New

New
Frontiers
Teacher’s Guide
1
A1 Beginner
Sc o p e a n d S e q u e n c e
Introduction Page 5
Unit / Page Vocabulary Grammar & Structures Listening

Family Personal pronouns Identify family
We’re a Family
1
Extended family Present be verbs (affirmative) members
Jobs & personal information Present be verbs
Page 10
Basic descriptions (yes / no questions)
School supplies Present simple (negatives) Understand who

Back to School
2
School faculty Present be verbs (Wh- the people at
School equipment questions) school are
Page 22 School subjects Basic prepositions of time
Page 34 Review 1-2 and place
Rooms in a home There is / are Understand when
My House, My Home
3
Furniture Basic prepositions of place people talk about
Living spaces where things are in
Parts of a house a house
Page 36
Modes of transportation Telling time Understand a
What Time Is It?
4
Routine activities What time and when schedule
Time of the day, week, questions
Page 48 month, and year Prepositions of time
Page 60 Review 3-4
Hobbies Adverbs of frequency Listen to people talk
Time to Play!
5
Instruments play vs do for sports about their free-
Sports Present simple time activities
Page 62 Games Time phrases
Appearance Present simple (has / have) Understand a basic

Looking Good!
6
Clothing Present continuous description of
Seasonal clothing Adjectives joined with and someone’s
Page 74 The weather appearance
Page 86 Review 5-6
Kinds of foods I would like Understand likes
What’s for Lunch?
7
Ingredients Countable and uncountable and dislikes
Quantifiers for food nouns
Expressions for ordering much / many
Page 88
Indoor chores Present continuous Identify the chores
Busy on the Weekend
8
Outdoor chores can / can’t people are doing
Page 100
Page 112 Review 7-8
Places around town Past be verbs (was / were) Describe past
What Did You Do?
9
Errands Simple past events
Arrangements
Page 114 Emotions
Weather conditions Time clauses Understand a

Sun’s Out!
10
Weather forecasts Future be going to weather forecast
Page 126 Seasonal activities
Page 138 Review 9-10
2
Grammar Reference Page 140 Wordlist Page 144
Speaking Reading Writing Pronunciation Project

Ask and answer Talk about family Write about family Introduction to Your Family Tree
personal questions members’ jobs members vowel sounds (1)
Talk about the things in Describe the things Write about what you Introduction to Club Notice
your classroom you need for school need for class vowel sounds (2)
Talk about what is in a Read about homes Write a description of /ʃ/ vs /tʃ/ Dream House
house around the world what’s in your house Builder
Talk about your routine Read about modes of Write a daily schedule /ə/ Your Daily
transportation Schedule
Have a conversation Read and respond to Read an email and /Ɵ/ and /ð/ Social Media
about hobbies a simple text about write a reply Post
hobbies
Ask and answer Learn about the Describe your /I/ vs /i/ Find the Thief!
questions about what clothes people wear appearance in a
someone looks like in other countries message
Order food in a Read about Write about the food Plural sounds /s/, Healthy Eating
restaurant interesting street food you eat /z/, & /iz/ Survey
Talk about outdoor Read about people in Describe what people Expansion: /ə/ Helping Others
chores and activities different time zones are doing
Talk about weekend Read about a Write about how a /dʒ/ vs /g/ Storytelling
activities fantastic weekend trip past experience made
you feel
Talk about what you do Learn about different Write a party /n/ vs /ŋ/ Trip Planning
in different seasons weather conditions invitation
3
How to Use
QR Codes
Audio
Scan the QR Code at the
start of each lesson to get
the audio for the unit.
Video
Scan the QR Code on Project Lessons
to link to our animated shorts.
CD-ROM
You can access the audio and videos via the CD-ROM included with
the Student Book. You will also find links to other bonus materials.
Comics Class Booster

Every animated short comes with a companion comic. Every lesson has a digital supplemental
lesson on the Class Booster platform.
Use the CD-ROM or download from
www.playbigbox.com/download/classbooster
to enjoy additional activities and fun games.
Download the comics at www.compasspub.com/newfrontiers1

4
Alphabet
Introduction MY NAME IS… 3 Listen and repeat. Then write the letters.
• Read the alphabet aloud.
00-02
1 Listen and repeat. 00-01
Hi. My name’s Tom.

Scan for Audio
• Ask students to repeat what you say aloud.
My name is Jon.
What’s your name?
Nice to meet
Hello, Tom. I’m Jessie. • Tell students to trace the letters.
Hi. I’m Sarah. My name’s Ellie. Nice to meet you.
you, too.
Extra Practice Writing in Cursive

Ask students to practice writing words in cursive. Ask
Focus them to write the following:
2 Talk with a partner. - Name
Hi! I’
m Jack. What’s your name? - Address
- Parents’ names
Hello! My name is Susan.
Nice to meet you. - Friends’ names
- The teacher’s name
Alphabet Nice to meet you, too.
3 Listen and repeat. Then write the letters. 00-02
4 Talk with a partner.

Aa Bb Cc Dd Ee Ff Gg Hh Ii • Read the short conversation aloud or ask two students
to read the short conversation aloud.
• Ask students to practice the conversations with a
Jj Kk Ll Mm Nn Oo Pp Qq partner.
• Tell students to practice the conversation again but with
their own names.
Rr Ss Tt Uu Vv Ww Xx Yy Zz
5 Introduce yourself to three classmates. Write
their names.
4 Talk with a partner. 5 Introduce yourself to three classmates.
Write their names. • Introduce yourself to a student.
How do you spell
S-U-S-A-N
1. ____________________________________ • Ask your student to introduce him/herself.
your first name?
2. ____________________________________ • Write the student’s name on the board.
3. ____________________________________
• Tell students to practice introducing themselves with the
How do you spell H-E-R-N-A-N-D-E-Z
NOTE
your last name? Your last name is also called your surname or family name. rest of the class.
5 • Tell students to write their classmates’ names down.
Untitled-2 5 2019-04-16 �� 10:06:33
Teacher’s Note
Introduction Helpful Notes
New Frontiers A1 is designed for teenaged beginner-level “Notes“ are added throughout units to provide extra
English learners. The introduction unit is designed to information and insight. Use them to your advantage.
help assess each student’s starting capabilities. It is also
designed as an icebreaker for new classmates.
Scan the QR code to download the Introduction

audio.
• Listen to the audio.

• Ask students to repeat aloud after the audio.
• Practice again. This time, ask students to use their own
names.
Focus
• Read the short conversation aloud or ask two students
• Ask students to practice the conversation with a partner.
their own names.
5
Numbers
Numbers
• Practice again. This time, practice by saying numbers
10 ten 30 thirty
between 30 and 100 and asking students to write 11 eleven 40 forty
down the numbers you say. 12 twelve 50 fifty
• Practice again with larger numbers. 13 thirteen 60 sixty

14 fourteen 70 seventy
15 fifteen 80 eighty
Teacher’s Note 16 sixteen 90 ninety
17 seventeen 100 one hundred
Different Ways to Read Numbers 18 eighteen 1,000 one thousand
Explain that there are many ways to say different 19 nineteen 10,000 ten thousand
20 twenty 1,000,000 one million
numbers.
NOTE
There are different ways to say certain numbers
when giving your address or phone number.
0 = zero / oh
• 2,500 can be read as two thousand five hundred or 33 = thirty three / three-three
twenty-five hundred. 7 Listen and repeat. Use the numbers to talk with a partner. 00-04
• 250,000 can be read as two hundred and fifty

A What’
s your phone number? B How old are you?
thousand or a quarter million.
• 1,500,000 can be read as one million five hundred I’
m 16.
It’
s 019-5490-6833
thousand or 1.5 million. 587-1598-6673 12 14
353-8006-9915 16 18
774-3488-0122 34 46
7 L isten and repeat. Use the numbers to talk with a

partner. 00-04 8 Listen and repeat. Then talk with a partner. 00-05
• Listen to the audio. 1 first

What grade are you in?
second
• Ask students to repeat aloud after the audio. 2
3 third
• Practice again. This time, ask students to use one of the 4 fourth I’
m in the seventh grade.
given numbers. 5 fifth

sixth
6
• Practice again. This time, ask students to use their own 7 seventh
phone numbers and ages. 8 eighth

ninth
9
10 tenth
20 twentieth
8 Listen and repeat. Then talk with a partner. 6
00-05
Untitled-2 6 2019-04-16 �� 10:06:35

• Practice again. This time, ask students to use their own
grade.
• Practice again. This time, ask students to use different
grades or the grades of their friends and siblings.
6
10 T alk with a partner. Then ask about the color of
things in your classroom using this or that.
Colors
9 Listen and repeat. Then write the colors in the correct box. 00-06
yellow • Ask students to practice the conversation with a
partner.
• Ask students to practice by pointing at different things
orange in the classroom.
green
red blue Teacher’s Note
yellow green
Demonstratives
NOTE orange purple
This color is teal.
Can you guess any black Explain that demonstratives show where an object,
of the other colors?
red
event, or person is in relation to the speaker.
Near the Far from the

blue speaker speaker
black
adverb Here There
purple
Demonstrative This That
10 Talk with a partner. Then ask about the color of things in your classroom using this
or that. with singular
nouns &
What color is this? uncountable
It’s black. nouns
Demonstratives These Those
with plural
nouns &
countable
nouns
NOTE
Use this for things that are close
Extra Practice What Color is It?
and that for things that are far.
7 If students cannot find enough items in the classroom
Untitled-2 7 2019-04-16 �� 10:06:36
to ask questions about, ask students to describe the
color of commonly known things.
Colors A country’s flag, animals, flowers, etc.

9 L isten and repeat. Then write the colors in the
correct box. 00-06

• Practice again. This time, ask students to guess the
names of other colors on the wheel.
Answer Key
From left to right, top to bottom
yellow, orange, green, red, blue, purple, black
Teacher’s Note
Other Colors
Common colors that students might say or want to
know in this activity include:
olive, ochre, amber, gold, orange-red, maroon, navy,
cerulean, sky blue, turquoise, cyan, lime, silver, grey/
gray, plum, etc.
Also explain that many colors are very similar and may
be hard to distinguish even for native speakers, such as
violet and indigo, and tan and beige.
7
Countries & Nationalities
Countries & Nationalities
Country
• Practice again. Ask students if they know any other Brazil Canada Chile China Colombia Costa Rica Egypt
Nationality Brazilian Canadian Chilean Chinese Colombian Costa Rican Egyptian
countries and the nationality of people from those Country Japan Korea Mexico Peru Spain Thailand the United States
countries. Nationality Japanese Korean Mexican Peruvian Spanish Thai American
12 T alk with a partner or as a group. Look at the

flags. Guess the country. 12 Talk with a partner or as a group. Look at the flags. Guess the country.
Hint They are countries from the table above.
• Ask students to get in pairs or work with a group.
• Ask them to discuss what flags are from what countries.
• Give students time to make guesses. Point out the hint
in the book.
• If students are still unable to answer, tell students to ask South Korea Mexico Thailand Peru
other classmates or to look up the flags online.
Answer Key 13 Can you find the countries from the table on the map? Circle as many as you can.
Then talk with a partner.
From left to right
South Korea, Mexico, Thailand, Peru
Extra Practice Flags

If you live in an area where people are more likely to
know the national flags of their neighboring countries, Where are you from?
or the flags of well-known countries such as the United

I’
m from Korea.
States, Canada, the United Kingdom, Japan, etc., then
prepare those flags to give your students a quiz on
different nationalities. Where in Korea are you from?
I’
m from Seoul.
13 C an you find the countries from the table on the 8

map? Circle as many as you can. Then talk with a
partner.
Untitled-2 8 2019-04-16 �� 10:06:39
• Ask students to try and draw the locations of the given

countries in activity 11 on the map.
• Ask students how many they think they got right?
• If your students don’t know where most of the
countries are, ask them to talk with a partner and share
maps.
• Talk together as a class. Point to the locations as a class.
Find out who got the most right.
• Ask students to practice the conversation with a
partner.
their nationalities and home cities.
Answer Key
Please look at the map on the right.
8
15 R ead the questions.
Classroom Language • Read the questions to the students.
14 Listen and number. 00-08 15 Read the questions. • Ask students if they understand the questions.
How do you spell “board”? • Practice again. Ask students if they can ask you some
Can you repeat that? questions.
Can you say that again more
slowly?
7 listen 3 talk with a partner
How do you say “______________”
in English?
Farewells
What does “board” mean?
16 T alk with a partner.
How do you pronounce this word?
I have a question.
9 read 8 look at the board
What’s the answer to read the short conversation aloud.
to number four? • Ask students to practice the conversation with a
partner.
• Tell students to practice the conversation again but to
2 5
write open your books use different farewells.
4 speak 10 close your books
6 answer 1 watch
Farewells
See you later /
tomorrow / soon!
Take care!
Goodbye!
Bye!
Untitled-2 9 2019-04-16 �� 10:06:41
Classroom Language
Teacher’s Note
Classroom Language
Explain to students that this page is there to help them
when they need to understand a direction line or need
help asking questions.
14 L isten and number. 00-08

• Ask students to write the number next to the correct
picture.
• Practice again. Give the classroom commands. Ask
them to follow along.
• Ask students if they have any questions.
Answer Key
7. listen, 3. talk with a partner
9. read, 8. look at the board
2. write, 5. open your books
4. speak, 10. close your books
6. answer, 1. watch
9
Unit
1 WE’RE A FAMILY
This unit will give students the ability to talk about their
close family and to briefly describe their appearance and
jobs. it
Un
Scan the QR code to download the Unit 1 audio.
What you will do in this unit
Unit 1 AIMS
Lesson A: Identify family members
WE’RE A FAMILY
Lesson B: Talk about family members’ jobs
Lesson C: Ask and answer personal questions
Lesson D: Write about family members
Lesson E: Make a family tree
Target Skills
Lesson A: Listening
Lesson B: Reading
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
Target Vocabulary Scan for Audio

WHAT YOU WILL DO IN THIS UNIT
Lesson A Lesson B A Listening Identify family members
aunt artist B Reading Talk about family members’ jobs
brother chef C Speaking Ask and answer personal questions

cousin doctor
D Writing Write about family members
father farmer
grandfather pilot E Project Make a family tree
grandmother police officer
mother singer
sister soccer player 10
uncle
Untitled-2 10 2019-04-16 �� 10:06:45
Lesson C Lesson D
address big
age funny
birthday kind
email old
eye short
hair shy
name small
phone number smart
tall
young
10
be verbs (affirmative)
We use the verb be to show what something or someone is
doing. You can use be verbs to make an affirmative state-
ment.
Personal Pronouns Definition Example

I am I am a teacher.
He/She/It is He is a teacher.
You/We/They are We are teachers.
Unit 1 Discussion
Look at the photo and answer the questions.
• Ask students to look at the Unit 1 cover page.
• Then ask the class each question.
• Give corrections and ask follow-up questions.
• Ask students to talk with a partner. Have students take
turns asking their partner the questions.
Extra Practice More Discussion

Ask more questions about the family.
What are they wearing?

How do they feel?
Does your family ever do things like this?
How many people are in your family?
1. Who are the people in the picture? What is your favorite/least favorite thing to do with
2. Where are they? your family?
3. What are they doing?
4. What do you do with your family?
11
Untitled-2 11 2019-04-16 �� 10:06:47
Key Grammar
simple and personal pronouns
We use pronouns to take the place of other nouns.
Personal pronouns are used to talk about specific nouns
such as the names of people, places, or things.

I first person I am Sam.
singular
He singular male He is Sam.
She singular female She is Samantha.
It third-person thing It is a chair.
/ genderless
non-human
animals
You second-person You are Sam.

singular and plural
We first-person plural We are a group.
They third-person plural They are a group.
11
Lesson A Listening
A Listening Aim Identify family members
Aim: Identify family members Vocabulary

1 Listen and number. 1-01
Vocabulary
1 Listen and number. 1-01 1 grandmother 5 grandfather

• Ask students to write the correct number of the
vocabulary word next to the word in the book. 6 mother 2 father 9 uncle 3 aunt 9 uncle
Answer Key
1. grandmother
5. grandfather 8 sister 10 me 4 brother 7 cousin
6. mother
2. father
9. uncle
3. aunt
Focus
8. sister
10. me 2 Which family member are they talking 3 Talk with a partner. Ask about
about? Listen and write the word. 1-02 the family tree above.
4. brother
7. cousin 1. __________________________________
Who is he?
2. __________________________________
• Practice
again. Point at different people on the family
tree and ask students who you are pointing at. 3. __________________________________
He's my brother.
4. __________________________________
2 W hich family member are they talking about?
5. __________________________________ Who is she?
Listen and write the word. 1-02
6. __________________________________
• Ask students to answer the questions. She's my mother.
• Replay the audio if needed.

12
• Ask students to complete the activity.
• Check students’ answers. Untitled-2 12 2019-04-16 �� 10:06:48
Answer Key
1. sister Focus
2. brother
3. mother
3 T alk with a partner. Ask about the family tree
4. father above.
5. grandmother • Read the short conversation aloud or ask two students
6. uncle to read the short conversation aloud.
partner.
• Tell students to practice the conversation again, but to
talk about different family members.
Extra Practice How many family members?

Ask students about their family. Ask students questions
with the phrase:
“How many ______________ do you have?”
How many brothers do you have?

How many sisters do you have?
How many cousins do you have?
How many aunts/uncles do you have?
Etc.
12
6 Listen again. Circle the words you hear. 1-04
4 Listen and circle. 1-03

1. Mary 2. Jack
• Ask students to circle the words that they heard in the
audio.
3. Kevin 4. Janet
• Check students answers.
Listen Up Answer Key
5 Where is Lisa? Listen and number. 1-04
mother, sister, cousin, brother, grandmother
2 4 1 3 at the bookstore
at school at the park at home 7 Circle true or false.
• Play the audio again if needed.
• Ask students to answer the questions.

mother father sister cousin brother
• Check students’ answers.
grandmother grandfather aunt uncle
7 Circle true or false. 1-04 NOTE: Refer to the “NOTE” while explaining this activity.
1. Steve is Lisa’s grandfather. true false
2. Jane is Sam’s sister. true false Teacher’s Note
3. Lisa buys a book for her grandmother. true false
NOTE
4. Jerod is Lisa’s brother. true false 's in Lisa's means belonging to Lisa.
Possessives
This NOTE illustrates the possessive form. It shows
a relationship in which one thing owns or belongs
Challenge to another. Explain that the possessive is formed by
8 Listen and answer the questions. 1-05
adding an apostrophe + s to a noun. If the noun is

1. Where are Becky and Steven?
a. at school b. at the bookstore c. in the cafeteria already plural or already ends in s, we can simply
2. Who is tall? add an apostrophe at the end or add an additional
a. Becky’s father b. Becky’s mother c. Becky’s cousin apostrophe and + s.
3. Circle true or false.
a. Steven sees a photo of Becky’s cousin. true false
b. Steven sees a photo of Becky’s mother. true false
c. Becky sees a photo of Steven’s dog. true false Susan’s
13
James’ or James’s
Untitled-1 13 2019-06-24 �� 11:04:25
Challenge
Answer Key
Answer Key
1. mother
1. c
2. grandfather
2. a
3. brother
3. a. true
4. sister
b. false
c. true
Listen Up
5 Where is Lisa? Listen and number. 1-04

• Ask students write the numbered description next to
the correct location.
Answer Key
From left to right
2. at school
4. at the park
1. at home
3. at the bookstore
13
Lesson B Reading
B Reading Aim Talk about family members’ jobs
Aim: Talk about family members’ jobs Vocabulary

soccer player
Vocabulary
artist
police officer
• Practice again. Point at words in the book and ask
students to say the words aloud. doctor
singer
pilot farmer
2 Listen and match the person with the job.
1-07 2 Listen and match the person with the job. 1-07
chef
1. aunt • • a. artist
• Listen to the audio. 2. mother • • b. farmer
• Ask students to match the family member with the 3. uncle • • c. police officer
4. grandfather • • d. pilot
correct job.
Pre-reading
3 Fill in the blanks. Then talk with a partner.
doctor
Answer Key
1. d
2. a
3. c
4. b
chef
pilot
farmer
Extra Practice W
ho is your dad and what does What do the people in your family do?
he do? police
What do you want to do when you grow up?
There are likely many students who have family 14

members with jobs that are not on this list. Ask them
to share with the class their parents’ jobs by using the
Untitled-2 14 2019-04-16 �� 10:06:55
phrase:
“What does you mom/dad/older brother/older sister/ Pre-reading
aunt/uncle/etc., do?“
3 Fill in the blanks. Then talk with a partner.
Write your students’ answers on the board.
• Ask students to look at the picture.
• Tell students to fill in
the blanks with the person’s job.
• Then tell students to read the questions at the bottom
of the picture aloud.
• Tell students to practice by asking and answering the
questions with a partner.
Answer Key
doctor, chef, pilot, farmer, police officer
14
NOTE
We use I, you, he, she, we, they
for people. Circle these words in
the letter.
Answer Key
4 Read the letter. 1-08
Dear Sophie,
How is France? Thanks a lot for your last letter.
NOTE
We use I, you, he, she, we, they
for people. Circle these words in You asked about my family. There are eight people in
the letter.
my family. First, there’s my mother and father. My
mother is a singer, and my father is a doctor. I also have a
Dear Sophie, brother and a sister.
How is France? Thanks a lot for your last letter. I also live with my grandmother and grandfather. My
You asked about my family. There are eight people in grandfather is a farmer. He grows vegetables. And my
my family. First, there’s my mother and father. My grandmother is a chef. She cooks well. They are really kind.
mother is a singer, and my father is a doctor. I also have a My aunt lives with us, too. She’s an artist.
brother and a sister. We are a big family!
I also live with my grandmother and grandfather. My How about you? Do you have a
grandfather is a farmer. He grows vegetables. And my big family?
grandmother is a chef. She cooks well. They are really kind. Write back soon,
My aunt lives with us, too. She’s an artist. Maria
We are a big family!
How about you? Do you have a
big family?
Write back soon,
Comprehension
Comprehension
Maria 5 5Circle Circle
true or true
false. or false.
1. The letter is to Maria. true false
•2. A sk students
Maria’s to answer the
mother is a singer. true questions
false
•3. RMaria
eplay the
lives with her audio
uncle. if needed.
true false
4. Maria’s grandmother is a farmer. true false
Comprehension 6 Talk
•1. C
with a partner.
heck students’ answers.
How big is your family?
5 Circle true or false. 2. Do your friends have big families?
1. The letter is to Maria. true false
Answer Key
3. What do your family members do?
2. Maria’s mother is a singer. true false
3. Maria lives with her uncle. true false 1. false 15
4. Maria’s grandmother is a farmer. true false 2. true
Untitled-2 15 2019-04-16 �� 10:06:57
6 Talk with a partner. 3. false

1. How big is your family? 4. false
2. Do your friends have big families?
3. What do your family members do?
15
Untitled-2 15 2019-04-16 �� 10:06:57
• Tell students to find a partner.
• Tell students to discuss the questions.
• Ask students if they would like to share their discussion
4 Read the letter. 1-08
with the class.
• Listen to the audio. • Ask follow-up questions.
OR
• Read the audio aloud.
OR
• Ask students to read parts of the reading aloud.
NOTE: Refer to the “NOTE” while explaining this activity.
Teacher’s Note
Pronouns
This NOTE illustrates subject pronouns such as I, you,
he, she, it, we, and they.
Explain that pronouns are used to replace nouns.
Subject pronouns are often used to avoid repetition
of the subject’s name and replace the noun that is the
subject of the clause.
15
Lesson C Speaking
C Speaking Aim Ask and answer personal questions
Aim: Ask and answer personal questions Vocabulary Focus

1 Listen and number. 1-09 3 Circle the correct word.
Vocabulary 1. He’s my cousin. His / Her eyes are blue.
2. She’s my mother. His / Her birthday is
today.
1 Listen and number. 1-09 3. They are my cousins. Their / Our hair is
• Listen to the audio. 2 name 3 age black.

4. This is my phone. My / Their phone
• Ask students to repeat aloud after the audio. number is 434-2312.
NOTE
vocabulary word next to the word in the book. They’re is short for they are. Their means
belonging to them. Use the right one.
5 birthday 6 address
Answer Key 4 Talk with a partner. Ask about
personal information.
2. name What's your name?
3. age 7 1 phone number

email
5. birthday
My name is David.
6. address
7. email
1. phone number What color is your hair?
8. eye 8 eye 4 hair

4. hair
My hair is black.
• Practice again. Point at different pictures and ask students 2 What is the speaker talking about? Listen
to say the words. and number. 1-10 Expressions
Asking personal questions
5 name 4 age 5 Listen and repeat. 1-11
2 W hat is the speaker talking about? Listen and
What is your My address is 123
number. 1-10 3 birthday 6 address address? Main Street.
• Listen to the audio. What color are

his eyes?
His eyes are brown.
• Ask students to write the correct number of the 7 email 1 phone number
NOTE
vocabulary word next to the word in the book. 8 eye 2 hair
His is used for boys or men. Her is
used for girls or women. Their or
our is used for groups.
Answer Key
16
Untitled-2 16 2019-04-16 �� 10:06:59
5. name
4. age
3. birthday
4 Read
the short conversation aloud or ask two
6. address
7. email students to read the short conversation aloud.
1. phone number • Ask students to practice the conversation with a
8. eye partner.
2. hair • Tell students to practice the conversation again but with
their own names and hair colors.
Focus
3 C ircle the correct word.
Expressions
Asking personal questions
• Ask students to read the sentences.
• Ask students to complete the activity. 5 Listen and repeat. 1-11
• Check students’ answers. • Read the contents of the table.

OR
Answer Key
• Ask students to read the table.
1. His
OR
2. Her
3. Their
4. My
• Ask students if they know what kind of pronouns are
being highlighted.
NOTE: Refer to the “NOTE” while explaining this activity.
Teacher’s Note
Teacher’s Note
Gender Pronouns
They’re and Their
This NOTE illustrates that certain pronouns must be
This NOTE illustrates that they’re and their sound the
used when a gender is given. Explain that this is more
same but are used in completely different situations.
complex when a gender is not specific, such as when
The possessive form is their.
we describe an unfamiliar animal or a mysterious
subject.
16
6 Ask and answer the questions with a partner. When is your birthday?
Speak Up
7 T alk with classmates and fill in the form.
What’s your name /
address / email address ? • Tell students to rise from their desks or chairs.
What color are your eyes / What’s your phone
is your hair? number? • Ask them to talk with their classmates.
• Tell students to ask their classmates questions to fill out
the form in activity ( 7 ).
• Show students how to fill out the form by practicing
with one of the students.
Speak Up
• As an example, ask a student their name, age, birthday,
7 Talk with classmates and fill in the form.
address, email, phone number, eye color, and hair color.
Name Age BIRTHDAY Address EMAIL Eye
Phone Number Color Hair
Color
• Once students understand. Ask them to complete the
activity.
• Check answers as a class.
Teacher’s Note
I’m not comfortable giving that information.
Some students will not want to share their personal
information. In that case, tell students they do not have
to tell the truth. They can make something up. They
can also answer people’s questions with the phrase:
Pronunciation “I’m sorry. I’m not comfortable giving out that

8 Listen and repeat. 1-12 9 Listen and put a check mark ( ) on
information.”
the sound. 1-13
Short vowel Long vowel
Short vowel Long vowel
a dad /æ/ name /eɪ/
e address /e/ email /iː/
1. glue Pronunciation
2. age
i sister /ɪ/ pilot /aɪ/
o mom /ɒ/ phone /əʊ/
3. cut 8 L isten and repeat. 1-12
4. green
u uncle /ʌ/ blue /uː/ • Listen to the audio.
5. sing
6. pen
7. home • Check students’ understanding.
8. cat 17 • Ask students to circle the vowel in each word if needed.
Untitled-2 17 2019-04-16 �� 10:07:03
9 Listen and put a check mark () on the sound.

1-13
6 A sk and answer the questions with a partner. • Listen to the audio.
• Ask students to talk with a partner. • Ask students to repeat aloud after the audio.
• Tell students to practice asking and answering the given • Tell students to put a check mark on the correct sound.
questions. • Replay the audio if needed.
• Check students’ conversations to make sure they’re • Ask students to complete the activity.
speaking properly. • Check students’ answers.
• Give feedback.
Answer Key
1. short vowel
2. long vowel
3. short vowel
4. long vowel
5. long vowel
6. short vowel
7. long vowel
8. short vowel
17
Lesson D Writing
D Writing Aim Write about family members
Aim: Write about family members Vocabulary

Vocabulary
• Listen to the audio. smart funny kind shy big

students to say the words aloud.
small tall short young old
2 Listen and match the person with the description. 2 Listen and match the person with the description. 1-15
1. uncle • • a. smart
1-15
2. brother • • b. funny
• Listen to the audio. 3. grandmother • • c. tall
• Ask students to match the family member with the 4. cousin • • d. kind
correct description.
• Replay the audio if needed. 3 Fill in the blanks with the words. Answers will vary.
1. My grandfather is ______________________. My sister is ______________________.
2. Our dog is ______________________. Our cat is ______________________.
• Check students’ answers. 3. My father is a doctor. He’s ______________________.
4. My mother is a singer. She’s not ______________________.
Answer Key
1. c
2. b Focus
3. d 4 Listen and circle the mistake. Then write the sentence correctly. 1-16
4. a 1. My uncle am a firefighter. 2. My sister’s eyes is blue.

_____________________________________ _____________________________________
3. My father are tall. 4. My brother is phone number is 656-2332.

3 F ill in the blanks with the words. Answers will _____________________________________ _____________________________________
vary. 5. They’re address is 3242 Elm Street. 6. Her name are Julie.
• Ask students to read the sentence prompts. _____________________________________ _____________________________________
• Ask students to fill in the blanks with one of the

18
vocabulary words.
• Ask students to make sentences that make the most Untitled-2 18 2019-04-16 �� 10:07:04
sense, are true for them, or are fun.

• Ask students to share their answers with the class.
• Check students’ answers. Focus
Answer Key 4 L isten and circle the mistake. Then write the
Sample Answers sentence correctly. 1-16
1. old, young • Ask students to read the sentences.

2. big, small • Ask students to complete the activity.
3. smart • Check students’ answers.
4. shy
Answer Key
1. am, My uncle is a firefighter.
2. is, My sister’s eyes are blue.
Extra Practice My friend is… 3. are, My father is tall.
4. is, My brother’s phone number is 656-2332.
Ask students to use the vocabulary to describe their
5. They’re, Their address is 3242 Elm St Street.
friends and classmates. Ask them to use the phrase:
6. are, Her name is Julie.
“My friend’s/classmate’s name is _______________. He/
She is very ________________.”
18
7 W rite two sentences for each picture.
Grammar • Ask students to look at the picture.
5 Look at the table. Then listen and repeat. 1-17
be verb Example
I am I am smart.
He is He is funny.
She is She is tall. Answer Key
They are They are short.
We are We are a family.
Sample answers
1. My grandfather is old. I am young.
6 Fill in the blanks. 2. I am young.
1. I ____________________ young. 2. My aunt ____________________ kind. 3. My sister is tall.
3. My brother ____________________ short. 4. My sister and I ____________________ tall. 4. I am short.
5. We ____________________ smart. 6. My grandparents ____________________ old.
5. My dad is smart.
6. My uncle is funny.
7 Write two sentences for each picture.
Writing
8 T
hink about people in your family. Write about
Ex. My grandfather is funny.
them below.
1. _____________________ 3. _____________________ 5. _____________________ • Ask students to look at the table.
2. _____________________ 4. _____________________ 6. _____________________
Writing
8 Think about two people in your family. Write about them below. Answer Key
Name Name
Sample answers
Description Description
Name: John
Description: My brother’s name is John. He is smart.
9 Talk about your family with the class. Name: Brianne
Description: My cousin’s name is Brianne. She is funny.
My father's name is David.
He is kind.
9 Talk about your family with the class.

19 • Read the statement aloud or ask a student to read the
Untitled-2 19 2019-04-16 �� 10:07:05
statement aloud.
• Ask students to practice saying the statement with a
partner.
• Tell students to practice saying the statement again
Grammar
using their own family’s information.
5 Look at the table. Then listen and repeat. 1-17 • Tell students to continue practicing with different family
• Read the contents of the table. members.

OR
OR
• Ask students if they know what kind of words are being
highlighted.
6 F ill in the blanks.

Answer Key
1. am
2. is
3. is
4. are
5. are
6. are
19
Lesson E Project
E Project Aim Make a family tree
Aim: Make a family tree Video

1 Look at the pictures. What do you think the video will be about? Talk with a partner.
Video
1 L ook at the pictures. What do you think the
video will be about? Talk with a partner.
• Ask students to look at the pictures.
• Ask students to make predictions about the video
they’re about to watch.
• Tell students to talk with a partner.
• Tell students to share their predictions with their
NOTE
partner. We use over there to point to something far away.
Scan the QR code to link to the Unit 1 video. 2 Watch the video. Put a check mark ( ) on the family members they
Video
talk about. 1
Teacher’s Note  sister  father grandmother
Refer to the “NOTE” before activity 2 . Explain that  mother  brother  uncle
we use the phrase over there to describe something far
aunt  grandfather cousin
away and over here to describe something nearby.
3 Watch again. Circle the word you hear.

Video
atch the video. Put a check mark () on the

1
2 W 1. How’s it doing / going?
Video
family members they talk about. 1 2. What are you doing here at the school / park?
3. I’m here with my family / friends.
• Play the video for students. 4. I don’t see him / her now.
• Ask students if their predictions were correct.
• Ask students to put a check mark on all the words they 4 Circle the correct answer.
heard in the story. 1. Alice’s mother has ____________________ hair. a. black b. brown c. silver
2. Ben’s brother is very ____________________. a. short b. kind c. tall
• Play the video again if needed. 3. Ben’s sister is ____________________. a. shy b. old c. short
• Ask students to complete the activity. 4. Ben’s uncle is ____________________. a. old b. tall c. short

20
Answer Key Untitled-2 20 2019-04-16 �� 10:07:08

sister, father, mother, brother, uncle, grandfather
4 Circle the correct answer.
Video • Ask students to read the sentence prompts.
3 W atch again. Circle the word you hear. 1
• Ask students to read the sentences. • Check students’ answers.
• Play the video again.
• Ask students to circle the word they hear. Answer Key
• Ask students to complete the activity. 1. b
• Check students’ answers. 2. c
3. a
Answer Key 4. c
1. going
2. park
3. family
4. him
20
7 T alk about the people in the photos with a
Grammar partner.
Questions Answers • Ask students to talk with a partner.
Is he tall? Yes, he is. / No, he isn’t.
• Tell students to make statements about the person in
Are her eyes blue? Yes, they are. / No, they aren’t.
the photo.
6 Fill in the blanks. • Ask students to share their statements with the class.
1. Is she short? → Yes, __________________ is. • Check answers.
2. Are his eyes green? → No, __________________ aren’t.
3. Is your father a police officer? → __________________, he is.
4. Are your cousins here? → Yes, they __________________.
Extra Practice Be Specific
7 Talk about the people in the photos with a partner.
Ask students to describe specific things about the
people in the pictures. Ask them to answer questions
like:
What is the person’s job?
Century Skills Do you think the person is kind?
Your Family Tree Communication
Do you think the person is funny/smart/tall/short/etc.?
8 Fill out the family tree with information about your family. Add lines or boxes if
necessary.
21st Century Skills

Me
8 F ill out the family tree with information about
your family. Add lines or boxes if necessary.
9 Ask other students about their family tree. Fill out the table.
• Tell students to look at the given family tree.
Who has black hair? • Tell students to fill out the table.
Partner Who is a doctor? • Tell students that they can use a separate piece of paper
1 Who has brown eyes?
if the table in the book is not helpful.
Who is tall?
Teacher’s Note
Partner
2 I’m not comfortable giving that information.
Once again, some students might not be comfortable
21 talking about their family openly. In this case, they can
Untitled-2 21 2019-04-16 �� 10:07:09
make up a fake family and family tree. Also, they can
always use the phrase:
“I’m sorry. I’m not comfortable giving out that
Grammar information.”
• Read the contents of the table. 9 A sk other students about their family tree. Fill
OR out the table.
• Ask students to read the table. • Ask students to fill out the table with their own
OR questions regarding people’s family trees.
• Listen to the audio. • Tell students to talk with others in the class and share
• Ask students to repeat aloud after the audio. their family tree.
• Ask students if they know what kind of words are being • Tell students to take turns asking and answering the
highlighted. questions they wrote.
• Tell students to fill out their tables.
6 F • Ask students to share with the class.
ill in the blanks.
• Ask students to read the sentence prompts.
Answer Key
1. she
2. they
3. Yes
4. are
21
Unit
2 BACK TO SCHOOl
This unit will give students the ability to talk about their
school lives, including the people at their school and the
things they need and do at school. it
Un
Unit 2 AIMS
Lesson A: Describe the things you need for school
BACK TO SCHOOL
Lesson B: Understand who the people at school are
Lesson C: Talk about the things in your classroom
Lesson D: Write about what you need for class
Lesson E: Create a notice for a club
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project

Lesson A Lesson B A Reading Describe the things you need for school
backpack class B Listening Understand who the people at school are
eraser classmate C Speaking Talk about the things in your classroom

folder grade
D Writing Write about what you need for class
notebook homework
paper principal E Project Create a notice for a club
pen student
pencils study
pencil case teacher 22
ruler
scissors Untitled-2 22 2019-04-16 �� 10:07:13
Lesson C Lesson D
board art
bookcase English
chair geography
clock history
computer language arts
desk mathematics (math)
dictionary music
map physical education (P. E. / phys.
pencil sharpener ed.)
wastebasket science
social studies
Lesson E
book
chess
music
robot
22
demonstrative adjectives
Demonstrative adjectives can be used to modify a noun
so that we know which specific person, place, or thing is
mentioned.
Demonstrative
Type Example
adjectives
This singular This pie is yummy.
That singular That horse is big.
These pies are
These plural
yummy.
Those plural Those horses are big.
Unit 2 Discussion
turns asking the questions on the page to their partner.

Ask more questions about your school.
How do you feel when you’re going to school?

1. What is happening in the picture?
What do you like about school?
2. What do you think is in their bags? What do you not like about school?
3. What do students need to take to school? Why? What do you want to do more of in school?
4. What do you take to school other than school supplies?
What do you want to do less of in school?
23 Who are your favorite people at school?
Untitled-2 23 2019-04-16 �� 10:07:15
Key Grammar
be verbs (negative and questions)
We can use the be verb with not to make negative
statements and questions.
Personal
be verb Question Negative
Pronouns
Are you a I am not a
I am
teacher? teacher.
He is not a
He/She/It is Is he a teacher?
teacher.
Are you We are not

You/We/They are
teachers? teachers.
23
Lesson A Reading
A Reading Aim Describe the things you need for school
Aim: Describe the things you need for school Vocabulary

1 Match the word with the picture.
e i
Vocabulary a. backpack a
1 Match the word with the picture. b. pencils

c. paper
f
• Read the words to students. d. folder

c g
e. ruler
• Ask students to repeat aloud after each word.
f. pen
• Ask students to look at the pictures. g. eraser
• Ask students to write the letter of word in the correct h. notebook
j
i. scissors
picture’s box. j. pencil case
h d b
Answer Key
From left to right, top to bottom 2 Look at the items. Circle the ones you have. NOTE
The word scissors is always plural, even
when there is only one pair of scissors.
e. ruler
3 Fill in the blanks.
i. scissors
1. Use a(n) ___________________ to hold small school supplies.
a. backpack 2. A(n) ___________________ is a bag for students.
f. pen 3. You can see how long something is with a(n) ___________________.
c. paper 4. You can cut things with ___________________.
g. eraser
NOTE
j. pencil case Pre-reading Do you have any of the other supplies
that are in the picture? Which ones?
h. notebook 4 Fill in the blanks.

d. folder
b. pencils
ruler
eraser
2 Look at the items. Circle the ones you have. pen
pencil
• Ask students to look at the pictures again.
• Ask students to circle the items they have. scissors
24
• Check students’ answers
Untitled-2 24 2019-04-16 �� 10:07:17
Answer Key
Answers will vary.
Extra Practice What else do you bring to school?
Ask students what other school supplies they have:
“Do you have any of the other supplies that are in the
• Ask students to write the correct vocabulary word in the
picture? Which ones?”
blank.
• Ask students to complete the activity. Ask follow up questions with the phrases:
• Check students’ answers. “What else do you have?” → “I have __________.”
“What else do you bring to school?” → “I bring
Answer Key __________.”
1. pencil case 2. backpack 3. ruler 4. scissors
What else do you have? → I have a notebook.

