Come on everyone 4 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

44

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Come On, Everyone

Teacher’s Book 4

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: 979-11-253-0995-6 Teacher’s Book with DVD-ROM 4

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; Early Spring; James Horvath; Steve Wood (Advocate Art);

Christos Skaltsas (Advocate Art)

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:

Shutterstock pp 129, 132

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Contents

Scope and Sequence 4

Introduction 6

Unit Guide 9

Games and Activities 14

Starter 20

Unit 1 School Clubs 22

Unit 2 Dream Jobs 32

Review 1 42

Unit 3 In Town 44

Unit 4 At the Festival 54

Review 2 64

Unit 5 Vacation Plans 66

Unit 6 On Vacation 76

Review 3 86

Unit 7 Health 88

Unit 8 Habits 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 School

Clubs

Vocabulary: Our Favorite Clubs yoga club, music club, drama club, knitting club, robotics club, magic club

Vocabulary: Club Activities

do yoga, play instruments, perform in plays, knit gloves, build robots, do magic tricks Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingClub Posters (Social Studies)Structures

A: Which club do you like best? B: I like the music club best.

A: Which club does he like best? B: He likes the yoga club best.

Structures A: Do you like to do yoga? B: Yes, I do / No, I don’t

A: Does he like to perform in plays?

B: Yes, he does / No, he doesn’t He likes to knit gloves.

Vocabulary: Things to Do interview famous people, create new clothes, draw funny cartoons, go to space, win gold medals, play a superhero Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingFun Jobs (Social Studies)Structures

A: What do you want to be?

B: I want to be a cartoonist/an astronaut.

A: What does he want to be?

B: He wants to be a reporter/an athlete.

Structures A: What do you want to do?

B: I want to interview famous people.

A: What does she want to do?

B: She wants to go to space.

Vocabulary: What I Did

go shopping, get a haircut, buy some fruit, borrow a book, watch a movie, walk my dog Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingLet’s Have Blueberry Pie! (Math)Structures

A: Where were you yesterday? B: I was at the park.

A: Where was he yesterday? B: He was at the mall.

Structures A: What did you do yesterday? B: I went shopping.

A: What did she do yesterday? B: She borrowed a book.

Vocabulary: What We Did eat a hotdog, buy a T-shirt, see a clown, win a prize, get a map, get a bandage Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingThe Cooper’s Hill Cheese-Rolling Festival

(Social Studies) Structures

A: Were you at the hotdog cart? B: Yes, I was / No, I wasn’t.

A: Was she at the dart game booth?

B: Yes, she was / No, she wasn’t She was at the information tent.

Structures A: Did you eat a hotdog? B: Yes, I did / No, I didn’t.

A: Did he buy a T-shirt?

B: Yes, he did / No, he didn’t He saw a clown.

go to a soccer camp, go to the beach

Vocabulary: Camping Things

a flashlight, a tent, a sleeping bag, a swimsuit, sunscreen, bug spray Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingHow to Make a Volcano (Science)Structures

A: What are you going to do on vacation?

B: I’m going to travel to Paris.

A: What’s she going to do on vacation?

B: She’s going to visit her grandparents.

Structures A: Are you going to take a flashlight with you?

B: Yes, I am / No, I’m not.

A: Is she going to take a tent with her?

B: Yes, she is / No, she isn’t.

Vocabulary: Beach Things big–bigger, small–smaller, clean–cleaner, dirty–dirtier, pretty–prettier, ugly–uglier Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingMy Family’s Beach Day (Math)Structures

He’s tall She’s taller.

A: Who’s older, Dave or Ken?

B: Dave is older.

Structures The red swim tube is bigger than the blue one.

A: Which towel is cleaner?

B: The white towel is cleaner than the pink one.

Vocabulary: Getting Better take some medicine, stay in bed, blow your nose, take your temperature, drink some hot tea, see a dentist Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingHow to Stay Healthy (Health)Structures

A: What’s the matter? B: I have a fever

A: What’s the matter? B: She has a stomachache.

Structures A: I have a headache B: You should take some medicine.

A: He has a runny nose B: He should blow his nose.

Vocabulary: Healthy Habits brush my teeth, get enough sleep, take a shower, work out (always, usually, sometimes, never) Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingEating Heathy (Health)Structure

Drinking lots of water is good Skipping breakfast isn’t good.

Structure A: How often do you brush your teeth?

B: I always brush my teeth.

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Unit Title Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Vocabulary: Club Activities

do yoga, play instruments, perform in plays, knit gloves, build robots, do magic tricks Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingClub Posters (Social Studies)Structures

A: Which club do you like best? B: I like the music club best.

A: Which club does he like best? B: He likes the yoga club best.

Structures A: Do you like to do yoga? B: Yes, I do / No, I don’t

A: Does he like to perform in plays?

B: Yes, he does / No, he doesn’t He likes to knit gloves.

astronaut

Vocabulary: Things to Do interview famous people, create new clothes, draw funny

cartoons, go to space, win gold medals, play a superhero Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingFun Jobs (Social Studies)Structures

A: What do you want to be?

B: I want to be a cartoonist/an astronaut.

A: What does he want to be?

B: He wants to be a reporter/an athlete.

Structures A: What do you want to do?

B: I want to interview famous people.

A: What does she want to do?

B: She wants to go to space.

Vocabulary: What I Did

go shopping, get a haircut, buy some fruit, borrow a book, watch a movie, walk my dog Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingLet’s Have Blueberry Pie! (Math)Structures

A: Where were you yesterday? B: I was at the park.

