their finger workbook exercises and have them write it in
necessary.) 97
Lesson 3
Lesson Objectives
Students will:
the vocabulary

make a campfire set up a tent
get lost read a compass
• Have you ever set up a tent?

• Yes, I have. / No, I haven’t.
Materials
unscramble worksheet or tell them what letter the expression starts
• Workbook (optional) with).
structure by reading the sentences and the response: “Set up a tent.”
the response: “Get lost.”
flashcard. Show each card one by one until you 1. set up a tent
2. get lost
• Show students the pictures on the flashcards 3. read a compass
one by one again and ask them to tell you the 4. make a campfire
as needed (e.g. say the first word of the phrase
98
‘make a campfire’?” Elicit the response: “m-
a-k-e-(space)-a-(space)-c-a-m-p-f-i-r-e.”

dialogue in the illustration together: “Have you
ever set up a tent?” Read the response together:
“Yes, I have.” “No, I haven’t.”
dialogue by pointing at different activities in
phrases in the illustration, for example make a
campfire, and ask the students to point to the
campfire in the illustration in their book. Then
ask: “Have you ever made a campfire?” Elicit
the response: “Yes, I have.” “No, I haven’t.”
Speaking II. Do the ends of the questions

of the new vocabulary items, call on individual tell students to think about if they hear ends of
students and ask them how to spell each the questions go up or down.
phrase. • Play track 67 and review the answers as a class.
phrases set up a tent, get lost, read a 3-5 min.
compass, and make a campfire in a random
order on the board. Ask students how to spell • WB Tell students to look at the activities on
the words. Have them come to the front of the page 40 in the workbook. Explain how to
class and write the phrase on the board complete the Unscramble and write activity in
under the corresponding flashcard. Allow part E and the Look and write activity in part F.
them to bring their student book with them for • Complete one example of each for parts E and
reference, if necessary. F so that the students understand how to
of each phrase from their book. • Tell them when they need to complete the
‘set up a tent’?” Elicit the response: “s-e-t- their workbook on page 40. (**Note: Allow them
(space)-a-(space)-t-e-n-t.” to write this in their native language, if
‘get lost’?” Elicit the response: “g-e-t-(space)-
l-o-s-t.”
‘read a compass’?” Elicit the response: “r-e-
a-d-(space)-a-(space)-c-o-m-p-a-s-s.”
99
classroom to mime the different phrases on
Writing Practice 5-10 min. the flashcards. Finish the activity after every
• Unscramble WS Put students in pairs. student has had a chance, or after you have
Distribute the unscramble worksheet and ask covered all ten of the vocabulary items.
• After completing a few examples together as a • Point to number 1 and read together: “Have
class, allow the students to finish the worksheet on you ever (blank) in the woods?” Tell students
their own in class. to look at the pictures to help them fill in the
• Collect the unscramble worksheet for blank: “Have you ever camped in the woods?”
assessment and correction. • Tell students to match the sentence with each
each box.
Lesson 4 • (Optional) Level Tip:
Lesson Objectives read the questions and answers
Students will: support them as needed while they read.
• encounter some of the target vocabulary sentence aloud and ask students to repeat
and grammar while learning about an after you. Point at the words as you read
engaging topic them and ask students to do the same.
writing
• develop reading and writing skills Writing II. Choose and rewrite.
10-15 min.
Materials 69.
• Point to number 1 and read together: “Jeff has
• Big Show Student Book, Flashcards, and CD never (blank).” Tell students to use the
with A/V equipment (if available) phrases in the box to fill in the blanks: “Jeff has
• Workbook (optional) never camped in the woods.”
Grammar Structure Review 5-10 min. Writing Tip: Punctuation 5-10 min.
• FC Explain to the students that they will play • SB Ask the students to look at the “Tip” box at
a game. Mix the flashcards for the vocabulary the bottom of the page. Read the contents of
and vocabulary+ from unit 9 together. the box together: Use correct punctuation:
• Pick one of the flashcards randomly. Look at it comma (,) apostrophe (‘) period (.) / Yes, I
and show students. Explain that you will ask a have. / No, I haven’t.
question about the item on the flashcard and • Use your native language to explain this, if
they will answer. For example, if the flashcard necessary. Ask the students to practice
you selected randomly is for the phrase “catch writing different types of punctuation a few
fireflies,” elicit the question: “Have you ever times under the “Tip” box.
caught fireflies?” Elicit the response: “Yes, I • Point out to the students that they have already
have.” “No, I haven’t.” learned this in the grammar structure for this
unit: “No, I haven’t.”
100
3-5 min.
look at the stars. Example: ”Has she ever looked
at the stars?”
101
Lesson 5
Lesson Objectives
Students will:

unit
vocabulary items
Materials
and say: “Have you ever (blank)?” Tell students students are doing this.
to make sentences using each flashcard. • After doing choral reading, read the text one
• Ask students if they know what “coastal” and more time by doing popcorn reading. Have
“exist” mean. (Use your native language as students take turns reading one line from the
reading with an understanding of redwood and had a chance to read and the students have
giant sequoia trees. become familiar with the words in the story.
CLIL Reading: Geography: Giant Trees Reading Comprehension I. Read and

picture. Discuss it. “How tall can these giant trees be?” Review
them. Play track 68. “They can be over 100 meters.”
102
to talk about nature where they live, in English
• Ask them to draw a small picture of the place

story for fun.