Pre-reading What else do you bring to school? → I bring pencils
and erasers.
• Tell students to fill in the blanks with the correct words. Teacher’s Note
• Ask students to complete the activity. Plurals
Some words are always in plural form, such as scissors.
Answer Key Explain to students that other common words are
From left to right, top to bottom always in plural form, too, such as pants (trousers),
ruler, eraser, pen, pencil, scissors
glasses, and clothes.
24
NOTE
5 Read the email. 2-01 A handout at school is a paper your
teacher gives to students with

information or assignments on it.
SUPPLY LIST • Ask students if they would like to share their discussion
with the class.
Attention Parents - School Supplies • Ask follow-up questions.
To Parent List 3rd Grade
From bsmith@rres.edu
Dear Parents, Extra Practice Talk About School Supplies

I’m the teacher of your child’s third-grade class.
School is about to start. Your child needs the right supplies. Please go shopping and
In some places, school supply lists are emailed to
get these things: parents. In others, they have recommendations at
• Please get your child a pen and pencils. Your child will write a lot. So, your child bookstores.
needs one pen and three pencils.
• Please get five notebooks for your child. Your child needs a notebook for Also, there are many school supplies that students
each subject.
• Please get four folders for your child. Your child needs don’t need to bring. What are some supplies that the
folders to keep their handouts. school gives to students?
• Please get a big bag or backpack. Your child needs a bag
or backpack to carry their supplies.
Please send these things with your child on the first day
of school, next Tuesday.
Paints for art class
Musical instruments
Thank you,
Barbara Smith Equipment for physical education classes
Comprehension
6 Circle true or false.
1. Barbara Smith is a teacher. true false
2. All students need three pens. true false
3. Students need a notebook for each subject. true false
4. The first day of school is next Tuesday. true false

1. What school supplies do you need for your classes? Are they different from this list?
2. Where do you get school supplies? When do you buy them?
3. What supplies do you use every day? Why?
25
Untitled-2 25 2019-04-16 �� 10:07:19
5 Read the email. 2-01

OR
OR
Comprehension
• Ask students to answer the questions
Answer Key
1. true
2. false
3. true
4. true
25
Lesson B Listening
B Listening Aim Understand who the people at school are
Aim: Understand who the people at school are Vocabulary Focus

1 Listen and number. 2-02 3 Talk with a partner.
Vocabulary Is he / she a teacher?

Yes, he / she is.
• Listen to the audio. 6 study 2 homework No, he / she isn't.

• Ask students to write the correct number of the Who is he / she?
vocabulary word next to the word in the book.

He / She is
Answer Key 4 student 1 teacher

my classmate.

6. study 4 Listen and circle. 2-04
2. homework
4. student 8 classmate 7 principal 1. David
1. teacher
teacher principal
8. classmate
7. principal
3. class
2. Jade
5. grade 3 class 5 grade
study homework
• Practice
again. Point at different pictures and ask
students to say the words.
2 What are they talking about? Listen and 3. Mark
write the word. 2-03
2 W hat are they talking about? Listen and write classmate grade
1. ________________________
the words. 2-03
2. ________________________
4. Alice
• Ask students to answer the questions. 3. ________________________
• Replay the audio if needed. 4. ________________________ student class

• Check students’ answers. 26
1. teacher
2. class
3. study 4 Listen and circle. 2-04
4. principal • Listen to the audio.

• Ask students to circle the answers.
Focus • Ask students to complete the activity.
• Read the short conversations aloud, or ask two students Answer Key
to read the short conversation aloud. 1. teacher √ , principal ×
• Ask students to practice the conversations with a 2. study √, homework ×
partner. 3. classmate √, grade √
• Tell students to practice the conversations again, but to 4. student √, class ×
talk about different people at school.
Teacher’s Note
People at school
There are a lot of people who work at a school. Explain
to students about other people who work at a school,
such as the school nurse, the cafeteria workers, the
librarian, and the janitor.
26
6 L isten again. Circle the words you hear. 2-05
Listen Up • Listen to the audio.
5 Who is the speaker? Listen and number. 2-05
• Ask students to circle the words they hear.

2 3 a boy student 1 4 • Check students’ answers.
the principal the teacher a girl student
Answer Key
student homework teacher class student, homework, class, classmate, study, grade
principal classmate study grade
7 Listen again. Fill in the blanks and circle. 2-05

7 Listen again. Fill in the blanks and circle. 2-05
NOTE
Use this/these for near things.
Use that/those for far things. • Listen to the audio.
I am a ________________. • Ask students to circle
the word and write the answer in
This / Those are my students. the blank.
2. Renee
I am the ________________.
That / Those is my desk.
1. Jim
Answer Key
1. teacher, those
I am a ________________.
2. principal, that
This / These is my class. 3. Adam
3. student, this
I am a student. This / These
4. Callie
4. these, classmates
are my ________________.
Challenge
1. Who is Scott? Extra Practice What are those?

a. a teacher b. a principal c. a student d. a class
2. What does he need first? Point to different things in the classroom and ask
a. paper and scissors b. rulers and pencils c. classmates d. a notebook and pen students to answer what they are with the phrases:
a. Scott is in the 7th grade. true false “What is this?” / “What are these?” / “What is that?”
b. Scott likes Mr. Tuck’s class.
c. Mr. Robin’s class is third.
true
true
false
false
/ “What are those?” → “This is _____.” / “These are
_____.” / “That is _____.” / “Those are _____.”
27
Untitled-2 27 2019-04-16 �� 10:07:22
What is this? → This is a book.

What is that? → That is a clock.
Listen Up What are those? → Those are backpacks.
Etc.
5 Who is the speaker? Listen and number. 2-05

• Ask students to write the number next to the correct Challenge
person.
• Ask students to complete the activity. • Listen to the audio.
• Check students’ answers. • Ask students to answer the questions.
Answer Key • Ask students to complete the activity.
From left to right • Check students’ answers.
2. the principal
Answer Key
3. a boy student
1. the teacher 1. c
4. a girl student 2. d
3. a. true
b. false
c. true
27
Lesson C Speaking
C Speaking Aim Talk about the things in your classroom
Aim: Talk about the things in your classroom Vocabulary

Vocabulary 10 8 1 7 2
• Listen to the audio. wastebasket board bookcase desk chair

6 3 5 9 4
dictionary clock computer pencil sharpener map
Answer Key NOTE

Wastebaskets are also called trash cans.
From left to right, top to bottom 2 Fill in the blanks with the word(s). There are whiteboards and blackboards.
1. Put trash in the ___________________. 2. Work at a ___________________.

10. wastebasket 3. Find new words in a ___________________. 4. Sharpen pencils with a ___________________.
8. board 5. Keep books on a ___________________. 6. Find places on a ___________________.

7. Use the internet on a ___________________. 8. Sit on a ___________________.
1. bookcase
9. See the time on a ___________________. 10. The teacher writes on a ___________________.
7. desk
2. chair Focus
6. dictionary
3 Talk with a partner. What do you 4 Listen and circle the things they talk
3. clock see in the classroom? about. 2-08
5. computer
9. pencil sharpener What is this / that?
4. map
This / That is a
• P ractice again. Point at different pictures and ask computer.

What are these / those?
Teacher’s Note
Classroom equipment These / Those are
desks.
There are many kinds of classroom equipment. Explain

to students about other classroom equipment and what
they are used for, such as a projector, a globe, an atlas, 28
a bulletin board, a clipboard, and a calculator. Untitled-2 28 2019-04-16 �� 10:07:24
2 Fill in the blanks with the word(s).

• Ask students to read the sentence prompts. Focus
• Ask students to fill in the blanks with one of the
3 T alk with a partner. What do you see in the
vocabulary words. classroom?
• Read the short conversations aloud, or ask two students
to read the short conversations aloud.
Answer Key • Ask students to practice the conversations with a
1. wastebasket partner.
2. desk • Tell students to practice the conversations again, but to
3. dictionary talk about different items in the classroom.
4. pencil sharpener
5. bookcase
4 Listen and circle the things they talk about.
6. map
2-08
7. computer
8. chair • Listen to the audio.
9. clock • Ask students to circlethe things that are talked about in
10. board the audio.
Extra Practice • Check students’ answers.
Practice asking students where things are in your Answer Key
classroom. Tell them to point at the item:
1. chairs
“Where is/are the _____?”  “It’s/They’re over there.” 2. map
3. wastebasket
4. chairs
Where is the board?  It’s over there. 5. bookcase
28
6 T alk with a partner. Use the expressions and the
Expressions words in the box to ask and answer questions.
Asking about items in the classroom
• Ask students to talk with a partner.
• Tell students to practice asking and answering questions
singular What is this? This is your desk.
Near
plural What are these? These are our computers. with the expressions and words in the box and the
Far
singular What is that? That is a map. patterns in activity 5 .
plural What are those? Those are our notebooks. • Check students’ conversations to make sure they’re
6 Talk with a partner. Use the expressions and the words in the box to ask and speaking properly.
answer questions. • Give feedback.
my backpack your pencils her homework my classmates
Speak Up
our classroom the computers our teacher his desk
Speak Up 7 L ook at the picture. Talk with a partner. Ask and

NOTE
7 Look at the picture. Talk with a partner. Ask and What’s means what is. answer questions about the classroom.
answer questions about the classroom. We don’t say what're.

• Tell students to ask their partner questions about what’s
in the classroom using the patterns in activities
5 and 6 .
• Check students’ conversations to make sure they’re
speaking properly.
• Ask some students to present their conversations to the
class.
Pronunciation 9 Listen and put a check mark ( ) on • Give feedback.
the sound. 2-11
/ʊ/ /u/ /i/ /ɛ/

/ʊ/ /u / / i/ /ɛ/
1. reach Pronunciation
book school teacher chair
2. hair
3. bookcase 8 L isten and repeat. 2-10
4. pool • Listen to the audio.
5. fair
6. peach
7. look
• Check students’ understanding.
8. fool • Ask students to circle the correct vowels in each word if
29
needed.
Untitled-2 29 2019-04-16 �� 10:07:26

Expressions 2-11
Asking about items in the classroom • Listen to the audio.

5 Listen and repeat. 2-09 • Tell students to put a check mark on the correct sound.
• Read the contents of the table. • Replay the audio if needed.
OR • Ask students to complete the activity.
• Ask students to read the table. • Check students’ answers.
OR
Answer Key
• Ask students to repeat aloud after the audio. 1. /i/
• Ask students if they know what kind of demonstrative 2. /ɛ/
3. /ʊ/
adjectives are being highlighted.
4. /u/
5. /ɛ/
Teacher’s Note
6. /i/
Demonstrative Adjectives 7. /ʊ/
Demonstrative adjectives modify nouns, and are 8. /u/
followed by nouns. Don’t get them mixed up with
demonstrative pronouns, which replace the noun.
Demonstrative Pronoun: I brought this from home.
Demonstrative Adjective: This book is mine.
29
Lesson D Writing
D Writing Aim Write about what you need for class
Aim: Write about what you need for class Vocabulary

physical education
Vocabulary science
(P. E. / phys. ed.)

mathematics (math) history
• Ask students to repeat aloud after the audio. geography social studies
English
2 W hat are they talking about? Listen and write music
art language arts
the word(s). 2-13
2 What are they talking about? Listen and write the word(s). 2-13
1. __________________ 2. __________________ 3. __________________
• Ask students to answer the questions. 4. __________________ 5. __________________ 6. __________________
3 Match the class with the things students learn.
1. music • • a. how people live and work together
• Check students’ answers. 2. social studies • • b. how plants and animals live
3. geography • • c. how to play songs and listen to them
Answer Key 4. science • • d. how our land and weather work
5. art • • e. how to make things such as paintings
1. mathematics (math)
2. physical education (P.E. / phys. ed.)
3. English Focus
4. history 4 Look at the picture and read the sentences. Circle true or false.
5. language arts 1. 2. 3. 4.
6. geography
3 Match the class with the things students learn. true false true false true false true false
• Ask students to read the words and the descriptions. I need a notebook for She doesn’t need You don’t need a pen We need these for
English class. pencils for math class. for phys. ed. class. language arts class.
• Ask students to match the word with the correct
description. 30
• Ask students to complete the activity. Untitled-2 30 2019-04-16 �� 10:07:28
Answer Key
Focus
1. c
2. a 4 L ook at the picture and read the sentences. Circle
3. d true or false.
4. b
5. e
• Ask students to read the sentence.
• Ask students to answer the question.
Extra Practice Talk About Classes and Supplies • Check students’ answers.
Ask students questions about their favorite classes. Answer Key

1. true
2. false
What is your favorite class? 3. true
Why do you like this class? 4. true
What do you learn in this class?
When do you have this class?
What do you need for this class?
How is the teacher?
30
6 F ill in the blanks with need(s), don’t, or doesn’t.
Grammar NOTE
Be careful! We don’t say, • Ask students to read the sentence prompts.
”He doesn’t needs...”
• Ask students to write the answer in the blank.
Positive Negative
I / You need a notebook for math class. I / You don’t need a notebook for P. E. class.
He / She needs a notebook for math class. He / She doesn’t need a notebook for P. E. class. • Check students’ answers.
We / They need a notebook for math class. We / They don’t need a notebook for P. E. class.
Answer Key
6 Fill in the blanks with need(s), don’t, or doesn’t. 1. need
2. He __________ need a folder for P. E. class.
1. We __________ pencils and paper for art class. 2. doesn’t
3. You __________ need a ruler for music class. 4. She __________ erasers for social studies class.
6. I __________ need a pen for P. E. class.
3. don’t
5. They __________ notebooks.
4. needs
7 Read and complete the sentences. 5. need
Oh, you’re going to the
Today, I am shopping for my store? Great! Can you 6. don’t
school supplies. I need a few get some stuff for my
things. I need pencils and social studies class?
paper for art class. I need
folders for music class. I
I need red and black
pens. And I need some
7 R ead and complete the sentences.
• Read the passage aloud.
need a map for geography. big paper. Then I can do
So, I’m going with my mom to my homework. Thanks a lot! I’ll give you
the mall after school. Let’s meet money later. Oh, I forgot. We don’t need OR
our notebooks for P. E. class tomorrow.
after! How about we meet at the park at 4:30?
See you later! We’re going outside. Bye!
OR
1. For music class, Paul needs .
2. He needs pencils and paper for .
• Ask students to read the passage quietly by themselves.
3. Lauren has homework in . • Ask students to answer the questions.
4. For the homework, she needs .
5. Lauren for P. E. class tomorrow.
Writing Answer Key

8 Write the things you need and don’t need for your classes in the table. 1. folders
Then talk with a partner. 2. art (class)
Class Need Don’t need 3. social studies (class)
4. (red and black) pens and (some big) paper
5. doesn’t need her notebook
Writing
31
8 W
rite the things you need and don’t need for
Untitled-2 31 2019-04-16 �� 10:07:28
your classes in the table. Then talk with a partner.

• Ask students to look at the table.
Grammar • Ask students to write the things they need and don’t
need for their classes in the table.
• Read the contents of the table. • Tell students to talk about what they need for their classes
OR using the patterns in activities 5 , 6 , and 7 .
• Ask students to read the table. • Check students’ conversations to make sure they’re
OR speaking properly.
• Listen to the audio. • Ask some students to present their conversations to the
• Ask students to repeat aloud after the audio. class.
• Ask students if they know what kind of words are being • Give feedback.
highlighted.
Answer Key
Teacher’s Note Sample answers
do as an auxiliary verb Class: math / Need: notebook and pencil / Don’t need: map
This NOTE illustrates that when using don’t need / I need a notebook and pencil for math class. I don’t need a map for
doesn’t need, the verb do is an auxiliary verb, so we math class.
Etc.
don’t need to conjugate need. Explain this to students
and make sure they understand it.
Teacher’s Note
What do you need for class?
The question, “What do you need for _____ class?”
can be introduced to go along with the writing activity.
31
Lesson E Project
E Project Aim Create a notice for a club
Aim: Create a notice for a club Video

Video 2 Watch the video. Number the pictures in order.
Video
2
NOTE
Collect means to bring
things together.

3 1 2
partner.
Scan the QR code to link to the Unit 2 video.

3 Watch again. Put a check mark ( ) on the words you hear.
Video
2
Teacher’s Note
Refer to the “NOTE” before activity 2 . Explain that
we use the word collect to talk about bringing things  
robot music book chess
together.
4 Watch again. Circle the word you hear.
Video
2
2 Watch the video. Number the pictures in order.

Video
1. What’s this / that? 2. What do I need / needs to do?
2
3. Is this / that a robot? 4. When / What do you meet?
• Play the video for students.
• Ask students to number the pictures in order. 5 Circle the correct answer.
• Play the video again if needed. 1. Mario is in the _________ club. a. chess b. music c. robotics
2. Mario needs a _________. a. pencil b. song c. wastebasket
• Ask students to complete the activity. 3. Ella needs to _________ to be in the club. a. make a robot b. fill out a form c. bring a parent
• Check students’ answers. 4. Collector is asked to _________. a. sing a song b. bring a wastebasket c. fill out a form
Answer Key 32
From left to right Untitled-2 32 2019-04-16 �� 10:07:34
3, 1, 2
Video
3 W atch again. Put a check mark () on the words 4 Watch again. Circle the word you hear. 2
Video • Ask students to read the questions.
you hear. 2
• Ask students to look at the pictures and read the words.
• Ask students to circle the word they hear.
• Ask students to put a check mark () on the word they
hear.
• Ask students to complete the activity. Answer Key
• Check students’ answers. 1. that
2. need
Answer Key
3. that
From left to right 4. When
robot, music
Extra Practice More Clubs • Ask students to circle the correct answer.
Ask students about the clubs at their school. Are they • Ask students to complete the activity.
members of any of these clubs? What kinds of clubs • Check student’s answers.
would they like to see added?
Answer Key
1. c
2. a
3. b
4. a
32
Answer Key
1. When is it? (When does the club meet?)
Grammar
2. Where is it? (Where does the club meet?)
3. When is it? (What time does the club meet?)
Questions Answers
4. What is the name of the club?
What is the name of the club? The name is “The Great Running Club.”
When is it? It is at 3 o’clock. It is on Wednesday.
Where is it? It is in Room 12.
NOTE
8 Circle the mistake. Write the correction.
We say: at (a time),
7 Write the question for each answer. on (a day), in (a place).
1. The club meets on Thursday. → ______________________________________.
• Ask students to circle the mistake.
2. It is in the art room. → ______________________________________.
3. It is at 4:00 p.m. on Friday. → ______________________________________. • Ask students to write the correct word in the blank.
4. The name is “Chess Masters.” → ______________________________________. • Ask students to complete the activity.
8 Circle the mistake. Write the correction.
1. The name are “Tennis Stars.” _____________ 2. It is at Monday. _____________
3. It is on the English room. _____________ 4. It is on 4:00 p.m. _____________ Answer Key
5. You needs a notebook. _____________ 6. It is in Friday. _____________
1. are → is 2. at → on
7. It is in 9:00 a.m. _____________ 8. It are on Sunday. _____________
3. on → in 4. on → at
5. needs → need 6. in → on
7. in → at 8. are → is
Century Skills
Club Notice Communication Collaboration
9 Write three of your interests. 21st Century Skills

9 W rite three of your interests.
10 Work with a small group. Choose one of your interests to make into a club. • Tell students to look at the table.
• Tell students to fill out the table by writing three things
11 Write details for your club. Ask and answer questions to fill in the table.
they are interested in.
Name • Tell students that they can use a separate piece of paper
What we do if the table in the book is not helpful.
When?
Where? 10 W ork with a small group. Choose one of your

What you need interests to make into a club.
• Ask students to get into small groups.
12 Make a poster for your club and present it to the class. Which club is the most
interesting? • Tell students to talk with others in their group and
33 choose one interest.
11 W rite details for your club. Ask and answer

Untitled-1 3 2019-06-24 �� 2:57:38
questions to fill in the table.

Grammar • Tell students to fill out the table by writing the details
for their club.
6 Look at the table. Then listen and repeat. 2-15 • Tell students to talk with others in their group to fill in
• Read the contents of the table. the table.
OR • Tell students to use the patterns from activities 6 , 7 ,
• Ask students to read the table. and 8 to talk about their club.
OR
• Listen to the audio. 12 M ake a poster for your club and present it to the
• Ask students to repeat aloud after the audio. class. Which club is the most interesting?
• Ask students if they know what kind of words are being • Ask students to make a poster for their club.
highlighted. • Tell students to include the details from the table in
activity 11 .
Teacher’s Note • Tell students that they can use a separate piece of paper
Preposition of Place (at) to make their poster.
• Check students’ posters to make sure they’re written
at can also be used to talk about location, such as at
properly.
the park, at school, at the mall, etc. Make sure students
• Ask different groups to present their clubs to the class.
understand this.
• Tell students to use the patterns from activities 6 , 7 ,
and 8 to talk about their clubs.
7 Write the question for each answer. • After all the groups have presented, ask the students,
• Ask students to read the sentences. “Which club is the most interesting? Why?”
• Ask students to write the question for the sentence.
33
Review Unit 1-2
Review Unit 1-2
1 R ead and choose the best word to fill in the 1 Read and choose the best word to fill in the blanks.
blanks. Chloe’s grandmother is her father’s 1. ________________. Chloe’s
grandmother is a(n) 2. ________________. She paints amazing
• Ask students to read the passage.
paintings. She has colorful 3. ________________ she uses to draw with.
• Ask students to circle the best word. She draws in her notebook when she gets a good idea. Chloe does not
• Ask students to write the word in the blank. know her grandmother’s 4. ________________. But Chloe knows that
she is very old because of her white hair. Chloe loves to paint, too.
She wants to teach others about painting. So, she wants to be a(n)
• Check students’ answers. 5. ________________ teacher.
Answer Key 1. a. aunt b. cousin c. sister d. mother

2. a. artist b. teacher c. pilot d. singer
1. d, mother 3. a. pens b. rulers c. dictionaries d. folders
2. a, artist 4. a. address b. email c. name d. age
5. a. geography b. art c. history d. science
3. a, pens
4. d, age 2 Unscramble the words. Then use the words to complete Chloe’s art blog.
5. b, art
2 U nscramble the words. Then use the words to cilnpe sked enp noucsi clasastem
complete Chloe’s art blog. 1. ______________ 2. ______________ 3. ______________ 4. ______________ 5. ______________
• Ask students to unscramble the letters and write the http://www. chloesartblog.com
word in the blank.

• Ask students to read the blog. CHLOE’S ART BLOG
• Ask students to write the correct word in the blank. 2:00 PM
Welcome to my art blog!
Here are some of my pictures!
• Check students’ answers. This tiger picture is done in 6. ________________.
This is a drawing of my house in blue 7. ________________.
Answer Key This is a drawing of Amanda. She’s my mom’s sister’s daughter. That
makes her my 8. ________________! She is great at skateboarding.
1. pencil The boy is Jacob. He is my 9. ________________. We are in the same
2. desk class this year. The last picture is of my room. You can see my
3. pen 10. ________________!
4. cousin
34
5. classmate
6. pencil Untitled-2 34 2019-04-16 �� 10:07:40
7. pen
8. cousin
9. classmate 3 Look at Chloe’s picture and fill in the blanks.
10. desk
Teacher’s Note • Ask students to write the correct word in the blank.
Demonstrative Pronouns and Adjectives Reminder
Make sure that students know and understand the
difference between demonstrative pronouns and Answer Key
adjectives this, that, these, and those. Give further 1. is
examples to students if needed. 2. are
3. Is, is
4. Is, Yes, she is
this: for a person or thing that is nearby
that: for a person or thing that is further away
these: for people or things that are nearby
those: for people or things that are further away
34
5 Listen and circle true or false. R1-1
3 Look at Chloe’s picture and fill in the blanks.
1. Is she old? • Ask students to read the sentences.
→ No, she _______________________ not. • Listen to the audio.
2. Are her eyes blue?
→ No, they _______________________ not.
3. _______________________ her hair short?
→ No, it _______________________ not.
Answer Key
4. _______________________ she at school?
→ _______________________. 1. false
2. false
3. true
4 Circle the correct word. 4. true
1. Who / When is in the picture? 2. Her / She is Chloe’s grandmother. 5. false
3. Where / When is the picture? 4. It is on / from her desk.
6 Listen again. Answer the questions. R1-1

• Ask students to read the questions.
1. David is the art teacher. true false
2. David’s uncle is a teacher. true false • Listen to the audio.
3. David’s dad is Mr. Fletcher. true false • Ask students to answer the questions.
4. Chloe wants to join the art club. true false
5. David and Chloe are in the same grade. true false
6 Listen again. Answer the questions. R1-1
1. Who is not an artist? 2. Who is an art teacher?

a. Chloe’s dad a. Chloe’s grandmother
Answer Key
b. Chloe’s grandmother b. Chloe’s uncle 1. a
c. David’s dad c. David’s uncle
2. d
d. David’s uncle d. Mr. Fletcher
3. c
3. Which statement is true?
a. David does not like Chloe’s paintings.
b. Chloe does not like to paint.
Teacher’s Note
c. David asks Chloe to join a club.
d. Chloe is older than David.
Jobs
Explain some other jobs to students. Make sure they
35
understand what the different jobs are. Use the list
below as a reference:
Untitled-2 35 2019-04-16 �� 10:07:41
waiter/waitress psychologist
manager pharmacist
4 C ircle the correct word. firefighter engineer
• Ask students to read the sentences. mail carrier mechanic
• Ask students to circle the correct word. politician baker
• Ask students to complete the activity. librarian hairdresser
• Check students’ answers. musician scientist
writer lawyer
Answer Key
photographer carpenter
1. Who CEO forest ranger
2. She architect businessman/businesswoman
3. Where
accountant travel agent
4. on
professor paramedic
dentist personal trainer
35
Unit
3 MY HOUSE, MY HOME
This unit will give students and the ability to talk about
their houses. They will learn to briefly describe the rooms
in their house and the things in it. it
Un
Unit 3 AIMS
Lesson A: Talk about what is in a house
MY HOUSE,
Lesson B: U
nderstand when people talk about where
things are in a house
Lesson C: Read about homes around the world
MY HOME
Lesson D: Write a description of what’s in your house
Lesson E: Design the perfect house
Target Skills
Lesson A: Speaking
Lesson B: Listening
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Speaking Talk about what is in a house
Lesson A Lesson B B Listening Understand when people talk about where things are in a house
bathroom armchair C Reading Read about homes around the world

bathtub bed
D Writing Write a description of what’s in your house
bedroom closet
couch clothes E Project Design the perfect house
dining room lamp
dresser mirror
kitchen shower 36
living room sink
refrigerator stove Untitled-2 36 2019-04-16 �� 10:07:44
table toilet
Lesson C Lesson D
apartment door
boat garden
city roof
countryside (country) stairs
farm television
ice wall
inside window
outside yard
36
There is / are
Use prepositions with there is and there are.
Use the phrase there is and there are to show the
location of objects in a room. Be careful to keep
subject-verb agreement.
Example
There is a key on the desk.
There is a television above the fireplace.
There is a fan over the table.
There are five books on the desk.
There are two lamps on the table.
There are chairs beside the table.
Unit 3 Discussion

Ask more questions about students’ homes.
1. What do you see in the picture?
2. What rooms are there in your house? When did you move into your home?
3. How many rooms in a house can you name? How long have you lived in your home?
4. Which room is your favorite? Why? Where is your home?
37 Do you live in a house or an apartment?
Untitled-2 37 2019-04-16 �� 10:07:45
What do you want in your home?
How many people live in your home?
Do you have your own room?
Key Grammar What’s in your room?
basic prepositions of place
Prepositions show the relationship between subjects and
objects. We use prepositions of place to show where
something is.
Preposition Example
on The key is on the desk.
above The television is above the fireplace.
over The airplane is over the tree.
at The man is at the bus stop.
in The woman is in the car.
beside The chair is beside the desk.
37
Lesson A Speaking
A Speaking Aim Talk about what is in a house
Aim: Talk about what is in a house Vocabulary Focus

1 Listen and number. 3-01 3 Talk with a partner. Ask questions
about your houses.
Vocabulary
1 Listen and number. 3-01 What is in the kitchen?
• Listen to the audio. 10 2

bathroom bedroom
• Ask students to repeat aloud after the audio. There is a
There are refrigerator.
• Ask students to write the correct number of the chairs.

NOTE
Use is when you talk about one thing. Use are
9 4 when you talk about more than one thing.
Answer Key dining room kitchen
From left to right, top to bottom 4 Listen and fill in the blanks. 3-02
10. bathroom 1. There is a big __________________ in the

bathroom.
2. bedroom
9. dining room 8 living room 7 bathtub 2. There is a dresser and a TV in the
__________________.
4. kitchen
3. There is a __________________ in
8. living room the kitchen.
7. bathtub
6. dresser 5 Listen again. Answer the questions.
6 dresser 5 table 3-02
5. table 1. What does Kim not like about her
3. refrigerator kitchen?
1. couch __________________________________
2. What can Kim do in her bedroom?
• Practice
again. Point at different pictures and ask 3 refrigerator 1 couch
Why?
__________________________________
NOTE
2 Fill in the blanks with the words. 2 Fill in the blanks with the words. You can talk about more than
one thing by using and.
There is a table and chairs.
There is a ____________________ in the
• Read the sentence pattern. Explain that a piece of (furniture)
furniture goes in the first blank and a room goes in the ____________________.
(room)
second blank.
• Make an example sentence for students. 38
• Have students repeat it aloud.
• Ask students to fill in the blanks to make their own
Untitled-2 38 2019-04-16 �� 10:07:47
sentences.
Teacher’s Note
• Ask students to read their sentences aloud. There is / are
This NOTE illustrates that there is must be used when
Answer Key
only one thing follows the verb is, and there are must
Sample answers
be used when more than one thing, whether a plural
There is a bathtub in the bathroom. noun or multiple singular nouns, follows the verb are.
There is a dresser in the bedroom.
4 Listen and fill in the blanks. 3-02

Focus • Ask students to answer the questions.
3 T alk with a partner. Ask questions about your • Replay the audio if needed.
houses. • Ask students to complete the activity.
to read the short conversation aloud. Answer Key
1. bathtub
partner. 2. bedroom
• Tell students to practice the conversation again, but to 3. refrigerator
talk about different rooms and furniture.
5 Listen again. Answer the questions. 3-02

Answer Key
1. The refrigerator is too small.
2. Kim can watch TV in bed. Her TV is on the dresser.
38
Speak Up
Expressions Asking what is there
6 Listen and repeat. 3-03 7 L abel the rooms. Then talk with a partner. Ask
Questions Answers and answer questions about the picture.
There is a table.
What is in the kitchen? • Tell students to write the correct room words in the
There are chairs.
blanks.
Speak Up • Tell students to find a partner.
7 Label the rooms. Then talk with a partner. Ask and answer questions about • Tell students to ask their partner questions about what’s
the picture.
in each room using the patterns in activity 6 .
• Ask a student about the contents of a room as an
bookshelf
bedroom example.
• Once students understand. Ask them to complete the
activity.
bathroom • Check students’ answers.
bed stand
night table
Answer Key
living room
bedroom, bathroom, living room, kitchen, dining room
Teacher’s Note
kitchen dining room vase
flower
Objects in a House
Ask or tell students about some of the other objects in
Pronunciation 9 Listen and put a check mark ( ) on the
sound. 3-05
the picture of the house, such as the computer, pillows,
/ʃ/ /tʃ/
wardrobe, oven, table cloth, plant, etc. Ask or tell them
/ʃ/ /tʃ/ 1. chair what they are and what they are used for.
shower couch
2. shy
3. shelf
4. ship
Pronunciation
5. kitchen
6. chess 8 L isten and repeat. 3-04
7. wash
8. armchair
39 • Ask students to repeat aloud after the audio.
Untitled-2 39 2019-04-16 �� 10:07:48
• Ask students to circle the sh or ch in each word if

needed.
Extra Practice
Ask students about the things in their houses. Then 9 Listen and put a check mark () on the sound.
have them draw pictures of their houses and the things 3-05
in them. • Listen to the audio.

• Tell students to put a check mark on the correct sound.
Teacher’s Note • Replay the audio if needed.
and conjunction • Ask students to complete the activity.
This NOTE illustrates that and can be used as a • Check students’ answers.
conjunction to talk about two or more nouns. Explain Answer Key
that when talking about three or more nouns, each
1. tʃ 2. ʃ
noun should be separated by a comma and the word 3. ʃ 4. ʃ
and must only be placed in front of the last noun, not 5. tʃ 6. tʃ
in front of each noun that follows the first. 7. ʃ 8. tʃ
Expressions
Asking what is there
• Read the contents of the table.

OR
OR
• Ask students if they know the grammar point that is
being highlighted.
39
Lesson B Listening
B Listening Aim Understand when people talk about where
things are in a house
Aim: U
nderstand when people talk about where things Vocabulary
are in a house
3 8 5 10 2
Vocabulary
1 Listen and number. 3-06 armchair bed closet clothes lamp
• Listen to the audio. 4 9 6 1 7

mirror shower sink stove toilet
2 What are they talking about? Listen and write the word. 3-07
Answer Key
1. __________________ 2. __________________ 3. __________________
From left to right, top to bottom 4. __________________ 5. __________________ 6. __________________
3. armchair
8. bed Focus
5. closet 3 Talk with a partner. 4 Listen and circle all the correct
10. clothes answers. 3-08
1. Serena
2. lamp What is in your bedroom?
There is a big mirror ___________.
4. mirror
in the bathroom in the bedroom beside the shower
9. shower
6. sink There is a desk 2. Bimal
beside the closet.
1. stove There are two lamps ___________.
There are two
7. toilet lamps on the desk. on the table beside the bed in the living room
• Practice
again. Point at different pictures and ask 3. Dian
NOTE
students to say the words. Use beside, in, and on to say where things are.
There are clothes ___________.
in the closet on the bed on the floor
2 W hat are they talking about? Listen and write 4. Jack

the word. 3-07
The sink is ___________.
• Listen to the audio. in the bathroom beside the stove in the kitchen
40
Answer Key 4 Listen and circle all the correct answers. 3-08
1. sink • Listen to the audio.

2. armchair • Ask students to answer the questions.
3. lamp • Replay the audio if needed.
4. stove • Ask students to complete the activity.
5. closet • Check students’ answers.
6. bed
Answer Key
1. in the bathroom, beside the shower
Focus 2. on the table, in the living room
3. on the bed, on the floor
4. beside the stove, in the kitchen
• Read the short conversation aloud, or ask two students
partner.
talk about different rooms and furniture.
Teacher’s Note
Prepositions of Place
This NOTE illustrates that on, beside, and in are used
to describe locations of things. Demonstrate the
prepositions using classroom equipment. For example
put a pen in the various positions in relation to a book.
40
7 Listen again. Circle and fill in the blanks. 3-09
5 Which room are the speakers talking about? Listen and number. 3-09
• Ask students to circle the word and write the answers
in the blank.
3 4 1 2 • Check students’ answers.
bedroom kitchen bathroom living room
Answer Key
1. beside, shower
armchair bed closet dresser lamp bathtub 2. a lamp, beside
mirror shower sink stove toilet couch 3. on, chair and bed
4. sinks, in
There’s a bathtub
Challenge
beside / on the
________________.
2. Carrie
There’s a(n) ________________ 8 Listen and answer the questions. 3-10
beside / on the armchair. • Listen to the audio.
1. Tim
There are
There are clothes beside / on
two ________________
the ________________.
3. Sarah
beside / in the table.
4. William
Answer Key
1. a
Challenge 2. b
3. a. false
1. What is the girl talking about?
b. true
a. her new house b. her new school c. her new bedroom d. her new bathroom
c. false
2. What is beside the window?
a. a bed b. a desk c. a closet d. an armchair

a. There are two lamps next to the chair. true false
b. There is an armchair in her room. true false Extra Practice More Discussion
c. She likes to read at her desk. true false
Ask students about their bedrooms with the phrases:
41
Untitled-2 41 2019-04-16 �� 10:07:51

“What is there in your bedroom?” → “There is/are
_____ in my bedroom.”
Listen Up Q: What is there in your bedroom?

5 W hich room are the speakers talking about? A: There is a bed and a lamp in my bedroom.
Listen and number. 3-09

• Ask students to write the number of the description
next to the correct room.
Answer Key
From left to right
3. bedroom, 4. kitchen, 1. bathroom, 2. living room

Answer Key
armchair, bed, dresser, lamp, bathtub, mirror, shower, sink, stove, couch
41
Lesson C Reading
C Reading Aim Read about homes around the world
Aim: Read about homes around the world Vocabulary

1 Write the word(s) under the correct picture.
Vocabulary apartment
1 Write the word(s) under the correct picture. boat
farm
• Read the words. 1. boat 2. inside 3. ice
ice
• Ask students to repeat aloud after the teacher.
inside
• Ask students to write the correct word under each
outside
picture.
countryside
(country)
Answer Key 4. city 5. countryside 6. apartment
city
1. boat
2. inside
3. ice
7. outside 8. farm
4. city
5. countryside (country)
2 Look at the words and circle the places where people live.
6. apartment
7. outside 3 Fill in the blank with the best vocabulary word.
8. farm 1. Be careful! There is _______________________ on the road.
2. A(n) _______________________ is a home in the city.
• Practice
again. Point at different pictures and ask 3. People plant trees _______________________ their homes.
students to say the words. 4. There are lots of animals on a(n) _______________________.
5. Usually, people sleep _______________________ their homes.
2 L ook at the words and circle the places where

Pre-reading
people live.
4 Look at the pictures on the next page. Fill in the blanks with the best
• Ask students to circle the words that correspond to titles from the box below.
where people can live. a. Ice House b. A House on the Water c. In the Big City
• Ask students to complete the activity. d. Our Apartment e. A House in a House f. Living in the Trees

42
Answer Key
From top to bottom Untitled-2 42 2019-04-16 �� 10:07:53
apartment, boat, farm, countryside (country), city

Pre-reading
Teacher’s Note 4 L ook at the pictures on the next page. Fill in the
Different Things in Different Places blanks with the best titles from the box below.
Ask or tell students about the kinds of things that are • Ask students to look at the pictures on the next page.
in a city, the countryside, on a farm, etc., with the • Tell students to fill in the blanks with the best titles.
phrases: • Ask students to complete the activity.
“What is there in/on/at a/the ______?“ → “There is/are
______ in/on/at a/the ______.“ Answer Key
1. a (Ice House)
2. b (A House on the Water)
Q: What is there on a farm?
3. f (Living in the Trees)
A: There are animals and plants on a farm.
3 Fill in the blank with the best vocabulary word.

