Come on everyone 6 teachers book

Presentation My Amusement Park Minibook Grammar Adjectives Ending in -ing / -ed Review 1 3 After School Vocabulary: Chores and Tasks go to my guitar lesson, write an email, go to the de

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Amy Gradin • Lisa Young

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Come On, Everyone

Teacher’s Book 6

Published and distributed by Neungyule Education, Inc.

Poongsung Bldg., 21, World Cup buk-ro, Mapo-gu, Seoul, Korea

Tel: 82-2-2014-7742

Fax: 82-2-337-4956

Websites: www.nebooks.co.kr/comeon (Korean)

www.nebuildandgrow.com (English)

reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical,

photocopying, recording or otherwise, without permission in writing from the publisher.

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

Senior Managing Editor: Karoline Lee

Managing Editor: Jackie Lee

Assistant Editors: Catherine Lee, Kate Lee

Contributing Writer: Jisun Kim

Design: Hyemin Yun

Audio Recordings & DVD-ROM: ARAM Multimedia Co., Ltd

Illustrations: Byungchul Yun, James Horvath, Bryan Beach (Advocate Art), Bananabee

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:

Shuttestock/ iStockphoto pp 131, 132, 133, 136

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Contents

Scope and Sequence 4

Introduction 6

Unit Guide 9

Games and Activities 14

Starter 20

Unit1 Going Shopping 22

Unit2 At the Amusement Park 32

Review 1 42

Unit3 After School .44

Unit4 Experiences 54

Review 2 64

Unit5 Daily Life 66

Unit6 Weekend Activities 76

Review 3 86

Unit7 What Happened? 88

Unit8 Doing Things 98

Review 4 .108

Reader’s Theater Storybook 110

Workbook Answer Key 112

Worksheet Instructions 122

Worksheets .126

Tests .142

Test Answer Key .166

Sunny

Bruno Rosa

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Scope & Sequence

Shopping

Vocabulary: Clothes colorful, comfortable, thick, thin, expensive, cheap

Vocabulary: Accessories wallet, belt, baseball cap, necklace, ring, bracelet, cheapest, most popular

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingFriendship Bracelets (Social Studies) Structures

A: Which one is thicker?

B: The sweater is thicker than the blouse.

A: Which one is more expensive?

B: The blouse is more expensive than the T-shirt

Structure A: Which one is the most popular?

B: The bracelet is the most popular Presentation Fashion Articles

Grammar Comparatives and Superlatives

2 Amusement At the

Park

Vocabulary: Attractions watch a 3D movie, visit a petting zoo, see a parade, enter a haunted house, go on a roller coaster, ride a merry-go-round

Vocabulary: Feelings exciting, excited, boring, bored, amazing, amazed, scary, scared

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingFairy Land Amusement Park (Social Studies) Structure

A: What did you do at the amusement park?

B: I watched a 3D movie

Sturcture A: How was the roller coaster?

B: It was exciting I was excited Presentation My Amusement Park Minibook

Grammar Adjectives Ending in -ing / -ed

Review 1

3 After School

Vocabulary: Chores and Tasks

go to my guitar lesson, write an email, go to the dentist, feed my dog, do my homework, water the plants

Vocabulary: Fun Activities play catch, read magazines, watch cartoons, ride a scooter,

go skating, chat online

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingAfter-School Routines in the U.S (Math) Structures

A: What do you have to do after school?

B: I have to write an email.

A: What does she have to do after school?

B: She has to feed her dog.

Structure A: What do you like to do in your free time?

Grammar Have to

4 Experiences

Vocabulary: Outdoor Sports rock climbing, mountain biking, surfing, paragliding, skydiving, water skiing, rafting, bungee jumping

Vocabulary: Outdoor Activities watch fireworks, climb a mountain, explore a cave, swim in the ocean, ride a horse, go sledding

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingSlide the Stone! (P.E.) Structures

A: Have you ever gone skydiving?

B: Yes, I have / No, I haven’t

A: Has he ever gone skydiving?

B: Yes, he has / No, he hasn’t

Structure A: Have you watched fireworks before?

Grammar Present Perfect

Review 2

5 Daily Life

Vocabulary: Time seven o’clock, ten past seven, a quarter past seven, half past seven, a quarter to seven, ten to eleven

Vocabulary: Daily Activities talk on the phone, surf the Internet, vacuum the floor, get dressed, make my bed, take a bath

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingEdward’s Diary (Social Studies) Structure

A: What time did you go to school?

B: I went to school at eight o’clock.

Structures A: What were you doing at five o’clock? B: I was talking on the phone

A: What was he doing at seven o’clock? B: He was getting dressed Speaking Task Who Did It?

Grammar Past Continuous

Activities

Vocabulary: Activities visit my cousin, go on a picnic, eat at a restaurant, watch a magic show, play video games, hang out with my friends

Vocabulary: Activities practice the flute, wash the car, see a play, fly a kite, go fishing, have a dance lesson

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingKorean Teens’ Weekend Activities (Math) Structure

A: What are you going to do this weekend?

B: I’m going to watch a magic show

Structure A: What did she say?

B: She said that she was going to practice the flute Presentation What Did Your Friends Say?

Grammar Reported Speech

Review 3

Happened?

Vocabulary: Events become class president, argue with my friend, get

a bad grade, lose my textbook, pass my math test, win

my soccer game

Vocabulary: Feelings relieved, anxious, proud, depressed, confident, upset

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingDraw and Shake It! (Science) Structure

A: What happened when you were at school?

B: I passed my math test.

Structure A: How did you feel when you passed your math test?

Grammar Conjunctions of Time

8 Doing Things

Vocabulary: In the Classroom erase the board, take the test, write my book report, give my speech, turn in my homework, do my group project

Vocabulary: At Home plant flowers, cook dinner, sweep the floor, study for the test, shop online, organize my closet

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingClassrooms of the Future (Science) Structure

A: Have you turned in your homework yet?

Structures A: What have you been doing? B: I’ve been planting flowers.

A: What has he been doing? B: He’s been sweeping the floor Presentation Make Your Own Cinderella Story!

Grammar Present Perfect Continuous

Review 4

44 Scope & Sequence

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Classroom Language

• Say “Yes” loudly when I call your name.

• Could you please speak more slowly?

• Be in the classroom by the time class starts.

Shopping

Vocabulary: Clothes colorful, comfortable, thick, thin, expensive, cheap

Vocabulary: Accessories wallet, belt, baseball cap, necklace, ring, bracelet, cheapest,

most popular

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingFriendship Bracelets (Social Studies) Structures

A: Which one is thicker?

B: The sweater is thicker than the blouse.

A: Which one is more expensive?

B: The blouse is more expensive than the T-shirt

Structure A: Which one is the most popular?

B: The bracelet is the most popular Presentation Fashion Articles

Grammar Comparatives and Superlatives

2 Amusement At the

Park

Vocabulary: Attractions watch a 3D movie, visit a petting zoo, see a parade,

enter a haunted house, go on a roller coaster, ride a merry-go-round

Vocabulary: Feelings exciting, excited, boring, bored, amazing, amazed, scary, scared

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingFairy Land Amusement Park (Social Studies) Structure

A: What did you do at the amusement park?

B: I watched a 3D movie

Sturcture A: How was the roller coaster?

B: It was exciting I was excited Presentation My Amusement Park Minibook

Grammar Adjectives Ending in -ing / -ed

Review 1

3 After School

Vocabulary: Chores and Tasks

go to my guitar lesson, write an email, go to the dentist, feed my dog, do my homework, water the plants

Vocabulary: Fun Activities play catch, read magazines, watch cartoons, ride a scooter,

go skating, chat online

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingAfter-School Routines in the U.S (Math) Structures

A: What do you have to do after school?

B: I have to write an email.

A: What does she have to do after school?

B: She has to feed her dog.

Structure A: What do you like to do in your free time?

Grammar Have to

4 Experiences

Vocabulary: Outdoor Sports rock climbing, mountain biking, surfing, paragliding,

skydiving, water skiing, rafting, bungee jumping

Vocabulary: Outdoor Activities watch fireworks, climb a mountain, explore a cave, swim in

the ocean, ride a horse, go sledding

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingSlide the Stone! (P.E.) Structures

A: Have you ever gone skydiving?

