Come on everyone 3 teachers book

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 ending

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Teacher’s Book Amy Gradin • Lisa Young

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Come On, Everyone

Teacher’s Book 3

Published and distributed by Neungyule Education, Inc.

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

Tel: 82-2-2014-7742

Fax: 82-2-337-4956

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

www.nebuildandgrow.com (English)

reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the publisher.

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

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

Senior Managing Editor: Karoline Lee

Managing Editor: Pandora Kim

Assistant Editors: Stacy Park, Sunny Jang

Contributing Writer: Jisun Kim

Design: Hyemin Yun

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

Illustrations: Byungchul Yun, Dongyoon Kim, James Horvath, Steve Wood (Advocate Art), Early Spring

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:

Shutterstock/Dreamstime pp 113, 114, 124, 125, 127, 130, 137, 148

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Contents

Scope and Sequence 4

Introduction 6

Unit Guide 9

Games and Activities 14

Starter 20

Unit1 Special Days 22

Unit2 Today 32

Review 1 42

Unit3 At the Market 44

Unit4 Jobs 54

Review 2 64

Unit5 People 66

Unit6 Lost and Found 76

Review 3 86

Unit7 At School 88

Unit8 Places in Town 98

Review 4 108

Reader’s Theater Storybook 110

Workbook Answer Key .112

Worksheets .122

Tests . 138

Test Answer Key . 162

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Scope & Sequence

1 Special Days

Vocabulary: My Favorite Day Thanksgiving, Christmas Day, Mother’s Day, Halloween, Valentine’s Day, Earth Day

Vocabulary: Special Activities make cards, hug my mom, plant trees, eat turkey, wear a costume, open presents Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingHappy Halloween (Social Studies)Structures

A: What’s your favorite day?

B: My favorite day is Valentine’s Day

A: What’s his/her favorite day?

B: His/Her favorite day is Thanksgiving.

Structures A: What do you do on Valentine’s Day?

B: I make cards

A: What does he/she do on Mother’s Day?

B: He/She hugs his/her mom.

Phonics a_e, i_e Presentation Favorite Day Poster GrammarPossessive Adjectives

2 Today

Vocabulary: Today’s Date January, February, March, April, May, June, July, August, September, October, November, December

Vocabulary: Today’s Weather sunny, cloudy, rainy, snowy, foggy, windy Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWorld Weather (Social Studies)Structures

A: What’s the date today? B: It’s January 3rd

A: When is your birthday? B: It’s February 8th.

Structures A: How’s the weather today? B: It’s sunny

A: How’s the weather in Paris? B: It’s snowy.

Vocabulary: Meat & Dairy ham, sausages, bacon, butter, cheese, yogurt Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingInteresting Fruit (History)Structures

He/She has some grapes

He/She doesn’t have any mushrooms

A: What does he/she have? B: He/She has some cucumbers

Structures A: Do you have any ham? B: Yes, I do / No, I don’t

A: Does he/she have any sausages?

B: Yes, he/she does / No, he/she doesn’t

Vocabulary: What They Do fly planes, take care of teeth, take pictures, deliver letters, repair cars, design buildings Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingPet Therapists (Health)Structure

A: What does he/she do? B: He/She’s a pilot/an architect Structure

A: What do pilots do? B: They fly planes Phonics

ar, or Presentation Make Your Own Magazine GrammarQuestion Word: what

Review 2

5 People

Vocabulary: Appearance tall, short, pretty, handsome, old, young

Vocabulary: Appearance short hair, long hair, curly hair, straight hair, a beard, big eyes, freckles, a round face Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingGuess the Animals! (Science)Structures

A: Is he/she tall?

B: Yes, he/she is / No, he/she isn’t He/She is short

A: Are they tall?

B: Yes, they are / No, they aren’t They are short

Structure A: What does he/she look like?

B: He/She has short hair

T-shirt, jeans, shorts, skirt, dress, jacket, socks, sneakers Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingLost and Found (Social Studies)Structures

A: Whose lunchbox is it? B: It’s Rosa’s lunchbox

A: Whose glasses are they? B: They’re Tim’s glasses

Structures A: What are you wearing? B: I’m wearing a T-shirt/jeans.

A: What’s he/she wearing?

B: He/She’s wearing a brown jacket/red shorts.

A: When do you have P.E.? B: I have P.E on Friday

A: When does he/she have music?

B: He/She has music on Monday

Structures A: What do you do in art class? B: I paint pictures.

A: What does he/she do in math class?

B: He/She solves math problems

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

8 Places

in Town

Vocabulary: Places bakery, post office, pet shop, fire station, bank, hospital Vocabulary: Transportation

by bike, by subway, by taxi, by bus, by car, on foot Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingPete’s Pet Shop (Social Studies)Structures

A: Where’s the bank?

B: It’s next to the hospital / It’s across from the post office

A: Where’s the pet shop?

B: It’s between the post office and the bank

Structures A: How do you go there?

B: I go there by bike

A: How does he/she go to the bank?

B: He/She goes there by subway

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Structure A: What day is it today? B: It’s Monday

Starter

Vocabulary: Weekdays, Seasons, Ordinal Numbers Monday-Sunday, spring, summer, fall, winter, 1st~20th Structure

A: What day is it today? B: It’s Monday

1 Special Days

Vocabulary: My Favorite Day Thanksgiving, Christmas Day, Mother’s Day, Halloween,

Valentine’s Day, Earth Day

Vocabulary: Special Activities make cards, hug my mom, plant trees, eat turkey,

wear a costume, open presents Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingHappy Halloween (Social Studies)Structures

A: What’s your favorite day?

B: My favorite day is Valentine’s Day

A: What’s his/her favorite day?

B: His/Her favorite day is Thanksgiving.

Structures A: What do you do on Valentine’s Day?

B: I make cards

A: What does he/she do on Mother’s Day?

B: He/She hugs his/her mom.

Phonics a_e, i_e Presentation Favorite Day Poster GrammarPossessive Adjectives

2 Today

Vocabulary: Today’s Date January, February, March, April, May, June, July, August,

September, October, November, December

Vocabulary: Today’s Weather sunny, cloudy, rainy, snowy, foggy, windy Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWorld Weather (Social Studies)Structures

A: What’s the date today? B: It’s January 3rd

A: When is your birthday? B: It’s February 8th.

Structures A: How’s the weather today? B: It’s sunny

A: How’s the weather in Paris? B: It’s snowy.

He/She has some grapes

He/She doesn’t have any mushrooms

A: What does he/she have? B: He/She has some cucumbers

Structures A: Do you have any ham? B: Yes, I do / No, I don’t

A: Does he/she have any sausages?

B: Yes, he/she does / No, he/she doesn’t

A: What does he/she do? B: He/She’s a pilot/an architect Structure

A: What do pilots do? B: They fly planes Phonics

ar, or Presentation Make Your Own Magazine GrammarQuestion Word: what

Review 2

5 People

Vocabulary: Appearance tall, short, pretty, handsome, old, young

Vocabulary: Appearance short hair, long hair, curly hair, straight hair, a beard,

big eyes, freckles, a round face Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingGuess the Animals! (Science)Structures

A: Is he/she tall?

B: Yes, he/she is / No, he/she isn’t He/She is short

A: Are they tall?

B: Yes, they are / No, they aren’t They are short

Structure A: What does he/she look like?

B: He/She has short hair

T-shirt, jeans, shorts, skirt, dress, jacket, socks, sneakers Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingLost and Found (Social Studies)Structures

A: Whose lunchbox is it? B: It’s Rosa’s lunchbox

A: Whose glasses are they? B: They’re Tim’s glasses

Structures A: What are you wearing? B: I’m wearing a T-shirt/jeans.

A: What’s he/she wearing?

B: He/She’s wearing a brown jacket/red shorts.

A: When do you have P.E.? B: I have P.E on Friday

A: When does he/she have music?

B: He/She has music on Monday

Structures A: What do you do in art class? B: I paint pictures.

A: What does he/she do in math class?

B: He/She solves math problems

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

8 Places

in Town

Vocabulary: Places bakery, post office, pet shop, fire station, bank, hospital Vocabulary: Transportation

by bike, by subway, by taxi, by bus, by car, on foot Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingPete’s Pet Shop (Social Studies)Structures

A: Where’s the bank?