A: Where was he yesterday? B: He was at the mall.

Structures A: What did you do yesterday? B: I went shopping.

A: What did she do yesterday? B: She borrowed a book.

first aid tent, stage

Vocabulary: What We Did eat a hotdog, buy a T-shirt, see a clown, win a prize,

get a map, get a bandage Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingThe Cooper’s Hill Cheese-Rolling Festival

(Social Studies) Structures

A: Were you at the hotdog cart? B: Yes, I was / No, I wasn’t.

A: Was she at the dart game booth?

B: Yes, she was / No, she wasn’t She was at the information tent.

Structures A: Did you eat a hotdog? B: Yes, I did / No, I didn’t.

A: Did he buy a T-shirt?

B: Yes, he did / No, he didn’t He saw a clown.

go to a soccer camp, go to the beach

Vocabulary: Camping Things

a flashlight, a tent, a sleeping bag, a swimsuit, sunscreen, bug spray Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingHow to Make a Volcano (Science)Structures

A: What are you going to do on vacation?

B: I’m going to travel to Paris.

A: What’s she going to do on vacation?

B: She’s going to visit her grandparents.

Structures A: Are you going to take a flashlight with you?

B: Yes, I am / No, I’m not.

A: Is she going to take a tent with her?

B: Yes, she is / No, she isn’t.

He’s tall She’s taller.

A: Who’s older, Dave or Ken?

B: Dave is older.

Structures The red swim tube is bigger than the blue one.

A: Which towel is cleaner?

B: The white towel is cleaner than the pink one.

A: What’s the matter? B: I have a fever

A: What’s the matter? B: She has a stomachache.

Structures A: I have a headache B: You should take some medicine.

A: He has a runny nose B: He should blow his nose.

junk food, eat vegetables, eat late at night

Vocabulary: Healthy Habits brush my teeth, get enough sleep, take a shower, work out

(always, usually, sometimes, never) Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingEating Heathy (Health)Structure

Drinking lots of water is good Skipping breakfast isn’t good.

Structure A: How often do you brush your teeth?

B: I always brush my teeth.

Phonics

oi, oy Presentation My Habits Minibook GrammarGerunds & Frequency Adverbs

Review 4

StarterVocabulary: Jobs, School Rooms firefighter, police officer, cook, vet, nurse, mechanic, music room, science lab, gym, art room, cafeteria, nurse’s office

Structures A: What’s his job? B: He’s a firefighter.

A: Where’s the cafeteria? B: It’s next to the art room / It’s across from the science lab / It’s between the art room and the nurse’s office.

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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

Picture Cards

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

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

students take the placement tests online

88 Introduction

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Unit Guide

Lesson 1

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

Reading

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

Grammar

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

complete writing exercises to practice it

12 Unit Guide

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Review

Reader’s Theater Storybook

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

B The students 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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Games and Activities

10-Second Draw Write the keywords on slips

of paper and put them in a hat or bag Have

a student choose one at random and read it

out loud Then tell the class that they have 10

seconds to draw it When the time is up, have

everyone hold up their drawings and vote on the

best one The student that wins gets to choose

the next keyword

Around the World Tell the students to make a circle

or line and have two of them stand up Show them

a flashcard and have them make a sentence with

it as fast as they can The first student to say a

correct sentence wins the round and moves to

stand by the next student while the losing student

sits down Repeat the activity with the next two

students and continue through the circle or line

in this way The student who wins the last round

wins the game

Backwards Quiz Tell the students that instead of

giving the answer to a question, they should say

the question for an answer Say a sentence and

tell the students to raise their hand as soon as

they know its question The fastest student to

raise their hand and say the correct question wins

a point

Bingo Have the students create simple 3 x 3

grids and write an item name in each space If

you want, the center square can be a free space

Then play bingo by saying random item names and

having the students cross them off their grids The

first student to get three in a row and say “Bingo!”

wins the game

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 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 put another chip down The first player to have chips 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 show them a flashcard picture 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

Charades Write out the keywords on small pieces

of paper and put them into a hat Have the students take turns choosing and acting them out

While they are acting, ask the rest of the students the key question The first person to answer correctly with a full sentence gets to act next

Choose and Chant Put pictures of the keywords into

a bag and have the students take turns choosing them As soon as they choose one, the rest of the class should do a verse of the chant using it

Chronology Race Write a sequence of four or five sentences summarizing a reading passage 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

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

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

work better with certain key structures than others

14 Games and Activities

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while, have the two circles switch places At the

end of the activity, the student with the most

signatures wins

Crazy Blanks Create a short story 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 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 to the

rest of the class Have them take turns describing

the picture to the student at the board for them

to draw When they are finished, compare the

student’s drawing to the original picture

Draw and Run Tape the flashcards in different

corners of the room Then have one student draw

one of the keywords on the board Tell the other

students to run to that keyword’s flashcard as

soon as they figure out what it is The first person

there can be the next to draw

Draw It 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

Duck, Duck, Goose Draw or write the keywords on

the board Have the students either sit or stand

in a circle and play duck, duck, goose However,

instead of saying “goose,” the student going

around the circle should say a keyword instead

When they do, they and the student whose head

they touched should both race to the board and

slap the correct keyword as fast as possible The

loser becomes the next person to go around the circle

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 on the board Their teammates must try to make them guess what

is on the board by doing anything but saying the actual word itself The first person to guess it wins

a point for their team

Fast Slap 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 groups to slap the correct flashcard After a while, tell them to turn the flashcards over so that the pictures are facing up