• Ask students to write the best vocabulary word in the
blank.
• Check students' answers.
Answer Key
1. ice
2. apartment
3. outside
4. farm
5. inside
42
Really Different
5 Read the article. 3-11
Houses
with the class.
Two billion people live
in cities. Most of them
• Ask follow-up questions.
live in an apartment.
Another two billion people live around cities. Most of these people live
in a house. All the other people live outside cities, in the countryside.
Many live on farms. But some live in really different houses. Extra Practice More Discussion
Ask more questions about the houses in the pictures.
1 Ice House
How do people build houses in very cold places? There

is only snow and ice. There are no trees. There are rocks,
but they are under the ice. An igloo is an ice house. It’s
Where is each house?
Which house do you want to live in? Why?
made with just ice! An igloo might look cold. But the
inside of an igloo is nice and warm. Which house do you not want to live in? Why?
2
What is good about living in an igloo / in a houseboat /
A House on the Water in a tree house?
Some people want to live on the water. They can live What is bad about living in an igloo / in a houseboat /
on a boat. Houseboats are special houses on the water.
These houses move from place to place very easily. Ahoy! in a tree house?
3 Living in the Trees
Some people like to live next to nature. They can! They can
build a tree house. A tree house can be small, but there are
big tree houses, too. They have everything a normal house
Teacher’s Note
People Live in Different Kinds of Houses
has! Now people can live comfortably next to nature.
Explain to students that people in different parts of the
Comprehension world live in different kinds of houses. For example,
6 Circle true or false. some people in Mongolia live in gers (a type of tent).
1. Most people live in cities. true false Some people in Central Asia live in yurts (also a type
2. There are rocks in an igloo. true false
3. Houseboats can move around. true false of tent). Some people in Holland and England live in
4. Tree houses are small. true false houseboats or on canal boats (along small rivers and
7 Talk with a partner. canals). Some people who live in areas with heavy
1. What kind of house would you like to live in? Why?
2. What kind of house do most people in your country live in?
rainfall and lots of water, such as Papua New Guinea,
3. Can you think of any other different houses? live in stilt houses. Some people in the American
43 Southwest live in pueblos or mud huts. Some people in
Cappadocia, Turkey live in cave houses. Etc.
Untitled-2 43 2019-04-16 �� 10:07:54

OR
OR
Comprehension
6 C ircle true or false.
Answer Key
1. false
2. false
3. true
4. false
43
Lesson D Writing
D Writing Aim Write a description of what’s in your house
Aim: Write a description of what’s in your house Vocabulary

Vocabulary
door
• Listen to the audio. roof

• Ask students to repeat aloud after the audio. garden

stairs
2 W hat are they talking about? Listen and write

the word. 3-13
television (TV)
window

• Ask students to answer the questions. 2 What are they talking about? Listen
and write the word. 3-13
• Replay the audio if needed. 1. ____________________________
• Ask students to complete the activity. 2. ____________________________ yard
• Check students’ answers. 3. ____________________________

4. ____________________________
wall
5. ____________________________
Answer Key
6. ____________________________
1. yard
2. window 3 Fill in the blanks with the best vocabulary words.
3. roof 1. Two things that are outside: ____________________, ____________________
4. television (TV) 2. Two things you open and close: ____________________, ____________________
3. Two things for moving from place to place: ____________________, ___________________
5. garden
6. stairs 4 Fill in the blanks with the best vocabulary words.
1. I only watch ____________________ for one hour each day.
2. Our house has a red ____________________.
3 F ill in the blanks with the best vocabulary words. 3. We live on the fourth floor of an apartment, so we walk up and down a lot of ____________________.
• Ask students to read the sentence prompts. 4. I’d like to plant a ____________________ in my ____________________.
5. Close the ____________________ and the ____________________.
blank. 44
Answer Key
Grammar
Sample answers
1. garden, yard (Yard and gardens are outside.) 5 L ook at the table. Then listen and fill in the
2. door, window (Doors and windows open and close.) blanks. 3-14
3. door, stairs (Doors and stairs are for moving from place to place.)
OR
4 F ill in the blanks with the best vocabulary words. • Ask students to read the table.
• Ask students to read the sentence prompts. OR
• Ask students to write the best vocabulary word in the • Listen to the audio.
blank.
• Ask students to complete the activity. • Replay the audio if needed.
• Check students’ answers. • Ask students to complete the activity.
Answer Key
Answer Key
Sample answers
1. window 2. There's a 3. bathroom 4. television
1. television (TV)
2. roof
3. stairs
Teacher’s Note
4. garden, yard
5. door, window Front Yards and Backyards
Explain to students that some houses have front yards
and backyards. Front yards can have trees, bushes,
grass, flowers, and mailboxes in them, while backyards
can have the same kinds of plants, but also swimming
pools, swing sets, and dog houses.
44
7 R ead and answer the questions.
Grammar NOTE
We say there’s (=there is).
We don’t say there’re.
5 Look at the table. Then listen and fill in the blanks. 3-14
OR
There is a lamp in the living room. 1. There’s a big __________________ beside the couch.
There’s an armchair beside the window. 2. __________________ a garden in the yard.
There are clothes in the closet. 3. There are two mirrors in the __________________. OR
There are lamps on the table. 4. There is a(n) __________________ beside the lamp. • Ask students to read the passage quietly by themselves.
6 Circle the correct word. Then rewrite using there (be). • Ask students to complete the activity.
1. The clothes are on / in the closet. → There ___________________________________________.
2. The dresser is on / beside the lamp. → There ___________________________________________.
3. The tree is beside / on the house. → There ___________________________________________.
4. The books are on / in the table. → There ___________________________________________. Answer Key
5. The garden is in / on the yard. → There ___________________________________________.
Sample answers
6. The door is in / beside the window. → There ___________________________________________.
1. Amy’s kitchen is beside the living room.
7 Read and answer the questions. 2. Amy’s clothes are in the closet.
I really like our house! The yard is big. There’s an old tree. In the living room, there’s a 3. There’s a shower in Amy’s bathroom.
couch and a TV. There is an armchair, too. There are two lamps beside the armchair. The
kitchen is beside the living room. There’s a
refrigerator. There are chairs and a big table.
We always eat there. My bedroom is nice, too.
There’s a desk in my bedroom. There’s a lamp Extra Practice More Discussion
on my desk. There isn’t a dresser. There’s a
closet. My clothes are in there. The bathroom Ask more questions about things in students’ houses.
isn’t big. There isn’t a bathtub. But there’s a
shower. There is a sink and a big mirror, too.
Come over sometime! ~ Amy
What is in your kitchen / living room / dining room /

1. Where’s Amy’s kitchen? _____________________________________________________________ bedroom / garden?
2. Where are Amy’s clothes? ___________________________________________________________
3. What is in Amy’s bathroom? _________________________________________________________
Where are your clothes / toys?
Writing
8 Describe your house. Fill in the table.
Writing
in the yard in the living room 8 Describe your house. Fill in the table.
in the kitchen in the dining room
in my bedroom in the bathroom

• Ask students to fill in the table by writing the things in
Write a short paragraph about your house on a separate piece of paper.
45
each place.
• Ask students to write a short paragraph about their
Untitled-2 45 2019-04-16 �� 10:07:58
houses based on how they filled in the table.
• Check students' paragraphs to make sure they're
6 C ircle the correct word. Then rewrite using there writing properly.
(be). • Ask some students to present their houses to the class.
• Ask students to read the sentences. • Give feedback.
• Ask students to circle the correct word.
Answer Key
• Ask students to rewrite the sentences using There (be).
Sample answers
in the yard: trees, garden
in the living room: couch armchair, television
Answer Key in the kitchen: table, refrigerator, sink, stove
in the dining room: table, chairs
1. There are clothes in the closet.
in my bedroom: bed, closet, clothes, lamp
2. There is a dresser beside the lamp.
in the bathroom: bathtub, shower, sink, toilet
3. There is a tree beside the house.
4. There are books on the table. I like my house. It has a yard, a living room, a kitchen, a dining room,
5. There is a garden in the yard. my bedroom, and a bathroom. There are trees and a garden in the yard.
6. There is a door beside the window. There’s a television in the living room. There’s a stove and a refrigerator
in the kitchen. There are chairs and a table in the dining room. There’s a
bed and a lamp in my bedroom. My clothes are in the closet. There’s a
shower and a toilet in the bathroom.
45
Lesson E Project
E Project Aim Design the perfect house
Aim: Design the perfect house Video

1 Look at the pictures. What do you think the video will be about. Talk with a
partner.
Video
Video
3
• Tell students to share their predictions with their 3 2 1
partner.

3 Watch again. Where does the boy look? Number them in order.
Video
3

Video
bathroom yard kitchen
3
living room bedroom roof
• Ask students to number the pictures in order. 4 Match the questions from the video with the answers.
• Play the video again if needed. 1. Where’s Francine? • • a. I think so. Have a look.
2. Where is she? • • b. Try outside. Maybe she’s there.
3. Is there juice in the • • c. I don’t know. Is she in your
• Check students’ answers. refrigerator? bedroom?
Answer Key
5 Watch again. Circle the correct answer.
Video
3
From left to right 1. There’s a _______________ in the yard. a. garden b. tree c. chair
3, 2, 1 2. There is a lamp next to the _______________. a. armchair b. shower c. couch
3. There is a big _______________ in the bedroom. a. computer b. closet c. TV
4. There’s a _______________ in the kitchen. a. television b. refrigerator c. table
3 W atch again. Where does the boy look? Number

Video 46
them in order. 3
Untitled-2 46 2019-04-16 �� 10:08:02
• Ask students to read the words.

• Ask students to number the words in order. Video
5 Watch again. Circle the correct answer. 3
• Ask students to read the sentence prompts and
answers.
Answer Key • Play the video again.
From left to right, top to bottom • Ask students to circle the correct answers.
5. bathroom • Ask students to complete the activity.
3. yard • Check students’ answers.
6. kitchen
Answer Key
2. living room
1. bedroom 1. c
4. roof 2. c
3. a
4. b
4 M atch the questions from the video with the
answers.
• Ask students to read the questions and answers.
• Ask students to match the question with the correct
answer.
• Replay the video if needed.
Answer Key
1. c 2. b 3. a
46
8 Circle the correct word.
Grammar NOTE • Ask students to read the sentences.
Next to means beside. On top of means on.
6 Look at the table. Talk with a partner.
Question Answer Question Answer
It’s in the living room.
What’s in the living
There’s a lamp. Where’s the lamp?
It’s on top of the dresser. • Check students’ answers.
room? They’re next to the couch.
There are armchairs. Where are the armchairs?
They’re under the window. Answer Key
1. in 2. on
7 Fill in the blanks with is a, is an, or are.
1. There __________ lamp on the table. 2. There __________ trees in the yard.
3. in 4. on
3. There __________ couch in the living room. 4. There __________ armchair in the bedroom. 5. next to 6. under
5. There __________ sinks in the kitchen. 6. There __________ clothes in the dresser.
8 Circle the correct word. Teacher’s Note

1. The treehouse is under / in the tree. 2. The TV is on / under the dresser.
3. The toilet is in / beside the bathroom. 4. The cups are on / in the table. Prepositions of Place
5. The lamp is on / next to the armchair. 6. The clothes are under / in the bed.
This NOTE illustrates that next to has the same meaning
as beside and on top of has the same meaning as on.
Century Skills Explain to students that we cannot simply use any
Dream House Builder Creativity Collaboration
combination of prepositions to describe where things
9 Write the things you want in your dream house. are.
in the living room in the bathroom in the kitchen in the bedroom
___________________ ___________________ ___________________ ___________________

___________________ ___________________ ___________________ ___________________ Extra Practice Where is the … ?
___________________ ___________________ ___________________ ___________________
___________________ ___________________ ___________________ ___________________ Ask students where certain things in the classroom are.
Give the answer to the first item so they know what to
10 In small groups, talk about your dream house. do:
Choose your best ideas.
Q: Where is the book? → A: It’s on the desk.
11 Draw your group’s dream house. Include the
rooms and furniture. Q: Where is the clock? → A: It’s on the wall.
Present your dream house to the class. Whose Q: Where is your homework? → A: It’s in my backpack.
house looks the most fun? Etc.
47 21st Century Skills

Untitled-2 47 2019-04-16 �� 10:08:03
9 W rite the things you want in your dream house.
• Tell students to look at the table.
• Tell students to fill out the table by writing the things
Grammar they want to have in each room.
6 Look at the table. Talk with a partner. • Tell students that they can use a separate piece of paper
• Read the contents of the table. if the table in the book is not helpful.
OR
10 In small groups, talk about your dream house.
Choose your best ideas.
highlighted. • Ask students to get into small groups.
• Tell students to find a partner. • Tell students to talk with others in their group and share
• Ask students to discuss the questions and answers. their dream house ideas.
• Ask students if they would like to share their discussion • Tell students to use the patterns from activities 6 ,
with the class. 7 , and 8 to talk about their dream houses.
• Tell students to choose the best ideas about their dream
houses.
7 F ill in the blanks with is a, is an, or are.
• Ask students to read the sentence prompts. 11 D raw your group’s dream house. Include the
• Ask students to write the answer in the blank. rooms and furniture.
• Ask students to complete the activity. Present your dream house to the class. Whose
• Check students’ answers. house looks the most fun?
• Ask students to draw their group’s dream house.
Answer Key
• Remind students to include the rooms and furniture.
1. is a
• Tell students that they can use a separate piece of paper
2. are
3. is a
to draw their dream house.
4. is an • Ask different groups to present their dream houses to
5. are the class.
6. are • Tell students to use the patterns from activities 6 ,
7 , and 8 to talk about their dream houses.
• After all the groups have presented, ask the students,
“Whose house looks the most fun? Why?”
47
Unit
4 WHAT TIME IS IT?

This unit will give students the ability to talk about the
transportation they use to get to different places as well
as the ability to talk about time and their daily schedules. it
Un
Unit 4 AIMS
Lesson A: Read about modes of transportation
WHAT TIME IS IT?
Lesson B: Talk about your routine
Lesson C: Understand a schedule
Lesson D: Write a daily schedule
Lesson E: Compare people’s routines
Target Skills
Lesson A: Reading
Lesson B: Speaking
Lesson C: Listening
Lesson D: Writing
Lesson E: Project

Lesson A Lesson B A Reading Read about modes of transportation
bicycle / bike brush my teeth B Speaking Talk about your routine
bus clean my room C Listening Understand a schedule

car do my homework
D Writing Write a daily schedule
fly get dressed
plane go to practice E Project Compare people’s routines
subway go to sleep / bed
taxi make my bed
train pack my bag 48
play a game
wake up Untitled-2 48 2019-04-16 �� 10:08:07
Lesson C Lesson D
afternoon Sunday
evening Monday
morning Tuesday
night Wednesday
practice Thursday
today Friday
tomorrow Saturday
weekend January
February
March
April
May
June
July
August
September
October
November
December
month
week
weekend
workweek
year
48
prepositions of time
objects. We use prepositions of time to show when
something happens, will happen, or happened.
Preposition Definition Example

I will meet you at
at precise time
5:30 pm.
I will meet you in
January.
in months and years
I will meet you in
2018.
I will meet you on
Tuesday.
on days and dates
I will meet you on
December 1st.
Unit 4 Discussion

Look at the photo and answer the questions. Ask more questions about going to school and daily
1. What do you see in the picture?
routines.
2. What time do you think it is?
3. Where are the people in the picture?
4. What do you ride to school?
How do you get to school?
49
What time do you go to school?
Untitled-2 49 2019-04-16 �� 10:08:08
What do you do before you go to school?
What do you do at school?
Key Grammar What time do you come home from school?
What do you do after school?
what time and when questions
Use the phrase what time to ask about specific times such
as 1 p.m. We use when to ask more general questions.
Questions Usage
What time should we meet? We should meet at 2 p.m.
When should we meet? On Monday.
49
Lesson A Reading
A Reading Aim Read about modes of transportation
Aim: Read about modes of transportation Vocabulary

• Listen to the audio. plane taxi car subway bus
• Ask students to repeat aloud after the audio. 5 4 3 1 10

vocabulary word next to the picture in the book.
bicycle / bike train fly drive ride
Answer Key NOTE

Do you know when to use ride and
From left to right, top to bottom 2 Fill in the blank with drive, fly, or ride. drive? What about fly? Think about it.
1. I ________________________ my car to work.

8. plane 2. I ________________________ my bicycle to football practice.
2. taxi 3. Dad ________________________ the subway to work.
6. car 4. The pilot ________________________ an airplane.
7. subway
9. bus 3 Fill in the blank with the best vocabulary word.
1. A _______________ has four wheels and carries lots of people.
5. bicycle / bike 2. You use your legs to move a _______________.
4. train 3. A sail or a motor can move a _______________ across the water.
3. fly 4. Some families have a _______________ that they use to drive places.
5. A _______________ can fly and can go to faraway places quickly.
1. drive
10. ride
Pre-reading movie theater
• Practice
again. Point at different pictures and ask
4 How do you get to these places?
students to say the words. Talk with a partner.
2 Fill in the blanks with drive, fly, or ride.

• Ask students to complete the activity. school supermarket best friend’s house
50
1. drive
2. ride
3. rides Pre-reading
4. flies 4 H ow do you get to these places? Talk with a
partner.
Teacher’s Note • Ask students to look at the pictures.
I go on foot • Tell students to practice asking and answering the
Explain to students that if they walk to go somewhere, question using the different locations.
they can use the phrase, on foot or by walking.
speaking properly.
• Give feedback.
3 F ill in the blank with the best vocabulary word.
Extra Practice How do you get to … ?
blank. Explain to students that they can ask how to get to
• Ask students to complete the activity. certain places with the phrases:
• Check students' answers.
“How do you get to _____?” → “I get to _____ by/on
Answer Key _____.
1. bus
2. bicycle / bike
How do you get to school? → I get to school by bike.
3. boat
4. car
How do you get to your best friend’s house? → I get to
5. plane my best friend’s house on foot.
50
Comprehension
How We Travel • Ask students to answer the questions.

Subways and buses are a great way to travel in cities. Many • Ask students to complete the activity.
people ride the subway or a bus every day. This reduces • Check students’ answers.
traffic and pollution made by cars. But can people do
more? People in Amsterdam think they can! Their answer Answer Key
is bicycles! More than 40% of all people living in Amsterdam
ride a bicycle to work every day! 1. false
2. true
3. false
High-speed trains such as the Shanghai Maglev can travel 4. false
at 420 kilometers per hour. But 420 km/h is not as fast as a
plane. An airplane can fly at 900 to 1,000 km/h. Scientists
hope to change this. They’re working on a new train called 7 T alk with a partner.
the Hyperloop. This train might be able to go 1,200 km/h!
Why drive when you don’t have to? No, I’m not talking about
a taxi. I’m talking about a self-driving car! There are cars with the class.
that drive on their own. But they’re not 100% safe, so • Ask follow-up questions.
people don’t trust them. But self-driving cars are helping
people in many ways. They park themselves, and they help
to avoid accidents!
Extra Practice Different Modes of Transportation
Traffic is the cars, trucks, and other vehicles
using the road. Pollution is harmful things or
Explain to students that there are other ways to travel
Comprehension waste in the air, water, or on land.
besides bikes, trains, planes, and cars. Other modes of
6 Circle true or false. transportation may include taking a tram or monorail
1. There are lots of trains in Amsterdam. true false
2. Bicycles reduce pollution. true false
and riding a motorcycle, scooter, or even a horse.
3. Airplanes fly at a speed of 420 km/h. true false
4. People trust self-driving cars a lot. true false Now, practice asking students how people got around
in the past, how people get around now, and how
1. Do you travel a lot? Where do you go? people will get around in the future with the phrases:
2. What is your favorite way to travel? Why?
3. Which of these new ways to travel is most interesting to you? “How did people travel in the past?” → “In the past,
51 people traveled by method of travel.”
Untitled-2 51 2019-04-16 �� 10:08:11
“How do people travel now?” → “Now, people travel
by method of travel.”
Teacher’s Note
“How will people travel in the future?” → “In the
ride in vs. ride on future, people will travel by method of travel.”
Ride in and ride on are used depending on the mode
of transportation. Make sure to explain to students that
one rides in a car and taxi while one rides on a train, How did people travel in the past? → In the past,
and boat. people traveled by horse.
How do people travel now? → Now, people travel by
car.
How will people travel in the future? → In the future,
• Listen to the audio. people will travel by flying car.
OR Etc.
• Read the article aloud.
OR
Teacher’s Note
Bicycle-Sharing
Explain to students that many large cities around the
world have bicycle-sharing systems in place. These
systems allow people to use bicycles provided by a city
or company on a short term basis for a small fee.
51
Lesson B Speaking
B Speaking Aim Talk about your routine
Aim: Talk about your routine Vocabulary Expressions

Telling the time
3 Listen and write the time.
Vocabulary
4-05
quarter past…
1 Listen and number. 4-03 quarter to…
• Listen to the audio. 7 wake up 1 go to sleep/bed

half past…
1. ______________ 2. ______________
3. ______________ 4. ______________
6 2
Answer Key get dressed brush my teeth 5. ______________ 6. ______________

4 Use the expressions to tell the time.
7. wake up
1. go to sleep/bed
6. get dressed 9 make my bed 10 pack my bag
2. brush my teeth
9. make my bed
10. pack my bag
3. go to practice 3 4 do my homework
go to practice
4. do my homework
5. play a game Focus
8. clean my room 5 Talk with a partner.
What time do you

• Practice
again. Point at different pictures and ask 5 play a game 8 clean my room wake up?

I wake up at 7:30.
2 Listen and write the vocabulary word
2 Listen and write the vocabulary word you hear. you hear. 4-04
What time do you
4-04 go to sleep?
1. ____________________ 2. ____________________
• Listen to the audio. 3. ____________________ 4. ____________________
I go to sleep at 10:30.
• Ask students to write the words in the blank. 5. ____________________ 6. ____________________
• Replay the audio if needed. 52

Untitled-2 52 2019-04-16 �� 10:08:14
Answer Key
1. wake up 2. clean my room Expressions
3. do my homework 4. play a game Telling the time
5. brush my teeth 6. go to bed
3 Listen and write the time. 4-05

Extra Practice W
hat Do You Do Before / After
• Ask students to write the time in the blanks.
School?
Practice asking students what they do before and after • Ask students to complete the activity.
school with the phrases: • Check students’ answers.
“What do you do before/after school?” → “I _____

before/after school.” Answer Key
1. 3 o’clock
2. 5:20
What do you do after school? → I clean my room after 3. quarter past 6
school. 4. quarter to 9
5. half past 4
6. quarter to 7
Teacher’s Note
What time is it? 4 Use the expressions to tell the time.
Explain to students that they can ask and answer • Ask students to look at the pictures.
questions about the time with, “What time is it?” and • Tell students to use the expressions from activity 3 to
the answer, “It is _____.” Make sure to explain this tell the time in the picture.
before moving on to activity 3 . • Check students to make sure they’re speaking properly.
• Give feedback.
52
6 Listen and match the activity with the time.
6 Listen and match the activity with the time. 4-06
4-06
1. 2. 3. 4.
• Ask students to match the activity with the time.
a. b. c. d. • Check students’ answers.
Answer Key
1. d 2. c 3. a 4.b
Speak Up
7 Listen and complete the 8 Look at Sarah’s and Eric’s plans.
schedules. 4-07 Role-play with a partner. Ask about 7 L isten and complete the schedules. 4-07
each other’s schedule.
SARAH’S ROUTINE 9 Write a schedule of your day. Talk with
a partner.
• Ask students to write the activities in the blanks.
6:00 wake up
6:15 1. ___________________ Morning
Ex. wake up
6:30 eat breakfast 7:00
7:00 2. ___________________
7:30 go to school Answer Key

3:00 3. ___________________ Afternoon
1. make my bed
7:00 4. ___________________
2. get dressed
9:00 5. ___________________ 3. have practice
4. eat (dinner)
Night
ERIC’S ROUT
INE
5. go to bed
6. wake up
7:00 6. ___________________
7. play games
7:30 go to school
8. go home
3:00 7. ___________________
9. do my homework
5:00 8. ___________________
Pronunciation
10. brush my teeth
7:00 9. ___________________ 10 Listen and repeat. 4-08
11. pack my bag
9:00 10. ___________________ /ə/
brush banana
9:15 11. ___________________
again about
10:00 go to bed
love you Speak Up
53
8 L ook at Sarah’s and Eric’s plans. Role-play with a

Untitled-2 53 2019-04-16 �� 10:08:15
partner. Ask about each other’s schedule.

• Ask students to role-play with a partner.
Answer Key
• Tell students to practice talking about schedules.
1. (It is) half past 8(.)
2. (It is a) quarter to 8(.)
3. (It is a) quarter past 5(.)
speaking properly.
4. (It is) 2 o’clock(.) • Give feedback.
5. (It is) half past 10(.)
6. (It is a) quarter to 12(.) 9 W rite a schedule of your day. Talk with a partner.
Teacher’s Note • Ask students to fill in the table with the activities they
do during the day.
Noon and Midnight
Explain to students that 12:00 p.m. is noon and 12:00 • Tell students to practice talking about their schedules.
a.m. is midnight. • Check students’ conversations to make sure they’re
speaking properly.
• Ask some students to present their schedules to the
Focus class.
5 Talk with a partner. • Give feedback.
• Read the short conversations aloud, or ask two students

to read the short conversations aloud. Pronunciation
10 L isten and repeat. 4-08
partner.
• Tell students to practice the conversations again, but to • Listen to the audio.
talk about different activities and times. • Ask students to repeat aloud after the audio.
• Ask students to circle the correct vowels in each word if
needed.
53
Lesson C Listening
C Listening Aim Understand a schedule
Aim: U
nderstand a schedule Vocabulary Focus
Vocabulary What do you do in the
morning?

I go to school in the
• Listen to the audio. 6 morning 3 afternoon morning.

When is football
• Ask students to write the correct number of the practice?
vocabulary word next to the word in the book. NOTE

We say “When is…?” to ask for It is on the
5 2 a general time such as in the weekend.
Answer Key today tomorrow morning, on the weekend, etc.
We say “What time is…?” to
ask for a specific time such as
From left to right, top to bottom at 3 p.m., at noon, etc.
6. morning 4 Listen and answer the questions.

3. afternoon 4-11
5. today 8 evening 1 night 1. Samuel

2. tomorrow
When does Samuel go to
8. evening school?
1. night He goes to school
7. practice ________________.
4. weekend 7 practice 4 weekend

2. Zoey
• Practice
again. Point at different pictures and ask NOTE
We say in the morning, in the NOTE When does Zoey ride the bus?
afternoon, in the evening, at I have to go to practice. I practice
students to say the words. night, and on the weekend. football. What’s different about the
use of practice in these sentences?
She rides the bus
___________________ to meet
2 W hat is the speaker describing? Listen and write 2 What is the speaker describing? her friends.
Listen and write the word. 4-10
the word. 4-10 1. __________________________________

3. Devin
• Listen to the audio. 2. __________________________________ When does Devin’s practice
• Ask students to write the word that matches the end?
3. __________________________________
description in the blank. His practice starts after lunch
and ends ___________________.
• Replay the audio if needed. 4. __________________________________
• Ask students to complete the activity. 54

Untitled-2 54 2019-04-16 �� 10:08:19
Answer Key
1. night
2. tomorrow Extra Practice Two Truths and a Lie about Daily
3. afternoon
Schedules
4. morning
Tell two truths and a lie about your schedule. Then,
have students guess what the lie is. Repeat the process
Focus by selecting a student to do the same. Use the phrase:
3 Talk with a partner. “In the morning/afternoon/evening, I always/usually
• Read the short conversations aloud, or ask two students _____.”
partner.
• Tell students to practice the conversations again, but to • Listen to the audio.
talk about different activities and times. • Ask students to answer the questions.
Teacher’s Note • Ask students to complete the activity.
Nouns and Verbs with Same Spelling
This NOTE illustrates that some nouns and verbs have Answer Key
the same spelling. Explain to students that some nouns 1. in the morning
and verbs, such as coach, dream, dance, fish, hunt, and 2. at 4 o’clock
so on, are spelled the same but used differently. 3. at half past 2
54
6 Listen again. Complete the man’s schedule.
Listen Up 4-12
5 Listen and match the activity to the time of day. 4-12
1. 2. 3. 4.
• Ask students to write the words they hear in the blank.
a. morning b. afternoon c. evening d. night Answer Key

1. wake up
6 Listen again. Complete the man’s schedule. 4-12
2. can come
3. in the afternoon
5:00 a.m. I _________________ up at 5:00 in the morning.
4. cook and eat
3:00 p.m. I _________________ home ______________________.
5. in the evening
6. at night
5:00 p.m. I _________________ dinner _____________________.
10:00 p.m. I love to write _____________________.


1. When does Dad go to work? ______________________________________________ • Ask students to write
the answer in the blank using full
2. When does Josie go to school? ______________________________________________ sentences.
3. When does Mom go to work? ______________________________________________
4. When does Bill go to practice? ______________________________________________
Answer Key
Challenge
NOTE
1. Dad goes to work in the evening.
8 Listen and answer the questions. 4-14 Tonight is another way of saying at night.
2. Josie goes to school in the morning.
1. Where is Amelia?
a. home b. school c. work d. practice 3. Mom goes to work in the afternoon.
2. What time of day is it? 4. Bill goes to practice in the afternoon.
a. morning b. night c. evening d. afternoon
Challenge
a. Amelia has practice in the morning. true false
b. Amelia has work at night. true false
c. Todd has to work tonight. true false
d. Todd has to finish an English paper. true false 8 Listen and answer the questions. 4-14
55
Untitled-2 55 2019-04-16 �� 10:08:22
Listen Up • Check students’ answers.
5 Listen and match the activity to the time of day. Answer Key
4-12
1. b
• Listen to the audio. 2. d
• Ask students to match the activity with the time of day. 3. a. false
• Replay the audio if needed. b. true
• Ask students to complete the activity. c. false
• Check students’ answers. d. true
Answer Key
Teacher’s Note
1. c
2. a tonight vs. at night
3. b
This NOTE illustrates that tonight and at night both
4. d
mean at night, but tonight means on the night of the
current day. At night can mean at night on the current
day, or at night in more general terms, such as, “I
always brush my teeth at night.” Make sure students
understand this.
55
Lesson D Writing
D Writing Aim Write a daily schedule
Aim: Write a daily schedule Vocabulary

1 Listen and repeat. Learn the days and months of the year. Then fill in the blanks
with the words in the box.
Vocabulary
4-15
1 L isten and repeat. Learn the days and months of workweek weekend month year
the year. Then fill in the blanks with the words in

1. month 2. year
the box. 4-15

• Ask students to repeat aloud after the audio. 1. workweek 1. weekend
• Ask students to fill in the blanks.
• Ask students to complete the activity. 2 Listen. What are they talking about? Write the activity and the time. 4-16
• Check students’ answers. 1. ________________________ 2. ________________________ 3. ________________________

________________________ ________________________ ________________________
Answer Key
From left to right, top to bottom 3 Fill in the blanks with the correct answer.
1. This is the last day of the workweek: ___________ 2. There are 28 days in this month: ___________
month, year, workweek, weekend 3. This is the first day of the weekend: ___________ 4. There are twelve months in this: ___________
2 L isten. What are they talking about? Write the Focus

activity and the time. 4-16 4 Look at Jessie’s schedule. Read the sentences. Circle true or false.
• Listen to the audio. MON TUE WED THU FRI SAT SUN
• Ask students to write the activity and time in the 1 School bus 2 School bus 3 School bus 4 School bus 5 School bus 6 Clean in the 7 Hawaii flight
(7:30 a.m.) (7:30 a.m.) (7:30 a.m.) (7:30 a.m.) (7:30 a.m.) morning (7:00 a.m.)
blanks. Soccer Visit Soccer Cycling trip Soccer Pack for trip
practice grandma practice with friends practice in evening
• Replay the audio if needed. (3:00 p.m.) (3:00 p.m.) (3:00 p.m.) (3:30 p.m.) (3:00 p.m.)
Train
• Ask students to complete the activity. (8:00 p.m.)
• Check students’ answers. 1. Jessie goes to school at 7:30 a.m. true false
2. Jessie will take the train to see her grandma on Wednesday. true false
3. Jessie is going on a trip to Hawaii on Saturday. true false
Answer Key 4. Jessie’s flight is early in the morning. true false
5. Jessie’s soccer practice is every other day of the workweek. true false
1. (last) soccer game (of the year), last Sunday of October at 10 a.m.
2. flight, Friday in April at 7 a.m. 56
3. take a train, March 3rd at 1. Untitled-2 56 2019-04-16 �� 10:08:23
3 F ill in the blanks with the correct answer.

Extra Practice When is your birthday?
• Ask students to fill in the blank with the correct word. Ask students when they were born with the pattern:
• Ask students to complete the activity. “When were you born?” → “I was born on (month/
• Check students’ answers. day/year).
Answer Key
1. Friday When were you born? → I was born on March 24,
2. February 1991.
3. Saturday
4. year
Focus
4 L ook at Jessie’s schedule. Read the sentences.
Circle true or false.
• Ask students to look at the schedule.
Answer Key
1. true
2. false
3. false
4. true
5. true
56
6 F ill in the blanks with the correct preposition.
Grammar • Ask students to read the sentence prompts.
5 Look at the table. Circle the correct word.
1. Don’t forget to study before / in the science test.
Prepositions of Time
2. My alarm goes off in / at 5:30 a.m.
• Tell students to only use prepositions from the table in
at
Jen has worked at 7:00
a.m. each day. 3. It’s really hot at / in July. activity 5 .
4. I have to study after / before Monday. There’s a test • Ask students to complete the activity.
My family watches movies
in next week.
in the evening. • Check students’ answers.
5. I packed my bag first thing after / in the morning.
Let’s get some lunch
before 6. I take the bus in the morning. Can you pick me up
before baseball practice. Answer Key
before / after school?
after
Howie has a doctor’s 7. Noah comes home from practice in / at the evening. 1. before
appointment after school.
8. I’m always so exhausted after / in football practice. 2. after
3. in
6 Fill in the blanks with the correct preposition. 4. at
1. I wake up __________ I have breakfast. 5. before
2. I go to soccer practice__________ school. 6. at
3. I do chores __________ the evening.
4. I take the subway __________ night.
5. I need to finish my report __________ December 20th. 7 Read the questions. Match with the best answer.
6. I practice the piano right __________ 5:00 p.m. every day of the week.
• Ask students to read the questions and answers.
7 Read the questions. Match with the best answer.
1. What time do you go to school? • • a. I do them in the afternoon. answer.
2. When do you do chores? • • b. I can visit them after I do my chores. • Ask students to complete the activity.
3. When will the taxi arrive? • • c. I take the school bus at 7:30.
4. When can you visit friends? • • d. It’s before English class.
5. When is art class? • • e. It will arrive at 2:00 in the afternoon.
Answer Key
1. c
2. a
Writing
3. e
8 Write what you do at the following times of the day. Use in, at, on, before, and
after in your sentences. 4. b
5. d
in the morning
at night
before school
after school
Teacher’s Note
57
Questions and Answers
Explain to students that an answer can be formed with
Untitled-2 57 2019-04-16 �� 10:08:24
the last part of a question. For example, the answer to

the question, “What time do you eat breakfast?” can
Grammar be formed by putting the last part of the question at
the beginning of the answer. In this way, the answer
5 L ook at the table. Circle the correct word. becomes, “I eat breakfast at 8 a.m.”
• Ask students to circle the correct word. Writing
• Check students’ answers. 8 W rite what you do at the following times of
the day. Use in, at, on, before, and after in your
Answer Key sentences.
1. before • Ask students to look at the table.
2. at • Ask students to complete the activity.
3. in • Check students’ answers.
4. before
• Ask some students to present their schedules to the
5. in
class.
6. after
• Give feedback.
7. in
8. after
Answer Key
Sample answers
I wake up at 7 in the morning.
I play games at night.
I eat breakfast before I go to school.
I have piano practice after school.
Etc.
57
Lesson E Project
E Project Aim Compare people’s routines
Aim: Compare people’s routines Video

Video
4

1 2 3
partner.

3 Watch again. Circle the speaker’s line.
Video
4
a. I don’t think a. Good morning to a. Wait for me

2 Watch the video. Number the pictures in order. so... you, too! after school.
Video b. We sleep in b. I saw it sitting b. We have to be
4 the day. here in the home before
morning. mom comes
• Play the video for students. home!
4 Fill in the blanks with the words in the box.
• Ask students to number the pictures in order.
in the evening 1. Leinad has breakfast _____________.
• Play the video again if needed.
morning 2. Tom and Jessie have to be home _____________ mom comes back.
• Ask students to complete the activity. after 3. Leinad wants Jessie and Tom to wait for him ______________ school.
• Check students’ answers. before 4. Evening in Leinad’s world is the same as _____________ in Jessie and Tom’s world.
Answer Key 5 Circle the correct answer.

From left to right 1. Tom and Jessie find a _____________ in their yard. a. subway car b. train c. World Hopper
2. People in Haras’ world work _____________. a. in the morning b. in the evening c. at night
1, 2, 3 3. Leinad is having pancakes _____________. a. in the morning b. in the evening c. at lunch
4. Haras will return in _____________. a. a week b. a month c. a year
5. Leinad wants to meet _____________. a. before school b. at school c. after school
Video
3 Watch again. Circle the speaker’s line. 4
58
• Ask students to circle the letter of the correct sentence
Untitled-1 58 2019-06-24 �� 11:04:35
they hear.
• Ask students to complete the activity. 5 Circle the correct answer.
Answer Key • Ask students to circle the correct answer.
1. a • Ask students to complete the activity.
2. a • Check students’ answers.
3. b
Answer Key
1. c
4 F ill in the blanks with the words in the box. 2. b
• Ask students to read the sentence prompts. 3. b
• Ask students to write the correct word from the box in 4. a
the blank. 5. c
Answer Key
1. in the evening
2. before
3. after
4. morning
58
Teacher’s Note
Grammar Short Answers to Time Questions

Explain to students that they can give a short answer
at (time)
to a question about the time with the preposition at,
When does your bus arrive? It arrives at 8:00 a.m. followed by the time. For example, the answer to the
What time does school start? It starts at 8:45 a.m. question, “What time does the game start?” can be,
What time do you have lunch? I have lunch at 12:00 p.m. “At 7:30 p.m.”
What time is math class? Math is at 1:00 p.m.
Extra Practice Soft Introduction to Frequency

7 Fill in the blanks to answer the questions.
1. What time does practice start? → It ___________________ at 3:30 p.m. Words
2. What time do you eat dinner? → I ___________________ dinner at 6:00 p.m.
3. What time does your flight leave? → It ___________________ at 7:00 p.m. Although the frequency words always, usually, and
4. What time does the subway close? → It ___________________ at 11:00 p.m. sometimes are covered in Unit 5, they can be softly
introduced before activity 8 with the patterns:
“What time do you _____?” →
Century Skills “I always/usually/sometimes _____ at _____.”
Your Daily Schedule Communication Critical Thinking
8 Read the questions and write three more. Get in groups and find the average What time do you wake up on the weekend? → I
time for all activities. Fill out the table.
usually wake up at 10 a.m. on the weekend.
Questions Name: Name: What time do you go to school? → I always go to
What time do you wake up
on the weekend?
school at 9 a.m.
Etc.
What time do you go to bed?
What time do you wake up?
21st Century Skills

8 R ead the questions and write three more. Get
in groups and find the average time for all
activities. Fill out the table.
• Tell students to look at the table.
59
• Tell students to read the questions and then write three
more.
Untitled-2 59 2019-04-16 �� 10:08:28

• Ask students to get into small groups.
Grammar • Tell students to talk with others in their group and find
6 Look at the table. Then listen and repeat. 4-17 the average time that they do the activities in their
• Read the contents of the table. table.
• Tell students to use the patterns from activities 6 and
OR
7 to talk about their schedules.
• Tell students to write their answers in their table.
OR
• Check students' schedules to make sure they're
working properly.
• Ask different groups to present their schedules to the
• Ask students if they know what kinds of words are
being highlighted. class.
• Give feedback.
7 F ill in the blanks to answer the questions.

• Ask students to read the sentence prompts for the
answers.
• Ask students to write the correct word in the blank.
Answer Key
1. starts
2. eat
3. leaves
4. closes
59
Review Unit 3-4
Review Unit 3-4
1 R ead and choose the best word to fill in the 1 Read and choose the best word to fill in the blanks.
blanks. Hello and welcome. I am your host, Hostbot 2000. This first room is the 1. ________________ where
• Ask students to read the passage. you sleep. It has a very big 2. ________________. You can put all your clothes there. Over there is a tall
3. ________________. You can look at your face and hair. I don’t have a face or hair. The next room is
• Ask students to circle the best word to fill in the blanks. the 4. ________________. It has a nice toilet, a shower, and sink. I do not use any of these, so they are
• Ask students to write the word in the blank. very clean. The last room is the kitchen. This new 5. ________________ keeps food very cold. That is
• Ask students to complete the activity. the end of the house tour. Now, let’s go outside.