B: It’s next to the hospital / It’s across from the post office

A: Where’s the pet shop?

B: It’s between the post office and the bank

Structures A: How do you go there?

B: I go there by bike

A: How does he/she go to the bank?

B: He/She goes there by subway

Phonics

ie, y Presentation My Town Map GrammarPrepositions of Place

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

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 EnglishMake Your Own Stories

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

DVD-ROM Animated stories, chants, songs, and extra practice for students to review their lesson in class and at home

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

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

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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

Animated stories, chants, songs, and extra practice for students to review their lesson in class and at home

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

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

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

Picture Cards

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

88 Introduction

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Unit Guide

Lesson 1

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

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

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

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

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

practice both the keywords and key structure(s) through a speaking activity

Chant (Lesson 1) and Song (Lesson 2)

An enjoyable chant and song take advantage of the natural aid of rhythm to help the students

memorize and practice the keywords and key structures

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Speaking Task / Presentation

An interactive speaking-based task or presentation requires the students to use the key structures

in order to accomplish a task or play a game Depending on its structure, the activity may include cards, stickers, and/or worksheets

10 Unit Guide

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Lesson 3

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

practice reading fluently using the keywords and key structures

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

facts of the story

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

story

Tongue Twisters

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

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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

Speaking Task / Presentation

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

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Review

Reader’s Theater Storybook

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

B The students revisit the key structures from the two previous units by listening to sentences

and/or dialogues and choosing the correct pictures

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

structures from the two previous units

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

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Acting Out Sentences Have all the students stand up

and clear the desks away to make some space

Then say a statement The students should move as

fast as they can to act it out Then all the students

should say the sentence together

Animal Guessing Game Put the students in pairs and

have them play an animal guessing game Encourage

them to use “what” questions like “What color is

it?”, “What does it have?”, and “What does it eat?”

to learn the animal’s basic characteristics You can

also teach them “Where does it live?” and “How

big/tall is it?” Once the first student in each pair

has guessed the animal, they and their partner can

switch roles

Around the World Have all the students write down

various keywords on pieces of paper Then collect

the papers Arrange the students into a circle or line

and have the first two students stand up Choose a

piece of paper at random and read the word(s) on it

The first student to say the word wins the round and

moves to stand by the next student while the losing

student sits down Repeat the activity with them and

continue through the circle or line The student who

wins the last round wins the game

Back Tracing Have the students sit in a circle, or

make team lines if you have a larger class Choose

one of the unit’s keywords and tell it to the first

student in the circle or in each line On your signal,

the student(s) should trace the word onto the back

of the person in front of them That person then

does the same thing to the next person and so on

until the word reaches the end of the line The last

student should run up and write the word on the

board If it is the correct word, the team (or whole

class) wins the game

Backwards Quiz Tell the students that instead of

giving the answer to a question, they should give the

question for an answer Say a sentence (e.g “It’s

Sarah’s jacket.”) and tell the students to raise their

hand as soon as they know its question (“Whose jacket is it?”) The fastest student to raise their hand and give the correct question wins a point

Bingo Have the students create simple 3 x 3 grids and write a keyword in each space If you want, the center space can be a free space for each of them Then play bingo by saying random month names and having the students cross them off their grids The first student to get three in a row should say “Bingo!”

to win

Blackout Divide the students into groups of three

or four Give each group two dice, three or four different colors of playing chips, and the flashcards from lessons 1 and 2 The students should take turns rolling the dice and saying the keyword of the corresponding card If they are correct, they get to put their chip on it If they are incorrect, the next player goes If they already have a chip on the card, they should still say the keyword, but they do not get

to put another chip down The first player to have a chip on all six flashcards is the winner

Board Race Divide the students into two teams and line them up at the back of the classroom Give the first student on each team a marker and then show them one of the flashcard pictures As soon as they see it, they should run to the board and write its keyword The fastest one to spell it correctly wins a point for their team

Categories Think of a category but don’t tell the students what it is Say a sentence about a thing that fits into that category Then have the students take turns saying sentences or asking questions about another thing to see if it fits into your category

If it does, write it on the board next to your thing

If it doesn’t, write it in a different place with an “X” over it Continue until the students guess what your category is

Charades Write out the keywords on small pieces of paper and put them into a hat Have the students

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

Games and Activities

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take turns choosing and acting them out While they

are acting, ask the rest of the students the key

question The first person to answer correctly with a

full sentence gets to act next

Choose and Sing Put pictures of the keywords into a

bag Have the students take turns taking one out at

random As soon as a student chooses one, the rest

of the class should put it into the chant lyrics and

chant them

Chronological Arrangement Put the students in groups

of two or three and tell them all to close their books

Then give each group pieces of paper with one line

from the story each On your signal, all the groups

should try to arrange the lines into their proper order

as fast as possible The first group to finish wins

Chronology Race Write a sequence of four or five

sentences summarizing the story Then cut them up

and mix them around for the students to put back in

order as fast as possible The first person to do it wins

Circle Rotation Have the students make two circles,

one inside the other, and face each other After you

say a keyword, the student in the inner circle should

ask their partner in the outer circle one of the key

questions from the unit If the outer student answers

correctly, the inner student should initial their paper

Then the two circles should rotate in different

directions and repeat After a while, have the two

circles switch places At the end of the activity, the

student with the most signatures wins

Class Schedule Set up six different class stations

around the classroom and put the props that you

used earlier in them Have the students take out the

class schedules that they made earlier When you

ring a bell and say a day of the week, the students

should look at their schedules, go to that class

station, and act out its associated action with the

props Then you can ask the students at each station

the key question

Classmate Guessing Game Put the students in pairs or

small groups Tell one student in each group to think

of someone in the classroom Their partner(s) should

ask yes/no questions like “Is he/she tall?” until

eventually they guess who it is When they do, they

should switch roles

Crazy Blanks Create a short story about a topic related to the lesson but leave a bunch of words blank Without showing the story to the students, ask them for any nouns, verbs, and adjectives that they can think

of and use them to fill in the blanks in your story Then read the silly result to the class while acting it out with the students You can repeat the game with different stories as many times as you want

Creative Collages Bring in some old magazines and let the students cut and paste the people or objects from them into collages Have them show them to each other or present them to the class and talk about them using the key structures Then hang them up around the classroom’s walls

Description Draw Have a student go up to the board and give them a marker Tell them that they aren’t allowed to turn around Then show a picture of one

of the keywords to the rest of the class and have them all describe it If necessary, the student at the board should ask questions to find out what it is and then draw them

Draw and Run Tape the flashcards on corners or walls around the room Then have one student draw pictures related to one of them on the board Tell the other students to run to that flashcard as soon as they figure out which one it is The first person to get there can be the next person to draw

Draw It Have a student come up to the board Then tell them one of the keywords without the other students hearing On your signal, the student should draw a picture of the keyword on the board for the other students to guess The first student to guess the right word can draw the next picture

Dress-Up Race Put some dress-up wigs and beards

at the front of the classroom Have the students line

up at the back of the classroom On your signal, they should race to the front and put on one of the wigs

or beards Then use the key structure to talk about them with the rest of the class

Dress Up and Describe Bring in some various dress-up clothes and let the students take turns putting them

on Have the class use the key structure to describe what each student is wearing

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Explain a Word Divide the class into two teams and

have each team send a representative up to sit in a

chair facing away from the board Tell them that they

are not allowed to turn around Then write one of the

keywords or phrases on the board Their teammates

must try and make them guess what is on the board

by doing or saying anything but the actual word or

phrase itself The first person to guess it wins a

point for their team

Find and Slap Spread the flashcards around a table or

the floor Have the students gather around them, and

describe one of them For each one, they should find

that keyword and slap it The first one to do so in

each round earns a point

Find the Word Write a bunch of the words from the

passage on the board Then divide the students into

two or three teams and have each team send one

student up to the board Say one of the words and

have the students find and hit it with flyswatters as

fast as possible The first one to do so wins a point

for their team

Find Your Partner Write the keywords from lesson 1

and 2 on slips of paper and divide the class in half

Give half the students the lesson 1 keywords and

have them stand on one side of the room Then

give the other half the lesson 2 keywords and have

them stand on the other side On your signal, the

students should find the student on the other side of

the room with the keyword that matches theirs Then

have them practice the key structures

Find Your Target Write all the students’ names on

pieces of paper and put them in a hat Have each

student choose a new name without letting anyone

else see it Then put the students in groups of three

and have them tell each other their new names

without letting any of the other students know what

they are When they have finished, have each student

draw the name of the person they have to find Tell

them that they need to find this person by mingling

and asking the other students “What’s (name)

wearing?” If the students know, they should describe

the student If they don’t, they should say “I don’t

know.” The first student to find their target wins

Flyswatter Divide the class into two teams and write

the keywords all over the board Place two chairs

facing away from the board with a flyswatter on each

of them, and call up one student from each team to

sit in them After you say one of the keywords out

loud, the students should run to the board and hit

the word with their flyswatter to earn a point for their team However, tell them that they only have one swat and that if neither student hits the word, neither team will get the point Continue until every student has had a chance to participate