3-5 min.
if necessary.)
write. 5 min. Teacher’s Note
• Read question 1 aloud together as a class: “You _______________________________________
can (blank), hike, and (blank) caves in the _______________________________________
redwood forest.” Ask students to think for a
students to volunteer to give the correct _______________________________________
answers: “You can camp, hike, and explore
caves in the redwood forest.” _______________________________________
_______________________________________
10 min. _______________________________________
• Talk with students about nature in the city.
• Ask students to talk with their friends about what _______________________________________
kind of nature is nearby where they live. Ask _______________________________________
them to describe why it is special. Explain that _______________________________________
it is OK if they think of something that isn’t from
unit 9 in the book. _______________________________________
etc.
103
UNIT
10 Has She Packed

Her Luggage?
Lesson 1
Unit Objectives
• Discuss travel preparations

• Check completion of tasks
Lesson Objectives
• ask and answer questions about
completion of tasks
• use present perfect tense and past
participles

make a
rent a car book the hotel
shopping list
pack your check your
buy the ticket
luggage passport
Core Structure
• Ask and answer questions using the phrase for each picture on the flashcards. Help
present perfect tense and past participles as needed (e.g. tell them what word the phrase
Q: Has she bought the ticket? starts with).
A: Yes, she has (bought the ticket). /
No, she hasn’t (bought the ticket). Listen and number. 5-10 min.
Vocabulary Introduction 5 min. the corresponding expression: “pack your
luggage.”
1. pack your luggage
picture first, and then the phrase on each 2. buy the ticket
flashcard. Show each card one by one until you 3. check your passport
have shown all of them. 4. book the hotel
• Show students the pictures on the flashcards 5. rent a car
one by one again and ask them to tell you the 6. make a shopping list
104
“Yes, she has.” “No, she hasn’t.” Continue until
you have covered all six vocabulary items using
the target pattern sentence structure.

• Read and answer question 1 as a class: “What is
a great way to relax and spend time with family
and friends?” “Taking a vacation somewhere is
a great way to relax and spend time with family
and friends.”
Higher level: Ask students to spell each Script Vacation
phrase after checking the answer. Say:
“Number one,” and have the students 70 Have you ever traveled anywhere
respond: “pack your luggage.” Say: “How do for vacation? Taking a vacation
you spell ‘pack your luggage’?” and have the somewhere is a great way to relax
students respond: “p-a-c-k-(space)-y-o-u- and spend time with family or
r-(space)-l-u-g-g-a-g-e.” Continue for each friends. But you have to do some
word. work to prepare for a vacation.
Lower level: Ask students for more It’s a good idea to make a checklist
information after checking the answer. Say: of the things you need to do
“Number one,” and have the students before you travel. Then you can
respond: “pack your luggage.” Say: “What do make sure you are ready. Have
you pack?” and have the students respond: you packed your luggage? Have
“Your luggage.” Continue for each word. you bought the ticket? Have
you booked the hotel? Have you
Language 5 min. rented a car? Have you made a
• SB Ask students to focus on the “Language” shopping list? Have you checked
section of the page. Read the examples in the your passport? Make sure you
book together as a class to highlight the do all of these things before you
grammar structure: “Has she bought the ticket?” travel. Also, make sure the people
“Yes, she has.” “No, she hasn’t.” you’re traveling with have done
• Use the grammar structure to go through each the same. Then you can enjoy
numbered vocabulary item (1-6) in numerical your vacation.
“Number one: Has she packed her luggage?”
105
along.
story from beginning to end: 1. pack your phrases to describe something they do before
luggage, 2. buy the ticket, 3. book the hotel, a trip. Call on a few students and ask them to
4. rent a car, 5. make a shopping list, and 6. share, in English.
check your passport. • Ask the students to draw, color, and write the
• Ask the students to recite a line from the story name of the thing they do on the back of the
flashcards on the board as a visual aid. Point • Collect the dictation worksheet for assessment
to each vocabulary item and say: “How do we and correction.
make sure we are ready to travel?” Elicit the
response: “Have you (blank) ?” Help them as
with the students.

screen to help them write the words on the • be able to ask and answer questions
dictation worksheet.) about travel preparation
Materials
3-5 min.
Linked Story: Vocabulary and Grammar
lesson.
106
Rachel say?” Elicit the response: “Have you Script
booked the hotel yet?” Mark true or false.
• Complete the activity as a class. 72 1. Anna has booked the hotel.
2. Louie is going to travel by train.
3. Louie has booked the tickets.
Script Listen and write.
71 Frame 1.
Rachel: Are you going on vacation (Optional) Assign and explain homework.
soon? 3-5 min.
Anna: Yes, I am. I’m going to stay at
a hotel near the beach. • WB Tell students to look at the activities on
Rachel: Cool. Have you booked the page 43 in the workbook. Explain how to
hotel yet? complete the Listen and write activity in part C
Anna: Yes, I have. and the Choose and rewrite activity in part D.
Explain that part C is very similar to what they
Frame 2. did in the student book on page 73.
Jeff: Are you going on vacation • Tell them when they need to complete the
soon? workbook exercises and have them write it in
Louie: Yes, I am. I’m traveling by their workbook on page 43. (**Note: Allow them
plane to another country. to write this in their native language, if
Jeff: Have you bought the tickets? necessary.)
Louie: Yes, I have.

minute to do so.
think is happening: They are in front of the
school. They are talking in the rain. Use your
native language as necessary and provide
they doing?” etc.
107
Lesson 3
Lesson Objectives
Students will:
the vocabulary

get the visa plan the trip
charge the camera learn useful phrases
• Have you charged the camera?
• Yes, I have charged the camera. / No, I
haven’t charged the camera.
Materials
structure by reading the sentences and the response: “Plan the trip.”
the response: “Charge the camera.”
Vocabulary+ Introduction 5 min. • Play track 73 and ask the students to write the
phrases they hear. Pause the audio after each
phrase in order to give the students enough
time to write.
flashcard. Show each card one by one until you 1. plan the trip
2. charge the camera
• Show students the pictures on the flashcards 3. learn useful phrases
one by one again and ask them to tell you the 4. get the visa
108
‘learn useful phrases’?” Elicit the response:
“l-e-a-r-n-(space)-u-s-e-f-u-l-(space)-p-h-
r-a-s-e-s.”
‘get the visa’?” Elicit the response: “g-e-t-
(space)-t-h-e-(space)-v-i-s-a.”