Feature Swat Divide the students into two or three teams and put the flashcards on the board

Have each team send one student to the board, and give them a flyswatter The other students should take turns using key structures from the unit to describe a person, place, or thing The first student at the board to find the feature they mention and hit it with their flyswatter earns a point for their team

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 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

by asking and answering the key structures from the unit

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Go Fish Make a deck of cards with two copies of

each keyword picture Put the students into groups

and divide the cards evenly between them Each

turn, one student should ask another the key

question using one of the keywords they have If

the other student has that keyword, they should

answer affirmatively and give it to the first student

The first student should then take the card and

put it and its pair on the table If the second

student doesn’t have the keyword, it is the next

student’s turn The person with the most pairs at

the end wins the game

Hot Potato Have the students make a large circle

Toss a beanbag to a student and ask them the

key question After they answer, the student

should toss the beanbag to another student and

do the same thing Once the students understand

the routine, play some music and tell them that

when it stops, the person with the beanbag is out

Repeat the activity until there is only one student

left

Letter Arrangements 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

Line by Line Draw a picture of a keyword on the

board one line at a time Have the students guess

what it is after each line using a key structure

The first student to guess gets to come to the

board and draw the next picture

Logic Puzzle Make a logic puzzle using the

keywords and key structures for the students to

solve

Make Your Own Verse Have the students take turns

making up and singing their own verses for chants

and songs

Memory Game Put the students in small groups 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 should flip them back over

Mission Time Have the students make lists of two

or three keywords Then give the class a mission (e.g Find two people with (object).) and have them mingle and use the key structures to accomplish the mission The first one to finish wins

Musical Chairs Push the desks to the sides of the classroom and make a circle of chairs using one fewer than the number of students Each chair should have a keyword written on it Play the song from lesson 2 and have the students walk around the chairs and sing it Then pause the song at a random spot and have the students all sit in a chair as fast as possible Only one student can

be in each chair, so one student should be left standing That student is then out of the game

The rest of the students should say the key structure with the keyword they are sitting on

Then one chair is removed from the circle, and the game is repeated The last student left is the winner

Musical Statues Clear the floor and play some catchy music for the students to dance or move around to in any way they want After a few seconds, pause the music and say one of the unit’s keywords or key phrases The students should instantly freeze in a pose demonstrating the word or phrase Any student who moves or has an incorrect pose is out The last person left standing wins the game

Object Race Put some objects related to the keywords at the front of the classroom Have the same number of students line up at the back of the classroom On your signal, they should each race to the front, grab one of the objects, and act out the keyword associated with it Then have them use the key structure to talk about the keyword or object with the rest of the class

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Packing List Play a memory game with the

students The first student should say the key

structure with one keyword Then the next student

should say the key structure with the same

keyword and an additional one, and so on The

students should all say the same keywords in

the same order As soon as a student makes a

mistake the game is over

Paper Airplanes Draw a target with a bull’s-eye

on the board and have the students make paper

airplanes Then tell them to make a line at the

back of the classroom and ask them various key

structure questions If they answer correctly, they

get to throw their airplanes at the target If they

don’t, they have to move to the back of the line

Each time they hit the target, they get a point

Picture Relay Divide the students into teams of

four or five and have them line up Then hold up

a picture of a keyword The first student in each

line should ask the next student the key question

with the keyword in it The second student should

answer the first student and then ask the third

student the same question, and so on The first

team to finish wins the relay Time the teams to

see how long it takes all of them

Quick Fire Have the students stand up Then flip

through the flashcards and have the students say

them Do it faster and faster so that the students

have less time to react If they say the wrong

word, they are out The last one standing wins the

game

Reading Race Put all the students into pairs and

time them to see who can accurately read through

the passage 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 or phrase, they

should throw their ball at the correct flashcard

Anyone who hits it earns a point for their team

Anyone who hits an incorrect flashcard loses a point for their team

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 keyword for the card whose number the die landed

on, they get a point The team that gets the most points within a certain time wins

Rows and Columns Have all the students stand up

If their desks are not in a grid-like pattern, have them stand in lines in the center of the classroom

Then ask a student a key question If they answer correctly, they can choose to let either the entire row or column that they are in sit down Continue the game until either all the students are sitting again or there is only one student left

Say and Sit Write all the keywords on the board and have the whole class stand up On your signal, anyone can say one of them and sit down Then someone else can say a second one and sit down, and so on If someone says a keyword incorrectly, they have to stand back up, and someone else has to say it the right way But if any two students speak at the same time, everyone has to stand up and start over See how many tries it takes to go through the list

Sentence Making Have the students work in pairs

Tell each pair that they have two minutes (you can extend the time limit if necessary) 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

Simon Says Have all the students stand up and play Simon Says by saying “Simon says (action).”

