3

Amy Gradin • Lisa Young

Teacher’s Book
Come On, Everyone
Teacher’s Book 3
Published and distributed by Neungyule Education, Inc.
Poongsung Bldg., 21, World Cup buk-ro, Mapo-gu, Seoul, Korea

Tel: 82-2-2014-7742
Fax: 82-2-337-4956
Websites: www.nebooks.co.kr/comeon (Korean)
www.nebuildandgrow.com (English)

2016 Neungyule Education, Inc. • NE_Build & Grow | All rights reserved. No part of this publication may be
reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without permission in writing from the publisher.

NE_Build & Grow is the children’s education division of Neungyule Education, Inc.

ISBN: 979-11-253-0994-9 Teacher’s Book with DVD-ROM 3

Senior Managing Editor: Karoline Lee

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

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:
Shutterstock/Dreamstime pp. 113, 114, 124, 125, 127, 130, 137, 148
Contents
Scope and Sequence . . . . . . . . . . . . . . . . . . 4 Unit 5 People . . . . . . . . . . . . . . . . . . . . . . . 66
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Unit 6 Lost and Found . . . . . . . . . . . 76
Unit Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Games and Activities . . . . . . . . . . . . . . 14
Unit 7 At School . . . . . . . . . . . . . . . . . . . 88
Unit 8 Places in Town . . . . . . . . . . . . 98
Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Unit 1 Special Days . . . . . . . . . . . . . . 22 Reader’s Theater Storybook
Unit 2 Today . . . . . . . . . . . . . . . . . . . . . . . . . 32 .......................................... 110
Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Workbook Answer Key . . . . . . . . . . . 112

Unit 3 At the Market . . . . . . . . . . . . 44 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 122

Unit 4 Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Test Answer Key . . . . . . . . . . . . . . . . . . . . 162

Nick Amy Tim Ming Kevin Rosa

Coco Speedy
 Scope & Sequence
Unit Title Lesson 1 Lesson 2
Vocabulary: My Favorite Day Vocabulary: Special Activities
Thanksgiving, Christmas Day, Mother’s Day, Halloween, make cards, hug my mom, plant trees, eat turkey,
Valentine’s Day, Earth Day wear a costume, open presents

1 Special Days Structures

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

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

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

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

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

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

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

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

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

Review 4

4 Scope & Sequence

 Starter
Vocabulary: Weekdays, Seasons, Ordinal Numbers Structure
Monday-Sunday, spring, summer, fall, winter, 1st~20th A: What
What day
dayisisitittoday?
today? B: It’s Monday.
Monday.

Lesson 3 Lesson 4 Lesson 5

Vocabulary Wrap Up Activity Reading
Story
Listening Wrap Up Activity Happy Halloween (Social Studies)

Phonics Grammar
Presentation Favorite Day Poster
a_e, i_e Possessive Adjectives

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity World Weather (Social Studies)

Phonics Grammar
Speaking Task Board Game
ir, er Impersonal Subject: It

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity Interesting Fruit (History)

Phonics Grammar
Presentation Our Fridges
ee, ea Quantifiers: some & any

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity Pet Therapists (Health)

Phonics Grammar
Presentation Make Your Own Magazine
ar, or Question Word: what

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity Guess the Animals! (Science)

Phonics Grammar
Presentation Imagine the Future You
oa, ow Adjectives

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity Lost and Found (Social Studies)

s. Phonics Grammar
Speaking Task Whose Thing Is It?
ai, ay Question Word: whose

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity A Fruit Rainbow (Art)

Phonics Grammar
Speaking Task Our Silly Classes!
o_e, u_e Prepositions of Time

Vocabulary Wrap Up Activity Reading

Story
Listening Wrap Up Activity Pete’s Pet Shop (Social Studies)

Phonics Grammar
Presentation My Town Map
ie, y Prepositions of Place

5
 Introduction
Course Description
Come On, Everyone is a six-level coursebook series that
gives elementary school students a confident start to learning
English. The series is designed to help students keep a
steady, natural pace, practicing English as often as they can.
In the student books, creative individualized activities,
projects, and presentations in each lesson provide fun
opportunities for students to collaborate and to practice
key structures both on their own and with each other. Story-
making activities enable students to utilize their creativity
by personalizing a cartoon or reading passage. CLIL lessons
contain culture tips and useful information about subjects
relevant to students, preparing them to use English in the real
world. Finally, songs and chants take advantage of the natural
aid of rhythm to help students memorize and practice key
vocabulary and expressions.
As supplements to the student books, reader’s theater
storybooks provide creative opportunities for class discussion
and decision-making as students choose between two possible
endings to a retold classic story or Greek myth and perform
the story as a play.
Course Theory Background
I. 21st Century Skills
English is a dynamic language that changes every day
as it is spoken by communities of people across the world.
The success of the English classroom, as in any language
classroom, has far more to do with critical thinking and self-
motivation than with memorization techniques. Come On,
Everyone incorporates the 21st century skills into its English
instruction methods, preparing students to become their own
English teachers in their day-to-day lives. The four Cs of the
21st century skills are communication, collaboration, critical
thinking, and creativity.
Communication: In a global society, the ability to
communicate effectively is more important than ever. The
only way to become a consistently clear communicator
is real-life practice. Therefore, 21st century students
need to be given the chance to challenge themselves
by communicating different sorts of information through
different types of media.
Collaboration: Life is a group effort, and learning should
mirror its structure. One of the most vital skills students
can gain for their future careers and social lives is the
ability to work together with others. Teachers in the 21st
century classroom should be diligent in providing students
with opportunities to cooperate with each other.
6 Introduction
Critical Thinking: Learners truly understand a concept
when they know how to ask their own questions about it,
not when they have memorized the correct set of answers.
Twenty-first century students require an education that leads
them to explore and test their knowledge in practical ways.
Creativity: In the real world, the solution to a problem often
turns out to be something that has never been tried before.
Successful problem solvers therefore need not only logic
and intelligence but also creativity and boldness. Twenty-
first century teachers must commit to the responsibility of
training students to think well by also encouraging them to
invent and test out new ideas.
II. C
 ontent and Language Integrated Learning (CLIL)
Content and Language Integrated Learning simply means
teaching about subjects such as science, art, history, and
others in a foreign language. Students feel more accomplished
when they learn all about how recycling works in English
than when they memorize a list of vocabulary words related
to recycling. Come On, Everyone provides connections to
subjects outside of language learning itself, allowing students
opportunities to use English in practical settings.
CLIL has the advantage of helping students develop a greater
interest in English because they use the language as a medium
for learning about subjects they already enjoy. This shifts their
focus off of trying to remember linguistic information and onto
the task of understanding the content, activating their language-
learning skills more naturally as they use English in the same
way they already use their first language.
III. Communicative Approach
It goes almost without saying that the main purpose of
language is communication. The more students use English to
communicate their thoughts and understand communication
from others, the more confident they feel and the more they
fulfill the purpose of studying a foreign language. With the
goal of equipping students to use real-life English, Come On,
Everyone features activities structured on the communicative
approach.
The basic principle of the communicative approach is
learning a foreign language by using it as a way of exchanging
information. This is what people do in their first language every
time they introduce themselves, tell a story about their day,
ask for directions, or participate in their classes at school.
Under the communicative approach, students use English as a
way of delivering and receiving new information. For example,
they may complete information gap and role-play activities in
English. The goal of these activities is to simulate situations
that language learners are likely to encounter outside the
classroom and allow them to practice using English as a
form of day-to-day communication, the same way that native
speakers use it.
Components
Student Book
Eight units on relevant topics with five lessons each
Four review sections, one after every two units
Vibrant, engaging artwork that captures students’ interest
Natural-sounding vocabulary and sentence structures
Fun activities designed for students to enjoy learning English

Make Your Own Stories

Open-ended cartoons for students to personalize their own stories
Fun activities that incorporate writing, circling options, choosing
stickers, and acting

DVD-ROM
Animated stories, chants, songs, and extra practice for students to
review their lesson in class and at home
Audio files of all the vocabulary and dialogues in the student book

Reader’s Theater Storybook

A classic story retold for young learners
Scenes that can be read as a story or acted out as a play
Language points from the student books for students to practice
Two possible endings for students to choose from

Workbook
Pages that correspond to the lessons in the student book
Interesting activities that reinforce each lesson’s vocabulary and grammar
Suitable for use in class or as homework

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

DVD-ROM
Animated stories, chants, songs, and extra practice for students to review
their lesson in class and at home
Print-ready, editable achievement tests and unit tests
Class and test audio files
Interactive activities ready to use with every lesson in class
Classroom presentation software suitable for both interactive whiteboards
and computer data projectors

* Placement tests are available on our website. Visit us to download the test sheets or have
students take the placement tests online.

Picture Cards

pencil
Pictures on one side and vocabulary words on the other
Integrated into every lesson plan in the teacher’s book

8 Introduction
Unit Guide
Lesson 1

A A full-page illustration introduces the keywords in context. The students listen to the keywords
pronounced by a native speaker and repeat them to practice their own pronunciation.

B A short dialogue incorporates one of the new keywords into a conversation. The students
practice identifying the new vocabulary in speech by listening and circling the correct keyword.

C-D Text, images, and audio material introduce the lesson’s key structure(s). The students
practice both the keywords and key structure(s) through a speaking activity.

Chant (Lesson 1) and Song (Lesson 2)

An enjoyable chant and song take advantage of the natural aid of rhythm to help the students
memorize and practice the keywords and key structures.

9
Lesson 2

A Clear, vivid illustrations present new keywords and one or more new key structure(s) to the
students.

B The students practice exchanging information with a partner using the keywords and key
structure(s).

Speaking Task / Presentation

An interactive speaking-based task or presentation requires the students to use the key structures
in order to accomplish a task or play a game. Depending on its structure, the activity may include
cards, stickers, and/or worksheets.

10 Unit Guide
Lesson 3

A A fun story provides extra listening and reading comprehension practice. The students
practice reading fluently using the keywords and key structures.

B Comprehension questions test the students and encourage them to look back and check the
facts of the story.

C The students internalize the key language by making their own customized version of the
story.

Tongue Twisters
Silly tongue twisters teach the students phonics and give them specific pronunciation practice.

11
Lesson 4

A The students review the keywords from lessons 1 and 2 through a writing exercise.
B The students review the key structures from lessons 1 and 2 through a listening activity.

Speaking Task / Presentation

An interactive speaking-based task or fun presentation helps the students effectively review what they
learned in lessons 1 and 2.

Lesson 5

Reading
A reading passage connects English to other school subjects such as social studies, math, and science.
Grammar
The grammar concept applied in the unit’s key structures is presented in a chart. The students then
complete writing exercises to practice it.

12 Unit Guide
Review

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

Reader’s Theater Storybook

A retold classic story provides creative opportunities for class discussion and decision-making. The
students choose between two possible endings to the story and then perform it as a play to increase
their language proficiency.

13
 Games and Activities
This is a list of games and activities that appear in this teacher’s book. To see which games and
activities are recommended for each lesson, check the lesson plans. Keep in mind that some
games and activities work better with certain key structures than others.
Acting Out Sentences Have all the students stand up
and clear the desks away to make some space.
Then say a statement. The students should move as
fast as they can to act it out. Then all the students
should say the sentence together.
Animal Guessing Game Put the students in pairs and
have them play an animal guessing game. Encourage
them to use “what” questions like “What color is
it?”, “What does it have?”, and “What does it eat?”
to learn the animal’s basic characteristics. You can
also teach them “Where does it live?” and “How
big/tall is it?” Once the first student in each pair
has guessed the animal, they and their partner can
switch roles.
Around the World Have all the students write down
various keywords on pieces of paper. Then collect
the papers. Arrange the students into a circle or line
and have the first two students stand up. Choose a
piece of paper at random and read the word(s) on it.
The first student to say the word wins the round and
moves to stand by the next student while the losing
student sits down. Repeat the activity with them and
continue through the circle or line. The student who
wins the last round wins the game.
Back Tracing Have the students sit in a circle, or
make team lines if you have a larger class. Choose
one of the unit’s keywords and tell it to the first
student in the circle or in each line. On your signal,
the student(s) should trace the word onto the back
of the person in front of them. That person then
does the same thing to the next person and so on
until the word reaches the end of the line. The last
student should run up and write the word on the
board. If it is the correct word, the team (or whole
class) wins the game.
Backwards Quiz Tell the students that instead of
giving the answer to a question, they should give the
question for an answer. Say a sentence (e.g. “It’s
Sarah’s jacket.”) and tell the students to raise their
14 Games and Activities
hand as soon as they know its question (“Whose
jacket is it?”). The fastest student to raise their hand
and give the correct question wins a point.
Bingo Have the students create simple 3 x 3 grids
and write a keyword in each space. If you want, the
center space can be a free space for each of them.
Then play bingo by saying random month names and
having the students cross them off their grids. The
first student to get three in a row should say “Bingo!”
to win.
Blackout Divide the students into groups of three
or four. Give each group two dice, three or four
different colors of playing chips, and the flashcards
from lessons 1 and 2. The students should take
turns rolling the dice and saying the keyword of the
corresponding card. If they are correct, they get to
put their chip on it. If they are incorrect, the next
player goes. If they already have a chip on the card,
they should still say the keyword, but they do not get
to put another chip down. The first player to have a
chip on all six flashcards is the winner.
Board Race Divide the students into two teams and
line them up at the back of the classroom. Give the
first student on each team a marker and then show
them one of the flashcard pictures. As soon as they
see it, they should run to the board and write its
keyword. The fastest one to spell it correctly wins a
point for their team.
Categories Think of a category but don’t tell the
students what it is. Say a sentence about a thing
that fits into that category. Then have the students
take turns saying sentences or asking questions
about another thing to see if it fits into your category.
If it does, write it on the board next to your thing.
If it doesn’t, write it in a different place with an “X”
over it. Continue until the students guess what your
category is.
Charades Write out the keywords on small pieces of
paper and put them into a hat. Have the students
take turns choosing and acting them out. While they
are acting, ask the rest of the students the key
question. The first person to answer correctly with a
full sentence gets to act next.
Choose and Sing Put pictures of the keywords into a
bag. Have the students take turns taking one out at
random. As soon as a student chooses one, the rest
of the class should put it into the chant lyrics and
chant them.
Chronological Arrangement Put the students in groups
of two or three and tell them all to close their books.
Then give each group pieces of paper with one line
from the story each. On your signal, all the groups
should try to arrange the lines into their proper order
as fast as possible. The first group to finish wins.
Chronology Race Write a sequence of four or five
sentences summarizing the story. Then cut them up
and mix them around for the students to put back in
order as fast as possible. The first person to do it wins.
Circle Rotation Have the students make two circles,
one inside the other, and face each other. After you
say a keyword, the student in the inner circle should
ask their partner in the outer circle one of the key
questions from the unit. If the outer student answers
correctly, the inner student should initial their paper.
Then the two circles should rotate in different
directions and repeat. After a while, have the two
circles switch places. At the end of the activity, the
student with the most signatures wins.
Class Schedule Set up six different class stations
around the classroom and put the props that you
used earlier in them. Have the students take out the
class schedules that they made earlier. When you
ring a bell and say a day of the week, the students
should look at their schedules, go to that class
station, and act out its associated action with the
props. Then you can ask the students at each station
the key question.
Classmate Guessing Game Put the students in pairs or
small groups. Tell one student in each group to think
of someone in the classroom. Their partner(s) should
ask yes/no questions like “Is he/she tall?” until
eventually they guess who it is. When they do, they
should switch roles.
Crazy Blanks Create a short story about a topic
related to the lesson but leave a bunch of words blank.
Without showing the story to the students, ask them
for any nouns, verbs, and adjectives that they can think
of and use them to fill in the blanks in your story. Then
read the silly result to the class while acting it out with
the students. You can repeat the game with different
stories as many times as you want.
Creative Collages Bring in some old magazines and
let the students cut and paste the people or objects
from them into collages. Have them show them to
each other or present them to the class and talk
about them using the key structures. Then hang
them up around the classroom’s walls.
Description Draw Have a student go up to the board
and give them a marker. Tell them that they aren’t
allowed to turn around. Then show a picture of one
of the keywords to the rest of the class and have
them all describe it. If necessary, the student at the
board should ask questions to find out what it is and
then draw them.
Draw and Run Tape the flashcards on corners or
walls around the room. Then have one student draw
pictures related to one of them on the board. Tell the
other students to run to that flashcard as soon as
they figure out which one it is. The first person to get
there can be the next person to draw.
Draw It Have a student come up to the board. Then
tell them one of the keywords without the other
students hearing. On your signal, the student should
draw a picture of the keyword on the board for the
other students to guess. The first student to guess
the right word can draw the next picture.
Dress-Up Race Put some dress-up wigs and beards
at the front of the classroom. Have the students line
up at the back of the classroom. On your signal, they
should race to the front and put on one of the wigs
or beards. Then use the key structure to talk about
them with the rest of the class.
Dress Up and Describe Bring in some various dress-up
clothes and let the students take turns putting them
on. Have the class use the key structure to describe
what each student is wearing.
15
 Explain a Word Divide the class into two teams and
have each team send a representative up to sit in a
chair facing away from the board. Tell them that they
are not allowed to turn around. Then write one of the
keywords or phrases on the board. Their teammates
must try and make them guess what is on the board
by doing or saying anything but the actual word or
phrase itself. The first person to guess it wins a
point for their team.
Find and Slap Spread the flashcards around a table or
the floor. Have the students gather around them, and
describe one of them. For each one, they should find
that keyword and slap it. The first one to do so in
each round earns a point.
Find the Word Write a bunch of the words from the
passage on the board. Then divide the students into
two or three teams and have each team send one
student up to the board. Say one of the words and
have the students find and hit it with flyswatters as
fast as possible. The first one to do so wins a point
for their team.
Find Your Partner Write the keywords from lesson 1
and 2 on slips of paper and divide the class in half.
Give half the students the lesson 1 keywords and
have them stand on one side of the room. Then
give the other half the lesson 2 keywords and have
them stand on the other side. On your signal, the
students should find the student on the other side of
the room with the keyword that matches theirs. Then
have them practice the key structures.
Find Your Target Write all the students’ names on
pieces of paper and put them in a hat. Have each
student choose a new name without letting anyone
else see it. Then put the students in groups of three
and have them tell each other their new names
without letting any of the other students know what
they are. When they have finished, have each student
draw the name of the person they have to find. Tell
them that they need to find this person by mingling
and asking the other students “What’s (name)
wearing?” If the students know, they should describe
the student. If they don’t, they should say “I don’t
know.” The first student to find their target wins.
Flyswatter Divide the class into two teams and write
the keywords all over the board. Place two chairs
facing away from the board with a flyswatter on each
of them, and call up one student from each team to
sit in them. After you say one of the keywords out
loud, the students should run to the board and hit
16 Games and Activities
the word with their flyswatter to earn a point for their
team. However, tell them that they only have one
swat and that if neither student hits the word, neither
team will get the point. Continue until every student
has had a chance to participate.
Four Corners Designate the classroom’s four walls as
keywords and clear the floor as much as possible.
Tell the students that they each need to choose
a wall while you close your eyes and count to 10.
Before you open your eyes, say one of the keywords.
All the students at that wall are out and have to
sit down. Do the same thing until only one student
remains. That student then becomes “it.”
Go Fish Make simple playing cards of the keywords
and divide the students into groups to play Go Fish.
Tell them to ask each other the key structure to
try to collect pairs of cards. If they are asked for a
card that they have, they have to give it to the other
student, who guesses again. If they don’t have the
card that the student asks for, that student’s turn is
over. The person with the most pairs of cards at the
end wins.
Higher or Lower Have a student choose any date for
the other students to guess. The other students do
this by saying a month and asking “Higher or lower?”
until they eventually pinpoint which month the first
student’s date is in. Then they do the same thing
with the number. The student that guesses it right
can choose the next date.
Hot Potato Have the students make a large circle.
Toss a beanbag to a student, point at a different
student, and ask a key question about them. After
the first student answers, they should toss the
beanbag to another student and do the same thing.
Once the students understand the routine, play some
music and tell them that when it stops, the person
with the beanbag is out. Encourage them to go as
fast as possible to avoid it happening to them.
I Spy Teach the students to say “I spy with my little
eye something (adjective)/ a(n) (object).” The words
“with my little eye” can be deleted if they confuse
the students. All the other students should take turns
pointing at the right flashcard or guessing objects
that fit that description. The student that guesses
correctly gets to pick the next item.
Identify Write all the keywords on the board and
split the students into two or three teams. Have
one student from each team come to the front of
the class. Read a word definition out loud or show
a picture, and have the students ring a bell or raise
their hands if they know which keyword goes with
it. Ask the student who reacts first to the definition
what the answer is. If their answer is correct, they
get a point for their team. If it is incorrect, the other
student(s) may have a chance to answer. Continue
until all the keywords have been used.
Job Fair Bring in dress-up clothes or accessories
related to the keywords for the students to put on.
Then have a “job fair” where the students mingle and
ask and answer the key structure with each other.
Line by Line Draw a picture of a keyword on the board
one line at a time. Pause after each line you draw
and have the students guess what it is using a key
structure. The first student to guess gets to come to
the board and draw the next picture.
Living Tic-Tac-Toe Split the students into two teams
and make a large tic-tac-toe grid on the floor out of
tape. Show one of the teams a flashcard and have
them make a sentence with it. If they do it correctly,
one of them gets to stand on a spot on the grid. If
they don’t do it correctly, the other team gets to go.
The first team to get three of its members in a row
on the grid wins.
Look It Up Have all the students sit down and open
their books to the reading passage. Then say a word
from the passage and tell the students to find it as
fast as possible. As soon as they find it, they should
stand up and read out the line it is in. The fastest
person to do so wins.
Memory Game Put the students in small groups
of three or four and give each group copies of all
the flashcards. Half of the cards should have the
keywords on them, and the other half should have
their corresponding pictures. The students should
turn them upside down, mix them up, and take turns
flipping two of them over. When they do, they should
use the words in the key structures. If the two cards
are a matching picture and keyword, the student gets
to keep them. If they aren’t, the student flips them
back over. The one with the most pairs at the end
wins the game.
Mission Time Give the class a mission and have them
mingle and use the key structures to accomplish it.
The first one to finish wins.
Musical Statues Clear some space in the class and
play some catchy music for the students to dance
or move around to. After a few seconds, pause
the music and say one of the unit’s keywords.
The students should instantly freeze in a pose
demonstrating the word. Any student who moves or
has an incorrect pose is out. The last person left
standing wins the game.
Object Guessing Have one student put on a blindfold,
and give them a random object. If the student knows
what it is, they can say its name, but if they are not
sure, they can ask questions like “What color is it?”
or “What does it do?” to figure it out.
Pair Race Put the students in pairs and have one
pair stand up and face each other. On your signal,
they should alternate saying the keywords as fast as
possible. Time them to see which pair can do it the
fastest.
Picture Description Have the students draw pictures
of something related to the topic and present them
to the class. Then collect the pictures and randomly
pass them back out to the students so that they
each have a different person’s picture. Have them
present the pictures again using the third person
instead of the first person.
Picture Guessing Put the students in groups of three.
One student should turn around or cover their eyes
while the second student watches the third student
draw something. The student who is drawing cannot
talk at all. Instead, the student with their eyes
covered should ask the watching students yes/
no questions until they have enough information to
guess what the other student is drawing. Once they
have guessed correctly, the students should switch
roles.
Picture Reactions Bring in pictures designed to evoke
different feelings from your students (e.g. puppies
and kittens → happy, person getting rained on →
sad, student taking a test → nervous, etc.). Show
them the pictures one by one and see who has the
best reactions in the class. Have them say their
emotion after each picture as well.
Preposition Quick Fire Have the entire class stand up.
Then say different types of transportation and have
the students say the prepositions that they go with
(usually “by”). Then say them faster and faster so
that the students have less time to react. If they
say the wrong one (e.g. “by” instead of “on” for “on
foot”), they are out. The last one standing wins the
game.
17
 Quick Draw Split the class into two or three teams
and have each team send a student to the board.
Then whisper one of the unit’s keywords to them.
On your signal, they should draw as fast as possible
while their teammates guess what the keyword is.
The first team to guess gets a point.
Reading Race Time all the pairs to see who can
accurately read through the story the fastest. Then
give them time to practice on their own, and hold the
reading race again. If you want, you can even have a
third race to see whose speed improved the most.
Ready, Aim, Fire Put the flashcards all over the board.
Then split the students into two or three teams and
have them each send one student up to the front.
Give each student a squishy or sticky ball. When you
say a keyword, they should throw their ball at the
correct flashcard. Anyone who hits it earns a point
for their team. Anyone who hits an incorrect flashcard
loses a point for their team.
Roll to Win Put the flashcards on the board and
number them from one to six. Split the class into two
teams and have the team member whose turn it is roll
a die. If the team says the correct key structure for
the card whose number the die landed on, they get to
take it. The team that takes the most cards wins.
Say and Sit Have the whole class stand up. On your
signal, anyone can call out one of the keywords and
sit down. Then someone else can call out a second
keyword and sit down, and so on. If someone says a
keyword incorrectly, they have to stand back up and
someone else has to say the right way. But if any
two students start to speak up at the same time,
everyone has to stand up and start over. See how
many tries it takes to finish the whole list.
Sentence Making Have the students work in pairs.
Tell each pair that they have two minutes to make
as many sentences as possible using the keywords.
Each correct sentence they make is worth one point.
The team with the most points wins the game.
Silly Verses Write the keywords on pieces of paper
and put them in different bags. Create silly verses of
the song for the students to sing by having them pair
random keywords together.
Sing and Draw Have the students take turns making
up and singing their own verses for the song. The
others should listen and draw the things or actions
that are mentioned.
18 Games and Activities
Slapjack Make simple playing cards with pictures
of the keywords on them and play slapjack with the
students. In groups of four or five, the students
should make a circle and pass out the cards evenly.
Explain that they should NOT look at their cards.
Instead, they should take turns flipping them over in
a pile in the center. After each card is flipped over,
all the students should say the name of its keyword.
Choose a special keyword for the round and write
it on the board. Whenever that keyword comes up,
the students should all slap it. The fastest one gets
to take the entire pile of cards. The first student to
collect all the cards wins.
Snatch Put the students in groups of four or five
with copies of the flashcards in front of them, word
side up. Say the keywords one by one and have the
students compete to be the fastest person in their
group to slap the correct flashcard. After a while, tell
them to turn the flashcards over so that the pictures
are facing up and repeat the activity.
Speed Saying Teach the students a tricky phrase
using the tongue twister phonics and illustrate what
it is on the board. Then encourage them to say it
as fast as possible. If you like, you can also have
a class-wide competition to see who can say it the
most times in 10 seconds.
Speed Spelling Put the students in pairs. Give each
pair enough paper letters to make any of the unit’s
keywords. Then say the keywords and see which
pairs can use the letters to spell them the fastest.
If you want, you can keep score and give the winning
pair a small prize.
Spelling Baseball Divide the students into two teams.
Have one team “at bat” and one team in the
“outfield.” You get to be the spelling pitcher by saying
a keyword for the batting student to spell. If they get
it right, they go to a desk labeled “first base.” If they
don’t get it right, it’s a pop fly, and a student from
the other team can try to spell it to get the batter
out. If neither team spells it correctly, it counts as a
strike, three of which count as an out for the batting
team. After three outs, the teams switch sides. To
score a run, a student has to pass first, second, and
third base before going home. However, they can only
move to the next base when a teammate of theirs
spells a word correctly.
Spelling Detectives Write the keywords all over the
board and tell the students to put their heads down.
Change a word, misspell it, switch the tense, or do
whatever throws them off. Then ask the students
“Spelling detectives, what’s wrong?” Call on a
student and have them spell the changed word
correctly to you. If they are right, the class gets a
point. If they are wrong, you get a point.
Spelling Hopscotch Divide the students into two teams
and put two sets of large letters on the floor. Have
one student from each team stand in front of the
letters. Then say a keyword and tell the students
to hop on the letters to spell it out. The rest of the
class can say the letters out loud while they do. The
first student to finish wins a point for their team.
Spelling Race Divide the students into two or three
teams. Have each team send one student to the
board for a spelling race. After you say one of the
unit’s keywords, the students should write the word
on the board as fast as possible. Whoever correctly
spells the word first wins a point for their team.
Spelling Relay Divide the students into two or three
teams and have each team make a line in front of
the board. When you say a keyword, the first student
in each line should run to the board, write the first
letter, run back, and give the chalk or maker to the
next student, who runs up and writes the second
letter, and so on. The first team to correctly spell the
word wins a point.
Spin and Ask Have the students write a keyword on
a piece of paper and stick it to their shirt. Then
have the class make a circle around one student.
Put a blindfold on that student and then spin them
around four or five times. Before taking the blindfold
off, have them point straight out. Ask them a key
question for them to answer about the nearest
student they pointed at. That student can then take
the first student’s place in the middle.
Stand and Spell Make large, individual letters for each
of the keywords. Then pass them out to the students
and say one of them. The students should stand up
and arrange themselves along the classroom wall so
that they are spelling out the keyword. Time them to
see how fast they can do it.
Telephone Draw Have the students sit in a circle,
and give them each a stack of small, rectangular
pieces of paper. Tell them to write a key sentence
on the top paper in their stack. On your signal, they
should pass the entire stack to their right. The next
student should read the sentence, put that card on
the bottom of the stack, and then draw a picture
about it. On your next signal, they should pass it to
the right again. The third student should look at the
picture and then write a sentence about it without
looking at the original sentence. Have them continue
passing the stacks around the circle and alternating
between writing and drawing until each person gets
their original stack. Then have each person look
through the drawings and sentences in order.
Throw and Sing Put the flashcards on the board and
have a student throw a squishy ball at one of them.
Then have the class sing a verse from the song
using that word.
Toss the Ball Toss a soft, squishy ball to a student
and ask them a question. If they answer correctly,
they get to toss the ball to a student of their choice,
and that student becomes the next one to answer
a question. If the first student answers incorrectly,
you take the ball back and choose the next student
yourself.
Two Truths and a Lie Hold up an object or picture in
front of the students and say three things about it.
Two of these statements should be true, and one
should be false. Try to use the key structures as
much as possible. The students should identify which
statement is false either individually or in teams. The
first person or team that names the false statement
gets a point.
Vocabulary Basketball Divide the students into two
teams. Show one of the students a picture of one of
the keywords and have them say and/or write it. If
they do so correctly, they have the chance to shoot a
small, squishy ball into a box or basket. If they make
the shot, they earn a point for their team.
Whispering Line Divide the class into two teams and
have each team form a line. Whisper one of the
unit’s keywords into the ear of the first student in
line for each team. On your signal, have the students
whisper the message down the line until it gets
to the last student for each team. Those students
must then write the correct word on the board. The
one who finishes first wins a point for their team.
Continue the game until all the words have been
used.
Word Unscramble Scramble all the keywords from and
give them to the students. Time them to see how
long it takes them to unscramble them.
19
Starter
Student Book pages 4–5
Lesson Objectives
To learn about the days of the week,
seasons of the year, and ordinal
numbers

Keywords
Monday, Tuesday, Wednesday,
Thursday, Friday, Saturday, Sunday,
spring, summer, fall, winter, ordinal
numbers 1st-20th

Key Structure
What day is it today? It’s Monday.

Materials
CD tracks 02-05

Student Book page 4 each letter and picture and say them.

Warm Up TR 02
1. Monday 2. Tuesday 3. Wednesday
1. Introduce yourself by saying “Hi! I’m (name).” Point 4. Thursday 5. Friday 6. Saturday
to yourself and say your name a few more times. 7. Sunday

2. Encourage the students to say your name. Do

this by saying your name normally and having Game Suggestion
them repeat it. Then say your name in other ways
Put It in Order Put the students in small groups and
(loudly, quietly, with a high-pitched voice, etc.) and give each group pieces of paper with the days of the
have the students copy you. week on them. Have the students work together to
3. Ask “What’s your name?” and have the students place the words in the correct order and say all the
take turns answering. days from Monday to Sunday. The first group to finish
wins.
Teaching Tip
3. Introduce the lesson’s key structure. Write it in
1. Give the students nametags or make nametags
black on the board with the day of the week in
together in class. Use them until everyone is
red. Then practice it with the students several
comfortable with each other’s names.
times.
2. (optional) If the students do not have English
names, allow them to choose ones from a list. 4. Afterward, point at different days in the picture
and have various students say what day of the
week they are using the key structure.
A Listen and say. Then practice.
TR 03
1. Before class, make flashcards of the days of the What day is it today? It’s Monday.
week. Use them to introduce the days to the 1. What day is it today? It’s Monday.
2. What day is it today? It’s Tuesday.
students. Then chant the days from Monday to 3. What day is it today? It’s Wednesday.
Sunday all together as a class several times. 4. What day is it today? It’s Thursday.
2. Let the students listen to the recording. Then 5. What day is it today? It’s Friday.
6. What day is it today? It’s Saturday.
play it again and ask the students to point to 7. What day is it today? It’s Sunday.

20 Starter
Student Book page 5 3. Let the students listen to the recording. Then
B Listen, point, and say. play it again and ask the students to point to
each ordinal number and say it.
1. Use the pictures on the page to introduce the
seasons of the year. Say each of the seasons TR 05
first second third
and have the students repeat after you.
fourth fifth sixth
2. Let the students listen to the recording. Then seventh eighth ninth
play it again and ask the students to point to tenth eleventh twelfth
thirteenth fourteenth fifteenth
each number and say it. sixteenth seventeenth eighteenth
nineteenth twentieth
TR 04
1. spring 2. summer 3. fall 4. winter
Game Suggestion
3. Say each season and have the students act out Balloon Tap Tap a balloon in the air and say “first.”
its weather/temperature. Then hit it to a student and have them say “second.”
Have the students keep hitting the balloon around
C Listen and say. the class and saying ordinal numbers. See if they can
count from 1st-20th without letting the balloon touch
1. As a class, count from 1 to 20 as preparation the ground.
for learning about ordinal numbers (e.g. first,
second, third, etc.). If you like, you can have
the students compete to see who can do it the
fastest.