dialogue in the illustration together: “Have you
charged the camera?” Read the responses
together: “Yes, I have charged the camera.” “No,
I haven’t charge the camera.”
dialogue by pointing at different items in the
phrases in the illustration, for example plan the
trip, and ask the students to point to the
checklist. Then say: “Have you planned the trip?”
Elicit the response: “Yes, I have planned the trip.”
“No, I haven’t planned the trip.”
• After the students have finished writing all four Speaking II. Can you hear the different
of the new vocabulary items, call on individual endings? 5 min.
phrase. • SB / CD Ask students to open their books to
• (Optional) Level Tip: page 74. Direct their attention to part B at the
Higher level: FC Put the flashcards for the bottom of the page. Before you play the audio,
phrases plan the trip, charge the camera, tell students say the words and to listen if they
learn useful phrases, and get the visa in a can hear the different endings.
random order on the board. Ask students how • Play track 74 and review the answers as a class.
to spell the phrases. Have them come to the
front of the class and write the phrases on the (Optional) Assign and explain homework.
board under the corresponding flashcard. 3-5 min.
Allow them to bring their student book with
them for reference, if necessary. • WB Tell students to look at the activities on
Lower level: Ask students to read the spelling page 44 in the workbook. Explain how to
of each phrase from their book. complete the Unscramble and write activity in
Point to picture 1 and ask: “How do you spell part E and the Look and write activity in part F.
‘plan the trip’?” Elicit the response: “p-l-a-n- • Complete one example of each for parts E and
(space)-t-h-e-(space)-t-r-i-p.” F so that the students understand how to
Point to picture 2 and ask: “How do you spell complete the page independently.
‘charge the camera’?” Elicit the response: “c- • Tell them when they need to complete the
h-a-r-g-e-(space)-t-h-e-(space)-c-a-m-e- workbook exercises and have them write it in
r-a.” their workbook on page 44. (**Note: Allow them
necessary.)
109
classroom to mime the different phrases on
Writing Practice 5-10 min. the flashcards. Finish the activity after every
• Unscramble WS Put students in pairs. student has had a chance, or after you have
Distribute the unscramble worksheet and ask covered all ten of the vocabulary items.
• Explain how to complete the unscramble Writing I. ook and write. 10 min.
• After completing a few examples together as a • Point to question 1 and do it together: “Has she
class, allow the students to finish the worksheet on (blank)?” “Yes, (blank).
their own in class. • Tell students to look at the picture to help them
• Collect the unscramble worksheet for fill in the blanks. Read the answers together:
assessment and correction. “Has she packed her luggage?” “Yes, she has
packed her luggage.”
Lesson 4 each box.
Lesson Objectives • (Optional) Level Tip:
Students will: read the questions and answers
• encounter some of the target vocabulary support them as needed while they read.
with A/V equipment (if available) • Point to number 1 and read it together: “Her
• Workbook (optional) father has (blank).” Tell students to use the
phrases in the box to fill in the blank: “Her father
Mime Game: Vocabulary, Vocabulary+, and has booked the hotel.”
• FC Explain to the students that they will play Writing Tip: has/have 5-10 min.
• Pick one of the flashcards randomly. Look at it the bottom of the page. Read the contents of
and show students. Explain that they will ask a the box together: have (not) = I, you, we, they
question about the item on the flashcard and / has (not) = he, she, it
you will answer. Then they must respond to your • Use your native language to explain this, if
answer. For example, if the flashcard you necessary. Ask the students to practice
selected randomly is for the phrase “learn useful writing have (not) and has (not) a few times
phrases,” elicit the question: “Have you learned under the “Tip” box.
useful phrases?” Elicit the response: “Yes, I have • Point out to the students that they have already
learned useful phrases.” “No, I haven’t learned learned this in the grammar structure for this
useful phrases.” unit: “He has charged the camera.”
110
3-5 min.
get the visa. Example: ”Have you gotten the
visa?”
their native languag, if necessary.)
111
Lesson 5
Lesson Objectives
Students will:

math text linked to the theme of the unit
vocabulary items
Materials

and ask: “Has he/she (blank)?” Tell students to Walk around the classroom to ensure the
make sentences using each flashcard. students are doing this.
• Ask students if they know what “approximately” • After doing choral reading, read the text one
and “average” mean. (Use your native language more time by doing popcorn reading. Have
as necessary.) students take turns reading one line from the
• Establish enough background knowledge that story. After they read one line, they call on
students will be able to engage in the CLIL another classmate to read the next line.
reading with an understanding of the A380 • Read the lines of the story until each student has
airplane. had a chance to read and the students have
CLIL Reading: Math: King of the Skies:
The A380 10-15 min. Reading Comprehension I. Read and
• SB / CD Tell students to look at part A on page check. 5 min.
76. Focus students’ attention on the • SB Tell students to look at part B on page 77.
background picture. Discuss it. • Read question 1 aloud together as a class:
• Explain to the students that they will listen and “What is the average speed of the A380?”
read the story on the page. Ask students to Review the answer choices. Ask students to think
follow along and point at the words as they hear for a moment about what the correct answer
them. Play track 75. is. Ask students to volunteer to give the correct
• After playing the track, do choral reading and answer: “It’s 900 km/h.”
112
• Ask them to draw a small picture of the
transportation.

story for fun.

3-5 min.
if necessary.)

write. 5 min. _______________________________________
• Read question 1 aloud together as a class: “The
A380 can carry a maximum of (blank) _______________________________________
passengers”. Ask students to think for a moment _______________________________________
about what word goes in the blank. Ask students
to volunteer to give the correct answer: “853.” _______________________________________
_______________________________________
10 min.
_______________________________________
• Talk with students about different kinds of
transportation. _______________________________________
another kind of transportation they have _______________________________________
traveled on. Ask them to describe what they
thought of it. Explain that it is OK if they think of _______________________________________
something that isn’t from unit 10 in the book. _______________________________________
etc. _______________________________________
to talk about a kind of transportation, in English.
113
UNIT
If You Recycle, You’ll
11 Help the Earth
Lesson 1
Unit Objectives
• Talk about activities related to
community service
• Discuss how to protect the environment
Lesson Objectives
• use first conditional if clauses

do volunteer donate
learn first aid
work clothes
clean up the plant a help the
streets garden homeless
Core Structure
• Use first conditional if clauses

If you clean up the streets, you’ll help your as needed (e.g. say the first word of the phrase
community. or tell them what letter the phrase starts with).
Materials Listen and number. 5-10 min.