1. a. bedroom b. living room c. kitchen d. bathroom
Answer Key 2. a. table b. couch c. closet d. toilet
3. a. table b. mirror c. closet d. dresser
1. a, bedroom 4. a. shower b. kitchen c. living room d. bathroom
2. c, closet 5. a. refrigerator b. sink c. shower d. lamp
HOSTBOT 2000
3. b, mirror NOTE
A host is someone who organizes a party or event.
4. d, bathroom
5. a, refrigerator
2 Unscramble to see Hostbot’s schedule. 3 Look at 2 and fill in the blanks in
Hostbot 2000’s list of chores: the schedule.
2 U nscramble to see Hostbot’s schedule. 2:15 p.m. Time To do Where
1. I clean / in the bathroom. / the toilet 2:15 p.m. Clean toilet Bathroom
• Ask students to look at the sentence parts. ______________________________________
• Ask students to unscramble the sentence parts and 2:50 p.m.
2:50 p.m. 1. ____________ 2. ____________
write the sentence on the line. 2. in the bedroom. / make / I / the bed 3:30 p.m. Pack bags 3. ____________
• Ask students to complete the activity. ______________________________________

3:50 p.m. 4. ____________ Kitchen
• Check students’ answers. 3:30 p.m.
5:15 p.m. Look for cat 5. ____________
3. I / pack / in the bedroom. / the bags
Answer Key ______________________________________
1. I clean the toilet in the bathroom. 3:50 p.m.
2. I make the bed in the bedroom. 4. make / I / in the kitchen. / lunch

______________________________________
3. I pack the bags in the bedroom.
4. I make lunch in the kitchen. 5:15 p.m.
5. I look for the cat in the yard. 5. the cat / I / in the yard. / look for
______________________________________
HOSTBOT 2000
3 L ook at 2 and fill in the blanks in the schedule. 60
• Ask students to look at the table. Untitled-2 60 2019-04-16 �� 10:08:30
• Ask students to fill in the table with the information in

activity 2 .
• Ask students to complete the activity. 4 R ead and circle the correct the word.
Answer Key • Ask students to circle the correct word.
1. Make bed
2. Bedroom • Check students’ answers.
3. Bedroom
Answer Key
4. Make lunch
5. yard 1. in
2. beside
3. on
Teacher’s Note
Public Transport and Traffic
Make sure to introduce some vocab related to travel,
public transportation, and traffic, such as the below:
train station bus station

subway station airport
bus stop subway stop
exit entrance
taxi taxi driver
road/street freeway/express way
60
6 L isten and circle true or false. R2-1
4 Read and circle the correct word.
Hostbots Online • Listen to the audio.
username: robomania33 • Ask students to circle true or false.
I really don’t like Hostbot 2000. He leaves my things • Replay the audio if needed.
all over the place.
1. The television is on / in the yard.
2. The lamp is on / beside the sink.
3. The bag is in / on the roof.
HOSTBOT 2000 Answer Key
1. true
5 Read the customer service schedule and choose the best word to fill in the blanks. 2. false
3. true
Hostbots Online
Hostbots Online Customer
4. false
username: robomania33 Service
Hello. Work Schedule

We are sorry to hear that. We can help you. Please call us Date Time
7 L isten and fill in the blanks. R2-2
1. ________________ 7:00 p.m. 2. ________________
12:00 a.m. ~ • Listen to the audio.
December 20th. Or please call us 3. ________________ December 20
8:00 a.m. 4. ________________ December 21st.
7:00 p.m.
• Ask students to fill in the blank.
1. a. before b. after c. on d. in December 21
8:00 a.m. ~
12:00 p.m.
2. a. before b. after c. on d. in • Ask students to complete the activity.
3. a. before b. after c. on d. in
4. a. before b. after c. on d. in
Answer Key
6 Listen and circle true or false. R2-1 1. work
1. Hostbot wakes up at 2:30 a.m. true false 2. bathroom
2. Master cleans the house after he makes his bed. true false
3. in the yard
3. Master rides the train to school. true false
4. Hostbot goes to school after 2:00 a.m. true false
4. before 7 p.m.
5. midnight
7 Listen and fill in the blanks. R2-2
1. Hostbot goes to ________________ after he wakes up.

2. Hostbot cleans the ________________, bedroom, and living room.
Teacher’s Note
3. Hostbot looks for the cat ________________.
4. Hostbot is finished with all his chores ________________.
Prepositions of Time
5. Hostbot goes to sleep at ________________. HOSTBOT 2000 Make sure students understand when to use the
61
different prepositions of time at, in, and on. Below is a
brief description of when to use each one.
Untitled-2 61 2019-04-16 �� 10:08:32
at: is used to talk about clock times and very specific

time frames including at night and at midnight
5 R ead the customer service schedule and choose
the best word to fill in the blanks. in: is used to talk about months, seasons, years,
• Ask students to look at the schedule. centuries, times of the day, and longer periods of time
• Ask students to circle the best word. like in the past and in the 2000s
• Ask students to write the word in the blank.
on: is used to talk about certain days of the week,
specific dates, and special days like on Christmas and
on my birthday
Answer Key
1. a, before
2. c, on
3. b, after
4. c, on
61
Unit
5 TIME TO PLAY!
This unit will give students the ability to use the present
simple tense and adverbs of frequency to talk about
hobbies, free time activities, and things that they regularly it
Un
do.
Unit 5 AIMS
Lesson A: R ead and respond to a simple text about hobbies
TIME TO PLAY!
Lesson B: L isten to people talk about their free-time
activities
Lesson C: Have a conversation about hobbies
Lesson D: Read an email and write a reply
Lesson E: Write a social media post about your weekend
Target Skills
Lesson A: Reading
Lesson B: Listening
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project Scan for Audio
A Reading Read and respond to a simple text about hobbies

Target Vocabulary
B Listening Listen to people talk about their free-time activities
Lesson A Lesson B C Speaking Have a conversation about hobbies
buy toys basketball
D Writing Read an email and write a reply
collect books
draw cartoons E Project Write a social media post about your weekend
exercise comics
play soccer guitar
sing a newspaper 62
swim piano
watch a movie table tennis Untitled-2 62 2019-04-16 �� 10:08:36
videos
video games
Lesson C Lesson D
chat go hiking
dance play baseball
go shopping play tennis
listen to music snowboard
paint surf
rollerblade take a photo
run the ocean
skateboard the park
Lesson E
busy
fun
passport
sad
62
adverbs of frequency: always, usually, sometimes,
never
Use adverbs of frequency like always, usually, sometimes,
never to show how often you do something.
Adverbs of Adverbs
Example
Frequency Level
always high I always brush my teeth.
usually I usually go to sleep at 9 p.m.
sometimes I sometimes eat cake.
seldom I seldom lose my wallet.
rarely I rarely wake up at 6 a.m.
never low I never yell at my dog.
play vs do
Use do and play to ask and answer questions about people’s
hobbies. Use play to answer questions about favorite
activities. You can also use go + activity to show hobbies.
do play go
What do you/they do? I/They play soccer. I go hiking.
What does he/she do? He/She plays soccer. I go surfing.
Unit 5 Discussion
1. Where are they?
2. How do they feel? • Then ask the class each question.
3. Why do they feel like that?
4. What do you do in your free time?
63
Untitled-2 63 2019-04-16 �� 10:08:37

Key Grammar
Ask more questions about free time activities.
present simple
The present simple tense is used when talking about
things that usually happen. When do you have free time?
The simple present tense also has other uses. Where do you spend your free time?
Do you like to spend your free time alone or with a
Usage Example friend? Why?
habit I sing in the shower. Who do you spend your free time with?
What is your favorite thing to do when you are not at
unchanging situation I work in Shanghai.
school?
general truth South Korea has one president. Where is a good place to hang out?
Walk straight for two hundred
to give directions
meters, then turn left.
to express fixed Your appointment starts at
arrangements 9 a.m.
63
Lesson A Reading
A Reading Aim Read and respond to a simple text about hobbies
Aim: Read and respond to a simple text about hobbies Vocabulary

Vocabulary
2 exercise 3 draw

4 collect
• Ask students to write the correct number of the 8 watch a movie
5 7 buy toys
sing
2 What are they talking about? Listen and
Answer Key write the word(s). 5-02
1. ________________________________________
2. ________________________________________ 1 swim
2. exercise 3. ________________________________________
3. draw 4. ________________________________________ 6 play soccer
4. collect
8. watch a movie Grammar
7. buy toys 3 Look at the chart and 4 Unscramble.
reading.
5. sing 1. always exercise / I / morning. / in the
always (100%) ______________________________________________
1. swim usually (75%) 2. never go to / I / weekend. / on the / school
sometimes (20-50%)
6. play soccer never (0%)
______________________________________________
3. I / at 4:00 p.m. / home / sometimes get
• Practice
again. Point at different pictures and ask “I always wake up at 8:00 a.m. I
______________________________________________
4. usually have / I / lunch / at 1 p.m.
students to say the words. usually eat breakfast in the kitchen,
______________________________________________
but sometimes I eat it in the living
room. I never eat breakfast in the 5. He / sometimes watches / in the / evening. / a movie
2 W hat are they talking about? Listen and write bathroom!” ______________________________________________
6. the morning. / never feel / tired / I / in
the word(s). 5-02 5 Talk with a partner. ______________________________________________

What do you always What do you never do
• Ask students to write the word(s) they hear in the do in the morning? in the evening?
blank. What do you sometimes What do you usually

• Replay the audio if needed. do in the afternoon? do after school?

Untitled-2 64 2019-04-16 �� 10:08:39
Answer Key
1. swim 4 Unscramble
2. exercise
• Ask students to look at the words.
3. watch a movie
• Ask students to unscramble the words to make a
4. play soccer
sentence.
• Ask students to write the sentence on the line.
Grammar
3 Look at the chart and reading.
Answer Key
• Read the contents of the reading.
1. I always exercise in the morning.
OR
2. I never go to school on the weekend.
3. I sometimes get home at 4:00 p.m.
4. I usually have lunch at 1 p.m.
highlighted. 5. He sometimes watches a movie in the evening.
6. I never feel tired in the morning.
Teacher’s Note
Frequency Adverbs and Sentence Structure 5 Talk with a partner.
Explain to students that the correct sentence structure • Read the questions aloud, or ask two students to read
when using frequency adverbs is subject + frequency the questions aloud.
word + verb (phrase) + time. Make sure to also explain • Ask students to practice the questions with a partner.
that when asking questions, the structure What do/ • Tell students to practice the questions again, but to use
does + subject + frequency word + do/does + time? is different frequency adverbs and times.
used.
64
7 R ead the texts and match them to the correct
6 Look at the pictures below. What are their hobbies? Write them under the pictures. picture. Then circle all the adverbs of frequency
in the reading. 5-03
7 Read the texts and match them to the correct picture. Then circle all the adverbs
of frequency in the reading. 5-03 • Listen to the audio.
OR
A: Hello! My name is Sopa, and I’m from Thailand.
In my free time, I play kabbadi. It’s a team sport • Read the article aloud.
from India. You try to touch members of the OR
other team before they catch you. I always play
kabbadi after school with my sister and friends.
It’s difficult but fun and good exercise! • Ask students to match the text with the correct picture.
B: Hi, I’m Anya. I’m a student from Russia. • Ask students to complete the activity.
But in my free time, my hobby is cosplay. It’s • Check students’ answers.
from Japan. The name is made from the words
“costume” and “play.” What do I do? I usually
Answer Key
watch a movie and see a character I like, and
then I draw the character’s costume and make From top to bottom
it. I love superhero 6 Look at
characters thethe pictures below. What are their hobbies? Write them under the pictures.
most.
Picture 1, B
7 Read the texts and
C: I’m Oliver. I’m from Canada, and my hobby match them to Picture
the correct 2, C Then circle all the adverbs
picture.
of frequency in the reading. 5-03
is collecting toy robots. On the weekend, I Picture 3, A
always go to toy stores to buy more. I
sometimes make robots, too. Now I have A: Hello! My name is Sopa, and I’m from Thailand.
over 200 robots! This is my favorite robot. My In my free time, I play kabbadi. It’s a team sport
father and I made it two years ago. It can walk from India. You try to touch members of the
and talk! other team before they catch you. I always play
kabbadi after school with my sister and friends.
It’s difficult but fun and good exercise!
Comprehension B: Hi, I’m Anya. I’m a student from Russia.

8 Circle true or false. But in my free time, my hobby is cosplay. It’s
1. Sopa is from India. true false from Japan. The name is made from the words
2. Anya draws a costume and then makes it. true false “costume” and “play.” What do I do? I usually
3. Oliver buys and sometimes makes robots. true false watch a movie and see a character I like, and
4. Sopa plays kabbadi alone. true false then I draw the character’s costume and make
5. Anya doesn’t like superheroes. true false it. I love superhero characters the most.

C: I’m Oliver. I’m from Canada, and my hobby
1. Whose hobby is the most fun: Sopa’s, Anya’s, or Oliver’s? Why?
is collecting toy robots. On the weekend, I
2. Which hobby is not fun? Why?
always go to toy stores to buy more. I
3. What is your hobby?
sometimes make robots, too. Now I have
65 over 200 robots! This is my favorite robot. My
1. always exercise / I / morning. / in the father and I made it two years ago. It can walk
______________________________________________
Untitled-2 65 2019-04-16 �� 10:08:41
and talk!
2. never go to / I / weekend. / on the / school
______________________________________________
3. I / at 4:00 p.m. / home / sometimes get
Extra Practice The Riddle Game
______________________________________________
Practice adverbs of frequency by making

4. usually have / I / lunch / at 1 p.m. Comprehension
a short riddle
______________________________________________
explaining
5. He / sometimes watches / in thethe things
/ evening.
/ a moviean animal does and doesn’t
Comprehension
1. Sopa is from India. true false
do. Have students guess what animal it2. is.
______________________________________________
6. the morning. / never feel / tired / I / in
AnyaThen ask and then makes it. 8 Ctrue
draws a costume irclefalsetrue or false.
students to make another riddle for the3.others
______________________________________________ Oliver buys to guess.makes robots. • true false
and sometimes
4. Sopa plays kabbadi alone. Asktruestudents
false to answer the questions.
5. Anya doesn’t like superheroes. • Replay
true the audio if needed.
false
This animal always has black stripes.9/ It1. Whose • Ask students to complete the activity.
Talk with a partner.
sometimes
hobby is the most fun: Sopa’s, Anya’s, or Oliver’s? Why?
swims in the water. / It never eats vegetables. / What is • Check students’ answers.
2. Which hobby is not fun? Why?
it? → It’s a tiger. 3. What is your hobby?

Answer Key
65
1. false 2. true 3. true
6 L ook at the pictures below. What are their
Untitled-2 65
4. false 5. false 2019-04-16 �� 10:08:41
hobbies? Write them under the pictures.

• Ask students to look at the pictures in activity 7 . 9 Talk with a partner.
• Ask students to write the name of the hobby under the • Tell students to find a partner.
picture. • Tell students to discuss the questions.
• Ask students to complete the activity. • Ask students if they would like to share their discussion
• Check students’ answers. with the class.
Answer Key
From top to bottom Teacher’s Note
cosplay, collecting robots (robotics, etc.), play kabbadi (play sports).
Hobbies
Explain some other hobbies to students. Common
hobbies include playing sports, reading books or comic
books, collecting things, playing a musical instrument,
crafting, cooking, etc.
65
Lesson B Listening
B Listening Aim Listen to people talk about their free-time activities
Aim: Listen to people talk about their free-time activities Vocabulary

• Listen to the audio. piano cartoons video games guitar a newspaper

books basketball comics table tennis videos
Answer Key
2 Put the vocabulary words in the right list.
7. piano, 9. cartoons, 8. video games, 2. guitar, 1.a newspaper,
I play… I watch… I read…
4. books, 10. basketball, 3. comics, 5. table tennis, 6. videos
video games
• Practice again. Point at different pictures and ask students

to say the words.
Teacher’s Note
Ping Pong Focus
Explain to students that table tennis is also commonly 3 Talk with a partner.
referred to as ping pong. We use the verb do with activities and homework.
What do you do for fun?
We use play with sports, music, and games.

We use read with books, newspapers, and stories.
I play video games.
2 P ut the vocabulary words in the right list.
• Ask students to look at the lists. 4 Talk with a partner. Ask the question.
What do you usually do / play / read?
• Ask students to write the word in the correct list.
do play read
Partner 1
• Check students’ answers. Partner 2
Answer Key 66
I play: video games, piano, guitar, basketball, table tennis Untitled-2 66 2019-04-16 �� 10:08:47
I watch: cartoons, videos

I read: a newspaper, books, comics
4 Talk with a partner. Ask the question.
Focus • Ask students to fill in the table with the activities they
usually do.
• Read the short conversation aloud, or ask two students • Tell students to practice talking about what they usually
to read the short conversation aloud. do with the pattern from activity 3 .
• Ask students to practice the conversation with a • Check students’ conversations to make sure they’re
partner. speaking properly.
• Tell students to practice the conversation again, but to • Ask some students to present their conversations to the
talk about different activities. class.
• Give feedback.
Teacher’s Note
Musical Instruments Teacher’s Note
Explain to students that people play many kinds of I Play Soccer, You Do Taekwondo, He Boxes
musical instruments, such as the violin, trumpet, tuba, The verb play is not always used to talk about sports.
drums, harmonica, bass guitar, saxophone, harp, etc. For example, one would do taekwondo or karate, but
play baseball or soccer. The general rule is that one
plays a team sport or a sport that uses a ball while one
does a non-team sport like karate. Sometimes the sport
itself acts as the verb, such as box, fish, ski, etc. Make
sure students understand when to use play, do, and
when to use the sport as the verb.
66
7 Listen and match the picture with the name.
5-07
5 Listen, circle, and write the hobby. 5-05

1. He plays / does _____________________________.
2. They do / play _____________________________. • Ask students to match the picture with the correct
3. She plays / reads _____________________________. name.
4. I do / watch _____________________________. • Replay the audio if needed.
5. He reads / watches _____________________________.
Listen Up
6 Listen and match the adverb of frequency to the activity. 5-06 Answer Key
1. always • • a. reads comics From left toright
2. never • • b. watches a movie
3. sometimes • • c. plays tennis Megan-surfing, Theo-make online videos, Ruby-play guitar
4. usually • • d. reads a book
7 Listen and match the picture with the name. 5-07 8 L isten again. Fill in the blanks. 5-07

• Ask students to write the word they hear in the blank.
Answer Key
1. always
Megan Ruby Theo
2. always
3. usually
8 Listen again. Fill in the blanks. 5-07
1. Megan loves surfing, and she __________________ goes to the beach in the morning.
2. Ruby __________________ meets and plays with her band at 6:00 in the evening. 9 Talk with a partner.
3. Theo __________________ goes to bed at 11 p.m.
• Read the questions aloud, or ask two students to read
9 Talk with a partner. the questions aloud.
• Ask students to practice asking and answering the
What do you never What do you never
play? read? questions with a partner.
What do you never do? speaking properly.
67
class.
• Give feedback.
Untitled-2 67 2019-04-16 �� 10:08:48
5 Listen, circle, and write the hobby. 5-05

Extra Practice More Conversation
Ask students to practice the same questions and
• Ask students to circle the correct word and write the
answers from activity 9 , but tell them to use the
hobby in the blank.
adverbs of frequency always, usually, and sometimes.
• Check students’ answers. What do you usually play? → I usually play the piano.
Etc.
Answer Key
1. plays, basketball
2. play, table tennis
3. reads, comics
4. watch, videos/cartoons
5. reads, books
Listen Up
6 L isten and match the adverb of frequency to the
activity. 5-06

• Ask students to match the adverb of frequency to the
activity.
Answer Key
1. d 2. a 3. b 4. c
67
Lesson C Speaking
C Speaking Aim Have a conversation about hobbies
Aim: Have a conversation about hobbies Vocabulary

Vocabulary
• Listen to the audio. 7 skateboard 2 paint 3 dance 4 listen to music

5 rollerblade 6 run 8 go shopping 1 chat
Answer Key
7. skateboard
2. paint Grammar
3. dance 2 Look at the table. Talk with a partner.
We use simple present tense for actions that we do regularly: every week, every day, or usually.
4. listen to music
Questions Answers
5. rollerblade
What do you / they do? I / They play soccer.
6. run
What does he / she do? He / She plays soccer.
8. go shopping
Do you / they play tennis? Yes, I / They play tennis.
1. chat
Does he / she play tennis? No, he / she doesn’t play tennis.
• Practice again. Point at different pictures and ask students

to say the words. 3 Unscramble.
1. Do you / comic / read / books?
Teacher’s Note ________________________________________________________________

2. do you do / What / free time? / in your
I ski and snowboard, too. ________________________________________________________________
3. play / Do / basketball? / you
Explain some other verbs that are also activities to
________________________________________________________________
students, such as ski, snowboard, hike, fish, surf, box, 4. What does / do / on the weekend? / best friend / your
etc. ________________________________________________________________
68
Grammar Untitled-2 68 2019-04-16 �� 10:08:50
2 Look at the table. Talk with a partner.

• Read the contents of the table. Extra Practice More Conversation
OR Ask students to answer the questions from activity 3 .
• Ask students to read the table. Ask them directly or tell them to work with a partner.
• Ask students if they know what kind of words are being Make sure to give feedback.
highlighted.
• Ask students to discuss the questions and answers. Yes, I read comic books.
• Ask students if they would like to share their discussion My best friend skateboards on the weekend.
with the class. Etc.
3 Unscramble. Teacher’s Note

• Ask students to look at the words. The Present Simple
• Ask students to unscramble the words to make a
question. Besides being used to talk about habitual actions, the
• Ask students to write the question on the line. present simple is also used to talk about unchanging
• Ask students to complete the activity. situations, general truths, giving directions, and
• Check students’ answers. expressing fixed arrangements.
Answer Key
1. Do you read comic books?
2. What do you do in your free time?
3. Do you play basketball?
4. What does your best friend do on the weekend?
68
Speak Up
Expressions
Asking about hobbies 5 T alk with a partner. Ask them questions using
4 Talk with a partner. “Do you…?” Write their answers.
Follow-up Questions
·What do you do in your free time? ·Why do you like it? • Read the conversation.
·What is your hobby?
·What do you like to do?
·How often do you do that?
OR
• Ask students to read the conversation.
Speak Up
• Ask students to fill out the table.
5 Talk with a partner. Ask them questions using “Do you...?” Write their answers.
• Ask students to discuss the contents of the table using
Ex. Do you play video games?
Yes, I usually play video games / Yes, I do. the patterns from the conversation.
When do you play video games?
I usually play them after school.
speaking properly.
Why do you play video games? • Ask students if they would like to share their discussion
Because it’s fun.
with the class.
Do you (usually)…
• Give feedback.
Name Yes No Extra information (Where? When? Why?)
play video games? Jonathan At home. After school. It’s fun!

Teacher’s Note
play table tennis?
skateboard?
Fun, Exciting, Amazing!
dance?
Explain to students that they can use other adjectives
watch movies?
to describe why they do certain activities. Tell them
that they can use both positive and negative adjectives,
go shopping?
such as exciting, amazing, fantastic, interesting, boring,
run?
terrible, etc.
play piano?
chat online?
Extra Practice Why don’t you … ?

Pronunciation three /Ɵ/ the /ð/
1. brother Ex.
Explain to students that if their partner doesn’t do one
6 Listen and put a check
mark ( ) on the sound.
2. Thursday of the activities in activity 5 , then they can ask why
5-09 3. math not, using the phrase:
4. mother
5. together “Why don’t you _____ ?”
69
Untitled-2 69 2019-04-16 �� 10:08:51
I don’t skateboard. / Why don’t you skateboard?

Explain to students that the answer to this question
Expressions will be the same as in the example conversation from
Asking about hobbies activity 5 , but will use a negative adjective.
• Read the questions aloud, or ask two students to read Because it’s boring.
the questions aloud.
• Ask students to practice asking and answering the
questions with a partner. Pronunciation
with the class. 6 Listen and put a check mark () on the sound
5-09

• Tell students to put a check mark on the correct sound.
Answer Key
1. /ð/
2. /ð/
3. /Ɵ/
4. /ð/
5. /Ɵ/
69
Lesson D Writing
D Writing Aim Read an email and write a reply
Aim: Read an email and write a reply Vocabulary

Vocabulary
• Listen to the audio. 6 snowboard 7 surf 1 go hiking 5 play baseball

3 play tennis 2 the park 8 the ocean 4 take a photo
Answer Key
From left to right, top to bottom 2 Listen and write the activities from the vocabulary that you hear. 5-11
1. _________________________ 2. _________________________
6. snowboard
3. _________________________ 4. _________________________
7. surf
5. _________________________ 6. _________________________
1. go hiking
5. play baseball
3. play tennis 3 Read the email.
2. the park
8. the ocean From anja06@online.com
4. take a photo
Hi,
• Practice
again. Point at different pictures and ask I’m Anya. How are you? I’m a little tired because it’s 11 p.m. here!
students to say the words. I’m doing a project about everyday life in your country. Please answer these questions:
• When do you eat breakfast?
• What is your hobby?
2 L isten and write the activities from the • What does your brother/sister do in his/her free time?
vocabulary that you hear. 5-11 • Where is your favorite place to play with friends?
• Listen to the audio. Thanks,
• Ask students to write the activity that they hear in the Anya
blank. Reply


Untitled-2 70 2019-04-16 �� 10:08:52
Answer Key
1. play baseball
Teacher’s Note
2. surf Informal Greetings and Closings
3. take photos
Explain to students that every letter, whether an email
4. play tennis
5. snowboarding
or a hand written letter, needs a greeting and a closing.
6. went hiking Common informal greetings include:
- Dear (name),
3 Read the email - Hello,
• Read the email aloud. - Hi,
OR - Hey,
• Ask students to read parts of the reading aloud. Common informal closings include:
OR
- Sincerely,
- Sincerely yours,
- Thank you,
- Thanks,
- Bye,
- Best,
- Yours truly,
Make sure to explain to students that the writer’s name
goes on the next line after the closing.
70
5 U se the sentence parts to make yes / no
Writing questions. Then talk with a partner.
4 Write a reply to Anya. Answer all of her questions. • Ask students to look at the table.
• Ask students to unscramble the sentence parts to make
From yes / no questions.
___________________________________________________________
___________________________________________________________
• Tell students to discuss the contents of the table and
___________________________________________________________
___________________________________________________________
check yes or no after the question.
___________________________________________________________
___________________________________________________________
speaking properly.
___________________________________________________________
Send with the class.
• Give feedback.
5 Use the sentence parts to make yes / no questions. Then talk with a partner. Answer Key
yes no 1. Do you play soccer in the park after school?
1. in the park / after school / play soccer 2. Do you usually ride your bike on the weekend?
Ex. Do you play soccer in the park after school?
___________________________________________________________? 3. Do you play tennis on weekdays?
2. usually / on the weekend / ride your bike 4. Do you sometimes take photos?
___________________________________________________________? 5. Do you go to the park?
3. play tennis / on weekdays 6. Do you have free time on the weekend?
___________________________________________________________? 7. Do you have free time on weekdays?
4. take photos / sometimes
___________________________________________________________?
Teacher’s Note
5. the park / go to
___________________________________________________________?
Details, Details, and More Details
6. have / on the weekend / free time Explain to students that questions and answers should
___________________________________________________________? include details. Refer to the questions in activity 5 .
7. free time / have / on weekdays Details, such as what, where, when, with whom,
___________________________________________________________? and how, will help students answer more clearly. Tell
71 students that they can search for details by asking
Untitled-2 71 2019-04-16 �� 10:08:53
follow-up questions using the 5 W’s and H.
Writing Extra Practice Guess the Celebrity

4 W rite a reply to Anya. Answer all of her Think of a celebrity and describe him or her using
questions. adverbs of frequency. Then ask students to guess the
• Ask students to write a reply to the email in activity 3 . celebrity. Ask a student to do the same. Then have the
• Ask students to answer all of the questions. other students guess who it is.
• Tell students to use the patterns and adverbs of
frequency from the previous lessons.
This person always wore the number 23. / He usually
played basketball very well. / His shoes are sometimes
• Ask some students to present their emails to the class.
very expensive. / Who is he? → He’s Michael Jordan.
• Give feedback.
Answer Key
Sample Answer
Hi, Anya.
I am happy to answer your questions. I always eat breakfast at 8:00
a.m. My hobby is playing video games. I usually play video games after
school. My brother sometimes reads comics in his free time. He never
reads books. He sometimes skateboards in the park, too. My favorite
place to play with friends is in my room. We always play video games
there. Please tell me about your country, too.
Sincerely,
Sunny
71
Lesson E Project
E Project Aim Write a social media post about your weekend
Aim: Write a social media post about your weekend Video

Video busy passport sad fun

• Read the words to students.
picture.
Answer Key
From left to right
busy-picture 2, passport-picture 4, sad-picture 1, fun-picture 3

3 Watch the video. Answer the questions.
Video
5
• Ask students to make predictions about the video 1. For Pierre, living in an airport is sad / fun / busy / bad.
they’re about to watch. 2. At night, where does Pierre go to bed? _________________________________________
• Tell students to talk with a partner. 3. Where does he take a shower? _________________________________________

4 Watch again. Fill in the blanks.
Video
5 5 Talk with a partner.
partner. Do you think living
1. At 9 a.m., Pierre _________________________. in an airport is fun?
2. In the afternoon, Pierre _________________________.
Scan the QR code to link to the Unit 5 video. 3. In the afternoon, Pierre sometimes _________________________.
4. In the evening, he _________________________.
Video
3 W atch the video. Answer the questions. 5
72
Untitled-3 72 2019-06-24 �� 1:54:56

• Play the video again if needed. 5 T alk with a partner. Do you think living in an
• Ask students to complete the activity. airport is fun?
• Check students’ answers. • Tell students to find a partner.
• Tell students to discuss the question.
Answer Key
1. fun
2. At night, Pierre goes to bed on a bench.
with the class.
3. He takes a shower where people wash the airplanes. • Ask follow-up questions.
Teacher’s Note
Video
4 W atch again. Fill in the blanks. 5
Follow-Up Questions
Explain to students that they can ask follow-up
questions to keep the discussion going. Tell students to
use some of the following questions and patterns:
• Check students’ answers. Why is living in an airport fun / not fun?
What can you do in an airport?
Answer Key
Who can you play with in an airport?
1. goes to a café to read a book
2. writes emails Where can you _____ in an airport?
3. watches a movie How can you _____ in an airport?
4. usually eats dinner at a great place / restaurant
Where else would be a fun place to live? Why?
72
8 C omplete the sentences with information about
Grammar you:
6 Look at the table. Listen and repeat. 5-12 • Ask students to read the sentence prompts.
After school, I play tennis. I play tennis after school.
Before school, I have breakfast. I have breakfast before school. • Ask students to complete the activity.
7 Listen and circle what happened first. 5-13
1. a. play basketball b. do homework Answer Key

2. a. play video games b. eat dinner Sample Answers
3. a. skateboard b. school
4. a. listen to music b. school 1. eat breakfast at home with my family
5. a. do homework b. eat dinner 2. go shopping with my friends at the mall
6. a. take photos b. eat lunch
8 Complete the sentences with information about you:

1. Before school, I always _________________________________________. 21st Century Skills
2. After school, I sometimes _________________________________________.
9 Get into groups. Discuss the following questions.
• Tell students to get into groups.
Century Skills
Social Media Post Creativity Communication
• Tell students to use adverbs of frequency and the
9 Get into groups. Discuss the following questions. patterns from activities 6 , 7 , and 8 to discuss the
• What makes a good social media post?
• What do you usually post about?
questions.
10 Plan a post about an exciting Ex.
weekend activity. Talk about your to write down ideas.
Pierre Rosencrantz
post with a group. Use the prompts • Check students' conversations to make sure they're
to ask questions.
speaking properly.
Where do you …? • Ask different groups to present their discussions to the
class.
When do you …? • Give feedback.
I love Saturday! On Saturday afternoons, I get home
from school, and then I meet with my friends in the
Why do you …?
park. We always listen to music and play games. 10 P lan a post about an exciting weekend activity.
Sometimes I take photos, play tennis, or go surfing.
We have so much fun, and I feel so happy! Talk about your post with a group. Use the
How often do you …?
prompts to ask questions.
73
• Tell students to think of an exciting weekend activity.
• Tell students to discuss their weekend activity with the
Untitled-2 73 2019-04-16 �� 10:09:00
question prompts in activity 10 .
• Tell students to use adverbs of frequency and the
Grammar patterns from activities 6 , 7 , and 8 to discuss the
questions.
6 Look at the table. Listen and repeat. 5-12 • Tell students that they can use a separate piece of paper
• Read the contents of the table. to write down their social media posts.
OR • Check students' social media posts to make sure they're
• Ask students to read the table. writing properly.
OR • Ask different groups to present their social media posts
• Listen to the audio. to the class.
• Ask students to repeat aloud after the audio. • Give feedback.
• Ask students if they know what kind of grammar point
is being highlighted.
Extra Practice The Best Place to Live
7 Listen and circle what happened first. 5-13

Tell students to work in groups and think of an
interesting place to live. Then write the things they
do there with the patterns from the lesson. Ask some
• Ask students to circle the correct answer.
groups to present their ideas.
• Check students’ answers. We live on a tropical island. Before school, we always
go surfing. After school, we sometimes fish in the sea.
Answer Key
At night, we often play with monkeys on the beach.
1. b
We are never bored here.
2. a
3. b
4. a
5. b
6. a
73
Unit
6 LOOKING GOOD!
This unit will give students the ability to use descriptive
adjectives and the present continuous tense to talk about
a person’s appearance, what they are wearing, and what it
Un
they are doing.
Unit 6 AIMS
Lesson A: U nderstand a basic description of someone’s
LOOKING GOOD!
appearance
Lesson B: A
sk and answer questions about what someone
looks like
Lesson C: L earn about the clothes people wear in other
countries
Lesson D: Describe your appearance in a message
Lesson E: Find a person based on their physical description
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading Scan for Audio
Lesson D: Writing
Lesson E: Project A Listening Understand a basic description of someone’s appearance
B Speaking Ask and answer questions about what someone looks like
Target Vocabulary C Reading Learn about the clothes people wear in other countries
Lesson A Lesson B D Writing Describe your appearance in a message
beard boots E Project Find a person based on their physical description
blonde hair coat

earrings dress
fat hat 74
glasses jacket
Untitled-2 74 2019-04-16 �� 10:09:04
handsome jeans
pretty pants
thin suit
sweater
T-shirt
Lesson C Lesson D
gloves comfortable
it’s bright curly hair
it’s cold dark hair
it’s hot light hair
sandals slim
shirt straight hair
socks strong
sunglasses uncomfortable
umbrella
wet
Lesson E
beach
crowded
steal
thief
74
Usage Example
actions happening right now I am walking.
I’m drinking more coffee
a trend
these days.
an action or event in the
I’m meeting my friends
future that has already been
tonight for dinner.
planned
It’s usually very hot in
a temporary event or situation August, but it’s freezing this
year.
emphasizing a continuing He’s always arguing with the
series of repeated actions waiters here.
adjectives joined with and

Use and to join two adjectives together to describe
objects.
When describing color and length, the order should
be 1) length → 2) color.
When describing size and length, the order should
be 1) size → 2) length.
Adjective 1 +
Adjective 1 Adjective 2
Adjective 2
Her hair is long
Her hair is black. Her hair is long.
and black.
The snake is big
The snake is big. The snake is long.
and long.
1. Where are they? adjectives and commas
3. What are they wearing?
When multiple adjectives come before a noun, we
4. What other words can you use to describe them? sometimes use commas.
75
Adjective 1 +
Untitled-2 75 2019-04-16 �� 10:09:05 Adjective 2
Look at that black Look at that big Look at that black,
Key Grammar snake! snake! shiny car!
present simple has/have The brown horse The small horse The hairy, green
Use has and have to show things that people own. runs away. runs away. insect runs away.
has (singular subject) have Unit 6 Discussion

He has a big bed. They have a big bed. Look at the photo and answer the questions.
His bed is big. Their bed is big.
present continuous • Give corrections and ask follow-up questions.
Use the present continuous tense to talk about things that • Ask students to talk with a partner. Have students take
are ongoing or happening now. turns asking the questions on the page to their partner.

Ask more questions about clothes and hanging out
with friends.
Where do you hang out with your friends?

What do you do when you hang out with your friends?
What do you usually wear to school?
What do you usually wear when you are not at school?
75
Lesson A Listening
A Listening Aim Understand a basic description of someone’s
appearance
Aim: U
nderstand a basic description of someone’s Vocabulary
appearance
Vocabulary
1 Listen and number. 6-01 4 beard 5 pretty 6 thin 7 handsome

2 1 3 8
vocabulary word next to the picture in the book. earrings fat glasses blonde hair
Answer Key 2 Listen and fill in the blanks with 3 Write sentences with the vocabulary
the best vocabulary. 6-02 and have or has.
1. Sebastian is __________________.
4. beard 2. Jessica has __________________ hair. _________________________
He has…
5. pretty 3. Frank has __________________. _________________________
4. Marcus is __________________.
6. thin
5. Maria is too __________________.
_________________________
7. handsome She has…
2. earrings NOTE _________________________
When describing a person’s
1. fat appearance we use the verb have
for nouns and is for adjectives.
_________________________
3. glasses For hair color (blonde, red, black,
brunette), we can say: He is…
She is blonde. _________________________
8. blonde hair She has blonde hair.
_________________________
• Practice
again. Point at different pictures and ask She is…
students to say the words. Focus _________________________

2 L isten and fill in the blanks with the best
What does Samantha What does Andrew
vocabulary. 6-02 look like? look like?

• Listen to the audio. She has blonde hair.
She has glasses.
He is handsome.
He is thin.
• Ask students to write the correct word(s) in the blank.
• Replay the audio if needed. 76
Untitled-2 76 2019-04-16 �� 10:09:07
Answer Key Teacher’s Note

1. handsome I’m Bald
2. blonde Explain that if someone has no hair, then that person is
3. a beard bald.
4. fat
5. thin
Focus
3 W rite sentences with the vocabulary and have or
has.
• Ask students to write a sentence with the vocabulary
and have or has on the line.
partner.
use different appearance words and adjectives.
Answer Key
From left to right, top to bottom Extra Practice
1. He has a beard. 2. He has glasses.
3. She has blonde hair. 4. She has earrings. Practice asking students what they look like with the
5. He is handsome. 6. He is thin. phrases from activity 4 .
7. She is pretty. 8. She is fat.
What does Dave look like? → He has glasses. He is thin.

What does Maria look like? → She is pretty. She has
black hair.
76
Answer Key
Sample Answers
Listen Up
5 Listen and find the person. Write their letter, name, and arrival time in the 1. He is tall and he has dark hair.
table. 6-03 2. She is fat and she has long dark hair.
A C
B D F
Grammar
E G Letter Name Arrival Time
1.
2. 7 R ead the box. Then talk with a partner.

3.
• Read the contents of the box.
4.
OR
6 Talk with a partner. Describe a man and woman Sara did not talk about. • Ask students to read the box.
Write your description.
He is __________________________, and he has _________________________.
She is __________________________, and she has _________________________. • Ask students to discuss the contents of the box.
Grammar with the class. Give feedback.
7 Read the box. Then talk with a partner.
OTE
(Be + verb + ing) We use present Ex. I am wearing a yellow t-shirt. N Often we contract the be verb in
continuous tense to talk about something He is playing soccer.
She is studying.
these sentences:
I am wearing → I’m wearing
Extra Practice What Are You Doing / Wearing?
which is happening (right now) at the He is playing → He’s playing
moment of speaking (and is not finished). She is studying → She’s studying
Practice the present continuous tense with the
8 Fill in the blanks with the given words in the present continuous tense. questions:
1. He is _____________ (wear) a blue t-shirt. 2. She is _____________ (play) a video game.
3. They are _____________ (watch) a movie. 4. Sarah is _____________ (study) for a test.
“What are you doing?” / “What are you wearing?”
5. The teacher is _____________ (teach) a class.
Challenge A B
C D
E
What are you doing? → I’m talking to the teacher.
9 Listen, circle, and answer the questions. What are you wearing? → I’m wearing a hat.
6-04
1. Where is the boy?