A: Has he ever gone skydiving?

B: Yes, he has / No, he hasn’t

Structure A: Have you watched fireworks before?

Grammar Present Perfect

Review 2

5 Daily Life

Vocabulary: Time seven o’clock, ten past seven, a quarter past seven,

half past seven, a quarter to seven, ten to eleven

Vocabulary: Daily Activities talk on the phone, surf the Internet, vacuum the floor,

get dressed, make my bed, take a bath

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingEdward’s Diary (Social Studies) Structure

A: What time did you go to school?

B: I went to school at eight o’clock.

Structures A: What were you doing at five o’clock? B: I was talking on the phone

A: What was he doing at seven o’clock? B: He was getting dressed Speaking Task Who Did It?

Grammar Past Continuous

Activities

Vocabulary: Activities visit my cousin, go on a picnic, eat at a restaurant, watch a

magic show, play video games, hang out with my friends

Vocabulary: Activities practice the flute, wash the car, see a play, fly a kite, go fishing,

have a dance lesson

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingKorean Teens’ Weekend Activities (Math) Structure

A: What are you going to do this weekend?

B: I’m going to watch a magic show

Structure A: What did she say?

B: She said that she was going to practice the flute Presentation What Did Your Friends Say?

Grammar Reported Speech

Review 3

Happened?

Vocabulary: Events become class president, argue with my friend, get

a bad grade, lose my textbook, pass my math test, win

my soccer game

Vocabulary: Feelings relieved, anxious, proud, depressed, confident, upset

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingDraw and Shake It! (Science) Structure

A: What happened when you were at school?

B: I passed my math test.

Structure A: How did you feel when you passed your math test?

Grammar Conjunctions of Time

shop online, organize my closet

Reading

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingClassrooms of the Future (Science) Structure

A: Have you turned in your homework yet?

Structures A: What have you been doing? B: I’ve been planting flowers.

A: What has he been doing? B: He’s been sweeping the floor Presentation Make Your Own Cinderella Story!

Grammar Present Perfect Continuous

Review 4

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Course Description

Come On, Everyone is a six-level coursebook series that

gives elementary school students a confident start to learning

English The series is designed to help students keep a

steady, natural pace, practicing English as often as they can.

In the student books, creative individualized activities,

projects, and presentations in each lesson provide fun

opportunities for students to collaborate and to practice

key structures both on their own and with each other

Story-making activities enable students to utilize their creativity

by personalizing a cartoon or reading passage CLIL lessons

contain culture tips and useful information about subjects

relevant to students, preparing them to use English in the real

world Finally, songs and chants take advantage of the natural

aid of rhythm to help students memorize and practice key

vocabulary and expressions.

As supplements to the student books, reader’s theater

storybooks provide creative opportunities for class discussion

and decision-making as students choose between two possible

endings to a retold classic story or Greek myth and perform

the story as a play.

Course Theory Background

I 21st Century Skills

English is a dynamic language that changes every day

as it is spoken by communities of people across the world

The success of the English classroom, as in any language

classroom, has far more to do with critical thinking and

self-motivation than with memorization techniques Come On,

Everyone incorporates the 21st century skills into its English

instruction methods, preparing students to become their own

English teachers in their day-to-day lives The four Cs of the

21st century skills are communication, collaboration, critical

thinking, and creativity.

Communication: In a global society, the ability to

communicate effectively is more important than ever The

only way to become a consistently clear communicator

is real-life practice Therefore, 21st century students

need to be given the chance to challenge themselves

by communicating different sorts of information through

different types of media.

Collaboration: Life is a group effort, and learning should

mirror its structure One of the most vital skills students

can gain for their future careers and social lives is the

ability to work together with others Teachers in the 21st

century classroom should be diligent in providing students

with opportunities to cooperate with each other.

Critical Thinking: Learners truly understand a concept when they know how to ask their own questions about it, not when they have memorized the correct set of answers

Twenty-first century students require an education that leads them to explore and test their knowledge in practical ways.

Creativity: In the real world, the solution to a problem often turns out to be something that has never been tried before

Successful problem solvers therefore need not only logic and intelligence but also creativity and boldness Twenty- first century teachers must commit to the responsibility of training students to think well by also encouraging them to invent and test out new ideas.

II Content and Language Integrated Learning (CLIL)

Content and Language Integrated Learning simply means teaching about subjects such as science, art, history, and others in a foreign language Students feel more accomplished when they learn all about how recycling works in English than when they memorize a list of vocabulary words related

to recycling Come On, Everyone provides connections to

subjects outside of language learning itself, allowing students opportunities to use English in practical settings.

CLIL has the advantage of helping students develop a greater interest in English because they use the language

as a medium for learning about subjects they already enjoy

This shifts their focus off of trying to remember linguistic information and onto the task of understanding the content, activating their language-learning skills more naturally as they use English in the same way they already use their first language.

III Communicative Approach

It goes almost without saying that the main purpose of language is communication The more students use English to communicate their thoughts and understand communication from others, the more confident they feel and the more they fulfill the purpose of studying a foreign language With the

goal of equipping students to use real-life English, Come On,

Everyone features activities structured on the communicative

approach.

The basic principle of the communicative approach is learning a foreign language by using it as a way of exchanging information This is what people do in their first language every time they introduce themselves, tell a story about their day, ask for directions, or participate in their classes at school

Under the communicative approach, students use English as a way of delivering and receiving new information For example, they may complete information gap and role-play activities in English The goal of these activities is to simulate situations that language learners are likely to encounter outside the classroom and allow them to practice using English as a form of day-to-day communication, the same way that native speakers use it

Introduction

66 Introduction

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Components

Student Book

Eight units on relevant topics with five lessons each Four review sections, one after every two units Vibrant, engaging artwork that captures students’ interest Natural-sounding vocabulary and sentence structures Fun activities designed for students to enjoy learning EnglishPresentations

Fill-in-the-blank pages allow students to personalize the reading passage from each unit and then present their ideas to the class

DVD-ROM Chants and extra practice for students to review their lesson in class and at home

Audio files of all the vocabulary and dialogues in the student book

Workbook

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

Reader’s Theater Storybook

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

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Teacher’s Book

Detailed guides that support teachers of all levels Ready-made plans that facilitate efficient planning and preparation Useful teaching suggestions for all elements of each page in the student book

Exciting ideas for additional activities to engage the class in the lesson material

Extra worksheets and tests with teaching notes and answer keysDVD-ROM

Chants and extra practice for students to review their lesson in class and

at home Print-ready and editable achievement tests and unit tests Class and test audio files

Interactive activities ready to use with every lesson in class Classroom presentation software suitable for both interactive whiteboards and computer data projectors

Picture Cards

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

* Placement tests are available on our website Visit us to download the test sheets or have

students take the placement tests online

88 Introduction

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Unit Guide

Lesson 1

A A full-page illustration introduces the keywords in context The students listen to each

keyword pronounced by a native speaker and repeat to practice their own pronunciation

B A short dialogue incorporates one of the new keywords into a conversation The students

practice identifying the new vocabulary in speech by listening and circling the correct keyword

C-D Text, images, and audio material introduce the lesson’s key structure(s) The students

practice both the keywords and key structures through a speaking activity

Chant

Memorable chants take advantage of the natural aid of rhythm to help the students memorize and

practice the keywords and expressions

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Presentation / Speaking Task

A personalized presentation or fun interactive speaking task requires the students to use the key

structures in order to accomplish a task Depending on the unit, the activity may include cards,

stickers, or worksheets

10 Unit Guide

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Lesson 3

A A fun text provides extra listening and reading comprehension practice The students practice

reading fluently using the keywords and key structures

B Comprehension questions test the students and encourage them to look back and check the

facts of the story

C Questions about the students’ own opinions and creative ideas encourage them to internalize

the key language

D The students use their own ideas to complete a customized version of the story

Tips!