• Big Show Student Book, Flashcards, CD
with A/V equipment (if available), and page 78. Direct their attention to the
dictation worksheet vocabulary items on the page. Ask the students
• Workbook (optional) to take out a pencil. Tell them to listen to the
• Bonus activity (if needed): crayons / audio and number the vocabulary items in their
colored pencils book according to the Listen and number part.
Play track 76. After playing track 76, check the
Vocabulary Introduction 5 min. number: “Number one,” and have students say
• FC Show students the flashcards for the the corresponding vocabulary word: “clean up
vocabulary items that are on page 78. the streets.”
phrase on each flashcard. Show students the Script Listen and number.
picture first, and then the phrase on each 1. clean up the streets
2. donate clothes
have shown all of them. 3. learn first aid
• Show students the pictures on the flashcards 4. help the homeless
one by one again and ask them to tell you the 5. plant a garden
phrase for each picture on the flashcards. Help 6. do volunteer work
114
“Number one: If you clean up the streets, you’ll
help your community.”
• Continue until you have covered all six
sentence structure.

• Read and answer question 1 as a class: “How
can you help make your community cleaner?”
• (Optional) Level Tip: “I can clean up the streets.”
Higher level: Ask students to make the sound • Tell students to answer question 2.
for each word after checking the answer. Say:
“Number one,” and have the students Script Community Service
respond: “clean up the streets.” Say: “How
do you spell ‘clean up the streets’?” and have 77 There are many ways you can
the students respond: “c-l-e-a-n-(space)-u- help your community to be a
p-(space)-s-t-r-e-e-t-s.” Continue for each better place. If you clean up the
word. streets, you’ll help your
Lower level: Ask students for more community. It’ll be a cleaner
information after checking the answer. Say: place. If you do volunteer work,
“Number one,” and have the students you’ll help do something that
respond: “clean up the streets.” Say: “What needs to be done. It could be
do we clean up?” and have the students helping to build a school or
respond: “We clean up the streets.” Continue visiting lonely, old people. If you
for each word. donate clothes, you’ll help
someone who needs them. If you
Language 5 min. help the homeless, they’ll have
• SB Ask students to focus on the “Language” food to eat. If you plant a garden,
section of the page. Read the examples in the you’ll help the environment.
book together as a class to go highlight the If you learn first aid, you’ll be able
grammar structure: “If you clean up the streets, to help someone who is injured.
you’ll help your community.” “If you learn first There are many ways to serve your
aid, you’ll help people.” community. Which way do you
• Use the grammar structure to through each think is best?
115
along.
story from beginning to end: 1. clean up the phrases to describe what they have done to
streets, 2. do volunteer work, 3. donate clothes, help someone. Call on a few students and ask
4. help the homeless, 5. plant a garden, and 6. them to share, in English.
learn first aid. • Ask the students to draw, color, and write the
• Ask the students to recite a line from the story name of thing they did on the back of the
each vocabulary item and say: “How can you and correction.
help (blank)?” Elicit: “If you (blank), you’ll help
(blank).” Help them as necessary. Continue with
each flashcard.
with the students.

• be able to discuss activities related to
screen to help them write the words on the community service
3-5 min.
lesson.
116
Listening I. Listen and write. 5-10 min. • Finally, explain to the students that they will now
• SB / CD Ask students to open their books to along and point at the words with their finger
page 79. Focus students’ attention on the while they listen. It may be helpful to pause after
dialogue at the top. each frame in the comic strip to assist the
• Play track 78 and ask students to read along students with navigating the page.
and to write what they hear.
• Check the answer as a class. Ask: “What does Listening III. Listen and mark. 5 min.
the teacher say?” Elicit the response: “If we do
volunteer work, we’ll help our community.” • SB / CD Focus students’ attention on part C in
• Complete the activity as a class. the Listening section on page 79. Read question
1 as a class: “Number one: What will help the
community be cleaner?
Script Listen and write. • Call on students individually to read questions 2
78 Frame 1. and 3.
Teacher: We’re going to do • Play track 79 and tell students to mark the
community service. If we correct answers.
do volunteer work, we’ll • Review the answers as a class.
help our community. What
should we do? Script
Rachel: If we clean up the streets, Listen and mark.
we’ll help our community 79 1. What will help the community be
be cleaner. cleaner?
Anna: Yes, and if we plant a a. doing volunteer work
garden, we’ll help the b. planting a garden
environment. c. cleaning up the streets
d. helping the homeless
Frame 2.
Teacher: What else should we do? 2. What will help the environment?
Jeff: I think we should help the a. planting a garden
homeless. If we help the b. helping the homeless
homeless, they’ll have food to c. cleaning up the streets
eat. d. doing volunteer work
Louie: Yes, good idea.
3. What will happen if you help the
homeless?
a. They’ll be clean.
• SB Focus students’ attention on the comic strip b. They’ll have work to do.
in the Listening section on page 79. Tell students c. They’ll help the community.
to look at the images and give them about one d. They’ll have food to eat.
minute to do so.
they can see. Encourage different students to (Optional) Assign and explain homework.
provide as many words as they can from 3-5 min.
• Next, ask students questions about the plot, • WB Tell students to look at the activities on
setting, characters in the story, and what they page 47 in the workbook. Explain how to
think is happening: They are outside. They are complete the Listen and write activity in part C
talking to their teacher. Use your native and the Choose and rewrite activity in part D.
language as necessary and provide support Explain that part C is very similar to what they
when needed to the students. Ask few did in the student book on page 79.
questions, such as “Where are they?” “What are • Tell them when they need to complete the
they doing?” etc. workbook exercises and have them write it in
necessary.)
117
Lesson 3
Lesson Objectives
Students will:
the vocabulary