Four Corners Designate the classroom’s four walls as keywords and clear the floor as much as possible Tell the students that they each need to choose

a wall while you close your eyes and count to 10 Before you open your eyes, say one of the keywords All the students at that wall are out and have to sit down Do the same thing until only one student remains That student then becomes “it.”

Go Fish Make simple playing cards of the keywords and divide the students into groups to play Go Fish Tell them to ask each other the key structure to try to collect pairs of cards If they are asked for a card that they have, they have to give it to the other student, who guesses again If they don’t have the card that the student asks for, that student’s turn is over The person with the most pairs of cards at the end wins

Higher or Lower Have a student choose any date for the other students to guess The other students do this by saying a month and asking “Higher or lower?” until they eventually pinpoint which month the first student’s date is in Then they do the same thing with the number The student that guesses it right can choose the next date

Hot Potato Have the students make a large circle Toss a beanbag to a student, point at a different student, and ask a key question about them After the first student answers, they should toss the beanbag to another student and do the same thing Once the students understand the routine, play some music and tell them that when it stops, the person with the beanbag is out Encourage them to go as fast as possible to avoid it happening to them

I Spy Teach the students to say “I spy with my little eye something (adjective)/ a(n) (object).” The words

“with my little eye” can be deleted if they confuse the students All the other students should take turns pointing at the right flashcard or guessing objects that fit that description The student that guesses correctly gets to pick the next item

Identify Write all the keywords on the board and split the students into two or three teams Have one student from each team come to the front of Games and Activities

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the class Read a word definition out loud or show

a picture, and have the students ring a bell or raise

their hands if they know which keyword goes with

it Ask the student who reacts first to the definition

what the answer is If their answer is correct, they

get a point for their team If it is incorrect, the other

student(s) may have a chance to answer Continue

until all the keywords have been used

Job Fair Bring in dress-up clothes or accessories

related to the keywords for the students to put on

Then have a “job fair” where the students mingle and

ask and answer the key structure with each other

Line by Line Draw a picture of a keyword on the board

one line at a time Pause after each line you draw

and have the students guess what it is using a key

structure The first student to guess gets to come to

the board and draw the next picture

Living Tic-Tac-Toe Split the students into two teams

and make a large tic-tac-toe grid on the floor out of

tape Show one of the teams a flashcard and have

them make a sentence with it If they do it correctly,

one of them gets to stand on a spot on the grid If

they don’t do it correctly, the other team gets to go

The first team to get three of its members in a row

on the grid wins

Look It Up Have all the students sit down and open

their books to the reading passage Then say a word

from the passage and tell the students to find it as

fast as possible As soon as they find it, they should

stand up and read out the line it is in The fastest

person to do so wins

Memory Game Put the students in small groups

of three or four and give each group copies of all

the flashcards Half of the cards should have the

keywords on them, and the other half should have

their corresponding pictures The students should

turn them upside down, mix them up, and take turns

flipping two of them over When they do, they should

use the words in the key structures If the two cards

are a matching picture and keyword, the student gets

to keep them If they aren’t, the student flips them

back over The one with the most pairs at the end

wins the game

Mission Time Give the class a mission and have them

mingle and use the key structures to accomplish it

The first one to finish wins

Musical Statues Clear some space in the class and

play some catchy music for the students to dance

or move around to After a few seconds, pause the music and say one of the unit’s keywords The students should instantly freeze in a pose demonstrating the word Any student who moves or has an incorrect pose is out The last person left standing wins the game

Object Guessing Have one student put on a blindfold, and give them a random object If the student knows what it is, they can say its name, but if they are not sure, they can ask questions like “What color is it?”

or “What does it do?” to figure it out

Pair Race Put the students in pairs and have one pair stand up and face each other On your signal, they should alternate saying the keywords as fast as possible Time them to see which pair can do it the fastest

Picture Description Have the students draw pictures

of something related to the topic and present them

to the class Then collect the pictures and randomly pass them back out to the students so that they each have a different person’s picture Have them present the pictures again using the third person instead of the first person

Picture Guessing Put the students in groups of three One student should turn around or cover their eyes while the second student watches the third student draw something The student who is drawing cannot talk at all Instead, the student with their eyes covered should ask the watching students yes/

no questions until they have enough information to guess what the other student is drawing Once they have guessed correctly, the students should switch roles

Picture Reactions Bring in pictures designed to evoke different feelings from your students (e.g puppies and kittens → happy, person getting rained on → sad, student taking a test → nervous, etc.) Show them the pictures one by one and see who has the best reactions in the class Have them say their emotion after each picture as well

Preposition Quick Fire Have the entire class stand up Then say different types of transportation and have the students say the prepositions that they go with (usually “by”) Then say them faster and faster so that the students have less time to react If they say the wrong one (e.g “by” instead of “on” for “on foot”), they are out The last one standing wins the game

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Quick Draw Split the class into two or three teams

and have each team send a student to the board

Then whisper one of the unit’s keywords to them

On your signal, they should draw as fast as possible

while their teammates guess what the keyword is

The first team to guess gets a point

Reading Race Time all the pairs to see who can

accurately read through the story the fastest Then

give them time to practice on their own, and hold the

reading race again If you want, you can even have a

third race to see whose speed improved the most

Ready, Aim, Fire Put the flashcards all over the board

Then split the students into two or three teams and

have them each send one student up to the front

Give each student a squishy or sticky ball When you

say a keyword, they should throw their ball at the

correct flashcard Anyone who hits it earns a point

for their team Anyone who hits an incorrect flashcard

loses a point for their team

Roll to Win Put the flashcards on the board and

number them from one to six Split the class into two

teams and have the team member whose turn it is roll

a die If the team says the correct key structure for

the card whose number the die landed on, they get to

take it The team that takes the most cards wins

Say and Sit Have the whole class stand up On your

signal, anyone can call out one of the keywords and

sit down Then someone else can call out a second

keyword and sit down, and so on If someone says a

keyword incorrectly, they have to stand back up and

someone else has to say the right way But if any

two students start to speak up at the same time,

everyone has to stand up and start over See how

many tries it takes to finish the whole list

Sentence Making Have the students work in pairs

Tell each pair that they have two minutes to make

as many sentences as possible using the keywords

Each correct sentence they make is worth one point

The team with the most points wins the game

Silly Verses Write the keywords on pieces of paper

and put them in different bags Create silly verses of

the song for the students to sing by having them pair

random keywords together

Sing and Draw Have the students take turns making

up and singing their own verses for the song The

others should listen and draw the things or actions

that are mentioned

Slapjack Make simple playing cards with pictures

of the keywords on them and play slapjack with the students In groups of four or five, the students should make a circle and pass out the cards evenly Explain that they should NOT look at their cards Instead, they should take turns flipping them over in

a pile in the center After each card is flipped over, all the students should say the name of its keyword Choose a special keyword for the round and write

it on the board Whenever that keyword comes up, the students should all slap it The fastest one gets

to take the entire pile of cards The first student to collect all the cards wins

Snatch Put the students in groups of four or five with copies of the flashcards in front of them, word side up Say the keywords one by one and have the students compete to be the fastest person in their group to slap the correct flashcard After a while, tell them to turn the flashcards over so that the pictures are facing up and repeat the activity