Teaching Tip

Vary the students’ methods of counting to keep things

interesting. For example, you could have them count
1-10 in soft voices and 11-20 in loud voices. Another
method is to have the students make a circle and take
turns saying the numbers in order. You can then time
them to see how fast they can do it as a group.

Differentiation

For above-level students, you can demonstrate how to

spell out ordinal numbers. For average or below-level
students, you can simply use the abbreviations.

2. Use the objects and numbers on the page to

introduce ordinal numbers to the students.
Say each of the ordinal numbers and have the
students repeat after you.

Teaching Tip

To help the students distinguish between ordinal

numbers and cardinal numbers (e.g. 1, 2, 3, etc.), set
up a row of three pens or pencils with different colors.
Ask the students “How many pens are there?” and get
them to say “Three pens.” Then ask them “Which pen
is (color)?” and get them to say “The first/second/third
pen.”

21
1 Special Days Lesson 1 My Favorite Day
Student Book pages 6–7
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
your and others’ favorite days

Keywords
Thanksgiving, Christmas Day,
Mother’s Day, Halloween, Valentine’s
Day, Earth Day

Key Structures
What’s your favorite day?
My favorite day is Valentine’s Day.
What’s his/her favorite day?
His/Her favorite day is Thanksgiving.

Materials
CD tracks 06-10, flashcards 01-06

Student Book page 6 1. Tell the students to listen and circle the day
that is being talked about.
Warm Up
2. Check the answer as a class.
1. Go through your greetings or opening routine.
TR 07
2. Say "My name is (name)." Then have the students
Teacher: What’s your favorite day?
introduce themselves again. Ming: My favorite day is Earth Day.
Teacher: What do you do on Earth Day?
Ming: I plant trees with my family.
Teacher: That sounds good.
A Listen, point, and say.
1. Use the special day flashcards to introduce the Answer Earth Day
vocabulary. Say each word several times for the
students to repeat after you. Differentiation
2. Have the students say what they see in the
For above-level students, take out a 12-month calendar
picture.
and have them point out holidays from their countries.
3. Let the students listen to the recording. Then
Take a class vote to see which holiday is the best.
play it again and ask the students to point to
each keyword and say it. Game Suggestion

TR 06 Draw and Run Tape the special day flashcards on corners

1. Thanksgiving 2. Christmas Day 3. Mother’s Day or walls around the room. Then have one student draw
4. Halloween 5. Valentine’s Day 6. Earth Day pictures related to one of the days on the board. Tell the
other students to run to that day’s flashcard as soon as
Teaching Tip they figure out which day it is. The first person to get
Introduce some extra vocabulary words and write them there can be the next person to draw.
on the board so that students who want more options
in later activities can refer to them. (Suggested words: Student Book page 7
New Year’s Eve, Independence Day, Labor Day)
C Ask and answer.

B Listen and circle. 1. Introduce the lesson’s first key structure. Write

22 Unit 1 • Special Days

 it in black on the board with “your”/“my” in
red. Then practice it with the students several
times.
2. Show the students how “My favorite day is
(day)” can be reduced to “It’s (day)” after
a question. Illustrate it by underlining both
sections and drawing an arrow from the first
one to the second one.
3. Play the recording and ask the students to point
to each picture as it comes up.
Game Suggestion
Spin and Ask Have the students write their favorite day
on a piece of paper and stick it to their shirt. Then,
have the class make a circle around one student. Put
a blindfold on that student and then spin them around
four or five times. Before taking the blindfold off, have
them point straight out. Then ask them “What’s his/her
favorite day?” about the nearest student they pointed
at. That student can then take the first student’s place
in the middle.

TR 08 Student Book page 94

What’s your favorite day? My favorite day is Valentine’s Day.
1. What’s your favorite day? My favorite day is Valentine’s Day. Chant
2. What’s your favorite day? My favorite day is Mother’s Day.
3. What’s your favorite day? My favorite day is Earth Day. 1. Read the lyrics line by line and have the
4. What’s your favorite day? My favorite day is Thanksgiving.
students repeat them after you.
5. What’s your favorite day? My favorite day is Halloween.
6. What’s your favorite day? My favorite day is Christmas Day. 2. Play the recording and do the chant together as
a class.
4. Use the pictures to practice the question/answer
structure as a class. TR 10
What’s Your Favorite Day?
5. Spread the flashcards around the board or a What's your favorite day? It's Valentine's Day.
central table and have the students use the What's your favorite day? It's Halloween.
What's your favorite day? It's Earth Day.
question/answer structure to talk about them.
I like this day a lot!

What's his favorite day? It's Mother's Day.

D Ask and answer.
What's her favorite day? It's Christmas Day.
1. Introduce the lesson’s second key structure. What's their favorite day? It's Thanksgiving Day.
We like these days a lot!
Write it in black on the board with “his”/“her”
in blue. Then practice it with the students 3. Play the chant again and have the students do
several times. a simple action (such as tapping their fingers)
while saying it.
Teaching Tip

Demonstrate the difference between the first and Extra Practice

second key structures by asking a student “What’s
Assign pages 2-3 in the workbook as homework. You
your favorite day?” and then pointing at another
can also have the students complete the worksheet on
student while still asking the same student “What’s
page 122 of the teacher’s book in class.
his/her favorite day?”

2. Point to each picture and ask the students what

they see. Then play the recording and put them
in pairs to talk about the pictures using the
second key structure.

TR 09
What’s his favorite day?
What’s her favorite day?
1. What’s his favorite day?
2. What’s her favorite day?
3. What’s his favorite day?
4. What’s her favorite day?
5. What’s her favorite day?
6. What’s his favorite day?
His favorite day is Thanksgiving.
Her favorite day is Thanksgiving.
His favorite day is Thanksgiving.
Her favorite day is Christmas Day.
His favorite day is Mother’s Day.
Her favorite day is Halloween.
Her favorite day is Valentine’s Day.
His favorite day is Earth Day.

23
1 Special Days Lesson 2 Special Activities
Student Book pages 8–9
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about special
days’ activities

Keywords
make cards, hug my mom, plant trees,
eat turkey, wear a costume, open
presents

Key Structures
What do you do on Valentine’s Day?
I make cards.
What does he/she do on Mother’s Day?
He/She hugs his/her mom.

Materials
CD tracks 11-14, flashcards 01-12

Student Book page 8

TR 11
1. make cards 2. hug my mom 3. plant trees
Warm Up 4. eat turkey 5. wear a costume 6. open presents

1. Go through your greetings or opening routine. Then

check the previous day’s homework or collect it Teaching Tip

from the students.
2. (optional) Go over the chant on page 94 again.
3. Review the special day flashcards from the
previous lesson using the key structures “What’s
your/his/her favorite day?” and “My/His/Her
favorite day is (day).”
Game Suggestion
Snatch Put the students in groups of four or five with
copies of the lesson 1 flashcards in front of them,
word side up. Say the keywords one by one and have
the students compete to be the fastest person in their
group to slap the correct flashcard. After a while, tell
them to turn the flashcards over so that the pictures
are facing up.
A Listen and say. Then practice.
1. Use the special day activity flashcards to
introduce the day’s new vocabulary. Say each
word several times and have the students repeat
after you.
2. Play the recording for the students and have
them point to each picture as they hear its
keyword.
Have the students stand up and act out the
vocabulary. Create a class action for each keyword.
Differentiation
For above-level students, test their spelling by writing
the keywords on the board, telling them to put their
heads down, and then erasing or changing a letter to
make a wrong word. Then have them raise their heads
and find it as fast as possible.
3. Introduce the lesson’s first key structure. Write
it in black on the board with the key parts
in red to make it easy for the students to
understand.
4. Play the recording for the students.
TR 12
What do you do on Valentine’s Day? I make cards.
1. What do you do on Valentine’s Day? I make cards.
2. What do you do on Mother’s Day? I hug my mom.
3. What do you do on Earth Day? I plant trees.
4. What do you do on Thanksgiving? I eat turkey.
5. What do you do on Halloween? I wear a costume.
6. What do you do on Christmas Day? I open presents.
5. Have the students practice the key structure

24 Unit 1 • Special Days

 using the pictures and actions that you created
together. This can be done as a class or as pair
work.
Game Suggestion
Find Your Partner Write the keywords from lessons 1
and 2 on slips of paper and divide the class in half.
Give half the students the lesson 1 keywords and have
them stand on one side of the room. Then give the
other half the lesson 2 keywords and have them stand
on the other side. On your signal, the students should
find the student on the other side of the room with the
keyword that matches theirs (e.g. Earth Day – plant
trees). Then have them practice the key structures.
Differentiation
For below-level students, the above activity can be
done with entire sentences written on the slips of
paper instead of just keywords.
B Stick. Then ask and answer.
1. Introduce the lesson’s second key structure.
Write it on the board in black with the key
parts in blue to make it easy for the students to
understand.
2. Emphasize that “do” is used before “you” in
the key structure question while “does” is used
before “he”/“she.” Similarly, emphasize that the
key structure verbs after “He”/“She” must have
“-s” on the end.
3. Play the recording and have the students put
the stickers on the pictures.
TR 13
What does he do on Mother’s Day? He hugs his mom.
What does she do on Mother’s Day? She hugs her mom.
hug, hugs, make, makes, open, opens, wear, wears, plant, plants,
eat, eats
1. What does he do on Mother’s Day? He hugs his mom.
2. What does she do on Valentine’s Day? She makes cards.
3. What does she do on Christmas Day? She opens presents.
4. What does he do on Halloween? He wears a costume.
5. What does he do on Earth Day? He plants trees.
6. What does she do on Thanksgiving? She eats turkey.
4. Put the students in pairs and have them use the
pictures to practice the key structures.
Student Book page 9
Speaking Task
1. Have the students say what they see in the
pictures.
2. Explain the rules. The students take turns
moving around the board by flipping a coin
and moving one space if it lands on heads and
two spaces if it lands on tails. On each space,
the moving student answers the key question
that their partner asks. If they answer correctly,
they get the points written by each square. The
student with the most points at the end wins.
Teaching Tip
Use a random method to divide the students in pairs,
like choosing names out of a hat; rolling a die; playing
rock, paper, scissors; or guessing a number.
Student Book page 94
Song
1. Say the lines from the song and have the
students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
to the music. Then play it again and have them
sing along.
TR 14
What Do You Do on Valentine’s Day?
What do you do on Valentine’s Day?
I make cards. I make cards.
What do you do on Christmas Day?
I open presents. I open presents.
What does he do on Mother’s Day?
He hugs his mom. He hugs his mom.
What does he do on Halloween?
He wears costumes. He wears costumes.
What does she do on Earth Day?
She plants trees. She plants trees.
What does she do on Thanksgiving?
She eats turkey. She eats turkey.
3. Sing the song once more, but before starting
encourage the students to think of some actions
or gestures for the song.
4. Play the instrumental version of the song and
have the students sing along while doing the
actions or gestures they came up with.
Extra Practice
Assign pages 4-5 in the workbook as homework. You
can also have the students complete the worksheet on
page 123 of the teacher’s book in class.
25
1 Special Days
Student Book page 10
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Practice the song on page 94 again. Play
the music and sing along while the students listen
and/or sing along.
3. Ask the students if they remember the actions and
gestures they created and have them use them
while they sing the song as a class.
4. Afterward, review the flashcards from lessons 1 and
2 using the key structures “What’s your favorite
day? My favorite day is (day),” and “What do you do
on (day)? I (action).”
Game Suggestion
Quick Draw Split the class into two or three teams and
have each team send a student to the board. Then
whisper one of the unit’s keywords to them. On your
signal, they should draw as fast as possible while their
teammates guess what the keyword is. The first team
to guess gets a point.
A Listen. Then act it out.
1. Have the students look at the pictures. Ask
them what they can see.
26 Unit 1 • Special Days
Lesson 3 Story
Student Book pages 10–11
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD tracks 15-16, flashcards 01-12
2. Play the recording and let the students listen to
the story once. Play it a second time and ask
them to point at each character that is talking.
TR 15
Tim: Ming, what are you doing?
Ming: I’m looking at the calendar.
Tim: Wow, Christmas is coming soon. I’m so excited!
Ming: So am I!
Tim: What’s your favorite day?
Ming: My favorite day is Christmas Eve.
Tim: What do you do on Christmas Eve?
Ming: I decorate a Christmas tree with my family. How about you,
Tim? What’s your favorite day?
Tim: My favorite day is Valentine’s Day.
Ming: Why? Is there a special reason?
Tim: I eat lots of chocolate then. I’m very popular!
Differentiation
For below-level students, pause the recording after
each line, act it out in front of them, and have them
repeat it.
3. Read the story to the students. Try to change
your voice to match the characters.
Teaching Tip
Have the boys repeat Ming’s lines with high voices and
the girls repeat Tim’s lines with deep voices to make
things more fun!
4. Pause after each scene to check the students’
comprehension and their understanding of any
 new words or expressions.
5. Have the students practice saying the lines in
the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
Teaching Tip
Bring in props like a calendar and paper Christmas tree
for the students to use in their acting.
Game Suggestion
Look It Up Have all the students sit down and open
their books to the reading passage. Then say a word
from the passage and tell the students to find it as
fast as possible. As soon as they find it, they should
stand up and read out the line it is in. The fastest
person to find it wins.
8. Afterward, read the question at the bottom
of the page (“What do you do on Christmas
Eve?”). Have the students answer the question
individually or work in pairs and talk about it
with their partner.
Student Book page 11
B Choose the correct answers.
1. Ask the students to choose the correct answers.
2. Check the answers as a class.
Answers 1. c 2. b 3. b
C Make your own story.
1. Have the students work in pairs and turn to
page 99.
2. Explain to the students how to fill in the blanks,
circle their preferred options, and use the
stickers to make their own story. Then have
them practice their story together.
Teaching Tip
It may be helpful to make a big version of the story to
put on the board. This can be used to demonstrate how
to complete the story.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Teaching Tip
Have the students act out their stories again, but tell
them to pretend that all of the characters in them are
excited, angry, sad, etc.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 16
1. Jake makes a fake snake, and Kate hates it.
2. Mike’s white bike and kite are nice.
3. Read the tongue twisters out loud to the class.
Ask the students what the letters “a” and “i”
sound like in the combinations “a_e” and “i_e”
and have them underline the “a_e” and “i_e”
words in their books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Differentiation
For above-level students, slowly say the tongue twisters
faster and faster until you are speaking at a normal
speed with normal enunciation for a native speaker.
Encourage the students to do the same to see if they
can match your speed and inflection.
Extra Practice
Assign pages 6-7 in the workbook as homework.
27
1 Special Days
Student Book page 12
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “What’s
your favorite day? My favorite day is (day),” and
“What do you do on (day)? I (action).”
3. (optional) Do the chant and song on page 94
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Game Suggestion
Identify Write all the keywords on the board and
split the students into two or three teams. Have one
student from each team come to the front of the class.
Read a word definition out loud or show a picture, and
have the students ring a bell or raise their hands if
they know which keyword goes with it. Ask the student
who reacts first to the definition what the answer is.
If their answer is correct, they get a point for their
team. If it is incorrect, the other student(s) may have a
chance to answer. Continue until all the keywords have
been used.
28 Unit 1 • Special Days
Lesson 4 Wrap Up
Student Book pages 12–13
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
making a poster
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 17, flashcards 01-12
A Look and write.
1. Review how to spell the different special day
and special day activity keywords with the
students.
Game Suggestion
Speed Spelling Put the students in pairs. Give each
pair enough paper letters to make any of the unit’s
keywords. Then say the keywords and see which pairs
can use the letters to spell them the fastest. If you
want, you can keep score and give the winning pair a
small prize.
2. Have the students look at the pictures and say
what they see. Then tell them to fill in the
blanks with keywords and phrases from the
unit. Check the answers as a class.
Teaching Tip
Show pictures of Valentine’s Day, Earth Day, and
Christmas celebrations to the students and have them
make sentences similar to the ones in exercise A.
1. Halloween, wears a costume
Answers 2. Mother’s Day, hugs her mom
3. Thanksgiving, eats turkey
B Listen and choose. 2

1. Have the students look at the pictures. Ask Once the students are finished writing, have them
them what they can see. take turns presenting their posters at the front of
2. Play the recording and tell the students to the class.
choose the correct pictures. Check the answers
Teaching Tip
as a class.
Use a random method (rolling a die, spinning a wheel,
TR 17 picking names out of a hat, etc.) to select the order
1. What’s your favorite day? that the students have to present in.
My favorite day is Earth Day.
2. What’s his favorite day?
His favorite day is Thanksgiving. Differentiation
3. What do you do on Valentine’s Day?
For below-level or extremely shy students, you can
I make cards for my friends.
4. What does Mike do on Christmas Day? choose to allow them to present their posters to a
He opens presents. partner instead of in front of the class.

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

Differentiation

For above-level students, say various sentences with

the keywords and phrases at a normal speed for native
speakers. If they can easily understand them, increase
your speed until you are speaking extremely fast. See if
any of the students can copy you.

Student Book page 13

Presentation
1

1. Explain to the students that they will make and

present a poster in this task.
2. Have each student pick a favorite day.
3. Put the students in pairs and have them ask
and answer the key questions. Then tell them
to draw posters about their partner’s favorite
holiday. Emphasize that they should NOT draw
a poster about their own favorite holiday.

Teaching Tip

Demonstrate how to complete Step 1 with a student

volunteer in front of the class. Ask the student the key
questions and then draw a quick poster on the board
based on their answers.

4. Have the students complete the sentences with

their partner’s name, favorite day, and favorite
day activity.

29
1 Special Days
Student Book page 14
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
Game Suggestion
Sentence Making Have the students work in pairs. Tell
each pair that they have two minutes to make as
many sentences as possible using the keywords from
lessons 1 and 2. Each correct sentence they make is
worth one point. The team with the most points wins
the game.
A Listen and read.
1. Have the students look at the picture. Ask
them what they can see. Then ask what kind of
costumes they like.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
3. Play the recording of the passage for the
students.
30 Unit 1 • Special Days
Lesson 5 Skills Up!
Student Book pages 14–15
Lesson Objectives
To read and answer questions about
a text on Halloween
To review the usage of possessive
adjectives
Keywords
holiday, ghost, adult, celebrate
Grammar Point
Possessive Adjectives
Materials
CD track 18, flashcards 01-12
TR 18
Happy Halloween
Halloween is many children’s favorite holiday. They dress up as
ghosts, vampires, princesses, or superheroes. Then they knock
on people’s doors and say, “Trick or treat.” The adults give them
candy. That is the children’s favorite part of Halloween.
With their families, the children make jack-o’-lanterns. These are
pumpkins with faces. Then they put candles inside them.
Do you like fun holidays? Why not celebrate Halloween this
year?
4. Read the passage to them. Then read it as a
class.
5. Have the students read the passage once again
either individually or as a class.
Teaching Tip
If possible, bring in masks, accessories, or simple
costumes to class. Tell the kids that they are going
to dress up and have their own mini class Halloween.
As part of it, they can have a jack-o’-lantern drawing
contest and say “Trick or treat” to get one or two
pieces of candy.
B Choose the correct answers.
1. Have the students complete the reading
comprehension questions.
2. Check the answers as a class.
Answers 1. b 2. b 3. c
 Differentiation C Unscramble and write.
For above-level students, tell them to close their books 1. Explain to the students that they need
and then ask them more questions about the reading. to unscramble and write the sentences. If
necessary, demonstrate how with the first
Student Book page 15 sentence on the board.
A Look and learn. 2. Check the answers as a class or have the
students work in pairs to check their answers.
1. Go over possessive adjectives (“my,” “your,”
“his,” “her,” “our,” “their,” “its”) with the 1. That is his soccer ball.
2. Our bedrooms are big.
students.
Answers 3. My umbrella is purple.
2. Read the chart as a class. 4. Her favorite day is Halloween.
5. What is Jack’s favorite day?
Teaching Tip

Use objects around the classroom to demonstrate the Differentiation

difference between all the possessive adjectives. For
For lower-level students, bring in copies of the
example, point at your board chalk or marker and say
sentences and have them cut out the words so that
“my chalk/marker.” Then stand in front of a student,
they can move them around on their desks.
point at their pencil or pen, and say “your pencil/pen.”
Another method is to point at a student’s object, say Extra Practice
“your (object),” and have them say “my (object)” before
Assign pages 10-11 in the workbook as homework.
the class as a whole says “his/her (object).” Then
go around the room and do the same thing for each
student.

B Look and circle.

1. Have the students look at the pictures. Ask
them what they can see.
2. Tell the students to circle the correct word to
complete each sentence.
3. Check the answers as a class or have the
students work in pairs to check their answers.

1. my 2. your 3. his
Answers
4. her 5. Its 6. Their

Game Suggestion

Picture Description Have the students draw pictures of

their bedrooms and present them by saying “This is my
room. This is my (object) …” Then collect the pictures
and randomly pass them back out to the students
so that they each have a different person’s picture.
Have them present the pictures again using their
classmates’ names and “his”/“her” instead of “my.”

31
2 Today Lesson 1 Today’s Date
Student Book pages 16-17
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about the
date using the impersonal subject “it”

Keywords
January, February, March, April,
May, June, July, August, September,
October, November, December

Key Structures
What’s the date today?
It’s January 3rd.
When is your birthday?
It’s February 8th.

Materials
CD tracks 19-23, flashcards 13-24

Student Book page 16 center space can be a free space for each of them.
Then play bingo by saying random month names and
Warm Up having the students cross them off their grids. The
1. Go through your greetings or opening routine. Then first student to get three in a row can say “Bingo!” and
check the previous day’s homework or collect it get a prize, if you wish.
from the students.
2. Ask the students what day of the week it is and B Listen and circle Amy’s birthday.
what they usually do on that day.
1. Tell the students to listen and circle the date
3. As a class, count from 1 to 20 as preparation for
that is mentioned.
learning about ordinal numbers. If you like, you can
have the students compete to see who can do it 2. Check the answer as a class.
the fastest.
TR 20
Ming: Tim, what’s the date today?
Tim: It’s March 20th.
A Listen, point, and say. Ming: Really? Today is Amy’s birthday.
Tim: How about buying a flower for her?
1. Use the month flashcards to introduce the Ming: That’s a good idea!
vocabulary. Then ask the students “What month
is it now?” Answer March 20th
2. Let the students listen to the recording. Then play
it again and ask the students to say each keyword. Differentiation

TR 19
For above-level students, ask the question “What’s
1. January 2. February 3. March the date today?” If the students have a hard time
4. April 5. May 6. June answering, let them point it out on a calendar.
7. July 8. August 9. September
10. October 11. November 12. December
Student Book page 17

Game Suggestion C Ask and answer.

Bingo Have the students create simple 3×3 grids and
1. Introduce the lesson’s first key structure. Write
write a month name in each space. If you want, the
it in black on the board with the month in red
32 Unit 2 • Today
 and the date in blue. Then practice it with the TR 22
students several times. When is your birthday? It’s February 8th.
2. Explain to the students that dates use ordinal
numbers (i.e. first, second, third, etc.) instead
E Ask your teacher about his/her birthday.
of cardinal numbers (i.e. one, two, three, etc.).
Write “1st,” “2nd,” “3rd,” “4th-20th,” “21st,” 1. Encourage the students to ask you about your
“22nd,” “23rd,” “24th-30th,” and “31st” on the birthday.
board. Show the students how each number is 2. If you are comfortable with it, you can
pronounced. Emphasize that numbers ending encourage them to guess your age as well.
in “1,” “2,” and “3” are irregular except for
“11th,” “12th,” and “13th,” which aren’t. Student Book page 94

Differentiation Chant
For above-level students, you can demonstrate how to 1. Read the lyrics line by line and have the
spell out ordinal numbers. For average or below-level students repeat them after you.
students, you can simply use the abbreviations. 2. Play the recording and do the chant together as
a class.
3. Play the recording and ask the students to
look and point at the pictures under the key TR 23
Months and Days
structure.
Let’s learn the months!
January, February, March, (clap!) April, May, June. (clap! clap!)
TR 21
January, February, March, (clap!) April, May, June. Oh, yeah!
What’s the date today? It’s January 3rd.
1. What’s the date today? It’s January 3rd.
What’s the date today? What’s the date today?
2. What’s the date today? It’s March 31st.
It’s May, May, May 15th.
3. What’s the date today? It’s May 18th.
What’s the date today? What’s the date today?
4. What’s the date today? It’s July 7th.
It’s May, May, May 15th.
5. What’s the date today? It’s October 29th.
6. What’s the date today? It’s December 12th.
Now let’s learn the rest.
July, August, September, (clap!) October, November, December.
4. Use the pictures to practice the question/answer (clap! clap!)
structure as a class. July, August, September, (clap!) October, November, December. Oh,
yeah!
5. Have the students work in pairs and practice
using the question and answer structures to talk What’s the date today? What’s the date today?
It’s July, July, July 16th.
about the pictures.
What’s the date today? What’s the date today?
It’s July, July, July 16th.
Game Suggestion

Higher or Lower Have a student choose any date for 3. Play the chant again and have the students do
the other students to guess. The other students do a simple action (such as clapping their hands)
this by saying a month and asking “Higher or lower?” while saying it.
until they eventually pinpoint which month the first
student’s date is in. Then they do the same thing with Extra Practice
the number. The student that guesses it right can Assign pages 12-13 in the workbook as homework. You
choose the next date. can also have the students complete the worksheet on
page 124 of the teacher’s book in class.
D Ask and answer. Then write.
1. Introduce the lesson’s second key structure.
Then practice it with the students several times.
2. Put the students in groups to complete the
table.

33
2 Today Lesson 2 Today’s Weather
Student Book pages 18–19
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
the weather using the impersonal
subject “it”

Keywords
sunny, cloudy, rainy, snowy, foggy,
windy

Key Structures
How’s the weather today?
It’s sunny.
How’s the weather in Paris?
It’s snowy.

Materials
CD tracks 24-27, flashcards 13-30

Student Book page 18

TR 24
1. sunny 2. cloudy 3. rainy
Warm Up 4. snowy 5. foggy 6. windy

1. Go through your greetings or opening routine. Then

Differentiation
check the previous day’s homework or collect it
from the students. For above-level students, show pictures of multiple
2. (optional) Go over the chant on page 94 again. types of weather at the same time (e.g. cloudy and
3. Review the month flashcards from the previous rainy, sunny and windy, etc.). Have them identify all the
lesson and go over the key structures “What’s types of weather in the picture before drawing pictures
the date today? It’s (date),” and “When is your of their own weather combinations.
birthday? It’s (date).”
3. Introduce the lesson’s first key structure. Write
it on the board with the type of weather in
Game Suggestion red. Then point outside and ask about the real
Date Drills Split the students into groups and give each weather today.
group a calendar. Then do “date drills” where you say a 4. Play the recording for the students. Have them
date and the students have to find it in their calendars point at each picture when they hear its
as fast as possible. The fastest group in each round weather.
gets a point.
TR 25
How’s the weather today? It’s sunny.
A Listen and say. Then practice. 1. How’s the weather today? It’s sunny.
2. How’s the weather today? It’s cloudy.
1. Use the flashcards to introduce the vocabulary. 3. How’s the weather today? It’s rainy.
Say each word several times and have the 4. How’s the weather today? It’s snowy.
students repeat after you. 5. How’s the weather today? It’s foggy.
6. How’s the weather today? It’s windy.
2. Play the recording for the students. Then play it
again and tell the students to act out each type 5. Practice the structure as a class using the
of weather when they hear it. weather outside. This can be done as a class or
as pair work.

34 Unit 2 • Today
 6. Have the students work in pairs and use the
pictures to practice the structure.
B Ask and answer.
1. Introduce the lesson’s second key structure.
Write it on the board with the weather in red
and the place name in blue.
2. Play the recording for the students. Then play it
again and tell the students to act out each type
of weather when they hear it.
TR 26
How’s the weather in Paris? It’s snowy.
1. How’s the weather in Paris? It’s snowy.
2. How’s the weather in Seoul? It’s rainy.
3. How’s the weather in London? It’s windy.
4. How’s the weather in New York? It’s sunny.
5. How’s the weather in Sydney? It’s foggy.
6. How’s the weather in Mexico City? It’s cloudy.
Teaching Tip
Use a world map to show the students where all the
cities in the activity are. Then ask them to point out
any other famous cities that they know of.
Differentiation
For below-level students or students who aren’t familiar
with world geography, use cities from their country
instead until they’re comfortable with the structure.
Student Book page 19
Speaking Task
1. Put the students in pairs and have them choose
who will be Student A and who will be Student
B. Explain that Student B needs to turn to page
107.
2. Demonstrate that Student A and Student B
need to take turns asking and answering about
the weather in the cities below.
3. Encourage the students to draw or color in the
weather for each city once they know what it
is. If they aren’t able to draw very well, they
can use the weather symbols above the map
instead.
4. Read the question at the bottom of the page
(“Which city is rainy?”). Have all the students
point to London.
Teaching Tip
If there is enough time, point out the buildings or
monuments in the pictures. Ask the students to
identify them. If they can’t, tell them what they are
called and explain why they are famous.
Student Book page 95
Song
1. Say the lines from the song and have the
students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
to the music. Then play it again and have them
sing along.
TR 27
How’s the Weather Today?
Look outside. What do you see? How’s the weather today?
Oh no! Oh no! It’s cloudy and rainy!
Look outside. What do you see? How’s the weather today?
Oh no! Oh no! It’s snowy and windy!
Look outside. What do you see? How’s the weather today?
Oh no! Oh no! It’s foggy and rainy!
Look outside. What do you see? How’s the weather today?
Oh yes! Oh yes! It’s pretty and sunny!
3. Sing the song once more, but before starting
encourage the students to think of some actions
or gestures for the song.
4. Play the instrumental version of the song and
have the students sing along while doing the
actions or gestures they came up with.
Game Suggestion
Throw and Sing Put the weather flashcards on the
board and have a student throw a squishy ball at two
of them. Then have the class sing a verse from the
song about those two types of weather.
Extra Practice
Assign pages 14-15 in the workbook as homework. You
can also have the students complete the worksheet on
page 125 of the teacher’s book in class.
35
2 Today
Student Book page 20
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Practice the song on page 95 again. Play
the music and sing along while the students listen
and/or sing along.
3. Ask the students if they remember the actions and
gestures they created and have them use them
while they sing the song as a class.
4. Afterward, review the flashcards from lessons 1
and 2 using the key structures “What’s the date
today? It’s (date),” “When is your birthday? It’s
(date),” and “How’s the weather today/in (place)?
It’s (weather).”
Teaching Tip
Rather than just focusing on the meaning of
the vocabulary, spend some time focusing on
pronunciation, particularly on the names of the months.
Emphasize to the students that the syllables in the
months are stressed differently (e.g. JA-nu-a-ry vs . Sep-
TEM-ber). Have them go through the month verses of
the chant on page 94 until they know exactly how to
stress each month’s name properly.
36 Unit 2 • Today
Lesson 3 Story
Student Book pages 20–21
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD tracks 28-29, flashcards 13-30
Game Suggestion
Weather Stations Set up six different “weather stations”
around the room, one for each weather keyword. Split
the students into six different groups and have them
rotate around the stations on your signal. As soon
as they get to each station, they should write the
keyword and draw a picture of it and bring it to you.
The first team that finishes and answers the question
“How’s the weather today?” gets a point. Repeat this
game until all the groups have been to all the weather
stations.
A Listen. Then act it out.
1. Have the students look at the pictures. Ask them
what they can see.
2. Play the recording and let the students listen to
the story once. Play it a second time and ask
them to point at each character while they are
talking.
TR 28
Ming: Mom, what’s the date today?
mom: It’s October 11th.
Ming: Oh no! It’s Tim’s birthday.
mom: Where are you going, Ming?
Ming: To the gift shop. I’m going to buy a notebook for Tim.
How’s the weather today?
mom: The TV says it’s sunny.
Ming: Uh-oh, it’s cloudy and windy. Oh no! It’s raining really hard!
mom: Poor Ming!
 3. Read the story to the students. Try to change
your voice to match the characters.
4. Pause after each scene to check the students’
comprehension and their understanding of any
new words or expressions.
Differentiation
For above-level students, ask if they can think of any
solutions to Ming’s problem (getting caught in the
rain). List their ideas on the board and take a vote to
choose the best one.
5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
8. Afterward, read the question at the bottom of
the page (“How’s the weather today?”). Have
the students answer it individually or work in
pairs and talk about it with their partner.
Student Book page 21
B Choose the correct answers.
1. Ask the students to choose the correct answers
and number the pictures in question number
three.
2. Check the answers as a class.
Answers 1. b 2. b 3. 2, 1, 3
Game Suggestion
Chronological Arrangement Put the students in groups
of two or three and tell them all to close their books.
Then give each group pieces of paper with one line
from the story each. On your signal, all the groups
should try to arrange the lines into their proper order
as fast as possible. The first group to finish wins.
C Make your own story.
1. Have the students work in pairs and turn to
page 100.
2. Explain to the pairs how to fill in the blanks,
circle the options, and use the stickers to make
their own story. Then have them practice their
story together.
Differentiation
For below-level students, you can ask about today’s
date and who has the next birthday to help get them
started on the first two boxes.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 29
1. The thirsty girl is in her dirty shirt and skirt.
2. Her father and mother were in the desert in November.
3. Read the tongue twisters out loud to the class.
Ask the students what the letter combinations
“ir” and “er” sound like and have them
underline the “ir” and “er” words in their
books.
Teaching Tip
Write some words with the letter combination “ur”
on the board (e.g. “fur,” “turn,” “nurse,” etc.). Point
out to the students that the letter combinations “ir,”
“er,” and “ur” all sound the same even though they
have different vowels. Tell them that this is good news
because it makes their pronunciation easy, but that it
is also bad news because it makes their spelling hard.
Encourage them to practice spelling “ir,” “er,” and “ur”
words so that they can avoid spelling mistakes.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Extra Practice
Assign pages 16-17 in the workbook as homework.
37
2 Today
Student Book page 22
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and
2 with the students using the key structures
“What’s the date today? It’s (date),” “When is
your birthday? It’s (date),” and “How’s the weather
today/in (place)? It’s (weather).”
3. (optional) Do the chant and song on pages 94-95
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Game Suggestion
Whispering Line Divide the class into two teams and
have each team form a line. Whisper one of the unit’s
keywords into the ear of the first student in line for
each team. On your signal, have the students whisper
the message down the line until it gets to the last
student for each team. Those students must then write
the correct word on the board. The one who finishes
first wins a point for their team. Continue the game
until all the words have been used.
A Look and write.
1. Review how to spell the different month and
38 Unit 2 • Today
Lesson 4 Wrap Up
Student Book pages 22–23
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
playing a game
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 30, flashcards 13-30
weather keywords with the students.
Game Suggestion
Spelling Race Divide the students into two or three
teams. Have each team send one student to the board
for a spelling race. After you say one of the unit’s
keywords, the students should write the word on the
board as fast as possible. Whoever correctly spells the
word first wins a point for their team.
2. Have the students look at the pictures and say
what they see. Then tell them to fill in the
blanks with key words from the unit. Check the
answers as a class.
1. rainy, February
Answers 2. sunny, July
3. snowy, December
Differentiation
For above-level students, write some major holidays
from their country on the board and have the students
write down sentences about them similar to the ones
in Exercise A.
B Listen and choose.
1. Have the students look at the pictures. Ask
them what they can see.
 Teaching Tip Differentiation

Explain to the students that usually the pictures/
options in listening tests only have minor differences. If
they can identify what these differences are before the
test starts, they will know what to listen for during the
test.
2. Play the recording and tell the students to
choose the correct pictures. Check the answers
as a class.
For below-level students, you can play the board game
as a class by splitting the students into two teams
and having them all say the questions and answers
together.
Extra Practice
Assign pages 18-19 in the workbook as homework.