recycle bottles reduce food waste
use public
reuse paper transportation
• If you reuse paper, you’ll protect the
environment.
Materials
A/V equipment (if available), and phrase or tell them what letter the phrase starts
unscramble worksheet with).
• Bonus activity (if needed): crayons / Listen and write. 5-10 min.
colored pencils
Vocabulary and Grammar Structure vocabulary+ items on the page. Before you play
1. Point to picture 1 and ask: “What is it?” Elicit
• SB / CD Review the vocabulary and grammar the response: “Reuse paper.”
structure by reading the sentences and 2. Point to picture 2 and ask: “What is it?” Elicit
role-playing the story from the previous lesson. the response: “Recycle bottles.”
• Play track 80 and ask the students to write each
Vocabulary+ Introduction 5 min. phrase they hear. Pause the audio after each
• FC Show students the flashcards for the phrase in order to give the students enough
vocabulary items that are on page 80. time to write.
phrase on each flashcard. Show students the Script Listen and write.
picture first, and then the phrase on each
1. reuse paper
have shown all of them. 2. recycle bottles
• Show students the pictures on the flashcards 3. use public transportation
one by one again and ask them to tell you the 4. reduce food waste
as needed (e.g. say the first word of the
118
‘reduce food waste’?” Elicit the response: “r-
e-d-u-c-e-(space)-f-o-o-d-(space)-w-a-s-
t-e.”

dialogue in the illustration together: “If you reuse
paper, you’ll protect the environment.” “If you
recycle bottles, you’ll help the earth.”
phrases in the illustration, for example
reduce food waste, and ask the students to
point to the activity in the illustration in their
book. Elicit: “If you reduce food waste, you’ll
help the earth.”

• After the students have finished writing all four page 80. Direct their attention part B at the
of the new vocabulary items, call on individual bottom of the page. Before you play the audio,
students and ask them how to spell each tell students to listen if they hear parts of the
vocabulary item. sentence go up or down.
• (Optional) Level Tip: • Play track 81 and review answer as a class.
phrases reuse paper, recycle bottles, use (Optional) Assign and explain homework.
public transportation, and reduce food 3-5 min.
waste in a random order on the board. Ask
students how to spell the words. Have them • WB Tell students to look at the activities on
come to the front of the class and write the page 48 in the workbook. Explain how to
phrase on the board under the corresponding complete the Unscramble and write activity in
flashcard. Allow them to bring their student part E and the Look and write activity in part F.
book with them for reference, if necessary. • Complete one example of each for parts E and
‘reuse paper’?” Elicit the response: “r-e-u-s- workbook exercises and have them write it in
e-(space)-p-a-p-e-r.” their workbook on page 48. (**Note: Allow them
‘recycle bottles’?” Elicit the response: “r-e-c- necessary.)
y-c-l-e-(space)-b-o-t-t-l-e-s.”
‘use public transportation’?” Elicit the
response: “u-s-e-(space)-p-u-b-l-i-c-
(space)-t-r-a-n-s-p-o-r-t-a-t-i-o-n.”
119
Distribute the unscramble worksheet and ask have covered all ten of the vocabulary items.
• After completing a few examples together as a • Point to number 1 and read it together: “If we
class, allow the students to finish the worksheet on (blank), we’ll help our community be clean.”
their own in class. • Tell students to look at each picture to help
• Collect the unscramble worksheet for them fill in the blank: “If we clean up the
assessment and correction. streets, we’ll help our community be clean.”
each box.
• encounter some of the target vocabulary Lower level: Do choral reading. Read each
and grammar while learning about an sentence aloud and ask students to repeat
engaging topic after you. Point at the words as you read
• practice using visual clues to assist with them and ask students to do the same.
writing
10-15 min.
Materials • SB Ask the students to look at part B on page
81.
• Big Show Student Book, Flashcards, and CD • Point to number 1 and read it together: “She
with A/V equipment (if available) often (blank).” Tell students to use the phrases
• Workbook (optional) in the box to fill in the blank: “She often does
volunteer work.”
Mime Game: Vocabulary, Vocabulary+, and • Complete the activity as a class.
Writing Tip: you’ll 5-10 min.
a game. Mix the flashcards for the vocabulary • SB Ask the students to look at the “Tip” box at
and vocabulary+ from unit 11 together. the bottom of the page. Read the contents of
• Pick one of the flashcards randomly. Look at it the box together: you’ll = you will
and show students. Explain that they will ask a • Explain what contractions are to students. (Use
question about the item on the flashcard and your native language to explain this, if
you will answer. Then they must respond to your necessary.) Ask the students to practice writing
answer. For example, if the flashcard you you’ll a few times under the “Tip” box.
selected randomly is for the phrase “use public • Point out to the students that they have already
transportation,” elicit: “If you use public learned this in the grammar structure for this
transportation, you’ll protect the environment.” unit: “If you clean up the streets, you’ll help
your community.”
120
3-5 min.
do volunteer work. Example: “If you do
volunteer work, you’ll help people.”
121
Lesson 5
Lesson Objectives
Students will:

science text linked to the theme of the
unit
vocabulary items
Materials

and say: “If you (blank), you’ll help (blank) .” Tell students are doing this.
students to make sentences using each • After doing choral reading, read the text one
flashcard. more time by doing popcorn reading. Have
• Ask students if they know what “harmful,” students take turns reading one line from the
“carbon dioxide,” and “survive” mean. (Use your story. After they read one line, they call on
native language as necessary.) another classmate to read the next line.
reading with an understanding of global become familiar with the words in the story.
warming.
CLIL Reading: Science: Global Warming
check. 5 min.
10-15 min.
• SB / CD Tell students to look at part A on page • Read question 1 aloud together as a class: “How
82. Focus students’ attention on the background can you help reduce global warming?” Review
picture. Discuss it. the answer choices. Ask students to think for a
• Explain to the students that they will listen and moment about what the correct answer is. Ask
read the story on the page. Ask students to students to volunteer to give the correct answer:
follow along and point at the words as they hear “You can drive an electric car.”
them. Play track 82. • Complete the activity as a class.
• After playing the track, do choral reading and
122
• (**Note: You may allow students to discuss this
in their native language, but they should be
able to talk about a cause of global warming, in
English.
• Ask them to draw a small picture of what they
do to help solve the problem.

story for fun.