This section expands on the reading topic with points for discussion about good citizenship or

extra information about culture

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Lesson 4

Lesson 5

A The students review the keywords from lessons 1 and 2 through a writing exercise

B The students review the key structures from lessons 1 and 2 through a listening activity

Presentation / Speaking Task

A personalized presentation or fun interactive speaking activity helps the students effectively review what

they learned in lessons 1 and 2

Reading

A reading passage connects English to other school subjects such as social studies, math, and science

Grammar

The grammar concept applied in the unit’s key structures is presented in a chart The students then

complete writing exercises to practice it

12 Unit Guide

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Review

Reader’s Theater Storybook

A A listening exercise reviews the keywords from the two previous units

B The students review the key structures from the two previous units by listening and choosing

the correct pictures

C The students read and answer questions about a passage containing keywords and key

structures from the two previous units

A retold Greek myth provides creative opportunities for class discussion and decision-making The

students choose between two possible endings to the story and then perform it as a play to increase

their language proficiency

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Games and Activities

Backwards Quiz The teacher gives the answer to a

question, and students supply the question The

simplest versions can involve stating an answer and

having the students raise their hands to supply the

correct key question You can also get much more

involved and use it as a review game after several

units with teams competing for points

papers and put them on the board Have teams

choose which paper they want to turn over

Beanbag Toss Toss a beanbag to a student and ask

them to give the answer to a question, list one of

the keywords, or do a similar task That student

then throws the beanbag to another They cannot

throw it to someone who has already had a turn until

everyone has had a turn

Variations Include:

• Each student says one keyword that hasn’t been

said yet

• The first student to catch the beanbag asks a

question and tosses it to another student who

answers the question

• The teacher assigns a word, and each student who

catches the beanbag says a letter to spell it

Beat Our Time Students read a list of words in the

shortest time possible, trying to break their own

record Use a timer to time individuals or the class

as they read the list out loud Class reading must

be done perfectly in unison to count, and groups

or individuals have to say the words quickly but clearly – no skipping over anything! Write down the best whole-class time and individual time and keep challenging them throughout the unit Each time the class improves or a new student beats the individual time, erase the old record and put up the new one

Bingo Make a 5x5 grid plus one extra row of boxes

at the top for labeling Label the top row with five categories Assign the list of vocabulary that students can use to fill in the 5x5 grid and have them fill in the spaces in any order they want For example, use the six keywords from a lesson and tell the students to write five of the six in each column in any order Use two bags to hold slips of paper with these words written on them One is for selecting the column, and the other is for selecting a word that might be in that column

Board Relay Have teams stand in a line and send one member at a time to the board to complete a part of a larger activity The first team to finish wins

• Say a word Each student who goes to the board writes one letter of the word until the whole word

is spelled out

• Put cards to be matched or arranged in order

on the board or on a table Each team member matches one pair or moves one card to its correct place in the list

Chain Spell Divide the class into two or more teams

Give a word or phrase to one team They must spell

it by having each member say one letter If they make a mistake, the other team gets a chance to steal the point

• Instead of having teams compete, play as a whole class to review at the end of a lesson

This is a list of games and activities that appear in this teacher’s book To see which games and activities

are recommended for each lesson, check the lesson plans Keep in mind that some games and activities work

better with certain key structures than others

14 Games and Activities

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punctuation marks found in key sentences Then

assign whole sentences to be spelled and count

the spaces and punctuation as “letters” that the

students need to say

• Prepare a long list of vocabulary items Have two

teams alternate supplying each letter in a word or

phrase and play using tennis or volley ball rules

Charades One student comes to the front and draws

a slip of paper with a word on it They must act out

that word for others to guess with no speaking and

no props As a whole-class game, anyone can guess,

and when a student guesses correctly they get to

act next As a team game, the two teams send up

players in a set order, and only the team whose

player is at the front can guess and score a point If

they can’t guess correctly before time runs out, the

other team has one chance to guess what the player

was acting out and steal the point

Detectives During this game, every student is a

detective trying to catch a thief and also a thief

running from a detective The detectives need to

catch a thief who matches the correct description

Choose three questions with two answers each and

print them with blanks on sheets of paper or have

the class write them with blanks on sheets of paper

Make one section for the detective and one section

for the thief The questions in the two sections

should be the same Tell the class to fold their

papers in half so no one can see their answers

Have them answer the questions randomly by pulling

flashcards from their piles or flipping a coin After

writing down all their answers, the students move

around the whole class trying to catch a thief who

matches their description In order to question each

other, players challenge each other to

rock-paper-scissors The winner of rock-paper-scissors(player

1) decides if they will talk to the other player(player

2) or not and asks the first question (Ex: Are you

old?) The other player answers the question (Ex: No, I’m not I’m young.) and then asks their own first question After answering, player 1 can decide to keep asking questions or to stop For every question player 1 asks, they have to answer a question from player 2 When all three questions are answered or when player 1 wants to stop, the two students find other players to question, play rock-paper-scissors again, and repeat the process Any two players can talk to each other as many times as they want, (since one of them might need a few chances to beat the other at rock-paper-scissors and get the answers to all three questions) but they need to talk

to other players in between When a student finds someone who fits their description of the thief, they arrest the thief by bringing them to the teacher and presenting the evidence

Don’t Be Last Students in groups avoid getting out by trying to make someone else say the last word from

a list The original version of this game is based on counting to 10 Players can stand or sit in a circle

The first player begins counting from 1 They can count up to 3, but no farther The next player begins where player one left off and can count up to three numbers farther, but no more Eventually one player has to say 10, and that player is out The others continue playing until only one is left It’s easiest

to teach this game using numbers, but after that you can use it to practice anything you want your students to say over and over again For example, put a key expression on the board and have them read it up to three words at a time Whoever says the last word is out

Draw It In front of the class, in a group, or with a partner, a student takes a flashcard or slip of paper and draws the keyword on it for others to guess

• Have the students draw with their non-dominant hand or hold their pencils in their teeth

• Give the students slips of paper with simple

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pictures instead of words on them Have them take

turns picking a slip of paper, looking at the picture,

and directing their group about how to draw it

without showing it to anyone

Eraser Toss Put flashcards or other items related to

key words and expressions on a desk or on the floor

Have students gently toss an eraser at the items

Play as a class or in small groups Players can do

different sorts of activities like trying to hit the card

of an expression the teacher says or throwing for any

card and then saying the expression of the one they

land on

Find Your Partner Students ask each other key

questions in order to find someone with a matching

piece of information This can be someone who is

holding the same flashcard as them or who has the

same answer as they do written on a piece of paper

or who has the correct answer for their question,

etc The first pair to find each other runs to the front

of the class and sits down Others sit down behind

them as they meet up Make sure to check that

each pair matches correctly

Fish Bowl Put many small slips of paper with words

or phrases on them into some kind of container The

class or group will play three rounds where players

take turns getting their teammates to guess the

words They use the same words for each round In

the first round, players can use words and actions to

make their team guess the keywords In the second

round, they can only use words In the third round,

they can only say one word Remind them not to say

any part of the word or phrase in their hints

Flashcard Drill Students quiz a partner or group

using their flashcards This activity can be a simple

practice time or a competitive game

• Break up students into groups of three and let

each one take turns quizzing the other two with a

stack of flash cards The student whose turn it is

shows the cards while the other two compete to

say the answer first The student who shows the

card gives it to the winner each time

• In pairs, one student asks the key question(s) for

a stack of flashcards and the other answers Then

they switch Time how long it takes to finish

• A pair or group puts a stack of flashcards on a desk facedown They turn over the top card and recite the key question and answer by having each person alternate saying one word at a time Players can compete against each other and be out if they say the wrong word Groups can also play without competing and simply challenge themselves to see how quickly they can finish their stack of cards

Go Fish In a group of three or more, players hold some cards in their hand The number can be chosen depending on the specific game being played If possible, leave some cards in the middle

as a draw pile If players have any sets of matching cards in their hand, they lay those down before starting the game Each player tries to find all the matches for their cards and lay them all down The first player can choose any of the other players and ask, “(Ruth), (do you have any) (sevens)?” The form

of the question can change depending on what the key vocabulary is (Ex: “(John), (have you ever gone) (rafting)?”) If the player has that card in their hand, they answer “yes” and give it to the first player If not, they answer “no” and the first player has to draw a card if there is a draw pile Turns rotate around in a circle Players can always choose any player in the circle to ask for a card When a player finds a match, they can take another turn

Hangman Write blanks representing the letters in a word or phrase on the board Have students raise their hands to guess a letter If that letter appears in the word, write it in the correct blanks If it doesn’t, write it in a separate area on the board and draw part of a stick figure The class needs to guess the word before you finish drawing the stick figure (You can add as much detail to the stick figure as you want to allow for more guesses.)