Etc.
a. at the bus station
b. at school
c. at the airport
2. Who is the boy looking for?
a. Amanda
8 F ill in the blanks with the given words in the
b. Amanda’s younger sister.
c. Amanda’s older sister.
present continuous tense.
3. Amanda’s older sister ________. 4. Which person matches the description? • Ask students to read the sentence prompts and look at
a. is kind of tall Write the answer in a complete sentence.
b. is wearing a jacket
_________________________________________
the words in parentheses.
c. has blonde hair
________________________________________. 77
• Ask students to change the word in parentheses into
the present continuous tense and write it in the blank.
Untitled-2 77 2019-04-16 �� 10:09:09

Listen Up Answer Key
5 L isten and find the person. Write their letter, 1. wearing
name, and arrival time in the table. 6-03 2. playing
• Listen to the audio. 3. watching
4. studying
• Ask students to find the person and write their letter,
5. teaching
name, and arrival time in the table.
Challenge
9 Listen, circle, and answer the questions. 6-04
Answer Key
1. E, Alana, 6:20 p.m.
2. C, Steven, 2 p.m.
3. B, Mina, 9 a.m. • Replay the audio if needed.
4. F, Dhani, 11 p.m. • Ask students to complete the activity.
6 T alk with a partner. Describe a man and woman Answer Key

Sara did not talk about. Write your description. 1. c
• Tell students to find a partner. 2. c
• Ask students to describe a man and a woman that were 3. a
4. The person in picture C matches the description.
not mentioned in the audio.
• Ask students to write their answer in the blank.
77
Lesson B Speaking
B Speaking Aim Ask and answer questions about what someone
looks like
Aim: A
sk and answer questions about what someone Vocabulary a. a suit f. a coat
looks like 1 Match the pictures with the word(s). b. a hat g. a jacket
c. a dress h. a sweater
c j d. jeans i. boots
Vocabulary b
a e. pants j. a T-shirt
1 Match the pictures with the word(s). f

• Ask students to repeat aloud after each word. e
2 Listen and write what the g
• Ask students to write the letter of word next to the person is wearing. 6-05
correct picture. 1. _________________________________

• Ask students to complete the activity. 2. _________________________________
3. _________________________________
4. _________________________________
i
5. _________________________________ d
Answer Key
h
From left to right, top to bottom Expressions
c. a dress j. a T-shirt Talking about appearance and clothing
a. a suit b. a hat 3 Listen and repeat. 6-06 5 Talk with a partner. Describe
a person below. Who is being
f. a coat e. pants Appearance described?
g. a jacket i. boots What does he look like?
He is tall/short, handsome, etc.
d. jeans h. a sweater
Clothing
What is he wearing?
He is wearing a T-shirt and pants.
2 Listen and write what the person is wearing. She is wearing a dress.
I am wearing a hat. (or: I have a hat.)
6-05
• Ask students to write the word they hear in the blank. I am wearing a red Who is wearing
________________?
• Replay the audio if needed. jacket.
• Ask students to complete the activity. Are you wearing

________________?
78
Answer Key
Untitled-2 78 2019-04-16 �� 10:09:13
1. hat 2. jacket 3. sweater 4. suit 5. boots

Expressions
Talking about appearance and clothing • Read the short conversation aloud, or ask two students
• Read the contents of the tables. partner.
OR • Tell students to practice the conversation again, but to
• Ask students to read the tables. talk about different clothing and colors.
OR • Check students’ conversations to make sure they’re
• Listen to the audio. speaking properly.
• Ask students to repeat aloud after the audio. • Give feedback.
• Ask students if they know what kinds of words are
being highlighted.
5 T alk with a partner. Describe a person below.
Who is being described?
Teacher’s Note
All Types of People, All Types of Clothing • Ask students to choose one of the people.
Explain to students that there are many different types • Ask students to describe the person.
of people. Give them additional adjectives to describe • Ask students to change roles and describe a different
people, such as old, young, sick, healthy, happy, sad, person.
angry, bored, etc. Also make sure to introduce other • Check students’ conversations to make sure they’re
clothing items, such as hoodie, sweatshirt, sweat pants, speaking properly.
slacks, sneakers, baseball cap, etc. • Ask different groups to present their discussions to the
class.
• Give feedback.
Extra Practice What Do They Look Like?

Prepare some pictures of famous people and ask
students what they look like with the unit’s patterns.
78
Teacher’s Note
Non-Continuous Verbs
Grammar
6 Read the table. This NOTE illustrates that other verbs not used in the
Used to express habits, repeated actions or
present continuous include:
Simple Present
events, and general truths
feelings: hate, like, love, prefer, want, wish
He reads in the morning. Habit: He usually reads—every day, every week, etc.
He wears glasses to read. Repeated action: Every day he wears glasses. senses: appear, feel, hear, see, seem, smell, sound,
He wears glasses. General truth: Always or usually. taste
Used to describe an action that is happening communication: agree, deny, disagree, mean,
Present Continuous
right now promise, satisfy, surprise
He is reading. He is reading right now.
He is wearing a white shirt. He is wearing a white shirt right now.
thinking: believe, imagine, know, mean, realize,
recognize, remember, understand
7 Fill in the blanks with the given words in the simple present or present continuous others: be, belong, concern, depend, involve, matter,
tense.
1. He ____________________ (wear a suit) to work every day.
need, owe, own, possess
NOTE
We cannot use present continuous with
2. I usually ____________________ (study) on the weekend, have when we describe appearance.
He has a white shirt. (o)
He is having a white shirt. (x)
but right now I ____________________ (watch) a movie.
3. We ____________________ (wear) a T-shirt and jeans because it’s Saturday afternoon.

Speak Up
4. At school, we always ____________________ (wear) a uniform.
8 T alk with a partner. Describe the people in the
5. What ____________________ (Sarah / do) in her free time?
picture and what they are doing.
Speak Up Pronunciation
• Ask students to describe the people in the picture and
8 Talk with a partner. Describe the 9 Listen and repeat. 6-07
people in the picture and what they what they are doing.
/I/ /i/
are doing. • Tell students to describe their appearance and clothes.
fit feet
• Ask students to change roles and describe a different
10 Listen and put a check mark ( ) person.
on the sound. 6-08
/I/ /i/
1. ship
speaking properly.
2. sheep • Give feedback.
3. beat
4. bit
5. seat
6. sit
Pronunciation
7. pitch
8. peach
79 • Listen to the audio.
Untitled-2 79 2019-04-16 �� 10:09:14
• Ask students to circle the correct vowels in each word if
Grammar needed.
6 Read the table.
• Read the contents of the table. 10 Listen and put a check mark () on the sound.
6-08
OR
• Ask students to read the table. • Listen to the audio.
• Ask students if they know what verb tenses are being • Ask students to repeat aloud after the audio.
highlighted. • Tell students to put a check mark on the correct sound.
7 F ill in the blanks with the given words in the
simple present or present continuous tense.
• Ask students to read the sentence prompts and look at Answer Key
the words in parentheses. 1. /I/ 2. /i/ 3. /i/ 4. /I/
• Ask students to change the word in parentheses into 5. /i/ 6. /I/ 7. /I/ 8. /i/
the simple present or present continuous tense and
write it in the blank.
Answer Key
1. wears a suit
2. study, am watching
3. are wearing
4. wear
5. does Sarah do
79
Lesson C Reading
C Reading Aim Learn about the clothes people wear in other countries
Aim: L earn about the clothes people wear in other Vocabulary

countries
1 10 3 6 5
Vocabulary
1 Listen and number. 6-09 it’s bright wet it’s hot it’s cold gloves
• Listen to the audio. 9 7 2 4 8

• Ask students to write the correct number of the sandals socks sunglasses an umbrella a shirt
• Practice again. Point at different pictures and ask 2 Use the vocabulary words to complete the dialogues. Listen and repeat. 6-10
students to say the words. 1. 2.

_________________ today. You
It’
s raining right now!
should wear sunglasses.
Answer Key
From left to right, top to bottom OK! How do these I won't get wet. I have
look? _________________!
1. it’s bright
3. 4.
10. wet It’
s so cold today.
Ah! My socks are all wet!
3. It’s hot My hands hurt.
6. it’s cold
5. gloves Wear these _________________. I wear _________________ when it
They will make your hands warm.
9. sandals rains. Then my socks and shoes
don’t get dirty.
7. socks
2. sunglasses Pre-reading
4. an umbrella
3 Talk with a partner. Look at the pictures and talk
8. a shirt about what the person is wearing. tank top
2 U se the vocabulary words to complete the beanie
dialogues. Listen and repeat. 6-10

When do you wear
• Ask students to read the sentence prompts. these clothes? raincoat
• Ask students to write the correct word(s) in the blank.
80
• Ask students to check their answers. Untitled-2 80 2019-04-16 �� 10:09:19

Extra Practice When Do You Wear … ?
Answer Key Ask students when they wear certain clothes with the
1. It’s bright phrase:
2. an umbrella
3. gloves “I wear _____ when _____.”
4. sandals
When do you wear a beanie? → I wear a beanie when

it’s cold outside.
Pre-reading
3 T alk with a partner. Look at the pictures and talk
about what the person is wearing. Teacher’s Note
• Ask students to look at the pictures. Common Clothing
• Tell students to practice asking and answering the Explain some common clothing items that people
question. usually wear in special situations, such as a swimming
• Tell students to talk about other clothing items. suit, pajamas, slippers, exercise clothing, etc.
speaking properly.
• Give feedback.
80
6 T alk with a partner.
4 Read and match the texts with the pictures. 6-11
A
Hi, I’m Omar. I live in Saudi Arabia. It’s so hot here. I’m • Tell students to discuss the questions.
wearing this—a thawb. It’s a kind of long white shirt.
It is very cool and loose. It is very comfortable to wear in
hot weather. Also, I’m wearing sandals! It’s very sunny with the class.
and bright here, so I have to wear sunglasses often. What
do you think of my outfit? • Ask follow-up questions.
B
My name is Ju-Yeon, and I live in South Korea. It’s
raining right now, so I’m wearing a raincoat. I don’t want Challenge
to get wet. I always have an umbrella when I go outside.
It’s also warm here, so I’m wearing a dress and sandals. At 7 F ind unique clothes from other countries online.
home, I wear comfortable pants and a T-shirt.
Share your information with your group. Can you
C
I’m Danielle. I live in Canada. It’s sunny here, but very
name the clothes below?
cold. I’m wearing this padded coat, a thick sweater, a • Tell students to get into groups.
warm blue hat, and gloves. Also, I’m wearing big boots to
walk in the snow. Sometimes, I wear sunglasses, too. • Ask students to look at the pictures.
• Ask students to try and name the clothing in the
Comprehension pictures.
5 Circle true or false. 6 Talk with a partner. • Ask students to use the internet to find clothes from
1. Wearing a thawb makes Omar feel hot. true false
1. Which type of clothes other countries.
2. Ju-Yeon is wearing pants. true false
3. Danielle is wearing sunglasses. true false
do you like most? Why?
• Tell students to discuss the clothes they found.
4. Ju-Yeon wears pants at home. true false
2. What do you wear • Ask different groups to present their discussions to the
5. Danielle’s coat and sweater are thick. true false
6. Omar sometimes wears sunglasses. true false
when it’s hot?
class.
3. • Give feedback.
What do you wear
when it’s very cold?
Challenge Teacher’s Note

7 Find unique clothes from other countries online. Share People From … Wear …
your information with your group. Can you name the
clothes below? Explain to students that they can talk about traditional
clothes people from other countries wear with the
Japan
phrase:
Indonesia
“People from _____ wear _____.”
Thailand
Mexico People from Mexico wear sombreros.

81
Untitled-2 81 2019-04-16 �� 10:09:26
Teacher’s Note
4 Read and match the texts with the pictures. Clothes from Around the World
6-11 Explain to students that people in other countries
• Listen
wear different clothing items. Below is a short list of
to the audio.
traditional clothing items from other countries:
OR
• Read the article aloud. Korea: hanbok Germany: lederhosen
OR South East Asia: sarong Spain: traje de luces
• Ask students to read parts of the reading aloud. China: hanfu England: smock-frock
• Ask students to match the text with the correct picture. Japan: kimono Scandinavia: gakti
• Replay the audio if needed. Netherlands: clogs Morocco: fez
• Ask students to complete the activity. Russia: sarafan West Africa: dashiki
• Check students’ answers. France: beret South America: poncho
Scotland: kilt
Answer Key
From top to bottom
A. Omar, B. Danielle, C. Ju-Yeon
Comprehension
Answer Key
1. false 2. false
3. false 4. true
5. true 6. true
81
Lesson D Writing
D Writing Aim Describe your appearance in a message
Aim: Describe your appearance in a message Vocabulary

1 Read and repeat. d. light hair
Vocabulary
a. comfortable
1 Read and repeat. b. curly hair c. straight hair
• Read the words aloud.

• Ask students to repeat aloud.
f. strong g. slim
2 L isten and find the person (a-h) being described e. dark hair
h. uncomfortable
in 1 . 6-12
2 Listen and find the person (a-h) being described in 1 . 6-12
• Listen to the audio. 1. ____________________ 2. ____________________ 3. ____________________

• Ask students to write the letter of the person in the 4. ____________________ 5. ____________________ 6. ____________________
blank. 3 Choose a man and a woman from above. Describe their appearance.
• Replay the audio if needed. She is .
• Ask students to complete the activity. She has .

He is .
• Check students’ answers. He has .
Answer Key 4 Listen and write the names of the people. 6-13
1. e 1. 3. 5.
2. f
2. 4.
3. c
4. h
5. b
6. a
3 C hoose a man and a woman from above.

Describe their appearance.
• Tell students to choose one man and one woman from 82
the pictures. Untitled-2 82 2019-04-16 �� 10:09:29
• Ask students to describe their appearance.

• Ask students to write their answer on the line.
Grammar
• Check students’ answers. 5 R ead and listen. 6-14
Answer Key • Read the contents of the table.
Sample Answers
OR
She is comfortable right now. / She has light hair.
OR
He is slim. / He has short dark hair.
4 Listen and write the names of the people. • Ask students if they know what kind of grammar points
6-13 are being highlighted.
• Ask students to write the name of the person in the
Extra Practice My Friend Looks … !
blank.
• Replay the audio if needed. Have students draw a picture of a friend or classmate.
• Ask students to complete the activity. Then have them write sentences to describe the
• Check students’ answers. person they drew. Tell students to use the patterns and
vocabulary from activities 1 , 3 , 5 , and 6 . Ask some
Answer Key students to present their work.
1. Manny
2. Rachel
3. Jacob
4. William
5. Irene
82
Writing
Grammar
8 D raw a picture of Alana. Then tell your friends in
5 Read and listen. 6-14
the chat group what she looks like.
You can use two adjectives to describe a noun. There are two ways to do this.
The adjectives come before the noun. The adjectives come after the noun. • Tell students to draw a picture of what Alana looks like.
His long dark hair... His hair is long and dark. • Tell students that they can use a separate piece of paper
Her short blonde hair... Her hair is short and blonde. NOTE
Adjectives that come before the
noun sometimes require a comma. if the notebook in the book is not helpful.
6 Rewrite the sentences in another form. Read the Grammar Reference to
learn more about this.
1. He has a large, comfortable bed.
_______________________________________________________________________________. • Ask students to fill in the blanks with adjectives and
2. Her pants are long and dark.
_______________________________________________________________________________.
clothing items.
3. His hair is short and blonde. • Ask students to complete the activity.
_______________________________________________________________________________. • Ask some students to present their descriptions to the
4. They have a small, comfortable apartment.
_______________________________________________________________________________. class.
5. Her brother is tall and handsome. • Give feedback.
_______________________________________________________________________________.
7 Read the conversation. Answer the questions. Answer Key

1. What are the people talking about?
Aubrey Sample answers
Hey, did you watch Sing Star last night? a. a television show
Jessica b. a concert Last night, Alana was wearing a yellow dress and sunglasses. She has
Yes! It’s my favorite television show! c. a school assignment
Claire
beautiful earrings and long, dark hair. She’s the best!
Me, too!
2. Who is Jessica’s favorite singer?
Aubrey a. Aubrey
b. Claire
Who was your favorite singer last night?
Jessica c. Alana
Teacher’s Note
It was Alana! She’s my favorite.
Claire
3. Who doesn’t remember Alana?
a. Aubrey
All the Adjectives
Alana? I don’t remember her.
What does she look like? b. Claire This NOTE illustrates that when using more than one
c. Jessica
adjective, the correct order must be followed. Make
Writing sure students understand that when using more than
8 Draw a picture of Alana. Then tell your friends in the chat group what she looks like. one kind of adjective, the correct order should be:
Jessica
Last night, Alana was wearing

1. opinion: ugly, beautiful
__________________ and 2. size: big, small
__________________. She has beautiful
3. physical quality: thin, rough
__________________ and
__________________ hair. She’s the best! 4. shape: round, rectangular
#alana#singstar 5. age: young, ancient
6. color: blue, pink
83
7. origin: American, Japanese
Untitled-2 83 2019-04-16 �� 10:09:31
8. material: wood, plastic
9. type: multi-use, three-sided
6 R ewrite the sentences in another form. 10. purpose: cooking, riding
• Ask students to rewrite the sentences using the forms Fettuccini is a long, flat, Italian pasta.
in activity 5 . He saw a beautiful, big, hairy, black dog.
Answer Key
1. His bed is large and comfortable.
2. She has long, dark pants.
3. He has short, blonde hair.
4. Their apartment is small and comfortable.
5. She has a tall, handsome brother.
7 R ead the conversation. Answer the questions.

• Read the conversation aloud.
OR
• Ask students to read parts of the conversation aloud.
OR
• Ask students to read the conversation quietly by
themselves.
Answer Key
1. a
2. c
3. b
83
Lesson E Project
E Project Aim Find a person based on their physical description
Aim: Find a person based on their physical description Video

1 Write the word under the correct picture.
Video beach thief steal crowded
1 Write the word under the correct picture.

• Ask students to write the word under the correct
2 Look at the pictures. What is this video about? Talk with a partner.
picture.
Answer Key
thief, crowded, steal, beach
2 L ook at the pictures. What is this video about?

Talk with a partner.
3 Watch the video. Put a check mark ( ) on the words you hear.
Video
6
• Ask students to make predictions about the video  nice  thief boots short
they’re about to watch. car  phone boat  jacket

4 Watch again. Circle the word(s) you hear.
Video
6
partner.
1. This is ice / new / nice. 2. He’s tall and thin / tall and thick /
Scan the QR code to link to the Unit 6 video. 3. Hello? There’s a thief on the short and blue.
bench / beach / sea. 4. Okay, a police officer is going
/ was going / are going to the
3 W atch the video. Put a check mark () on the beach now.
Video 84
words you hear. 6
Untitled-2 84 2019-04-16 �� 10:09:36

Teacher’s Note
• Ask students to put a check mark on the word they
hear. Cops, Robbers, and Uniforms
• Play the video again if needed. Explain to students that a thief is also known as a
• Ask students to complete the activity. robber and that a police officer is also known as a cop.
• Check students’ answers. Tell students that the stereotypical robber’s clothes are
all black and that they wear a black mask. Next, let
Answer Key
students know that police officers wear uniforms. You
can introduce police-related vocabulary, such as utility
nice, thief, phone, jacket belt, handcuffs, pepper spray, baton, gun or firearm,
police car, etc.
Video
4 W atch again. Circle the word(s) you hear. 6
• Play the video again. Extra Practice
• Ask students to circle the word(s) they hear. Pause the video from time to time and practice asking
• Ask students to complete the activity. students what the people in the video are doing.
Answer Key What is the man in the yellow swimming suit doing? →
1. nice He is swimming in the sea. (at 0:16)
2. tall and thin What is the boy holding? → He is holding his mom’s
3. beach hand. (at 0:25)
4. is going Etc.
84
21st Century Skills
Grammar
5 Complete the sentences. Choose the simple present or present continuous. 6 R ead the reports. Talk with a partner or group.
Use the given words.
Decide who is the thief.
• Tell students to talk with a partner or get into groups.
Hi, Joe.
• Tell students to read the reports and discuss them.
I ____________________________ (write / this email) on a beach in Italy. • Tell students to use the clothing words, adjectives, and
Usually the weather ____________________________ (sunny), so verb tenses they learned in the unit.
I ____________________________ (wear/sunglasses) every day. But right now • Check students’ conversations to make sure they’re
____________________________ (it / rain), so I ____________________________
speaking properly.
(sit / under a tree). I ____________________________ (come to / the beach)
everyday because it’s beautiful here.
• Ask different groups to present their findings to the
____________________________ (you / enjoy your vacation)? I hope so. class.
See you soon!
• Give feedback.
Maxine
Century Skills
Find the Thief! Critical Thinking Collaboration
6 Read the reports. Talk with a partner or group. Decide who is the thief.
Witness report 1:
Police officer report:
I saw the man! He is quite tall and thin. He has
The man who stole the bike was wearing
short brown hair and small ears. Oh! And he
a black jacket, jeans, and sunglasses. I lost
had glasses.
him in the crowd. He may have changed
his clothes before we caught him.
Witness report 2:
I don’t remember his face. But I saw a man
throw away some clothes. He is wearing a
brown jacket and red tie.
85
Untitled-2 85 2019-04-16 �� 10:09:36
Grammar
5 C omplete the sentences. Choose the simple
present or present continuous. Use the given
words.
• Ask students to read the sentence prompts and look at
• Ask students to change the words in parentheses into
the simple present or present continuous tense and
write them in the blank.
Answer Key
1. am writing this email
2. is sunny, wear sunglasses
3. it’s raining, am sitting under a tree
4. come to the beach
5. Are you enjoying your vacation
85
Review Unit 5-6
Review Unit 5-6
1 R ead the text and match the pictures with the 1 Read the text and match the pictures with the highlighted word(s).
highlighted word(s). a b c d

• Ask students to match the picture with the correct e f g h
number.
• Check students’ answers. Maria has many different hobbies. She loves to 1. read comic books and 2. draw cartoons. She loves
to 3. play video games. But Maria’s favorite hobby is to 4. collect art toys! Maria’s
favorite art toys are cute and a little scary. Maria loves looking at her art toys, but she
Answer Key also wants to make them! She 5. paints models to practice.
1. e, read comic books
1. __________ 2. __________ 3. __________
2. b, draw cartoons 4. __________ 5. __________
3. f, play video games
4. c, collect art toys 2 Look at the table. Then fill in the blanks.
5. d, paints models
Jacob’s Diary: Day of the Week Weather I need… Hobby
sunglasses,
Monday Monday sunny, hot read comic books
2 L ook at the table. Then fill in the blanks. It’s hot and bright outside. I
sandals
Tuesday sunny, hot sunglasses play video games
have to wear my
• Ask students to look at the table. Wednesday cold gloves go shopping
1. _____________ and sandals. I
• Ask students to read the passage. want to go to the park to read
Thursday raining, wet an umbrella play with toys
Friday raining, wet a sweater play video games
my comic book. It’s so fun!
• Ask students to fill in the sentences with the
Tuesday
information from the table. It’s hot outside. I want to stay inside and 2. _____________. I can’t wait!
• Ask students to complete the activity. Wednesday
• Check students’ answers. It’s cold outside. I should wear my 3. _____________. I’m going 4. _____________ with
my mom. I want to buy a new game. But maybe I will buy a toy.
Answer Key Thursday
It’s raining today! I don’t want to get 5. _____________. I need my
1. sunglasses 6. _____________, but I can’t find it.
2. play video games Friday

3. gloves My friends want to 7. _____________ with me. I hope I play well!
4. to go shopping
86
5. wet
6. umbrella Untitled-2 86 2019-04-16 �� 10:18:22
7. play video games

Teacher’s Note
3 R ead the text and circle the correct word. Golfer, not Golf Player
• Ask students to read the reading. Make sure students understand that in team sports
• Ask students to circle the correct word. like basketball and rugby, the athletes are referred
• Ask students to complete the activity. to as basketball players, rugby players, and so on. In
• Check students’ answers. individual sports like golf and boxing, the athletes are
referred to as golfer, boxer, and so on. Keep in mind
Answer Key soccer, football in the UK, uses the term soccer player
1 in the US and footballer in the UK.
1. before breakfast
2. usually
2
1. play, exercise
2. skateboard, listen
3. dances, rides, after school
4. sometimes
86
Answer Key
3 Read the text and circle the correct word. 1. c
2. a
3. c
1 Dear Dr. J,
1. My son Franklin doesn’t have many hobbies. He always watches television
before breakfast / breakfast before. Teacher’s Note
2. What do other boys usually / never do? I want to help him find better hobbies.
Sincerely,
More on Adverbs of Frequency
Franklin’s Mom Make sure students clearly understand how to use
adverbs of frequency. The list below can be used as a
checklist of rules students should know.
2 Dear Franklin’s Mom, • Adverbs of frequency should be used to talk about
Young children have many hobbies.
how often something happens.
1. They plays / play soccer and exercise / exercises.
2. They sometimes skateboard / skateboards. They also listens / listen to music. • Adverbs of frequency are often used to talk about
3. I have a son who sometimes dances / dance and rides / ride his bike routine or repeated actions, so the present simple
in the park after school / school after.
and simple past are usually used with them, not the
4. When he does that, I sometimes / never take photos of him so
I can show them to my friends. present continuous.
Sincerely, PSYCHOLOGIST’S • If a sentence has one verb, the adverb of frequency
Dr. J OFFICE
goes after the subject but before the verb. For
example, “Stacy always rides her bike.”
• If an adverb of frequency is used in a negative
statement or a question, the adverb of frequency
1. Franklin loves to play soccer in his free time. true false
2. Dr. J likes to hike and ride her bike in the park. true false
goes before the main verb. For example, “Does Dale
3. Franklin’s doll has black hair and pretty eyes. true false usually not do his homework?”
4. Franklin usually watches television on the weekend. true false
5 Listen and circle the correct answer. R3-2
1. It is _____ right now. a. sunny b. warm c. raining

2. Linda wants to wear socks and a(n) _____. a. coat b. dress c. sandals
3. Linda is wearing a dress and has a(n) _____. a. raincoat b. sunglasses c. umbrella
87
Untitled-2 87 2019-04-16 �� 10:18:26

Answer Key
1. false
2. false
3. false
4. true
5 L isten and circle the correct answer. R3-2

87
Unit
7 WHAT’S FOR LUNCH?

kinds of food they like and dislike. Students will also learn
how to order food in a restaurant and talk about the iitt
Un
n
quantity of food they eat.
U
Unit 7 AIMS
Lesson A: Understand likes and dislikes
WHAT’S FOR LUNCH?
Lesson B: Read about interesting street food
Lesson C: Order food in a restaurant
Lesson D: Write about the food you eat
Lesson E: Do a healthy eating survey
Target Skills
Lesson A: Listening
Lesson B: Reading
Lesson C: Speaking
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Understand likes and dislikes
Lesson A Lesson B B Reading Read about interesting street food
bananas beans C Speaking Order food in a restaurant

bread fruits
D Writing Write about the food you eat
cheese ice cream
eggs lemons E Project Do a healthy eating survey
fish pepper
juice sandwiches
meat soup 88
oranges vegetables
potatoes Untitled-2 88 2019-04-16 �� 10:18:31
tomatoes
Lesson C Lesson D Key Grammar
apple butter I would like
bowl chocolate Use would to make requests, invitations, give advice, and
cake milk show willingness. You can use the phrase “I would
chicken oil
like / I’d like…” to order the food you want. This phrase
cup rice
glass salt
can be used to ask or answer questions.
mushrooms sugar
pizza water Question Response
salad I would like (I’d like) a slice of
slice What would you like?
pizza.
Would you like a glass of
Yes, please / No, thank you.
juice?
88
food quantifiers – quantity nouns
Use would to make requests, invitations, give advice, and
show willingness. You can use the phrase “I would
Quantity Example
a bottle of Buy a bottle of milk, please.
a glass of I drink a glass of milk every day.
a cup of I want a cup of tea.
a pair of Do you have a pair of socks I can borrow?
a piece of Do you want a piece of cake?
a packet of Would you like a packet of ketchup?
How much/many…
Use the phrase how much/many to ask about the quantity
of things. Use how many to ask about countable things
and how much to ask about uncountable things.
Count Uncountable
Question (single Question (grains, liquid,
objects) lard)
How many There are
How much There is a little
bananas are a few
butter is there? butter.
there? bananas.
Look at the photo and answer the questions. There

There is a lot of
1. What is happening in the picture? are many
2. What do you think the girl is making? butter.
bananas.
3. How often do you cook at home? What can you make?
4. Do you eat mostly healthy food or unhealthy food? Give some examples.
89 Unit 7 Discussion
Untitled-2 89 2019-04-16 �� 10:18:32 Look at the photo and answer the questions.
countable and uncountable nouns • Then ask the class each question.
Some nouns are countable while others are uncountable. • Give corrections and ask follow-up questions.
Countable nouns are individual people, animals, places, • Ask students to talk with a partner. Have students take
things, or ideas. When a noun is not an individual object, it turns asking the questions on the page to their partner.
is uncountable.
Uncountable (grains, liquid, Extra Practice More Discussion

Countable (single objects) Ask more questions about food.
lard)
a banana butter
a sandwich some sugar How often do you eat out?
a few bananas a little butter What is your favorite restaurant?
What is your favorite kind of food?
two bananas some butter
What are some dishes from your country?
a lot of bananas a lot of butter What is your favorite meal of the day? Why?
many bananas much butter Describe a typical breakfast/lunch/dinner from your
country.
89
Lesson A Listening
A Listening Aim Understand likes and dislikes
Aim: Understand likes and dislikes Vocabulary Focus

Vocabulary What food do you like?
• Listen to the audio. 9 bananas 10 oranges

I (really) like cheese.

What food do you
• Ask students to write the correct number of the not like?

2 tomatoes 6 potatoes I (really) don’t like fish.
Answer Key NOTE
Use really to show a
stronger feeling.
9. bananas 4 Listen and circle. 7-03
10. oranges 8 4
eggs bread
2. tomatoes 1. Rodrigo
6. potatoes
cheese eggs
8. eggs
4. bread
1. cheese 1 cheese 7 juice
2. Emily
7. juice
juice bread
3. fish
5. meat
• Practice 3 5
again. Point at different pictures and ask fish meat 3. Steven
students to say the words. NOTE

Some of these nouns end in an s, and some don’t. Why?
meat fish
2 W hat are they talking about? Listen and write 2 What are they talking about? Listen and
write the word.
the word. 7-02
7-02
4. Amara
1. ____________________ 2. ____________________
• Listen to the audio. 3. ____________________ 4. ____________________ tomatoes potatoes
• Ask students to answer the questions. 5. ____________________ 6. ____________________
90
Answer Key
1. fish
2. eggs • Listen to the audio.
3. bananas • Ask students to answer the questions.
4. potatoes • Replay the audio if needed.
5. cheese • Ask students to complete the activity.
6. oranges • Check students’ answers.
Answer Key
Focus 1. cheese-like, eggs-dislike
2. juice-like, bread-like
3 Talk with a partner. 3. meat-like, fish-dislike
• Read the short conversation aloud, or ask two students 4. tomatoes-dislike, potatoes-like
partner. Extra Practice I Love / Like / Don’t Like / Hate …
• Tell students to practice the conversation again, but to Explain to students that love is used when one really
talk about different foods. likes something and hate is used when one really
doesn’t like something. Ask students questions about
Teacher’s Note things they like and dislike with the phrase:
Countable and Uncountable nouns “What _____ do you love / like / not like / hate?”
This NOTE illustrates that countable nouns are
individual people, animals, places, things, or ideas.
When a noun is not an individual object, it is What food do you love? → I love cake.
uncountable. Make sure students understand this. What sport do you hate? → I really hate baseball.
90
7 L isten again. Fill in the blanks and circle. 7-04

5 Where are the speakers? Listen and number. 7-04 • Ask students to circle the word and write the answer.
2 at a restaurant 1 in the kitchen 4 on a picnic 3 in the garden

Answer Key
1. like, juice
6 Listen again. Circle the words you hear. 7-04 2. like, potato dishes
3. don’t like, tomatoes
oranges bananas tomatoes eggs potatoes
4. like, eggs
bread cheese juice fish meat
7 Listen again. Fill in the blanks and circle.

Challenge
7-04
I like / don’t like

I really like / don’t like 8 Listen and answer the questions. 7-05
_________________.
_________________. • Listen to the audio.
1. Brandon • Replay the audio if needed.
2. Samantha
I really like / don’t like • Check students’ answers.
_________________.
I like / don’t like
Answer Key
_________________.
3. Serena 1. d
2. b
Challenge 4. Lee 3. a. true
b. false
1. Where is Angela?
c. true
a. at Valerie’s house b. at a restaurant c. in the garden d. on a picnic
2. What does Angela choose to eat?

a. tomatoes only b. cheese only c. potatoes d. nothing
Teacher’s Note
3. Circle true or false. There Are Restaurants and Then There Are
a. Angela doesn’t like tomatoes at all. true false
b. Angela doesn’t like cheese. true false
Restaurants
c. Valerie really likes tomatoes. true false
Explain the different kinds of restaurants to students.
91 Make sure they understand the difference between the
Untitled-1 5 2019-06-24 �� 2:57:39
following kinds of restaurants:
- fast food
Listen Up - fast casual
- family restaurant
5 Where are the speakers? Listen and number.
7-04
- fine dining
• Listen to the audio. - café or bistro
• Ask students to write the number of the description - food truck
next to the correct picture. - buffet restaurant
- cafeteria restaurant
Answer Key
From left to right
2. at a restaurant
1. in the kitchen
4. on a picnic
3. in the garden
• Listen to the audio again.