TR 30
1. What’s the date today? It’s July 9th.
2. What’s the date today? It’s April 23rd.
3. How’s the weather today? It’s foggy.
4. How’s the weather in London? It’s windy and cloudy.

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

Game Suggestion

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

different date written on it and tell them not to show
it to anyone else. Then tell the class that they need to
line themselves up from the earliest date to the latest
date by asking and answering “What’s the date today?”
Time them to see how long it takes.

Student Book page 23

Speaking Task
1. Have the students say what they see in the
pictures.
2. Explain the rules. Two students take turns
moving around the board by flipping a coin
and moving one space if it lands on heads and
two spaces if it lands on tails. On each space,
the student whose turn it is answers the key
question that their partner asks. This question
is “What’s the date today?” if the square has a
calendar and “How’s the weather today?” if the
square has a weather picture.
3. After each pair of students has finished, ask
them the question at the bottom of the page
(“Who finished first?”).

39
2 Today Lesson 5 Skills Up!
Student Book pages 24–25
Lesson Objectives
To read and answer questions about
a text on world weather
To review the impersonal subject “it”

Keywords
earth, opposite, warm, beach

Grammar Point
The Impersonal Subject “It”

Materials
CD track 31, flashcards 13-30

Student Book page 24 Teaching Tip

Use a world map to introduce the compass directions

Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
(i.e. north, south, east, and west) to the students. Ask
them what is north, south, etc. of their city or country.
3. Play the recording of the passage for the
students.

Game Suggestion
Back Tracing Have the students sit in a circle, or make
team lines if you have a larger class. Choose one of
the unit’s keywords and tell it to the first student in
the circle or in each line. On your signal, the student(s)
should trace the word onto the back of the person in
front of them. That person then does the same thing
to the next person and so on until the word reaches
the end of the line. The last student should run up and
write the word on the board. If it is the correct word,
the team (or whole class) wins the game.
TR 31
World Weather
The earth has two parts, the north and the south. These two
parts have opposite weather.
In the north, December is a winter month. What is the weather
like? It is cold and snowy. But in the south, December is a
summer month. It is hot and sunny. In London, you can enjoy a
beautiful snowy Christmas. But in Sydney, you can celebrate a
warm Christmas at the beach!
4. Read the passage to the students. Then read it
as a class.
5. Have the students read the passage once again
either individually or as a class.

A Listen and read.

B Choose the correct answers.
1. Have the students look at the picture. Ask them
1. Have the students complete the reading
what they can see. Then show the students
comprehension questions.
a world map. Ask them if they know where
2. Check the answers as a class.
London and Sydney are.
2. Tell the students what the passage will be about Answers 1. c 2. b 3. c
and introduce any new vocabulary.

40 Unit 2 • Today
Game Suggestion students work in pairs to check their answers.
Four Corners Designate the classroom’s four walls as Answers 1. d 2. e 3. b 4. a 5. f 6. c
“north,” “south,” “east,” and “west,” and clear the
floor as much as possible. Tell the students that they
each need to choose a wall while you close your eyes C Look and write.
and count to 10. Before you open your eyes, say one
of the directions. All the students at that wall are out 1. Have the students look at the picture. Ask them
and have to sit down. Do the same thing until only one what they can see.
student remains. That student then becomes “it.” 2. Tell the students to answer the questions about
the picture using the impersonal subject “it.”
Differentiation
3. Check the answers as a class or have the
For above-level students, the previous game can be students work in pairs to check their answers.
modified to include weather vocabulary as well. Put the
six weather keywords under the compass direction on 1. It’s Friday.
2. It’s cloudy and rainy. / It’s rainy.
each wall. When the students go to a new wall, they Answers
3. It’s 3 o’clock.
have to point to one of the types of weathers. Then 4. It’s May 27th.
after the “it” person chooses a random direction, they
choose a random type of weather as well and say “It’s
Extra Practice
(weather).” All the students pointing to that weather on
any wall are also out. Assign pages 20-21 in the workbook as homework.

Student Book page 25

A Look and learn.

1. Go over the impersonal subject “it” with the
students.
2. Read the chart as a class.

Teaching Tip

Explain that the impersonal subject “it” is an easier

way of stating the date, weather, time, or day. Show
the students how it is often just the pronoun of one
of those nouns (e.g. The date is January 25th. → It is
January 25th.).

Differentiation

For below-level students, review the days of the week

and the basic hours of time (i.e. “(number) o’clock”).
Chant each of them in order with the students to
practice them. While chanting the basic hours of time,
encourage the students to hold up the same number
of fingers as the hour.

B Look and write.

1. Have the students look at the pictures. Ask
them what they can see.
2. Tell the students to write the letter of each
picture by the sentence that describes it.
3. Check the answers as a class or have the

41
Review 1 Unit 1 - Unit 2
Student Book pages 26–27
Lesson Objectives
To review the key structures and
vocabulary learned in units 1 and 2

Keywords
announcement, learn, environment,
soon

Materials
CD tracks 32-34, flashcards 01-30

Student Book page 26 A Listen and number.

Warm Up 1. Have the students look at the pictures. Ask

them what they can see.
1. Show the students the flashcards from units 1
2. Play the recording and tell the students to write
and 2 and practice saying the keywords and key
the correct number next to each picture. Check
structures from the units.
the answers as a class.
2. Bring out a calendar and point to different days
on it. Have the students say “It’s (date),” for each TR 32
one. 1. It’s foggy.
3. Put the six weather flashcards on the board and 2. My favorite day is Halloween.
3. It’s July 26th.
number them. Then put the special day flashcards
4. I open presents on Christmas Day.
in a pile upside down so that the students cannot 5. I make cards on Valentine’s Day.
see what they are. Have the students take turns 6. It’s windy and cloudy.
choosing one of the special day cards. Then ask
them “What’s your favorite day?” and “What do Answers 5, 3, 2, 4, 1, 6
you do on that day?” After they answer, ask them
“How’s the weather on (favorite day)?” and have
them roll a die. They should use its number and
the corresponding weather flashcard to answer the
question.

Teaching Tip

Choose a game from unit 1 and/or unit 2 that the

students enjoyed and play it again to practice the key
words and structures.

42 Review 1
B Listen and choose. D Choose or write the correct answers.
1. Have the students look at the pictures. Ask 1. Have the students read the sentences and circle
them what they can see. or write the correct answers.
2. Play the recording and tell the students to circle 2. Check the answers as a class.
the correct letters. Check the answers as a class.
Answers 1. c 2. sunny, windy 3. b
TR 33
1. What’s your favorite day? My favorite day is Thanksgiving.
Extra Practice
2. What’s the date today? It’s October 11th.
3. What do you do on that day? I hug my mom. Ask the students to complete pages 22-23 in their
4. How’s the weather today? It’s cloudy and snowy. workbook as homework.

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

Student Book page 27

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.

TR 34
School Announcement
Good morning, everyone! Welcome to school. It’s Tuesday, April
22nd, today. The weather is sunny and a little windy. It’s also a
special day. It’s Earth Day!
What do we do on Earth Day? We plant trees and flowers.
We also learn about the earth. Together, we can help the
environment. Earth Day is my favorite day. What’s your favorite
day? Maybe we can celebrate it soon.

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

as a class.

Game Suggestion

It’s Your Turn Start reading the passage out loud

and then stop and call out a student’s name. That
student should begin reading where you left off and
then should call out the name of another person, who
should do the same thing. Have the students take
turns reading small portions of the passage like this
until it is finished.

43
3 At the Market Lesson 1 Fruit & Vegetables
Student Book pages 28–29
Lesson Objectives
To understand and produce the key
vocabulary
To correctly describe what people
have and don’t have using the
quantifiers “some” and “any”

Keywords
lemons, grapes, watermelons,
pumpkins, mushrooms, cucumbers

Key Structures
He/She has some grapes.
He/She doesn’t have any
mushrooms.
What does he/she have?
He/She has some cucumbers.

Materials
CD tracks 35-39, flashcards 31-36

Student Book page 28 the right word can draw the next picture.

Warm Up Differentiation

For above-level or especially competitive students, turn

1. Go through your greetings or opening routine. Then
the previous game into a contest between two or three
check the previous day’s homework or collect it
teams. You can award points for the best drawings
from the students.
and/or the quickest guesses.
2. Ask the students to list all the fruit and vegetables
that they know. Write their answers on the board.
Teaching Tip

Introduce some extra vocabulary words and write them on

A Listen, point, and say. the board. (Suggested words: plum, broccoli, spinach)

1. Use the fruit and vegetable flashcards to

introduce the vocabulary. Ask the students B Listen and circle.
whether each keyword is a fruit or vegetable. 1. Tell the students to listen and circle the fruit or
2. Have the students look at the picture. Ask them vegetable that is being talked about.
what they can see. 2. Check the answer as a class.
3. Let the students listen to the recording. Then
play it again and ask the students to point to TR 36
Rosa: Mom, I’m going to the fruit and vegetable stand.
each keyword and say it
Mom: What does the seller have?
Rosa: He has some fresh watermelons!
TR 35 Mom: Okay. I’ll see you there.
1. lemons 2. grapes 3. watermelons
4. pumpkins 5. mushrooms 6. cucumbers
Answer watermelons

Game Suggestion

Draw It Have a student come up to the board. Then Differentiation

tell them one of the fruit or vegetable keywords without
the other students hearing. On your signal, the student
should draw a picture of the keyword on the board for
the other students to guess. The first student to guess
44 Unit 3 • At the Market
For above-level students, ask the question “Which fruit
or vegetables do you like best?” Let the students take
turns saying what fruit or vegetables are their favorites.
Student Book page 29
TR 38
C Look and say. What does he have? He has some cucumbers.
What does she have? She has some cucumbers.
1. Introduce the lesson’s first key structure. Write What does he have? He has some cucumbers.
What does he have? He has some lemons.
it in black on the board with “has some” in What does he have? He has some pumpkins.
red. Then practice it with the students several What does she have? She has some grapes.
What does she have? She has some mushrooms.
times.
What does she have? She has some watermelons.
2. Write the second key structure in black as well
with “doesn’t have any” in red.
Student Book page 95
Teaching Tip

Make sure that the students all understand that

“some” and “any” both refer to several objects, but
that “some” is only used in positive sentences, while
“any” is only used in negative sentences. Drill them
on the difference by saying “has” and “doesn’t/don’t
have” in turn and having the students say which
quantifier should follow it.
Differentiation
For lower-level students, illustrate the difference
between “some” and “any” even more clearly by writing
them on the board and drawing several circles or small
objects next to “some” but only a big “X” by “any.”
3. Play the recording and ask the students to
look and point at the pictures under the key
structures.
TR 37
He has some grapes. She has some grapes.
He doesn’t have any mushrooms.
She doesn’t have any mushrooms.
1. He has some grapes.
2. He doesn’t have any mushrooms.
3. He has some cucumbers.
4. He has some watermelons.
5. She has some pumpkins.
6. She has some mushrooms.
7. She doesn’t have any lemons.
Game Suggestion
8. She doesn’t have any cucumbers.
4. Use the pictures to practice the key structures
as a class. Then have the students practice them
in pairs.
D Stick. Then ask and answer.
1. Introduce the lesson’s third key structure. Write
Chant
1. Read the lyrics line by line and have the
students repeat them after you.
2. Play the recording and do the chant together as
a class.
TR 39
What Does He Have?
Yum! Yum! Yum! Yum!
What does he have? What does he have?
He has some lemons, lemons, lemons.
What does he have? What does he have?
He doesn’t have any mushrooms. Oh no!
Yum! Yum! Yum! Yum!
What does she have? What does she have?
She has some pumpkins, pumpkins, pumpkins.
What does she have? What does she have?
She doesn’t have any cucumbers. Oh no!
Yum! Yum! Yum! Yum!
What do they have? What do they have?
They have some grapes, grapes, grapes.
What do they have? What do they have?
They don’t have any watermelons. Oh no!
3. Play the chant again and have the students do
a simple action (such as snapping their fingers)
while saying it.
Choose and Sing Put pictures of the keyword fruit and
vegetables into a bag. Have the students take turns
taking one out at random. As soon as a student
chooses one, the rest of the class should chant “What
does he/she have? What does he/she have? He/She
has some (keyword), (keyword), (keyword).”
Extra Practice

it in black on the board with “his”/“her” in a
different color.
2. Play the recording and have the students put
the stickers on the picture. Then have them use
them to practice the structure several times.
Assign pages 24-25 in the workbook as homework. You
can also have the students complete the worksheet on
page 126 of the teacher’s book in class.
45
3 At the Market
Student Book page 30
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Go over the chant on page 95 again.
3. Review the fruit and vegetable flashcards from
the previous lesson using the key structures “He/
She has some (food),” “He/She doesn’t have any
(food),” and “What does he/she have? He/She
has some (food).”
A Listen and say. Then practice.
1. Use the flashcards to introduce the vocabulary.
Say each word several times and have the
students repeat after you.
Teaching Tip
When you go through the vocabulary flashcards for the
first time, repeat each word at least a couple of times
before making the students say it. Then have them
repeat it after you as a group several times. Asking
individual students to say the keyword should be the
last step of vocabulary teaching.
46 Unit 3 • At the Market
Lesson 2 Meat & Dairy
Student Book pages 30–31
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask what people have
using the quantifier “any” in yes/no
questions
Keywords
ham, sausages, bacon, butter,
cheese, yogurt
Key Structures
Do you have any ham?
Yes, I do. / No, I don’t.
Does he/she have any sausages?
Yes, he/she does. / No, he/she
doesn’t.
Materials
CD tracks 40-43, flashcards 31-42
Game Suggestion
Dish Ingredients Divide the students into two or three
teams. Then show the class pictures of various
dishes of food. Tell the students to shout out what
ingredients are in each dish. For example, they might
yell “cucumber, mushroom, bacon, and cheese” for
a picture of a salad. The first team to name all the
keyword ingredients gets a point.
Differentiation
For above-level students, you can make the above
game harder by requiring them to write down the
ingredients and only giving points for correctly spelled
answers.
2. Play the recording for the students. Then play it
again and tell the students to point to each food
when they hear it.
TR 40
1. ham 2. sausages 3. bacon
4. butter 5. cheese 6. yogurt
3. Introduce the lesson’s first key structure. Write
it in black on the board with the food name in
blue. Practice it several times with the students.
Nod or shake your head vigorously to help
make it clear that this structure is a yes/no
question.
4. Play the recording for the students.
 TR 41
2. Show the students how to put the stickers
Do you have any ham? Yes, I do. wherever they want on the sandwich bingo
Do you have any ham? No, I don’t. board.
1. Do you have any ham? Yes, I do.
2. Do you have any sausages? Yes, I do.
Differentiation
3. Do you have any bacon? Yes, I do.
4. Do you have any butter? Yes, I do. For lower-level students, create a Student A board and
5. Do you have any cheese? Yes, I do.
a Student B board at the front of the class for them to
6. Do you have any yogurt? Yes, I do.
copy to save time.
5. Practice the structure as a class. 3. Demonstrate to the students how to play
6. Have the students work in pairs and use the bingo by asking and answering with the first
pictures to practice the structure. key structure and marking the picture of the
matching food.
Game Suggestion
4. Tell the students that whoever in each pair
Go Fish Make simple playing cards of the lesson 1 and makes a big “X” across the board first is the
2 keywords and divide the students into groups to play winner.
Go Fish. Tell them to ask each other the key structure
to try to collect pairs of cards. If they are asked for a
Student Book page 95
card that they have, they have to give it to the other
student, who guesses again. If they don’t have the Song
card that the student asks for, that student’s turn is
1. Say the lines from the song and have the
over. The person with the most pairs of cards at the
end wins. students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
B Ask and answer.
to the music. Then play it again and have them
1. Introduce the lesson’s second key structure. sing along.
Write it in black on the board with the food
TR 43
name in blue and “he”/“she” in red. Do You Have Any Ham?
2. Play the recording for the students. Then play Hello. Do you have any ham? No, I don’t. No, I don’t.
it again and tell the students to point to each Hmm. Do you have any sausages? Yes, I do. Yes, I do.
Here you are. Thank you! You’re welcome.
picture when they hear its keyword.
Hello. Do you have any yogurt? No, I don’t. No, I don’t.
TR 42 Hmm. Does he have any yogurt? Yes, he does. Yes, he does.
Does he have any sausages? Yes, he does. Here you are. Thank you! You’re welcome.
Does he have any sausages? No, he doesn't.
Does she have any sausages? Yes, she does. Hello. Do you have any cheese? No, I don’t. No, I don’t.
Does she have any sausages? No, she doesn’t. Hmm. Does she have any cheese? Yes, she does. Yes, she does.
1. Does he have any sausages? Yes, he does. Here you are. Thank you! You’re welcome.
Does she have any sausages? No, she doesn't.
2. Does he have any cheese? No, he doesn't.
Does she have any cheese? Yes, she does.
3. Sing the song once more, but before starting
3. Does he have any ham? Yes, he does. encourage the students to think of some actions
Does she have any ham? No, she doesn't. or gestures for the song.
4. Does he have any bacon? Yes, he does.
Does she have any bacon? No, she doesn't.
4. Play the instrumental version of the song and
5. Does he have any yogurt? No, he doesn't. have the students sing along while doing the
Does she have any yogurt? Yes, she does. actions or gestures they came up with.
6. Does he have any butter? No, he doesn't.
Does she have any butter? Yes, she does.
Extra Practice

Assign pages 26-27 in the workbook as homework. You

Student Book page 31 can also have the students complete the worksheet on
page 127 of the teacher’s book in class.
Speaking Task
1. Put the students in pairs.
47
3 At the Market
Student Book page 32
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Practice the song on page 95 again. Play
the music and sing along while the students listen
and/or sing along.
3. Ask the students if they remember the actions and
gestures they created and have them use them
while they sing the song as a class.
4. Afterward, review the flashcards from lessons 1
and 2 using the key structures “He/She has some
(food),” “He/She doesn’t have any (food),” “What
does he/she have? He/She has some (food),” “Do
you have any (food)? Yes, I do. / No, I don’t,” and
“Does he/she have any (food)? Yes, he/she does.
/ No, he/she doesn’t.”
Game Suggestion
Word Unscramble Scramble all the keywords from
lessons 1 and 2 and give them to the students. Time
them to see how long it takes them to unscramble
them.
Differentiation
For lower-level students, unscramble the words together
as a class on the board. Help the students sound out
48 Unit 3 • At the Market
Lesson 3 Story
Student Book pages 32–33
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD tracks 44-45, flashcards 31-42
each syllable of the words and point out any common
consonant or vowel pairs that appear.
A Listen. Then act it out.
1. Have the students look at the pictures and ask
what they can see. Explain to them what a
farmers’ market is.
2. Play the recording and let the students listen to
the story once. Play it a second time and ask
them to point at each character while they are
talking.
TR 44
Mom: Ming, let’s go to the farmers’ market.
Ming: The farmers’ market?
Mom: Yes. Your grandpa is there!
Ming: Cool! What does he have?
Mom: He has some fruit and vegetables.
Ming: Does he have any peaches? I love peaches.
Mom: Yes, he does.
Ming: Is there any yogurt at the market?
Mom: No, there isn’t. Why do you ask?
Ming: I can make yogurt. Can I sell some yogurt next to
Grandpa?
Mom: That’s a good idea!
3. Read the story to the students. Try to change
your voice to match the characters’ voices.
4. Pause after each scene to check the students’
comprehension and their understanding of any
new words or expressions.
 5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
Teaching Tip
Divide the class into pairs and have the students in
each pair take turns reading the sentences in the
story. Time them to see how long it takes them to
finish.
8. Afterward, read the question at the bottom
of the page (“What do you want to sell at the
farmers’ market?”). Have the students answer it
individually or work in pairs and talk about it
with their partner.
Student Book page 33
B Choose the correct answers.
1. Ask the students to circle the correct answers.
2. Check the answers as a class.
Answers 1. b 2. c 3. a
Game Suggestion
Farmers’ Market Have the class think about what food
they would like to sell at a farmers’ market and draw
pictures of it. Then have half the class set up farmers’
market “stalls” at their desks. The other half of the
class goes around and uses the unit’s key structures
to ask and answer about what each stall has. When
they have finished, have the two groups switch roles.
Differentiation
For above-level students, act out the same scenario,
but this time give the buying students some Monopoly
money and teach everyone the structure “How much is
this? It’s (amount).” Encourage them to “buy” the items
being sold. To make things even more interesting,
teach them the phrase “That’s too expensive” and
basic bargaining techniques. After everyone has had
a chance to be a buyer, have them present the things
that they bought in front of the class.
C Make your own story.
1. Have the students work in pairs and turn to
page 101.
2. Explain to the pairs how to circle and fill in
the blanks to make their own story. Then have
them practice their story together.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 45
1. Feel free to eat the free sweet cheese and beef.
2. Each team eats a meal of meat and peaches.
3. Read the tongue twisters out loud to the class.
Ask the students what the letter combinations
“ee” and “ea” sound like and have them
underline the “ee” and “ea” words in their
books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Teaching Tip
Encourage the students to think of more words with
the letter combinations “ee” and “ea.” To help them
out, give them a bunch of Scrabble letters so that
they can easily arrange the letters to make new words.
Keep a running list of the real words that they create
on the board.
Game Suggestion
Speed Saying Teach the students the phrase “real rear
wheel” and illustrate what it is on the board. Then
encourage them to say it as fast as possible. If you
like, you can also have a class-wide competition to see
who can say it the most times in 10 seconds.
Extra Practice
Assign pages 28-29 in the workbook as homework.
49
3 At the Market
Student Book page 34
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “He/
She has some (food),” “He/She doesn’t have any
(food),” “What does he/she have? He/She has
some (food),” “Do you have any (food)? Yes, I do.
/ No, I don’t,” and “Does he/she have any (food)?
Yes, he/she does. / No, he/she doesn’t.”
3. (optional) Do the chant and song on page 95
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Game Suggestion
Categories Think of a category (e.g. vegetables, green
foods, healthy foods, etc.) but don’t tell the students
what it is. Tell them, “I have some (food),” using a
food that fits in the mystery category. Then have them
take turns asking “Do you have any (food)?” If the food
they guess fits in your category, say “Yes, I do.” If it
doesn’t, say “No, I don’t.” Continue until the students
guess what your category is.
50 Unit 3 • At the Market
Lesson 4 Wrap Up
Student Book pages 34–35
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
presenting about a partner’s fridge
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 46, flashcards 31-42
A Look and write.
1. Review how to spell the different food keywords
with the students.
2. Have the students look at the picture and say
what they see. Then tell them to fill in the
blanks with keywords from the unit. Check the
answers as a class.
1. butter 2. yogurt 3. sausages
Answers
4. lemons 5. mushrooms 6. pumpkins
Teaching Tip
Walk around the class checking the students’ spelling
as they complete exercise A. If you notice that a lot of
students are missing the same word, go over it on the
board to review how it is spelled.
Differentiation
For below-level students, check the exercise by having
the entire class spell the words out loud together.
Make sure that it is done slowly enough for all of the
students to keep up.
Game Suggestion
Grocery Store If possible, move the desks or tables
in the classroom into “aisles” and put pictures of the
keywords on them to simulate a grocery store. Then
put the students into teams of three or four students
and give each team a grocery list of five or six items.
 On your signal, the students need to find all the items
on the list as fast as they can. But before they can
turn them in to you, they have to check them all off by
asking and answering the question “Do we have some
(food)?” or other key structure questions. The fastest
team to finish gets to create the grocery lists and mix
up the food on the desks for the next round.
Differentiation
2
Put the students in pairs and demonstrate how
they should ask and answer the key structure to
find out what their partner has in their fridge.
Once they know what foods are there, they should
use the stickers to recreate their partner’s fridge.
3

For above-level students, designate one or two
students to be checkout clerks in the above scenario.
Before each team can finish, they need to “buy” their
food from the checkout clerk, who asks them “What do
you have?”
When most of the students are finished, have
them present their partner’s fridge at the front of
the class.
Game Suggestion

Picture Guessing Put the students in groups of three.

B Listen and choose. One student should turn around or cover their eyes
while the second student watches the third student
1. Have the students look at the pictures. Ask draw what they have in their fridge at home. The
them what they can see. student who is drawing cannot talk at all. Instead,
2. Play the recording and tell the students to the student with their eyes covered should ask the
choose the correct pictures. Check the answers watching students yes/no questions like “Does he/she
as a class. have a vegetable?” until they have enough information
to guess “Does he/she have (food)?” Once they have
TR 46 guessed all the foods in the drawing student’s fridge,
1. What does he have?
He has some cucumbers.
the students should switch roles.
2. She doesn’t have any grapes.
3. Does she have any cheese? Extra Practice
Yes, she does. Assign pages 30-31 in the workbook as homework.
4. Does he have any bacon?
No, he doesn’t. He doesn’t have any bacon.

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

Student Book page 35

Presentation
1

1. Explain to the students that they will talk about

what foods they and a partner have in their
fridges.

Teaching Tip

Write the word “refrigerator” on the board and say it

for the students several times. Then explain that most
people simply say “fridge” instead. Use “fridge” rather
than “refrigerator” for the rest of class.

2. Show the students how to stick the foods into

their fridges.

51
3 At the Market Lesson 5 Skills Up!
Student Book pages 36-37
Lesson Objectives
To read and answer questions about
a text on interesting fruit
To review the usage of “some” and
“any”

Keywords
everywhere, past, seed, snack

Grammar Point
The Quantifiers “some” and “any”

Materials
CD track 47, flashcards 31-42

Student Book page 36 Differentiation

For above-level students, you can make the game

Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
Ask the students which keywords are types of fruit.
more interesting by saying that the pile can be
slapped when any fruit comes up twice in a row or in
a “sandwich” (i.e. one fruit, a different fruit, and then
the first fruit again).
A Listen and read.

Teaching Tip 1. Have the students look at the pictures. Ask

Tell the students that today’s topic is fruit. Brainstorm
as many types of fruit as possible by letting the class
take turns drawing them all over the board for one or
two minutes. Then label them all with their English
names.
them what they can see. If possible, bring
actual watermelon pieces, lemons, and/or grapes
to share with them.
2. Tell the students what the passage will be about
and introduce any new vocabulary.

Game Suggestion
Slapjack Make simple playing cards with pictures of
fruit on them and play slapjack with the students. In
groups of four or five, the students should make a
circle and pass out the cards evenly. Explain that they
should NOT look at their cards. Instead, they should
take turns flipping them over in a pile in the center.
After each card is flipped over, all the students should
say the name of its fruit. Choose a special fruit for the
round and write it on the board. Whenever that fruit
comes up, the students should all slap it. The fastest
one gets to take the entire pile of cards. The first
student to collect all the cards wins.
Teaching Tip
Bring in a map of the continents, go over their names
with the students, and ask what kinds of fruit they have.
3. Play the recording of the passage for the
students.
TR 47
Interesting Fruit
Watermelons are originally from Africa. Some watermelons are
yellow, orange, or white inside. But today most people only eat
pink watermelons.
Lemons are originally from Asia. Today people everywhere use
lemons. They enjoy lemon juice in drinks and candy. They also
clean their kitchens with it.

52 Unit 3 • At the Market

 C Make the sentences negative.
Grapes are originally from the Middle East. Just like in the past, 1. Explain to the students that they need to
most grapes today become wine. However, some grapes don’t
change the positive “some” sentences into
have any seeds. People eat them as snacks.
negative “any” sentences. Demonstrate how to
4. Read the passage to the students. Then read it do this on the board with the given example.
as a class. 2. Check the answers as a class or have the
5. Have the students read the passage once again students work in pairs to check their answers.
either individually or as a class.
2. Amy doesn’t drink any milk.
Answers
3. Kevin doesn’t need any mushrooms.
B Choose the correct answers.
1. Have the students complete the reading D Make the sentences positive.
comprehension questions.
2. Check the answers as a class. 1. Do the same thing as the previous exercise,
but this time tell the students that they need
Answers 1. b 2. c 3. c to change the negative “any” sentences into
positive “some” sentences. Demonstrate how to
do this on the board with the given example.
Student Book page 37
2. Check the answers as a class or have the
A Look and learn. students work in pairs to check their answers.
1. Go over “some” and “any” with the students. 2. They have some toys.
Answers
Remind them that “some” is only used in 3. We want some bread.

positive sentences while “any” is used in

negative sentences. Differentiation
2. Read the chart as a class. For below-level students, do both of the previous
exercises all together as a class. Write each sentence
Teaching Tip
on the board, underline the verb in red, ask the
Remind the students that “any” is also used in yes/no students how to make it negative or positive, and write
questions. the new verb underneath. Then underline either “some”
or “any” in each sentence in blue, ask the students
Game Suggestion what it changes to, and write that underneath too.
Go Fish Practice the form “Do you have any (fruit)? Yes, Finish by reading the new sentence as a class.
I have some (fruit). / No, I don’t have any (fruit),” by
Extra Practice
having the students play Go Fish with the fruit playing
Assign pages 32-33 in the workbook as homework.
cards like they did in lesson 2.

B Circle and number.

1. Read the sentences as a class. Ask the students
whether each one is positive or negative.
2. Tell the students to circle the correct option to
complete each sentence and number them.
3. Check the answers as a class or have the
students work in pairs to check their answers.

1. some 2. some 3. any

Answers
4. any 4, 3, 2, 1

53
4 Jobs Lesson 1 What They Are
Student Book pages 38–39
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
people’s jobs

Keywords
pilot, dentist, photographer, postal
worker, mechanic, architect

Key Structure
What does he/she do?
He’s/She’s a pilot.

Materials
CD tracks 48-52, flashcards 43-48

Student Book page 38 what they can see.

3. Let the students listen to the recording. Then
Warm Up
play it again and ask the students to say each
1. Go through your greetings or opening routine. Then keyword.
check the previous day’s homework or collect it
TR 48
from the students.
1. pilot 2. dentist 3. photographer
2. Introduce the topic by saying “I’m a teacher. You’re 4. postal worker 5. mechanic 6. architect
a student.” From there, brainstorm job names with
the students. Write them on the board under the
Teaching Tip
heading “Jobs.”
Introduce some extra vocabulary words and write them
on the board so that students who want more options
A Listen, point, and say. in later activities can refer to them. (Suggested words:
cashier, waiter, lawyer)
1. Use the job flashcards to introduce the
vocabulary.
B Listen and circle.
Game Suggestion
1. Tell the students to listen and circle the job that
Flyswatter Divide the class into two teams and write
is being talked about.
the keywords all over the board. Place two chairs
facing away from the board with a flyswatter on each
2. Check the answer as a class.
of them, and call up one student from each team to TR 49
sit in them. After you say one of the keywords out Girl: What does your dad do, Jake?
loud, the students should run to the board and hit Boy: He’s a pilot. He flies planes.
Girl: Does he go to other countries?
the word with their flyswatter to earn a point for their
Boy: Of course.
team. However, tell them that they only have one swat
and that if neither student hits the word, neither team
Answer pilot
will get the point. Continue until every student has had
a chance to participate.