Hot Potato Play music and have the students pass a beanbag or soft ball to each other When the music stops, whoever is holding the “hot potato” is out

• Use this as a fun way to call on students to answer questions or decide the order they will give presentations in

• Play in pairs using flashcards to practice yes/no questions The students put a stack of flashcards

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facedown on a desk Player 1 has to hold on to

the hot potato While the music plays, player 2

picks up the top card from the stack and looks

guess player 1’s card Then they can pass the hot

potato back again When the music stops, whoever

is not holding the hot potato gets a point for that

round

Invisible Man Divide the class into two or more teams

and draw a stick figure for each team on the board

For each turn, the teams get to erase part of their

person when they answer a question correctly The

first team to make their person disappear wins

Key Structure Race Place at least six large cards with

pictures representing key phrases in a row on the

board Two teams line up at opposite ends of the

row of pictures The first student from each team

places a hand on the first picture and says the

entire key sentence related to the picture (Ex: “I’m

going to go on a picnic.”) Stay close to the board to

make sure everyone is saying the correct phrases

After saying that sentence, the students put their

hand on the next picture and say the key sentence

When they meet somewhere in the middle of the

board, they play rock-paper-scissors The winner

keeps moving down the board while the loser runs to

the back of their team’s line and lets the next player

start from the end of the board again Whenever

the two players meet, they play rock-paper-scissors

Teams get a point every time one of their members

makes it all the way to the last picture on the other

team’s end of the board When this happens, that

student runs to the back of their team’s line and

lets the next player start from the beginning again

Players can move down the board as fast as they

want as long as they say each key sentence clearly

Matching Game Combine two decks of flashcards and

have students play in groups of two, three, or four

One student turns over a card and says the keyword

or key sentence then turns over another card and does the same If the two cards match, they keep the cards The player with the most cards wins

Memory Builder Students in groups use a given sentence structure to repeat from memory what others have already said and add on to the list

Explain to the class what sentence structure(s) they will be using Then have the first student make

a sentence Each person after them must repeat everything that has been said and add their own information onto the end Play as a whole class or in groups

My Mistake Give the students materials with mistakes

in them and ask them to find and correct the mistakes You can do this by writing words, phrases,

or sentences on the board and asking students to correct grammar and spelling mistakes You can also read a passage or list of sentences out loud and ask them to raise their hands when they hear a mistake

Never Have I Ever Play to practice present perfect tense In groups or as a class, players hold up either five fingers or ten fingers (depending on how long you want the game to last) Players take turns saying, “I have never ” When they list the thing they have never done, everyone who has done that thing must put down one finger When a player has put down all five or ten fingers, they are out The last one left wins All the information used in the game has to be true

Pass the Card The class and teacher sit in a circle

The teacher says the key structure related to one

of the flashcards and passes it to the first student

That student says the structure, passes it on, and gets the next card from the teacher The class tries

to send all the cards around the circle as quickly as possible This can also be played with rows of desks

or other arrangements as long as everyone knows who to pass to

Reading Race After reading a passage as a class, pair up students and have them take turns reading one sentence each while trying to be the first pair to finish

• Choose a chant or a reading paragraph for

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students to memorize in pairs and recite by taking

turns saying one line or sentence at a time When

a pair wants to try reciting, they come to the front

Other pairs can line up behind them If they recite

everything correctly, they get first place If not, they

go to the back of the line and practice more Give

a prize for first, second, and third place

• Put the students in groups and have each group

member read the role of a character in a passage,

including someone to read the narration Have

them practice reading their parts quickly with

smooth transitions Afterwards, perform the

reading, play Beat our Time with it, or have groups

race to memorize it

Reconstruct After hearing or listening to a text,

students write down anything they can remember

from it Then they work in groups to try to put the

whole text back together from the pieces that each

person remembers

Review Wall Students match vocabulary words to

pictures by walking to the correct picture displayed

the answer they want to give Call on the groups

gathered in each place to give their answer in

unison

Say and Sit As a class or in groups students try to

call out every word on a list one by one without any

two of them speaking up at the same time Play

with a list of things the students should memorize

in order (Ex: months of the year), or play with any

vocabulary after writing it on the board The whole

class stands up and, after the teacher says “go,”

anyone can call out the first item on the list and sit

down Then anyone can call out the second item and

sit down, and so on But if any two students start to

speak up at the same time, everyone has to stand

up and start over (If a student says the wrong item,

they have to stand back up and someone else has

to say the correct one.) See how many tries it takes

to finish the whole list This can also be played in

to be another caller and one to be the signaler

Have the large team stand in a circle Bring the small team back inside and let them take a place anywhere in the circle Tell the class a vocabulary word to start with and have everyone do the action they chose for it (including all the special roles) After that, the signaler can change the word at any time

by starting to do another action When the players see someone doing a new action, they should copy that person until everyone in the circle is acting out the new word The callers’ job is to score points for their team They do this by saying the correct keyword out loud as soon as they see someone doing its action The first caller to say each word gets that point for their team The catcher tries to figure out who the signaler is When they do, they say that person’s name out loud If they are correct, the game is over and they get five points (If they are incorrect, they lose five points.)

Simon Says Have the class stand up and give them commands to act out key expressions (Ex: Simon says, “Eat something sour.”) or to spell words (Ex: Simon says, “Spell organizing.”) or to practice vocabulary (Ex: Simon says, “Say the days of the week.”) and so on Players only follow the commands that begin with “Simon says.” Have students take turns coming to the front and giving the commands

Snatch Small or large groups of students put their flashcards on a desk and gather around it When the teacher calls out a word, they try to grab the correct card first

• Have the students do different actions such as slapping the card

• Say a part of a key phrase, and have the first student(s) to grab the correct card stand up and say the whole phrase

• Play with the same concept but on the board instead Write the key words or stick up the

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flashcards and have students take turns racing to

slap or grab the correct word in groups of two or

three

• Either on the desk or on the board, give the

students an object to hit the word with such as a

flyswatter or sticky toy

Text Scan Say a word or sentence from a reading

text and have individuals or teams quickly find it and

raise their hands The first to do so should read the

sentence containing the word or the next sentence

after the one you read to show that they know where

it is

Tic-Tac-Toe Draw a 3x3 grid Two individuals or teams

take turns marking the nine spaces with an X or an

O The first to get three in a row wins Put words or

pictures on the grid and have teams compete for the

spaces they want in different ways

• The student whose turn it is says the key structure

of the space their team wants After saying the

correct key structure, they can claim the space

• The student whose turn it is throws a ball or sticky

object at the board and says the key structure of

the space they hit Their team gets that space

Two Truths and a Lie Students write three statements

about themselves on a piece of paper Two of them

are really true and one is made up Each student

reads the statements to the class and calls on

people to guess which one is false If your class

has a high enough level, you can let them ask their

classmate questions about each statement before

guessing

Voting This can be any sort of game or activity

where each individual student shows their answer to

the teacher at once To begin it, the teacher gives

some sort of prompt (Ex: a question to answer, a

picture to identify, a sentence to mark as correct

• Look at a word and hold up a card with the correct picture

• Write the answer to a question on a small whiteboard and hold it up

War This game requires a set of cards that can all be compared to each other in some way (For example, they all have numbers on them, so you can always tell which one has the bigger number.) Two players (or three for a more difficult version) each have a stack of shuffled cards facedown in front

of them Both players take the top card and turn

it faceup on the table between them At this point they should use the target language such as “I have

a five,” “It’s two o’clock,” etc The player with the bigger number takes both cards and puts them on the bottom of their pile If the players turn over cards that are equal to each other, they have a “war” by turning over another set of cards The winner from that set takes all four cards The first player to win the entire deck of cards wins

What’s Missing? Put flashcards, realia, or words on a table or the board Then have students close their eyes Take one item away Have the class open their eyes and say what’s missing

Who Is It? This is a get-to-know-you game Call on a student to come to the front and sit in a chair facing away from the class Then point to other students in the class and ask them, “What’s your name?” These students answer with, “It’s (Samira).” However, they don’t need to say their real names They can say the name of another person in the class instead

Each time a student answers your question, ask the student sitting in front, “Was that really (Samira)?”