Speed Saying Teach the students a tricky phrase using the tongue twister phonics and illustrate what

it is on the board Then encourage them to say it

as fast as possible If you like, you can also have

a class-wide competition to see who can say it the most times in 10 seconds

Speed Spelling Put the students in pairs Give each pair enough paper letters to make any of the unit’s keywords Then say the keywords and see which pairs can use the letters to spell them the fastest

If you want, you can keep score and give the winning pair a small prize

Spelling Baseball Divide the students into two teams Have one team “at bat” and one team in the

“outfield.” You get to be the spelling pitcher by saying

a keyword for the batting student to spell If they get

it right, they go to a desk labeled “first base.” If they don’t get it right, it’s a pop fly, and a student from the other team can try to spell it to get the batter out If neither team spells it correctly, it counts as a strike, three of which count as an out for the batting team After three outs, the teams switch sides To score a run, a student has to pass first, second, and third base before going home However, they can only move to the next base when a teammate of theirs spells a word correctly

Spelling Detectives Write the keywords all over the board and tell the students to put their heads down Change a word, misspell it, switch the tense, or do Games and Activities

18

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whatever throws them off Then ask the students

“Spelling detectives, what’s wrong?” Call on a

student and have them spell the changed word

correctly to you If they are right, the class gets a

point If they are wrong, you get a point

Spelling Hopscotch Divide the students into two teams

and put two sets of large letters on the floor Have

one student from each team stand in front of the

letters Then say a keyword and tell the students

to hop on the letters to spell it out The rest of the

class can say the letters out loud while they do The

first student to finish wins a point for their team

Spelling Race Divide the students into two or three

teams Have each team send one student to the

board for a spelling race After you say one of the

unit’s keywords, the students should write the word

on the board as fast as possible Whoever correctly

spells the word first wins a point for their team

Spelling Relay Divide the students into two or three

teams and have each team make a line in front of

the board When you say a keyword, the first student

in each line should run to the board, write the first

letter, run back, and give the chalk or maker to the

next student, who runs up and writes the second

letter, and so on The first team to correctly spell the

word wins a point

Spin and Ask Have the students write a keyword on

a piece of paper and stick it to their shirt Then

have the class make a circle around one student

Put a blindfold on that student and then spin them

around four or five times Before taking the blindfold

off, have them point straight out Ask them a key

question for them to answer about the nearest

student they pointed at That student can then take

the first student’s place in the middle

Stand and Spell Make large, individual letters for each

of the keywords Then pass them out to the students

and say one of them The students should stand up

and arrange themselves along the classroom wall so

that they are spelling out the keyword Time them to

see how fast they can do it

Telephone Draw Have the students sit in a circle,

and give them each a stack of small, rectangular

pieces of paper Tell them to write a key sentence

on the top paper in their stack On your signal, they

should pass the entire stack to their right The next

student should read the sentence, put that card on

the bottom of the stack, and then draw a picture

about it On your next signal, they should pass it to the right again The third student should look at the picture and then write a sentence about it without looking at the original sentence Have them continue passing the stacks around the circle and alternating between writing and drawing until each person gets their original stack Then have each person look through the drawings and sentences in order

Throw and Sing Put the flashcards on the board and have a student throw a squishy ball at one of them Then have the class sing a verse from the song using that word

Toss the Ball Toss a soft, squishy ball to a student and ask them a question If they answer correctly, they get to toss the ball to a student of their choice, and that student becomes the next one to answer

a question If the first student answers incorrectly, you take the ball back and choose the next student yourself

Two Truths and a Lie Hold up an object or picture in front of the students and say three things about it Two of these statements should be true, and one should be false Try to use the key structures as much as possible The students should identify which statement is false either individually or in teams The first person or team that names the false statement gets a point

Vocabulary Basketball Divide the students into two teams Show one of the students a picture of one of the keywords and have them say and/or write it If they do so correctly, they have the chance to shoot a small, squishy ball into a box or basket If they make the shot, they earn a point for their team

Whispering Line Divide the class into two teams and have each team form a line Whisper one of the unit’s keywords into the ear of the first student in line for each team On your signal, have the students whisper the message down the line until it gets

to the last student for each team Those students must then write the correct word on the board The one who finishes first wins a point for their team Continue the game until all the words have been used

Word Unscramble Scramble all the keywords from and give them to the students Time them to see how long it takes them to unscramble them

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Student Book page 4

Warm Up

1 Introduce yourself by saying “Hi! I’m (name).” Point

to yourself and say your name a few more times

2 Encourage the students to say your name Do

this by saying your name normally and having

them repeat it Then say your name in other ways

(loudly, quietly, with a high-pitched voice, etc.) and

have the students copy you

3 Ask “What’s your name?” and have the students

take turns answering

Teaching Tip

1 Give the students nametags or make nametags

together in class Use them until everyone is

comfortable with each other’s names

2 (optional) If the students do not have English

names, allow them to choose ones from a list

A Listen and say Then practice

1 Before class, make flashcards of the days of the

week Use them to introduce the days to the

students Then chant the days from Monday to

Sunday all together as a class several times

2 Let the students listen to the recording Then

play it again and ask the students to point to

each letter and picture and say them

TR 02

1 Monday 2 Tuesday 3 Wednesday

4 Thursday 5 Friday 6 Saturday

7 Sunday

Game Suggestion

Put It in Order Put the students in small groups and give each group pieces of paper with the days of the week on them Have the students work together to place the words in the correct order and say all the days from Monday to Sunday The first group to finish wins

3 Introduce the lesson’s key structure Write it in black on the board with the day of the week in red Then practice it with the students several times

4 Afterward, point at different days in the picture and have various students say what day of the week they are using the key structure

TR 03

What day is it today? It’s Monday

1 What day is it today? It’s Monday.

2 What day is it today? It’s Tuesday

3 What day is it today? It’s Wednesday.

4 What day is it today? It’s Thursday.

5 What day is it today? It’s Friday

6 What day is it today? It’s Saturday

7 What day is it today? It’s Sunday

Lesson Objectives

To learn about the days of the week, seasons of the year, and ordinal numbers

Keywords

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

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B Listen, point, and say.

1 Use the pictures on the page to introduce the

seasons of the year Say each of the seasons

and have the students repeat after you

each number and say it

TR 04

1 spring 2 summer 3 fall 4 winter

3 Say each season and have the students act out

its weather/temperature

C Listen and say

1 As a class, count from 1 to 20 as preparation

for learning about ordinal numbers (e.g first,

second, third, etc.) If you like, you can have

the students compete to see who can do it the

fastest

Teaching Tip

Vary the students’ methods of counting to keep things

interesting For example, you could have them count

1-10 in soft voices and 11-20 in loud voices Another

method is to have the students make a circle and take

turns saying the numbers in order You can then time

them to see how fast they can do it as a group

Differentiation

For above-level students, you can demonstrate how to

spell out ordinal numbers For average or below-level

students, you can simply use the abbreviations

2 Use the objects and numbers on the page to

introduce ordinal numbers to the students

Say each of the ordinal numbers and have the

students repeat after you

Teaching Tip

To help the students distinguish between ordinal

numbers and cardinal numbers (e.g 1, 2, 3, etc.), set

up a row of three pens or pencils with different colors

Ask the students “How many pens are there?” and get

them to say “Three pens.” Then ask them “Which pen

is (color)?” and get them to say “The first/second/third

pen.”

3 Let the students listen to the recording Then play it again and ask the students to point to each ordinal number and say it

TR 05

first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth

Game Suggestion

Balloon Tap Tap a balloon in the air and say “first.” Then hit it to a student and have them say “second.” Have the students keep hitting the balloon around the class and saying ordinal numbers See if they can count from 1st-20th without letting the balloon touch the ground

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1 Special Days

Warm Up

1 Go through your greetings or opening routine

2 Say "My name is (name)." Then have the students

introduce themselves again

A Listen, point, and say

1 Use the special day flashcards to introduce the

vocabulary Say each word several times for the

students to repeat after you

2 Have the students say what they see in the

picture

each keyword and say it

TR 06

1 Thanksgiving 2 Christmas Day 3 Mother’s Day

4 Halloween 5 Valentine’s Day 6 Earth Day

Teaching Tip

Introduce some extra vocabulary words and write them

on the board so that students who want more options

in later activities can refer to them (Suggested words:

New Year’s Eve, Independence Day, Labor Day)

B Listen and circle.