Answer Key
bananas, tomatoes, eggs, potatoes, juice
91
Lesson B Reading
B Reading Aim Read about interesting street food
Aim: Read about interesting street food Vocabulary

NOTE
Count nouns ( beans) can be
plural and take an s. Noncount
nouns ( ice cream) cannot.
Vocabulary peppers vegetables

soup
• Practice again. Point at words in the book and ask fruits 2 Look at the words again. Circle the
words that end in an s.
lemons
2 L ook at the words again. Circle the words that 1. A(n) __________________ is meat and
cheese between two slices of bread.
end in an s. 2. Peppers and potatoes are kinds of
sandwiches
• Ask students to look at the words. __________________.
• Ask students to circle the words that end in an s. 3. Bananas and oranges are kinds of
__________________.
• Ask students to complete the activity. 4. Cheese and __________________ are made
• Check students’ answers. beans
from milk.
5. A(n) __________________ is vegetables and
ice cream
Answer Key meat cooked in water.

peppers, vegetables, fruits, lemons, sandwiches, beans
Pre-reading
4 Fill in the blanks. Talk with a partner. A pepper
ZZ
PI
SANDWI
• Ask students to read the sentence prompts. bread CH
ES
meat
cheese
• Check students’ answers. tomato
Answer Key What do you like on your sandwiches and pizzas? Where can you get these foods?
1. sandwich
2. vegetables 92
3. fruit Untitled-2 92 2019-04-16 �� 10:18:47
4. ice cream
5. soup
Pre-reading
Teacher’s Note 4 Fill in the blanks. Talk with a partner.
Fruits and Fruit • Ask students to look at the picture.
This NOTE illustrates that some nouns are both • Tell students to fill in the blanks with the different
countable and uncountable, such as fruit. When foods.
referring to a collective group, fruit is used. For • Then tell students to read the questions at the bottom
example, “I eat five servings of fruit and vegetables of the picture aloud.
every day.” When emphasizing different varieties, then • Tell students to practice by asking and answering the
fruits can be used. For example, “I like oranges and questions with a partner.
other citrus fruits.” Make sure students understand this • Ask students to complete the activity.
and explain some other nouns that are both countable • Check students’ answers.
and uncountable, such as food/foods, cheese/cheeses,
Answer Key
and so on.
pepper, bread, meat, cheese, tomato
92
Ceviche Peru • Ask students if they would like to share their discussion
Ceviche [say-VEE-chay] is Peru’s favorite food. It’s a kind of
fish soup, but it’s cold! The fish is not cooked. You make
with the class.
it with lemon or lime juice, vegetables, and hot peppers. • Ask follow-up questions.
It’s great!
Teacher’s Note
STREET FOOD
Street Food from Around the World
Explain to students that every country has its own street
food. Below is a list of different kinds of street food
“Street foods” are foods you buy and enjoy outside. They’re
cheap and fun to eat. And they’re really good! Here are some from different countries:
great street foods from different countries. Do you have a
favorite street food?
Czech Republic: chimney cake
Halo-halo The Philippines India: masala dosa
On hot days, people in the Philippines eat halo-halo. Canada: poutine
This is a sweet, cold food. You make it with red beans, Germany: currywurst
fruit, and ice cream. Yum!
Portugal: egg tarts
Gua bao China Jamaica: jerk chicken
Gua bao [goo-AH BAH-oh] are sandwiches. People enjoy Thailand: pad thai
them in China. They’re hot and soft. Inside, there are Spain: churros
different things, like meat or vegetables. You can buy
one and take it with you.
Vietnam: banh mi
Japan: dango
Sri Lanka: kottu roti
Israel: falafel
Comprehension
Netherlands: stroopwafel
1. You eat street foods in a restaurant. true false Turkey: baklava
2. Gua bao sometimes have meat. true false Colombia: arepas
3. Ceviche is a hot food. true false
4. There are vegetables in halo-halo. true false
South Korea: tteok-bokki
Italy: arancini
1. Which of these foods would you like to try? Why? Mexico: tacos
2. What street foods do people in your country eat? How do you make them? UK: fish and chips
3. What are your favorite street foods?
USA: corn dogs
93
Untitled-2 93 2019-04-16 �� 10:18:51
Extra Practice The 5 Food Groups

Explain the five different food groups (dairy, fruit,
• Listen to the audio. grains, meat, vegetables) to students. Then ask
OR students which food groups the vocabulary words from
• Read the article aloud. lessons A and B fall into with the phrases:
OR
“What kind of food is _____?” → “_____ is a _____.”
• Replay the audio if needed. “How many _____ did you eat today?” → “I ate the
number of food from the food group today.” → “I ate
the foods from that food group.”
Comprehension
What kind of food is an orange? → An orange is a
• Ask students to answer the questions fruit.
• Replay the audio if needed. How many fruits did you eat today? → I ate three fruits
• Ask students to complete the activity. today. → I ate an apple and two oranges.
Answer Key
1. false
2. true
3. false
4. false
93
Lesson C Speaking
C Speaking Aim Order food in a restaurant
Aim: Order food in a restaurant Vocabulary

• Listen to the audio. salad cake pizza cup glass

apple mushrooms chicken slice bowl
Answer Key
2 Fill in the blanks with words from the box. Answers will vary.
chicken tomato bread cake egg soup mushroom
4. salad
apple fruit pizza coffee cheese juice orange
2. cake
3. pizza 1. a(n) _______________ sandwich 2. bowl of _______________
1. cup 3. a(n) _______________ salad 4. slice of ________________
5. _______________ soup 6. cup of ________________
9. glass 7. _______________ juice 8. glass of _______________
5. apple
7. mushrooms
8. chicken Focus
3 Talk with a partner. Which food or 4 Listen and fill in the blanks.
6. slice 7-09
drink do you want right now?
10. bowl * 1 bowl of mushroom
1. _______________________
• Practice
again. Point at different pictures and ask What would you like?
* 1 salad
students to say the words. * 1 slice of 2. _______________________
I would like a slice of * 1 glass of 3. _______________________

2 F ill in the blanks with the words from the box. cheese pizza. * 1 bowl of 4. _______________________
Answers will vary. * 1 glass of 5. _______________________
NOTE
You can also ask, What would you like to eat?
• Ask students to read the prompts. or What would you like to drink?
• Ask students to fill in the blank with the correct

vocabulary word. 94
Untitled-2 94 2019-04-16 �� 10:18:54
Answer Key 4 Listen and fill in the blanks. 7-09

Sample Answers
1. cheese • Ask students to fill in the blank with the word(s) they
2. soup
hear.
3. egg
4. pizza
5. bowl of
6. coffee • Check students’ answers.
7. glass of
Answer Key
8. juice
1. soup
2. pizza
3. water
Focus 4. chicken soup
5. apple juice
3 T alk with a partner. Which food or drink do you
want right now?
• Read the short conversation aloud, or ask two students Teacher’s Note
to read the short conversation aloud. Common Food Quantifiers
There are many food quantifiers. Make sure students
partner. know some of the more common food partitives
below:
talk about different foods.
a carton of milk/ice cream a loaf of bread
a box of cereal a can of soda
a head of lettuce/cabbage a bag of flour/rice
a pot of coffee/tea a slice of cake/bread
a jar of jam/pickles a piece of candy/cake
94
Speak Up
Expressions
Ordering in a restaurant 7 L ook at the menu. Choose the food you want.
5 Listen and repeat. 7-10 Then role-play with a partner.
I would like (I’d like) a slice of pizza. • Ask students to work with a partner.
What would you like? I’ll have a slice of pizza. • Ask students to look at the menu and choose what they
Could I get a slice of pizza?
Would you like a glass of water? Yes, please. / No, thank you.
want to eat and drink.
• Tell students to practice ordering food with their
6 Use the expressions and phrases to make sentences. partner.
a slice of pizza a glass of apple juice a cup of coffee a bowl of ice cream
• Tell students to use the expressions, phrases, and
a chicken sandwich a bowl of soup a tomato salad an egg sandwich patterns from activities 5 and 6 .
Speak Up Pronunciation speaking properly.
7 Look at the menu. Choose the food you 8 Listen and repeat. 7-11
want. Then role-play with a partner.
/s/ /z/ /iz/
class.
cups eggs slices • Give feedback.
MENU UNEM 9 Listen and put a check mark ( ) on

the sound. 7-12 Pronunciation
/s/ /z/ /iz/
1. sandwiches
Egg sandwich…… $6.25 • Listen to the audio.
0
Chicken sandwich… $8.5 2. tomatoes
Oven-baked pizza • Ask students to repeat aloud after the audio.
/ large $10.75
slice $3.00 / small $8.95 3. bananas
Your choice of: meat, chick
en, mushrooms, • Check students’ understanding.
ers, extra cheese
tomatoes, potatoes, hot pepp 4. cooks
• Ask students to circle the correct consonants in each
Coffee………… $4.50 5. vegetables word if needed.
Tea…………… $3.75
$3.50 6. glasses
Milk……………
Fresh juice……..
small $4.95 / large $5.75
7. apples 9 Listen and put a check mark () on the sound.
(apple, orange, tomato) 8. oranges 7-12
$4.25
Ice cream (cone or bowl)… • Listen to the audio.
olate, vanilla,
Your choice of: lemon, choc
strawberry, orange, banana • Ask students to repeat aloud after the audio.
$2.15 each
Fresh fruit………………
Your choice of: apple, bana
na, orange • Tell students to put a check mark on the correct sound.
95 • Ask students to complete the activity.
Untitled-2 95 2019-04-16 �� 10:18:57
Answer Key
Expressions 1. /iz/ 2. /z/
Ordering in a restaurant 3. /iz/ 4. /s/
5. /z/ 6. /iz/
5 Listen and repeat. 7-10 7. /z/ 8. /iz/
OR
• Ask students to read the table. Extra Practice What’s with All the Forks?
OR
Explain to students that there is a variety of cutlery and
plates when going out to a fancy restaurant. Prepare
printed cutouts of a salad fork, dinner fork, dessert
highlighted. fork, soup spoon, teaspoon, dinner knife, steak knife,
butter knife, bread plate and a main course plate.
6 U se the expressions and phrases to make Ask students to put them in the correct places. Then
sentences. see if they are correct. If not, then help them put the
silverware/cutlery and plates in the correct places.
• Ask students to work as a class or talk with a partner.
Don’t forget to tell students that the proper etiquette
• Tell students to practice making sentences with the
to follow with silverware/cutlery is to start with the
expressions and phrases in the box and the patterns in
outside forks and spoons first, and then work their way
activity 5 .
in as the different courses are served.
• Check students’ sentences to make sure they’re
speaking properly.
• Give feedback.
95
Lesson D Writing
D Writing Aim Write about the food you eat
Aim: Write about the food you eat Vocabulary

butter
Vocabulary salt

water
• Listen to the audio. rice
• Ask students to repeat aloud after the audio. milk

• Practice again. Point at words in the book and ask chocolate
oil
sugar
2 W hat are they talking about? Listen and write

2 What are they talking about? Listen and write the word. 7-14
the word. 7-14
1. __________________ 2. __________________ 3. __________________
• Listen to the audio. 4. __________________ 5. __________________ 6. __________________, __________________
• Ask students to write the word they hear in the blank.
3 Fill in the blanks with best vocabulary words.
1. Two things for frying food: ________________, ________________
• Ask students to complete the activity. 2. Two things to drink: ________________, ________________
• Check students’ answers. 3. Two sweet things: ________________, ________________
4. Two things from a cow: ________________, ________________
Answer Key 5. One food cooked in water: ________________
1. sugar 2. water Focus NOTE

3. butter 4. rice 4 Read the sentences. Circle true or false. Answers will vary.
Egg can be both a countable
and an uncountable noun.
5. oil 6. chocolate, milk 1. 2. 3.

true true true
false false false
3 F ill in the blanks with the best vocabulary words. Potato chips have a lot of Chocolate doesn’t have Cookies have a little egg
salt. much sugar. in them.
4. 5. 6.
• Ask students to fill in the blank with the correct word. true true true
false false false

Fried chicken has a little oil. Ice cream has some milk. Pizza doesn’t have many
• Check students’ answers. vegetables.
96
Answer Key
1. butter, oil 2. milk, water Untitled-2 96 2019-04-16 �� 10:19:00
3. sugar, chocolate 4. milk, butter

5. rice
Extra Practice How Much / Many
Practice asking students how much of something they
Focus usually eat per day with the phrases:
4 R ead the sentences. Circle true or false. Answers “How much/many _____ do you usually eat/drink per
will vary day?” → “I usually eat _____ per day.”
How many vegetables do you usually eat per day? →
I usually eat three vegetables per day.
How much soda do you usually drink per day? →
Answer Key I usually drink three cans of soda per day.
Sample Answers
How much candy do you usually eat per day? →
I usually eat seven pieces of candy per day.
1. true
2. false
3. true
4. false
5. true
6. false
Teacher’s Note
Quantifiers
Explain basic food quantifiers to students, such as a bar
of chocolate, a cup of sugar, a pinch of salt, etc.
96
6 C ircle the correct word(s).
NOTE
Grammar Many and much are usually
used with negative
5 Look at the table. Then listen and fill in the blanks. 7-15
sentences.
cheese.
I don’t eat much
Count Noncount • Ask students to complete the activity.
1. I eat a(n) ________________ for breakfast.
a banana butter (a butter) • Check students’ answers.
an apple sugar (a sugar) 2. I put ________________ butter on my bread.
a few vegetables a little sugar (sugars) 3. There are ________________ vegetables in the soup.
two oranges 4. She puts ________________ cheese on his spaghetti. Answer Key
some oil (oils)
some mushrooms 5. I eat ________________ eggs. 1. oil
a lot of eggs a lot of milk (milks) 6. He doesn’t drink ________________ glasses of water.
many glasses* much salt* (salts)
2. much
7. I don’t drink ________________ fruit juice.
3. a few
6 Circle the correct word(s). 4. beans
1. There’s a lot of oil / oils on my chicken. 2. My dad doesn’t drink many / much coffee. 5. a lot of
3. She only eats a few / a little vegetables. 4. Some soups have a lot of bean / beans.
6. many
5. My mother uses a lot of / many butter. 6. I don’t eat many / much apples or bananas.
7 Read and complete the sentences. Hmm. I don’t know… 7 Read and complete the sentences.
Well, I eat a lot of fruit and I really don’t like
vegetables. We eat a lot of vegetables. So, I don’t • Read the passage aloud.
eat many of them.
salad at our house. We have
fruit for breakfast. So, I eat a My mom and dad are OR
lot of bananas and oranges. busy. So, we eat a lot of
pizza and chicken. It’s not
Also, I don’t eat much sugar.
I don’t like chocolate or candy, very healthy. Also, I really like chocolate OR
and cake. I guess I eat a lot of sugar. I do
so I don’t eat much of it. I don’t
eat meat and a little fish, though. That’s • Ask students to read the passage quietly by themselves.
drink soda. And I drink a lot of water. So, yes, I
think I eat well. healthy, right? • Ask students to answer the questions.
1. Patrick eats a lot of ___________________________.
2. He doesn’t like ___________________________. • Check students’ answers.
3. Candice really doesn’t like ___________________________.
4. Candice’s family eat a lot of ___________________________. Answer Key
5. She really likes ___________________________.
1. fruit and vegetables
2. chocolate or candy
Writing 3. vegetables
8 Think about the food you eat. Fill in the table. Then answer the questions. 4. pizza and chicken
I eat/drink some… I don’t eat/drink many…
5. chocolate and cake
I eat/drink a lot of… I don’t eat/drink much…
What do you think? Do you eat well or not? On a separate paper, write an answer. Writing
97
8 T hink about the food you eat. Fill in the table.
Untitled-2 97 2019-04-16 �� 10:19:02 Then answer the questions.
Grammar • Ask students to fill in the table with what they eat and
drink.
5 L ook at the table. Then listen and fill in the • Ask students to answer the questions at the bottom on
blanks. 7-15 a separate sheet of paper.
• Read the contents of the table. • Ask students to complete the activity.
OR • Check students’ answers.
• Ask students to read the table. • Ask some students to present their work to the class.
OR • Give feedback.
Answer Key
• Replay the audio if needed. Sample answers
• Ask students to complete the activity. I eat some vegetables.
I don’t eat many fruits.
Answer Key I drink a lot of water.
1. a lot I don’t drink much milk.
2. a little I think I eat well. I don’t eat much sugar or chocolate.
3. a few
4. a little
5. a lot
6. many
7. much
97
Lesson E Project
E Project Aim Do a healthy eating survey
Aim: Do a healthy eating survey Video

Video
7
NOTE
A snack is a little food between
breakfast, lunch, and dinner.

3 1 2
partner.

3 Watch the video. Put a check mark ( ) on the words you hear.
Video
7
2 Watch the video. Number the pictures in order.     

Video
7
• Play the video for students. banana chicken cheese cake lemon

4 Watch again. Circle the word(s) you hear.
Video
• Ask students to number the pictures in order. 7
• Play the video again if needed. 1. On the outside, it looks like a 2. You wish it was fish / chicken.
• Ask students to complete the activity. banana / tomato. 4. Can I have some tonanas and
• Check students’ answers. 3. Leppers. Lemons mixed with chicken / fish cake?
peppers / with oranges.
Answer Key
From left to right
1. A “tonana” is a mix of tomato and __________. a. banana b. orange c. fish
3, 1, 2 2. A “lepper” is a mix of lemons and __________. a. ice cream b. eggs c. peppers
3. Eric orders oreggs, __________ juice, and a bowl of leppers. a. orange b. apple c. cheese
4. Jessie orders tonanas and __________ cake. a. orange b. chicken c. banana
3 W atch the video. Put a check mark () on the

Video
98
words you hear. 7
Untitled-1 98 2019-06-24 �� 11:04:40

• Ask students to put a check mark next to the word they 5 C ircle the correct answer.
hear. • Ask students to read the sentence prompts.
• Ask students to complete the activity. • Ask students to circle the correct answer.
Answer Key
From left to right Answer Key
banana, chicken, cheese, cake, lemon 1. a
2. c
Video
3. c
4 W atch again. Circle the word(s) you hear. 7 4. b
Teacher’s Note
• Ask students to circle the word(s) they hear.
• Ask students to complete the activity. These Peppers Are Spicy
• Check students’ answers. Explain to students that they can use the adjectives
bitter, spicy, sweet, savory, bland, dry and moist to
Answer Key
describe the taste of food.
1. banana
2. fish
3. with peppers
4. chicken
98
8 C omplete the questions and then write your own
Grammar response.
6 Look at the table. Then listen and repeat. 7-16 • Ask students to read the question prompt.
Count Nouns Noncount Nouns
How many apples do you buy? How much candy do you buy? • Ask students to write their own answer on the line next
How many vegetables do you eat? How much water do you drink?
to the question.
How many eggs are there? How much butter is there?
7 Fill in the blanks with much or many.
1. How ____________ hamburgers do you eat? → Not ____________. I only eat a few.
2. How ____________ fried food do you eat? → Quite a lot. I really like it. Answer Key
3. How ____________ fruit juice do you drink? → Not ____________. I only drink a little.
Sample Answers
4. How ____________ glasses of water do you drink? → Quite a few. I drink about six every day.
1. do you eat, I eat a lot of chicken every week.
8 Complete the questions and then write your own response. 2. do you eat every week, I eat a few eggs every week.
1. How much chicken _________________ every week? → _________________________________. 3. do you drink every week, I drink nine glasses of milk every week.
2. How many eggs _____________________________? → _________________________________. 4. pizza do you eat every week, I eat seven slices of pizza every week.
3. How much milk ______________________________? → _________________________________.
4. How many slices of __________________________? → _________________________________.
21st Century Skills

Century Skills 9 R ead the questions below. Then write three
Healthy Eating Survey Communication Collaboration more.
9 Read the questions below. Then write three more. • Tell students to look at the table.
• Tell students to read the questions and then write three
Partner 1 Partner 2
______________ ______________ more.
1. How many pieces of fruit do you eat every day? • Tell students that they can use a separate piece of paper
2. How much water do you drink every day? if the table in the book is not helpful.
3. How much meat do you eat every week? • Ask students to complete the activity.
4. __________________________________________?
5. __________________________________________?
10 W ork in groups of three. Write your partners’
6. __________________________________________?
answers in the table.
• Ask students to get into groups of three.
10 Work in groups of three. Write your partners’ answers in the table.
• Tell students to ask and answer all of their questions.
• Tell students to use the patterns from activities 6 ,
99
7 , and 8 to talk about their questions.
Untitled-2 99 2019-04-16 �� 10:19:09
• Tell students to write their answers in their table.
Grammar speaking properly.

• Ask different groups to present their survey to the class.
6 L ook at the table. Then listen and repeat. 7-16 • Give feedback.
OR Extra Practice When do you usually eat … ?
OR Ask students when they usually eat or drink certain
• Listen to the audio. things with the patterns:
• Ask students to repeat aloud after the audio. “When do you usually eat/drink food/drink item?” →
• Ask students if they know what kind of words are being “I usually eat/drink food/drink item + time.”
highlighted.
7 F ill in the blanks with much or many. When do you usually eat cake? → I usually eat cake on
my birthday.
• Ask students to read the question and sentence
When do you usually drink water? → I usually drink
prompts.
water when I am thirsty.
Etc.
Answer Key
1. many, many
2. much
3. much, much
4. many
99
Unit
8 BUSY ON THE WEEKEND

This unit will give students the ability to talk about chores,
describe what people can and can’t do, and describe what
people are doing using the present continuous tense. iitt
Un
n
Students will also learn about time zones and how they
U
can help out in their communities.
Unit 8 AIMS BUSY ON THE

Lesson A: Identify the chores people are doing
Lesson B: Talk about outdoor chores and activities
WEEKEND
Lesson C: Describe what people are doing
Lesson D: Read about people in different time zones
Lesson E: Create a plan to help others
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Writing
Lesson D: Reading
Lesson E: Project Scan for Audio
A Listening Identify the chores people are doing

Target Vocabulary
B Speaking Talk about outdoor chores and activities
Lesson A Lesson B
C Writing Describe what people are doing
dust cut
D Reading Read about people in different time zones
feed grass
floor job E Project Create a plan to help others
mop leaves
pet plant
sweep pull 100
take out rake
trash weed Untitled-2 100 2019-04-16 �� 10:19:15
Lesson C Lesson D
catch extra
different indoor
horse mountain
lose pick up
race sky
show spare / free time
wear stars
win water park
100
can/can’t
Can is a common modal verb in English. It is used to talk
about ability or opportunity, to make requests, and to
grant permission. You can use can/can’t to talk about
things people are able to do.
Question Example
What can they do? They can mop the floor.
Can he mop the floor? No, he can’t.
Unit 8 Discussion

Ask more questions about picnics and indoor and
outdoor activities.
What kinds of food do people eat on picnics in your

country?
Where do people usually go on picnics?
Look at the photo and answer the questions. What is your favorite thing to do inside?
1. What is happening in the picture? Where is your favorite place to go outside?
2. Does your family ever do this?
Who do you like to go with when you go outside?
3. Do you like the outdoors or indoors? Why?
4. What is your favorite thing to do outside?
101
Untitled-2 101 2019-04-16 �� 10:19:16
Key Grammar
present continuous
Use the present continuous tense to show what people
are doing to other things.
Question Example
What are they doing? They are mopping the floor.
What are you doing? I am finishing my homework.
What is she/he/it doing? She/he/it is sleeping on the bed.
V + -ing
Use a verb with -ing to talk about things you like doing.
I like painting pictures.

like / dislike
I dislike playing basketball.
My favorite thing to do is
swimming.
favorite / least favorite
My least favorite thing to do is
cleaning my room.
101
Lesson A Listening
A Listening Aim Identify the chores people are doing
Aim: Identify the chores people are doing Vocabulary

Vocabulary
• Listen to the audio. 3 pet 1 feed 2 floor 6 mop

5 sweep 8 take out 7 trash 4 dust
Answer Key
2 What are they doing? Listen and write the vocabulary word you hear. 8-02
1. ____________________ 2. ____________________ 3. ____________________
3. pet 4. ____________________ 5. ____________________ 6. ____________________
1. feed
NOTE
2. floor To talk about things you’re doing right now, use am + verb + -ing.
6. mop Focus
5. sweep 3 Talk with a partner. Use 4 Listen and match the picture with the
8. take out the vocabulary. phrase. 8-03
What are they doing?

7. trash What are you /
4. dust they doing?
mopping the
1. They are
floor.
• Practice
again. Point at different pictures and ask We / They are
____________________.
I am 2. I am finishing my
homework.
____________________.
2 W hat are they doing? Listen and write the
vocabulary word you hear. 8-02
3. He is sleeping on the
What is he / she / it
• Listen to the audio. doing?
floor.

• Replay the audio if needed. He / She / It is 4. It is playing soccer.
____________________.
• Check students’ answers. 102
1. feed
2. mops 4 Listen and match the picture with the phrase.
3. pet 8-03
4. sweeps
5. dusts
6. takes out, trash • Ask students to match the picture with the correct
phrase.
Teacher’s Note • Ask students to complete the activity.
Trash and Garbage • Check students’ answers.
Explain to students that trash and garbage are generally
Answer Key
used interchangeably.
1. playing soccer
2. finishing my homework
3. mopping the floor
Focus 4. sleeping on the floor
3 Talk with a partner. Use the vocabulary.
• Read the short conversations aloud, or ask two students Teacher’s Note
Indoor Chores
partner. Explain different indoor house chores to students.
• Tell students to practice the conversations again, but to Indoor chores can include cleaning the bedroom,
talk about different chores. vacuuming the house, doing the laundry, washing the
dishes, cleaning the windows, watering the plants,
making the bed, etc. Make sure students understand
what the different chores entail.
102
Listen Up • Listen to the audio again.

5 What are the speakers doing? Listen and number. 8-04 • Ask students to circle the words they hear.
4 feeding 2 taking out 3 dusting 1 sweeping

Answer Key
sweep, feed, trash, dust, floor, take out
sweep feed pet mop
trash dust floor take out

7 L isten again. Circle and fill in the blanks. 8-04

• Ask students to circle the word and write the answer in
the blank.
I am / are ____________
the floors.
They is / are __________ the
2. Mary and Liz
trash.
Answer Key
1. Chris 1. am, sweeping
2. are, taking out
He are / is __________ the
I am / is __________ Fido. 3. is, dusting
3. Sam
furniture.
4. is, feeding
4. Beth
Challenge Challenge
8 L isten and answer the questions. 8-05
1. Where does the boy want to go?
a. to the kitchen b. to the party c. to the park d. to the bathroom • Listen to the audio.
2. What is Nancy doing? • Ask students to answer the questions.
a. dusting in the b. washing the c. mopping the d. cleaning the
living room bathroom floor kitchen • Replay the audio if needed.
3. Circle true or false. • Ask students to complete the activity.
a. The boy is washing the kitchen. true false
b. The family is cleaning their house. true false
c. Steven is working at the park. true false
103 Answer Key
Untitled-2 103 2019-04-16 �� 10:19:19

1. c
2. a
3. a. false
Listen Up b. true
c. false
5 What are the speakers doing? Listen and number.
8-04

Extra Practice Cleaning Day
• Ask students to write the number of the description
Ask students when they clean with the phrases:
next to the correct picture.
• Replay the audio if needed. “When does your family clean the house?” → “My
• Ask students to complete the activity. family cleans the house time.”
• Check students’ answers. “When do you chore?” → “I chore + time.”
Answer Key
From left to right When does your family clean the house? → My family
cleans the house on Saturday morning.
4. feeding
2. taking out
When do you clean your room? → I clean my room
3. dusting after school.
1. sweeping
103
Lesson B Speaking
B Speaking Aim Talk about outdoor chores and activities
Aim: Talk about outdoor chores and activities Vocabulary

Vocabulary
• Listen to the audio. 7 plant 5 grass 1 cut 3 weed

4 pull 2 leaves 6 rake 8 job
Answer Key
From left to right, top to bottom 2 Circle the correct word and fill in the blanks with words from the box.
7. plant weeds grass vegetables leaves
5. grass
1. Bill cuts / cutting the _________________.
1. cut 2. I plant / planting _________________.
3. weed 3. Lara and Dean are raking / rake the _________________.
4. pull 4. We are pulling / pull _________________.
2. leaves
6. rake
8. job
Focus
• Practice
again. Point at different pictures and ask 3 Talk with a partner. What outdoor 4 Use the words in the box to ask
chores are you doing? and answer questions.
cleaning going
What are you / they
cooking pulling
2 C ircle the correct word and fill in the blanks with doing?
using working
What is he / she / it
words from the box. doing? playing making
having studying
• Ask students to look at the words in the box. I am washing my bike. visiting listening
She is raking the leaves.
• Ask students to read the sentence prompt. meeting reading
• Ask students to circle the correct word and fill in the

blank with a word from the box.

Untitled-2 104 2019-04-16 �� 10:19:21
Answer Key
1. cuts, grass 4 U se the words in the box to ask and answer
2. plant, vegetables questions.
3. raking, leaves
4. pulling, weeds
• Ask students to look at the words in the box.
• Tell students to practice by asking and answering
questions with the words in the box and the patterns in
Focus
activity 3 .
3 T alk with a partner. What outdoor chores are you • Check students’ conversations to make sure they’re
doing? speaking properly.
• Read the short conversation aloud, or ask two students • Give feedback.
Expressions
partner. Talk about things you do and do not enjoy
talk about different outdoor chores. 5 Listen and repeat. 8-07

Teacher’s Note OR
Outdoor Chores • Ask students to read the table.
Explain different outdoor chores to students. Outdoor OR

chores can include cleaning the backyard, cleaning the
pool, watering the lawn, mowing the lawn, trimming
the hedges/bushes, etc. Make sure students understand
what the different chores entail. highlighted.
104
7 L ook at the pictures. Talk with a partner about
Expressions the chore.
Talk about things you do and do not enjoy • Tell students to find a partner.
• Tell students to discuss the chores in the pictures.
like / dislike
What do you like doing? I like playing in the leaves. • Check students’ conversations to make sure they’re
What don’t you like doing? I don’t like raking the leaves.
speaking properly.
favorite / least What is your favorite thing to do? My favorite thing to do is swimming.
favorite What is your least favorite thing to do? My least favorite thing to do is cleaning my room. • Ask students if they would like to share their discussion
with the class.
6 Use the expressions and phrases to ask and answer questions. • Ask follow-up questions.
raking the yard singing songs cutting the grass watching my pets
mopping the floor looking at the stars planting flowers finishing a job
Speak Up
8 T alk with a partner. Ask which chores they like to
7 Look at the pictures. Talk with a partner about the chore.
do. Decide who will do each chore.
• Ask students to work with a partner.
• Tell students to practice asking which chores they like
and dislike with the patterns in activities 5 and 6 .
• Tell students to write down the name of who will do
Speak Up Pronunciation each chore in the table.
8 Talk with a partner. Ask which chores 9 Listen and repeat. 8-08
they like to do. Decide who will do
each chore. /ə/ speaking properly.
Chore Name
girl • Ask some students to present their conversations to the
turn
1. Cut the grass.
class.
• Give feedback.
10 Listen and put a check mark ( )
2. Pull the weeds. on the sound. 8-09
3. Rake the leaves. 1. circle

/ə/
Pronunciation
2. cart
4. Plant the flowers. 3. start
4. bird • Listen to the audio.
5. Clean the yard. 5. grass • Ask students to repeat aloud after the audio.
6. work • Check students’ understanding.
105 • Ask students to circle the correct vowel in each word if
Untitled-2 105 2019-04-16 �� 10:19:22
needed.

Extra Practice What Do You Like Doing?
8-09
Practice asking students what chores they like and • Listen to the audio.
dislike doing with the phrases in activity 5 . Ask • Ask students to repeat aloud after the audio.
follow-up questions. • Tell students to put a check mark on the correct sound.
What chores do you like doing? → I like doing
homework and cleaning my room.
What chores don’t you like doing? → I don’t like Answer Key
washing my dog or taking out the trash. 1. 
When do you usually wash your dog? → I usually wash 2.
him on the weekend. 3.
4. 
5.
6 U se the expressions and phrases to ask and 6. 
answer questions.
• Ask students to work as a class or talk with a partner.
• Tell students to practice asking and answering questions
with the expressions and phrases in the box and the
patterns in activity 5 .
• Check students’ questions and answers to make sure
they’re speaking properly.
• Give feedback.
105
Lesson C Writing
C Writing Aim Describe what people are doing
Aim: Describe what people are doing Vocabulary

Vocabulary
• Listen to the audio. 7 win 2 lose 8 race 6 wear

5 different 1 catch 4 show 3 horse
Answer Key
2 Complete the sentences with can or can’t. Compare with a partner.
1. I ___________________ catch a ball. 2. I ___________________ ride a horse.
7. win 3. I ___________________ skateboard well. 4. I ___________________ win a race.
2. lose 5. I ___________________ cut someone’s hair. 6. I ___________________ surf.
8. race
3 Fill in the blanks with the best vocabulary word. Put the word in the correct form.
6. wear
1. She is __________ her friend her new book.
5. different
2. I don’t like _______________ the shirt because it’s small. NOTE
1. catch 3. They are _______________ new clothes today.
Something that is possible for you is
something you can do. Things that
4. show 4. He can _______________ at almost any video game.
are not possible, you can’t do.
I can draw!
3. horse 5. Their dog _______________ the Frisbee with its teeth.

I can’t swim.
• Practice again. Point at words in the book and ask Focus

students to say the words aloud. 4 Look at the pictures. What are they doing? Circle true or false.
1. 2. 3.
2 C omplete the sentences with can or can’t. true true true
Compare with a partner. false false false
walking practicing pulling

4. 5. 6.
• Ask students to fill in the blank with can or can’t. true true true
• Ask students to complete the activity. false false false
• Ask students to find a partner. cooking riding working
• Ask students to compare their work with their partner. 106

• Ask some students to present their findings to the class.
Untitled-1 106 2019-06-24 �� 11:04:41
• Give feedback.
Focus
Answer Key
Sample Answers 4 L ook at the pictures. What are they doing? Circle
1. I can catch a ball. 2. I can ride a horse. true or false.
3. I can’t skateboard well. 4. I can win a race. • Ask students to look at the picture.
5. I can’t cut someone’s hair. 6. I can’t surf. • Ask students to read the word.
• Ask students to answer the question.
3 F ill in the blanks with the best vocabulary word. • Ask students to complete the activity.
Put the word in the correct form. • Check students’ answers.
• Ask students to read the sentence prompts. Answer Key

• Ask students to fill in the blank with the best vocabulary 1. false 2. true 3. false 4. true
word. 5. false 6. false
• Tell students to put the word in the correct form as
needed.
• Ask students to complete the activity. Extra Practice
Practice having students ask questions pointing at the
Answer Key pictures and using the present continuous with the
1. showing 2. to wear 3. wearing 4. win / lose phrases:
5. is catching / can / can’t catch “Is/Are you/he/she/we/they _____ now?” → “Yes/No, I/
he/she/we/they am/is/are (not ) _____ now.”
Teacher’s Note
Explain to students why it is incorrect to use the present Are they running now? → Yes, they are running now.
continuous to talk about habits or repeated actions. Is she riding a horse now? → No, she is not riding a
horse now.
106
7 L ook at the pictures. Complete the sentences.
Grammar At least one sentence should be in present
5 Read and listen. 8-11
continuous.
Present Continuous: be + verb(ing) • Ask students to look at the pictures and read the
Questions Answers sentence prompts.
What are you/we/they doing?
I am singing.
• Ask students to complete the sentences.
We/They are singing.
What is he/she/it doing? He/She/It is singing.
• Tell students that at least one sentence should be in
present continuous.
6 Fill in the blanks with the given words and the present continuous tense. • Ask students to complete the activity.
1. She __________ __________ a movie. (watch) 2. __________ are __________ their bikes. (race)
3. __________ is __________ English. (practice) 4. I __________ __________ breakfast. (cook)
5. We are ___________________ the bus. (catch) 6. It is ______________ on the floor. (sleep)
Answer Key
7 Look at the pictures. Complete the sentences. At least one sentence should be in
Sample Answers
present continuous. 1. They are playing catch. / There are trees behind the ball.
1. 2. 3.
2. He is riding a horse. / The horse is running.
3. We are working in the garden. / I am watering the plants.
They _____________________. He _____________________. We _____________________.

Writing
There are ____________ the ball. The horse __________________. I _______________________. 8 L ook at the pictures. What is happening? Talk
with a partner.
Writing • Ask students to talk with a partner.
8 Look at the pictures. What is happening? Talk with a partner. • Ask students to look at the pictures.
1. 2. 3.
• Tell students to talk about what is happening in the
pictures with the patterns in activities 5 , 6 , and
7 .
speaking properly.
9 Write complete sentences describing what is happening in the pictures above. • Ask some students to present their conversations to the
Share your sentences with the class.
1. ______________________________________________________________________________________. class.
2. ______________________________________________________________________________________. • Give feedback.
3. ______________________________________________________________________________________.
107
9 W rite complete sentences describing what is
Untitled-2 107 2019-04-16 �� 10:19:25 happening in the pictures above. Share your
sentences with the class.
Grammar • Ask students to work with a partner.
• Ask students to write sentences about what is
5 R ead and listen. 8-11 happening in the pictures.
• Read the contents of the table. • Ask students to complete the activity.
OR • Ask some students to present their conversations to the
• Ask students to read the table. class.
OR • Give feedback.
Answer Key
• Ask students if they know what kind of grammar point Sample Answers
is being highlighted. 1. The girl is blowing bubbles in the meeting.
2. The children are writing on each other with markers.
3. The dog is wearing glasses in the classroom.
6 F ill in the blanks with the given words and the
present continuous tense.
• Ask students to read the sentence prompts and look at
• Ask students to change the words in parentheses into
the present continuous tense and write them in the
blank.
Answer Key
1. is, watching 2. They, racing
3. He/She, practicing 4. am, cooking
5. catching 6. sleeping
107
Lesson D Reading
D Reading Aim Read about people in different time zones
Aim: Read about people in different time zones Vocabulary

Vocabulary
• Listen to the audio. water park indoor mountain sky

stars pick up spare / free time extra
2 Listen and match to complete the sentences. 2 Listen and match to complete the sentence. 8-13
8-13 1. Ben is • • picking up • • at a water park.

2. He is • • studying • • the stars.
• Listen to the audio. 3. They are • • playing • • in her spare time.
• Ask students to draw lines to match the sentence parts. 4. She is • • watching • • his kids.

• Ask students to complete the activity. Pre-Reading
• Check students’ answers. 3 What are the people doing in this park?
Answer Key
1. Ben is picking up his kids. The woman is sleeping
The man is practicing on the grass.
2. He is playing at a water park. Tai Chi.
3. They are watching the stars.

4. She is studying in her spare time.
Central Park, NY, USA The woman is reading
next to a lake.
The woman is playing
on the swings.
Extra Practice
Practice asking students what they like doing indoors The girl is feeding a
The man and woman
squirrel by a tree.
/ at a water park / in the mountains with the present are running on a path.
continuous tense.
108
Untitled-2 108 2019-04-16 �� 10:19:30
What do you like doing in the mountains?

→ I like mountain biking in the mountains. Teacher’s Note
Present Continuous Follow-Up Questions
When students give answers in the present continuous
Pre-Reading tense, ask follow-up questions with the present
3 What are the people doing in this park? continuous.
• Tell students to fill in the blanks with the activities that
What is the man doing? → He is practicing Thai Chi.
the people are doing. Where is he practicing Thai Chi? → He is practicing it in
• Tell students to practice by asking and answering
the park.
questions using the present continuous tense. What is he practicing next to? → He is practicing next
Answer Key to some trees.
What is he wearing? → He is wearing shorts and a
T-shirt.
1. The man is practicing Thai Chi.
Etc.
2. The woman is sleeping on the grass.
3. The woman is playing on the swings.
4. The woman is reading next to a lake.
5. The girl is feeding a squirrel by a tree.
6. The man and woman are running on a path.
108
Teacher’s Note
4 Read the article. 8-14 Time Zones
Explain to students that time zones were first
magazine
conceptualized in England in the fifteenth century. The
Around the World Right Now first time zone, Greenwich Mean Time, was centered
on Royal Observatory in Greenwich, London. By 1900,
If you could fly around the world right now, what would you see? most of the world was split up into standard time
In some places, it’s day time. In other places, it’s the middle of the
night. In some places, it’s hot, and in other’s it’s cold. zones. Most time zones are offset from each other
Let’s see what some kids are doing right now!
by full hours. A few, though, are offset by 30 or 45
minutes. Each time zone has a unique name, such as
Dubai, UAE the North American Eastern Time Zone. Also, large
It’s morning right now. I am going to a water park! I like the
parks here. There is so much to do! There is even a way to
countries like Russia and the US have several time
surf indoors! zones. Ask students what time zone they live in, or
-Kareem
how many time zones their country has.
Seoul, Korea
School is over. But my day has just started. I don’t have
much spare time. My mom is coming to pick me up. I have 6 Talk with a partner.
to meet my teacher for extra lessons. I’m having trouble
with math class. • Tell students to find a partner.
-So-Young
Pennsylvania, USA
Right now, it is late at night. I’m with my mom
and dad in the mountains. I love it here. I like with the class.
looking at the night sky. I can see a lot of stars. • Ask follow-up questions.
-Miles
Comprehension
1. Kareem loves surfing. true false
2. So-Young is having trouble with English. true false
3. Miles is in the mountains. true false
4. It is late at night in Pennsylvania. true false

1. Have you been to any of these places? Have you been to places like them?
2. Which place do you want to visit? Why?
3. What time is it where you are? Name a place where it is nighttime during your daytime.
4. What is a usual day for you like? Do you think it’s like other kids’ around the world?
109
Untitled-2 109 2019-04-16 �� 10:19:34

OR
• Read the article aloud.
OR
Comprehension
Answer Key
1. false
2. false
3. true
4. true
109
Lesson E Project
E Project Aim Create a plan to help others
Aim: Create a plan to help others Video

Video
8

video will be about? Talk with a partner
1 2 3
partner.

3 Watch again. Put a check mark ( ) on the words you hear.
Video
8

Video
8
help  ride build  sweep
• Ask students to number the pictures in order. 4 Watch again. Circle the word you hear.
Video
8
• Play the video again if needed. 1. Don’t worry, I can / can’t talk 2. You can start by sweeps / sweeping
• Ask students to complete the activity. to him. We’re just visiting… and taking out the trash.
3. We can / can’t pay! 4. Let’s throw / throwing them into
• Check students’ answers. space!
Answer Key 5 Circle the correct answer.

From left to right 1. The boy __________ the view. a. likes b. sweeps c. rides
2. The boy is __________ to the guards. a. helping b. sweeping c. talking
1, 2, 3
3. Their job is to ___________ and take out the trash. a. cut b. sweep c. pull
4. They have to ___________ out weeds from the ship. a. build b. pull c. mop
3 W atch again. Put a check mark () on the words 110

Video
you hear. 8 Untitled-2 110 2019-04-16 �� 10:19:40

• Ask students to put a check mark next to the word they 5 Circle the correct answer.
hear. • Ask students to read the sentence prompts.
• Ask students to complete the activity. • Ask students to circle the correct answer.
Answer Key
From left to right Answer Key
ride, sweep 1. a
2. c
Video
3. b
4 W atch again. Circle the word you hear. 8 4. b
Answer Key
1. can
2. sweeping
3. can’t
4. throw
110
Extra Practice No, I can’t … , but I can … !
Grammar Explain to students that if they can’t do something,
6 Look at the table. Then talk with a partner. then they can say they can’t do it and then say
Questions Answers something they can do. Allow students to practice
They can walk the dogs to the park.
saying what they can’t do and then what they can do
What can he do?
with the pattern:
No, you can’t. “No, I can’t _____, but I can _____!”
Can I help you?
Yes, you can.
7 Look at the activities. What can you do and what can’t you do? Talk with a partner. No, I can’t slam dunk, but I can shoot three pointers!
ride a horse camp in the woods sail in a boat
sing in a band wear a costume outside build a tent
Can ride a horse?