You can play this game with keywords and phrases from the unit or other actions if you want If you say an action without saying “Simon says” and

a student does it, they are out of the game and have to sit down The last player standing is the winner

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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 keyword that it shows Choose one of

the keywords and write it on the board Whenever

this card 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

Spelling Bee Have the students line up along

the classroom wall and ask them to spell the

keywords one by one If a student spells a

keyword correctly, they get to move to the back of

the line and participate in the next round But if

they spell it incorrectly, they are out of the game

The last student left wins the game

Spelling Detectives Write the keywords all over the

board and tell the students to put their heads

down Change a word, misspell it or switch the

tense Then ask the students “Spelling detectives,

what’s wrong?” Call on a student and have them

spell the changed word correctly 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 or stomp 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 one of the keywords

or a word from one of the key phrases, the first student in each line should run to the board, write the first letter, run back, and give the chalk

or marker to the next student, who runs up and writes the second letter, and so on The first team

to correctly spell the word wins a point

Spin and Say Have the class make a circle around

a student Put a blindfold on them and then spin them around a few times Before taking the blindfold off, have them point straight out Then ask them a key question about the 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 a word The students should spell it out by arranging themselves along the classroom wall Time them to see how fast they can do it

Story Sequence Put the students in groups of two

or three and tell them all to close their books

Then give the groups pieces of paper with one line from the story on each one 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

Telephone Draw Have the students sit in one large circle and give them each a stack of small, rectangular pieces of paper Tell them to write a key sentence on the top card of 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 and see how their sentences changed

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Tongue Twister Race Teach the students a phrase

using the tongue twister phonics and encourage

them to say it as fast as possible If you like, you

can have a class-wide competition to see who can

say it the most times in 10 seconds

Toss the Ball Toss a soft, squishy ball to a student

and show them a flashcard If they correctly say

its keyword, they get to toss the ball to a student

of their choice and that student becomes the

next one to say a keyword If a student answers

incorrectly, 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 person or team that names the false

statement first 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

Voice Recognition Have a volunteer come to the

front of the class and put a blindfold on Gently

spin them around several times while the other

students change spots so that the blindfolded

student doesn’t know where they are Then ask

and answer one of the key structures with a

student After each one, the blindfolded student

should guess who gave the answer If they want,

the students can try to disguise their voices to

trick them

Whispering Game 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 Whoever finishes first wins a point for their team Continue the game until all the words have been used

Word Bowling Write the unit’s keywords on paper or plastic cups Then set them up like bowling pins and have the students take turns rolling a squishy ball at them After they bowl, they should say a key sentence with the keywords from all the cups they knocked over

Word Find 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

Word Swat 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 correct word, neither team gets the point

Continue until every student has had a chance to participate

Word Trace Have the students sit in a circle,

or make team lines if you have a larger class

Choose a keyword 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 class wins a point

Word Unscramble Scramble all the keywords and give them to the students Time them to see how long it takes them to unscramble them Then give them some key structure sentences to unscramble

as well

Trang 20

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 names from a list

A Listen and say Then practice

1 Before class, make flashcards of this unit’s job

keywords if needed Use them to introduce or

review the jobs with the students Then say

each of the jobs and have the students repeat

after you

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 firefighter 2 police officer 3 cook

4 vet 5 nurse 6 mechanic

Game Suggestion

Around the World Tell the students to make a circle

or line and have two of them stand up Show them a flashcard of a job and have them say it as fast as they can The first student to say it correctly wins the round and moves to stand by the next student while the losing student sits down Repeat the activity with the next two students and continue through the circle or line in this way The student who wins the last round wins the game

3 Play the recording for the students Then play

it again and tell them to point to each picture when it comes up

TR 03

What’s his job?

1 What’s his job?

2 What’s her job?

3 What’s her job?

4 What’s her job?

5 What’s his job?

6 What’s his job?

Key Structures

What’s his/her job?

He’s/She’s a firefighter

Where’s the cafeteria?

It’s next to the art room.

It’s across from the science lab.

It’s between the art room and the nurse’s office

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4 Introduce the lesson’s first key structure Write

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

“He’s/She’s” in red and the job name in blue

Then practice it with the students several times

5 Have all the students write down a job on

a piece of paper and hold it up Use these

answers to practice the key structure as a class

Then put the students in pairs and have them

point at their classmates and ask and answer

the key structure with each other

Differentiation

For above-level students, you can expand the lesson to

include the key structure “What’s your job? I’m a (job),”

as well

B Listen and say Then practice.

1 Before class, make flashcards of this unit’s

school room keywords Use them to introduce

the rooms to the students Then say each of the

rooms and have the students repeat after you

2 Let the students listen to the recording Then

play it again and ask the students to point to

each room and say it

TR 04

1 music room 2 science lab 3 gym

4 art room 5 cafeteria 6 nurse’s office

3 Introduce the lesson’s other key structures

Write them on the board with the rooms in red

and “next to,” “across from,” and “between”

in blue Then practice them with the students

several times

Teaching Tip

There are two easy ways to teach the students what

“next to,” “across from,” and “between” mean First,

you can draw a simple map on the board with a

number of the keywords labeled on it Then you can

point to different places and have the students use the

key structures to describe their location Second, you

can arrange the students’ desks into rows and have

the students describe their own location in relation to

their classmates

TR 05

Where’s the cafeteria?

It’s next to the art room

It’s across from the science lab

It’s between the art room and the nurse’s office.

1 Where’s the music room?

It’s next to the science lab

It’s across from the art room.

2 Where’s the science lab?

It’s next to the music room

It’s across from the cafeteria

It’s between the music room and the gym

3 Where’s the gym?

It’s next to the science lab

It’s across from the nurse’s office

4 Where’s the art room?

It’s next to the cafeteria

It’s across from the music room.

5 Where’s the cafeteria?

It’s next to the art room.

It’s across from the science lab.

It’s between the art room and the nurse’s office

6 Where’s the nurse’s office?

It’s next to the cafeteria

It’s across from the gym

Differentiation

For below-level students, you can play this game with keywords rather than whole sentences You can also choose not to send anyone out of the game if you want

Trang 22

on the board so that students who want more options

in later activities can refer to them (Suggested words:

soccer club, Spanish club, science club)

Game Suggestion

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 keyword for the card whose number the die landed on, they get a point The team that gets the most points within a certain time wins

B Listen and circle.