This student has to say yes or no Each time they decide correctly, they get to stay at the front If another student tricks them, the two switch places

Suggest speaking in funny voices to make it harder

to identify who’s who

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Student Book pages 4–5

Student Book page 4

Warm Up

1 Introduce yourself to the class Share some

information the students will be interested in such

as where you are from and what you like to do

2 Have the students introduce themselves to the

class by asking everyone to say their name or

by forming a conversation circle In the circle,

everyone can take turns asking questions such as,

“What’s your favorite animal?”

Teaching Tip

Class can open each day with a simple greeting or with

a more involved routine For example, you can begin

each day by saying, “(Good morning), (class),” to which

the students respond, “(Good morning), (Mr Jones).”

Then ask, “What’s the date today?” to which the class

answers, “It’s (Wednesday, January 20th).” You can

even begin a rotating schedule where each day one

student gets to open the class or ask a daily question

He likes dogs, and I like giraffes.

This can be done as a whole class or in smaller circles You can start the class off with your name

A Listen and say.

1 Have the class open their books and look at the pictures Ask them what they think the people are doing or saying

2 Play the recording and have the students repeat each sentence

TR 02

1 Say “Yes” loudly when I call your name.

2 If you need to go to the restroom, please raise your hand

3 Have you all handed in your papers?

4 Leave your test on your desk when you leave.

3 Explain unfamiliar words and practice using the expressions as you would use them during a normal class

B Listen and say.

1 Have the class look at the pictures Ask them what they think the people are doing or saying

2 Play the recording and have the students repeat each sentence

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TR 03

1 I didn’t catch that last part.

2 Could you please speak more slowly?

3 How do you say this in English?

4 How do you spell this?

5 May I go to the bathroom?

6 When is the homework due?

3 Read each sentence yourself and have the

students copy your intonation

4 Explain unfamiliar words and role-play a

situation in which to use each expression with

the students For example, tell a student to

raise their hand and ask, “May I go to the

bathroom?” after you call on them Ask, “How

do you spell (house)?” and call on a student

to spell the word Then have a student ask

you how to spell something and answer their

question

5 Make sure the class understands that “due”

means the date they need to turn in their

homework

Teaching Tip

Split the class up into pairs and give each pair a slip

of paper with one of the phrases from Exercise B on

it Have them make a short role-play using that phrase

Then have each group act out their role-play for the

class When they finish, have the class say the key

phrase all together

C Listen and say Then review your own

classroom rules.

1 Ask the class if they have rules in other classes

or if they had rules in any of their classes last

year[semester] What were the rules?

2 Play the recording and have the students repeat

each sentence

TR 04

1 Be in the classroom by the time class starts.

2 Don’t talk when the teacher is talking.

3 Work quietly without disturbing others.

4 Be polite in your words and body language.

5 Don’t eat or drink anything inside the classroom.

6 Ask before you borrow another person’s things

7 Keep your hands, feet, and objects to yourself.

8 Raise your hand before you speak or leave your seat.

3 Go over the rules one by one and explain any unfamiliar words

Teaching Tip

Using the list of rules in the book or other rules that you want to focus on, introduce your class rules Try doing an activity where the class chooses or makes the rules themselves Or have them make posters for the rules in groups Keep the main list of class rules short and simple (Ex: “Speak English.” and “Respect everyone.”) All the rules on the list are specific ways

to respect other students’ time so that everyone can learn

Game Suggestion

Who Is It? If your students aren’t already familiar with each other, have everyone say their name again before playing

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Warm Up

1 Go through your greetings or opening routine Then

check the previous day’s homework or collect it

from the students

2 Introduce today’s lesson

A Listen, point, and say

1 Use the adjective flashcards to introduce the

vocabulary Check the students’ background

knowledge by asking “What’s this?” about the

pictures on the flashcards If they don’t know

the keyword in English, say it and have them

repeat it several times

2 Have the students open their books and look at

the big picture Ask them what they see

Teaching Tip

Prompt more responses and review old material by

asking specific questions What colors do you see?

What clothes do you see? What color is the (dress)?

What are the people doing? Remind students to

answer in complete sentences

3 Have the students listen to the recording Then

play the recording again and ask the students to

point to each keyword and say it

TR 05

1 colorful 2 comfortable 3 thick

4 thin 5 expensive 6 cheap

Teaching Tip

Introduce some extra vocabulary words and write them

on the board so that students who want more options

in later activities can refer to them (Extra words:

warm, useful, good/better, bad/worse)

Game Suggestion

Beanbag Toss Have each person who catches the beanbag say a keyword

B Listen and circle.

1 Tell the students to listen and circle the people who are talking

2 Check the answer as a class

TR 06

Rosa: Wow! This is pretty.

Kevin: Yes, it is Do you like it?

Rosa: Yes, I do But I like this T-shirt, too.

Kevin: Which one is more comfortable?

Rosa: The T-shirt is more comfortable than the blouse I’ll take the T-shirt.

Which one is thicker?

The sweater is thicker than the blouse.

Which one is more expensive?

The blouse is more expensive than the T-shirt.

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C Ask and answer.

1 Introduce the lesson’s key structures

2 Read the grammar box that shows comparative

adjectives Explain to the students how to use

“-er+than” to compare two things Point out

the extra letter in “thinner.”

3 Play the recording and ask the students to look

at the pictures and repeat each question and

answer

TR 07

Which one is thicker? The sweater is thicker than the blouse.

thick, thicker / cheap, cheaper / thin, thinner

1 Which one is thicker?

2 Which one is cheaper?

3 Which one is thinner?

The sweater is thicker than the blouse.

The dress is cheaper than the skirt.

The skirt is thinner than the jacket.

4 Practice using the question and answer

structures for each of the pictures as a class

5 Have the students work in pairs and practice

using the question and answer structures to talk

about the pictures

D Ask and answer.

1 Explain that short words are used with

“-er+than” but longer words are used with

“more – +than.”

Teaching Tip

Give a simple explanation of some of the rules for

determining whether an adjective will use more or -er

For example, one syllable words usually use -er; so do

two-syllable words ending in y Longer words usually

use more Don’t worry about explaining more rules

than that – there are too many exceptions, and several

words can be used with either -er or more

answer

TR 08

Which one is more expensive? The blouse is more expensive

than the T-shirt.

expensive, more expensive / colorful, more colorful / comfortable,

more comfortable

1 Which one is more expensive?

2 Which one is more colorful?

3 Which one is more

The blouse is more expensive than the T-shirt.

The dress is more colorful than the T-shirt.

The T-shirt is more comfortable

E Choose two items Then ask and answer.

1 Ask the class if the words in the box should use

4 Take another volunteer to name two items and make another question and call on a new student to answer (The students can choose which items they think are more comfortable.)

5 Have the class ask and answer in pairs

Differentiation

If some students are unfamiliar with the names of the clothing items, have them write the words in their books next to the pictures

4 Have the class stand up and play the chant again while they chant along and do the actions

TR 09

Which One Is More Expensive?

Colorful, comfortable, expensive, thick.

Put on your clothes.

Quick, quick, quick.

Which one is more colorful?

The sweater is more colorful than the shirt.

Put on your clothes

Which one is more expensive?

The dress is more expensive than the shoes.

Put on your clothes.

Extra Practice

Ask the students to complete pages 2–3 in their workbook for homework You can also have them play the game on the worksheet on page 126 of the

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Warm Up

from the students

2 Review the adjective flashcards from the previous

lesson using the key structures “Which one is

(more expensive)?” and “The (skirt) is (more

expensive) than the (dress).”

Teaching Tip

Use photos, real clothes, or classroom objects that

can be described using the key adjectives to practice

the key structures from lesson one

Game Suggestion

Snatch Play in groups with the keyword flashcards Call

out individual adjectives and comparative sentences to

tell students which card to grab

Differentiation

Gauge whether your class has a good understanding

of comparative forms and is ready to move on to

superlatives Practice more if necessary

A Listen and say Then practice.

1 Use the flashcards to introduce the vocabulary

Ask questions to help the class engage (Ex:

Raise your hand if you’re wearing a ring today

Raise your hand if your dad uses a wallet.)