2. Have the students look at the picture. Ask them

54 Unit 4 • Jobs
Student Book page 39
TR 51
C Ask and answer. What does James do? He’s an architect.
1. What does James do? He’s an architect.
1. Introduce the lesson’s key structure. Write it in 2. What does Kelly do? She’s a pilot.
3. What does Lisa do? She’s a photographer.
black on the board with “he”/“she” in red and 4. What does Shana do? She’s a mechanic.
the job name in blue. Then practice it with the 5. What does Ron do? He’s a postal worker.
6. What does Tom do? He’s a dentist.
students several times.
2. Have the students look at the pictures and say
what jobs they show. Student Book page 95
3. Play the recording and ask the students to
Chant
look and point at the pictures under the key
structure. 1. Read the lyrics line by line and have the
students repeat them after you.
TR 50
What does he do? He’s a pilot.
2. Play the recording and do the chant together as
What does he do? He’s an architect. a class.
What does she do? She’s a pilot.
What does she do? She’s an architect. TR 52
1. What does he do? He’s a pilot. What Does He Do?
2. What does she do? She’s an architect. Look at him! What does he do?
3. What does he do? He’s a photographer. What does he, what does he, what does he do?
4. What does she do? She’s a postal worker. He’s a dentist. He’s a dentist.
5. What does he do? He’s a mechanic. He’s a, he’s a, he’s a dentist.
6. What does she do? She’s a dentist.
Look at her! What does she do?
4. Use the pictures to practice the key structures What does she, what does she, what does she do?
She’s an architect. She’s an architect.
as a class. Then have the students practice them She’s a, she’s a, she’s an architect.
in pairs.
Look at him! What does he do?
Game Suggestion What does he, what does he, what does he do?
He’s a mechanic. He’s a mechanic.
Job Fair Bring in dress-up clothes or accessories He’s a, he’s a, he’s a mechanic.
related to the keywords for the students to put on.
Look at her! What does she do?
Then have a “job fair” where the students mingle and
What does she, what does she, what does she do?
ask and answer the key structure with each other. She’s a photographer. She’s a photographer.
She’s a, she’s a, she’s a photographer.
Differentiation

For above-level students, do the above activity but with
the following twist: give the students an “autograph
paper” and tell them to get the job name and
autograph of each person they talk to. The student
that gets the most autographs in a certain period of
time wins the game.
D Match. Then ask and answer.
3. Play the chant again and have the students do a
simple action (such as stomping their feet) while
saying it.
Extra Practice
Assign pages 34-35 in the workbook as homework. You
can also have the students complete the worksheet on
page 128 of the teacher’s book in class.

1. Direct the students’ attention to the example

above the maze in part D. Remind them that
“he” and “she” can be replaced by actual
names.
2. Go through all the names in the activity and
play the recording so that the students know
how to pronounce them correctly.

55
4 Jobs
Student Book page 40
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Go over the chant on page 95 again.
3. Review the job flashcards from the previous lesson
using the key structures “What does he/she do?
He’s/She’s a (job).”
Game Suggestion
Charades Write out the job keywords from lesson 1 on
small pieces of paper and put them into a hat. Have
the students take turns choosing and acting them out.
While they are acting, ask the rest of the students
“What does he/she do?” The first person to answer
correctly with a full sentence gets to act next.
A Listen and say. Then practice.
1. Use the flashcards to introduce the vocabulary.
Say each word several times and have the
students repeat after you. Then ask which kinds
of people do each action to connect them to the
lesson 1 keywords.
Teaching Tip
Make sure to explain what each of the words in the
56 Unit 4 • Jobs
Lesson 2 What They Do
Student Book pages 40–41
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
what certain jobs do
Keywords
fly planes, take care of teeth, take
pictures, deliver letters, repair cars,
design buildings
Key Structure
What do pilots do?
They fly planes.
Materials
CD tracks 53-56, flashcards 43-54
keyword phrases means. Start by showing pictures
of the nouns (i.e. planes, teeth, photographs, letters,
cars, and buildings). Then act out the verbs (i.e. fly,
take care of, take, deliver, repair, and design).
Differentiation
For above-level students, encourage them to mix the
nouns and verbs in different combinations to see what
new phrases they can make. Act out or draw the new
combinations on the board.
2. Play the recording for the students. Then play
it again and tell the students to point at the
keywords when they hear them.
TR 53
1. fly planes 2. take care of teeth
3. take pictures 4. deliver letters
5. repair cars 6. design buildings
3. Introduce the lesson’s key structure. Start by
writing the key phrases in a vertical line on the
board. Then add the plural lesson 1 keywords
in front of them and put periods on the end
to make them into whole sentences (e.g. “fly
planes” → “Pilots fly planes.”).
4. To introduce the key structure question, write
the lesson 1 question “What does he/she do?”
in black with “he/she” in red above the list of
sentences in the previous step. Change “he/she”
 into “pilots” or another plural lesson 1 keyword 2. Encourage the students to keep track of the
while keeping it in red. Last, change all the job points that they get each turn. See which
keywords in the list into “They” in red and use student got the most points in the entire class
the lesson 1 flashcards to practice the entire during a certain period of time.
question and answer structure.
Student Book page 96
Differentiation

For above-level students, expand on the explanation Song

above by making an entire chart on the board about 1. Say the lines from the song and have the
question vs. answer subjects (i.e. “you” in a question
students repeat them. Do this a few times until
takes “I” or “we” in its answer; “I” takes “you”; “he,”
the students are familiar with the lyrics.
“she,” “we,” and “they” stay the same as “he,” “she,”
2. Play the recording and have the students listen
“we,” and “they,” respectively).
to the music. Then play it again and have them
5. Play the recording for the students. sing along.
TR 54 TR 56
What do pilots do? They fly planes. What Do They Do?
1. What do pilots do? They fly planes. What do dentists do? They take care of teeth.
2. What do dentists do? They take care of teeth. They do great work. I like dentists. (Good job!)
3. What do photographers do? They take pictures.
4. What do postal workers do? They deliver letters. What do postal workers do? They deliver letters.
5. What do mechanics do? They repair cars. They do great work. I like postal workers. (Good job!)
6. What do architects do? They design buildings.
What do mechanics do? They repair cars.
6. Have the students work in pairs and use the They do great work. I like mechanics. (Good job!)

pictures to practice the structure.

What do photographers do? They take pictures.
They do great work. I like photographers. (Good job!)

B Ask and answer. What do architects do? They design buildings.

They do great work. I like architects. (Good job!)
1. Play the recording for the students. Then play it
again and tell the students to act out each type
3. Sing the song once more, but before starting
of job when they hear it.
encourage the students to think of some actions
TR 55 or gestures for it.
What do dentists do? They take care of teeth. 4. Play the instrumental version of the song and
1. What do dentists do? They take care of teeth.
have the students sing along while doing the
2. What do postal workers do? They deliver letters.
3. What do architects do? They design buildings. actions or gestures they came up with.
4. What do mechanics do? They repair cars.
5. What do pilots do? They fly planes. Game Suggestion
6. What do photographers do? They take pictures.
Silly Verses Write the keywords from lessons 1 and
2. Have the boys ask the key question for each 2 on pieces of paper and put them in different bags.
picture and the girls give the answer. Then have Create silly verses of the song for the students to sing
them switch roles and repeat. by having them pair a random job and action together.

Extra Practice
Student Book page 41 Assign pages 36-37 in the workbook as homework. You
Speaking Task can also have the students complete the worksheet on
page 129 of the teacher’s book in class.
1. Put the students into pairs. Then demonstrate
how to spin a paper clip around a pencil and
ask and answer the key structure based on
where it lands.

57
4 Jobs Lesson 3 Story
Student Book pages 42–43
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD tracks 57-58, flashcards 43-54

Student Book page 42 A Listen. Then act it out.

Warm Up 1. Have the students look at the pictures. Ask them

what they can see.
1. Go through your greetings or opening routine. Then
2. Play the recording and let the students listen to
check the previous day’s homework or collect it
the story once. Play it a second time and ask
from the students.
them to point at each character while they are
2. (optional) Practice the song on page 96 again. Play
the music and sing along while the students listen talking.
and/or sing along.
TR 57
3. Ask the students if they remember the actions and Tim & Tim’s mom: Welcome to our house, Ming!
gestures they created, and have them use them Ming: Thanks for inviting me. Is this your family?
while they sing the song as a class. Tim: Yes, it is.
Ming: Who’s he?
4. Afterward, review the flashcards from lessons 1 and Tim: He’s my dad.
2 using the key structures “What does he/she do? Ming: What does he do?
He’s/She’s a (job),” and “What do (jobs) do? They Tim: He’s a pilot. He flies planes.
Ming: Cool! Then is your mom a photographer?
(action).”
Tim: No. Why do you think so?
Ming: Look! She’s taking pictures of us!
Tim: Mom, stop it!
Game Suggestion

Find Your Partner Divide the class into two teams and 3. Read the story to the students. Try to change
have each team send a representative up to sit in a
your voice to match the characters’ voices.
chair facing away from the board. Tell them that they
4. Pause after each scene to check the students’
are not allowed to turn around. Then write one of the
comprehension and their understanding of any
keywords or phrases on the board. Their teammates
new words or expressions.
must try and make them guess what is on the board
by doing or saying anything but the actual word or 5. Practice saying the lines in the story as a class.
phrase itself. The first person to guess it wins a point
Teaching Tip
for their team.
Make the reading more interesting by having the
students alternate between reading extremely slowly

58 Unit 4 • Jobs
 in low, deep voices and reading extremely fast in high,
squeaky voices. You can say “slow,” “fast,” or other
phrases to make them alternate. Once the students
are used to it, they can take turns setting the reading
pace for everyone else.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
Differentiation
For below-level or especially shy students, you can
simply have the boys read Tim’s lines and the girls
read Ming’s lines. Alternatively, you could have the girls
read Tim’s lines in low voices and the boys read Ming’s
lines in high voices to make it both easier and more
interesting.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
8. Afterward, read the question at the bottom
of the page (“What do your mom and dad
do?”). Have the students answer it individually
or work in pairs and talk about it with their
partner.
Student Book page 43
B Choose the correct answers.
1. Ask the students to choose the correct answers.
2. Check the answers as a class.
Answers 1. c 2. a 3. c
Teaching Tip
One method for checking the answers is to have one
student read the question and then everyone answer it
all together. This is especially good for classes where
the students do not like to be put on the spot when it
comes to giving answers.
Game Suggestion
Family Pictures Have the students draw pictures of
their families and label them with their names and
jobs. You may need to help some of the students with
job names that they do not know yet. Afterward, they
can present them and hang them up on the classroom
walls.
C Make your own story.
1. Have the students work in pairs and turn to
page 102.
2. Explain to the pairs how to circle, fill in the
blanks, and use the stickers to make their own
story. Then have them practice their story
together.
Teaching Tip
To keep the students from getting distracted with
their friends or to make some shy students more
comfortable, you can choose to spread the pairs out
around the classroom so that they each have their own
space to practice in.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 58
1. Smart Mark parks the car in a large park.
2. Cleaning the store’s floor is a boring chore.
3. Read the tongue twisters out loud to the class.
Ask the students what the letter combinations
“ar” and “or” sound like and have them
underline the “ar” and “or” words in their
books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Differentiation
For below-level students, the tongue twisters above can
be simplified to “Mark parks the car” and “Cleaning
the floor is a chore” at first. As the students become
more comfortable with the sentences, you can
gradually expand them until they reach their full size.
Extra Practice
Assign pages 38-39 in the workbook as homework.
59
4 Jobs
Student Book page 44
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “What
does he/she do? He’s/She’s a (job),” and “What
do (jobs) do? They (action).”
3. (optional) Do the chant and song on pages 95-96
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Teaching Tip
Use a call/response format to review the chant and
song. That is, chant or sing each line for the students
to repeat after you. Once they are comfortable with
all the lines again, they can chant or sing all the way
through without your help.
A Look and write.
1. Review how to spell the different job and job
activity keywords with the students.
60 Unit 4 • Jobs
Lesson 4 Wrap Up
Student Book pages 44–45
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
making a magazine
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 59, flashcards 43-54
Game Suggestion
Spelling Relay Divide the students into two or three
teams and have each team make a line in front of the
board. When you say one of the keywords or a word
from one of the key phrases, the first student in each
line should run to the board, write the first letter, run
back, and give the chalk or marker to the next student,
who runs up and writes the second letter, and so on.
The first team to correctly spell the word wins a point.
2. Have the students look at the picture and
describe it. Then tell them to fill in the blanks
with the unit’s keywords and phrases. Check
the answers as a class.
1. a pilot, fly planes
Answers 2. a mechanic, repair cars
3. an architect, design buildings
B Listen and match.
1. Have the students look at the pictures. Ask
them what they can see and read the names for
them.
2. Play the recording and tell the students to
match the names to the correct pictures. Check
the answers as a class.
 TR 59 Differentiation
1. What does Bob do? He’s a postal worker. For below-level students, it might be best to turn this
2. What does Lucy do? She’s a dentist.
step into a class activity. Ask for two volunteers to be
3. What does Carl do? He’s an architect.
What do architects do? They design buildings. “Friend 1” and “Friend 2.” Then have the entire class
4. What does Ella do? She’s a photographer. ask the questions all together and write down what the
What do photographers do? They take beautiful pictures. volunteers say. You may need to write it down on the
board as well.
Answers 1. b 2. d 3. c 4. a
3

Differentiation 1. Tell the students to use the information from

For above-level students, have them close their books
and listen to the recording again. Tell them to write
down what job each dialogue is about without the
pictures in the book to help them. You can also make
up and say your own sentences for further listening
practice.
Game Suggestion
Musical Statues Clear some space in the class and
play some catchy music for the students to dance
or move around to. After a few seconds, pause the
music and say one of the unit’s keywords or key
phrases. The students should instantly freeze in a pose
demonstrating the word or phrase. Any student who
moves or has an incorrect pose is out. The last person
left standing wins the game.
Student Book page 45
Step 2 to write a magazine article about the
one of the people they interviewed.
2. Have the students take turns reading their
articles in front of the class.
Teaching Tip
Since this activity has a lot of steps and writing, it
is best to plan lots of time for it and do it in slow,
incremental steps that all the students can easily
follow. For example, rather than having the students
fill in the information in Step 1 all at once, it might be
better to have everyone complete the sentence “My
name is (name).” Once they have finished that, have
them all complete the sentence “I’m a(n) (job).” After
that, demonstrate that the third sentence should be
about what their job does and have them write that.
Do the same process for Steps 2 and 3.

Presentation Extra Practice

1 Assign pages 40-41 in the workbook as homework.

1. Explain to the students that they will make and

talk about a magazine article in this task.
2. Have each student fill in the blanks with their
name and what job they want to have.
2

1. Have the students ask and answer the questions

in the left column with the people on their left
and right.
2. Make sure that they fill in the answers in the
two columns on the right.

61
4 Jobs Lesson 5 Skills Up!
Student Book pages 46–47
Lesson Objectives
To read and answer questions about
a text on pet therapists
To review the usage of the question
word “what”

Keywords
nervous, friendly, pet, calm

Grammar Point
The Question Word “what”

Materials
CD track 60, flashcards 43-54

Student Book page 46
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
A Listen and read.
1. Have the students look at the picture. Ask them
what they can see. Then ask them what pets
they have or know about.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
Teaching Tip
Go over emotion vocabulary words like “happy,” “sad,”
“angry,” and “excited” with the students before
teaching them “nervous” and “calm.” For each one,
make exaggerated expressions with your face and have
the entire class copy you.
Game Suggestion
Picture Reactions Bring in pictures designed to evoke
different feelings from your students (e.g. puppies and
the pictures one by one and see who has the best
reactions in the class. Have them say their emotion
after each picture as well.
3. Play the recording of the passage for the
students.
TR 60
Pet Therapists
Do you know about pet therapists? What do they do? Pet
therapists help nervous or sad people with their friendly pets.
These pets can be dogs, cats, or rabbits.
Some pet therapists take their pets to schools. The students
pet the animals and feel calm before big tests. Pet therapists
also visit sick people in hospitals. The sick people see the
animals and feel happy. That helps them get better. Do pets
make you feel happy too?
4. Read the passage to the students. Then read it
as a class.
5. Have the students read the passage once again
either individually or as a class.
B Choose the correct answers.
1. Have the students complete the reading
comprehension questions.
2. Check the answers as a class.
Answers 1. c 2. b 3. a

kittens → happy, person getting rained on → sad,

student taking a test → nervous, etc.). Show them

62 Unit 4 • Jobs
Student Book page 47
1. What does he like
Answers 2. What does she want
A Look and learn.
3. What do you have
1. Go over the question word “what” with the
students. Explain that it is used to ask about Game Suggestion
facts or nonliving things.
Object Guessing Have one student put on a blindfold
2. Read the chart as a class.
and give them a random object. While they feel it, the
Differentiation rest of the class should ask “What is it?” or “What do
you have?” all together. If the student knows what it is,
For above-level students, go over the other major
they can say its name, but if they are not sure, they
question words (i.e. “where,” “when,” “who,” “why,”
can ask questions like “What color is it?” or “What
and “how.”) Explain what each one is used for and give
does it do?” to figure it out.
the students some examples.
Extra Practice
Game Suggestion
Assign pages 42-43 in the workbook as homework.
Animal Guessing Game Put the students in pairs and
have them play an animal guessing game. Encourage
them to use “what” questions like “What color is it?”,
“What does it have?”, and “What does it eat?” to learn
the animal’s basic characteristics. You can also teach
them “Where does it live?” and “How big/tall is it?”
Once the first student in each pair has guessed the
animal, they and their partner can switch roles.

Differentiation

For below-level students, only allow the students to

guess from a limited number of easy animals in the
above guessing game.

B Circle and match.

1. Read through the sentences as a class.
2. Tell the students to circle the correct option to
complete each question and match them with
the right answer.
3. Check the answers as a class or have the
students work in pairs to check their answers.

1. do they, d 2. she want, c

Answers
3. do, have, a 4. do dentists, b

C Unscramble and write.

1. Have the students look at the pictures and
describe what they see.
2. Explain to them that they need to unscramble
and write the sentences. If necessary,
demonstrate how with the first sentence on the
board.
3. Check the answers as a class or have the
students work in pairs to check their answers.
63
Review 2 Unit 3
1 - Unit 4
2
Student Book pages 48–49
Lesson Objectives
To review the structures and
vocabulary learned in units 3 and 4

Keywords
journal, grown-up, everyone, for sale

Materials
CD tracks 61-63, flashcards 31-54

Student Book page 48 2. Play the recording and tell the students to write
the correct number next to each picture. Check
Warm Up
the answers as a class.
1. Show the students the flashcards from units 3
TR 61
and 4 and practice saying the keywords and key
1. Mechanics repair cars.
structures from the units. 2. She has some mushrooms.
2. Give all of the students a flashcard and ask them 3. My dad is a photographer.
“What do you have?” After all of the students 4. He has some bacon for breakfast.
5. She delivers letters to people.
have answered, have everyone put their flashcards 6. The baby has some lemons.
facedown on their desks. Then point to different
students and ask “What does he/she have?” to
Answers 5, 1, 2, 6, 3, 4
see if the rest of the class can remember what
flashcard that student has.
3. Have a student come to the front, and whisper
B Listen and choose.
one of the job keywords to them. Tell them to act
out the word while you ask the class “What does 1. Have the students look at the pictures. Ask
(name) do?” After they answer, repeat the activity them what they can see.
with another student. 2. Play the recording and tell the students to circle
the correct letters. Check the answers as a class.
Teaching Tip
TR 62
Choose a game from unit 3 and/or unit 4 that the 1. Does he have any grapes? No, he doesn’t.
students enjoyed and play it again to practice the key 2. What does Sandy do? She’s a dentist.
words and structures. 3. What does she have? She has some ham.
4. What do architects do? They design buildings.

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

1. Have the students look at the pictures. Ask

them what they can see.

64 Review 2
Student Book page 49

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.

TR 63
My Job Land Journal
I am at Job Land now. Kids have jobs like grown-ups here!
My friend Jenny is a dentist. She takes care of our teeth. My
other friend Ron is a photographer. He takes pictures of everyone.
And what do I do? I work in a fruit store. I have some lemons
and grapes for sale. I don’t have any ham, bacon, or sausages.
They are at Megan’s Meat Mart. Job Land is really fun!

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

as a class.

Game Suggestion

Reading Orchestra Split the students into three groups.

Assign each group to read in high, normal, or deep
voices. Tell the students that you are a conductor in
an orchestra and that each group should begin to read
the passage when you point to them. Have the groups
read the passage together, but have them start at
different times.

D Choose or write the correct answers.

1. Have the students read the sentences and circle
or write the correct answers.
2. Check the answers as a class.

Answers 1. Job Land, jobs 2. b 3. c

Extra Practice

Ask the students to complete pages 44-45 in their

workbook as homework.

65
5 People Lesson 1 Appearance
Student Book pages 50–51
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
people’s appearances

Keywords
tall, short, pretty, handsome, old,
young

Key Structures
Is he/she tall?
Yes, he/she is. / No, he/she isn’t.
He’s/She’s short.
Are they tall?
Yes, they are. / No, they aren’t.
They’re short.

Materials
CD tracks 64-68, flashcards 55-60

Student Book page 50 play it again and ask the students to point to
each keyword and say it.
Warm Up
TR 64
1. Go through your greetings or opening routine. Then 1. tall 2. short 3. pretty
check the previous day’s homework or collect it 4. handsome 5. old 6. young
from the students.
2. Have all the students stand up and take turns Teaching Tip
measuring each other with a tape measure. Write
Introduce some extra vocabulary words and write them
down their heights on the board.
on the board so that students who want more options
3. Circle the tallest and shortest heights.
in later activities can refer to them. (Suggested words:
strong, weak, fast, slow)
Teaching Tip

Have the students line up along the wall from shortest

to tallest. Tell them that they can only use English B Listen and circle Sam.
while they do it and time them to see how long it 1. Tell the students to listen and circle the person
takes. Then mix them up and have them do it again that is being talked about.
from tallest to shortest. While the students are still in
2. Check the answer as a class.
line, introduce the words “tall” and “short” to them.
TR 65
Ming: Oh, look! There’s Sam.
A Listen, point, and say. Tim: Who is he? Is he tall?
Ming: Yes, he is.
1. Use the appearance flashcards to introduce the Tim: What’s he doing?
vocabulary. Check the student’s background Ming: He’s taking a kite out of the tree.

knowledge by asking “Who is tall/short/old/

young?” Answer the tall boy taking a kite out of the tree

2. Have the students look at the picture. Ask them

what they can see. Differentiation

3. Let the students listen to the recording. Then For above-level students, ask the question “What does

66 Unit 5 • People
 your friend look like?” Let the students take turns more people to the rest of the class and have them
describing their friends. all say “There is/are (number) person/people.” The
student at the board should ask the key questions to
Student Book page 51 find out what they look like and then draw them.

C Ask and answer. Differentiation

For below-level students, just use the pictures from

1. Introduce the lesson’s first key structure. Write
the previous activity as extra practice for the key
it in black on the board with “he”/“she” in red
structures.
and the adjective in blue. Then practice it with
the students. 2. Play the recording and ask the students to
2. Point at different people in the lesson’s look and point at the pictures under the key
introductory picture or in outside photos and structure.
ask the class “Is he/she (adjective)?”
TR 67
Are they tall? Yes, they are.
Teaching Tip
Are they tall? No, they aren’t. They’re short.
Many students are very sensitive about their 1. Are they tall? No, they aren’t. They’re short.
2. Are they young? Yes, they are.
appearance, so try to keep things positive when it
3. Are they handsome? Yes, they are.
comes to the “pretty” and “handsome” keywords. 4. Are they short? No, they aren’t. They’re tall.
Discourage the students from calling each other “ugly” 5. Are they pretty? Yes, they are.
or “not pretty/handsome.” 6. Are they old? Yes, they are.

3. Play the recording and ask the students to

Student Book page 96
look and point at the pictures under the key
structure. Chant
TR 66 1. Read the lyrics line by line and have the
Is he tall? Yes, he is. students repeat them after you.
Is he tall? No, he isn’t. He’s short.
2. Play the recording and do the chant together as
Is she tall? Yes, she is.
Is she tall? No, she isn’t. She’s short. a class.
1. Is he tall? Yes, he is.
2. Is she short? No, she isn’t. She’s tall. TR 68
3. Is she pretty? Yes, she is. Do You Know Tina?
4. Is he handsome? Yes, he is. Do you know Tina, Tina, Tina, Tina? Yes, I do. Yes, I do.
5. Is he young? No, he isn’t. He’s old. Is she pretty, pretty, pretty, pretty? Yes, she is. Tina is pretty.
6. Is she old? Yes, she is.
Do you know Jerry, Jerry, Jerry, Jerry? No, I don’t. No, I don’t.
Is he short, short, short, short? No, he isn’t. Jerry is tall.
4. Use the pictures to practice the key structure
as a class. Then have the students practice it in Do you know Emily, Emily, Emily, Emily? No, I don’t. No, I don’t.
pairs. Is she old, old, old, old? No, she isn’t. Emily is young.

3. Play the chant again and have the students do

D Ask and answer.
a simple action (such as tapping their fingers)
1. Introduce the lesson’s second key structure. while saying it.
Write it in black on the board with “they” in
Extra Practice
red and the adjective in blue. Then practice it
with the students several times. Assign pages 46-47 in the workbook as homework. You
can also have the students complete the worksheet on
Game Suggestion page 130 of the teacher’s book in class.
Description Draw Have a student go up to the board
and give them a marker. Tell them that they aren’t
allowed to turn around. Then show a picture of one or

67
5 People Lesson 2 Appearance
Student Book pages 52-53
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
people’s appearance using the
question word “what”

Keywords
short hair, long hair, curly hair,
straight hair, a beard, big eyes,
freckles, a round face

Key Structure
What does he/she look like?
He/She has short hair.

Materials
CD tracks 69-72, flashcards 61-68

Student Book page 52 mentioned. Afterward, say the features again

and tell the students to point to people in the
Warm Up
classroom that have them (if there is someone).
1. Go through your greetings or opening routine. Then
TR 69
check the previous day’s homework or collect it
1. short hair 2. long hair 3. curly hair
from the students. 4. straight hair 5. a beard 6. big eyes
2. (optional) Go over the chant on page 96 again. 7. freckles 8. a round face
3. Review the appearance flashcards from the
previous lesson using the key structures “Is he/she 3. Introduce the lesson’s key structure. Write it in
(adjective)? Yes, he/she is. / No, he/she isn’t. He’s/ black on the board. Then practice it with the
She’s (adjective),” and “Are they (adjective)? Yes, they students several times.
are. / No, they aren’t. They’re (adjective).” 4. Play the recording for the students.

TR 70
Game Suggestion What does he look like? He has short hair.
Creative Collages Bring in some old magazines and What does she look like? She has short hair.
1. What does he look like? He has short hair.
let the students cut and paste the people from them 2. What does she look like? She has long hair.
into collages. Have them show them to each other or 3. What does she look like? She has curly hair.
present them to the class and talk about them using 4. What does he look like? He has straight hair.
5. What does he look like? He has a beard.
the previous lesson’s key structures. Then hang them
6. What does she look like? She has big eyes.
up around the classroom’s walls. 7. What does she look like? She has freckles.
8. What does he look like? He has a round face.

A Listen and say. Then practice.

1. Use the flashcards (you can add the cards from
lesson 1 too) to introduce the vocabulary. Say
each word several times and have the students
repeat after you.
2. Play the recording for the students and have
the students point to each feature when it is
5. Practice the structure as a class using the
pictures in the book.
6. Have the students work in pairs or small groups
to describe other students’ features with the key
structure.

68 Unit 5 • People
Game Suggestion pictures’ key features in separate sentences, you can
teach them the structure “He/She has (feature 1) and
Dress-Up Race Put some dress-up wigs and beards
at the front of the classroom. Have the students line (feature 2).”
up at the back of the classroom. On your signal, they
4. Have the students draw a completely new
should race to the front and put on one of the wigs or
person to be Tim’s friend.
beards. Then use the key structure to talk about them
with the rest of the class.
5. Then have them present the picture to the class
or in partners using the key structure.

B Ask and answer.

Student Book page 96
1. Have the students look at the pictures and say
what they can see. Song
2. Play the recording for the students. Then play 1. Say the lines from the song and have the
it again and tell them to act out each feature students repeat them. Do this a few times until
when they hear it (e.g. twirling their fingers by the students are familiar with the lyrics.
their heads to show curly hair). 2. Play the recording and have the students listen
to the music. Then play it again and have them
TR 71
What does she look like? She has curly hair.
sing along.
1. What does she look like? She has curly hair.
2. What does she look like? She has straight hair. TR 72
3. What does she look like? She has long hair. What Do They Look Like?
4. What does he look like? He has short hair. Where, oh where is Mary? Hmm. Let’s think.
5. What does he look like? He has a round face. What does she look like?
6. What does he look like? He has freckles. She has long hair, big eyes, and freckles.
7. What does he look like? He has big eyes. Oh, look! There she is!
8. What does he look like? He has a beard.
Where, oh where is James? Hmm. Let’s think.
What does he look like?
He has short, curly hair and a beard.
Student Book page 53 Oh, look! There he is!

Speaking Task Where, oh where is Scott? Hmm. Let’s think.

1. Have the students say what they see in the
pictures.
2. Explain to them that the numbers correspond
to hair length, type, and other features
respectively. Tell them to write the numbers
corresponding to the pictures in the boxes
below them.
Differentiation
For below-level students, go through all the pictures
and their corresponding numbers together as a class
to avoid confusion.
3. Describe the pictures with the key structure as
a class.
Teaching Tip
Explain to the students that more than one adjective
can describe the same noun (e.g. “long, straight
hair”). Also, rather than just have the students say the
What does he look like?
He has straight hair, a round face, and freckles.
Oh, look! There he is!
3. Sing the song once more, but before starting
encourage the students to think of some actions
or gestures for it.
4. Play the instrumental version of the song and
have the students sing along while doing the
actions or gestures they came up with.
Differentiation
For above-level students, encourage the students to
put each other and their characteristics into the song.
Extra Practice
Assign pages 48-49 in the workbook as homework.
You can also have the students complete the
worksheet on page 131 of the teacher’s book in class.

69
5 People Lesson 3 Story
Student Book pages 54–55
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD tracks 73-74, flashcards 55-68

Student Book page 54 should look at the picture and then write a sentence
about it without looking at the original sentence. Have
Warm Up them continue passing the stacks around the circle
1. Go through your greetings or opening routine. Then and alternating between writing and drawing until
check the previous day’s homework or collect it each person gets their original stack. Then have each
from the students. person look through the drawings and sentences in
2. (optional) Practice the song on page 96 again. Play order.
the music and sing while the students listen and/or
sing along. A Listen. Then act it out.
3. Ask the students if they remember the actions and
1. Have the students look at the pictures. Ask
gestures they created, and have them use them
them what they can see.
while they sing the song as a class.
4. Afterward, review the flashcards from lessons 1 and 2. Play the recording and let the students listen to
2 using the key structures “Is he/she (adjective)? the story once. Play it a second time and ask
Yes, he/she is. / No, he/she isn’t. He’s/She’s them to point at each character while they are
(adjective),” “Are they (adjective)? Yes, they are. / talking.
No, they aren’t. They’re (adjective),” and “What does
TR 73
he/she look like? He/She has (feature).”
Tim: Hi, Ming. What are you doing here?
Ming: Hi, Tim. I’m playing with my sister.
Tim: Your sister? Where is she?
Game Suggestion
Ming: She’s over there.
Telephone Draw Have the students sit in a circle and Tim: What does she look like?
give them each a stack of small, rectangular pieces of Ming: She’s short. She also has a round face.
Tim: I don’t see her. Does she have long hair?
paper. Tell them to write a key sentence from one of Ming: Yes, she does. She has long, black hair.
the previous lessons on the top paper in their stack. Tim: There she is. What does she like?
On your signal, they should pass the entire stack to Ming: She likes computer games.
Tim: Me too. Let’s play together next time.
their right. The next student should read the sentence,
Ming: Sure.
put that card on the bottom of the stack, and then
draw a picture about it. On your next signal, they 3. Read the story to the students. Try to change
should pass it to the right again. The third student
your voice to match the characters’ voices.

70 Unit 5 • People
 4. Pause after each scene to check the students’
comprehension of any new words or expressions.
5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
Teaching Tip
To make the acting more interesting, bring in some
sock puppets for the students to act the story out
with. You can also encourage them to give the puppets
funny character voices.
8. Afterward, read the question at the bottom of
the page (“What does your brother or sister
look like?”). Have the students answer it
individually or work in pairs and talk about it
with their partner. If they are an only child,
have them describe another family member.
Game Suggestion
Feature Swat Divide the students into two or three
teams and put the flashcards from lessons 1 and 2 on
the board. Have each team send one student to the
board and give them a flyswatter. The other students
should take turns saying “My brother/sister has
(feature),” describing their real-life siblings (or parents
if they are only children). The first student at the board
to find the feature they mention and hit it with their
flyswatter earns a point for their team.
Student Book page 55
B Choose the correct answers.
1. Ask the students to choose the correct answers
to the questions.
2. Check the answers as a class.
Answers 1. c 2. a 3. b
Differentiation
For above-level students, have them all write two or
three comprehension questions of their own. Then mix
the questions up and have the students take turns
reading and answering them.
C Make your own story.
1. Have the students work in pairs and turn to
page 103.
2. Explain to the pairs how to fill in the blanks
and color the picture to make their own story.
Then have them practice their story together.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Differentiation
For above-level students, you can have them
completely rewrite the story to talk about an actual
sibling of theirs. Make sure that they know how to
switch all the feminine pronouns to masculine ones if
they choose to write about a brother.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 74
1. Joan’s coach has toast on the floating boat.
2. I throw my yellow arrow to the crow in the snow.
3. Read the tongue twisters out loud to the class.
Ask the students what the letter combinations
“oa” and “ow” sound like and have them
underline the “oa” and “ow” words in their
books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Teaching Tip
If you have enough time, explain that the letter
combination “ow” does not always rhyme with “oa.”
Write some words like “cow,” “clown,” “now,” etc. to
demonstrate the other way to pronounce “ow.” If you
like, you can also introduce “bow” and explain that
it can be pronounced either way depending on its
meaning.
Extra Practice
Assign pages 50-51 in the workbook as homework.
71
5 People Lesson 4 Wrap Up
Student Book pages 56–57
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
presenting about future selves

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD track 75, flashcards 55-68

Student Book page 56 finish wins a point for their team.