3-5 min.
“(Blank) is a harmful gas that causes the earth’s
temperature to rise.” Ask students to think for a _______________________________________
moment about what word goes in the blank. Ask _______________________________________
students to volunteer to give the correct answer:
“Carbon dioxide.” _______________________________________
_______________________________________
_______________________________________
10 min.
_______________________________________
• Talk with students about causes of global
warming _______________________________________
something they do that causes global
warming. Ask them to describe what they can _______________________________________
do to help solve global warming. Explain that it _______________________________________
is OK if they think of something that isn’t from _______________________________________
unit 11 in the book.
etc.
123
UNIT
12 He Should Have
Eaten Slowly
Lesson 1
Unit Objectives
• Talk about the proper way of doing things
Lesson Objectives
• use the modal auxiliary: should have and

past participles

follow the study hard eat slowly
instructions
stretch before check the leave home
the game weather early
Core Structure
• Ask and answer questions using should
have
Q: What should you have done? as needed (e.g. tell them what letter the phrase
A: I should have left home earlier. / starts with).
I shouldn’t have eaten so quickly.
Materials
• Bonus activity (if needed): crayons / book according to the audio for the Listen and
colored pencils number part. Play track 83. After playing track
83, check the answers together as a class by
Vocabulary Introduction 5 min. calling out the number: “Number one,” and
have students say the corresponding
• FC Show students the flashcards for the vocabulary phrase: “eat slowly.”
1. eat slowly
flashcard. Show each card one by one until you 2. stretch before the game
have shown all of them. 3. study hard
• Show students the pictures on the flashcards 4. check the weather
one by one again and ask them to tell you the 5. follow the instructions
phrase for each picture on the flashcards. Help 6. leave home early
124
have covered all six vocabulary items using the
target pattern sentence structure.

should you have done if you failed a test?” “I
should have studied harder.”
Script Learning from Mistakes
• (Optional) Level Tip: 84 Sometimes we make mistakes,

Higher level: Ask students to spell each and that’s OK. But you must learn
phrase after checking the answer. Say: from your mistakes. Think about
“Number one,” and have the students what you should do next time.
respond: “eat slowly.” Say: “How do you spell Have you ever left home without
‘eat slowly’?” and have the students respond: an umbrella and then it started
“e-a-t-(space)-s-l-o-w-l-y.” Continue for raining? What should you have
each phrase. done? You should have checked
Lower level: Ask students for more the weather. Have you ever been
information after checking the answer. Say: late for school? What should you
“Number one,” and have the students have done? You should have left
respond: “eat slowly.” Say: “How does he home earlier. Have you ever failed
eat?” and have the students respond: “He a test? You should have studied
eats slowly.” Continue for each word. harder. Have you ever gotten a
stomachache after eating too
Language 5 min. fast? You should have eaten slowly.
Have you ever pulled a muscle
• SB Ask students to focus on the “Language” while playing sports? You should
section of the page. Read the examples in the have stretched before the game.
book together as a class to highlight the Have you ever done your
grammar structure: “What should you have homework the wrong way? You
done?” “I should have left home earlier.” should have followed the
• Use the grammar structure to go through each instructions. Make sure you learn
numbered vocabulary item (1-6) in numerical from your mistakes and think
order. Call on students individually to answer: about how you should do things
“Number one: What should you have done?” next time.
“I should have eaten slowly.” Continue until you
125
Linked Story II. Read 5-10 min. workbook exercises and have them write it in
their workbooks on page 50. (**Note: Allow them
• SB / CD Tell the students that you will play the to write this in their native language, if
story again, and this time they should try to read necessary.)
along.
• FC Before you play the story again, put the
flashcards on the board in the front of the class, (If needed) Bonus Activity 5-10 min.
in order from left to right as they appear in • Dictation WS Using your native language if
the story from beginning to end: 1. check the necessary, ask the students to use one of the
weather, 2. leave home early, 3. study hard, 4. phrases to describe something they should have
eat slowly, 5. stretch before the game, and 6. done. Call on a few students and ask them to
follow the instructions. share, in English.
• Ask the students to recite a line from the story • Ask the students to draw, color, and write what
they heard, while directing their attention to the they should have done on the back of the
flashcards on the board as a visual aid. Point to dictation worksheet.
each vocabulary item and say: “Have you ever • Collect the dictation worksheet for assessment
left home without an umbrella and then it and correction.
started raining? What should you have done?”
Elicit the response: “You should have checked
the weather.” Help them as necessary. Continue
with each flashcard. Lesson 2
with the students.
Lesson Objectives
Linked Story III. Write 5-10 min. Students will:
close their student books. Distribute the dictation • become more familiar with target
worksheet for unit 12. Ask students to write their vocabulary and grammar through a story
name at the top of the worksheet. (Available for • encounter and explore a story linked to
download at www.compasspub.com/BigShow.) the theme of the unit
• Play the story on track 84 and ask the students • be able to recognize and name key
to write the words from the story on the dictation vocabulary items in the context of a story
worksheet. (**Note that if this is too challenging • practice using visual clues to assist in
for lower-level students, they may view the comprehension
• be able to talk about the proper way of
transcript in the back of the book or on the TV doing things
screen to help them write the words on the • prepare for and participate in a
dictation worksheet.) communicative activity with other students
• Review the answers for the dictation worksheet
correct any mistakes. Materials
and correction (unless you plan to complete the • Big Show Student Book, Flashcards, and
bonus activity below). CD with A/V equipment (if available)
3-5 min.
page 50 in the workbook. Explain how to • FC Use the flashcards to review the vocabulary.
and the Look and write activity in part B. Linked Story: Vocabulary and Grammar
complete the page independently. • SB / CD Review the vocabulary and grammar
• Tell them when they need to complete the structure by reading the story from the previous
lesson.
126
Listening I. Listen and write. 5-10 min. necessary and provide support when needed to
• SB / CD Ask students to open their books to are they?” “What are they doing?” etc.
page 85. Focus students’ attention on the • Finally, explain to the students that they will now
dialogue at the top. listen to the story, and that they should read
• Play track 85 and ask students to read along along and point at the words with their finger
and to write what they hear. while they listen. It may be helpful to pause after
• Check the answer as a class. Ask: “What does each frame in the comic strip to assist the
Anna say?” Elicit the response. “You should have students with navigating the page.
checked the weather before leaving home.”
• Complete the activity as a class. Listening III. Mark true or false. 5 min.
Script Listen and write. the Listening section on page 85.
• Play track 86 and tell students to mark true or
85 Frame 1. false.
Anna: Rachel, what happened? • Review the answers as a class.
You’re all wet.
Rachel: Yes. I was walking to school,
and suddenly it started Script Mark true or false.
raining.
Anna: You should have checked 86 1. Anna got wet from the rain.
the weather before leaving 2. Rachel should have checked the
home. weather before she left home.
Rachel: Yes, you’re right. I should 3. Jeff should have left home
have checked the weather. earlier.
I will do that next time.
Frame 2. (Optional) Assign and explain homework.