21st Century Skills
I can / can’t ride a
horse. Can you?
8 How are you helping others?
• Ask students to get into groups.
Century Skills • Tell students to read and answer the questions in their
Helping Others Communication Collaboration groups.
speaking properly.
I need help in my
I need help in my
garden. house. • Ask different groups to present their ideas to the class.
• Give feedback.
Alda
Elias 9 H elp either Alda or Elias for one afternoon. Use
8 How are you helping others? your group ideas to write two sentences. Then
1. How can you help inside your home? __________________________________________________. share your sentences with your friends.
2. How can you help outside your home? _________________________________________________.
• Ask students to work in their groups.
9 Help either Alda or Elias for one afternoon. Use your group ideas to write • Tell students to choose whom to help.
two sentences. Then share your sentences with your friends. • Tell students to use the patterns from activities 6 and
I will help Alda / Elias.
7 to talk about their questions.
_________________________________________________________________.
_________________________________________________________________.
• Tell students to write their answers on the lines.
111
speaking properly.
• Ask different groups to present their ideas to the class.
Untitled-2 111 2019-04-16 �� 10:19:44
• Give feedback.
Grammar
Teacher’s Note
6 L ook at the table. Then talk with a partner.
Community Service
Explain to students that community service involves
OR helping out in one’s neighborhood. This can include
volunteering for things like keeping elderly people
company at a retirement home, helping to clean up a
highlighted. park, planting trees in a park, helping out at an animal
shelter, etc.
• Ask students to discuss the questions and answers.
Ask students about the kinds of community service
with the class. available to them in their neighborhoods. Then ask
them about the community service they would like to
do and how they can help out.
7 L ook at the activities. What can you do and what
can’t you do? Talk with a partner.
• Ask students to read the contents of the table.
• Tell students to use the patterns in activity 6 to talk
about what they can and can’t do.
speaking properly.
• Ask students if they would like to share their
conversations with the class.
• Give feedback.
111
Review Unit 7-8
Review Unit 7-8

number.
• Check students’ answers. Eva lives near the 1. mountains with her mother, brother, and the horses. She has many chores. She
wakes up in the morning and 2. feeds the horses. She 3. sweeps the floor and 4. rakes the 5. leaves
Answer Key outside. At night, she watches the 6. sky and the stars.
1. h, mountains 1. ____________________ 2. ____________________ 3. ____________________

2. d, feeds 4. ____________________ 5. ____________________ 6. ____________________
3. f, sweeps
4. b, rakes 2 Read and fill in the blanks in the table.
5. a, leaves
6. e, sky
Megan’ s Chores
2 R ead and fill in the blanks in the table. On Mondays, I work outside. I cut grass and rake the leaves. At night,
I eat potatoes. On Tuesdays, I wake up early and pull weeds from the
• Ask students to look at the table. garden. We grow vegetables there. I eat some beans after I finish. I
sometimes plant vegetables, too. I eat cheese after I plant vegetables.
• Ask students to read the passage. Sometimes, I work inside the house. I dust the cupboard. At night, I eat
• Ask students to fill in the blanks in the table. bread. My favorite day is Friday. That’ s when I take out the trash. I eat
bananas with my brother on Friday. They are my favorite!
• Check students’ answers. Day of the Week Chores Food
1. ____________________
Monday potatoes
2. ____________________
Answer Key
Tuesday pull weeds 3. ____________________
1. cut grass Wednesday dust indoor 4. ____________________
2. rake the leaves Thursday 5. ____________________ cheese

3. beans Friday take out garbage 6. ____________________
4. bread
112
5. plant vegetables
6. banana Untitled-2 112 2019-04-16 �� 10:19:53
Teacher’s Note
3 U nscramble the responses.
Ingredients and Recipes
• Ask students to read the question.
Explain to students that ingredients are the different • Ask students to look at the sentence parts.
foods, spices, and herbs that go into making a dish • Ask students to unscramble the sentence parts and
while the recipe is how to make the dish. See the write the answer on the line.
sample recipe below as an example. • Ask students to complete the activity.
Spaghetti Bolognese
Ingredients: 1 red onion, 2 red peppers, 120g ground Answer Key
beef, 1 can of tomatoes, 1 cup of water, 3 tablespoons 1. No, he doesn’t eat much sugar.
of olive oil, 2 cloves of garlic, 1 tablespoon of oregano, 2. They are pulling weeds in the garden.
50g of spaghetti (per person) 3. No, she is raking the leaves.
Recipe:
1. C ut the onion, red peppers, and garlic into small
pieces.
2. H eat the olive oil in a pan and cook the vegetables
and ground beef in it at a medium heat.
3. A dd the oregano, tomatoes, and water. Cook it for
20 minutes on low heat.
4. B oil the spaghetti separately in a big pot.
5. P ut the spaghetti onto a plate and then pour the
sauce on top. Enjoy!
112
3 Unscramble the responses.
1. Does he eat a lot of sugar? → sugar. / he / much / doesn’t eat / No, • Ask students to read the sentences.
__________________________________________________________________________ • Listen to the audio.
2. What are they doing? → They / the garden. / pulling weeds / are / in • Ask students to answer the questions.
__________________________________________________________________________ • Replay the audio if needed.
3. Is she pulling the weeds? → No, / the leaves. / is raking / she • Ask students to complete the activity.
__________________________________________________________________________
Answer Key
4 Correct the underlined verbs. Rewrite the sentences. 1. false
1. She is rides a horse. → ______________________________________.
2. false
2. They are cleans. → ______________________________________.
3. false
3. She are sleeping on the bed. → ______________________________________.
4. They eat much sandwiches. → ______________________________________.
4. true
5. She doesn’t drink many milk. → ______________________________________.
6. She eats a little eggs. → ______________________________________.

1. Eva will clean the yard before she takes out the trash. true false • Ask students to complete the activity.
2. Eva eats chocolate cake every day. true false • Check students’ answers.
3. Eva will sweep the floor after she cleans the yard. true false
4. Mom loves chocolate cake. true false
Answer Key
1. c
2. a
3. a
1. Eva wants to eat _____.
a. potato soup b. banana bread c. chocolate cake d. milk
2. Leo will go out to buy _____. Teacher’s Note

a. milk b. sugar c. salt d. banana bread
More on Food Quantifiers
3. Leo has _____ in the house.
a. potato soup b. milk c. salad d. chicken Make sure students understand the different quantifiers
associated with food. Below is a reference of the most
commonly used food quantifiers.
113
spoonful of glass/bottle of cup of
glass of pitcher of gallon/liter of
Untitled-2 113 2019-04-16 �� 10:19:54
peck of bag/sack of box/tin of
carton of plate of bowl of
pound/kilo of loaf of pinch of
4 C orrect the underlined verbs. Rewrite the
sentences.
• Ask students to write the correct sentence on the line.
Answer Key
1. She is riding a horse.
2. They are clean.
3. She is sleeping on the bed.
4. They eat many sandwiches.
5. She doesn’t drink much milk.
6. She eats a few eggs. / few eggs.
113
Unit
9 WHAT DID YOU DO?

This unit will give students the ability to talk about past
events using the simple past tense. Students will also learn
to describe how past events made them feel. it
Un
Unit 9 AIMS
Lesson A: Describe past events
WHAT DID YOU DO?
Lesson B: Talk about weekend activities
Lesson C: Read about a fantastic weekend trip
Lesson D: W
rite about how a past experience made you
feel
Lesson E: Work with a group to write a story
Target Skills
Lesson A: Listening
Lesson B: Speaking
Lesson C: Reading
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Listening Describe past events
Lesson A Lesson B B Speaking Talk about weekend activities
airport call C Reading Read about a fantastic weekend trip

bank enjoy
D Writing Write about how a past experience made you feel
café look
concert start E Project Work with a group to write a story
game stop
library text
museum visit 114
store wait
supermarket Untitled-2 114 2019-04-16 �� 10:20:00
zoo
Lesson C Lesson D
come / came afraid
do / did angry
feel / felt excited
give / gave glad
go / went shy
have / had surprised
make / made unhappy
say / said worried
see / saw
take / took
Lesson E
sad
114
was/were
The past tense of the be verb is was and were.
Singular Plural
be verb be verb Example
Pronoun Pronoun
I was at the zoo.
I was We were
We were at the zoo.
You were You were You were at the zoo.
He/She/It was They were They were at the zoo.
some common irregular verbs

Some verbs cannot be put into the past tense by adding
-ed and -d. These verbs are called irregular verbs.
Present Tense Past Tense Present Tense Past Tense

be was/were got got
become became give gave
begin began go went
come came have had
drink drank hear heard
buy bought keep kept
bring brought let let
eat ate make made
feed fed say said
forget forgot speak spoke
1. What is happening in the picture?
2. How do you take and share photographs?
Unit 9 Discussion
3. When do you take photographs?
4. What photographs are your favorites? Why? Look at the photo and answer the questions.
115 • Ask students to look at the Unit 9 cover page.
Untitled-2 115 2019-04-16 �� 10:20:02

Key Grammar
simple past
Use simple past tense to talk about events that already
happened. Add -ed or -d to the end of a verb to make a Extra Practice More Discussion
past tense verb. Ask more questions about taking photographs.
Present Tense Past Tense

Where do you usually take photographs?
walk walked Do you take photographs with a camera or a
talk talked smartphone?
live lived Do you like taking pictures of people or places?
die died
Do you post your photographs online?
Where do you post your photographs?
115
Lesson A Listening
A Listening Aim Describe past events
Aim: Describe past events Vocabulary


airport bank café concert game
library museum store supermarket zoo
Answer Key
2 What are they talking about? Listen and fill in the blank. 9-02

4. airport 1. Jin was buying shoes at the _______________.
9. bank Jin
1. café 2. The Warrens were at the _______________ visiting the animals.

8. concert The Warrens
3. game 3. Will was taking out some money from the _______________.
5. library Will
2. museum 4. Grace and Norm were at the _______________ at 4:00.

Grace and Norm
10. store
7. supermarket 5. Jen and Troy were watching their favorite band at the _______________.
Jen and Troy
6. zoo
6. Rose was at the _______________ getting a coffee and muffin.
• Practice
again. Point at different pictures and ask Rose
Focus
3 Talk with a partner. Use words from the Word Box.
WORD BOX
2 W hat are they talking about? Listen and fill in Where were you yesterday? yesterday
the blank. 9-02 last night

this weekend
NOTE
• Listen to the audio. Use was when you talk I was… / We were… before class
about one person. Use
• Ask students to answer the questions. were when you talk about
more than one person.

116
Answer Key
Extra Practice Where Were They?
1. store
2. zoo Point to some of the vocabulary words and practice
3. bank asking students where people were.
4. airport
5. concert
6. café Where was the woman? → She was at the
supermarket.
Where was the girl last weekend? → She was at the
Focus zoo last weekend.
3 T Etc.
alk with a partner. Use words from the Word
Box.
Grammar
• Ask students to practice the conversation with a 4 Look at the table.
partner. • Read the contents of the table.
• Tell students to practice the conversation again, but
OR
to use the words from the Word Box and talk about • Ask students to read the table.
different places. • Ask students if they know what kind of kind of
grammar point is being highlighted.
Teacher’s Note
Other Places Teacher’s Note
Ask students to name some other places people go Was Not / Wasn’t
to. Then introduce some other places, such as an This NOTE illustrates that that the contractions wasn’t
amusement park, a shopping mall, a market, a flea and weren’t can be used in place of was not and were
market, a festival, a play, etc. not. Make sure students understand this.
116
6 Listen and rewrite the sentences in past tense.
Grammar NOTE
To make a sentence
9-03
4 Look at the table. 5 Circle the correct word. negative, add not. • Listen to the audio.
Singular Plural 1. We was / were not at the zoo yesterday. • Ask students to write the correct word in the blank to
be verb be verb
Pronoun Pronoun 2. They was / were at the airport last week.
change the sentence to past tense.
I was We were 3. You was / were not at the museum last Saturday.
4. I was / were at the library last night. • Replay the audio if needed.
You were You were
He / She / It was They were
5. Ken was / were not at the game yesterday. • Ask students to complete the activity.
6. Kimmy and Gina was / were at the store last week.
6 Listen and rewrite the sentences in past tense. 9-03
Change: am / is → was and are → were

Answer Key
1. was
was looking at the elephant in the zoo.
Ex. Jeremy is looking at the elephant in the zoo. → Jeremy ______
2. were
1. I am looking for a book in the library. → I ______ looking for a book in the library.
2. Mike and Hana are at the museum. → Mike and Hana ______ at the museum.
3. were
3. They are buying tea at the café. → They ______ buying tea at the café. 4. was
4. Jan is at the game, watching the team. → Jan ______ at the game, watching the team.
Listen Up Listen Up
7 Listen and match the picture with the talk. Then fill in the blanks. 9-04
1. 2. 3. 4. 7 L isten and match the picture with the talk. Then

fill in the blanks. 9-04

d c a b
• Ask students to match the picture with the correct talk.
a. Where ___________ b. Where ___________ c. Where ___________ d. Where ___________ • Ask students to fill in the blanks with the correct words.
last night? yesterday? last night? yesterday?
___________ at ___________ at the __________ at ___________ at the
the game with my Monet exhibit at the library with supermarket buying • Ask students to complete the activity.
friends. the museum. her classmates. fruit.
__________
studying for a test
Challenge Answer Key
1. d, were they, They were
1. Where did the family go? Circle all the answers.
2. c, was Beth, She was, They were
a. café b. bank 3. a, were you, I was
c. video game store d. museum
4. b, were you, I was
2. Mom bought tickets to go to the __________.
a. museum b. airport
c. concert d. zoo
117
Challenge
Untitled-2 117 2019-04-16 �� 10:20:06

5 C ircle the correct word. • Ask students to answer the questions.
• Ask students to read the sentences. • Replay the audio if needed.
• Ask students to circle the correct words. • Ask students to complete the activity.
• Ask students to complete the activity. • Check students’ answers.
Answer Key
Answer Key 1. a, b, c
2. d
1. were
2. were
3. were
4. was
5. was
6. were
117
Lesson B Speaking
B Speaking Aim Talk about weekend activities
Aim: Talk about weekend activities Vocabulary Focus

1 Listen and write the word. 9-06 4 Talk with a partner.
Vocabulary look
start
visit
enjoy
wait
call
text
stop What did you do
last weekend?
1 Listen and write the word. 9-06 1. 2.
• Listen to the audio. I started a project

for the science fair.
• Ask students to write the word they hear under the start call
correct picture. 3. 4.
• Replay the audio if needed. 5 Talk with a partner. Complete

the sentences with information
• Ask students to complete the activity. that is true for you.
stop wait
• Check students’ answers. What did you do ____________________?
5. 6. 1. I went ___________________________
Answer Key ________________________________.
2. I played __________________________
1. start
________________________________.
2. call look enjoy
3. I saw ____________________________
3. stop 7. 8. ________________________________.
4. wait
5. look
6. enjoy visit text
7. visit
NOTE
8. text Add -ed to a word to make it past tense. When your word ends in
a consonant, you usually double the letter. Stop → stopped
2 Match the verb with its past tense form.

2 M atch the verb with its past tense form. 1. text • • a. called
2. enjoy • • b. waited
• Ask students to look at the words. 3. wait • • c. texted
• Ask students to match the word with its correct past 4. call • • d. started
5. start • • e. enjoyed
tense form.
• Ask students to complete the activity. 3 Work with a partner. Say the vocabulary
words in present tense and have your
• Check students’ answers. partner say the words in past tense.
Answer Key 118
1. c 2. e 3. b 4. a 5. d Untitled-2 118 2019-04-16 �� 10:20:09
3 W ork with a partner. Say the vocabulary words 5 T alk with a partner. Complete the sentences with
in present tense and have your partner say the information that is true for you.
words in past tense.
• Ask students to read the prompts.
• Ask one student to say a vocabulary word in the present
• Ask students to fill in the blanks with information that is
tense and then have the other student say the word in true for them.
the past tense. • Ask students to complete the activity.
• Check students to make sure they’re speaking properly.
speaking properly.
Focus Answer Key
4 Talk with a partner. Sample Answers
• Read the short conversation aloud, or ask two students - What did you do last weekend?
to read the short conversation aloud. 1. I went to the mall with my friends.
• Ask students to practice the conversation with a 2. I played soccer at the park.
partner. 3. I saw a movie at the movie theater.
talk about different activities. Teacher’s Note
Irregular Verbs
Explain to students that some verbs are irregular. They
don’t follow the same rules when changing from
present to past tense. Common irregular verbs include
begin, break, bring, buy, build, choose, cost, draw,
fall, grow, hide, hurt, keep, know, lead, put, read, sell,
shake, sing, sleep, speak, teach, etc.
118
Speak Up
Speak Up
6 Talk with a partner. Tell your partner what you did at the Freeport Festival. 6 T alk with a partner. Tell your partner what you did
at the Freeport Festival.
Freeport Festival • Ask students to work with a partner.

• Ask students to look at the flyer for the festival.
Freeport Festival.
You are invited! It’s the annual
Saturday and Sunday, 11:00 - 6:00
• Ask students to talk about what they did at the festival.
Freeport Community Center • Tell students to use the past tense.
Freeport!
Come celebrate the founding of
Face painting!
drinks!
speaking properly.
eat food and
Gr
Free balloon
s!
class.
• Give feedback.
s!
Bounce house
7 L isten and circle the correct answers. 9-07
Horse rides!
Games!
7 Listen and circle the correct answers. 9-07
Q What did Camila do at the Freeport Festival?

A She ate 1. great food / cold food. She listened to 2. a speech / music. She rode a 3. horse / car. • Check students’ answers.
Q What did Amir do at the Freeport Festival?
A He played 4. games / in the bounce house. He ate 5. hamburgers / hot dogs. He didn’t Answer Key
6. have fun / ride horses.
1. great food 2. music
3. horse 4. games
Pronunciation 5. hotdogs 6. ride horses
8 Listen and repeat. 9-08 9 Listen and repeat. Circle the sound you hear:
/dʒ/ or /g/. 9-09
Extra Practice Festivals and Holidays

1. /dʒ/ /g/ 2. /dʒ/ /g/ 3. /dʒ/ /g/
Ask students to name one famous festival or holiday in
1. /dʒ/, giraffe 2. /g/, guitar their country. Then practice asking students what they
did at the festival or on the holiday with the past tense.
4. /dʒ/ /g/ 5. /dʒ/ /g/ 6. /dʒ/ /g/
119
Tell the students to use the structures in exercises 6
and 7 in their answers.
Untitled-2 119 2019-04-16 �� 10:20:12
Extra Practice What did ... do last weekend? Pronunciation

Have students practice asking and answering about 8 Listen and repeat. 9-08
what they did over the weekend by asking one student • Listen to the audio.
what he or she did, and then asking another students • Ask students to repeat aloud after the audio.
to repeat what the first student did. Then ask the • Check students’ understanding.
second student what he or she did over the weekend. • Ask students to circle the correct consonants in each
Repeat this process several times. word if needed.
What did you do last weekend? 9 L isten and repeat. Circle the sound you hear: /dʒ/
→ I went to the park with my friends. or /g/. 9-09
(Choose another student) • Listen to the audio.
What did Maria do last weekend? • Ask students to repeat aloud after the audio.
→ She went to the park with her friends. • Tell students to circle the correct sound.
What did you do last weekend? • Replay the audio if needed.
→ I played video games at home. • Ask students to complete the activity.
(Choose another student) • Check students’ answers.
Etc.
Answer Key
1. /g/
2. /dʒ/
3. /g/
4. /g/
5. /dʒ/
6. /dʒ/
119
Lesson C Reading
C Reading Aim Read about a fantastic weekend trip
Aim: Read about a fantastic weekend trip Vocabulary NOTE

Past tense verbs not formed by adding
1 Listen and number. 9-10 -ed are called irregular verbs.
• Listen to the audio. have / had see / saw say / said make / made take / took

9 5 2 1 6
come / came go / went do / did feel / felt give / gave
Answer Key
2 Match the verb with its past 3 Circle the past tense verbs. Then write the
From left to right, top to bottom tense form. present tense forms in the blank.
1. go • • a. took 1. He said a lot, but I didn’t understand him.
7. have / had ____________________________________
2. see • • b. had
10. see / saw 3. feel • • c. went 2. His dog came to him when he called.
4. say / said 4. take • • d. did
____________________________________
3. My little brother made a picture with leaves.
8. make / made 5. do • • e. felt
____________________________________
3. take / took 6. have • • f. saw
4. The girl gave her mother a card.
9. come / came ____________________________________
Pre-reading
5. go / went
4 Look at the table below. Then read the blog and
2. do / did fill in the blanks.
1. feel / felt www.Antons.
blog.com
Who is this about?

6. give / gave Who ANTO
Anton BLOG N’S
• Practice
again. Point at different pictures and ask What did he do?
What
students to say the words. 1. _________________________________
When did he do it?

When Anton’s
Blog
2 M atch the verb with its past tense form. 1:20 p.m. Aug 9 1:2
0 PM
I was hu
Where did he do it? ngry.
• Ask students to look at the words. Where So I ate
the park
a burger
at
2. _________________________________ .
• Ask students to match the word with its correct past
Why did he do it?
tense form. Why
3. _________________________________
120
Untitled-2 120 2019-04-16 �� 10:20:17
Answer Key
1. c
2. f
Pre-reading
3. e 4 L ook at the table below. Then read the blog and
4. a fill in the blanks.
5. d
6. b • Ask students to look at the table.
• Ask students to read the blog.
• Ask students to fill in the blanks with the information
3 C ircle the past tense verbs. Then write the from the blog.
present tense forms in the blank. • Ask students to complete the activity.
• Ask students to read the sentence and circle the past • Check students’ answers.
tense verbs.
• Ask students to rewrite the sentence in the present Answer Key
tense on the line. 1. He ate a burger.
• Ask students to complete the activity. 2. He did it at the park.
3. He did it because he was hungry.
Answer Key
Teacher’s Note
1. said, didn’t, He says a lot, but I don’t understand him.
2. came, called, His dog comes to him when he calls. The 5 W’s and H
3. made, My little brother makes a picture with leaves. Explain to students that when giving an explanation
4. gave, The girl gives her mother a card. about something, it is a good idea to include details.
Let students know that they can do this by answering
the 5 W’s and H (who, what, when, where, why, and
how) when giving a description.
I was bored yesterday, so I walked to the mall to meet

my friend.
120
7 F ill in the table below.
5 Read the diary. 9-11
• Ask students to fill in the blanks with the information
Devi’s Diary
from the diary.
Saturday
Today, I went hiking with my dad. He loves the mountains. It was
easy when we started. After an hour, my feet hurt. I said, “Dad, Answer Key
I want to drink something.” He gave me a bottle of water. I took Sample Answers
the top off and drank half the bottle. Then, we went up, up, up
1. They went hiking.
the mountain for one more hour! I felt really tired. Every time I
2. They went hiking on Saturday.
stopped, my dad said, “Don’t stop now. We are almost at the top!”
3. They went hiking on a mountain.
Finally, we reached the top. I saw everything below us. It was great!
4. They went hiking because Devi’s dad loves the mountains.
I hugged my dad and said, “We did it! I’m so glad we came!” Then we
went home, and my dad made me a big dinner! I had a great day!
Comprehension Extra Practice The Best Day

below.
6 Answer the questions Ask students to think about their best day. Tell them to
day?
1. What did Devi do on Satur
a. He went hiking.
get out a sheet of paper and write what they did on
b. He had a birthday party. that day. Remind them to include details about what
c. He saw a movie.
to drink something”? they did, when they did it, who they did it with, where
when Devi said, “Dad, I want
2. What did Devi’s dad do
a. He did nothing.
water.
they did it, why they did it, and how they did it. Ask
b. He gave Devi a bottle of
c. He said, “We are almost
at the top!” some of the students to present their work. Make sure
at home?
3. What did Devi’s dad do
the zoo.
to give feedback.
a. He bought tickets to go to
b. He drank water.
c. He cooked food for Devi.
7 Fill in the table below. I went to the beach last weekend.

My friends and I wanted to go surfing.
Who Devi, Devi’s dad
What 1. ___________________________________
My mom drove us to the beach in her car.
When 2. ___________________________________
We surfed all day. It was the best day ever.
Where 3. ___________________________________
Why 4. ___________________________________
121
Untitled-2 121 2019-04-16 �� 10:20:20
5 Read the diary. 9-11

OR
• Read the diary aloud.
OR
Comprehension
6 A nswer the questions below.
Answer Key
1. a
2. b
3. c
121
Lesson D Writing
D Writing Aim Write about how a past experience made you feel
Aim: Write about how a past experience made you feel Vocabulary
1 Listen and write. 9-12
Vocabulary excited unhappy surprised glad worried afraid shy angry

1. 2. 3. 4.
• Ask students to write the word they hear under the excited unhappy surprised glad
correct picture.
5. 6. 7. 8.
worried afraid shy angry
Answer Key
2 How does the speaker feel? Listen and write the best vocabulary word. 9-13
1. excited 2. unhappy
1. ______________________ 2. ______________________ 3. ______________________
3. surprised 4. glad
5. worried 6. afraid 4. ______________________ 5. ______________________ 6. ______________________
7. shy 8. angry
Expressions
Talking about past feelings
2 H ow does the speaker feel? Listen and write the 3 Talk with a partner. Fill in the blanks to talk about times when you had the
best vocabulary word. 9-13 feelings in the vocabulary.

• Ask students to write the best word in the blank. The other day, I / my friend _________________.
Really? You must have felt so
• Replay the audio if needed. I felt very _________________.
_________________!
When I was _________________ years old,
Wow. You must have felt so
Answer Key I went to _________________.
_________________!
1. surprised
2. worried
122
3. angry
4. unhappy Untitled-2 122 2019-04-16 �� 10:20:21
5. glad
6. excited Teacher’s Note
Feeling Adjectives
Introduce other adjectives that describe feeling, such as
Extra Practice When do you feel … ? annoyed, amazed, brave, comfortable, uncomfortable,
Practice asking students when they experience different disgusted, disappointed, exhausted, frustrated,
feelings with the phrases: nervous, panicked, pleased, relaxed, relieved, etc. Make
sure students understand when to use the different
“When do you feel _____?” → “I feel _____
adjectives.
when_____.”
When do you feel excited? → I feel excited when I go Expressions

on vacation. Talking about past feelings
When do you feel afraid? → I feel afraid when I go to 3 T alk with a partner. Fill in the blanks to talk
the dentist. about times when you had the feelings in the
Etc. vocabulary.
• Read the sentence prompts aloud, or ask two students
to read the sentence prompts aloud.
• Ask students to practice saying the sentences with a
partner.
• Ask students to practice saying the sentences with their
partner.
speaking properly.
• Give feedback.
122
4 Fill in the table with information about your partner’s story. Ask your partner more
Focus
questions if you need to and complete the table.
Who Who was there?
What What happened?

When When did it happen?
Where Where did it happen? • Ask students to write the word under the correct
Why Why did your partner feel __________? picture.
Focus • Check students’ answers.
Answer Key
worried afraid surprised excited unhappy sad happy shy
1. excited 2. sad 3. afraid 4. shy
5. surprised 6. unhappy 7. happy 8. worried
6 W rite the emotion described in each sentence.

1. excited 2. sad 3. afraid 4. shy
Answers will vary.
• Ask students to write the best emotion in the blank.
5. surprised 6. unhappy 7. happy 8. worried • Ask students to complete the activity.
6 Write the emotion described in each sentence. Answers will vary. • Check students’ answers.
1. ________________ My dog ran away last night. I can’t stop crying!
2. ________________ I’m not very good at saying hello to new people.
Answer Key
3. ________________ My friends threw a birthday party for me. I had no idea they were going to do this! Sample Answers
4. ________________ It’s very late at night. I hope the bus comes soon.
5. ________________ I saw my friend for the first time in two years. It was great to see her again.
1. sad
2. shy
Writing 3. surprised
7 Talk with a partner. Answer the questions and include how the event made you feel. 4. worried
Ex. At my last birthday, I had a party at my house.
5. excited
What happened at your last birthday?
I was so excited!
What was the last movie you saw?
What did you do with your best friend last? Writing

What was the last scary thing you saw?
7 T alk with a partner. Answer the questions and
123 include how the event made you feel.
Untitled-2 123 2019-04-16 �� 10:20:23 • Ask students to talk with a partner.
• Tell students to talk about the questions in the table.
4 F ill in the table with information about your
• Ask students to write their answers in the table or on a
partner’s story. Ask your partner more questions if
you need to and complete the table. separate sheet of paper.
speaking properly.
• Ask students to fill in the table with their partner’s
information. class.
• Tell students to ask their partner additional questions if
• Give feedback.
needed.
• Check students’ conversations to make sure they’re Answer Key
speaking properly. Sample Answers
• Give feedback. 1. At my last birthday party, I had a party at my house. I was so excited.
2. The last movie I saw was Super Timmy. It was not a good movie.
I was so unhappy.
3. Math homework was the last thing I did with my friend. I was
happy because we finished it fast.
4. The last scary thing I saw was a horror movie about a big dog. I was
really afraid because I don’t like dogs.
123
Lesson E Project
E Project Aim Work with a group to write a story
Aim: Work with a group to write a story Video

Video
9

• Tell students to share their predictions with their 2 3 1
partner.

3 Watch again. How did Gimmie and Mine feel in each of the pictures?
Video
9

Video
9
shy surprised afraid sad excited angry
• Ask students to number the pictures in order.
1. The reporter was 2. Gimmie was 3. Mine was
• Play the video again if needed. _______________. _______________. _______________.
Answer Key 1. Gimmie is talking to __________. a. his sister b. a reporter c. a friend
From left to right 2. Gimmie used __________ of magic bubble bath. a. a spoonful b. a cup c. a bottle
3. Gimme was __________ by a loud noise. a. afraid b. excited c. surprised

2, 3, 1
4. __________ is coming towards Gimmie. a. a reporter b. a magician c. Mine
124
3 W atch again. How did Gimmie and Mine feel in
Video
each of the pictures? 9 Untitled-1 124 2019-06-24 �� 11:04:47
• Ask students to look at the pictures and read the words. Answer Key
• Play the video again. 1. b
• Ask students to write the correct word in the blank. 2. c
• Ask students to complete the activity. 3. c
• Check students’ answers. 4. c
Answer Key
1. surprised Writing
2. afraid
3. angry 5 W atch again. Look at the example and fill in the
Video
remaining blanks. 9
• Ask students to fill in the table with the correct
answers.
Answer Key
Sample Answers
1. What: Bubbles covered the house.
2. When: It happened about an hour ago.
3. Where: It was at Gimmie and Mine’s house.
4. Why: Gimmie used magic bubbles to make a bubble bath.
124
7 Share the story with your class.
Writing • When students are finished writing their stories, ask
5 Watch again. Look at the example and fill in the remaining blanks.
Video
9 some groups to share their stories with the class.
• Ask the other students to ask follow-up questions
Who Ex. Gimme, Mine, Reporter
about the stories they hear.
What
• Give feedback.
When
Where
Why Extra Practice Writing a New Story

Ask students to work in the same groups to write and
Century Skills draw pictures for a new story. Tell students to figure out
Storytelling Critical Thinking Collaboration
the elements of their stories by answering the 5 W’s
and H questions. Tell students to use a separate sheet
6 Talk with a group. Look at the comic and fill out the table. Then write new of paper to write their stories. Remind them to use the
dialogue.
past tense when writing their stories. Ask students to
Title of the Story
draw pictures for their stories, too. Make sure to check
Who
students’ stories. When everyone is done, ask some
What
groups to present their stories to the class. Don’t forget
When to give feedback.
Where
Why
7 Share the story with your class.

125
Untitled-2 125 2019-04-16 �� 10:20:31
Teacher’s Note
Story Elements
Explain to students that the structure of a story is made
up of its elements. Story elements typically include the
characters, setting, problem, solution, and sometimes
a moral or a theme. For brainstorming a story, students
can usually get the information for the different
story elements by asking themselves the 5 W’s and
H questions. Make sure students understand which
question to ask for each story element.
21st Century Skills

6 T alk with a group. Look at the comic and fill out
the table. Then write new dialogue.
• Ask students to get into groups.
• Tell students to look at the table and the comic.
• Tell students to write their answers using the past tense.
speaking properly.
• Give feedback.
125
Unit
10 SUN’S OUT!
weather and seasons, explain a weather forecast, and tell
someone about future plans and what they are going to it
10
Un
do.
Unit 10 AIMS
Lesson A: Learn about different weather conditions
SUN’S OUT!
Lesson B: Talk about what you do in different seasons
Lesson C: Understand a weather forecast
Lesson D: Write a party invitation
Lesson E: Make future plans based on the weather
Target Skills
Lesson A: Reading
Lesson B: Speaking
Lesson C: Listening
Lesson D: Writing
Lesson E: Project
Scan for Audio
Target Vocabulary A Reading Learn about different weather conditions
Lesson A Lesson B B Speaking Talk about what you do in different seasons
chilly camping C Listening Understand a weather forecast

cloudy fall / autumn
D Writing Write a party invitation
dry fishing
foggy skiing E Project Make future plans based on the weather
rainy spring
snowy summer
sunny sunbathing 126
windy winter
Untitled-2 126 2019-04-16 �� 10:20:35
Lesson C Lesson D
degrees badminton
go down barbecue
go up field
minus fire
storm invite
temperature party
weather forecast tree
weather forecaster volleyball
Lesson E
alien
deep
flashlight
submarine
126
time clauses
A clause is a group of words with a subject and a verb.
Time clauses are used to explain what is happening at or
during a specific period of time.
Example
At 5 o’clock, I went to the gym.
In the summer, they like to go hiking.
On December 15, she met Mr. Black for the first time.
When I finish the dishes, I’ll help you.
As soon as I mop the floor, I will leave.
Until I finish this homework, I won’t play video games.
Unit 10 Discussion

Ask more questions about the weather.

1. Where are they? How is the weather today?
2. What time is it? What is the weather like in your country?
4. How’s the weather?
What do you like doing when it is sunny/rainy/snowy?
What is your favorite kind of weather?
127
Untitled-2 127 2019-04-16 �� 10:20:36
Key Grammar
future with be going to
We can use the phrase be going to to talk about things
we know will happen in the future.
Question Answer
What are you going to do I am going to take a train to
tomorrow? New York City.
She is going to go sleep on
What is she going to do?
the bed.
What are they going to do? They are going to leave soon.
We are going to eat some
What are you going to eat?
pizza.
127
Lesson A Reading
A Reading Aim Learn about different weather conditions
Aim: Learn about different weather conditions Vocabulary

Vocabulary dry foggy sunny chilly
cloudy windy rainy snowy

• Listen to the audio. 1. 2. 3. 4.

• Ask students to write the word they hear under the
sunny dry foggy chilly
correct picture.
• Replay the audio if needed. 5. 6. 7. 8.
snowy windy rainy cloudy
Answer Key
1. sunny 2 Talk with a partner. Use the best vocabulary in your answer.
2. dry
3. foggy A: What kind of weather
do you like most?
4. chilly
5. snowy B: I like _________________ weather!
6. windy
Focus
7. rainy
3 Talk with a partner. Ask about the weather in (choose any place).
8. cloudy
How’s the weather in London? NOTE

how’s = how is
2 T alk with a partner. Use the best vocabulary in It’s cloudy. it’s = it is
your answer.
Questions Answers
• Read the short conversation aloud, or ask two students How’s the weather? It’s rainy / raining.
to read the short conversation aloud. How’s the weather in New York? It’s snowy / snowing.
How’s the weather outside? It’s cloudy.
• Ask students to practice the conversation with a It’s sunny. NOTE
Use the internet to find out about
It’s foggy.
partner. It’s cold / hot / dry / etc.
the weather around the world right
now and practice.

128
use different vocabulary words.
Untitled-2 128 2019-04-16 �� 10:20:38
Focus
4 L ook at the pictures. How is the weather in those
3 T alk with a partner. Ask about the weather in places?
(choose any place). • Ask students to look at the pictures.
• Read the short conversation aloud, or ask two students • Ask students how the weather is in each picture.
to read the short conversation aloud. • Tell students to use the patterns from activity 3 .
• Ask students to practice the conversation with a • Give feedback.
partner.
• Tell students to practice the conversation again, but to Teacher’s Note
use the questions and answers from the table to talk Environments
about different places and weather.
Explain to students that different environments have
Teacher’s Note different weather, plants, and animals. For example,
deserts are dry and have large temperature differences
Weather between night and day. Grasslands have all four
Introduce other weather words not mentioned in seasons and are usually wetter than a desert, but dryer
the vocabulary, such as hail, frost, breezy, clear skies, than a forest. Savannas are like tropical grasslands with
humid, sprinkling, drizzling, raining cats and dogs, dry and wet seasons. Temperatures are generally hot to
freezing, lightning, thunder, rainbow, sandstorm, warm all year round. Tundra environments are usually
blizzard, etc. the coldest environments. They get about the same
amount of moisture as a desert, but much of it is in
the form of snow. Rain forests are very hot and humid
and get lots of rain. Temperate forests get a lot of rain,
too, but experience all four seasons with temperatures
that are not too cold or too hot. Taiga forests get a
little more rain than deserts and tundras, but are much
colder than other forest environments. Winter can last
six months and summers are very short.
128
4 Look at the pictures. How is the weather in those places? • Tell students to find a partner.
5 Read the articles. 10-02 • Tell students to discuss the questions.
Hi! I’m Brianne, and I live in a small town in Minnesota. It’s a state in • Ask students if they would like to share their discussion
the north of the US. It gets very cold and snowy here in the winter.
Before the snow comes, it is very dark and cloudy. When it’s snowing
with the class.
heavily in the winter, it’s difficult to go to the store to buy food, so we • Ask follow-up questions.
buy everything before the winter starts, in September or
October. In the winter, it’s always chilly outside, so we store
food outside: it’s a natural refrigerator! After it becomes
warmer in the spring and summer, we can go out and swim or
Challenge
go fishing in the lake. It’s so beautiful.
8 F ill in the blanks. Make sentences that are true
for you.
Hello, my name is Anil. I’m an engineer,
and because of my work, I’m living in • Ask students to read the sentence prompts.
the Gobi Desert. It’s a desert, so of course, it’s usually very dry. But
• Ask students to fill in the blanks with information that
in the south, it rains a little in June or July. After it rains, small green
plants start to grow everywhere. is true for them.
Before we go outside, we have to wear the right clothes—we wear • Ask students to complete the activity.
sunglasses and a hat to protect us from the hot sun. Sometimes it gets
very windy, so the sand flies everywhere. Before this happens, we go
inside and close all the windows. It’s terrible! NOTE
Before is the opposite of after. Answer Key
Comprehension I eat breakfast before lunch.
I eat lunch after breakfast.
Sample Answers
1. Winter in Minnesota starts in September or October. true false 1. Hi, my name is Tom, and I live in Oklahoma.
2. Brianne says it’s always chilly in her town. true false 2. It’s a state in the US.
3. In the winter, she stores food outside. true false
4. Anil goes inside after it gets windy. true false 3. The weather here is dry and windy.
5. It never rains in the place where Anil lives. true false
6. Anil doesn’t like the sand and wind. true false

1. Which place do you want to visit, Alaska or the Gobi desert? Extra Practice What Kind of Environment Is It?
2. What can you do in cold weather?
3. What can you do in a desert? Point to the pictures and practice asking students
4. Why do people live in very cold or very hot places? about environments and the weather in them.
Use information from the Teacher’s Note about
Challenge environments if needed. Then ask students about the
8 Fill in the blanks. Make sentences that are true for you. environment and weather where they live with the
Hi, my name is _____________, and I live in _____________. It’s a(n) _____________ in _____________. phrases:
The weather here is _____________ and _____________.
“What kind of environment do/does you/he/she/they/
129
we live in?” → I/he/she/they/we live/lives in a _____.”
Untitled-2 129 2019-04-16 �� 10:20:40
“How is the weather in a _____?” → “The weather in

a _____ is _____ and _____.”
5 Read the articles. 10-02

OR What kind of environment does he live in? → He lives
• Read the articles aloud. in a desert.
OR How is the weather in a desert? → The weather in a
• Ask students to read parts of the reading aloud. desert is hot and dry.
• Replay the audio if needed. Etc.
Comprehension
Answer Key
1. false
2. false
3. true
4. false
5. false
6. true
129
Lesson B Speaking
B Speaking Aim Talk about what you do in different seasons
Aim: Talk about what you do in different seasons Vocabulary

Vocabulary
spring summer fall (autumn) winter
2 Match the picture with the word. Write which season each activity is done.
2 M atch the picture with the word. Write which

season each activity is done.
• Ask students to match the picture with the correct sunbathing camping fishing skiing
word.
• Ask students to write the season under the activity.
• Check students’ answers. NOTE
go + verb + ing
“I go fishing in the summer.
How’s the weather in spring / summer / I go camping in fall.”
Answer Key 3 Talk with a partner. fall / winter in your country?
From left to right
picture 1-camping-fall (autumn) or spring Grammar NOTE
A time clause is used to give a period
picture 2-fishing-spring or fall (autumn) 4 Look at the table. of time based on an action or event.
picture 3-skiing-winter When it’s windy, I wear my coat.

(Both happen at the same time.)
I wear my coat when it’s windy.
picture 4-sunbathing-summer
After it snows, we build a snowman. We
(1. It snows. 2. We make a snowman.)
build a snowman after it snows.
3 Talk with a partner. Before it rains, I put on my raincoat.

I put on my raincoat before it rains.
(1. I put on my raincoat. 2. It rains.)