2 Explain that these adjectives are used to compare more than two things

Teaching Tip

Use very simple examples on the board again, or use objects in the classroom to demonstrate comparisons like “big, bigger, biggest.” If you’re able to, it’s helpful

to compare more than three things (Ex: Ask who in the class is the tallest / Show a photo of many different faces and ask which one is the happiest.)

3 Play the recording and have students repeat each vocabulary word

TR 10

1 cheap, cheaper, cheapest / wallet, cheap / belt, cheaper / baseball cap, cheapest

2 popular, more popular, most popular / necklace, popular / ring, more popular / bracelet, most popular

5 Play the practice recording and have the class repeat the key structures

Which one is the most popular?

The bracelet is the most popular.

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TR 11

Which one is the most popular? The bracelet is the most popular.

expensive, most expensive / colorful, most colorful

1 Which one is the cheapest?

2 Which one is the most

popular?

The baseball cap is the cheapest.

The bracelet is the most popular.

Teaching Tip

Review the rules about how to identify adjectives that

use suffixes and ones that don’t Give a list of words

and ask the class to decide between the -est and the

most – Use adjectives with meanings they already

know, such as vocabulary covered in past units

Game Suggestion

Beanbag Toss Practice the keywords

What’s Missing Play using real accessories or the

flashcards

B Ask and answer.

1 Ask which of the four words should use most

and which should use -est and call on students

to answer for the class

2 Have students ask and answer in pairs Walk

around the room to see if they are using the

structures correctly

3 Check the correct answers by listening to the

recording

TR 12

Which one is the cheapest?

1 Which one is the cheapest?

2 Which one is the most

expensive?

3 Which one is the most popular?

4 Which one is the most colorful?

The belt is the cheapest.

The ring is the most expensive.

The wallet is the most popular.

The bracelet is the most colorful.

Speaking Task

1

1 Have the students cut out the cards

2 Organize the class into pairs and have each pair

use only one set of cards

3 Remind the class to mix the cards well and have each student pick three cards at random

2

1 Tell the students to look through their cards and decide which one belongs in each box on their chart

2 After that, tell the pairs to use the key structures to find out each other’s answers and write them in the chart

3

1 Have students use the cards to make comparisons with “My (ring) is (cheaper) than your (bracelet).”

2 Call on students to share their comparisons with the class

Game Suggestion

War Play using the cards from the speaking task Use two sets mixed together Both students take half the deck and put it in a pile facedown They play rock-paper-scissors to decide who goes first The student whose turn it is chooses one of the adjectives and says it out loud Then, both students turn over the card on the top of their piles The one with the item that is more (popular, expensive, etc.) says the proper comparison sentence and takes both cards They should mix them into their pile Then it’s the other student’s turn If both students turn over the same card, they have a “war” using the same adjective that was already said The two players can win cards back and forth from each other Keep playing until one has all of the cards

Differentiation

During game time, walk around and gauge how well the class is doing with remembering all the grammar structures If necessary, spend the end of class on extra practice

Extra Practice

Ask the students to complete pages 4–5 in their workbook for homework You can also have them play the game on the worksheet on page 127 of the teacher’s book in class

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Warm Up

from the students

2 Review the vocabulary and structures from lessons

one and two first as a class and then in groups

3 Review how to make comparatives and

superlatives

Game Suggestion

Voting Give the students cards or papers with each

keyword written on them Show a picture, give the

class a few seconds to find the correct card, and

have everyone hold up their cards on the count of

three This can also be played as a grammar exercise

where students have cards with the comparative and

superlative forms of the keyword adjectives on them

A Listen and read.

1 Have the students look at the picture and scan

the bolded words Ask them what Kevin and

Rosa are doing and/or what they think the text

For an easier version of the question, ask the students

to repeat any words that they heard For a harder version, ask a couple of comprehension questions such

as “What was the passage about?”

4 Play the recording a second time while the students read along in their books Pause after every few sentences to check the students’ comprehension Write new words and expressions on the board as you go

5 Ask if anyone can guess what the new words mean from the context Explain the words’

meanings with pictures, actions, etc Practice pronouncing them Ask groups or individuals to make up sentences with the new words

6 As an optional step, read the text out loud while the class reads aloud with you or have the students read the text quietly to themselves

Teaching Tip

Before class, scan the passage for instances of sounds that your class finds difficult Point out the difficult words or sounds before reading as a class and

do some quick pronunciation practice

Lesson Objectives

To read and answer questions about

a text related to the key vocabulary

To complete and present an individualized text

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7 Read and answer the “Let’s Focus” question as

a class

8 Have individual students take turns reading

aloud

Differentiation

If some students struggle with reading, have pairs or

groups read together in unison

Teaching Tip

Ask opinion questions throughout the reading time

(Ex: Have you ever been to a yard sale? What would

you sell in a yard sale? Do you think the things that

the Green Elementary students are selling will be

useful? Who will buy them?)

Game Suggestion

Text Scan Read a sentence from the text and have

students find the next sentence quickly Tell them to

raise their hand and say “here” when they find it The

first student to raise his/her hand reads that sentence

This can also be played with teams

B Choose or write the correct answers.

1 Ask the students to answer the questions

2 Check the answers as a class

Answers 1 b 2 a 3 baseball cap

C Imagine you are having a yard sale Write

and share.

1 Read the questions together as a class

2 Explain to the class that they should think of

a pretend yard sale and answer the questions

3 Take any questions about the exercise and

then have the students work on it individually

Encourage them to answer the questions in full

sentences

4 Give the class time to answer the questions

Walk around to give help if needed

D Make your own story

1 Have the class turn to page 97

2 Tell the class to use their answers from Exercise

C to make their own advertisements

3 Give the students time to work on their advertisements Walk around the classroom to answer questions and make sure each student is doing all right with the activity

Differentiation

Help any students who have trouble thinking of an ending for “It is popular because…” by giving them some examples

4 Allow a short practice time for students to read their advertisements to themselves or a partner

5 Call individuals up to present their advertisements to the class

Teaching Tip

Introduce or review how to be a good presenter and a good listener Tell the presenters to speak clearly and loudly and look up at the class Tell the class to be a good audience by keeping their eyes and ears on the presenter and their mouth closed

Culture Tip!

Kids can help their parents put on yard sales by organizing the things to be sold or collecting the money from customers and of course by deciding

if they want to sell some of their toys Groups

of people also put on “rummage sales” to raise money for an event or charity These are huge yard sales where many people donate items to sell If you have time and your students have any items they want to try selling, have a mini yard sale in your class using fake money

Extra Practice

Ask the students to complete pages 6–7 in their workbook for homework

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Warm Up

from the students

2 Show the flashcards to the class and have them

say each keyword or key phrase Have them

practice asking and answering in pairs according to

which flashcard you hold up

Game Suggestion

Chain Spell Play as a whole class or in two teams to

practice spelling all the key vocabulary

A Look and write.

1 Before doing the activity, practice spelling the

keywords

Teaching Tip

Have the students practice by using their finger to

write the words in the air

2 Have the class fill in the blanks Walk around

the room to answer any questions

3 Call on students to read the reviews Tell them

to read with an expression that shows how each person feels about the item they bought

Answers 1 ring, most popular 2 wallet, thinner

3 skirt, more expensive 4 blouse, most comfortable

(category, review, rating, (five) stars, etc.)

B Listen and choose.