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

2 Check the answer as a class

TR 07

Girl: Wow! There are many clubs!

Boy: Yeah They all look interesting

Girl: Which club do you like best?

Boy: I like the magic club best Here it is!

Girl: Wow! Look at that! A rabbit came out of the hat!

Answer magic club

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 club flashcards to introduce the

vocabulary Check the student’s background

knowledge by asking “Are you in a club?” or

“Does your school have clubs?” If they don’t

know the keyword in English, say it and have

them repeat it several times

2 Have the students look at the picture Ask them

what they can see

each keyword and say it

TR 06

1 yoga club 2 music club 3 drama club

4 knitting club 5 robotics club 6 magic club

Keywords

yoga club, music club, drama club, knitting club, robotics club, magic club

Key Structures

Which club do you like best?

I like the magic club best.

Which club does he/she like best?

He/She likes the yoga club best

Materials

CD tracks 06–10, flashcards 01–06

Lesson 1 Our Favorite Clubs

Student Book pages 6–7

22 Unit 1 • School Clubs

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C Ask and answer.

it in black on the board with “you” in red and

the club name in blue Then practice it with the

students several times

2 Explain that “best” means the “most good” or

the “number one good thing.” If the students

know the word “favorite,” you can also explain

that the key structure is the same as “Which

club is your favorite?”

3 Play the recording and ask the students to

look and point at the pictures under the key

structure

TR 08

Which club do you like best?

1 Which club do you like best?

I like the music club best.

I like the robotics club best.

I like the magic club best.

I like the yoga club best.

I like the knitting club best.

I like the drama club best.

4 Use the pictures to practice the key structure

as a class Then have the students practice it in

pairs

Differentiation

For above-level students, take a vote on which club is

the best by asking “Who likes the (club name) best?”

for each type of club

D Ask and answer.

1 Introduce the lesson’s second key structure

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

red and the club name in blue Then practice it

with the students several times

structure

TR 09

Which club does he like best?

1 Which club does he like best?

2 Which club does she like best?

He likes the yoga club best.

She likes the drama club best.

He likes the music club best.

She likes the magic club best

She likes the robotics club best.

He likes the knitting club best.

3 Have the students practice the keywords by

putting their erasers on the picture and playing

rock-paper-scissors to move through the rooms

They should ask and answer the key question for each room they land in

Teaching TipReview the difference between “you” and “he/she” by pointing at a student and asking them the first key structure then pointing at a different student while still asking the first student the second key structure

Game Suggestion

Hot Potato Have the students make a large circle Toss

a beanbag to a student, point at a different student, and ask the first student “Which club does (name) like best?” After they answer, the student should toss the beanbag to another student and do the same thing

Once the students understand the routine, play some music and tell them that when it stops, the person with the beanbag is out Repeat the activity until there

is only one student left

Differentiation

For below-level students, have them do the previous activity at their own pace without music playing or the possibility of getting out

Which Club Do You Like Best?

Which club do you like best? Which club do you like best?

I like the robotics club I like the robotics club best.

Which club does she like best? Which club does she like best?

She likes the knitting club She likes the knitting club best.

Which club does he like best? Which club does he like best?

He likes the drama club He likes the drama club best.

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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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 club flashcards from the previous

lesson using the key structures “Which club do

you like best? I like the (club name) best,” and

“Which club does he/she like best? He/She likes

the (club name) best.”

A Listen and say Then practice.

1 Use the flashcards (you can add the cards from

lesson 1 also) to introduce the vocabulary Say

each word several times and have the students

repeat after you

Teaching Tip

Have the students stand up and act out the

vocabulary Create a class action for each keyword

Differentiation

For above-level students, have them write out the club

activity key phrases and bring them to you instead

of just acting them out The first team that correctly spells all the words in the key phrase gets the point

it again and tell them to point to each picture when it comes up

TR 11

1 do yoga 2 play instruments 3 perform in plays

4 knit gloves 5 build robots 6 do magic tricks

it in black on the board with “you” in red and the activity in blue Then practice it with the students several times

4 Play the recording for the students

TR 12

Do you like to do yoga?

1 Do you like to do yoga?

2 Do you like to play instruments?

3 Do you like to perform in plays?

4 Do you like to knit gloves?

5 Do you like to build robots?

6 Do you like to do magic tricks?

Keywords

do yoga, play instruments, perform

in plays, knit gloves, build robots, do magic tricks

Key Structures

Yes, I do / No, I don’t

Does he/she like to perform in plays?

Yes, he/she does / No, he/she doesn’t He/She likes to knit gloves

Materials

Lesson 2 Club Activities

Trang 25

B Ask and answer.

red and the club activity in blue Then practice

it with the students several times

2 Play the recording for the students Then play it

again and tell them to act out each club activity

when they hear it

TR 13

Does he like to perform in plays?

1 Does he like to perform in

plays?

2 Does she like to knit gloves?

3 Does he like to play

instruments?

4 Does she like to do yoga?

5 Does she like to build robots?

6 Does he like to do magic

Yes, she does.

No, he doesn’t He likes to build robots.

No, she doesn’t She likes to play instruments.

Yes, she does.

Yes, he does.