Warm Up 2. Have the students look at the pictures and say

what they see. Then tell them to fill in the
1. Go through your greetings or opening routine. Then blanks with keywords and phrases from the
check the previous day’s homework or collect it
unit. Check the answers as a class.
from the students.
2. Go through the flashcards from lessons 1 and 2 Answers handsome, beard, short, round face, freckles
with the students using the key structures “Is he/
she (adjective)? Yes, he/she is. / No, he/she isn’t.
Teaching Tip
He’s/She’s (adjective),” “Are they (adjective)? Yes,
Connect the activity to the students’ background by
they are. / No, they aren’t. They’re (adjective),”
having them compare the family in the picture to their
and “What does he/she look like? He/She has
own family.
(feature).”
3. (optional) Do the chant and song on page 96
Differentiation
again. Encourage the students to stand up and act
out the lyrics while they chant or sing. For above-level students, have them draw pictures of
their families and describe them like they did in the
previous activity. They can do this in pairs, in small
A Look and write. groups, or in front of the entire class.
1. Review how to spell the different appearance
keywords with the students. B Listen and match.
1. Have the students look at the picture. Ask them
Game Suggestion
what they can see.
Spelling Hopscotch Divide the students into two teams 2. Play the recording and tell the students to
and put two sets of large letters on the floor. Have one
match the names to the correct pictures. Check
student from each team stand in front of the letters.
the answers as a class.
Then say a keyword and tell the students to hop on
the letters to spell it out. The rest of the class can say
the letters out loud while they do. The first student to

72 Unit 5 • People
 music and tell them that when it stops, the person
TR 75
1. Is John tall? with the beanbag is out. Encourage them to go as fast
Yes, he is. He’s tall and handsome. as possible to avoid it happening to them.
2. Is Kelly short?
Yes, she is. She’s short. Differentiation
3. What does Kate look like?
She has big eyes and straight hair. For below-level students, have them do the previous
4. What does Mike look like? activity at their own pace without music playing or the
He has short hair and a beard.
possibility of getting out.

Answers 1. b 2. c 3. d 4. f Extra Practice

Assign pages 52-53 in the workbook as homework.

Game Suggestion

Classmate Guessing Game Put the students in pairs or

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

Student Book page 57

Presentation
1

1. Explain to the students that they will draw and

present pictures of themselves in the future.

Teaching Tip

To explain what “the future you” is, draw two pictures

on the board: one of a child under the label of the
current year, and one of an adult under the label of a
year in the future.

2. Demonstrate how the students should check off

which features they want to have in the future.
3. Have them draw their future selves in the box.
Encourage them to be as creative as they want.
2

1. Tell the students to read the example presentation

in Step 2.
2. Have them take turns presenting their drawings
and descriptions to the class.

Game Suggestion

Hot Potato Have the students make a large circle. Toss

a beanbag to a student, point at a different student,
and ask the first student “What does (name) look
like?” After they answer, the student should toss the
beanbag to another student and do the same thing.
Once the students understand the routine, play some

73
5 People
Student Book page 58
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
Game Suggestion
Monster List Have a volunteer stand at the board with
a marker. Tell the rest of the class “Let’s think of a
monster. What does it look like?” The first student
should say “It is/has (feature 1).” Then the next
student should say “It is/has (feature 1). It is/has
(feature 2),” and so on. Each time they say a new
feature, the student at the board should draw it. When
a student cannot remember all the features in the
correct order or think of a new one, the monster is
finished.
Teaching Tip
Once the students understand how the previous activity
goes, encourage them to create a rhythm while they
list features. For example, they can slap their desks
twice and then clap their hands twice over and over.
This may help some students remember the monster’s
features and will make things more fun for everyone.
74 Unit 5 • People
Lesson 5 Skills Up!
Student Book pages 58–59
Lesson Objectives
To read and answer questions about
a text on two animals
To review the usage of adjectives
Keywords
cute, grass, horn, strong
Grammar Point
Adjectives
Materials
CD track 76, flashcards 55-68
A Listen and read.
1. Have the students look at the pictures. Ask
them what the animals are and what features
they have.
Differentiation
For above-level students, show them various pictures of
other animals and ask what they look like. If possible,
show them a picture of an animal with big horns and
introduce what horns are before reading.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
3. Play the recording of the passage for the
students.
TR 76
Guess the Animals!
Do you know this animal? It lives in Asia and eats bamboo. It’s
white and black. It also has short hair, a round face, and small
eyes. Is it cute? Yes, it is! It’s a panda!
Here is another animal. It lives in North America and eats
grass. What does it look like? It has two horns. It also has long
white hair and a beard. This animal is very strong. It’s a mountain
goat.
4. Read the passage to the students. Then read it
as a class.
5. Have the students read the passage once again
either individually or as a class.
B Choose the correct answers.
1. Have the students complete the reading
comprehension questions.
2. Check the answers as a class.
Answers 1. b 2. c 3. c
Game Suggestion
Find and Slap Spread the animal pictures that you used
earlier out around a table or the floor. Have the
students gather around them, and say different
features from the unit. For each one, they should find
an animal that has that feature and slap it. The first
one to do so in each round earns a point.
Student Book page 59
A Look and learn.
1. Go over the use of adjectives with the students.
Show them how they can either come right
before a noun or after the verb “be.”
2. Read the chart as a class. Explain that many
adjectives can be categorized as look, size, or
shape adjectives.
Teaching Tip
Use the animal pictures from earlier and the flashcards
from lessons 1 and 2 to help the students practice
basic adjective-noun combinations (e.g. “a tall man,”
“a big monkey,” etc.). As part of it, you can encourage
them to list as many adjectives as they know for you
to write on the board.
B Change the sentences.
1. Have the students look at the pictures. Ask
them what they can see.
2. Read the sentences next to the pictures as a
class.
3. Demonstrate how to change the sentences from
“His/Her (noun) is/are (adjective)” to “He/She
has a/an (adjective) (noun).” Then tell the
students to finish the rest of the sentences on
their own.
4. Check the answers as a class or have the
students work in pairs to check their answers.
2. pretty shoes 3. short hair
Answers
4. a big shirt
C Unscramble and write.
1. Explain to the students that they need to
unscramble and write the sentences. If necessary,
demonstrate how with the first sentence on the
board.
Differentiation
For lower-level students, go over each sentence’s
grammar and give a similar example before making the
students unscramble it. For instance, you can show
them a sentence like “She loves her pretty toy” as a
grammatically similar example for the first sentence “I
like your cute doll.” If necessary, you can even draw
arrows between the sentences’ parts of speech to
show exactly which words they correspond to.
2. Check the answers as a class or have the
students work in pairs to check their answers.
1. I like your cute doll.
2. Look at the big ball.
3. He is a tall boy.
Answers 4. There are square tables. / Square tables are
there.
5. She has a cute baby.
6. There is an old house. / An old house is there.
Activity Suggestion
I Spy Teach the students to say “I spy with my little
eye something (adjective).” The words “with my little
eye” can be deleted if they confuse the students. All
the other students should take turns guessing objects
that fit that description. The student that guesses
correctly gets to pick the next item.
Extra Practice
Assign pages 54-55 in the workbook as homework.
75
6 Lost and Found Lesson 1 Objects
Student Book pages 60–61
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
people’s belongings using the
question word “whose”

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

Key Structures
Whose lunchbox is it?
It’s Rosa’s lunchbox.
Whose glasses are they?
They’re Tim’s glasses.

Materials
CD tracks 77-81, flashcards 69-74

Student Book page 60 ask “Is/Are my (object) here?” If it is, they should go
back to their seats. If it isn’t, they should look around
Warm Up the classroom for it.
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it A Listen, point, and say.
from the students.
1. Use the object flashcards to introduce the
2. Pretend that you have lost something and ask the
vocabulary. Check the student’s background
students “Where is my (object)?” After they have
found it for you, use the experience to teach them knowledge by asking “What is it?” If they don’t
the words “lose” and “find.” know the keyword in English, say it and have
them repeat it several times.
Teaching Tip
2. Have the students look at the picture. Ask them
what they can see.
To explain what a lost and found is, set up a lost and
found area in a corner of the classroom before class
3. Let the students listen to the recording. Then
and put some of your things there. Then, after reading play it again and ask the students to point to
the unit title with the students, pretend that you have each keyword and say it.
lost the things and act out getting them back from the
TR 77
lost and found area. 1. cell phone 2. lunchbox 3. earring
4. watch 5. key 6. glasses

Activity Suggestion

Lost and Found Tell the students to cover their eyes B Listen and circle.
and put their heads on their desks. Then take one
thing from each of them. Put half of the things in the 1. Tell the students to listen and circle the object
lost and found area that you made earlier and hide that is being talked about.
the other half of the things around the classroom. If 2. Check the answer as a class.
you want, you can have one or two volunteers help you
hide the things. On your signal, the students should
open their eyes, figure out what they “lost,” and line
up in front of the lost and found. There they should

76 Unit 6 • Lost and Found

 TR 78
missing object pictures to the items in the lost
Ming: Is this your watch? and found.
Tim: No, it isn’t. 2. Play the recording and ask the students to
Ming: Then whose watch is it? Do you know?
Tim: Yes. It’s Kevin’s watch. look and point at the pictures under the key
structure.
Answer watch
TR 80
1. Whose watch is it? It’s Kate’s watch.
Differentiation 2. Whose glasses are they? They’re Lily’s glasses.
3. Whose cell phone is it? It’s Danny’s cell phone.
For above-level students, ask the question “What do 4. Whose lunchbox is it? It’s John’s lunchbox.
you think people lose the most?” Let the students 5. Whose key is it? It’s Ben’s key.
6. Whose earring is it? It’s Jane’s earring.
take turns saying their ideas.
For below-level students, you can simplify the extra
question into “What do you lose?” Student Book page 97

Chant
Student Book page 61
1. Read the lyrics line by line and have the
C Ask and answer.
students repeat them after you.
1. Introduce the lesson’s first key structure. Write 2. Play the recording and do the chant together as
it in black on the board with the object in blue a class.
and the possessive name in red. Then practice it
with the students several times. TR 81
At the Lost and Found
2. Point to various objects on the students’ desks At the lost and found, at the lost and found.
and ask the class about them using the key Where’s our stuff? Where’s our stuff?
structure.
Whose cell phone is it? It’s Carrie’s.
3. Play the recording and ask the students to look Whose cell phone is it? It’s Carrie’s cell phone.
and point at the pictures under the key structure.
At the lost and found, at the lost and found.
TR 79 Where’s our stuff? Where’s our stuff?
Whose lunchbox is it? It’s Rosa’s lunchbox.
Whose glasses are they? They’re Tim’s glasses. Whose earrings are they?
1. Whose lunchbox is it? It’s Rosa’s lunchbox. They’re Gloria’s.
2. Whose key is it? It’s Nick’s key. Whose earrings are they? They’re Gloria’s earrings.
3. Whose watch is it? It’s Ming’s watch.
4. Whose glasses are they? They’re Tim’s glasses. At the lost and found, at the lost and found.
5. Whose earring is it? It’s Amy’s earring. Where’s our stuff? Where’s our stuff?
6. Whose cell phone is it? It’s Kevin’s cell phone.
Whose hat is it? It’s mine.
Whose hat is it? It’s my, my hat.
4. Use the pictures to practice the key structure as a
class. Then have the students practice it in pairs. 3. Play the chant again and have the students do
Game Suggestion
a simple action (such as clapping their hands)
while saying it.
Roll to Win Put the flashcards on the board and number
them from one to six. Split the class into two teams Differentiation
and have the team member whose turn it is roll a die.
For above-level students, create a more complex rhythm
If the team says the correct key structure for the card
for them to do while they chant. For example, you could
whose number the die landed on, they get to take it.
combine clapping, stomping, and snapping fingers.
The team that takes the most cards wins.
Extra Practice

D Match. Then ask and answer.
1. Have the students look at the picture. Ask them
what they can see. Then tell them to match the
Assign pages 56-57 in the workbook as homework. You
can also have the students complete the worksheet on
page 132 of the teacher’s book in class.
77
6 Lost and Found Lesson 2 Clothes
Student Book pages 62–63
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
what people are wearing

Keywords
T-shirt, jeans, shorts, skirt, dress,
jacket, socks, sneakers

Key Structures
What are you wearing?
I’m wearing a T-shirt/jeans.
What’s he/she wearing?
He’s/She’s wearing a brown jacket.

Materials
CD tracks 82-85, flashcards 69-82

Student Book page 62 Teaching Tip

For each clothing keyword, have the students point

Warm Up
to classmates who are wearing that particular item
1. Go through your greetings or opening routine. Then of clothing. You can also combine the clothes with
check the previous day’s homework or collect it the colors you reviewed earlier to have them practice
from the students. finding specific people.
2. (optional) Go over the chant on page 97 again.
3. Review the object flashcards from the previous 2. Play the recording for the students. Then play it
lesson using the key structures “Whose (object) is again and tell them to point to the keywords.
it/are they? It’s/They’re (name’s) (object).”
TR 82
1. T-shirt 2. jeans 3. shorts
Game Suggestion 4. skirt 5. dress 6. jacket
7. socks 8. sneakers
Say and Sit Review the students’ color vocabulary by
writing up to 10 basic colors on the board and having 3. Introduce the lesson’s first key structure. Write
the whole class stand up. On your signal, anyone can
it in black on the board with the object in blue
call out one of the colors on the list and sit down.
and “you” in red. Then practice it with the
Then someone else can call out the second item and
students several times.
sit down, and so on. If someone says the wrong item,
4. Play the recording for the students.
they have to stand back up and someone else has
to say the right one. But if any two students start to TR 83
speak up at the same time, everyone has to stand up What are you wearing? I’m wearing a T-shirt.
and start over. See how many tries it takes to finish What are you wearing? I’m wearing jeans.
1. What are you wearing? I’m wearing a T-shirt.
the whole list.
2. What are you wearing? I’m wearing jeans.
3. What are you wearing? I’m wearing shorts.
4. What are you wearing? I’m wearing a skirt.
A Listen and say. Then practice.
5. What are you wearing? I’m wearing a dress.
1. Use the flashcards to introduce the vocabulary. 6. What are you wearing? I’m wearing a jacket.
7. What are you wearing? I’m wearing socks.
Say each word several times and have the 8. What are you wearing? I’m wearing sneakers.
students repeat after you.

78 Unit 6 • Lost and Found

 5. Have the students work in pairs and use the
pictures to practice the structure.
6. Practice the structure as a class. Have all the
students say the question together for one
student to answer. Make sure that each student
takes a turn answering.
B Stick. Then ask and answer.
1. Introduce the lesson’s second key structure.
Write it in black on the board with the object
in blue and “he/she” in red. Then remind
the students that “What’s” is “What is” and
practice it with them several times.
2. Point to various students and ask the rest of the
class about them using the key structure. Then
have the students take turns doing the same
thing.
3. Play the recording for the students. Then play
the recording again and tell them to point to
each type of clothing when they hear it.
TR 84
What’s he wearing? He’s wearing a brown jacket.
What’s he wearing? He’s wearing red shorts.
What’s she wearing? She’s wearing a brown jacket.
What’s she wearing? She’s wearing red shorts.
1. What’s he wearing? He’s wearing a brown jacket.
2. What’s he wearing? He’s wearing red shorts.
3. What’s he wearing? He’s wearing a white T-shirt.
4. What’s he wearing? He’s wearing blue jeans.
5. What’s she wearing? She’s wearing a pink dress.
6. What’s she wearing? She’s wearing orange sneakers.
7. What’s she wearing? She’s wearing a purple skirt.
8. What’s she wearing? She’s wearing green socks.
Student Book page 63
Speaking Task
1. Put the students in pairs and explain that
they will be playing a guessing game with the
picture in the book.
2. Demonstrate that they should each choose three
people but not tell their partner who they are.
In the first one or two rounds, they should only
choose numbered people. But later on, they can
choose anyone they want.
3. After they have chosen, they should ask and
answer the key structure to find the people
their partner chose.
Differentiation
For above-level students, use one or more Where’s
Waldo? books to continue practicing the key structure
at a harder level.
For below-level students, use one or more easier
picture book(s) than Where’s Waldo?
Student Book page 97
Song
1. Say the lines from the song and have the
students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
to the music. Then play it again and have them
sing along.
TR 85
What Am I Wearing?
Look at me. What am I wearing?
I’m wearing a yellow dress.
I’m also wearing red sneakers. I look really great.
Look at Josh. What’s he wearing?
He’s wearing a brown jacket.
He’s also wearing purple socks. He looks really great.
Look at Kate. What’s she wearing?
She’s wearing a green skirt.
She’s also wearing a blue T-shirt. She looks really great.
Look at them. What are they wearing?
They’re wearing orange shorts.
They’re also wearing black sneakers. They look really great.
3. Sing the song once more, but before starting
encourage the students to think of some actions
or gestures for it.
4. Play the instrumental version of the song and
have the students sing along while doing the
actions or gestures they came up with.
Game Suggestion
Sing and Draw Have the students take turns making up
and singing their own verses for the song. The others
should listen and draw the people and clothes that are
mentioned.
Extra Practice
Assign pages 58-59 in the workbook as homework. You
can also have the students complete the worksheet on
page 133 of the teacher’s book in class.
79
6 Lost and Found Lesson 3 Story
Student Book pages 64–65
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD tracks 86-87, flashcards 69-82

Student Book page 64 gets to keep them. If they aren’t, the student flips
them back over.
Warm Up

1. Go through your greetings or opening routine. Then A Listen. Then act it out.
check the previous day’s homework or collect it
1. Have the students look at the pictures. Ask
from the students.
them what they can see.
2. (optional) Practice the song on page 97 again. Play
the music and sing along while the students listen 2. Play the recording and let the students listen to
and/or sing along. the story once. Play it a second time and ask
3. Ask the students if they remember the actions and them to point at each character while they are
gestures they created, and have them use them talking.
while they sing the song as a class.
TR 86
4. Afterward, review the flashcards from lessons 1 and
Ming: Where’s Rosa?
2 using the key structures “Whose (object) is it/ Kevin: I don’t know.
are they? It’s/They’re (name’s) (object),” “What are Rosa: Where are Ming and Kevin?
you wearing? I’m wearing (a type of clothing),” and Security Guard: May I help you?
Rosa: I’m looking for my friends.
“What’s he/she wearing? He’s/She’s wearing (a type Security Guard: What are they wearing?
of clothing).” Rosa: Ming’s wearing a purple skirt, and Kevin’s wearing
a brown jacket.
Security Guard: Okay. Let’s look for them together.
Game Suggestion Rosa: Thank you!
Sunny: Rosa! Rosa!
Memory Game Put the students in small groups of
Security Guard: Whose parrot is that?
three or four and give each group copies of all the Rosa: I know! That’s Kevin’s pet, Sunny.
flashcards from lesson 1 and 2. Half of the cards Ming & Kevin: Rosa!
should have the keywords on them, and the other half Rosa: Ming! Kevin! Sunny found me!
Sunny: Rosa! Rosa!
should have their corresponding pictures. The students
should turn them upside down, mix them up, and take
3. Read the story to the students. Try to change
turns flipping two of them over. When they do, they
your voice to match the characters’ voices.
should use the words in the key structures. If the two
4. Pause after each scene to check the students’
cards are a matching picture and keyword, the student

80 Unit 6 • Lost and Found

 comprehension of any new words or
expressions.
Differentiation
For above-level students, have them write down
anything they can remember from the story. Then
put them in groups to try to put the whole text back
together from the pieces that each person remembers.
5. Practice saying the lines in the story as a class.
Teaching Tip
If you wish, you can focus on the students’ reading
pronunciation, enunciation, and inflection in this
passage. Read each line clearly and have the students
mimic your voice and repeat it back to you. Then read
it again, but this time point your hand upwards to
indicate a higher inflection or downwards to indicate a
lower inflection. Have the students copy these motions
as well.
6. When the students have a good grasp of the
language, have them work in small groups of
four or so to practice it.
7. Have the groups take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
8. Afterward, read the question at the bottom of
the page (“What’s your friend wearing now?”).
Have the students answer it individually or
work in pairs and talk about it with their
partner.
Student Book page 65
B Choose the correct answers.
1. Ask the students to choose the correct answers.
2. Check the answers as a class.
Answers 1. b 2. a 3. c
Game Suggestion
Find Your Target Write all the students’ names on
pieces of paper and put them in a hat. Have each
student choose a new name without letting anyone
else see it. Then put the students in groups of three
and have them tell each other their new names without
letting any of the other students know what they are.
When they have finished, have each student draw the
name of the person they have to find. Tell them that
they need to find this person by mingling and asking
the other students “What’s (name) wearing?” If the
students know, they should describe the student. If
they don’t, they should say “I don’t know.” The first
student to find their target wins.
C Make your own story.
1. Have the students work in small groups of four
or five and turn to page 104.
2. Explain to the groups how to fill in the blanks
and color the pictures to make their own story.
Then have them practice their story together.
Differentiation
For lower-level students, you can delete Ming, Kevin,
and Sunny from the story and just have them focus on
Rosa and the security guard.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 87
1. I wait for the daily train in the rain.
2. Sunday is maybe the day Jay may stay and play.
3. Read the tongue twisters out loud to the class.
Ask the students what the letter combinations
“ai” and “ay” sound like and have them
underline the “ai” and “ay” words in their
books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Teaching Tip
Say the tongue twisters as fast as you can for the
students several times. Then encourage them to say
them and time them to see who can do it the fastest.
Extra Practice
Assign pages 60-61 in the workbook as homework.
81
6 Lost and Found
Student Book page 66
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “Whose
(object) is it/are they? It’s/They’re (name’s)
(object),” “What are you wearing? I’m wearing (a
type of clothing),” and “What’s he/she wearing?
He’s/She’s wearing (a type of clothing).”
3. (optional) Do the chant and song on page 97
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Game Suggestion
Line by Line Draw a picture of a keyword on the board
one line at a time. Pause after each line you draw
and have the students guess what it is using a key
structure. The first student to guess gets to come to
the board and draw the next picture.
A Look and write.
1. Review how to spell the different object and
clothing keywords with the students.
82 Unit 6 • Lost and Found
Lesson 4 Wrap Up
Student Book pages 66–67
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
asking and answering about lost
items
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 88, flashcards 69-82
Teaching Tip
While reviewing the keywords’ spelling, go over their
pronunciation as well. Break down each word into
its individual letters and their sounds and have the
students say both of them out loud when they spell
the keywords.
2. Have the students look at the pictures and say
what they see. Then tell them to fill in the
blanks with keywords from the unit. Check the
answers as a class.
1. dress 2. glasses 3. jacket
Answers
4. skirt 5. sneakers 6. watch
Teaching Tip
To make sure that the students are all spelling the
words correctly, ask the class to spell them together
after each answer is given. If more than a couple of
students have a hard time spelling a word, have all
the students write that word next to the activity three
times.
Differentiation
For above-level students, explain what a closet is and
ask “What is in your closet?” Encourage them to take
turns listing as many things as possible.
B Listen and match. 2

1. Have the students look at the pictures. Ask 1. In the same way, explain that Student A knows
them what they can see. Then have them read who has the lunchbox, watch, and key, but
the names below. that Student B knows who has the glasses, cell
2. Play the recording and tell the students to phone, and earring.
match the pictures to the names. Check the 2. Demonstrate to the students how to ask and
answers as a class. answer the key structure to find out who owns
each object.
TR 88
3. Have the students draw the items on the people
1. Whose lunchbox is it?
It’s Amy’s lunchbox. that they belong to. Then check their drawings
2. Whose key is it? as a class.
It’s Jake’s key.
3. What’s Sally wearing? Differentiation
She’s wearing a pink dress and green sneakers.
4. What’s Dave wearing? For below-level students, make the activity simpler
He’s wearing a red T-shirt and black shorts. by dividing the two sides of the class into two large
Student A and Student B groups. Then have them all
Answers 1. Amy 2. Jake 3. Sally 4. Dave ask and answer the questions together.

Game Suggestion
Game Suggestion
Dress Up and Describe Bring in some various dress-up
Two Truths and a Lie Hold up an object or picture in front
clothes and let the students take turns putting them
of the students and say three things about it. Two
on. Have the class use the lesson 2 key structure to
of these statements should be true, and one should
describe what each student is wearing.
be false. Try to use the key structures as much as
possible. The students should identify which statement Extra Practice
is false either individually or in teams. The person or
Assign pages 62-63 in the workbook as homework.
team that names the false statement first gets a point.

Student Book page 67

Speaking Task
1. Put the students in pairs and have them choose
who will be Student A and who will be Student
B. Explain that Student B needs to turn to page
109.
2. Explain to the students that they will work
together to find all the right people and give
their objects back.
1

1. Explain to the students that Student A in each

pair knows who Tom, Ken, and Jane are but
doesn’t know who Clara, Mia, and Ben are. The
opposite is true for Student B.
2. Demonstrate to the students how to ask and
answer about what the characters are wearing
so that they can label the students correctly
below.

83
6 Lost and Found Lesson 5 Skills Up!
Student Book pages 68–69
Lesson Objectives
To read and answer questions about
a text on the New York subway lost
and found
To review the usage of the question
word “whose”

Keywords
lose, left, almost, pair

Grammar Point
The Question Word “whose”

Materials
CD track 89, flashcards 69-82

Student Book page 68
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
them if they were able to get the things back. If they
were, ask them how they did it.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
3. Play the recording of the passage for the
students.

Game Suggestion
Ready, Aim, Fire Put the flashcards from lessons 1 and
2 all over the board. Then split the students into two
or three teams and have them each send one student
up to the front. Give each student a squishy or sticky
ball. When you say a keyword or phrase, they should
throw their ball at the correct flashcard. Anyone who
hits it earns a point for their team. Anyone who hits an
incorrect flashcard loses a point for their team.
A Listen and read.
TR 89
Lost and Found
The New York City subway has a lost and found. What do people
lose most? That’s right. People lose their cell phones all the time!
The graph on the left shows almost 30,000 cell phones in the
lost and found! There are also about 6,000 pairs of glasses and
almost 7,000 house keys! Whose phones, keys, and glasses
are they? No one knows. That’s why they are still in the lost and
found!
4. Read the passage to the students. Then read it
as a class.
5. Have the students read the passage once again
either individually or as a class.

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

what they can see. Then show the students B Choose the correct answers.
pictures of the New York subway. If they do not 1. Have the students complete the reading
have subways in their city or country, explain comprehension questions.
what they are. 2. Check the answers as a class.

Teaching Tip Answers 1. a 2. c 3. a

Connect the passage to the students’ experiences by
asking what things they have lost. Follow up by asking

84 Unit 6 • Lost and Found

Teaching Tip 3. Check the answers as a class or have the
Use timed repeated readings to help students build students work in pairs to check their answers.
their fluency. Have the students take turns reading
2. Whose, are these, They’re Ken’s glasses
the passage for one minute. As soon as the minute is Answers 3. Whose, is this, It’s Tom’s T-shirt
up, cut them off and see how many words they were 4. Whose, are these, They’re Sally’s sneakers
able to get through. Then have them do it again with
the challenge of beating their previous record. If you Differentiation
have a lot of students in your class, you can have the
For below-level students, you can give hints on how to
students do this in pairs or small groups.
complete the questions and answers. For example, you
can point out to them that all four questions start with
Differentiation
“Whose.”
For above-level students, give them additional
pronunciation and inflection tips in between readings
C Correct the underlined words.
so that they can improve those as well as their fluency.
1. Explain to the students that the underlined
Game Suggestion
words are wrong and that they need to correct
Backwards Quiz Tell the students that instead of them.
giving the answer to a question, they should give the 2. Check the answers as a class or have the
question for an answer. Say a sentence (e.g. “It’s
students work in pairs to check their answers.
Sarah’s jacket.”) and tell the students to raise their
hand as soon as they know its question (“Whose Answers 1. Whose 2. his 3. pants are 4. this
jacket is it?”). The fastest student to raise their hand
and give the correct question wins a point. You can Extra Practice
use this game to review the other key structures from
Assign pages 64-65 in the workbook as homework.
this unit as well.

Student Book page 69

A Look and learn.

1. Go over the question word “whose” with the
students. Show them how to ask about both
singular and plural objects with it.
2. Read the chart as a class.

Teaching Tip

Briefly review the possessive pronouns “my,” “your,”

“his,” “her,” “our,” and “their” with the students.
Practice them by showing the students flashcards of
the subject pronouns “I,” “you,” “he,” “she,” “we,”
and “they” and having them say their corresponding
possessive pronouns.

B Look and write.

1. Have the students look at the pictures. Ask
them what they can see.
2. Tell the students to fill in the blanks to complete
the questions and answers. Demonstrate how
with the first one on the board.

85
Review 3 Unit 5
1 - Unit 6
2
Student Book pages 70–71
Lesson Objectives
To review the key structures and
vocabulary learned in units 5 and 6

Keywords
unique, traditional, colorful, fur

Materials
CD tracks 90-92, flashcards 55-82

Student Book page 70 A Listen and number.

Warm Up 1. Have the students look at the pictures. Ask

them what they can see.
1. Show the students the flashcards from units 5
2. Play the recording and tell the students to write
and 6 and practice saying the keywords and key
the correct number next to each picture. Check
structures from the units.
the answers as a class.
2. Ask the class “What do I look like?” Encourage
them to describe as many of your features as they TR 90
can. Also ask them “What am I wearing?” and 1. He’s tall.
have them describe all of your clothes. Then have 2. They’re young.
3. She has big eyes.
the students take turns standing up and being
4. They are Jenny’s glasses.
described by their classmates. 5. He’s wearing a jacket.
3. Tell the students to close their eyes and put their 6. She’s wearing red sneakers.
heads on their desks. While they aren’t looking,
take an object from one of their desks. Then Answers 2, 1, 5, 6, 4, 3
have them open their eyes, and ask them “Whose
(object) is this?” The first person to answer
correctly gets to choose the next object while their B Listen and choose.
classmates’ heads are down.
1. Have the students look at the pictures. Ask
them what they can see.
Teaching Tip
2. Play the recording and tell the students to circle
Choose a game from unit 5 and/or unit 6 that the the correct letters. Check the answers as a class.
students enjoyed and play it again to practice the key
words and structures.

86 Review 3
 TR 91 D Choose or write the correct answers.
1. What does he look like?
He has curly hair.
1. Have the students read the sentences and circle
2. Is he young? or write the correct answers.
No, he isn’t. He’s old. 2. Check the answers as a class.
3. Whose keys are they?
They’re Kelly’s keys.
Answers 1. a 2. c 3. fur
4. What’s he wearing?
He’s wearing a red T-shirt and blue shorts.
Extra Practice
Answers 1. a 2. a 3. b 4. c Ask the students to complete pages 66-67 in their
workbook as homework.

Student Book page 71

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.

TR 92
Traditional Clothes
Many countries have unique traditional clothes. Let’s see some
traditional clothes around the world!
What are these men wearing? Yes. They are wearing skirts. Kilts
are traditional Scottish skirts for men.
Hanboks are traditional Korean dresses. They are for both men
and women. They are pretty and colorful.
This man is wearing a traditional Russian hat called a shapka
Russian people make shapkas out of fur.

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

as a class.

Game Suggestion

Reading Race Split the students into two teams. Have

the first team read the passage, and time them to see
how long it takes them to finish. Then have the second
team read the passage while timing them too. The
team that has the faster time wins the game.

87
7 At School Lesson 1 School Subjects
Student Book pages 72–73
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
class schedules

Keywords
art, math, science, music, social
studies, P.E.

Key Structures
When do you have P.E.?
I have P.E. on Friday.
When does he/she have music?
He/She has music on Monday.

Materials
CD tracks 93-97, flashcards 83-88

Student Book page 72 one of the flashcard pictures. As soon as they see
it, they should run to the board and write its school
Warm Up subject. The fastest one to spell it correctly wins a
1. Go through your greetings or opening routine. Then point for their team.
check the previous day’s homework or collect it
from the students. B Listen and circle.
2. Ask the students what they do at school and
1. Tell the students to listen and circle the subject
which teachers they like best.
that is being talked about.
2. Check the answer as a class.
A Listen, point, and say.
TR 94
1. Use the school subject flashcards to introduce Tim: When do you have art?
Amy: I have art on Monday.
the vocabulary. Check the student’s background Tim: Do you like art?
knowledge by asking “What is this?” about the Amy: Of course. I love art.
pictures on the flashcards.
2. Have the students look at the picture. Ask them Answer art
what they can see.
3. Let the students listen to the recording. Then Teaching Tip
play it again and ask the students to say each
Challenge the students by asking what day Amy has
keyword. art, according to the listening (answer: Monday). Then
use it as a natural transition into reviewing the days of
TR 93
1. art 2. math 3. science the week on the next page.
4. music 5. social studies 6. P. E.