1 Tell the students to listen and circle the day that is being talked about

2 Check the answer as a class

TR 07

Teacher: What’s your favorite day?

Ming: My favorite day is Earth Day.

Teacher: What do you do on Earth Day?

Ming: I plant trees with my family.

Teacher: That sounds good.

Answer Earth Day

Differentiation

For above-level students, take out a 12-month calendar and have them point out holidays from their countries Take a class vote to see which holiday is the best

Game Suggestion

Draw and Run Tape the special day flashcards on corners

or walls around the room Then have one student draw pictures related to one of the days on the board Tell the other students to run to that day’s flashcard as soon as they figure out which day it is The first person to get there can be the next person to draw

C Ask and answer.

1 Introduce the lesson’s first key structure Write

Key Structures

What’s your favorite day?

My favorite day is Valentine’s Day What’s his/her favorite day?

His/Her favorite day is Thanksgiving

Materials

CD tracks 06-10, flashcards 01-06

Lesson 1 My Favorite Day

Student Book pages 6–7

22 Unit 1 • Special Days

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it in black on the board with “your”/“my” in

red Then practice it with the students several

times

2 Show the students how “My favorite day is

(day)” can be reduced to “It’s (day)” after

a question Illustrate it by underlining both

sections and drawing an arrow from the first

one to the second one

3 Play the recording and ask the students to point

to each picture as it comes up

TR 08

What’s your favorite day? My favorite day is Valentine’s Day.

1 What’s your favorite day? My favorite day is Valentine’s Day

2 What’s your favorite day? My favorite day is Mother’s Day.

3 What’s your favorite day? My favorite day is Earth Day

4 What’s your favorite day? My favorite day is Thanksgiving.

5 What’s your favorite day? My favorite day is Halloween

6 What’s your favorite day? My favorite day is Christmas Day.

4 Use the pictures to practice the question/answer

structure as a class

5 Spread the flashcards around the board or a

central table and have the students use the

question/answer structure to talk about them

D Ask and answer.

1 Introduce the lesson’s second key structure

Write it in black on the board with “his”/“her”

in blue Then practice it with the students

several times

Teaching Tip

Demonstrate the difference between the first and

second key structures by asking a student “What’s

your favorite day?” and then pointing at another

student while still asking the same student “What’s

his/her favorite day?”

2 Point to each picture and ask the students what

they see Then play the recording and put them

in pairs to talk about the pictures using the

second key structure

TR 09

What’s his favorite day? His favorite day is Thanksgiving

What’s her favorite day? Her favorite day is Thanksgiving.

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

2 What’s her favorite day? Her favorite day is Christmas Day.

3 What’s his favorite day? His favorite day is Mother’s Day.

4 What’s her favorite day? Her favorite day is Halloween

5 What’s her favorite day? Her favorite day is Valentine’s Day.

6 What’s his favorite day? His favorite day is Earth Day.

Game Suggestion

Spin and Ask Have the students write their favorite day

on a piece of paper and stick it to their shirt Then, have the class make a circle around one student Put

a blindfold on that student and then spin them around four or five times Before taking the blindfold off, have them point straight out Then ask them “What’s his/her favorite day?” about the nearest student they pointed

at That student can then take the first student’s place

What’s Your Favorite Day?

What's your favorite day? It's Valentine's Day

What's your favorite day? It's Halloween.

What's your favorite day? It's Earth Day.

I like this day a lot!

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

What's her favorite day? It's Christmas Day.

What's their favorite day? It's Thanksgiving Day.

We like these days a lot!

3 Play the chant again and have the students do

a simple action (such as tapping their fingers) while saying it

Extra Practice

Assign pages 2-3 in the workbook as homework You can also have the students complete the worksheet on page 122 of the teacher’s book in class

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1 Special Days

Warm Up

1 Go through your greetings or opening routine Then

check the previous day’s homework or collect it

from the students

2 (optional) Go over the chant on page 94 again

3 Review the special day flashcards from the

previous lesson using the key structures “What’s

your/his/her favorite day?” and “My/His/Her

favorite day is (day).”

Game Suggestion

Snatch Put the students in groups of four or five with

copies of the lesson 1 flashcards in front of them,

word side up Say the keywords one by one and have

the students compete to be the fastest person in their

group to slap the correct flashcard After a while, tell

them to turn the flashcards over so that the pictures

are facing up

A Listen and say Then practice.

1 Use the special day activity flashcards to

introduce the day’s new vocabulary Say each

word several times and have the students repeat

after you

2 Play the recording for the students and have

them point to each picture as they hear its

keyword

TR 11

1 make cards 2 hug my mom 3 plant trees

4 eat turkey 5 wear a costume 6 open presents

it in black on the board with the key parts

in red to make it easy for the students to understand

4 Play the recording for the students

TR 12

What do you do on Valentine’s Day? I make cards.

1 What do you do on Valentine’s Day? I make cards

2 What do you do on Mother’s Day? I hug my mom

3 What do you do on Earth Day? I plant trees

4 What do you do on Thanksgiving? I eat turkey.

5 What do you do on Halloween? I wear a costume.

6 What do you do on Christmas Day? I open presents

5 Have the students practice the key structure

Lesson 2 Special Activities

Trang 25

using the pictures and actions that you created

together This can be done as a class or as pair

work

Game Suggestion

Find Your Partner Write the keywords from lessons 1

and 2 on slips of paper and divide the class in half

Give half the students the lesson 1 keywords and have

them stand on one side of the room Then give the

other half the lesson 2 keywords and have them stand

on the other side On your signal, the students should

find the student on the other side of the room with the

keyword that matches theirs (e.g Earth Day – plant

trees) Then have them practice the key structures

Differentiation

For below-level students, the above activity can be

done with entire sentences written on the slips of

paper instead of just keywords

B Stick Then ask and answer.

Write it on the board in black with the key

parts in blue to make it easy for the students to

understand

2 Emphasize that “do” is used before “you” in

the key structure question while “does” is used

before “he”/“she.” Similarly, emphasize that the

key structure verbs after “He”/“She” must have

“-s” on the end

3 Play the recording and have the students put

the stickers on the pictures

TR 13

What does he do on Mother’s Day? He hugs his mom.

What does she do on Mother’s Day? She hugs her mom.

hug, hugs, make, makes, open, opens, wear, wears, plant, plants,

eat, eats

1 What does he do on Mother’s Day? He hugs his mom

2 What does she do on Valentine’s Day? She makes cards

3 What does she do on Christmas Day? She opens presents

4 What does he do on Halloween? He wears a costume.

5 What does he do on Earth Day? He plants trees.

6 What does she do on Thanksgiving? She eats turkey

4 Put the students in pairs and have them use the

pictures to practice the key structures

Teaching Tip

Use a random method to divide the students in pairs, like choosing names out of a hat; rolling a die; playing rock, paper, scissors; or guessing a number

Song

1 Say the lines from the song and have the students repeat them Do this a few times until the students are familiar with the lyrics

2 Play the recording and have the students listen

to the music Then play it again and have them sing along

TR 14

What Do You Do on Valentine’s Day?

What do you do on Valentine’s Day?

I make cards I make cards

What do you do on Christmas Day?

I open presents I open presents.

What does he do on Mother’s Day?

He hugs his mom He hugs his mom.

What does he do on Halloween?

He wears costumes He wears costumes.

What does she do on Earth Day?

She plants trees She plants trees

What does she do on Thanksgiving?

She eats turkey She eats turkey.

3 Sing the song once more, but before starting encourage the students to think of some actions

or gestures for the song

4 Play the instrumental version of the song and have the students sing along while doing the actions or gestures they came up with

Extra Practice

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1 Special Days

Warm Up

from the students

2 (optional) Practice the song on page 94 again Play

the music and sing along while the students listen

and/or sing along

3 Ask the students if they remember the actions and

gestures they created and have them use them

while they sing the song as a class

4 Afterward, review the flashcards from lessons 1 and

2 using the key structures “What’s your favorite

day? My favorite day is (day),” and “What do you do

on (day)? I (action).”