Teaching Tip

To give the students more practice with the second

key structure, have them write their favorite club

activity on a piece of paper and hold it up Then ask

various students the structure and have them answer

according to what their classmates wrote on their

papers

Speaking Task

1

1 Demonstrate that the students should each

check three activities that they like to do

2 Make sure that they do NOT write in the

number of friends by each one yet

2

1 Put the students in groups of about four

2 Have them use the key structures to find out

how many students in their group like to do

2 Play the recording and have the students listen

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

TR 14

Do You Like to Do Yoga?

Yes, I do Yes, I do

Do you like to perform in plays?

No, I like to do yoga more.

Does she like to do magic tricks?

Yes, she does Yes, she does.

Does she like to build robots?

No, she likes to do magic tricks more.

Does he like to play instruments?

Yes, he does Yes, he does.

Does he like to knit gloves?

No, he likes to play instruments more.

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

or gestures for it

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

Game Suggestion

Make Your Own Verse Have the students take turns making up and singing their own verses about club activities

Extra Practice

Assign pages 4–5 in the workbook as homework You can also have the students complete the worksheet on page 123 of the teacher’s book in class

Trang 26

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

Game Suggestion

Word Swat 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 correct word, neither

team gets the point Continue until every student has

had a chance to participate

A Listen Then act it out.

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

Teaching TipPreview the reading by having the students make up a simple story about what they think will happen based

on the pictures Encourage them to be creative as they

do it

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 15

Ming: Tim, I have two tickets for Nick’s magic show

Tim: Awesome!

Ming: Why don’t you come with me?

Tim: Sure, Ming

Does Nick like to do magic tricks?

Ming: Yes, he does He loves to do them

Oh no! I don’t see Speedy! Where is he?

Tim: Shh The show is starting!

Nick: Let’s count down from five to one!

Students: Five, four, three, two, one!

Tim: Is that Speedy?

Ming: Oh no! Speedy! Come here!

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

Lesson Objectives

To read and answer questions about

a comic related to the key vocabulary

To complete and present an individualized comic

Trang 27

For above-level students, have them write down

anything they can remember from the story Then

put them in groups to try to put the whole text back

together from the pieces that each person remembers

4 Pause after each scene to check the students’

comprehension of any new words or

expressions

5 Practice saying the lines in the story as a class

6 When the students have a good grasp of the

language, have them work in pairs to practice

it

7 Have the pairs take turns acting the story out

in front of the class You can choose whether to

have them try it with or without their student

books

Teaching Tip

When the students act out the story, you can play

Nick’s part and tell the entire class “Let’s count

down from five to one!” They should then count down

together with the performing students

8 Afterward, read the question at the bottom

of the page 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

2 Check the answers as a class

Answers 1 b 2 c 3 a

Teaching Tip

One method for checking the answers is to have one

student read the question and then have everyone

answer it together This is especially good for classes

where the students don’t like to be put on the spot

when it comes to giving answers

Game Suggestion

Voice Recognition Have a volunteer come to the front

of the class and put a blindfold on Gently spin them

around several times while the other students change

spots so that the blindfolded student doesn’t know where they are Then ask and answer one of the key structures with a student After each one, the blindfolded student should guess who gave the answer

If they want, the students can try to disguise their voices to trick them

C Make your own story.

1 Have the students work in pairs and turn to page 99

2 Explain to the pairs how to circle their preferred options, fill in the blanks, and use the stickers to make their own story Then have them practice their story together

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

1 Clair cleans the clock and closes the club room

2 Crabs crawl, crows cry, and cream crackers crack

3 Read the tongue twisters out loud to the class

Ask the students what the letter combinations

“cl” and “cr” sound like and have them underline the “cl” and “cr” 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 any students who cannot pronounce “cl” and “cr”

properly, demonstrate how to form them with your lips and tongue in an exaggerated manner Have the students copy you as you slowly make the sounds, switch back and forth between them, and gradually get faster

Extra Practice

Assign pages 6–7 in the workbook as homework

Trang 28

Warm Up

from the students

2 Go through the flashcards from lessons 1 and 2

with the students using the key structures “Which

club do you like best? I like the (club name) best,”

“Which club does he/she like best? He/She

likes the (club name) best,” “Do you like to (club

activity)? Yes, I do / No, I don’t,” and “Does he/

she like to (club activity)? Yes, he/she does / No,

he/she doesn’t.”

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

Teaching Tip

Use a call/response format to review the chant and

song That is, chant or sing each line for the students

to repeat after you Once they are comfortable with the

words again, they can chant or sing them all the way

through without your help

A Fill in the blanks.

1 Review how to spell the different club and club activity 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 phrases from the unit Check the answers as a class

Answers

1 Yoga club 2 to do magic tricks.

3 Robotics club 4 to knit gloves.

5 to perform in plays 6 Music club

Teaching TipPoint out to the students that each badge has three pieces of information in the same order: the club name, student name, and club activity Remind them that the club name and club activity should match each other

Trang 29

For above-level students, have them make nametags

of their own in the same style as the nametags in the

activity If you want, you can also have them introduce

themselves to the class with “Hello My name is

(name) I like to (club activity).”

B Listen and choose.

1 Have the students look at the pictures Ask

them what they can see

2 Play the recording and tell the students to

choose the correct pictures Check the answers

as a class

TR 17

She likes the knitting club best.

He likes the drama club best.

3 Does he like to build robots?

Yes, he does.

4 Does she like to play instruments?

No, she doesn’t She likes to do magic tricks.