130
• Ask students to practice the conversation with a Untitled-2 130 2019-04-16 �� 10:20:42
partner.
Grammar
talk about different seasons.
4 Look at the table.
Teacher’s Note • Read the contents of the table.
Seasons Explained OR
Explain to students that seasons are the result of
different parts of the earth being closer or further away
from the sun at different times of the year. As a result, highlighted.
parts that are closer to the sun get more sunlight and
are warmer, while parts that are further from the sun 5 C onnect the two sentences with a time clause.
get less sunlight and are colder. Answers will vary.
Also, explain that the seasons are opposite in the • Ask students to read the sentences.
Northern Hemisphere and the Southern Hemisphere. • Ask students to connect the two sentences with a time
For example, when it is winter in Los Angeles, it is clause.
summer in Sydney. • Ask students to write the new sentence on the line.
Answer Key
Sample Answers
1. He eats dinner before he watches TV.
2. After she eats breakfast, she goes to school.
3. We always go inside when it rains.
4. When they watch a movie, they eat popcorn.
130
Speak Up
5 Connect the two sentences with a time clause. Answers will vary.
1. a. He eats dinner. b. He watches TV. 8 T alk with a group. Complete the sentences and
________________________________________________________________________. ask and answer the questions. Fill in the table.
2. a. She eats breakfast. b. She goes to school.
________________________________________________________________________.
• Ask students to work in groups.
3. a. It rains. b. We always go inside.
________________________________________________________________________. • Ask students to ask and answer the questions.
4. a. They watch a movie. b. They eat popcorn. • Tell them to write the answers in the table.
________________________________________________________________________.
Expressions • Check students’ conversations to make sure they’re
Talk about seasons speaking properly.
6 Talk with a partner. • Ask some students to present their conversations to the
Questions Answers class.
A: What’s your favorite season? B: My favorite season is summer because I love hot weather. • Give feedback.
A: What do you usually do in summer? B: I usually go surfing and sunbathing.
7 Match the questions with the right answers.

1. What’s your favorite season? • • a. I usually go skateboarding.
Pronunciation
2. What do you do in the winter? • • b. No, I can’t snowboard.
9 L isten and repeat. 10-04
3. Do you go snowboarding too? • • c. I always go skiing on the weekends.
4. What do you do before it snows? • • d. Winter because I love snow! • Listen to the audio.
Speak Up Pronunciation • Check students’ understanding.
9 Listen and repeat. 10-04 • Ask students to circle the correct consonants in each
8 Talk with a group. Complete the sentences
and ask and answer the questions. Fill in /n/ /ŋ/ word if needed.
the table. sun sung
Partner 1 Partner 2
What’s your favorite
10 Listen and put a check mark
season?
( ) on the sound. 10-05
10-05
What do you usually
do in summer? /n/ /ŋ/ • Listen to the audio.
What do you usually
do in winter?
1. spring • Ask students to repeat aloud after the audio.
2. spin
Do you _________ in • Tell students to put a check mark on the correct sound.
spring? 3. ring
Do you _________ 4. twin
in fall?
5. ran • Ask students to complete the activity.
What do you do
when it rains? 6. rang • Check students’ answers.
131
Answer Key
Untitled-1 131 2019-06-24 �� 11:04:52
1. /ŋ/
2. /n/
Expressions 3. /ŋ/
Talk about seasons 4. /n/
5. /n/
6 T alk with a partner. 6. /ŋ/
• Ask students to talk about which seasons they like and Extra Practice Seasons and Holidays
what they do in them. Ask students to name their favorite holiday, which
• Check students’ conversations to make sure they’re season it’s in, and describe an activity done on that
speaking properly. holiday with the phrases:
class. “My favorite holiday is _____.” / “Holiday is in season.”
• Give feedback. / I usually _____ on holiday.
7 M atch the questions with the right answers. My favorite holiday is Easter. Easter is in spring. I usually
• Ask students to read the questions and answers. have an Easter egg hunt outside on Easter.
answer.
Answer Key
1. d
2. c
3. b
4. a
131
Lesson C Listening
C Listening Aim Understand a weather forecast
Aim: Understand a weather forecast Vocabulary

1 Listen and repeat. 10-06 go up
Vocabulary temperature

degrees
weather forecaster
2 F ill in the blanks with the word(s) from above. a storm weather forecast
minus
• Ask students to write the correct vocabulary word in the 2 Fill in the blanks with word(s) from above. go down
blank. 1. We look at this to check the weather: ________________
2. The temperature changed from 10 degrees to 15 degrees: ________________
• Ask students to complete the activity. 3. The temperature was below zero: ________________
• Check students’ answers. 4. The sky is dark, and it’s very windy and rainy: ________________
5. The temperature changed from 10 degrees to 5 degrees: ________________
Answer Key
3 Listen and complete the word(s). 10-07
1. weather forecast
1. The sky is dark and cloudy. I think there’s a s_____________.
2. go up 2. The w_____________ f_____________ said the t_____________ will go down to -10
3. degrees d_____________.
4. a storm 3. The t_____________ will g_____________ _____________ to 30_____________ tomorrow!
4. I don’t have my phone, so I can’t see the w_____________ f_____________.
5. go down
Grammar
3 Listen and complete the word(s). 10-07 4 Look at the table.
We can use be + going to + verb to talk about
• Ask students to read the sentence prompts. things we think will happen in the future.
• Listen to the audio. Ex. It’s going to rain tonight.
My team is going to win the soccer match!
• Ask students to complete the word(s). He’s not going to pass the test.

132
Answer Key Teacher’s Note

1. storm
Be Going To vs. Will
2. weather forecaster, temperature, degrees
3. temperature, go up, degrees Be going to and will are used to talk about slightly
4. weather forecast different things. Be going to is used to talk about:
- Prior plans that were made before the time of
speaking (I’m going to see a play tomorrow.)
Grammar - Evidence and signs that something is likely (Look at
4 Look at the table. the clouds. I think it is going to rain.)
• Read the contents of the table. - Making predictions (I think my team is going to win
OR the game.)
• Ask students to read the table. Meanwhile, will is used to talk about:
• Ask students if they know what kind of grammar point
- Quick decisions (I’m so hungry. I will buy a snack.)
is being highlighted.
- Offers (You look thirsty. I will get you a drink.)
- Promises (Don’t worry. I will be back.)
- Threats (If you don’t clean your room, I will tell your
father.)
- Refusals (I don’t think she will do what I ask.)
- Making predictions (I think I will pass the test.)
Note that be going to and will can both be used to
make predictions.
132
5 Use be + going to + verb and the sentence parts to write complete sentences.
Challenge
1. the weather / change / next week
__________________________________________________________________.
7 L isten and fill in the chart by drawing weather
2. it / be snow / tonight symbols. Then write the temperature for
__________________________________________________________________. Saturday, Sunday, and Monday. 10-09
3. the / temperature / go up / today
__________________________________________________________________. • Ask students to look at the chart.
4. he / feel cold outside / tonight • Listen to the audio.
__________________________________________________________________.
• Ask students to fill in the chart by drawing weather
symbols.
Listen Up • Ask students to write the correct temperature for each
day.
3 2 1 • Ask students to complete the activity.
Answer Key
1. Saturday morning: cold, 7 degrees Celsius
2. Saturday Afternoon: cloudy, cool, 10 degrees Celsius
3. Saturday Evening/Night: heavy rain, strong winds, -3 degrees Celsius
Challenge 4. Sunday morning: freezing, -3 degrees Celsius
7 Listen and fill in the chart by drawing weather symbols. Then write the 5. Sunday Afternoon: warm and sunny, 26 degrees Celsius
temperature for Saturday, Sunday, and Monday. 10-09
6. Monday morning: warm and sunny, 26 degrees Celsius
FRIDAY SATURDAY SUNDAY MONDAY 7. Monday Afternoon: warm and sunny, 26 degrees Celsius
8. Monday Evening/Night: little rain
MORNING
8°C 7
______°C -3
______°C 26
______°C
Extra Practice How’s the Weather?
AFTERNOON
Practice asking students what the weather was like

yesterday, how the weather is today, and how they
13°C 10
______°C 26
______°C 26
______°C
think the weather will be tomorrow with the phrases:
“How was the weather yesterday?” → “It was _____.”
EVENING /
NIGHT
“How is the weather today?” → “It is _____.”

6°C -3
______°C 4°C 2°C “How do you think the weather is going to be
133 tomorrow?” → “I think it is going to be _____.”
Untitled-2 133 2019-04-16 �� 10:20:45
How was the weather yesterday? → It was sunny and

5 U se be + going to + verb and the sentence parts the temperature was 35 degrees.
to write complete sentences. How is the weather today? → It is sunny with a few
• Ask students to read the sentence parts. clouds in the sky.
• Tell students to use the sentence parts and be + going How do you think the weather is going to be
to + verb to make a complete sentence. tomorrow? → I think it is going to cool down and rain
• Ask students to write the sentence on the line. in the afternoon.
Answer Key
1. The weather is going to change next week.
2. It is going to snow tonight.
3. The temperature is going to go up today.
4. He is going to feel cold outside tonight.
Listen Up

• Ask students to write the number next to the correct
picture.
Answer Key
From left to right
3, 2, 1
133
Lesson D Writing
D Writing Aim Write a party invitation
Aim: Write a party invitation Vocabulary

Vocabulary fire badminton field volleyball
tree barbecue invite party

• Listen to the audio. 1. 2. 3. 4.

• Ask students to write the word they hear under the
picture. barbecue party field tree
5. 6. 7. 8.
Answer Key invite volleyball fire badminton

1. barbecue 2. party
2 Fill in the blanks with the vocabulary words.
3. field 4. tree
1. When the weather is good, we play ______________ in the ______________.
5. invite 6. volleyball 2. I don’t want to go to a restaurant. Let’s have a ______________ outside.
7. fire 8. badminton 3. I want to ______________ you to my birthday party. Come to my house this Saturday!
4. It’s my birthday next week. I’m going to have a big ______________.
5. Let’s go to the field and play ______________. I have new rackets.
2 F ill in the blanks with the vocabulary words.
• Ask students to read the sentence prompts. Focus
• Ask students to write the correct vocabulary word in the 3 Talk with a partner.
blank.
• Ask students to complete the activity. What are you going
to do tomorrow?
I’m going to play volleyball
with my brother.
Where are you We’re going to play NOTE
Answer Key going to play? on the beach. We also use be going to to
talk about a future plan.
1. volleyball, field
2. barbecue 4 Talk with a partner. Ask what they are going to do tonight, tomorrow, and next week.
3. invite
134
4. party
5. badminton Untitled-2 134 2019-04-16 �� 10:20:47
Teacher’s Note
Focus Barbecues and Parties
3 Talk with a partner. Explain to students what happens at a barbecue and
• Read the short conversation aloud, or ask two students a party. Then, introduce some other types of social
to read the short conversation aloud. gatherings to students, such as a housewarming party,
• Ask students to practice the conversation with a birthday party, graduation party, slumber party, etc.
partner. Finally, ask students about the kinds of parties people
• Tell students to practice the conversation again, but to have in their country. Don’t forget to ask students what
talk about different activities and places. happens at those parties.
4 T alk with a partner. Ask what they are going to

do tonight, tomorrow, and next week.
• Tell students to ask their partner what they are going to
do tonight, tomorrow, and next week.
• Tell students to use the patterns from activity 3 .
speaking properly.
class.
• Give feedback.
134
6 R ead again and answer the questions. Use be
Writing going to in your answer.
5 Read the message and fill in the blanks with the words.
• Ask students to read the passage again.
party Friday sunny play cold sit songs sleep field volleyball • Ask students to answer the questions.
Hi, everyone.
invite
I’m going to have a summer 1. _________________ at my house on 2. _________________ Answer Key
at 5 p.m. Please come! I think the weather is going to be 3. _________________, so we’re
going to have a barbeque. After we eat, we’re going to 4. _________________ a game of
Sample Answers
5. _________________ in the 6. _________________ and listen to music. In the evening, it’s 1. He is going to have a summer party.
going to get a little 7. _________________, so we will build a fire to keep warm. We can
2. It is going to happen at his house.
8. _________________ around the fire, play guitar, and sing some 9. _________________.
Also, I’m going to put up my tent so there is a place for you all to 10. _________________. 3. It is going to happen Friday at 5 p.m.
I hope to see you on Friday! 4. They are going to sleep outside in Marco’s tent.
Invite Friends Send Cancel
7 U se be going to and the given words to fill in the

6 Read again and answer the questions. Use be going to in your answer. blanks.
1. What is Marco going to do?
_____________________________________________________________. • Ask students to read the letter.
2. Where is it going to happen? • Ask students to write the correct words in the blanks.
_____________________________________________________________.
3. When is it going to happen?
_____________________________________________________________.
4. Where are they going to sleep?
_____________________________________________________________.
Answer Key
7 Use be going to and the given words to fill the blanks. Sample Answers
1. is going to be warm
2. am going to be late
Hi, Marco.
3. am going to arrive at your house at 7 p.m.
Thanks for the message. I think Friday evening is a good time for a party outside because
the weather 1. __________________ (be warm).
I will come to your party, but I 2. __________________ (be late).
On Friday, I have a class which finishes at 6 p.m. So, I 3. __________________ (arrive at
your house / 7 p.m.). Extra Practice Invitation Card
Do you want me to bring anything?
Ask students to work in groups to write an invitation
See you on Friday!
card to an event of their choosing. Tell them to use the
patterns from activities 3 through 7 to make their
135
invitations. Remind them to answer the 5 W’s and H
Untitled-2 135 2019-04-16 �� 10:20:48
questions to be as clear as possible. Tell students they
can use the format below, or a letter form like activity
5 . Tell students to write their invitation card on a
Writing
separate sheet of paper and to draw a picture for their
5 R ead the message and fill in the blanks with the invitation card if they want.
words.
What: We are going to have an end-of-year slumber
OR
party.
When: It is going to be on the last weekend of the
OR
school year.
Where: It is going to be at school.
• Ask students to write the correct words in the blanks.
How to join: You are going to have to tell your parents.
Then, they are going to have to sign a permission slip.
Activities: We are going to play games and eat delicious
Answer Key food. After that, we are going to make a camp fire and
1. party 2. Friday toast marshmallows. Finally, we are going to tell scary
3. sunny 4. play stories and camp at the school.
5. volleyball 6. field The slumber party is going to be so much fun.
7. cold 8. sit
9. songs 10. sleep
135
Lesson E Project
E Project Aim Make future plans based on the weather
Aim: Make future plans based on the weather Video

Video submarine alien afraid deep flashlight

picture. 2 Look at the pictures. What do you think the video will be about? Talk with a partner.
Answer Key
From left to right
submarine-picture 5, alien-picture 1, afraid-picture 2,
deep-picture 3, flashlight-picture 4
2 L ook at the pictures. What do you think the video

3 Watch the video. Circle true or false.
Video
10
will be about? Talk with a partner. 1. The sea was very cold. true false 2. The boy and girl saw an alien. true false
• Ask students to look at the pictures. 3. The sea creature has two eyes. true false 4. Now they are going to eat. true false
• Ask students to make predictions about the video they’re 4 Watch again. Circle the word you hear.
Video
10
about to watch. 1. How’s the sandwich / 2. We’re going to go deep, deep,

• Tell students to talk with a partner. weather / time out there? down / up / along into the ocean!
• Tell students to share their predictions with their partner. 3. It’s getting rainy / dark / 4. It’s just a strange alien /
cloudy. And cold. fish / sea.
5. Yes! That was exciting / 6. Let’s get some more hungry
warm / cold! / temperature / sandwiches!
Video
3 W atch the video. Circle true or false. 10 136
• Play the video for students. Untitled-1 136 2019-06-24 �� 11:04:56

• Ask students to answer the questions. Teacher’s Note
• Play the video again if needed.
People at school
• Check students’ answers. Explain that creatures living in the deep sea are
different than other fish. Prepare images of deep sea
Answer Key fish such as dragonfish, frilled shark, blob fish, dumbo
1. true octopus, anglerfish, barreleye, goblin shark, etc.
2. false
3. false
4. true
Extra Practice Pros and Cons of Travel
Video Take a class survey of who likes to travel and who
4 W atch again. Circle the word you hear. 10
doesn’t like to travel. Then, group the students by how
• Ask students to read the questions. they voted. Next, have the students ask and answer
• Play the video again. why traveling is good or bad with the phrases:
• Ask students to complete the activity. “Why is traveling good/bad?”
• Check students’ answers. → “Traveling is good/bad because _____.”
“What is a good/bad thing about traveling?”
Answer Key
→ “A good/bad thing about traveling is _____.”
1. weather
2. down
3. dark Why is traveling good? → Traveling is good because I
4. fish
can taste new food.
5. exciting
What is a bad thing about traveling? → A bad thing
6. sandwiches
about traveling is it is expensive.
136
7 M ake a list of all the things you’re going to take.
• Ask students to look at the example.
Century Skills • Ask students to think about what they will take on their
Trip Planning Collaboration Communication
trip.
5 Talk with a partner. Choose an overseas travel destination. • Tell students to write down what they will take in the
Our destination is: ___________________________________ boxes.
6 Go online and check the weather forecast for that place for the next week.
Write or draw your findings. • Check students’ lists to make sure they’re doing the
MON TUES WED THU FRI SAT SUN activity properly.
• Give feedback.
7 Make a list of all the things you’re going to take. 8 Make a list of things you want to do each day.
Ex. Shorts, a baseball cap, and sunglasses.
• Ask students to think about what they will do each day.
MY SUPPLIES PARTNER’S SUPPLIES
• Tell students to write down the things they will do in the
table.
• Check students’ lists to make sure they’re doing the
activity properly.
8 Make a list of things you want to do each day.
• Give feedback.
MONDAY Ex. Fly 10:00 a.m. to 2:00 p.m.
TUESDAY
9 P repare a short presentation and present it to your
WEDNESDAY
class.
THURSDAY
FRIDAY
• Ask students to look at their weather forecast and lists
SATURDAY
from activities 6 , 7 , and 8 .
SUNDAY Ex. Leave at 6 p.m.
• Tell students to make a short presentation about their
9 Prepare a short presentation and present it to your class. trip.

Ex. We’re going to visit Beijing next week. It’s going to be cold, so we’re going to • Tell students to use the example in this activity and be
take coats and hats. And we’re going to visit an ice sculpture festival.
going to to make their presentations.
10 Which trip sounds most exciting? Talk as a class. • Check students’ presentations to make sure they’re
137
doing the activity properly.
• When students are finished writing their presentations,
Untitled-2 137 2019-04-16 �� 10:20:54
ask each group to share their presentations with the
class.
21st Century Skills • Give feedback.
5 T alk with a partner. Choose an overseas travel

10 W hich trip sounds most exciting? Talk as a class.
destination.
• After all the groups have presented, ask the students,
“Which trip sounds the most exciting?”
• Ask students to think of an overseas travel destination.
• Ask students to write their destination in the blank.
• Give feedback.
6 G o online and check the weather forecast for Extra Practice Trip Ranking
that place for the next week. Write or draw your Have students rank the trips, with the highest number
findings. being the most exciting. Then go through each trip and
• Tell students to use the internet. have students give reasons why each trip is good or
• Ask students to go online and find the weather forecast bad with the phrases:
for their destination. “Trip number is good/bad because _____.”
• Ask students to write down or draw what the weather
“I like/don’t like trip number because _____.”
will be like for the whole week.
• Check students’ weather forecasts to make sure they’re I like trip 1 because I also want to go to Barcelona.
doing the activity properly. I don’t like trip 2 because I don’t like the beach.
• Give feedback.
137
Review Unit 9-10
Review Unit 9-10

number.
Yesterday, the weather was very 1. chilly. It was 2. cloudy and 3. rainy, too. My friend doesn’t like
rain. I don’t like 4. dry, sunny weather. I don’t feel 5. comfortable in summer. I enjoy 6. snowy days.
Winter is my favorite because the 7. temperature goes down. I can go 8. skiing with my sisters.
Answer Key Today, the weather forecast said the temperature is going down. I’m so excited!
1. b, chilly
1. __________________ 2. __________________ 3. __________________ 4. __________________
2. a, cloudy
5. __________________ 6. __________________ 7. __________________ 8. __________________
3. h, rainy
4. d, dry
5. c, comfortable 2 Read and fill in the blanks using the word box. Some words are not used.
6. e, snowy
Spring Sports Party
7. f, temperature
We invite you to the Spring Sports Party this Monday!
8. g, skiing Please bring your family and friends.
Where: City Library Yard
When: Next Monday at 5:00 p.m.
2 R ead and fill in the blanks using the word box. Activities: barbecue, volleyball, badminton
Some words are not used. •

Weather: Foggy
Please bring your coats!
• Ask students to read the passage. a. spring b. invite c. barbecue d. soccer

• Ask students to look at the word box. e. badminton f. foggy g. winter h. coat
• Ask students to read the letter. Hi, Mark.

• Ask students to fill in the blanks with words from the I want to 1. ________________ you to the 2. ________________ sports
word box. party. We can play 3. ________________ and volleyball! The weather will
• Ask students to complete the activity. be 4. ________________, so bring a 5. ________________.
• Check students’ answers. Mary
138
Answer Key
Possible Answers Untitled-2 138 2019-04-16 �� 10:21:05
1. b, invite
2. g, winter Teacher’s Note
3. e, badminton Simple Past and Adverbs of Frequency
4. f, foggy
5. h, coat
Explain to the students that along with the present
simple, adverbs of frequency are also commonly used
with the simple past to describe past repeated actions
and habits.
3 C ircle the correct the word.
• Ask students to circle the correct word. I never ate bananas when I was younger.
• Ask students to complete the activity. We always went to the beach last year.
• Check students’ answers. Raul sometimes played hockey last winter.
Answer Key
1. made
2. are going to go
3. did
4. feel
5. is going to see
6. came
138
3 Circle the correct word.
1. She make / made a snowman yesterday. • Ask students to read the sentences.
2. They are going to go / went to the game store next weekend. • Listen to the audio.
3. Jane and Joe do / did not like the party last year. • Ask students to answer the questions.
4. I felt / feel unhappy because it is raining. • Replay the audio if needed.
5. She is going to see / saw her brother tomorrow evening.
6. He comes / came to take the books last Monday.
Answer Key
4 Unscramble the responses.
1. Where did you give him the book? → my book / I gave / at the airport. / him
1. false
___________________________________________________________________ 2. true
3. false
2. When did you have the umbrella? → week. / I had / last / the umbrella
___________________________________________________________________
3. Why did you make the fire? → it was / I made / cold. / because / the fire 6 L isten and choose the correct answer to fill in the
___________________________________________________________________ blanks. R5-2

5 Listen and circle true or false. R5-1 • Ask students to write the correct letter in the blank.
1. Jack and Jill went camping on Saturday. true false • Ask students to complete the activity.
2. Jill was unhappy because of the weather. true false
3. Jack went to a party with his mother. true false
Answer Key
6 Listen and choose the correct answer to fill in the blanks. R5-2 1. b
1. Jill went to Jack’s _____ party last year. 2. a
a. winter b. summer 3. d
c. spring d. fall
2. The man wants to play _____ at the party.

a. volleyball b. badminton Teacher’s Note
c. football d. basketball
Severe Weather and Natural Disasters
3. Jill and the man will meet at the _____.
a. airport b. bank
Explain to students that along with typical weather,
c. Jill’s apartment d. supermarket there is also severe weather and natural disasters such
as the list below. Make sure students understand the
differences.
139
drought rockslide blizzard
Untitled-2 139 2019-04-16 �� 10:21:07 earthquake tornado avalanche
flood tsunami hurricane
landslide volcanic eruption typhoon
4 U nscramble the responses. mudslide wildfire/forest fire cyclone
• Ask students to read the question.
• Ask students to look at the sentence parts. Keep in mind that hurricanes, typhoons, and cyclones
• Ask students to unscramble the sentence parts and are basically the same weather phenomena. They are
write the answer on the line. called different things in different parts of the world. In
• Ask students to complete the activity. the North Atlantic and the Northeast Pacific, they are
• Check students’ answers. hurricanes. In the South Pacific and Indian Ocean, they
are cyclones. In the Northwest Pacific Ocean, they are
Answer Key typhoons.
1. I gave him my book at the airport.
2. I had the umbrella last week.
3. I made the fire because it was cold.
139
Gra m m a r Re fe r e n c e
demonstrative adjectives
Unit 1
Demonstrative adjectives can be used to modify a noun
simple and personal pronouns so that we know which specific person, place, or thing is
We use pronouns to take the place of other nouns. mentioned.
Personal pronouns are used to talk about specific nouns Demonstrative
such as the names of people, places, or things. Type Example
adjectives
Personal Pronouns Definition Example This singular This pie is yummy.
I first person I am Sam. That singular That horse is big.
singular These pies are
These plural
He singular male He is Sam. yummy.
She singular female She is Samantha. Those plural Those horses are big.
It third-person thing It is a chair.
/ genderless
non-human Unit 3
animals
basic prepositions of place
You second-person You are Sam. Prepositions show the relationship between subjects and
singular and plural objects. We use prepositions of place to show where
something is.
We first-person plural We are a group.
They third-person plural They are a group. Preposition Example
on The key is on the desk.
be verbs (affirmative) above The television is above the fireplace.
We use the verb be to show what something or someone over The airplane is over the tree.
is doing. You can use be verbs to make an affirmative
at The man is at the bus stop.
statement.
in The woman is in the car.
beside The chair is beside the desk.
I am I am a teacher.
He/She/It is He is a teacher.
There is / are
You/We/They are We are teachers. Use prepositions with there is and there are.
Use the phrase there is and there are to show the
location of objects in a room. Be careful to keep
Unit 2 subject-verb agreement.
be verbs (negative and questions) Example
We can use the be verb with not to make negative There is a key on the desk.
statements and questions. There is a television above the fireplace.
Personal There is a fan over the table.

be verb Question Negative
Pronouns There are five books on the desk.
Are you a I am not a There are two lamps on the table.
I am
teacher? teacher.
There are chairs beside the table.
He is not a
He/She/It is Is he a teacher?
teacher.
Are you We are not

You/We/They are
teachers? teachers.
140
present simple
Unit 4
The present simple tense is used when talking about
what time and when questions things that usually happen.
Use the phrase what time to ask specific times, such as Simple present tense also has other uses.
1 p.m. We use when to ask more general questions. Usage Example
Questions Usage habit I sing in the shower.
What time should we meet? We should meet at 2 p.m. unchanging situation I work in Shanghai.
When should we meet? On Monday. general truth South Korea has one president.
Walk straight for two hundred
prepositions of time to give directions
meters, then turn left.
to express fixed Your appointment starts at
objects. We use prepositions of time to show when arrangements 9 a.m.
something happens, will happen, or happened.
Preposition Definition Example

I will meet you at
Unit 6
at precise time
5:30 pm. present simple has/have
I will meet you in Use has and have to show things that people own.
January.
in months and years
I will meet you in has (singular subject) have
2018.
He has a big bed. They have a big bed.
I will meet you on
His bed is big. Their bed is big.
Tuesday.
on days and dates
I will meet you on present continuous
December 1st.
Use the present continuous tense to talk about things that
are ongoing or happening now.
Unit 5 Usage Example
adverbs of frequency: always, usually, sometimes, actions happening right now I am walking.
never I’m drinking more coffee
a trend
Use adverbs of frequency like always, usually, sometimes, these days.
never to show how often you do something. an action or event in the
I’m meeting my friends
future that has already been
Adverbs of Adverbs tonight for dinner.
Example planned
Frequency Level
It’s usually very hot in
always high I always brush my teeth. a temporary event or situation August, but it’s freezing this
usually I usually go to sleep at 9 p.m. year.
sometimes I sometimes eat cake. emphasizing a continuing He’s always arguing with the
series of repeated actions waiters here.
seldom I seldom lose my wallet.
rarely I rarely wake up at 6 a.m.
never low I never yell at my dog.
play vs do
Use do and play to ask and answer questions about people’s
hobbies. Use play to answer questions about favorite
activities. You can also use go + activity to show hobbies.
do play go
What do you/they do? I/They play soccer. I go hiking.
What does he/she do? He/She plays soccer. I go surfing.
141
Gra m m a r Re fe r e n c e
adjectives joined with and food quantifiers – quantity nouns
Use and to join two adjectives together to describe Use quantity nouns such as a pair of, a tube of, a slice of,
objects. a cup of , etc. to tell the quantity of certain things. When
When describing color and length, the order should using quantity nouns, use the plural form of the noun.
be 1) length → 2) color.
When describing size and length, the order should Quantity Example
be 1) size → 2) length. a bottle of Buy a bottle of milk, please.
Adjective 1 + a glass of I drink a glass of milk every day.

Adjective 2 a cup of I want a cup of tea.
Her hair is long and a pair of Do you have a pair of socks I can borrow?
Her hair is black. Her hair is long.
black. a piece of Do you want a piece of cake?
The snake is big a packet of Would you like a packet of ketchup?
The snake is big. The snake is long.
and long.
How much/many…
adjectives and commas
Use the phrase how much/many to ask about the quantity
When multiple adjectives come before a noun, we of things. Use how many to ask about countable things
sometimes use commas. and how much to ask about uncountable things.
Adjective 1 + Count Uncountable
Adjective 2 Question (single Question (grains, liquid,
Look at that black Look at that big Look at that black, objects) lard)
snake! snake! shiny car! How many There are
How much There is a little
The brown horse The small horse The hairy, green bananas are a few
butter is there? butter.
runs away. runs away. insect runs away. there? bananas.
There
There is a lot of
Unit 7 are many
butter.
bananas.
I would like
Use would to make requests, invitations, give advice, and
show willingness. You can use the phrase “I would
Question Response
I would like (I’d like) a slice
What would you like?
of pizza.
Would you like a glass of
Yes, please / No, thank you.
juice?
countable and uncountable nouns

Some nouns are countable while others are uncountable.
Countable nouns are individual people, animals, places,
things, or ideas. When a noun is not individual object, it is
uncountable.
Uncountable ( grains, liquid,

Count (single objects)
lard)
a banana butter
a sandwich some sugar
a few bananas a little butter
two bananas some butter
a lot of bananas a lot of butter
many bananas much butter
142
some common irregular verbs
Unit 8
Some verbs cannot be put into the past tense by adding
present continuous -ed and -d. These verbs are called irregular verbs.
Use the present continuous tense to show what people Present Tense Past Tense Present Tense Past Tense
are doing to other things.
be was/were got got
Question Example become became give gave
What are they doing? They are mopping the floor. begin began go went
What are you doing? I am finishing my homework. come came have had
What is she/he/it doing? She/he/it is sleeping on the bed. drink drank hear heard
V + -ing buy bought keep kept
Use a verb with -ing to talk about things you like doing. bring brought let let
eat ate make made
I like painting pictures.
like / dislike feed fed say said
I dislike playing basketball.
My favorite thing to do is forget forgot speak spoke
swimming.
favorite / least favorite
My least favorite thing to do
is cleaning my room. Unit 10
can/can’t time clauses
Can is a common modal verb in English. It is used to talk A clause is a group of words with a subject and a verb.
about ability or opportunity, to make requests, and to Time clauses are used to explain what is happening at or
grant permission. You can use can/can’t to talk about during a specific period of time.
things people are able to do.
Example
Question Example At 5 o’clock, I went to the gym.
What can they do? They can mop the floor. In the summer, they like to go hiking.
Can he mop the floor? No, he can’t. On December 15, she met Mr. Black for the first time.
When I finish the dishes, I’ll help you.
As soon as I mop the floor, I will leave.
Unit 9 Until I finish this homework, I won’t play video games.
was/were
future with be going to
The past tense of the be verb is was and were.
We can use the phrase be going to to talk about things
Singular Plural we know will happen in the future.
be verb be verb Example
Pronoun Pronoun
Question Answer
I was at the zoo.
I was We were What are you going to do I am going to take a train to
We were at the zoo. tomorrow? New York City.
You were You were You were at the zoo. She is going to go sleep on
What is she going to do?
He/She/It was They were They were at the zoo. the bed.
What are they going to do? They are going to leave soon.
simple past
We are going to eat some
Use simple past tense to talk about events that already What are you going to eat?
pizza.
happened. Add -ed or -d to the end of a verb to make a
past tense verb.
Present Tense Past Tense

walk walked
talk talked
live lived
die died
143
Word List
Unit 1 Unit 2 Lesson E Lesson D
book door
Lesson A Lesson A
chess garden
aunt backpack
music roof
brother eraser
robot stairs
cousin folder
television
father notebook
wall
grandfather paper Unit 3 window
grandmother pen
Lesson A yard
mother pencil
sister pencil case bathroom
uncle ruler bathtub
Unit 4
scissors bedroom
Lesson B couch Lesson A
artist Lesson B dining room bicycle / bike
chef class dresser bus
doctor classmate kitchen car
farmer grade living room drive
pilot homework refrigerator fly
police officer principal table plane
singer student ride
Lesson B
soccer player study subway
teacher armchair taxi
Lesson C bed train
address Lesson C closet
age board clothes Lesson B
birthday bookcase lamp brush my teeth
email chair mirror clean my room
eye clock shower do my homework
hair computer sink get dressed
name desk stove go to practice
phone number dictionary toilet go to sleep / bed
map make my bed
Lesson D Lesson C
pencil sharpener pack my bag
big wastebasket apartment play a game
funny boat wake up
kind Lesson D city
old art countryside (country) Lesson C
short English farm afternoon
shy geography ice evening
small history inside morning
smart language arts outside night
tall mathematics (math) practice
young music today
physical education (P. E. / tomorrow
phys. ed.) weekend
science
social studies
144
Lesson D Lesson C Lesson C Lesson B
Sunday chat gloves beans
Monday dance it’s hot fruits
Tuesday go shopping it’s bright ice cream
Wednesday listen to music it’s cold lemons
Thursday paint sandals pepper
Friday run shirt sandwiches
Saturday skateboard socks soup
January rollerblade sunglasses vegetables
February umbrella
Lesson D Lesson C
March wet
April go hiking apple
play baseball Lesson D bowl
May
June play tennis comfortable cake
July snowboard curly hair chicken
August surf dark hair cup
September take a photo light hair glass
October the ocean slim mushrooms
November the park straight hair pizza
December strong salad
Lesson E
month uncomfortable slice
busy
week Lesson E Lesson D
fun
weekend
passport beach butter
workweek
sad crowded chocolate
year
steal milk
thief oil
Unit 6
Unit 5 rice
Lesson A salt
Lesson A Unit 7 sugar
beard
buy toys Lesson A water
blonde hair
collect
earrings bananas
draw
fat bread
exercise
glasses cheese
play soccer
handsome eggs
sing
pretty fish
swim
thin juice
watch a movie
meat
Lesson B
Lesson B oranges
boots potatoes
basketball
coat tomatoes
book
dress
cartoons
hat
comic
jacket
guitar
jeans
newspaper
pants
piano
suit
table tennis
sweater
video
T-shirt
video game
145
Word List
Unit 8 Unit 9 Unit 10
Lesson A Lesson A Lesson A
dust airport chilly
feed bank cloudy
floor café dry
mop concert foggy
pet game rainy
sweep library snowy
take out museum sunny
trash store windy
supermarket
Lesson B Lesson B
zoo
cut camping
grass Lesson B fall / autumn
job call fishing
leaves enjoy skiing
plant look spring
pull start summer
rake stop sunbathing
weed text winter
visit
Lesson C Lesson C
wait
catch degrees
different Lesson C go down
horse come / came go up
lose do / did minus
race feel / felt storm
show give / gave temperature
wear go / went weather forecast
win have / had weather forecaster
make / made
Lesson D Lesson D
say / said
extra see / saw badminton
indoor take /took barbecue
mountain field
pick up Lesson D fire
sky afraid invite
spare / free time angry party
stars excited tree
water park glad volleyball
shy
Lesson E
surprised
unhappy alien
worried deep
flashlight
Lesson E submarine
sad
146

New - Frontiers - 1 - SB - Teachers Guide (EN)

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

New - Frontiers - 1 - SB - Teachers Guide (EN)

Uploaded by

Copyright:

Available Formats

Unit / Page Vocabulary Grammar & Structures Listening

School supplies Present simple (negatives) Understand who

Appearance Present simple (has / have) Understand a basic

Weather conditions Time clauses Understand a

Speaking Reading Writing Pronunciation Project

Comics Class Booster

Download the comics at www.compasspub.com/newfrontiers1

1 Listen and repeat. 00-01

Hi. My name’s Tom.

Extra Practice Writing in Cursive

3 Listen and repeat. Then write the letters. 00-02

4 Talk with a partner.

Scan the QR code to download the Introduction

1 Listen and repeat. 00-01

• Listen to the audio.

• Practice again with larger numbers. 13 thirteen 60 sixty

• 250,000 can be read as two hundred and fifty

7 L isten and repeat. Use the numbers to talk with a

• Listen to the audio. 1 first

given numbers. 5 fifth

phone numbers and ages. 8 eighth

• Listen to the audio.

Near the Far from the

Colors A country’s flag, animals, flowers, etc.

• Listen to the audio.

12 T  alk with a partner or as a group. Look at the

Extra Practice Flags

or the flags of well-known countries such as the United

13 C  an you find the countries from the table on the 8

• Ask students to try and draw the locations of the given

4 speak 10 close your books

Untitled-2 9 2019-04-16 �� 10:06:41

14 L  isten and number. 00-08

• Listen to the audio.

What you will do in this unit

Target Vocabulary Scan for Audio

Lesson A Lesson B A Listening Identify family members

aunt artist B Reading Talk about family members’ jobs

brother chef C Speaking Ask and answer personal questions

Personal Pronouns Definition Example

Extra Practice More Discussion

What are they wearing?

Untitled-2 11 2019-04-16 �� 10:06:47

Personal Pronouns Definition Example

You second-person You are Sam.

Aim: Identify family members Vocabulary

• Listen to the audio.

• Replay the audio if needed.

Extra Practice How many family members?

How many brothers do you have?

• Listen to the audio.

• Ask students to answer the questions.

adding an apostrophe + s to a noun. If the noun is

• Listen to the audio.

Aim: Talk about family members’ jobs Vocabulary

There are likely many students who have family 14

6 Talk with a partner. 3. false

NOTE: Refer to the “NOTE” while explaining this activity.

Aim: Ask and answer personal questions Vocabulary Focus

• Listen to the audio. 2 name 3 age black.

3. age 7 1 phone number

8. eye 8 eye 4 hair

Download the comics at www.compasspub.com/newfrontiers1

• Listen to the audio.

• Practice again with larger numbers. 13 thirteen 60 sixty

• 250,000 can be read as two hundred and fifty

7 L isten and repeat. Use the numbers to talk with a

• Listen to the audio. 1 first

• Listen to the audio.

• Listen to the audio.

12 T alk with a partner or as a group. Look at the

13 C an you find the countries from the table on the 8

• Ask students to try and draw the locations of the given

14 L isten and number. 00-08

• Listen to the audio.

• Replay the audio if needed.

• Listen to the audio.

• Listen to the audio.

• Listen to the audio. 2 name 3 age black.

• Listen to the audio. What color are

• Check students’ answers. • Read the contents of the table.

9 Listen and put a check mark () on the sound.

• Listen to the audio. smart funny kind shy big

• Ask students to repeat aloud after the audio.

• Ask students to read the sentence prompts. _ _

• Ask students to fill in the blanks with one of the

1. old, young • Ask students to read the sentences.

9 Talk about your family with the class.

• Read the contents of the table. members.

6 F ill in the blanks.

atch the video. Put a check mark () on the

• Check students’ answers.

• Tell students to discuss the questions.

• Listen to the audio.

• Ask students to repeat aloud after the audio.

• Replay the audio if needed. 4. ________________________ student class

• Ask students to complete the activity.

4. principal • Listen to the audio.

• Ask students to circle the words they hear.

• Listen to the audio.

• Listen to the audio. wastebasket board bookcase desk chair

• Ask students to repeat aloud after the audio.

1. Put trash in the _. 2. Work at a _.

8. board 5. Keep books on a _. 6. Find places on a _.