Student Book page 73

Game Suggestion

Board Race Divide the students into two teams and line C Ask and answer.
them up at the back of the classroom. Give the first
1. Review the days of the week with the students.
student on each team a marker and then show them

88 Unit 7 • At School
Teaching Tip TR 96
Start the days of the week review by having the When does he have music? He has music on Monday.
When does she have music? She has music on Monday.
students chant them in order all together a few times.
1. When does he have music?
Then point to various days on a calendar and have the He has music on Monday.
students compete to see who can say the day of the 2. When does he have social studies?
week first. He has social studies on Tuesday.
3. When does he have art?
He has art on Wednesday.
Game Suggestion 4. When does he have science?
He has science on Thursday.
Pair Race Put the students in pairs and have one pair 5. When does he have P. E.?
stand up and face each other. On your signal, they He has P. E. on Friday.
should alternate saying the days of the week as fast 6. When does she have science?
She has science on Monday.
as possible. Time them to see which pair can do it the 7. When does she have P. E.?
fastest. She has P. E. on Tuesday.
8. When does she have math?
2. Introduce the lesson’s first key structure. Write She has math on Wednesday.
it in black on the board with “you” in red, 9. When does she have social studies?
She has social studies on Thursday.
the subject in blue, and the day of the week in
10. When does she have music?
another color. Then practice it with the students She has music on Friday.
several times.
3. Play the recording and ask the students to
Student Book page 97
look and point at the pictures under the key
structure. Chant
TR 95 1. Read the lyrics line by line and have the
When do you have P.E.? I have P.E. on Friday. students repeat them after you.
1. When do you have P. E.? I have P. E. on Friday.
2. Play the recording and do the chant together as
2. When do you have art? I have art on Monday.
3. When do you have math? I have math on Tuesday. a class.
4. When do you have science? I have science on Wednesday.
5. When do you have social studies? I have social studies on Friday. TR 97
6. When do you have music? I have music on Thursday. Class Time
Ring! It’s class time!
When do you have math? I have math on Monday.
4. Use the pictures to practice the key structure
as a class. Then have the students practice it in Ring! It’s class time!
pairs. When does he have science? He has science on Tuesday.

Ring! It’s class time!

D Ask and answer. When does she have music? She has music on Wednesday.

1. Introduce the lesson’s second key structure. Ring! It’s class time!
When do we have art? We have art on Thursday.
Write it in black on the board with “his”/“her”
in red, the subject in blue, and the day of the Ring! It’s class time!
week in another color. Then practice it with the When do they have P. E.? They have P. E. on Friday.

students several times.

3. Play the chant again and have the students do
2. Play the recording and ask the students to
a simple action (such as snapping their fingers)
look and point at the pictures under the key
while saying it.
structure.
Extra Practice

Assign pages 68-69 in the workbook as homework.

You can also have the students complete the
worksheet on page 134 of the teacher’s book in class.

89
7 At School Lesson 2 Class Activities
Student Book pages 74–75
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
class activities

Keywords
paint pictures, solve math problems,
do experiments, sing songs, read
maps, play sports

Key Structures
What do you do in art class?
I paint pictures.
What does he/she do in math class?
He/She solves math problems.

Materials
CD tracks 98-101, flashcards 83-94

Student Book page 74 Teaching Tip

Have the students stand up and act out the actions

Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Go over the chant on page 97 again.
3. Review the school subject flashcards from the
previous lesson using the key structures “When do
you have (subject)? I have (subject) on (day),” and
“When does he/she have (subject)? He/She has
(subject) on (day).”
Game Suggestion
with the aid of props like paintbrushes, magnifying
glasses, maps, and balls.
Differentiation
For below-level students, simplify the key phrases
by teaching the nouns and verbs separately. Have
the students repeat the nouns many times before
expanding them to include the verbs as well.
2. Play the recording for the students. Then play
it again and tell them to point to the pictures
when they are mentioned.

Mission: Possible Have the students make class TR 98

schedules with two classes per day. Then give the 1. paint pictures 2. solve math problems
3. do experiments 4. sing songs
class a mission (e.g. Find two people with art on
5. read maps 6. play sports
Tuesday.) and have them mingle and use the key
structures to accomplish the mission. The first one to 3. Introduce the lesson’s first key structure. Write
finish wins.
it in black on the board with “you” in red, the
subject in blue, and the action in another color.
A Listen and say. Then practice. Then practice it with the students several times.
1. Use the flashcards (you can add the cards from 4. Play the recording for the students.
lesson 1 also) to introduce the vocabulary. Say
TR 99
each word several times and have the students What do you do in art class? I paint pictures.
repeat after you. 1. What do you do in art class? I paint pictures.
2. What do you do in math class? I solve math problems.
3. What do you do in science class? I do experiments.
4. What do you do in music class? I sing songs.

90 Unit 7 • At School

5. What do you do in social studies class? I read maps.
6. What do you do in P. E. class? I play sports.
5. Practice the structure as a class using the
pictures in the book.
6. Have the students work in pairs and use the
pictures to practice the structure.
Game Suggestion
Class Schedule Set up six different class stations
around the classroom and put the props that you used
earlier in them. Have the students take out the class
schedules that they made earlier. When you ring a bell
and say a day of the week, the students should look
Student Book page 98
at their schedules, go to that class station, and act
out its associated action with the props. Then you can
ask the students at each station the key question.
B Ask and answer.
1. Introduce the lesson’s second key structure.
Write it in black on the board with “he/she”
in red, the subject in blue, and the day of the
week in another color. Then practice it with the
students several times.
2. Play the recording for the students. Then play
it again and tell them to act out each class
activity when they hear it.
TR 100
What does he do in math class? He solves math problems.
What does she do in math class? She solves math problems.
solve, solves, do, does, paint, paints, sing, sings, read, reads, play,
plays
1. What does she do in math class?
She solves math problems.
2. What does he do in science class?
He does experiments.
3. What does he do in art class?
He paints pictures.
4. What does he do in music class?
He sings songs.
5. What does she do in social studies class?
She reads maps.
6. What does she do in P. E. class?
She plays sports.
Teaching Tip
You can easily practice the second key structure by
repeating the previous class schedule game. Mix up
the students’ schedules and have them do the same
activity, but ask them the second key question instead.
Student Book page 75
Speaking Task
1. Put the students in pairs and have them mix
and spread out the cards facedown.
2. Demonstrate how to play the memory game by
turning one yellow card and one blue card over,
seeing if they match, and keeping them if they
do.
3. Make sure that the students say the second key
structure each time they turn over a pair of
cards.
Song
1. Say the lines from the song and have the
students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
to the music. Then play it again and have them
sing along.
TR 101
I’m at School
I’m at school. I’m at school. I’m in math class.
What do you do in math class, in math class, in math class?
I solve problems. I solve problems.
It’s really fun. Good job!
He’s at school. He’s at school. He’s in science class.
What does he do in science class, in science class, in science
class?
He does experiments. He does experiments.
It’s really fun. Good job!
She’s at school. She’s at school. She’s in art class.
What does she do in art class, in art class, in art class?
She paints pictures. She paints pictures.
It’s really fun. Good job!
3. Sing the song once more, but before starting
encourage the students to think of some actions
or gestures for it.
4. Play the instrumental version of the song and
have the students sing along while doing the
actions or gestures they came up with.
Extra Practice
Assign pages 70-71 in the workbook as homework. You
can also have the students complete the worksheet on
page 135 of the teacher’s book in class.
91
7 At School Lesson 3 Story
Student Book pages 76–77
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD tracks 102-103, flashcards 83-94

Student Book page 76 should still say the keyword, but they do not get to put
another chip down. The first player to have a chip on
Warm Up all six flashcards is the winner.
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it A Listen. Then act it out.
from the students.
1. Have the students look at the pictures. Ask
2. (optional) Practice the song on pages 97-98 again.
them what they can see.
Play the music and sing along while the students
listen and/or sing along.
Teaching Tip
3. Ask the students if they remember the actions and
Preview the reading by having the students make up a
gestures they created, and have them use them
simple story about what they think will happen based
while they sing the song as a class.
on the pictures. Encourage them to be creative as they
4. Afterward, review the flashcards from lessons 1
do it.
and 2 using the key structures “When do you
have (subject)? I have (subject) on (day),” “When
2. Play the recording and let the students listen to
does he/she have (subject)? He/She has (subject)
the story once. Play it a second time and ask
on (day),” “What do you do in (subject) class? I
them to point at each character while they are
(action),” and “What does he/she do in (subject)
talking.
class? He/She (action).”
TR 102
Game Suggestion Teacher: This is Ben, our new classmate.
Class: Welcome, Ben.
Blackout Divide the students into groups of three Ming: Hi, Ben. I’m Ming. Nice to meet you!
or four. Give each group two dice, three or four Ben: Hi, Ming. Nice to meet you too! When do we have art?
Ming: We have art on Thursday.
different colors of playing chips, and the flashcards
Ben: What do we do in art class?
from lessons 1 and 2. The students should take Ming: We draw pictures. I’m really good!
turns rolling the dice and saying the keyword of the Ben: I see.
corresponding card. If they are correct, they get to put Ming: Let me show you. Follow me! What do you think?
Ben: Oh ... Wow!
their chip on it. If they are incorrect, the next player
goes. If they already have a chip on the card, they

92 Unit 7 • At School
 3. Read the story to the students. Try to change
your voice to match the characters’ voices.
4. Pause after each scene to check the students’
comprehension of any new words or expressions.
5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books.
Teaching Tip
One way to make the presentations more interactive
would be to have all the students who are not
presenting say “Welcome, Ben,” after you say “This is
Ben, our new classmate,” before the presenting pair
start to give Ming and Ben’s lines.
8. Afterward, read the question at the bottom of
the page (“What do you do in art class?”). Have
the students answer it individually or work in
pairs and talk about it with their partner.
Student Book page 77
B Choose the correct answers.
1. Ask the students to choose the correct answers.
2. Check the answers as a class.
Answers 1. c 2. b 3. c
Teaching Tip
Using letter paddles is a good way to check how well
the students understand the reading passage without
putting them on the spot. Have each student write the
letters “a,” “b,” and “c” on different pieces of paper.
Then read through the comprehension questions out
loud and have the students hold up their answers. You
will be able to see exactly which students are having
trouble without their classmates seeing as well.
Game Suggestion
Living Tic-Tac-Toe Split the students into two teams and
make a large tic-tac-toe grid on the floor out of tape.
Show one of the teams a flashcard and have them
make a sentence with it. If they do it correctly, one of
them gets to stand on a spot on the grid. If they don’t
do it correctly, the other team gets to go. The first
team to get three of its members in a row on the grid
wins.
C Make your own story.
1. Have the students work in pairs and turn to
page 105.
2. Explain to the pairs how to circle, fill in the
blanks, and use the stickers to make their own
story. Then have them practice their story
together.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 103
1. The mole stole the stones and drove home.
2. Cute June plays a tune on her flute.
3. Read the tongue twisters out loud to the class.
Ask the students what the letters “o” and “u”
sound like in the combinations “o_e” and “u_e”
and have them underline the “o_e” and “u_e”
words in their books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Differentiation
For below-level students, you can simplify the tongue
twisters into “The mole drove home” and “June’s flute
is cute.” Once they are comfortable with them, they
can begin using the full tongue twisters instead.
Extra Practice
Assign pages 72-73 in the workbook as homework.
93
7 At School
Student Book page 78
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Go through the flashcards from lessons 1 and 2
with the students using the key structures “When
do you have (subject)? I have (subject) on (day),”
“When does he/she have (subject)? He/She has
(subject) on (day),” “What do you do in (subject)
class? I (action),” and “What does he/she do in
(subject) class? He/She (action).”
3. (optional) Do the chant and song on pages 97-98
again. Encourage the students to stand up and act
out the lyrics while they chant or sing.
Differentiation
For above-level students, have them take turns coming
to the front and leading the class in the song and/or
chant. They can even make up new actions or verses
for the class to do, if they want.
A Look and write.
1. Review how to spell the different school subject
and class activity keywords with the students.
94 Unit 7 • At School
Lesson 4 Wrap Up
Student Book pages 78–79
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
making silly sentences
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD track 104, flashcards 83-94
Game Suggestion
Stand and Spell Make large, individual letters for each
of the key words and phrases in this unit. Then pass
them out to the students and say one of them. The
students should stand up and arrange themselves
along the classroom wall so that they are spelling out
the key word or phrase. Time them to see how fast
they can do it.
1. art, paints pictures
Answers 2. math, solves math problems
3. science, does experiments
Game Suggestion
Spelling Quiz Give the students some time to look over
the keywords in exercise A. Then ask them to close
their books, and use the keywords to give them a
spelling quiz either orally or in writing. Give points to
the students that answer correctly.
B Listen and check.
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and tell the students to
check the correct days and pictures. Check the
answers as a class.
 TR 104
2. Ask each group who made the most silly
1. When do you have art? sentences.
I have art on Friday.
2. When does she have social studies? Differentiation
She has social studies on Tuesday.
3. What does she do in music class? For below-level students, you can simplify the
She sings songs. game from three changing variables to just two by
4. What does he do in P. E. class? permanently filling the “day” blank with “Monday.”
He plays sports.

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

Assign pages 74-75 in the workbook as homework.

Game Suggestion

Schedule Relay Divide the students into teams of four

or five and have them line up. Then hold up a class
schedule in front of all the teams and point to one of
the days. The first student should ask the next student
“When do you have (subject)?” The second student
should answer the first student and then ask the third
student the same question, and so on. The first team
to finish wins the relay. Time the teams to see how
long it takes all of them.

Student Book page 79

Speaking Task
1

1. Put the students in groups of four. Explain that

the numbers on the wheel match the column
numbers in the chart.
2. Demonstrate how they should spin a paper clip
around a pencil in the center of the wheel twice
to determine which day and which activity to
ask and answer about. They can either spin the
wheel right before they say each sentence or
twice in a row before asking and answering.
2

1. Encourage the students to say “That’s silly!”

whenever they get a combination of answers
that don’t make sense.

95
7 At School
Student Book page 80
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
Game Suggestion
Spelling Detectives Write the keywords and phrases
from lessons 1 and 2 all over the board and tell the
students to put their heads down. Change a word,
misspell it, switch the tense, or do whatever throws
them off. Then ask the students “Spelling detectives,
what’s wrong?” Call on a student and have them spell
the changed word correctly to you. If they are right, the
class gets a point. If they are wrong, you get a point.
A Listen and read.
1. Have the students look at the picture. Ask them
what they can see and what all the kinds of
fruit are.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
Teaching Tip
It is all right if the students do not fully learn the
words “primary” and “secondary” at this level. To
96 Unit 7 • At School
Lesson 5 Skills Up!
Student Book pages 80-81
Lesson Objectives
To read and answer questions about
a text on art
To review the usage of prepositions
of time
Keywords
primary colors, blueberry, secondary
colors, rainbow
Grammar Point
The Prepositions of Time “at,” “on,”
and “in”
Materials
CD track 105, flashcards 83-94
understand the passage, all they need to know is that
“primary colors” refers to red, yellow, and blue, and
that “secondary colors” refers to orange, green, and
purple. It would probably be more beneficial to focus
on reviewing the colors and types of fruit than learning
these two words.
3. Play the recording of the story for the students.
4. Read the story to the students. Then read it as
a class.
TR 105
A Fruit Rainbow
Jenny is painting a picture of fruit. She only has the three
primary colors: red, yellow, and blue. She paints a red apple, a
yellow banana, and some blue blueberries.
Now she needs orange, green, and purple. These are the
secondary colors. She mixes red and yellow for orange. Then she
paints an orange mango. Next, she mixes yellow and blue for
green. Now she can paint a green kiwi. Last, she mixes blue and
red for purple. She paints some purple grapes with it. Wow, her
picture is a fruit rainbow!
5. Have the students read the story once again
either individually or as a class.
Teaching Tip
Use this passage to help the students practice the
skill of sequencing. Go through it as a class and
write each thing that Jenny does in a list of steps on
the board. You can also use it as an opportunity to
teach the students transition words like “first,” “next,”
 “then,” “later,” and “last.” correct prepositions of time.
3. Check the answers as a class or have the
Differentiation students work in pairs to check their answers.
For above-level students, you can have them read the
Answers at, in, at, on, in
passage and make a sequence of steps on their own.
Then everyone can work together to create a final list
of steps on the board. Teaching Tip

Because prepositions of time can be very confusing,

B Choose the correct answers. make sure to show the students which category each
noun falls into to explain why it should take a certain
1. Have the students choose the correct answers. preposition.
2. Check the answers as a class.

Answers 1. c 2. a 3. b C Correct the underlined words.

1. Explain to the students that the underlined
words are incorrect and that they need to fix
Student Book page 81
them. If necessary, demonstrate how with the
A Look and learn. first sentence on the board.
2. Check the answers as a class or have the
1. Introduce the prepositions of time (“at,” “on,”
students work in pairs to check their answers.
and “in”) to the students and read the chart as
a class. Answers 1. on 2. at 3. in 4. on 5. in
2. Explain to the students that “at” is used before
specific times; “on” is used before dates, holidays, Extra Practice
and days of the week; and that “in” is used
Assign pages 76-77 in the workbook as homework.
before months, years, seasons, and times of day.

Teaching Tip

It might be helpful to have the categories listed with

examples in three separate columns on the board so
that you can quickly and easily point to them.

Game Suggestion

Around the World Have all the students write down

various days, dates, times, seasons, etc. on pieces of
paper. Collect the papers. Arrange the students into
a circle or line and have the first two students stand
up. Choose a piece of paper at random and read the
word(s) on it (e.g. “Thursday”). The first student to say
the word with the correct preposition of time in front
of it (e.g. “on Thursday”) wins the round and moves
to stand by the next student while the losing student
sits down. Repeat the activity with them and continue
through the circle or line. The student who wins the
last round wins the game.

B Write at , on , or in .
1. Read through the sentences as a class.
2. Tell the students to fill in the blanks with the

97
8 Places in Town Lesson 1 Places
Student Book pages 82-83
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
places using the question word “where”
and prepositional phrases

Keywords
bakery, post office, pet shop, fire
station, bank, hospital

Key Structures
Where’s the bank?
It’s next to the hospital.
It’s across from the post office.
It’s between the post office and the
bank.

Materials
CD tracks 106-110, flashcards 95-100

Student Book page 82
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Ask the students to name all the places they
know. Write them on the board and ask which one
they like best.
do so correctly, they have the chance to shoot a small,
squishy ball into a box or basket. If they make the
shot, they earn a point for their team.
Teaching Tip
Introduce some extra vocabulary words and write them
on the board so that students who want more options
in later activities can refer to them. (Suggested words:
swimming pool, museum, park)

B Listen and circle.

A Listen, point, and say.
1. Tell the students to listen and circle the place
1. Use the place flashcards to introduce the
that is being talked about.
vocabulary. Check the student’s background
2. Check the answer as a class.
knowledge by asking “What is this?”
2. Have the students look at the picture. Ask them TR 107
what they can see. Man: Excuse me.
Ming: Yes?
3. Let the students listen to the recording. Then
Man: Where’s Mr. Cho’s pet shop?
play it again and ask the students to say each Ming: It’s next to the fire station.
keyword. Man: Thanks.

TR 106 Answer pet shop

1. bakery 2. post office 3. pet shop
4. fire station 5. bank 6. hospital
Differentiation
Game Suggestion For above-level students, ask the question “What can
Vocabulary Basketball Divide the students into two you see in your town?” Let the students take turns
teams. Show one of the students a picture of one of saying what places are in their town or city.
the keywords and have them say and/or write it. If they

98 Unit 8 • Places in Town

Student Book page 83 D Ask and answer.
C Ask and answer. 1. Introduce the lesson’s third key structure. Write
1. Introduce the lesson’s first two key structures. it in black on the board in the same way as the
Write them in black on the board with the first two key structures. Then practice it with
place names in red and “next to” and “across the students several times.
from” in blue. Then practice them with the 2. Play the recording and ask the students to
students several times. look and point at the pictures under the key
2. Use the contraction cards to teach the students structure.
that “Where’s” is the same thing as “Where TR 109
is.” One way to do that is to pretend to crash Where’s the pet shop? It’s between the post office and the bank.
the “Where” and “is” cards into each other to between
1. Where’s the pet shop?
produce “Where’s.” It’s between the post office and the bank.
3. Play the recording and ask the students to 2. Where’s the bank?
look and point at the pictures under the key It’s between the pet shop and the fire station.
3. Where’s the fire station?
structures. It’s between the bank and the bakery.
4. Where’s the bakery?
TR 108 It’s between the fire station and the hospital.
Where’s the bank? It’s next to the hospital. 5. Where’s the hospital?
Where’s the bank? It’s across from the post office. It’s between the bakery and the park.
where’s, where is, next to, across from 6. Where’s the post office?
1. Where’s the bank? It’s next to the hospital. It’s between the park and the pet shop.
2. Where’s the hospital? It’s next to the bank.
3. Where’s the post office? It’s next to the fire station.
4. Where’s the fire station? It’s next to the post office.
Student Book page 98
5. Where’s the pet shop? It’s across from the hospital.
6. Where’s the hospital? It’s across from the pet shop.
Chant
7. Where’s the bakery? It’s across from the fire station.
8. Where’s the fire station? It’s across from the bakery. 1. Read the lyrics line by line and have the
students repeat them after you.
4. Use the pictures to practice the key structures
2. Play the recording and do the chant together as
as a class. Then have the students practice them
a class.
in pairs.
TR 110
Game Suggestion Where’s the Bakery?
Where’s the bakery? Do you know?
Taxi Driver Arrange six different desks in the
I do. It’s next to the hospital.
classrooms into two rows with a “street” between
them. Then put the students in pairs and tell them Where’s the hospital? Do you know?
that one student is a taxi driver and the other student I do. It’s next to the fire station.
is a passenger. Have the passenger say “Please go to
Where’s the fire station? Do you know?
(place).” The taxi driver should use the key question I do. It’s across from the post office.
to ask where it is and then “drive” the passenger to
the place after they give the answer. Then the two Where’s the post office? Oh, I know.
It’s between the pet shop and the bank.
students should switch roles.

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

For above-level students, have the driving student
change from a taxi driver to a chauffeur. Then have the
passenger tell them several different places in a row to
go. The driver should ask where all of these places are
and then go to them in order.
simple action (such as stomping their feet) while
saying it.
Extra Practice
Assign pages 78-79 in the workbook as homework. You
can also have the students complete the worksheet on
page 136 of the teacher’s book in class.

99
8 Places in Town Lesson 2 Transportation
Student Book pages 84-85
Lesson Objectives
To understand and produce the key
vocabulary
To correctly ask and answer about
methods of transportation

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

Key Structures
How do you go there?
I go there by bike.
How does he/she go to the bank?
He/She goes there by subway.

Materials
CD tracks 111-114, flashcards 95-106

Student Book page 84 lesson 1 also) to introduce the vocabulary. Say

each word several times and have the students
Warm Up
repeat after you.
1. Go through your greetings or opening routine. Then 2. Play the recording for the students. Then play
check the previous day’s homework or collect it it again and tell them to point to each picture
from the students. when it is mentioned.
2. (optional) Go over the chant on page 98 again.
3. Review the place flashcards from the previous TR 111
1. by bike 2. by subway 3. by taxi
lesson using the key structures “Where’s the
4. by bus 5. by car 6. on foot
(place)? It’s next to the (place). / It’s across from
the (place). / It’s between the (place) and the
Game Suggestion
(place).”
Slapjack Divide the students into groups of four or
Teaching Tip
five and give each of them a set of keyword picture
playing cards. They should divide the cards evenly and
Pass out copies of a map of the city your students
then take turns flipping them over. As soon as they
live in. Encourage them to find and circle all the
see a card’s picture, they should all say its keyword.
keyword places from the previous lesson. If all the
However, if the picture for “on foot” comes up, they
places on the map are labeled in a different language
should all try to slap it as fast as possible since it
or alphabet, have the students label them in English
takes a different preposition than the other keywords.
for writing practice. You can also encourage them to
The first student to do so gets to take the entire stack
point out and circle where they live. If you like, you
of cards. Whoever eventually gets the entire deck of
can have the students compete to see who lives the
cards wins the game.
closest to a bakery, a fire station, etc. Then talk about
the different places using the key structures from the 3. Introduce the lesson’s first key structure. Write
previous lesson. it in black on the board with the transportation
in blue. Then practice it with the students
several times.
A Listen and say. Then practice.
4. Play the recording for the students.
1. Use the flashcards (you can add the cards from

100 Unit 8 • Places in Town

 TR 112
transportation.
How do you go there? I go there by bike. 2. Put them in pairs and have them take turns
1. How do you go there? I go there by bike. spinning a paper clip and using the key
2. How do you go there? I go there by subway.
3. How do you go there? I go there by taxi. structure to talk about how to get to the place
4. How do you go there? I go there by bus. it points at by using the indicated method of
5. How do you go there? I go there by car.
transportation.
6. How do you go there? I go there on foot.

5. Practice the structure as a class using hand Student Book page 98

motions.
6. Have the students work in pairs and use the
pictures to practice the structure.
Differentiation
For above-level students, expand the key structure to
include other forms of transportation like “by plane,”
“by train,” “by boat,” etc. Encourage them to name
other types as well. If they do not know their English
names, let them act them out or draw them instead.
B Ask and answer.
1. Introduce the lesson’s second key structure.
Song
1. Say the lines from the song and have the
students repeat them. Do this a few times until
the students are familiar with the lyrics.
2. Play the recording and have the students listen
to the music. Then play it again and have them
sing along.
TR 114
How can I Go to the Post Office?
Excuse me. Excuse me.
How can I go, how can I go to the post office?
You can go there, go there by subway.
Thank you for the help.

Write it in black on the board with “he/she” in

Excuse me. Excuse me.
red, the type of transportation in blue, and the How can I go, how can I go to the hospital?
place in another color. Then practice it with the You can go there, go there by bicycle.
Thank you for the help.
students several times.
Excuse me. Excuse me.
Teaching Tip How can I go, how can I go to the fire station?
Make two wheels of the lesson 1 and lesson 2 keywords You can go there, go there by taxi.
Thank you for the help.
to help the students practice the key structure. Then
have them take turns pointing at other students, spinning Excuse me. Excuse me.
the wheels, and saying the key structure. How can I go, how can I go to the pet shop?
You can go there, go there on foot.
Thank you for the help.
2. Play the recording for the students. Then play
it again and tell them to act out each type of
3. Sing the song once more, but before starting
transportation when they hear it.
encourage the students to think of some actions
TR 113 or gestures for it.
How does he go to the bank? He goes there by subway. 4. Play the instrumental version of the song and
How does she go to the bank? She goes there by subway.
have the students sing along while doing the
1. How does he go to the bank? He goes there by subway.
2. How does she go to the bakery? She goes there by bike. actions or gestures they came up with.
3. How does he go to the pet shop? He goes there by car.
4. How does she go to the fire station? She goes there by taxi. Extra Practice
5. How does she go to the post office? She goes there on foot.
6. How does he go to the hospital? He goes there by bus.
Assign pages 80-81 in the workbook as homework. You
can also have the students complete the worksheet on
page 137 of the teacher’s book in class.
Student Book page 85

Speaking Task
1. Explain to the students that the different
road designs stand for different types of
101
8 Places in Town
Student Book page 86
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. (optional) Practice the song on page 98 again. Play
the music and sing along while the students listen
and/or sing along.
3. Ask the students if they remember the actions and
gestures they created, and have them use them
while they sing the song as a class.
4. Afterward, review the flashcards from lessons 1 and
2 using the key structures “Where’s the (place)? It’s
next to the (place). / It’s across from the (place).
/ It’s between the (place) and the (place),” “How
do you go there? I go there by/on (transportation),”
and “How does he/she go to the (place)? He/She
goes there by/on (transportation).”
Game Suggestion
Circle Rotation Have the students make two circles,
one inside the other, and face each other. After
you say a keyword, the student in the inner circle
should ask their partner in the outer circle one of
the key questions from the unit. If the outer student
answers correctly, the inner student should initial their
paper. Then the two circles should rotate in different
directions and repeat. After a while, have the two
102 Unit 8 • Places in Town
Lesson 3 Story
Student Book pages 86-87
Lesson Objectives
To read and answer questions about
a comic related to the key vocabulary
To complete and present an
individualized comic
Keywords
Keywords from lessons 1 and 2
Key Structures
Key structures from lessons 1 and 2
Materials
CD tracks 115-116, flashcards 95-106
circles switch places. At the end of the activity, the
student with the most signatures wins.
A Listen. Then act it out.
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the story once. Play it a second time and ask
them to point at each character while they are
talking.
TR 115
Ming: Where’s Maria’s Bakery?
Tim: It’s downtown.
Ming: Rosa says all the cookies are half price!
Tim: Awesome! Let’s go!
Ming: How can we go there?
Tim: We can go there by bicycle.
Ming: Tim, where is it?
Tim: We’re almost there, Ming! It’s next to that bank over there.
Where are all the cookies?
Clerk: They’re sold out. Sorry.
Tim & Ming: Aww … We’re too late!
3. Read the story to the students. Try to change
your voice to match the characters’ voices.
Teaching Tip
While you read, segment some words into individual
sounds and say each one very slowly. Have the
students listen and say what the word is. Then have
them do the same thing themselves to practice their
pronunciation.
B Choose the correct answers.
4. Pause after each scene to check the students’
comprehension of any new words or
expressions.
Game Suggestion
Chronology Race Write a sequence of four or five
sentences summarizing the story. Then cut them up
and mix them around for the students to put back in
order as fast as possible. The first person to do it
wins.
Differentiation
For above-level students, have them write their own
chronological sentences and cut them up. Then they
should trade them with a partner and put them back in
the correct order as fast as possible. They can repeat
this activity as many times as you want.
5. Practice saying the lines in the story as a class.
6. When the students have a good grasp of the
language, have them work in pairs to practice
it.
7. Have the pairs take turns acting the story out
in front of the class. You can choose whether to
have them try it with or without their student
books. When they get to the clerk’s line, either
you or the entire rest of the class can say it all
together.
Game Suggestion
Reading Race Time all the pairs to see who can
accurately read through the story the fastest. Then
give them time to practice on their own and hold the
reading race again. If you want, you can even have a
third race to see whose speed improved the most.
8. Afterward, read the question at the bottom
of the page (“How do you go to the bakery
in your town?”). Have the students answer it
individually or work in pairs and talk about it
with their partner.
Differentiation
For below-level students, change the question to “How
do you go home?” or to another common place.
Student Book page 87
1. Ask the students to choose the correct answers.
2. Check the answers as a class.
Answers 1. b 2. c 3. a
C Make your own story.
1. Have the students work in pairs and turn to
page 106.
2. Explain to the pairs how to fill in the blanks,
circle their preferred options, and use the
stickers to make their own story. Then have
them practice their story together.
3. Ask each pair to act out their story in front of
the class. You can choose whether to have them
try it with or without their books.
Tongue Twisters
1. Have the students look at the pictures. Ask
them what they can see.
2. Play the recording and let the students listen to
the tongue twisters.
TR 116
1. He fries the pie and tries the pie.
2. Oh my! There’s a fly in my eye.
3. Read the tongue twisters out loud to the class.
Ask the students what the hard vowels “i” and
“y” sound like and have them underline the “i”
and “y” words in their books.
4. Practice reading the sentences a few times as a
class. Then have the students take turns saying
the tongue twisters on their own.
Teaching Tip
Make sure that the students understand that the letter
“y” can have either a consonant or a vowel sound.
Explain that if it is the first letter in a word (e.g.
“yellow,” “yes,” “year,” etc.), it usually has a consonant
sound. However, if it is at the end of a word, it usually
has a vowel sound, either /ai/ (e.g. “cry,” “sky,” “buy,”
etc.) or /ee/ (e.g. “happy,” “very,” “sunny,” etc.).
Extra Practice
Assign pages 82-83 in the workbook as homework.
103
8 Places in Town Lesson 4 Wrap Up
Student Book pages 88-89
Lesson Objectives
To complete a writing and a listening
exercise using the key vocabulary
To practice the key structures by
making a map

Keywords
Keywords from lessons 1 and 2

Key Structures
Key structures from lessons 1 and 2

Materials
CD track 117, flashcards 95-106

Student Book page 88 A Look and write

Warm Up 1. Review how to spell the place and

transportation keywords with the students.
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it Game Suggestion
from the students.
Spelling Baseball Divide the students into two teams.
2. Go through the flashcards from lessons 1 and
Have one team “at bat” and one team in the “outfield.”
2 with the students using the key structures
You get to be the spelling pitcher by saying a keyword
“Where’s the (place)? It’s next to the (place). / It’s
from the unit for the batting student to spell. If they
across from the (place). / It’s between the (place)
get it right, they go to a desk labeled “first base.” If
and the (place),” “How do you go there? I go
they don’t get it right, it’s a pop fly, and a student from
there by/on (transportation),” and “How does he/
the other team can try to spell it to get the batter out.
she go to the (place)? He/She goes there by/on
If neither team spells it correctly, it counts as a strike,
(transportation).”
three of which count as an out for the batting team.
3. (optional) Do the chant and song on page 98
After three outs, the teams switch sides. To score a
again. Encourage the students to stand up and act
run, a student has to pass first, second, and third
out the lyrics while they chant or sing.
base before going home. However, they can only move
to the next base when a teammate of theirs spells a
Game Suggestion word correctly.
Preposition Quick Fire Have the entire class stand up.
Differentiation
Then say different types of transportation and have the
students say the prepositions that they go with (usually For below-level students, you can change the number
“by”). Then say them faster and faster so that the of bases to two or even one to make it easier to score
students have less time to react. If they say the wrong runs.
one (e.g. “by” instead of “on” for “on foot”), they are
1. fire station 2. post office 3. bakery
out. The last one standing wins the game. Answers
4. on foot 5. by bike 6. by bus

104 Unit 8 • Places in Town

 Teaching Tip
One way to make checking answers or reviewing words
fun is to pretend to make mistakes and have the
students correct you. That way, they practice finding
and fixing mistakes and build their self-confidence.
B Listen and choose.
2
1. Tell the students to circle two places that they
want to write and talk about.
2. Demonstrate on the board how to complete the
sentences in the paragraph below.
3. Have the students complete their own
paragraphs by themselves.