Teacher : Jeff, what happened? 3-5 min.
Why are you late for • WB Tell students to look at the activities on
school today? page 51 in the workbook. Explain how to
Jeff: I’m sorry. I left home late complete the Listen and write activity in part C
today. and the Choose and rewrite activity in part D.
Teacher: OK, what should he have Explain that part C is very similar to what they
done, class? did in the student book on page 85.
Louie: He should have left home • Tell them when they need to complete the
earlier. workbook exercises and have them write it in
Jeff: Yes, you’re right. I’ll leave their workboos on page 51. (**Note: Allow them
home earlier next time. to write this in their native language, if
necessary.)
minute to do so.
think is happening: They are in the
classroom. They are talking about the
weather. Use your native language as
127
Lesson 3
Lesson Objectives
Students will:
the vocabulary

forget the password stay up late
spend so much money eat so quickly
• What should he have done?

He shouldn’t have eaten so quickly.
Materials
unscramble worksheet word of the phrase or tell them what letter the
• Workbook (optional) phrase starts with).
Review 5 min. vocabulary+ items on the page. Before you play
the audio, do a vocabulary spot check.
structure by reading the sentences and the response: “Eat so quickly.”
the response: “Forget the password.”
1. eat so quickly
2. forget the password
3. stay up late
4. spend so much money
phrase for each picture on the
flashcards. Help as needed (e.g. say the first
128
‘spend so much money’?” Elicit the
response: “s-p-e-n-d-(space)-s-o-(space)-
m-u-c-h-(space)-m-o-n-e-y.”

illustration at the bottom of page 86. Read
the dialogue in the illustration together: “What
should he have done?” Read the response
together: “He shouldn’t have eaten so quickly.”
dialogue by pointing at different scenes in the
phrases in the illustration, for example stay up
late and ask the students to point to the first
scene in the illustration in their book. Then say:
“What should he have done?” Elicit the
response: “He shouldn’t have stayed up late.”
scenes in the illustration on page 86. Have B
Speaking II. How are the sounds put

together? 5 min.
• After the students have finished writing all four page 86. Direct their attention to part B at the
of the new vocabulary items, call on individual bottom of the page. Before you play the audio,
students and ask them how to spell each tell students to listen to how the sounds are put
vocabulary item. together.
• (Optional) Level Tip: • Play track 88 and review the answers as a class.
phrases eat so quickly, forget the password, (Optional) Assign and explain homework.
stay up late, and spend so much money in a 3-5 min.
random order on the board. Ask students how
to spell the phrases. Have them come to the • WB Tell students to look at the activities on
front of the class and write the phrase on the page 52 in the workbook. Explain how to
board under the corresponding flashcard. complete the Unscramble and write activity in
‘eat so quickly’?” Elicit the response: “e-a-t- workbook exercises and have them write it in
(space)-s-o-(space)-q-u-i-c-k-l-y.” their workbook on page 52. (**Note: Allow them
‘forget the password’?” Elicit the necessary.)
response: “f-o-r-g-e-t-(space)-t-h-e-
(space)-p-a-s-s-w-o-r-d.”
‘stay up late’?” Elicit the response: “s-t-a-y-
(space)-u-p-(space)-l-a-t-e.”
129
Distribute the unscramble worksheet and ask have covered all ten of the vocabulary items.
• After completing a few examples together as a • Point to question 1 and do A together: ”What
class, allow the students to finish the worksheet on should she (blank)?” “She shouldn’t have
their own in class. (blank).”
• Collect the unscramble worksheet for • Tell students to look at the picture to help them
assessment and correction. fill in the blank: “What should she have done?”
“She shouldn’t have spent so much money.”
Lesson 4 each box.
Lesson Objectives • (Optional) Level Tip:
Students will: read the questions and answers
• encounter some of the target vocabulary support them as needed while they read.
with A/V equipment (if available) • Point to number 1 and read it together: “He knew
• Workbook (optional) he shouldn’t have (blank) last night.” Tell
students to use a phrase from the box to fill in
Mime Game: Vocabulary, Vocabulary+, and the blank: “He knew he shouldn’t have stayed
up last night.”
Grammar Structure Review 5-10 min. • Complete the activity as a class.
a game. Mix the flashcards for the vocabulary Writing Tip: should’ve/shouldn’t have
and vocabulary+ from unit 12 together.
• Pick one of the flashcards randomly. Look at it 5-10 min.
and show students. Explain that they will ask a • SB Ask the students to look at the “Tip” box at
question about the item on the flashcard and the bottom of the page. Read the contents of
you will answer. Then they must respond to your the box together: should’ve = should have /
answer. For example, if the flashcard you shouldn’t have = should not have
selected randomly is for the phrase “forget the • Explain to students what should’ve and
password,” elicit the question: “What should shouldn’t have mean. Use your native
you have done?” Elicit the response: “I shouldn’t language to explain this, if necessary.) Ask
have forgotten the password.” the students to practice writing should’ve and
shouldn’t have under the “Tip” box.
130
• Point out to the students that they have already
learned this in the grammar structure for this
unit: “He shouldn’t have stayed up late.”