1 Have the class look at the pictures and think about what each one might stand for

2 Explain that in this exercise they will hear four questions For each one, they need to circle the item that answers the question

3 Do an example on the board by putting up two flashcards and asking a question of your own

4 Play the recording as the class circles their answers

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TR 14

1 Which one is more popular?

2 Which one is more expensive?

3 Which one is the most colorful?

4 Which one is the thickest?

5 Play the recording again and stop after each

question to call on someone to give the answer

Answers 1 a 2 b 3 a 4 c

Presentation

1

1 Have the class look at the picture of the two

people Ask them to raise their hands to tell

what the people are wearing and describe each

item

2 Read the text with blanks

3 Give the class time to fill in the blanks Then

call on students to read one sentence each

Answers

• girl: necklace, dress, bracelet

• boy: sweater, belt, wallet

• most popular, bracelet, more colorful, most expensive, wallet, cheaper, cheapest, sweater

1 Have the class open the book to page 105 and

stick three stickers that they’ve chosen to the

pictures of the two kids

2 Give the class time to fill in the blanks Walk

around the room and answer any questions

Remind the class to use the items they chose in

their writing

3 If a student is having trouble changing the

adjectives into the proper form, remind them

to look at the words that come before and after

it Superlative words have the in front of them, and comparative words have than after them

4 Give the students time to prepare for their presentation

Differentiation

During preparation time, check in with shy or level students and have them read part of their presentation out loud to you Help them with pronunciation if necessary

below-Teaching Tip

• Ask the class to raise their hands and say the presentation tips from the previous class Put the tips up on the board and remind the presenter and the audience of them during presentation time

• Encourage the class to engage in presentations more

by using fun props such as a movie slate to signal the presenter when to start You can also bring a toy microphone and let students take turns playing

a reporter or simply speaking into it if appropriate to the style of presentation

Extra Practice

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Warm Up

from the students

2 Review all keywords and key structures

Game Suggestion

Say and Sit Use a comparative sentence and have the

class read it one word at a time until they get all the

way through

Don’t Be Last Have the class play in groups of about

four Play one or two rounds with a comparative

sentence and one or two with a superlative sentence

Players are out if they have to say the last word in the

sentence

A Listen and read.

1 Look at the pictures and ask the class what

they think of the bracelets Have they made

things by hand before? What have they made?

2 Introduce the new words Give example

sentences and quiz the class with

fill-in-the-blank sentences or ask for volunteers to make

new sentences

Teaching Tip

Before class, prepare a slideshow with photos that illustrate new words well If possible, use realia instead

3 Play the recording and let the students listen to the text

4 Tell the class to open their books and read the text aloud as they read with you

5 Have the students read the text once again either individually (quietly) or as a class (taking turns)

6 Take questions and comments from the class about the reading

Game Suggestion

Text Scan Read a sentence from the text backwards and have teams or individuals raise their hands and read it normally when they find it

Teaching Tip

If there’s time, teach the class how to make a simple friendship bracelet Teach them some of the vocabulary you use in your instructions If possible, use a video clip that shows how to weave the threads together so that the class can see more easily

Lesson Objectives

a social studies text

To choose between comparative and superlative adjectives based on context

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B Answer the questions

1 Have the students complete the reading

comprehension questions

Answers 1 a 2 c 3 wishes, fall off

Differentiation

Be prepared to help below-level students with

extra explanations about the answer choices and

instructions If students don’t know what answer to

choose, have them read through the text sentence

by sentence looking for the part that answers the

question

A Look and learn

1 Ask the class if they can explain what they’ve

learned about adjectives in this unit Take

volunteers to answer Prompt with further

questions (Ex: What about words that end in y?

How do we use most?)

2 Read the chart as a class

3 Put the adjectives used in the exercises on the

board Have the class count the syllables and

predict which ones will use more/most and

which ones will use -er/-est Remind them about

two-syllable words with y on the end

4 Use some sentences with blanks where the

comparative or superlative phrase goes and

have the class practice choosing between

“-er+than,” “more –+than,” “the -est,” and

“the most –.” Remind them to always use the

with the superlative Point out patterns they can

look for For example, superlatives often come

before prepositional phrases

B Circle the correct words.

1 Have the class work on the activity individually

while you walk around to give help where

needed

2 If several students have difficulty with

something, have the class pause and look at it

together

3 Call on students to read their answers

Answers

1 prettier 2 more popular

3 the most famous 4 the busiest

5 the most handsome 6 more delicious

C Complete the sentences.

1 Have the class work on the activity individually while you walk around to give help where needed

2 Call on students to read their answers

Answers

1 the fastest 2 more important

3 the most successful 4 more comfortable

5 the most colorful 6 healthier

Game Suggestion

Key Structure Race Prepare pictures that show a comparison between two or more items to put on the board Students use the key structures (Ex: “The (ring)

is (prettier) than the (necklace).” or “The (wallet) is (the most expensive).”)

My Mistake Read sentences with comparison mistakes and have students correct them Play for points in two teams

Extra Practice

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Warm Up

from the students

2 Ask the class to list fun places that they know

of Show some photos of interesting amusement

park attractions and ask them what they think is

happening in each one

A Listen, point, and say

1 Use the amusement park attractions flashcards

to introduce the vocabulary Check the

students’ background knowledge by asking

“What is this?” about the pictures on the

flashcards If they don’t know the keyword in

English, say it and have them repeat it several

times

2 Have the students open their books and look at

the big picture Ask them what they see

3 Have the students listen to the recording Then

play the recording again and ask the students to

point to each keyword and say it

TR 16

1 watch a 3D movie 2 visit a petting zoo

3 see a parade 4 enter a haunted house

5 go on a roller coaster 6 ride a merry-go-round

Teaching Tip

Introduce some extra vocabulary words and write them

on the board so that students who want more options

in later activities can refer to them (Extra words: ride

a Ferris wheel, wait in line, have fun)

B Listen and circle.

1 Tell the students to listen and circle the correct attraction

2 Check the answer as a class

C Ask and answer.

2 Review regular and irregular past tense

2 At the Amusement Park

32 Unit 2 • At the Amusement Park

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watch, watched / enter, entered / visit, visited / go, went /

see, saw / ride, rode

1 What did you do at the amusement

I entered a haunted house.

I visited a petting zoo.

I went on a roller coaster.

I saw a parade.

I rode a merry-go-round.

4 Practice using the question and answer

structures for each of the pictures as a class

5 Have the students work in pairs and practice

using the question and answer structures to talk

about the pictures

D Imagine you went to an amusement park

Then ask and answer.

1 Tell the class to write down one activity in a

full sentence in the “Me” box

2 Have the students work in groups of five or

walk around the room and ask four people

what they did at the amusement park They

should write down the answers using each

person’s name (Ex: Gary saw a parade.)

3 Call on some students to share what they or

their friends did at the amusement park

4 Vote on which attraction is the most popular

Chant

1 Read the lyrics line by line and have the

students repeat after you

2 Play the recording and say the chant together

as a class

3 Play the chant piece by piece and encourage students to make up actions for each key phrase

4 Have the class stand up and play the chant again while they chant along and do the actions

TR 19

What Did You Do at the Amusement Park?

I went to an amusement park.

What did you do at the amusement park?

I visited a petting zoo.

I saw a parade.

That’s what I did at the amusement park.

I watched a 3D movie.

I went on a roller coaster.

I rode a merry-go-round.

I entered a haunted house.

Teaching Tip

Play the Reading Orchestra game with the chant Make groups to read with a high, middle, and low voice, and cue them to begin reading at different points

Game Suggestion

Flashcard Drill Play in pairs The student who shows the cards asks the question over and over while the other answers If there’s a clock in the classroom, have all the groups start with the second hand on 12 and see how quickly they can both go through the cards

Differentiation

If the class is picking up the key structures well, introduce some extra irregulars you would like them to know Play a memory reinforcing game like Beat Our Time with lists of present-past pairs or ask grammar questions that students answer by writing on small whiteboards

Extra Practice

Ask the students to complete pages 12–13 in their workbook for homework You can also have them complete the worksheet on page 128 of the teacher’s book in class

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Warm Up

from the students

2 Review the amusement park attraction flashcards

from the previous lesson using the key structures

“What did you do at the amusement park?” and

“I (watched a 3D movie).”

Teaching Tip

Try calling out single words from each expression

and asking the class or individuals to say the whole

expression For example, call out “roller” or “3D.”

Game Suggestion

Find Your Partner Assign some students a present

tense verb and others a past tense one Have

everyone walk around the room while saying their word

out loud They need to find someone with the matching

verb in the opposite tense

A Listen and say Then practice.

1 Use the flashcards to introduce the vocabulary

2 Play the recording and have students repeat the keywords

TR 20

1 exciting, excited 2 boring, bored

3 amazing, amazed 4 scary, scared

3 Ask the class if they can explain what the difference is between the two words in each pair Look for an answer along the lines of saying that the ones ending in -ed tell how people feel

5 Play the practice recording

TR 21

How was the roller coaster?