1. Have the students look at the pictures. Ask 3

them what they can see. 1. Give the students some time to practice saying
2. Play the recording and tell the students to their paragraphs quietly to themselves or a
choose the correct pictures. Check the answers partner.
as a class. 2. When they are ready, have the students take
turns presenting their maps and paragraphs to
TR 117
1. Where’s the fire station? the class.
It’s across from the hospital.
2. Where’s the bank? Teaching Tip
It’s between the pet shop and the bakery.
3. How do you go to the post office?
If you do not have enough time, you can simply have
I go there by subway. the students present their maps and paragraphs to a
4. How does he go to the bakery? partner rather than having them present them to the
He goes there on foot.
class individually. You can even have them read their
paragraphs all together at the same time if you’re
Answers 1. b 2. a 3. a 4. b really running short on time.

Teaching Tip Game Suggestion

Give the students more writing practice by slowly Toss the Ball Toss a soft, squishy ball to a student
reading through the dialogues and having them write and ask them a question about their map. If they
them down. Make sure to check all their answers for answer correctly, they get to toss the ball to a student
correct spelling and grammar. of their choice, and that student becomes the next
one to answer a question. If the first student answers
incorrectly, you take the ball back and choose the next
Student Book page 89
student yourself.
Presentation
Extra Practice
1 Assign pages 84-85 in the workbook as homework.
1. Explain to the students that they will make and
present their own town map in this task.
2. Have each student stick the stickers in the
boxes. Encourage them to stick them in
different places than their neighbor(s).

Differentiation

For above-level students, have them pool all their

stickers together to create a much larger town map
than the one in the book on a huge sheet of paper.
Encourage them to draw streets, crosswalks, etc.
between the different buildings to make it look more
realistic. Then hang it up on the classroom wall or
board where everyone can see it.

105
8 Places in Town
Student Book page 90
Warm Up
1. Go through your greetings or opening routine. Then
check the previous day’s homework or collect it
from the students.
2. Briefly review the vocabulary from lessons 1 and 2.
3. Ask the students which pet animals they have or
want. Then follow up by asking why they like those
animals.
Teaching Tip
Interest the students in the lesson by having them
work together to draw a pet shop on the board and fill
it with pet animals. Encourage them to draw as many
different kinds of pets as they can, even ones that
they don’t know the English names for. After a couple
of minutes, have them stop drawing and label all the
different types of animals.
A Listen and read.
1. Have the students look at the picture. Ask them
what they can see. Then ask what kind of store
they would like to have.
2. Tell the students what the passage will be about
and introduce any new vocabulary.
106 Unit 8 • Places in Town
Lesson 5 Skills Up!
Student Book pages 90-91
Lesson Objectives
To read and answer questions about
a text on a pet shop opening
To review the prepositions of place
Keywords
easily, park, bring, free
Grammar Point
The Prepositions of Place “next to,”
“across from,” and “between”
Materials
CD track 118, flashcards 95-106
Game Suggestion
Find the Word Write a bunch of the words from the
passage on the board. Then divide the students into
two or three teams and have each team send one
student up to the board. Say one of the words and
have the students find and hit it with flyswatters as
fast as possible. The first one to do so wins a point
for their team.
3. Play the recording of the passage for the
students.
TR 118
Pete’s Pet Shop
Come to the grand opening of Pete’s Pet Shop this Saturday!
You can find Pete’s Pet Shop easily. We’re between Lemon Street
and Main Street next to the bank. Are you coming by car? You
can park across from Benita’s Bakery. Do you live in town? Come
on foot and bring your dog!
This Saturday, you can get a free bag of dog or cat treats. Come
find everything for your pet at Pete’s Pet Shop!
4. Read the passage to the students. Then read it
as a class.
5. Have the students read the passage once again
either individually or as a class.
 Teaching Tip
One way to help the students practice reading fluently
is by having them read along with the audio recording.
Encourage them to match their pronunciation and
intonation to the voice actor’s.
B Choose the correct answers.
1. Have the students complete the reading
comprehension questions.
2. Check the answers as a class.
Answers 1. a 2. b 3. c
Student Book page 91
A Look and learn.
1. Go over the unit’s prepositions of place (i.e.
“next to,” “across from,” and “between”) with
the students. Move several of the students
around in different ways to act as a living
demonstration of the different prepositions.
2. Read the chart as a class.
Game Suggestion
Acting Out Sentences Have all the students stand up
and clear the desks away to make some space. Then
say a statement about one or more of them using the
prepositions of place (e.g. John is next to Susie.). The
student(s) that you mentioned should move as fast
as they can to make the statement true. Then all the
students should say the sentence together.
Differentiation
For above-level students, play the same game with
more prepositions of place than just the ones given in
the book (e.g. “by,” “in front of,” “behind,” etc.). You
can also use a desk and a chair to expand the list
even more (e.g. “in,” “on,” “under”). If the students do
not remember what one of the prepositions is, review
it as a class on the board.
B Look and write T or F .
1. Have the students look at the picture. Ask them
what they can see.
2. Read the sentences as a class.
3. Tell the students to write either “T” or “F”
based on the picture.
4. Check the answers as a class or have the
students work in pairs to check their answers.
Answers 1. F 2. T 3. F 4. T
Teaching Tip
If your students are self-conscious about giving
answers, you can designate one side of the classroom
as true and the other side as false and have the
students give their answers by simply pointing to one
of the sides rather than saying anything out loud. That
way, they won’t need to worry about their classmates
hearing their answers.
C Look and write.
1. Have the students look at the map. Ask them
what the buildings are and where they are on
the map.
2. Tell the students to complete the sentences with
the correct prepositions of place.
Differentiation
For below-level students, review how to spell all the
prepositions before making the students write them.
3. Check the answers as a class or have the
students work in pairs to check their answers.
1. across from 2. next to
Answers
3. between, and 4. across from
Game Suggestion
Map Puzzle Create a simple map using the keywords
from the unit and any other places that you want, but
don’t show it to the students. Instead, write a series of
sentences on the board describing where the buildings
are in relation to each other using the prepositions of
place from the unit. Then have the students read the
sentences and recreate the map on their own. They
can do this either individually or in groups. The first
one to finish wins.
Extra Practice
Assign pages 86-87 in the workbook as homework.
107
Review 4 Unit 7
1 - Unit 8
2
Student Book pages 92-93
Lesson Objectives
To review the key structures and
vocabulary learned in units 7 and 8

Keywords
join, international, rugby, downtown

Materials
CD tracks 119-121, flashcards 83-106

Student Book page 92 A Listen and number.

Warm Up 1. Have the students look at the pictures. Ask

them what they can see.
1. Show the students the flashcards from unit 7
2. Play the recording and tell the students to write
and 8 and practice saying the keywords and key
the correct number next to each picture. Check
structures from the unit.
the answers as a class.
2. Talk about the students’ school schedule, but
intentionally mix up the classes. Have the students TR 119
correct you. An example conversation could be 1. I have social studies on Thursday.
you saying “You have art on Wednesday,” and the 2. He solves math problems.
3. They play sports in P. E. class.
students saying “No, we don’t. We have art on
4. The fire station is next to the hospital.
Thursday.” 5. The bank is across from the pet shop.
3. Show the students the flashcards from unit 8 and 6. He goes there by car.
practice saying the keywords and key structures
from the unit. Answers 6, 4, 3, 2, 1, 5
4. Put the place flashcards in different places
on a table and ask the students where they
are in relation to each other. Then move the B Listen and choose.
transportation flashcards by the place flashcards
1. Have the students look at the pictures. Ask
and have the students practice talking about them
too.
them what they can see.
2. Play the recording and tell the students to circle
the correct letters. Check the answers as a class.
Teaching Tip

Choose a game from unit 7 and/or unit 8 that the

students enjoyed and play it again to practice the key
words and structures.

108 Review 4
 TR 120 Extra Practice
1. When do you have art? Ask the students to complete pages 88-89 in their
I have art on Friday.
workbook as homework.
2. What do you do in art class?
I paint pictures.
3. Where’s the fire station?
It’s between the bank and the post office.
4. How does he go to the bank?
He goes there by bike.

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

Student Book page 93

C Listen and read.

1. Tell the students what the passage will be about
and introduce any new vocabulary.
2. Have the students look at the pictures. Ask
them what they can see.
3. Play the recording and let the students listen to
the passage.

TR 121
Play Sports with Us!
Join the international sports class! It is a special P. E. class. We
have it on Tuesdays and Thursdays. We play sports like soccer
and rugby in it. It’s really fun!
Usually, we have class at Benson Field. It’s next to the
downtown post office and across from the fire station. You can go
there on foot or by bike from Wright Elementary School. We hope
to see you soon!

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

as a class.

Game Suggestion

Funny Reading Have the students work in groups.

Tell each group to think of a unique way to read the
passage. They can change their voices, sing or rap
the lines, do silly actions, etc. After all the groups
have finished reading the story, have the class vote on
which group they thought was the funniest.

D Choose or write the correct answers.

1. Have the students read the sentences and circle
or write the correct answers.
2. Check the answers as a class.

Answers 1. b 2. b 3. on foot, by bike

109
Jack and the Beanstalk
Reader’s Theater Storybook pages 2–31
Lesson 1 Reader’s Theater Storybook pages 2-3
Warm Up
1. Go through your greetings or opening routine.
2. Show the students the front cover of the reader’s
theater storybook and read the title to them. Explain
that they will be reading and performing this story
as a class.
3. Go through the keywords with the students to
familiarize them with the most common new words
in the story.
Explain the Characters and Settings
1. Have the students look at the list of characters
and read their names together. On the board,
draw a picture of Jack’s house with the
beanstalk outside and the castle in the clouds
above to illustrate the setting.
Teaching Tip
Ask the students what they think the characters will
be like and what they will do. Follow up by asking what
makes them think that.
2. Explain to the students that there are three
places in the story: Jack’s house, a market,
and the giant’s castle in the clouds. Using the
pictures in the book, ask the students where
110 Reader's Theater Storybook
Lesson Objectives
To develop the students’ reading
fluency by using multiple choral
readings of a story
To improve the students’ presentation
skills by having them perform the
story as a short play
Keywords
giant, harp, hen, sell, beans, master,
steal, rotten
Materials
CD tracks 122-124, character masks
each of the characters is during different scenes.
Lesson 2 Reader’s Theater Storybook pages 4-29
Read and Practice the Story
1. Play the recording of the story (audio track
122) for the students to listen to and follow
along in their books.
2. At the end of each page, pause the recording,
read the lines one by one, and have the
students repeat them after you.
Teaching Tip
Use gestures, facial expressions, and funny voices to
make the reading more interesting and to help the
students understand what is happening in the story.
3. Each time you come to a new song, play it once
for the students before going through it line by
line. At the same time, encourage the students
to think up actions for it. Then play it again
and have the students sing and act along to it.
4. When you come to page 17, ask the class
“What does Jack do?” and then read the
options to them “Jack steals the hen and
harp.”(audio track 123) “Jack doesn’t steal
the hen and harp.”(audio track 124). Have the
students vote on which ending they want to
hear first.
5. After finishing that ending, ask the students if
they liked it. Then explain that the ending they
didn’t choose is different, have them turn back
to page 17, and go through the other ending
with the students as well.
6. Once you have finished reading both endings, ask
the students which one they liked better and why.
7. Look at the quizzes on pages 30-31. Have the
students put the pictures in order and discuss as
a class.
Answers • Ending 1: B-D-E-C-F-A • Ending 2: E-A-B-F-D-C
8. Based on the students’ reactions to the endings,
choose one and tell them that they will perform
the story with that ending to help improve their
speed and fluency.
9. Assign the students different roles or let them
pick their own.
10. Play the recording again for the students.
Similarly, pause it at the end of each page, but
this time only have the student(s) assigned to
each character say that character’s lines.
11. When the students are ready, have them read
through the whole story from start to finish
without the help of the audio guide at all.
Lesson 3 and 4
Act Out the Story
1. Have all the students stand up, and tell them
that they are going to perform the story with
you (and/or other people) as the audience.
2. Review the characters’ personalities and
motivations. Go through each one and have the
student(s) acting them out show you via facial
expressions, posture, and body language what
kind of personality they have.
3. Clear a stage area for the students to perform in.
Designate stage left as Jack’s house. Put a chair
stage right for the giant to use later. Bring a
piece of long green cloth to be the beanstalk. Tie
it to a chair or desk leg, and put that piece of
furniture in Jack’s house. Prepare another chair
or desk in the castle to tie the other end to.
4. Have the students read through the story while
acting out the stage directions in parentheses in the
book. In addition, teach them the stage directions
listed below and have them act them out.
5. Print out the masks provided online for the
students to cut out, color, and wear in their
final performance.
6. After the students know all their lines and stage
directions, sit back and watch them perform!
Additional Stage Directions
Page 5 
Jack pretends to be leading the cow.
The old man points at the cow when
mentioning it.
Page 6 Jack exits stage left, looking sad. Mom
exits after him. Let a student pull the
beanstalk out and tie its other end to a
desk or chair on stage right.
Page 7 Jack enters stage left. The hen and harp
enter stage right and stand still. When
climbing the beanstalk, the actors put their
hands on the cloth as they walk.
Page 8 After Jack looks around, the giant enters
stage right.
Page 9 The giant sniffs the air.
Page 11 
The giant sits in the chair and pretends
to sleep. He and the hen and harp stay in
their places.
Page 14 
Everyone talks in loud whispers.
Page 16 
Jack can link arms with the other actors or
grab their hands to show that he’s “picking
them up.”
Page 18 
Jack puts one hand on the beanstalk as he
runs while pretending to carry the hen and
harp with his other arm.
Page 19 
Jack pretends to chop at the beanstalk while
Mom unties the cloth at that end. The giant
can sit on the floor off to the side until the
ending song.
Page 21 
Jack and his mom hold their noses and cover
their ears.
Page 23 
The giant joins everyone for the ending song.
Page 25 
The giant grabs Jack’s arm.
Page 26 
He lets go of Jack.
Page 27 
Have the characters stay in the castle for
this scene.
Page 28 
Jack pretends to pick up the egg and put it
in his pocket.
Page 29 
The four characters pretend to climb down
the beanstalk while singing the first verse.
Jack’s mom sees them and waves then joins
in for the second verse.
111
 Workbook Answer Key
D.
1 Special Days 1. A: What does he do on Halloween?
B: He wears a costume.
Lesson 1 2. A: What does she do on Christmas Day?
pp. 2-3
B: She opens presents.
A. 3. A: What does he do on Mother’s Day?
Christmas Day ⑥, Earth Day ③, Halloween ⑤, B: He hugs his mom.
Mother’s Day ②, Thanksgiving ④, 4. A: What does she do on Valentine’s Day?
Valentine’s Day ① B: She makes cards.

B.
Lesson 3 pp. 6-7
1. Valentine’s Day
2. Mother’s Day A.
3. Thanksgiving ① calendar ② plant trees ③ favorite day /
4. Christmas Day 1-4-5-2-3-6
5. Halloween
6. Earth Day B.
1. She plants trees with her parents.
C.
2. He eats lots of chocolate.
1. ⓑ 2. ⓒ 3. ⓐ
C.
D.
1. d 2. c 3. a 4. b / 1, 3, 4, 2
1. A: What’s her favorite day?
B: Her favorite day is Earth Day.
2. A: What’s his favorite day? Lesson 4 pp. 8-9
B: His favorite day is Thanksgiving.
3. A: What’s her favorite day? A.
B: Her favorite day is Christmas Day. 1. 2nd picture - wear a costume
4. A: What’s his favorite day? 2. Christmas Day – 4th picture
B: His favorite day is Halloween. 3. 1st picture - eat turkey
4. Valentine’s Day – 3rd picture

Lesson 2 pp. 4-5 B.

1. What’s your favorite day?
A. 2. What does she do on Christmas Day?
1. make cards 2. plant trees 3. His favorite day is Earth Day.
3. wear a costume 4. open presents 4. He hugs his mom.
5. eat turkey 6. hug my mom
C.
B. 1. B: My favorite day is Valentine’s Day. /
1. What do you do on Halloween? / B: I make cards (for my family).
I wear a costume. 2. B: His favorite day is Earth Day. /
2. What does he do on Christmas Day? / B: He plants trees.
He opens presents. 3. B: Her favorite day is Halloween. /
B: She wears a costume.
C.
1. False 2. True 3. False

112 Workbook Answer Key

 Lesson 5 4. April 5. May 6. June
pp. 10-11
7. July 8. August 9. September
Reading 10. October 11. November 12. December
A. C.
c q g h o s t c c
1. ⓐ 2. ⓑ 3. ⓒ
l t n o w k s f e
r m d l s j k m l D.
v h p i d x t p e 1. A: When is his birthday? B: It’s August 14th.
g s f d g l f s b 2. A: When is her birthday? B: It’s November 23rd.
u c r a b y r v r
3. A: When is his birthday? B: It’s May 5th.
4. A: When is her birthday? B: It’s December 1st.
q d m y h p b a a
v x n w a d u l t
o l a d v l t b e Lesson 2 pp. 14-15

B. A.
1. Halloween is many children’s favorite holiday. 1. snowy 2. rainy
2. They dress up as ghosts, princesses, or vampires. 3. sunny 4. foggy
3. They knock on people’s doors and say, “Trick or 5. cloudy 6. windy / Have a nice day!
treat.”
4. Why not celebrate Halloween this year? B.
1. foggy 2. snowy 3. cloudy
 Grammar
A. C.
1. my 2. your 3. Her 4. Its 1. 2. 3. 4. 5. 6.

B. D.
my, Our, Its, Their, his 1. A: How’s the weather today in Seoul?
B: It’s windy.
C. 2. A: How’s the weather today in New York?
1. This is my teddy bear. B: It’s snowy.
2. They wash their hands. 3. A: How’s the weather today in London?
3. She hugs her father. B: It’s rainy.
4. He rides his skateboard. 4. A: How’s the weather today in Paris?
5. That is Tim’s dog. B: It’s foggy.

2 Today Lesson 3 pp. 16-17

A.
Lesson 1 pp.12-13 ① April 2nd ② raining ③ gift shop /
1-5-4-6-3-2
A.
February December July October March B.
January January May June April 1. True 2. False 3. True 4. False
August February March August September May
C.
July March June July October June
1. A: What’s the date today?
August April May January November
B: It’s June 15th.
September October April November December 2. A: When is your birthday?
B: It’s September 3rd.
B. 3. A: How’s the weather in Sydney?
1. January 2. February 3. March B: It’s foggy.
113
 Lesson 4 2. B: It’s March 31st.
pp. 18-19
3. B: I open presents.
A. 4. A: How’s the weather (today)?
1. C1 2. E2 3. F3 4. D2 C.
5. E3 6. D1 7. C3 8. D3
1. April 2. sunny, Earth Day
B. 3. flowers, environment 4. celebrate
1. What’s the date today? D.
2. How’s the weather in Paris?
1. False 2. True 3. False 4. True
3. It’s January 1st.
4. It’s foggy.

C. 3 At the Market
1. B: It’s April 2nd. / B: It’s windy.
2. B: It’s July 17th. / B: It’s sunny. Lesson 1 pp. 24-25
3. B: It’s December 28th. / B: It’s cloudy.
A.
Lesson 5 pp. 20-21
1. 2. 3.

Reading 4. 5. 6.
A. B.
1. beach 2. earth 3. warm 4. opposite 1. grapes 2. watermelons 3. lemons
4. mushrooms 5. cucumbers 6. pumpkins
B.
1. The earth has two parts, the north and the south. C.
2. These two parts have opposite weather. 1. a. True b. False
3. What is the weather like? 2. a. False b. True
4. You can celebrate a warm Christmas at the 3. a. True b. True
beach!
D.
 Grammar 1. A: What does she have?
A. B: She has some lemons.
1. It’s 2. It’s 3. It’s 4. It’s / 4, 1, 3, 2 2. A: What does he have?
B: He has some watermelons.
B. 3. A: What does she have?
1. d 2. a 3. b 4. c B: She has some mushrooms.
4. A: What does he have?
C.
B: He has some pumpkins.
1. A: What time is it? B: It’s 12 o’clock.
2. A: What day is it today? B: It’s Monday.
3. A: What’s the date today? B: It’s July 17th. Lesson 2 pp. 26-27
4. A: How’s the weather today? B: It’s rainy.
A.
1. bacon 2. butter 3. cheese
Review 1 4. ham 5. sausages 6. yogurt
pp. 22-23
B.
A. 1. Do you have any ham? / Yes, I do.
1. ⓐ 2. ⓑ 3. ⓓ 4. ⓒ 2. Does he have any sausages? / No, he doesn’t.
B. C.
1. A: What’s your favorite day? 1. ⓐ 2. ⓑ 3. ⓑ 4. ⓐ
114 Workbook Answer Key
D.  Grammar
1. A: Does she have any cheese? B: Yes, she does. A.
2. A: Does he have any yogurt? B: No, he doesn’t. 1. some 2. some 3. any 4. any
3. A: Does he have any sausages? B: Yes, he does.
4. A: Does she have any bacon? B: No, she doesn’t. B.
1. He wants some juice.
Lesson 3 2. He doesn’t want any cheese.
pp. 28-29
3. He wants some pie.
A. 4. He doesn’t want any pumpkins.
① make pies ② any pumpkins 5. He wants some mushrooms.
③ fruit and vegetables / 1 - 6 - 2 - 4 - 3 - 5 C.
B. 1. I don’t have any apples.
1. False 2. True 3. True 4. False 2. There is some ham.
3. There aren’t any flowers.
C. 4. They need some pencils.
1. d 2. a 3. b 4. c / 1, 4, 3, 2 5. She doesn’t drink any water.

Lesson 4 pp. 30-31 4 Jobs

A.
1. butter 2. cheese 3. mushrooms Lesson 1 pp. 34-35
4. pumpkins 5. sausages 6. yogurt
A.
B. 1. ⓐ 2. ⓔ 3. ⓓ
1. She doesn’t have any lemons. 4. ⓕ 5. ⓒ 6. ⓑ
2. What does he have?
3. Yes, I do. B.
4. No, she doesn’t. 1. mechanic 2. pilot 3. architect
4. postal worker 5. photographer
C.
6. dentist / Mr. Wright is a pilot.
1. B: I don’t have any pumpkins. /
B: I have some cucumbers. C.
2. B: He doesn’t have any grapes. / 1. ⓒ 2. ⓑ 3. ⓐ 4. ⓓ
B: He has some yogurt.
3. B: She doesn’t have any ham. / D.
B: She has some sausages. 1. A: What does Donna do? B: She’s a postal worker.
2. A: What does Max do? B: He’s an architect.
Lesson 5 3. A: What does Julie do? B: She’s a mechanic.
pp. 32-33
4. A: What does Tony do? B: He’s a photographer.
Reading
A. Lesson 2 pp. 36-37
1. seed 2. snack
3. past 4. everywhere / 2, 1, 3, 4 A.
1. take 2. repair 3. deliver
B. 4. fly 5. design 6. take care of
1. Watermelons are originally from Africa.
2. People enjoy lemon juice in drinks and candy. B.
3. They also clean their kitchens with it. 1. Pilots fly planes.
4. Some grapes don’t have any seeds. 2. Dentists take care of teeth.

115
3. Architects design buildings. Lesson 5 pp. 42-43

C. Reading
1. ⓑ 2. ⓑ 3. ⓐ
A.
D. 1. pet 2. nervous
1. A: What do architects do? 3. calm 4. friendly
B: They design buildings.
B.
2. A: What do mechanics do?
1. Do you know about pet therapists?
B: They repair cars.
2. They help nervous people with their friendly pets.
3. A: What do pilots do?
3. Pet therapists also visit sick people in hospitals.
B: They fly planes.
4. The sick people see the animals and feel happy.
4. A: What do dentists do?
B: They take care of teeth.  Grammar
A.
Lesson 3 pp. 38-39 1. A: do B: have 2. A: does B: is
3. A: does B: wants 4. A: do B: fly
A.
① pictures ② photographer ③ delivers letters / B.
1-3-6-5-2-4 1. A: What does he do?
2. A: What does she like?
B. 3. A: What does she have?
1. True 2. False 3. True 4. False
C.
C. 1. A: What do you have? 2. A: What does he like?
1. A: What does she do? B: She’s a photographer. 3. A: What do they want? 4. A: What do you do?
2. A: What do pilots do? B: They fly planes.
3. A: What do mechanics do? B: They repair cars.
Review 2
pp. 44-45
Lesson 4 pp. 40-41
A.
A.
1. ⓒ 2. ⓑ 3. ⓓ 4. ⓐ
1. ⓔ, pilot 2. ⓐ, architect
3. ⓓ, photographer 4. ⓑ, dentist B.
5. ⓕ, postal worker 6. ⓒ, mechanic 1. A: Does he have any cucumbers?
2. B: She’s a postal worker.
B.
3. B: He has some sausages.
1. What does he do? 2. What do pilots do? 4. A: What do mechanics do?
3. She’s a dentist. 4. They deliver letters.
C.
C.
1. jobs 2. dentist
1. B: He’s a mechanic. / B: They repair cars. 3. takes pictures 4. work, lemons, Meat
2. A: What does your mom do?
B: She’s an architect. D.
A: What do architects do? 1. False 2. True 3. False 4. True
B: They design buildings.
3. A: What does your uncle do?
B: He’s a photographer. 5 People
A: What do photographers do?
B: They take pictures.
Lesson 1 pp. 46-47

116 Workbook Answer Key

A. C.
handsome ③, old ②, pretty ⑥, short ④, tall ①, 1. b 2. d 3. a 4. c / 1 - 3 - 4 - 2
young ⑤

B. Lesson 4 pp. 52-53

1. pretty 2. handsome 3. tall A.

4. short 5. young 6. old
1. curly 2. short 3. young 4. straight
C. 5. beard 6. old 7. freckles 8. tall
1. ⓐ 2. ⓑ 3. ⓑ t a l l q c i j
4. ⓐ 5. ⓑ 6. ⓐ
r p s y o u n g
D. c f b q l r m g
1. A: Is she short? B: Yes, she is. f r e c k l e s
2. A: Are they pretty? B: Yes, they are.
g d a t l y f n
3. A: Is he tall? B: No, he isn’t. He’s short.
4. A: Are they old? B: No, they aren’t. They’re young. s t r a i g h t
o l d l d f d a

Lesson 2 r j z s h o r t
pp. 48-49
B.
A. 1. Is he tall? 2. Are they old?
1. long hair 2. big eyes 3. a beard 3. He has curly hair. 4. She has a round face.
4. short hair 5. a round face 6. straight hair
7. curly hair 8. freckles C.
1. B: Yes, she is. / B: She has long, straight hair. She
B. also has a round face.
1. He has a round face. 2. B: No, he isn’t. / B: He has a beard. He also has big
2. She has freckles. eyes.
3. He has curly hair. 3. B: Yes, they are. / B: They have (short,) curly hair.
They also have freckles.
C.
1. ⓒ 2. ⓐ 3. ⓑ
Lesson 5 pp. 54-55
D.
1. A: What does your dad look like? Reading
B: He has a beard. A.
2. A: What does your mom look like?
e v h i p t u i
B: She has long, curly hair. She also has a round face.
3. A: What does your brother look like? c q g h h t s j
B: He has short, straight hair. He also has freckles. m s t r o n g b
4. A: What does your sister look like? l d m l r j r f
B: She has long, curly hair. She also has big eyes.
w h p i n x a t
g s f d b l s k
Lesson 3 pp. 50-51
c u t e g v s i
A. q m c z h q r u
① long hair ② tall ③ bikes / B.
1–4–6–2–3–5 1. Do you know this animal?
2. It lives in Asia and eats bamboo.
B.
3. It also has long, white hair and a beard.
1. tall 2. freckles 3. long, brown 4. This animal is very strong.

117
  Grammar 2. She’s wearing a skirt. / She’s wearing socks.
A. 3. He’s wearing a T-shirt. / He’s wearing sneakers.
1. tall 2. big 3. round C.
4. cute 5. pretty 6. long 1 2 3

B.
1. The man is old. pink
2. Her shoes are small. Orange
3. Look at the beautiful flower. black

4. There are square tables.

C. D.
1. She has big eyes. 1. A: What’s she wearing?
2. She has a pretty blouse. B: She’s wearing a yellow T-shirt and a purple skirt.
3. His face is round. 2. A: What’s he wearing?
4. His brother is handsome. B: He’s wearing blue jeans and black socks.
3. A: What’s she wearing?
B: She’s wearing a pink dress and white sneakers.
6 Lost and Found 4. A: What’s he wearing?
B: He’s wearing a green jacket and brown shorts.

Lesson 1 pp. 56-57

Lesson 3 pp. 60-61
A.
A.
1. A1 2. B2 3. C2
4. B1 5. C1 6. A2 ① Whose ② wearing ③ shorts /
1 - 5-4-6-3-2
B.
B.
1 glasses 2. watch 3. cell phone
4. earring 5. key 6. lunchbox 1. False 2. True 3. False 4. True

C. C.
1. A: Whose key is it? B: It’s Frank’s key. 1. A: Whose watch is it? B: It’s Jim’s watch.
2. A: Whose lunchbox is it? B: It’s Lucy’s lunchbox. 2. A: Whose glasses are they? B: They’re Cindy’s
3. A: Whose earring is it? B: It’s Betty’s earring. glasses.
4. A: Whose glasses are they? B: They’re Tom’s glasses 3. A: What’s he wearing? B: He’s wearing a jacket
and shorts.
D.
1. A: Whose cell phone is it? B: It’s Mike’s cell phone. Lesson 4 pp. 62-63
2. A: Whose watch is it? B: It’s Tina’s watch.
3. A: Whose glasses are they? B: They’re Robin’s A.
glasses. 1. earring 2. glasses 3. jacket
4. A: Whose earring is it? B: It’s Sera’s earring. 4. shorts 5. socks 6. watch

B.
Lesson 2 pp. 58-59
1. Whose cell phone is it?
A. 2. Whose sneakers are they?
1. dress 2. jeans 3. jacket 4. shorts 3. I’m wearing a T-shirt and shorts.
5. sneakers 6. skirt 7. T-shirt 8. socks 4. She’s wearing a skirt and socks.

B. C.
1. I’m wearing jeans. / I’m wearing a jacket. 1. B: It’s Tommy’s key. / B: They’re Laura’s glasses.

118 Workbook Answer Key

2. B: I’m wearing a dress. / B: He’s wearing a T-shirt
and jeans. 7 At School
3. A: Whose lunchbox is it? / B: She’s wearing shorts
and sneakers.
Lesson 1 pp. 68-69

Lesson 5 pp. 64-65 A.

1. math 2. P.E. 3. social studies
Reading 4. art 5. science 6. music
A.
B.
1. lose 2. left 3. almost 4. pair / 2, 4, 1, 3
1. science 2. P.E. 3. math
B. 4. music 5. art 6. social studies
1. What do people lose most?
C.
2. There are also about 6,000 pairs of glasses.
3. Whose phones, keys, and glasses are they? 1. 2. 3.
Tuesday Friday Monday

4. That’s why they are still in the lost and found!

 Grammar D.
1. A: When does he have art?
A.
B: He has art on Monday.
1. A: Whose, is B: It’s, my 2. A: When does she have math?
2. A: Whose, are B: They’re, his B: She has math on Tuesday.
B. 3. A: When does she have P.E.?
B: She has P.E. on Wednesday.
1. B: It’s Jake’s cell phone.
4. A: When does he have social studies?
2. B: They’re Betty’s sneakers.
B: He has social studies on Thursday.
3. A: Whose key is this?
4. A: Whose glasses are those?
Lesson 2 pp. 70-71
C.
1. A: Whose dress is that? B: It’s Cindy’s dress. A.
2. A: Whose socks are those? B: They’re Sally’s socks. 1. do 2. read 3. sing
3. A: Whose watch is this? B: It’s my brother’s watch. 4. play 5. paint 6. solve

B.
Review 3 1. reads maps 2. paints pictures
pp. 66-67 3. plays sports
A. C.
1. ⓒ 2. ⓑ 3. ⓓ 4. ⓐ 2, 1, 3
B. D.
1. B: No, she isn’t. (She’s young.) 1. A: What does she do in P.E. class?
2. B: He has a beard. B: She plays sports.
3. A: Whose watch is it? 2. A: What does he do in science class?
4. B: She’s wearing a dress. B: He does experiments.
C. 3. A: What does she do in math class?
B: She solves math problems.
1. unique 2. skirts
4. A: What does he do in social studies class?
3. traditional, colorful 4. hat, fur
B: He reads maps.
D.
1. False 2. False 3. True 4. True

119
 Lesson 3 pp. 72-73
 Grammar
A.
A. 1. at 2. on 3. in 4. on
① classmate ② Tuesday ③ sing songs / 5. in 6. in 7. in 8. on
1-3-6-2-4-5
B.
B. 1. in 2. on 3. on 4. at 5. in
1. True 2. False 3. False 4. True
C.
C. 1. B: His birthday is in May.
1. b 2. c 3. d 4. a / 3, 2, 4, 1 2. B: He plays soccer on Thursday.
3. B: He gets up at 6 o’clock.
Lesson 4 pp. 74-75

A. 8 Places in Town
1. paint pictures 2. math 3. play sports
4. science 5. read maps Lesson 1 pp. 78-79

B.
A.
1. When do you have science?
1. ⓓ 2. ⓔ 3. ⓑ 4. ⓐ 5. ⓕ 6. ⓒ
2. What does she do in music class?
3. He has art on Friday. B.
4. She plays sports. 1. bank 2. post office 3. bakery
4. fire station 5. pet shop 6. hospital
C.
1. B: I have math on Tuesday. / C.
B: I solve math problems. 1. post office 2. fire station 3. hospital
2. A: When does she have social studies?
B: She has social studies on Thursday. D.
A: What does she do in social studies class? 1. A: Where’s the post office?
B: She reads maps. B: It’s across from the hospital.
3. A: When does he have science? 2. A: Where’s the bakery? B: It’s next to the pet shop.
B: He has science on Wednesday. 3. A: Where’s the fire station?
A: What does he do in science class? B: It’s between the hospital and the bank.
B: He does experiments. 4. A: Where’s the pet shop?
B: It’s across from the bank.
Lesson 5 pp. 76-77
Lesson 2 pp. 80-81
Reading
A. A.
1. primary colors 2. blueberry 1. by bike, ⓓ 2. by bus, ⓐ 3. by car, ⓒ
3. secondary colors 4. rainbow 4. by subway, ⓑ 5. by taxi, ⓔ 6. on foot, ⓕ

B. B.
1. Jenny is painting a picture of fruit. 1. How do you go there? / I go there by subway.
2. She only has the three primary colors: red, yellow, 2. How does he go there? / He goes there on foot.
and blue.
3. She mixes red and yellow for orange.
4. Her picture is a fruit rainbow!