Game Suggestion

Quick Draw Split the class into two or three teams and

have each team send a student to the board Then

whisper one of the unit’s keywords to them On your

signal, they should draw as fast as possible while their

teammates guess what the keyword is The first team

to guess gets a point

A Listen Then act it out.

1 Have the students look at the pictures Ask

them what they can see

2 Play the recording and let the students listen to the story once Play it a second time and ask them to point at each character that is talking

TR 15

Tim: Ming, what are you doing?

Ming: I’m looking at the calendar

Tim: Wow, Christmas is coming soon I’m so excited!

Ming: So am I!

Tim: What’s your favorite day?

Ming: My favorite day is Christmas Eve

Tim: What do you do on Christmas Eve?

Ming: I decorate a Christmas tree with my family How about you, Tim? What’s your favorite day?

Tim: My favorite day is Valentine’s Day.

Ming: Why? Is there a special reason?

Tim: I eat lots of chocolate then I’m very popular!

Differentiation

For below-level students, pause the recording after each line, act it out in front of them, and have them repeat it

3 Read the story to the students Try to change your voice to match the characters

Teaching Tip

Have the boys repeat Ming’s lines with high voices and the girls repeat Tim’s lines with deep voices to make things more fun!

4 Pause after each scene to check the students’ comprehension and their understanding of any

Lesson Objectives

To read and answer questions about

a comic related to the key vocabulary

To complete and present an individualized comic

Trang 27

new words or expressions.

5 Have the students practice saying the lines in

the story as a class

6 When the students have a good grasp of the

language, have them work in pairs to practice it

7 Have the pairs take turns acting the story out

in front of the class You can choose whether to

have them try it with or without their student

books

Teaching Tip

Bring in props like a calendar and paper Christmas tree

for the students to use in their acting

Game Suggestion

Look It Up Have all the students sit down and open

their books to the reading passage Then say a word

from the passage and tell the students to find it as

fast as possible As soon as they find it, they should

stand up and read out the line it is in The fastest

person to find it wins

8 Afterward, read the question at the bottom

of the page (“What do you do on Christmas

Eve?”) Have the students answer the question

individually or work in pairs and talk about it

with their partner

B Choose the correct answers

1 Ask the students to choose the correct answers

2 Check the answers as a class

Answers 1 c 2 b 3 b

C Make your own story.

1 Have the students work in pairs and turn to

page 99

2 Explain to the students how to fill in the blanks,

circle their preferred options, and use the

stickers to make their own story Then have

them practice their story together

Teaching Tip

It may be helpful to make a big version of the story to put on the board This can be used to demonstrate how

to complete the story

3 Ask each pair to act out their story in front of the class You can choose whether to have them try it with or without their books

Teaching Tip

Have the students act out their stories again, but tell them to pretend that all of the characters in them are excited, angry, sad, etc

1 Jake makes a fake snake, and Kate hates it

2 Mike’s white bike and kite are nice.

3 Read the tongue twisters out loud to the class Ask the students what the letters “a” and “i” sound like in the combinations “a_e” and “i_e” and have them underline the “a_e” and “i_e” words in their books

4 Practice reading the sentences a few times as a class Then have the students take turns saying the tongue twisters on their own

Differentiation

For above-level students, slowly say the tongue twisters faster and faster until you are speaking at a normal speed with normal enunciation for a native speaker Encourage the students to do the same to see if they can match your speed and inflection

Extra Practice

Assign pages 6-7 in the workbook as homework

Trang 28

1 Special Days

Warm Up

from the students

2 Go through the flashcards from lessons 1 and 2

with the students using the key structures “What’s

your favorite day? My favorite day is (day),” and

“What do you do on (day)? I (action).”

3 (optional) Do the chant and song on page 94

again Encourage the students to stand up and act

out the lyrics while they chant or sing

Game Suggestion

Identify Write all the keywords on the board and

split the students into two or three teams Have one

student from each team come to the front of the class

Read a word definition out loud or show a picture, and

have the students ring a bell or raise their hands if

they know which keyword goes with it Ask the student

who reacts first to the definition what the answer is

If their answer is correct, they get a point for their

team If it is incorrect, the other student(s) may have a

chance to answer Continue until all the keywords have

been used

A Look and write.

1 Review how to spell the different special day and special day activity keywords with the students

Game Suggestion

Speed Spelling Put the students in pairs Give each pair enough paper letters to make any of the unit’s keywords Then say the keywords and see which pairs can use the letters to spell them the fastest If you want, you can keep score and give the winning pair a small prize

2 Have the students look at the pictures and say what they see Then tell them to fill in the blanks with keywords and phrases from the unit Check the answers as a class

Teaching Tip

Show pictures of Valentine’s Day, Earth Day, and Christmas celebrations to the students and have them make sentences similar to the ones in exercise A

Answers

1 Halloween, wears a costume

2 Mother’s Day, hugs her mom

3 Thanksgiving, eats turkey

Trang 29

B Listen and choose.

2 Play the recording and tell the students to

choose the correct pictures Check the answers

as a class

TR 17

1 What’s your favorite day?

My favorite day is Earth Day

2 What’s his favorite day?

His favorite day is Thanksgiving

3 What do you do on Valentine’s Day?

I make cards for my friends

4 What does Mike do on Christmas Day?

He opens presents

Answers 1 b 2 a 3 b 4 a

Differentiation

For above-level students, say various sentences with

the keywords and phrases at a normal speed for native

speakers If they can easily understand them, increase

your speed until you are speaking extremely fast See if

any of the students can copy you

Presentation

1

1 Explain to the students that they will make and

present a poster in this task

2 Have each student pick a favorite day

3 Put the students in pairs and have them ask

and answer the key questions Then tell them

to draw posters about their partner’s favorite

holiday Emphasize that they should NOT draw

a poster about their own favorite holiday

Teaching Tip

Demonstrate how to complete Step 1 with a student

volunteer in front of the class Ask the student the key

questions and then draw a quick poster on the board

based on their answers

4 Have the students complete the sentences with

their partner’s name, favorite day, and favorite

day activity

2

Once the students are finished writing, have them take turns presenting their posters at the front of the class

Teaching Tip

Use a random method (rolling a die, spinning a wheel, picking names out of a hat, etc.) to select the order that the students have to present in

Differentiation

For below-level or extremely shy students, you can choose to allow them to present their posters to a partner instead of in front of the class

Extra Practice

Trang 30

1 Special Days

Warm Up

from the students

2 Briefly review the vocabulary from lessons 1 and 2

Game Suggestion

Sentence Making Have the students work in pairs Tell

each pair that they have two minutes to make as

many sentences as possible using the keywords from

lessons 1 and 2 Each correct sentence they make is

worth one point The team with the most points wins

the game

A Listen and read

1 Have the students look at the picture Ask

them what they can see Then ask what kind of

costumes they like

2 Tell the students what the passage will be about

and introduce any new vocabulary

3 Play the recording of the passage for the

students

TR 18

Happy Halloween Halloween is many children’s favorite holiday They dress up as ghosts, vampires, princesses, or superheroes Then they knock

on people’s doors and say, “Trick or treat.” The adults give them candy That is the children’s favorite part of Halloween.

With their families, the children make jack-o’-lanterns These are pumpkins with faces Then they put candles inside them

Do you like fun holidays? Why not celebrate Halloween this year?

4 Read the passage to them Then read it as a class

5 Have the students read the passage once again either individually or as a class

Teaching Tip

If possible, bring in masks, accessories, or simple costumes to class Tell the kids that they are going

to dress up and have their own mini class Halloween

As part of it, they can have a jack-o’-lantern drawing contest and say “Trick or treat” to get one or two pieces of candy

B Choose the correct answers.

1 Have the students complete the reading comprehension questions

Lesson 5 Skills Up!

Trang 31

For above-level students, tell them to close their books

and then ask them more questions about the reading

A Look and learn

1 Go over possessive adjectives (“my,” “your,”

“his,” “her,” “our,” “their,” “its”) with the

students

2 Read the chart as a class

Teaching Tip

Use objects around the classroom to demonstrate the

difference between all the possessive adjectives For

example, point at your board chalk or marker and say

“my chalk/marker.” Then stand in front of a student,

point at their pencil or pen, and say “your pencil/pen.”