Answers 1 b 2 a 3 a 4 a

Game Suggestion

Ready, Aim, Fire Put the flashcards from lessons 1 and

2 all over the board Then split the students into two

or three teams and have them each send one student

up to the front Give each student a squishy or sticky

ball When you say a keyword or phrase, they should

throw their ball at the correct flashcard Anyone who

hits it earns a point for their team Anyone who hits an

incorrect flashcard loses a point for their team

Presentation

1

1 Explain to the students that they will make and

present a newspaper in this task

2 Demonstrate how to complete the sentences

at the top of the page Then have the students

complete them with their own opinions

3

1 After all the groups have finished Step 2, show them how to complete their newspapers with their partners’ information

2 Have them present their newspapers to the class

Teaching Tip

If you do not have enough time, you can have the students present their newspapers to a partner rather than presenting them to the whole class individually

Differentiation

For below-level students, this speaking task may look very challenging You can make it easier by having the entire class ask you the questions in Step 2 and record your answers in the “Friend 1” column Then they will more easily be able to interview each other on their own for the “Friend 2” column Next, you can fill out the first half of the newspapers in Step 3 together

as a class since all the students will have the same first “friend.”

Extra Practice

Trang 30

Warm Up

from the students

2 Briefly review the vocabulary from lessons 1 and 2

Game Suggestion

Object Race Put some objects related to the club

keywords at the front of the classroom Have the

same number of students line up at the back of the

classroom On your signal, they should each race to

the front, grab one of the objects, and act out the

club associated with it Then have them use the key

structure to talk about the club or object with the rest

of the class

A Listen and read.

1 Have the students look at the pictures Ask

them what they can see Then show the

students actual club posters or pictures of actual

club posters and ask them if their school has

posters like this

2 Tell the students what the passage will be about

and introduce any new vocabulary

Teaching TipAsk if the students know how to make any origami shapes If they do, ask them to demonstrate how with origami paper Then teach the class to make one or two simple origami shapes Make sure to connect them to the pictures of the origami club in the book

3 Play the recording of the passage for the students

TR 18

Origami Club!

Are you good at arts and crafts? Do you like to play with paper? Come to the origami club! We meet on Thursdays at 4:00 in Ms Akin’s room You can make cute paper shapes and animals with us You can also make new friends!

Marching Band!

The marching band needs more players! Any musician can join

us Bring your flute, trumpet, or other instrument to the soccer field on Monday afternoon We will practice from 3:30 to 5:30

You can learn to march and play the school song with us!

4 Read the passage to the students Then read it

as a class

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

Teaching TipUse timed repeated readings to help the students build their fluency Have them take turns reading the passage for one minute As soon as time is up, cut

Lesson Objectives

a text on school clubs

To review the usage of “like”+

Trang 31

them off and see how many words they were able

to get through Then have them do it again with the

challenge of beating their previous record If you have

a lot of students in your class, you can have them do

this in pairs or small groups

Differentiation

For above-level students, give them additional

pronunciation and inflection tips in between readings

so that they can improve those as well as their fluency

B Choose the correct answers.

1 Have the students complete the reading

comprehension questions

Answers 1 b 2 a 3 c

Teaching Tip

Using letter paddles is a good way to check how well

the students understand the reading passage without

putting them on the spot Have each student write the

letters “a,” “b,” and “c” on different pieces of paper

Then read through the comprehension questions out

loud and have the students hold up their answers You

will be able to see which students are having trouble

without embarrassing them in front of their classmates

Activity Suggestion

Club Posters Have the students create their own club

posters about clubs that they want to start Encourage

them to choose clubs that were not covered in the unit

(e.g photo club, book club, etc.) Make sure that they

have the club name and activities in the form of key

structures on the poster somewhere Then have the

students present their clubs to the class

Differentiation

For below-level students who are not able to write full

sentences creatively yet, have them write their club

names and activities in bullet points and present them

to the class

A Look and learn

1 Go over the structure “like”+infinitive with

the students Make sure that the students

understand that the word “to” is actually part

of the second verb rather than “like.” This may

be confusing at first for them since the previous lessons did not treat the key phrases from lesson 2 as infinitives

2 Read the chart as a class Make sure that the students practice making positive sentences, negative sentences, and yes/no questions with the structure

B Look and write.

1 Have the students look at the chart Point out each smiling or frowning face and ask if the person likes or doesn’t like that activity

2 Complete the first sentence based on the chart

as a class Then tell the students to complete the other sentences on their own

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

Answers 1 build robots 2 do yoga, make cookies

3 doesn’t like to dance, likes to build robots

C Look and write

2 Complete the first dialogue as a class Then tell the students to complete the other dialogues

on their own If they have trouble, tell them to refer back to the grammar chart at the top of the page as a guide on the structure of yes/no questions

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

Answers 1 like to, I do 2 Do, they do

3 Does, like to, No, he doesn’t

Extra Practice

Trang 32

Warm Up

from the students

2 Have the students list as many jobs as they can

Write these jobs on the board and ask them which

ones they like best

A Listen, point, and say

1 Use the job flashcards to introduce the

vocabulary Check the student’s background

knowledge by asking “What is it?” If they don’t

know the keyword in English, say it and have

them repeat it several times

2 Have the students look at the picture Ask them

what they can see

each keyword and say it

TR 19

1 reporter 2 fashion designer 3 cartoonist

4 movie star 5 athlete 6 astronaut

Teaching TipIntroduce 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:

taxi driver, librarian, lifeguard)

B Listen and circle.