120 Workbook Answer Key

C. B: She goes there by taxi.

2
3 Lesson 5 pp. 86-87
1

Reading
A.
1. easily 2. park 3. bring 4. free
D.
1. A: How does she go to the hospital? B.
B: She goes there by taxi. 1. You can find Pete’s Pet Shop easily.
2. A: How does he go to the pet shop? 2. We’re between Lemon Street and Main Street.
B: He goes there by subway. 3. You can park across from Benita’s Bakery.
3. A: How does she go to the bakery? 4. Come on foot and bring your dog!
B: She goes there on foot.
4. A: How does he go to the post office?  Grammar
B: He goes there by bus. A.
1. on 2. next to 3. across from 4. between
Lesson 3 pp. 82-83 B.
1. B: next to 2. B: across from
A.
3. A: Where’s B: next to
① late ② across from ③ by bus /
4. A: restaurant B: between, and
1–6–4–2–5–3

B.
muffins / by bus / post office / too late Review 4
C. pp. 88-89

1. A: Where’s the fire station? A.

B: It’s next to the pet shop. 1. ⓑ 2. ⓒ 3. ⓓ 4. ⓐ
2. A: How do you go there? B: I go there by taxi.
3. A: How does she go to the hospital? B.
B: She goes there on foot. 1. B: I have social studies on Wednesday.
2. B: He does experiments.
Lesson 4 3. B: It’s across from the pet shop.
pp. 84-85
4. B: She goes there by subway.
A.
C.
1. by taxi 2. bank 3. by subway
1. P. E. 2. Tuesdays, play sports
4. fire station 5. by bike 6. post office
3. class, across from 4. by bike
B.
D.
1. Where’s the pet shop?
1. True 2. False 3. True 4. False
2. How does he go to the bakery?
3. It’s between the post office and the fire station.
4. She goes there on foot.

C.
1. B: It’s across from the pet shop(fire station). /
B: She goes there by bus.
2. B: It’s next to the bank. / B: He goes there by car.
3. B: It’s between the hospital and the bakery. /

121
 Unit 1 Lesson 1 Name:

A Cut, mix, and spread the cards facedown.

B Turn over two cards. Then ask and answer.

What’s your My favorite day is

favorite day? Valentine’s Day.

u!
k yo
Than

Valentine’s Day Mother’s Day Earth Day

Thanksgiving Halloween Christmas Day

122 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 1 Lesson 2 Name:

Look, match, and write.

c
e
a

1. wear 2. make 3. open 4. eat 5. plant 6. hug

1. a wear a costume 2.

3. 4.

5. 6.

© Neungyule Education, Inc. · NE_Build & Grow 123

 Unit 2 Lesson 1 Name:

A Look and write.

B Draw your birthday party and write about it.

What’s the date today? What’s the date today?

It’s . It’s .

April

What’s the today? What’s the today?

It’s . It’s .

Draw your birthday party.

? When is your birthday?

. .

124 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

 Unit 2 Lesson 2 Name:

How’s the weather? Unscramble, write, and draw.

1. nyusn → sunny

How’s the weather? It’s sunny .

2. ycoldu →

How’s the weather? It’s .

3. gyfgo →

How’s the weather? It’s .

4. ywndi →

How’s the weather? It’s .

5. iyarn →

How’s the weather? It’s .

6. woysn →

How’s the weather? It’s .

© Neungyule Education, Inc. · NE_Build & Grow 125

 Unit 3 Lesson 1 Name:

A Write a fruit or vegetable name in each space.

B Play bingo with your friend. The first student who gets
three in a row wins.

lemons, grapes, watermelons, mushrooms, pumpkins, cucumbers,

apples, oranges, bananas, carrots, onions, potatoes

126 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 3 Lesson 2 Name:

A Circle three foods. Then draw and write.

ham sausages
bacon butter
cheese yogurt

I have , , and .

B Ask and answer.

Do you have any ham?

Yes, I do.

© Neungyule Education, Inc. · NE_Build & Grow 127

 Unit 4 Lesson 1 Name:

What does each person do? Cut, glue, and write.

Glue here. Glue here.

1. He’s a(n) . 2. She’s a(n) .

Glue here. Glue here.

3. He’s a(n) . 4. She’s a(n) .

Glue here. Glue here.

5. He’s a(n) . 6. She’s a(n) .

128 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 4 Lesson 2 Name:

Flip a coin. Then ask and answer.

What do architects do? They design buildings.

Move 1 space. Move 2 spaces.

© Neungyule Education, Inc. · NE_Build & Grow 129

 Unit 5 Lesson 1 Name:

Look and fill in the letters.

1.

Is she t ? Yes, she is.

2.
Is he y ? No, he isn’t.

He’s .

3.

Is he h ?

Yes, he is.

4.

Are they p ?

Yes, they are.

5.
Are they s ? No, they aren’t.

They’re .

6.
Are they o ? No, they aren’t.

They’re .

130 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 5 Lesson 2 Name:

Student

A Read this to your friend.

My name is Danny. I live in New York with my family. My dad is
tall. He has short, straight hair. My mom is short. She has long,
curly hair. My sister Jenny is really cute. She has big eyes. She
also has freckles and a round face.

B Listen and correct.

My name is Annie. I have three best friends. Ken is tall and
handsome. He has short, curly hair. Emily is short and pretty.
She has blond, straight hair. Jake is short. He has a beard and a
round face.

Student

A Listen and correct.

My name is Danny. I live in New York with my family. My dad
is tall. He has short, curly hair. My mom is short. She has long,
straight hair. My sister Jenny is really cute. She has small eyes.
She also has freckles and a round face.

B Read this to your friend.

My name is Annie. I have three best friends. Ken is tall and
handsome. He has short, straight hair. Emily is tall and pretty.
She has blond, curly hair. Jake is short. He has freckles and a
round face.

© Neungyule Education, Inc. · NE_Build & Grow 131

 Unit 6 Lesson 1 Name:

A Write an object name in each space.

B Play bingo with your friend. The first student who gets
three in a row wins.

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

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

132 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 6 Lesson 2 Name:

A Flick a coin.
B Ask and answer. Then color. What are you I’m wearing a
wearing? T-shirt.

coin here.
Put your

Student B
coin here.
Put your

Student A

© Neungyule Education, Inc. · NE_Build & Grow 133

 Unit 7 Lesson 1 Name:

Flip a coin. Then ask and answer.

Move 1 space. Move 2 spaces.

Monday Tuesday Wednesday Thursday

Friday

Tuesday

Go
Again
Monday
Go Forward
When do you I have music
have music? Three
on Monday.
Spaces
Monday

Lose a
Turn

Friday Thursday Wednesday Tuesday

Go Forward
Two
Spaces

134 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

Unit 7 Lesson 2 Name:

Match and write.

1. What does he do in P.E.

class?
.

2. What does he do in He plays

social studies class?
sports .

3. What does she do in

art class? .

4. What does she do in

science class? .

5. What does she do in

music class? .

6. What does he do in
.
math class?

© Neungyule Education, Inc. · NE_Build & Grow 135

 Unit 8 Lesson 1 Name:

A Draw a bakery, fire station, post office, hospital, bank,

and pet shop.

1 2 3

4 5 6

B Write about your map.

1. Where’s the ? It’s across from the .
2. Where’s the ?

It’s between the and the .

3. Where’s the ? It’s next to the .
4. Where’s the ?

It’s across from the and next to the .

5. Where’s the ?

It’s between the and the .

6. Where’s the ?

It’s across from the and next to the .

136 Worksheets • © Neungyule Education, Inc. · NE_Build & Grow

 Unit 8 Lesson 2 Name:

How does Ming go to each place? Follow the lines and

write.

1. She goes to the

post office by bike .

2. She goes to the

.

3. She goes to the

.

4. She goes to the

.

5. She goes to the

.

6. She goes to the

.
© Neungyule Education, Inc. · NE_Build & Grow 137
 Unit 1 Test Page 1
Name:

A Listen and choose. 126

1. 2. 3.
a Christmas Day a Thanksgiving a Halloween
b Earth Day b Valentine’s Day b Christmas Day
c Mother’s Day c Halloween c Thanksgiving
d Valentine’s Day d Mother’s Day d Earth Day

4. 5. 6.
a Halloween a Earth Day a Mother’s Day
b Valentine’s Day b Mother’s Day b Halloween
c Earth Day c Thanksgiving c Christmas Day
d Thanksgiving d Christmas Day d Valentine’s Day

B Read and number.

My favorite day is What’s your What do you

I make cards.
Valentine’s Day. favorite day? do on that day?

C Look and write.

1.
What’s his favorite day?
favorite day is .

2.
What’s her favorite day?
favorite day is .

138 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Unit 1 Test Page 2
Name:

D Look and write.

eat turkey wear a costume open presents hug my mom

1. Mother’s Day 2. Thanksgiving 3. Christmas Day 4. Halloween

E Look at D and write.

1. What do you do on Mother’s Day? 2. What do you do ?

I . I .
3. What do you do ? 4. What do you do ?

. .

F Read and circle.

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

G Look and write. hug / hugs open / opens

1.
does she do on Christmas Day?

She presents.

2.
What does he on Mother's Day?

He his mom.

© Neungyule Education, Inc. · NE_Build & Grow 139

 Unit 2 Test Page 1
Name:

A Listen and match. 127

1. It’s April 1st.

2. It’s June 2nd.

3. It’s October 14th.

4. It’s February 10th.

5. It’s August 23rd.

6. It’s November 30th.

B Look and write.

1. 2.

What’s the today? is your birthday?

. .

C Look and choose.

1. 2.
a windy a foggy
b cloudy b sunny
c snowy c windy
d sunny d rainy

3. 4.
a sunny a foggy
b cloudy b windy
c rainy c snowy
d snowy d rainy

140 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Unit 2 Test Page 2
Name:

D Look and write.

1. 2. 3.

How’s the weather the How’s the

today? weather today? today?
It’s . It’s . It’s .

E Look and write.

1. the date today?

It’s 5th.
2. What’s the date ?

It’s .

3. How’s the weather in New York?

New York .
4. the in London?
London
It’s rainy.

F Circle and write.

1.
What’s the date today?
.

2.
How’s the weather today?
.

© Neungyule Education, Inc. · NE_Build & Grow 141

 Unit 3 Test Page 1
Name:

A Look and number.

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

B Look and write.

1. 2.

He has . She doesn’t have

.
3. 4.

He has . She doesn’t have

.
C Look and write.
1. I have lemons.
Yes
1 2 3 4
2. I have grapes. No
3. Do you have any mushrooms? I
some
, .
any
4. Do you have any cucumbers? don’t
do
, .

142 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Unit 3 Test Page 2
Name:

D What does he/she have? Listen and circle. 128

1. 2. 3.

E Look and write.

Tom
does
1.
Does Tom have ? any
she
Yes, .
cheese
2. Amy doesn’t
Does Amy have sausages?
No
, . he

F Read and circle.

1. He (has / doesn’t have) some cucumbers.
2. She (has / doesn’t have) any butter.

G Look and write.

ham she have doesn’t has mushrooms What

1. does he ?

He some .
2. Does she any ?

No, .

© Neungyule Education, Inc. · NE_Build & Grow 143

 Unit 4 Test Page 1
Name:

A Read and match.

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

repair fly deliver take design take care

cars planes letters pictures buildings of teeth

B Look and write.

1. 2. 3.

? What does she do? ?

She’s an architect. . She’s a .

4. 5. 6.

? What does he do? ?

He’s a pilot. . He’s a .

C Listen and write. 129

1. What does Alex do? 2. What does Ashley do?

He’s a . She’s a .
3. What does Tom do? 4. What does Jane do?
. .
144 Tests • © Neungyule Education, Inc. · NE_Build & Grow
Unit 4 Test Page 2
Name:

D Look and write.

1. 2. 3.

He’s a . She’s an . He’s a .

He takes She designs He takes care of
. . .

E Look and match.

1.
What do pilots do? They repair cars.

2.
What do mechanics
They fly planes.
do?
3.
What do postal
They deliver letters.
workers do?

F Read and write.

1. What do photographers do? They .
2. What do architects do? .
3. What do dentists do? .

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

1. does your mom do?

a .
2. do do?

planes.

© Neungyule Education, Inc. · NE_Build & Grow 145

 Midterm Test Page 1
Name:

A Look and choose.

1. 2.
a rainy a sunny
b sunny b foggy
c windy c snowy
d snowy d rainy

3. 4.
a grapes a pilot
b watermelons b dentist
c lemons c mechanic
d cucumbers d architect

5. 6.
a Halloween a take pictures
b Thanksgiving b repair cars
c Christmas Day c deliver letters
d Earth Day d fly planes

7. 8.
a pumpkins a plant trees
b watermelons b make cards
c grapes c eat turkey
d mushrooms d open presents

B Listen and write. 130

1. 2.

3. 4.

5. 6.

146 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Midterm Test Page 2
Name:

C Read and choose.

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

b It’s May 1st. b She’s a photographer.

3. Do you have any pumpkins? 4. How’s the weather today?

a Yes, I am. a It’s Valentine’s Day.

b No, I don’t. b It’s rainy and cloudy.

5. What does Jake do? 6. What’s your favorite day?

a He’s a postal worker. a I hug my mom.

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

D Look and write.

1. Does she have any 2.
Does he have any
bacon?
cheese?
,
, .
.
3. 4.
How’s the weather in
Seoul? in London?
. It's .

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

© Neungyule Education, Inc. · NE_Build & Grow 147

 Midterm Test Page 3
Name:

E Listen and circle. 131

1. 2.

3. 4.

5. 6.

F Look and write.

1. When is your birthday?
1 2
It’s .
2. When is Christmas Day?

.
3 4
3. Does he have any yogurt?

, .
4. Does he have ?

Yes, .

G Look and write. lemons bacon

1.
He has some butter, but .

2.
, but she doesn’t have any grapes.

148 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Midterm Test Page 4
Name:

H Read and match.

1. How’s the weather in Paris? a I wear a costume.

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

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

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

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

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

I Look and write.

hugs Mother’s Day his mom What What’s

1. his favorite day?

His favorite day is .

2. does he do on that day?

He .

architect buildings do does design What

3. she do?

She’s an .
4. architects do?

They .

© Neungyule Education, Inc. · NE_Build & Grow 149

 Unit 5 Test Page 1
Name:

A Look and choose.

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

4. straight hair 5. short hair 6. freckles

a b a b
a b

B Look and write. aren’t he is Is they she are tall Yes

1. 2.
Is she pretty? handsome?
Yes, . Yes, he is.

3. 4.
Are they short? Are they old?

No, . Yes, .

5. 6.
Is he young? ?

, . No, she isn’t.

C Look and write. a round face curly hair

1. 2.
What does he look like? ?

. He has .

150 Tests • © Neungyule Education, Inc. · NE_Build & Grow

 Unit 5 Test Page 2
Name:

D Look and choose.

1. 2. 3.

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

b He’s short. b She has freckles. b He’s old.
c He has long hair. c She’s tall. c He has straight hair.

E Listen and number. 132

b e
c
f

F Look and write.

1.
does he ? Are they
He’s . look like
handsome
2.
tall? What
Yes, . they are

G Look and write.

What does she look like?

?
She’s . She has .
.

© Neungyule Education, Inc. · NE_Build & Grow 151

 Unit 6 Test Page 1
Name:

A Look and choose.

1. 2.
a key a watch
b glasses b earring
c earring c glasses
d lunchbox d cell phone

3. 4.
a earring a key
b watch b lunchbox
c key c cell phone
d glasses d watch

B Look and write. glasses key Whose It’s

Whose
1.  is it?
It’s Ryan’s .
2. watch is it?
It’s watch.
3. Whose are they?
Ryan Sam They’re .
Ava Tina 4. earring is it?
earring.

C Look and match.

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

skirt T-shirt jacket jeans socks shorts

152 Tests • © Neungyule Education, Inc. · NE_Build & Grow
Unit 6 Test Page 2
Name:

D Look and write. dress He’s I’m wearing sneakers What

It's me. 1. What are you ?

wearing a .
2. is he wearing?

wearing .

E Listen and number. 133

a c
b d

F Look and write.

1. 2.
Whose watch is it? Whose glasses are they?
. .

3. 4.
? What are you wearing?

I’m wearing shorts. .

G Look and write.

1. ?
I'm Brian.
It’s Brian’s lunchbox.
2. ?

He’s wearing a T-shirt and jeans.

© Neungyule Education, Inc. · NE_Build & Grow 153

 Unit 7 Test Page 1
Name:

A Look and write.

art math music science P.E. social studies

1. 2. 3.

4. 5. 6.

B Look and write.

Eric Grace When
1.  do you have ?
(Me) (My sister)
Monday math art
on Wednesday.
Tuesday P.E. math 2. science?
social
Wednesday art
studies I have science .
Thursday science science 3. When does she have ?
Friday music P.E.
on Tuesday.

C Listen and number. 134

35x3=
42x5=

154 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Unit 7 Test Page 2
Name:

D Read and write.

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

I . I .

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

. .

E Look and write.

1. 2.

What does she do in math class? ?

. He paints pictures.

F Read and match.

1. Do you like music? a I sing songs.

2. When do you have music? b Of course. I love music.

3. What do you do in music class? c I have music on Monday.

G Look and write.

1. When does he have science?

2. What does he do in science class?

.
© Neungyule Education, Inc. · NE_Build & Grow 155
 Unit 8 Test Page 1
Name:

A Listen and number. 135

B Look at A and write.

across from next to

1. Where’s the pet shop? It’s the bank.

2. Where’s the bank? It’s the fire station.
3. Where’s the hospital? It’s the bakery.
4. Where’s the post office? It’s the fire station.

C Look and write.

Excuse Thanks post office Where’s

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

3. .

156 Tests • © Neungyule Education, Inc. · NE_Build & Grow

Unit 8 Test Page 2
Name:

D Look and match.

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

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

E Look and write.

1 2

1. I go to the bakery .

I
2.  by bus.
3 4
Tia
3.  goes to the hospital .

Ben
4.  by subway.

F Look at E and write.

1. How do you to the bakery? I there .

2. How do you to the post office? I there .

G Look and write.

1. Where’s the pet shop?

2. How does he go there?

.
© Neungyule Education, Inc. · NE_Build & Grow 157
 Final Test Page 1
Name:

A Listen and number. Then match. 136

shorts jacket handsome freckles

read maps fly planes repair cars play sports

B Look and write.

butter eat turkey architect sing songs

grapes plant trees dentist do experiments

1. 2. 3. 4.

5. 6. 7. 8.

158 Tests • © Neungyule Education, Inc. · NE_Build & Grow

 Final Test Page 2
Name:

C Look and write.

1. 2.

Is he young? Is he tall?

, . , .

3. 4.

What does he do in art class? ?

. She solves math problems.

5. 6.

Does he have any cheese? Does she have any lemons?

, . , .

7. 8.

When does he have math? ?

. She has social studies on Thursday.

© Neungyule Education, Inc. · NE_Build & Grow 159

 Final Test Page 3
Name:

D Look and write.

bakery goes
between next to
by car by taxi
Where’s How

Where’s the fire

1.  station? It’s the bank.
2. How does he go there? He there .
3.  the post office? It’s the hospital and the
.
4. does she go there? She there .

E Listen and number. 137

F Look and write.

1. Kat 2. Sa 3.
e lly Ke
n

Whose watch is it? ? Whose glasses are they?

. They’re Sally’s sneakers. .

160 Tests • © Neungyule Education, Inc. · NE_Build & Grow

 Final Test Page 4
Name:

G Read and match.

1. What’s the date today? a It’s cloudy.

2. What does he do? b I’m wearing a dress.

3. What’s your favorite day? c It’s July 2nd.

4. What are you wearing? d He’s a postal worker.

5. What does he have? e My favorite day is Thanksgiving.

6. How’s the weather today? f He has some watermelons.

H Look and write.

1.
What do you do on ?

I wear a .

2.
What do do?

They take .

3.
When do you have ?

I have on .

4.
How do you go to the ?

I go there .

© Neungyule Education, Inc. · NE_Build & Grow 161

 Test Answer Key
2. When is your birthday? E. Look and write.
Unit 1
It's March 20th. 1. Does Tom have any cheese?
A. Listen and choose. Yes, he does.
126
C. Look and choose.
1. Mother's Day (ⓒ) 2. Does Amy have any sausages?
1. ⓓ 2. ⓒ
2. Halloween (ⓒ) No, she doesn't.
3. ⓑ 4. ⓐ
3. Christmas Day (ⓑ) F. Read and circle.
4. Thanksgiving (ⓓ) D. Look and write.
1. has
5. Earth Day (ⓐ) 1. How's the weather today?
2. doesn't have
6. Valentine's Day (ⓓ) It’s rainy.
2. How's the weather today? G. Look and write.
B. Read and number It's sunny. 1. What does he have?
4-2-1-3 3. How's the weather today? He has some mushrooms.
C. Look and write. It's snowy. 2. Does she have any ham?
1. His favorite day is Earth Day. No, she doesn't.
E. Look and write.
2. Her favorite day is Halloween. 1. What's the date today?
D. Look and write. It's July 5th. Unit 4
1. hug my mom 2. What's the date today?
2. eat turkey It's July 7th. A. Read and match.
3. open presents 3. How's the weather in New York? 1. design buildings
4. wear a costume It's snowy. 2. fly planes
4. How's the weather in London? 3. take care of teeth
E. Look at D and write. 4. repair cars
It's rainy.
1. What do you do on Mother's Day? 5. take pictures
I hug my mom. F. Circle and write.
6. deliver letters
2. What do you do on Thanksgiving? 1. It's March 31st / May 18th.
I eat turkey. 2. It's sunny / windy. B. Look and write.
3. What do you do on Christmas Day? 1. What does she do?
I open presents. She's an architect.
Unit 3 2. What does she do?
4. What do you do on Halloween?
I wear a costume. She's a postal worker.
A. Look and number.
3. What does she do?
F. Read and circle. 6-3-1-5-4-2
She's a dentist.
1. wears 2. make B. Look and write. 4. What does he do?
3. eats 4. plants 1. He has some cheese. He's a pilot.
G. Look and write. 2. She doesn't have any lemons. 5. What does he do?
1. What does she do on Christmas Day? 3. He has some watermelons. He's a photographer.
She opens presents. 4. She doesn't have any bacon. 6. What does he do?
2. What does he do on Mother's Day? He's a mechanic.
C. Look and write.
He hugs his mom. 1. I have some lemons. C. Listen and write. 129

2. I don't have any grapes. 1. My name is Alex. I'm a dentist. /

3. Do you have any mushrooms? (What does Alex do? He's a dentist.)
Unit 2
Yes, I do. 2. My name is Ashley. I'm a mechanic. /
A. Listen and match. 127 4. Do you have any cucumbers? (What does Ashley do?
1. It’s February 2nd. No, I don't. She's a mechanic.)
2. It’s November 30th. 3. My name is Tom. I'm an architect. /
D. What does he/she have? Listen and
3. It’s April 23rd. (What does Tom do?
circle. 128
4. It’s August 10th. He's an architect.)
1. A: What does she have?
5. It’s October 1st. 4. My name is Jane. I'm a pilot. /
B: She has some yogurt. (2nd picture)
6. It’s June 14th. (What does Jane do? She’s a pilot.)
2. He has some lemons, but he doesn't
B. Look and write. have any grapes. (1st picture) D. Look and write.
1. What’s the date today? 3. A: Does she have any sausages? 1. He's a photographer.
It's January 1st. B: Yes, she does. (2nd picture) He takes pictures.
2. She's an architect.

162 Test Answer Key

 She designs buildings. 4. A: What's the date today? C. Look and write.
3. He's a dentist. B: It's February 1st. (1st picture) 1. What does he look like?
He takes care of teeth. 5. A: How's the weather today? He has curly hair.
B: It's sunny. (1st picture) 2. What does he look like?
E. Look and match.
6. A: What do you do on Valentine's He has a round face.
1. What do mechanics do?
Day?
They repair cars. D. Look and choose.
B: I make cards. (1st picture)
2. What do postal workers do? 1. ⓒ 2. ⓑ
They deliver letters. F. Look and write. 3. ⓑ
3. What do pilots do? 1. When is your birthday?
E. Listen and number. 132
They fly planes. It's August 11th.
1. A: What does she look like?
2. When is Christmas Day?
F. Read and write. B: She has big eyes and long hair. (ⓓ)
It's December 25th.
1. They take pictures. 2. A: What does he look like?
3. Does he have any yogurt?
2. They design buildings. B: He has a beard. (ⓕ)
No, he doesn't.
3. They take care of teeth. 3. A: What does she look like?
4. Does he have any sausages?
B: She has short, straight hair. (ⓒ)
G. Look and write. Yes, he does.
4. A: What does he look like?
1. What does your mom do?
G. Look and write. B: He's short and has curly hair. (ⓐ)
She's a pilot.
1. He has some butter, but he doesn't
2. What do pilots do? F. Look and write.
have any bacon.
They fly planes. 1. What does he look like?
2. She has some lemons, but she doesn't
He’s handsome.
have any grapes.
2. Are they tall?
Midterm Test H. Read and match. Yes, they are.
1. ⓓ 2. ⓑ
A. Look and choose. G. Look and write.
3. ⓔ 4. ⓕ
1. ⓓ 2. ⓑ She's short. She has long/straight hair.
5. ⓒ 6. ⓐ
3. ⓓ 4. ⓐ
5. ⓒ 6. ⓐ I. Look and write.
7. ⓐ 8. ⓒ 1. What's his favorite day? Unit 6
His favorite day is Mother's Day.
B. Listen and write. 130 A. Look and choose.
2. What does he do on that day?
1. ham 2. yogurt 1. ⓒ 2. ⓓ
He hugs his mom.
3. dentist 4. lemon 3. ⓓ 4. ⓑ
3. What does she do?
5. butter 6. Halloween
She's an architect. B. Look and write.
C. Read and choose. 4. What do architects do? 1. Whose key is it? It's Ryan's key.
1. ⓑ 2. ⓐ They design buildings. 2. Whose watch is it? It's Sam's watch.
3. ⓑ 4. ⓑ 3. Whose glasses are they?
5. ⓐ 6. ⓑ They're Ava's glasses.
Unit 5 4. Whose earring is it?
D. Look and write.
A. Look and choose. It's Tina's earring.
1. Does she have any bacon?
No, she doesn't. 1. ⓐ 2. ⓐ C. Look and match.
2. Does he have any cheese? 3. ⓑ 4. ⓑ 1. jeans 2. skirt
Yes, he does. 5. ⓐ 6. ⓑ 3. jacket 4. shorts
3. How's the weather in Seoul? B. Look and write. 5. T-shirt 6. socks
It's windy. 1. Is she pretty? D. Look and write.
4. How's the weather in London? Yes, she is. 1. What are you wearing?
It's rainy. 2. Is he handsome? I'm wearing a dress.
5. What do mechanics do? Yes, he is. 2. What is he wearing?
They repair cars. 3. Are they short? He's wearing sneakers.
6. What do dentists do? No, they aren't.
They take care of teeth. 4. Are they old? E. Listen and number. 133

Yes, they are. 1. She's wearing a brown skirt. (ⓑ)

E. Listen and circle. 131
5. Is he young? 2. She's wearing a yellow T-shirt. (ⓒ)
1. She has some watermelons.
Yes, he is. 3. She's wearing blue jeans. (ⓓ)
(1st picture)
6. Is she tall? 4. She's wearing a pink jacket. (ⓐ)
2. He doesn't have any ham.
(2nd picture) No, she isn't. F. Look and write.
3. A: When is your birthday? 1. Whose watch is it?
B: It's November 3rd. (2nd picture) It's Jim's watch.

163
2. Whose glasses are they? B. Look at A and write. 6. Does she have any lemons?
They're Cindy's glasses. 1. It's next to the bank. No, she doesn't.
3. What are you wearing? 2. It's across from the fire station. 7. When does he have math?
I'm wearing shorts. 3. It's across from the bakery. He has math on Tuesday.
4. What are you wearing? 4. It's next to the fire station. 8. When does she have social studies?
I'm wearing a dress. She has social studies on Thursday.
C. Look and write.
G. Look and write. 1. Excuse me. Where’s the bakery? D. Look and write.
1. Whose lunchbox is it? 2. It's between the bank and the post 1. Where's the fire station? It's next to
2. What's he wearing? office. the bank.
3. Thanks. 2. How does he go there? He goes there
by car.
Unit 7 D. Look and match.
3. Where's the post office? It's between
1. by taxi 2. by subway
the hospital and the bakery.
A. Look and write. 3. by bus 4. by car
4. How does she go there? She goes
1. math 2. P.E. 5. on foot 6. by bike
there by taxi.
3. social studies 4. music
E. Look and write.
5. art 6. science E. Listen and number. 137
1. I go to the bakery on foot.
B. Look and write. 1. A: What does he look like?
2. I go to the post office by bus.
1. When do you have art? B: He has a beard. (2nd picture)
3. Tia goes to the hospital by taxi.
I have art on Wednesday. 2. A: What's she wearing?
4. Ben goes to the pet shop by subway.
2. When do you have science? B: She's wearing a T-shirt and a skirt.
F. Look at E and write. (3rd picture)
I have science on Thursday.
1. How do you go to the bakery? 3. A: What's he wearing?
3. When does she have math?
I go there on foot. B: He's wearing a T-shirt and shorts.
She has math on Tuesday.
2. How do you go to the post office? (1st picture)
C. Listen and number. 134 I go there by bus. 4. A: What does she look like?
1. read maps (4th picture) B: She has long, curly hair.
G. Look and write.
2. paint pictures (1st picture) (4th picture)
1. It's next to the bank.
3. play sports (3rd picture)
2. He goes there by bike. F. Look and write.
4. do experiments (2nd picture)
1. Whose watch is it?
5. solve math problems (5th picture)
It's Kate's watch.
D. Read and write. Final Test 2. Whose sneakers are they?
1. I sing songs. They're Sally's sneakers.
A. Listen and number. Then match.
2. I paint pictures. 3. Whose glasses are they?
136
3. I play sports. They're Ken's glasses.
1. freckles (top, 2nd picture)
4. I do experiments.
2. jacket (top, 1st picture) G. Read and match.
E. Look and write. 3. shorts (top, 3rd picture) 1. ⓒ 2. ⓓ
1. What does she do in math class? 4. handsome (top, 4th picture) 3. ⓔ 4. ⓑ
She solves math problems. 5. read maps (bottom, 3rd picture) 5. ⓕ 6. ⓐ
2. What does he do in art class? 6. play sports (bottom, 1st picture)
H. Look and write.
He paints pictures. 7. repair cars (bottom, 2nd picture)
1. What do you do on Halloween?
8. fly planes (bottom, 4th picture)
F. Read and match. I wear a costume.
1. ⓑ 2. ⓒ B. Look and write. 2. What do photographers do?
3. ⓐ 1. dentist 2. plant trees They take pictures.
3. sing songs 4. grapes 3. When do you have science?
G. Look and write.
5. architect 6. butter I have science on Monday.
1. He has science on Wednesday.
7. eat turkey 8. do experiments 4. How do you go to the bakery?
2. He does experiments.
C. Look and write. I go there by bike.
1. Is he young?
Unit 8 No, he isn't.
2. Is he tall?
A. Listen and number. 135
Yes, he is.
1. bank (bottom, 2nd picture)
3. What does he do in art class?
2. pet shop (bottom, 3rd picture)
He paints pictures.
3. hospital (top, 1st picture)
4. What does she do in math class?
4. post office (top, 3rd picture)
She solves math problems.
5. bakery (bottom, 1st picture)
5. Does he have any cheese?
6. fire station (top, 2nd picture)
Yes, he does.

164 Test Answer Key