Another method is to point at a student’s object, say

“your (object),” and have them say “my (object)” before

the class as a whole says “his/her (object).” Then

go around the room and do the same thing for each

student

B Look and circle

2 Tell the students to circle the correct word to

complete each sentence

3 Check the answers as a class or have the

students work in pairs to check their answers

Answers 1 my 2 your 3 his

4 her 5 Its 6 Their

Game Suggestion

Picture Description Have the students draw pictures of

their bedrooms and present them by saying “This is my

room This is my (object) …” Then collect the pictures

and randomly pass them back out to the students

so that they each have a different person’s picture

Have them present the pictures again using their

classmates’ names and “his”/“her” instead of “my.”

C Unscramble and write

1 Explain to the students that they need

to unscramble and write the sentences If necessary, demonstrate how with the first sentence on the board

2 Check the answers as a class or have the students work in pairs to check their answers

Answers

1 That is his soccer ball.

2 Our bedrooms are big

3 My umbrella is purple.

4 Her favorite day is Halloween.

5 What is Jack’s favorite day?

Differentiation

For lower-level students, bring in copies of the sentences and have them cut out the words so that they can move them around on their desks

Extra Practice

Trang 32

2 Today

Warm Up

from the students

2 Ask the students what day of the week it is and

what they usually do on that day

3 As a class, count from 1 to 20 as preparation for

learning about ordinal numbers If you like, you can

have the students compete to see who can do it

the fastest

A Listen, point, and say

1 Use the month flashcards to introduce the

vocabulary Then ask the students “What month

is it now?”

2 Let the students listen to the recording Then play

it again and ask the students to say each keyword

TR 19

1 January 2 February 3 March

4 April 5 May 6 June

7 July 8 August 9 September

10 October 11 November 12 December

Game Suggestion

Bingo Have the students create simple 3×3 grids and

write a month name in each space If you want, the

center space can be a free space for each of them Then play bingo by saying random month names and having the students cross them off their grids The first student to get three in a row can say “Bingo!” and get a prize, if you wish

B Listen and circle Amy’s birthday

1 Tell the students to listen and circle the date that is mentioned

2 Check the answer as a class

TR 20

Ming: Tim, what’s the date today?

Tim: It’s March 20th.

Ming: Really? Today is Amy’s birthday

Tim: How about buying a flower for her?

Ming: That’s a good idea!

Answer March 20th

Differentiation

For above-level students, ask the question “What’s the date today?” If the students have a hard time answering, let them point it out on a calendar

C Ask and answer

it in black on the board with the month in red

Lesson 1 Today’s Date

Student Book pages 16-17

Unit 2 • Today

32

Trang 33

and the date in blue Then practice it with the

students several times

2 Explain to the students that dates use ordinal

numbers (i.e first, second, third, etc.) instead

of cardinal numbers (i.e one, two, three, etc.)

Write “1st,” “2nd,” “3rd,” “4th-20th,” “21st,”

“22nd,” “23rd,” “24th-30th,” and “31st” on the

board Show the students how each number is

pronounced Emphasize that numbers ending

in “1,” “2,” and “3” are irregular except for

“11th,” “12th,” and “13th,” which aren’t

Differentiation

For above-level students, you can demonstrate how to

spell out ordinal numbers For average or below-level

students, you can simply use the abbreviations

3 Play the recording and ask the students to

look and point at the pictures under the key

structure

TR 21

What’s the date today? It’s January 3rd.

1 What’s the date today? It’s January 3rd

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

3 What’s the date today? It’s May 18th.

4 What’s the date today? It’s July 7th.

5 What’s the date today? It’s October 29th.

6 What’s the date today? It’s December 12th

4 Use the pictures to practice the question/answer

structure as a class

5 Have the students work in pairs and practice

using the question and answer structures to talk

about the pictures

Game Suggestion

Higher or Lower Have a student choose any date for

the other students to guess The other students do

this by saying a month and asking “Higher or lower?”

until they eventually pinpoint which month the first

student’s date is in Then they do the same thing with

the number The student that guesses it right can

choose the next date

D Ask and answer Then write

Then practice it with the students several times

2 Put the students in groups to complete the

table

TR 22

When is your birthday? It’s February 8th.

E Ask your teacher about his/her birthday

1 Encourage the students to ask you about your birthday

2 If you are comfortable with it, you can encourage them to guess your age as well

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

It’s May, May, May 15th.

Now let’s learn the rest

July, August, September, (clap!) October, November, December (clap! clap!)

July, August, September, (clap!) October, November, December Oh, yeah!

It’s July, July, July 16th.

3 Play the chant again and have the students do

a simple action (such as clapping their hands) while saying it

Extra Practice

Trang 34

2 Today

Warm Up

from the students

2 (optional) Go over the chant on page 94 again

3 Review the month flashcards from the previous

lesson and go over the key structures “What’s

the date today? It’s (date),” and “When is your

birthday? It’s (date).”

Game Suggestion

Date Drills Split the students into groups and give each

group a calendar Then do “date drills” where you say a

date and the students have to find it in their calendars

as fast as possible The fastest group in each round

gets a point

A Listen and say Then practice.

1 Use the flashcards to introduce the vocabulary

Say each word several times and have the

students repeat after you

2 Play the recording for the students Then play it

again and tell the students to act out each type

of weather when they hear it

TR 24

1 sunny 2 cloudy 3 rainy

4 snowy 5 foggy 6 windy Differentiation

For above-level students, show pictures of multiple types of weather at the same time (e.g cloudy and rainy, sunny and windy, etc.) Have them identify all the types of weather in the picture before drawing pictures

of their own weather combinations

it on the board with the type of weather in red Then point outside and ask about the real weather today

4 Play the recording for the students Have them point at each picture when they hear its weather

TR 25

How’s the weather today? It’s sunny.

1 How’s the weather today? It’s sunny

2 How’s the weather today? It’s cloudy

3 How’s the weather today? It’s rainy

4 How’s the weather today? It’s snowy

5 How’s the weather today? It’s foggy

6 How’s the weather today? It’s windy.

5 Practice the structure as a class using the weather outside This can be done as a class or

Lesson 2 Today’s Weather

Unit 2 • Today

34

Trang 35

6 Have the students work in pairs and use the

pictures to practice the structure

B Ask and answer.

Write it on the board with the weather in red

and the place name in blue

2 Play the recording for the students Then play it

again and tell the students to act out each type

of weather when they hear it

TR 26

How’s the weather in Paris? It’s snowy.

1 How’s the weather in Paris? It’s snowy

2 How’s the weather in Seoul? It’s rainy

3 How’s the weather in London? It’s windy

4 How’s the weather in New York? It’s sunny

5 How’s the weather in Sydney? It’s foggy

6 How’s the weather in Mexico City? It’s cloudy

Teaching Tip

Use a world map to show the students where all the

cities in the activity are Then ask them to point out

any other famous cities that they know of

Differentiation

For below-level students or students who aren’t familiar

with world geography, use cities from their country

instead until they’re comfortable with the structure

Speaking Task

1 Put the students in pairs and have them choose

who will be Student A and who will be Student

B Explain that Student B needs to turn to page

107

2 Demonstrate that Student A and Student B

need to take turns asking and answering about

the weather in the cities below

3 Encourage the students to draw or color in the

weather for each city once they know what it

is If they aren’t able to draw very well, they

can use the weather symbols above the map

instead

4 Read the question at the bottom of the page

(“Which city is rainy?”) Have all the students

point to London

Teaching Tip

If there is enough time, point out the buildings or monuments in the pictures Ask the students to identify them If they can’t, tell them what they are called and explain why they are famous

Song

1 Say the lines from the song and have the students repeat them Do this a few times until the students are familiar with the lyrics

2 Play the recording and have the students listen

to the music Then play it again and have them sing along

TR 27

How’s the Weather Today?

Look outside What do you see? How’s the weather today?

Oh no! Oh no! It’s cloudy and rainy!

Oh no! Oh no! It’s snowy and windy!

Oh no! Oh no! It’s foggy and rainy!

Oh yes! Oh yes! It’s pretty and sunny!