3-5 min.
follow the instructions. Example: ”I should have
followed the instructions.”
131
Lesson 5
Lesson Objectives
Students will:

health text linked to the theme of the unit
vocabulary items
Materials

and say: “What should you have done?” Tell Walk around the classroom to ensure the
students to make sentences using each students are doing this.
• Ask students if they know what “tendon” and more time by doing popcorn reading. Have
“ligament” mean. (Use your native language as students take turns reading one line from the
reading with an understanding of avoiding had a chance to read and the students have
injuries. become familiar with the words in the story.
CLIL Reading: Health: Avoiding Injuries Reading Comprehension I. Read and

88. Focus students’ attention on the background • Read question 1 aloud together as a class: “How
picture. Discuss it. many bones does the human body have?”
• Explain to the students that they will listen and Review the answer choices. Ask students to think
read the story on the page. Ask students to for a moment about what the correct answer
follow along and point at the words as they hear is. Ask students to volunteer to give the correct
them. Play track 89. answer: “It has more than 200.”
132
stretching.

story for fun.

3-5 min.
if necessary.)

write. 5 min. _______________________________________
• Read question 1 aloud together as a class: “You
(blank) before you exercise”. Ask students to _______________________________________
think for a moment about what words go in the _______________________________________
blank. Ask students to volunteer to give the
correct answer: “You should stretch before you _______________________________________
exercise.” _______________________________________
_______________________________________
10 min. _______________________________________
• Talk with students about stretching. _______________________________________
• Ask students to talk with their friends about what _______________________________________
kinds of stretches should be done before _______________________________________
exercise. Ask them to describe how it helps.
Explain that it is OK if they think of something _______________________________________
that isn’t from unit 12 in the book. _______________________________________
etc. _______________________________________
to explain stretches, in English.)
133
REVIEW
3 Units 9 - 12

books to page 90.
the word or phrase and have students
repeat.
with.
words, or for weaker groups, you can read the
words for them.

• Point to picture 1 and ask students: “What is it?”
Elicit the response: “It’s a tent.” Then read
number 1 aloud together as a class. Ask
students to look at the sentences in the box
and think for a moment about what the correct
answer is. Ask students to volunteer to give the
correct answer.
C Think about how you can help your

community. Then talk about it with a
friend. 10 min.
helping their community.
D Read and rewrite. 5 min.

92.
• Point to number 1 and ask students to use the
phrases in the box to fill in the blank: “He’s never
camped in the woods.”
• Tell students to do the same for numbers 2 to 6.
134
92.
• Point to number 1, read it together, and correct
the sentence as a class: “Have you ever looked
at the stars in the night sky?”
numbers 2 to 5.

• SB Prepare flashcards from units 9 to 12, a
timer, a board, a marker or chalk, and an eraser.
• Direct students’ attention to the four pictures on
page 93. Ask the students to read the
instructions out loud.
• Divide the class into two teams: team 1 and
team 2.
• Ask one student from team 1 to come to the
board and randomly give them a flashcard.
• Tell the student to draw the vocabulary item. on
the board. Remind them that they cannot speak
or write words, and that they must draw their
own picture.
• Tell team 1 to guess what the vocabulary is.
When a student is correct, ask them to stand
and make a sentence. Tell the class to write the
sentence in part G.
• “The first person in Team 1 will act out the
word or phrase. You cannot speak or write
words. Team 1 guesses what the word or phrase
is. Raise your hand if you want to guess. If you
get it right, make a sentence. Everyone will write
the sentence in part G on page 93. Then it’s
team 2’s turn.
• Keep score for each team.
135
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Scope and Sequence 4

Sample Lesson Plan 6

UNIT 1 Where Is This Place? 10

UNIT 2 It Tastes Like Honey, Doesn’t It? 20

UNIT 3 First, Break the Eggs 30

UNIT 4 He Might Go on a Safari 40

UNIT 5 I’d Like to Explore 52

UNIT 6 Could You Please Put Away the Clothes? 62

UNIT 7 Who Will Vacuum the Floor? 72

UNIT 8 I Was Reading the News 82

UNIT 9 Have You Ever Explored a Cave? 94

UNIT 10 Has She Packed Her Luggage? 104

UNIT 11 If You Recycle, You’ll Help the Earth 114

UNIT 12 He Should Have Eaten Slowly 124

• Information questions • When is your birthday?

• Is this the convenience store where you

• First, break the eggs. • Giving instructions

• She might visit the Nile because she is

• Who will vacuum the floor?

• Talking about two things happening

• Present perfect tense

• Has she bought the ticket?

• If you clean up the streets, you’ll help • Community service activities

• Modal auxiliary: should • What should you have done?

Review prepositional phrases, personal hygiene, and beauty products

get a checkup, see a show, the dentist’s, theater

cotton candy, honey, medicine, olive, plastic, silk

beach, canyon, cave, pond, volcano, waterfall

Vocabulary Introduction 5 min. FC

Vocabulary Review 5 min. FC

Listening I. Listen and write. 5-10 min. SB / CD

Vocabulary and Grammar Structure Review 5 min. SB / CD

Vocabulary+ Introduction 5 min. FC

Writing I. Look and write. / Match and write. 10 min. SB

Pre-reading Discussion 5 min. FC

Additional Reading 5-10 min.

Assign and explain homework. (Optional) 3-5 min. WB

A Trace, listen, and read.

B Look and write.

C Look and write.

D Look and write.

F Match and write.

(Optional) Assign and explain homework.

• Identify different places

Vocabulary (Key words 1)

Linked Story III. Write 5-10 min. Lesson Objectives

Listening III. Listen and mark. 5 min.

Vocabulary+ (Key words 2)

Speaking II. Do the parts of the sentences

• encounter and explore a “real-world”

Pre-reading Discussion 5 min.

(Optional) Assign and explain homework.

• Describe what something is similar to

Vocabulary (Key words 1)

• Ask tag questions

Script Describing Things

Listening III. Mark true or false. 5 min.

Vocabulary+ (Key words 2)

Speaking II. Do the parts of the sentences