1 How was the roller coaster?

2 How was the merry-go-round?

3 How was the 3D movie?

4 How was the haunted house?

It was exciting I was excited.

It was boring I was bored.

It was amazing I was amazed.

It was scary I was scared.

6 Practice the structures as a class

7 Have the students work in pairs and practice using the question and answer structures

Teaching Tip

Have some class discussions about things that are exciting, scary, amazing, and boring Ask the class to list things or places for each category (Ex: the beach,

How was the roller coaster?

Materials

CD tracks 20–22, flashcards 15–22

Lesson 2 Feelings

Trang 35

playing sports, spiders, chocolate, action movies,

dogs, teachers, going to the doctor, doing homework,

airplanes, the desert) Or provide a list of things and

ask the class to comment about which category they

think each thing belongs in Also ask the class to

share about times when they felt excited, scared,

amazed, or bored

B Ask and answer.

1 Have the pairs ask and answer according to the

pictures

2 Play the recording and have them check to

see if they asked and answered each question

correctly

TR 22

How was the 3D movie?

3 How was the parade?

4 How was the petting zoo?

It was amazing I was amazed.

Differentiation

For higher level classes, use the topic to talk about

opinions Why do some people think things are scary

when others think they are amazing? Why do some

people think something is boring when other people

think it’s exciting? What are some examples? Can you

change your own opinion of things and have more fun?

Speaking Task

1

1 Tell the class to think about a time when they

tried these types of attractions or to imagine

what it would be like to try them

2 Have them check an adjective for each

attraction based on their thoughts

Differentiation

Help below-level students to make decisions more

quickly by putting up pictures to illustrate each

attraction and each feeling on the board Or challenge

them to remember more by turning back to the

vocabulary pages if they forget a word

2

1 Have the class take turns asking and answering

in their groups based on the customer survey card that they’ve completed One group member should ask the question to the group and

everyone including that student should answer

2 Tell the groups to put a sticker for each person’s answer next to each attraction If the class requires bigger groups, students can draw ratings they don’t have enough stickers for

3 Have a few groups present their ratings to the class or ask questions such as “Which attraction was the (scariest)?”

Trang 36

Warm Up

from the students

2 Review the vocabulary and structures from lessons

one and two first as a class and then in groups

Game Suggestion

Snatch Review using all the flashcards

A Listen and read.

1 Ask the class to comment about what things at

an amusement park they would find exciting,

scary, boring, or amazing

Differentiation

Encourage above-level students to list things other

than the keywords Challenge all students to explain

why Answers can be as simple as filling in “Because

it is ,” or as complicated as telling a story about an

experience

2 Have the students look at the picture and scan

the bolded words Ask them what the people

are doing and/or what they think the text will

be about

3 Have the class close their books and play the recording once for them to listen to

4 Ask what they heard in the recording

5 Play the recording a second time while the students read along in their books Pause after every few sentences to check the students’ comprehension Write new words and expressions on the board as you go

6 Ask if anyone can guess what the new words mean from the context Explain the words’

meanings with pictures, actions, etc Practice pronouncing them Ask groups or individuals to make up sentences with the new words

7 As an optional step, read the text out loud while the class reads aloud with you or have the students read the text quietly to themselves

8 Read and answer the “Let’s Focus” question as

Lesson Objectives

a text related to the key vocabulary

To complete and present an individualized text

Trang 37

Game Suggestion

Text Scan Say two words that come next to each other

in the reading passage Have students raise their

hands when they find them and read the sentence they

are found in

B Choose or write the correct answers.

1 Ask the students to answer the questions

Answers 1 a 2 b 3 grabbed, ran away

C Imagine you went to an amusement park

Write and share.

1 Read over the questions together as a class

2 Talk about the difference between “What do

you like?” and “What are you[is it] like?”

3 Give the class time to answer the questions

individually and to talk with a partner for

question two Walk around to give help if

needed

D Make your own story.

1 Have the class turn to page 98

2 Tell the class to use their answers from Exercise

C to make their own stories

3 Give the students time to work on their stories

Walk around the classroom to answer questions

and make sure each student is doing all right

with the activity

4 Allow a short practice time for students to read

their stories to themselves or a partner

5 Call individuals up to present their story to the

class

Differentiation

Help shy students get ready for their presentation by

having them read out loud to you during practice time

Help them with pronunciation

Teaching Tip

Have the class practice reading to show the different

emotions that come up in the story in their voices

Culture Tip!

• On Halloween, some families carve lanterns with “scary” faces out of pumpkins or other vegetables or decorate their homes and gardens

in Halloween style These were traditionally intended to ward off evil spirits If you are at home on Halloween, it is a good idea to have

a bowl of small presents or sweets to offer to anyone who knocks on your door

• Halloween can be a controversial topic Test out how your students feel about the subject before diving into it Have they heard of this holiday

or a similar holiday from their own culture? Do they have a positive or negative view of these holidays? Why do they feel the way they do about them? If the class has a divided opinion, make sure they show respect for each other’s views while sharing

• Talk about holidays from your home country and your students’ country Which one is the most exciting (or boring) and why?

and tosses it again The next student answers, “It was (amazing),” and tosses to the final student who adds, “I was (amazed).” This can be made into a game where two teams compete to complete each round of five tosses without making a mistake or dropping the beanbag

Extra Practice

Trang 38

Warm Up

from the students

2 Show the flashcards to the class and have them

say each keyword or key phrase Have them

practice asking and answering in pairs according to

which flashcard you hold up

Game Suggestion

Hangman Play with the keywords or sentences

containing the keywords to practice spelling

A Look and write.

1 Have the class fill in the blanks Walk around

the room to answer any questions

2 Call on students to read the answers

Answers 1 boring 2 rode 3 visited, scared

4 exciting 5 saw 6 entered, scary

Game Suggestion

Voting Spend some extra time practicing the spellings

of the most difficult words from the key phrases Have the students spell the words on whiteboards or show them a word and have them hold up one finger for correct spelling or two fingers for incorrect spelling

B Listen and choose.

1 Have the class look at the picture options for each question

2 Tell them to circle the option that matches each conversation they hear

3 Do a practice question on the board with flashcards

4 Play the recording while the students circle the answers

5 Play the recording again to check the answers

Trang 39

2 Next, tell them to think about how each

attraction makes them feel and choose the face

sticker that matches

3 Finally, have them fill in the sentences to match

each page Walk around the room to check

3 Give feedback on presentation skills to the

presenters and listening etiquette to the rest of

the class

Differentiation

If your class is responsible with group work, this

presentation can be a good introduction to small-group

presentations In groups of about four, each student

can take a turn giving a storytelling-style presentation

while you walk around the room to monitor each group

If the class does well with it, it’s a useful technique

because everyone gets a chance to present Put some

useful expressions on the board such as: “Thank

you for listening.” “Good job!” “It’s (my) turn.” “It’s

(Monica)’s turn.”

Teaching Tip

Do a fun project related to amusement parks in class

For example, have groups of students draw things to decorate part of the classroom as a merry-go-round

Each student can design a carousel animal or part

of the background to attach them to You can do the same thing with any of the attractions

Extra Practice

Trang 40

Warm Up

from the students

2 Review all keywords and key structures

Game Suggestion

Backwards Quiz Say a key answer sentence and ask

students to raise their hand to ask the matching

question For lesson two answers, replace “it” with the

name of the attraction (A: “The (haunted house) was

scary.” Q: “How was the (haunted house)?”) Then let

students take turns saying the answers and calling on

others to say the questions

A Listen and read.

1 Look at the pictures and ask the class what

they see

2 Introduce the new words Give example

sentences and quiz the class with

fill-in-the-blank sentences or ask for volunteers to make

6 Take questions and comments from the class about the reading

Teaching Tip

Copy the reading selection and remove the prices, age requirements, height requirements, and several words within the descriptions Replace them with blanks

Scan or photocopy the page with blanks and print larger versions of it Break up the class into two or more teams and give each team one of the pages with missing information Each team member takes turns running to the front of the class, looking at the teacher’s book, and telling the team one piece of information he/she can remember to fill in a blank No skipping turns The first team to fill in all the blanks with no mistakes wins

Lesson Objectives

a social studies text

To correctly choose between -ing and

-ed adjectives based on context

Lesson 5 Skills Up!

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