3 Sing the song once more, but before starting encourage the students to think of some actions

or gestures for the song

4 Play the instrumental version of the song and have the students sing along while doing the actions or gestures they came up with

Trang 36

2 Today

Warm Up

from the students

2 (optional) Practice the song on page 95 again Play

the music and sing along while the students listen

and/or sing along

3 Ask the students if they remember the actions and

gestures they created and have them use them

while they sing the song as a class

4 Afterward, review the flashcards from lessons 1

and 2 using the key structures “What’s the date

today? It’s (date),” “When is your birthday? It’s

(date),” and “How’s the weather today/in (place)?

It’s (weather).”

Teaching Tip

Rather than just focusing on the meaning of

the vocabulary, spend some time focusing on

pronunciation, particularly on the names of the months

Emphasize to the students that the syllables in the

months are stressed differently (e.g JA-nu-a-ry vs

Sep-TEM-ber) Have them go through the month verses of

the chant on page 94 until they know exactly how to

stress each month’s name properly

Game Suggestion

Weather Stations Set up six different “weather stations” around the room, one for each weather keyword Split the students into six different groups and have them rotate around the stations on your signal As soon

as they get to each station, they should write the keyword and draw a picture of it and bring it to you The first team that finishes and answers the question

“How’s the weather today?” gets a point Repeat this game until all the groups have been to all the weather stations

A Listen Then act it out.

1 Have the students look at the pictures Ask them what they can see

2 Play the recording and let the students listen to the story once Play it a second time and ask them to point at each character while they are talking

TR 28

Ming: Mom, what’s the date today?

mom: It’s October 11th

Ming: Oh no! It’s Tim’s birthday

mom: Where are you going, Ming?

Ming: To the gift shop I’m going to buy a notebook for Tim How’s the weather today?

mom: The TV says it’s sunny

Ming: Uh-oh, it’s cloudy and windy Oh no! It’s raining really hard! mom: Poor Ming!

Lesson Objectives

a comic related to the key vocabulary

To complete and present an individualized comic

Trang 37

3 Read the story to the students Try to change

your voice to match the characters

4 Pause after each scene to check the students’

comprehension and their understanding of any

new words or expressions

Differentiation

For above-level students, ask if they can think of any

solutions to Ming’s problem (getting caught in the

rain) List their ideas on the board and take a vote to

choose the best one

5 Practice saying the lines in the story as a class

6 When the students have a good grasp of the

language, have them work in pairs to practice

it

7 Have the pairs take turns acting the story out

in front of the class You can choose whether to

have them try it with or without their student

books

8 Afterward, read the question at the bottom of

the page (“How’s the weather today?”) Have

the students answer it individually or work in

pairs and talk about it with their partner

B Choose the correct answers

1 Ask the students to choose the correct answers

and number the pictures in question number

three

Answers 1 b 2 b 3 2, 1, 3

Game Suggestion

Chronological Arrangement Put the students in groups

of two or three and tell them all to close their books

Then give each group pieces of paper with one line

from the story each On your signal, all the groups

should try to arrange the lines into their proper order

as fast as possible The first group to finish wins

C Make your own story.

1 Have the students work in pairs and turn to

page 100

2 Explain to the pairs how to fill in the blanks,

circle the options, and use the stickers to make

their own story Then have them practice their story together

Differentiation

For below-level students, you can ask about today’s date and who has the next birthday to help get them started on the first two boxes

3 Ask each pair to act out their story in front of the class You can choose whether to have them try it with or without their books

1 The thirsty girl is in her dirty shirt and skirt

2 Her father and mother were in the desert in November

3 Read the tongue twisters out loud to the class Ask the students what the letter combinations

“ir” and “er” sound like and have them underline the “ir” and “er” words in their books

Teaching Tip

Write some words with the letter combination “ur”

on the board (e.g “fur,” “turn,” “nurse,” etc.) Point out to the students that the letter combinations “ir,”

“er,” and “ur” all sound the same even though they have different vowels Tell them that this is good news because it makes their pronunciation easy, but that it

is also bad news because it makes their spelling hard Encourage them to practice spelling “ir,” “er,” and “ur” words so that they can avoid spelling mistakes

4 Practice reading the sentences a few times as a class Then have the students take turns saying the tongue twisters on their own

Extra Practice

Trang 38

2 Today

Warm Up

from the students

2 Go through the flashcards from lessons 1 and

2 with the students using the key structures

“What’s the date today? It’s (date),” “When is

your birthday? It’s (date),” and “How’s the weather

today/in (place)? It’s (weather).”

3 (optional) Do the chant and song on pages 94-95

again Encourage the students to stand up and act

out the lyrics while they chant or sing

Game Suggestion

Whispering Line Divide the class into two teams and

have each team form a line Whisper one of the unit’s

keywords into the ear of the first student in line for

each team On your signal, have the students whisper

the message down the line until it gets to the last

student for each team Those students must then write

the correct word on the board The one who finishes

first wins a point for their team Continue the game

until all the words have been used

A Look and write.

1 Review how to spell the different month and

weather keywords with the students

Game Suggestion

Spelling Race Divide the students into two or three teams Have each team send one student to the board for a spelling race After you say one of the unit’s keywords, the students should write the word on the board as fast as possible Whoever correctly spells the word first wins a point for their team

2 Have the students look at the pictures and say what they see Then tell them to fill in the blanks with key words from the unit Check the answers as a class

in Exercise A

B Listen and choose.

1 Have the students look at the pictures Ask them what they can see

Trang 39

Teaching Tip

Explain to the students that usually the pictures/

options in listening tests only have minor differences If

they can identify what these differences are before the

test starts, they will know what to listen for during the

test

2 Play the recording and tell the students to

choose the correct pictures Check the answers

as a class

TR 30

1 What’s the date today? It’s July 9th

2 What’s the date today? It’s April 23rd

3 How’s the weather today? It’s foggy

4 How’s the weather in London? It’s windy and cloudy

Answers 1 b 2 b 3 a 4 a

Game Suggestion

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

different date written on it and tell them not to show

it to anyone else Then tell the class that they need to

line themselves up from the earliest date to the latest

date by asking and answering “What’s the date today?”

Time them to see how long it takes

Speaking Task

1 Have the students say what they see in the

pictures

2 Explain the rules Two students take turns

moving around the board by flipping a coin

and moving one space if it lands on heads and

two spaces if it lands on tails On each space,

the student whose turn it is answers the key

question that their partner asks This question

is “What’s the date today?” if the square has a

calendar and “How’s the weather today?” if the

square has a weather picture

3 After each pair of students has finished, ask

them the question at the bottom of the page

(“Who finished first?”)

Differentiation

For below-level students, you can play the board game

as a class by splitting the students into two teams and having them all say the questions and answers together

Extra Practice

Trang 40

2 Today

Warm Up

from the students

2 Briefly review the vocabulary from lessons 1 and 2

Game Suggestion

Back Tracing Have the students sit in a circle, or make

team lines if you have a larger class Choose one of

the unit’s keywords and tell it to the first student in

the circle or in each line On your signal, the student(s)

should trace the word onto the back of the person in

front of them That person then does the same thing

to the next person and so on until the word reaches

the end of the line The last student should run up and

write the word on the board If it is the correct word,

the team (or whole class) wins the game

A Listen and read.

1 Have the students look at the picture Ask them

what they can see Then show the students

a world map Ask them if they know where

London and Sydney are

2 Tell the students what the passage will be about

and introduce any new vocabulary

Teaching Tip

Use a world map to introduce the compass directions (i.e north, south, east, and west) to the students Ask them what is north, south, etc of their city or country

3 Play the recording of the passage for the students

TR 31

World Weather The earth has two parts, the north and the south These two parts have opposite weather

In the north, December is a winter month What is the weather like? It is cold and snowy But in the south, December is a summer month It is hot and sunny In London, you can enjoy a beautiful snowy Christmas But in Sydney, you can celebrate a warm Christmas at the beach!

4 Read the passage to the students Then read it

as a class

5 Have the students read the passage once again either individually or as a class

B Choose the correct answers.

1 Have the students complete the reading comprehension questions

Answers 1 c 2 b 3 c

Lesson Objectives

a text on world weather

To review the impersonal subject “it”

Lesson 5 Skills Up!

Unit 2 • Today

40

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