1 Tell the students to listen and circle the job that

is being talked about

2 Check the answer as a class

TR 20

Boy: Look! They’re filming a news story!

Girl: There’s the reporter!

Boy: I want to be a reporter! Can we talk to her?

Girl: Let’s ask!

What does he/she want to be?

He/She wants to be a reporter

Materials

Lesson 1 Things to Be

32 Unit 2 • Dream Jobs

Trang 33

C Ask and answer.

it in black on the board with “you” in red

and the job in blue Then practice it with the

students several times

2 Remind the students that jobs that start with a

consonant take “a” in front of them, but that

jobs that start with a vowel take “an.”

structure

TR 21

What do you want to be?

1 What do you want to be?

I want to be a movie star.

I want to be a fashion designer.

4 Use the pictures to practice the key structure

as a class Then have the students practice it in

pairs

Game Suggestion

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

D Ask and answer.

red and the job name in blue Then practice it

with the students several times

Teaching Tip

Remind the students that “want” in the third person

present tense needs to have “-s/-es” after it (i.e

“wants”) Write other regular verbs on the board and

have the students practice putting them all in the third

person singular

2 Play the recording and ask the students to look and point at the pictures under the key structure

TR 22

What does he want to be?

1 What does he want to be?

2 What does she want to be?

She wants to be a cartoonist

He wants to be a movie star.

Teaching TipReview the difference between “you” and “he/she” by pointing at a student and asking them the first key structure then pointing at a different student while still asking the first student the second key structure

What Does She Want to Be?

What does she want to be? She wants to be a cartoonist.

What does he want to be? He wants to be a reporter.

What do you want to be? I want to be an athlete.

Wow, what a fun dream that is!

What do you want to be? I want to be an astronaut.

What does he want to be? He wants to be a movie star.

What does she want to be? She wants to be a fashion designer.

Wow, what a fun dream that is!

3 Play the chant again and have the students do

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

Extra Practice

You can also have the students complete the worksheet on page 124 of the teacher’s book in class

Trang 34

Warm Up

from the students

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

3 Review the job flashcards from the previous lesson

using the key structures “What do you want to be?

I want to be a (job),” and “What does he/she want

to be? He/She wants to be a (job).”

Game Suggestion

Charades Write out the job keywords from lesson 1 on

small pieces of paper and put them into a hat Have

the students take turns choosing and acting them out

While they are acting, ask the rest of the students

“What does he/she want to be?” The first person to

answer correctly with a full sentence gets to act next

A Listen and say Then practice.

1 Use the flashcards (you can add the cards from

lesson 1 also) to introduce the vocabulary Say

each word several times and have the students

repeat after you

it again and tell them to point to each activity

when it comes up

TR 24

1 interview famous people 2 create new clothes

3 draw funny cartoons 4 go to space

5 win gold medals 6 play a superhero

Teaching TipMake sure to explain what each of the words in the keyword phrases means Start by showing pictures of the nouns (i.e people, clothes, cartoons, etc.) Then act out the verbs (i.e interview, create, draw, etc.)

Differentiation

For above-level students, encourage them to mix up the nouns and verbs to see what new phrases they can make If a combination makes sense, act it out

it in black on the board with “you” in red and the job activity in blue Then practice it with the students several times

4 Play the recording for the students

TR 25

What do you want to do?

1 What do you want to do?

I want to interview famous people.

I want to create new clothes.

I want to draw funny cartoons.

I want to go to space.

I want to win gold medals.

I want to play a superhero.

What do you want to do?

I want to interview famous people

What does he/she want to do?

He/She wants to go to space

Materials

Lesson 2 Things to Do

Trang 35

5 Practice the structure as a class using the

students’ actual job ambitions

6 Have the students work in pairs and use the

pictures to practice the structure

Activity Suggestion

Job Fair Have the students draw themselves wearing

the clothes of whatever job they want to have in the

future Then have a “job fair” where the students hold

up their pictures, mingle, and ask and answer the key

structure with each other

Differentiation

For higher-level students, do the above activity but with

the following twist: give the students an “autograph

paper” and tell them to get the job name and

autograph of each person they talk to The student

that gets the most autographs in a certain period of

time wins the game

B Ask and answer.

red and the job in blue Then practice it with

the students several times

2 Play the recording for the students Then play it

again and tell them to act out each job activity

TR 26

What does she want to do? She wants to go to space.

1 What does she want to do? She wants to go to space

2 What does he want to do? He wants to win gold medals

3 What does she want to do? She wants to play a superhero.

4 What does she want to do? She wants to draw funny cartoons

5 What does he want to do? He wants to interview famous

people.

6 What does he want to do? He wants to create new clothes.

Speaking Task

1 Put the students in pairs and give each pair a

coin

2 Explain that the students should take turns

flipping the coin to determine how many spaces

they can move Explain that they can decide

which direction they move to as well

3 Then explain that on each hexagon, they should

ask and answer the key structure using the

given job and they can win points by answering correctly The one with the most points at the end wins

4 If needed, demonstrate one turn on the board Then have the students play the game themselves

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 or answers together

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

What Do You Want to Do?

There are so many things that we want to do.

Like create new clothes and draw funny cartoons.

I want to play a superhero She wants to go to space.

He wants to win gold medals, run in a race,

or interview famous people in a famous place.

There are so many dreams that we can chase.

What about you? What do you want to do?

Create new clothes or draw funny cartoons?

Do you want to play a superhero? Do you want to go to space?

Do you want to win gold medals, run in a race,

or do a different job in a different place?

There are so many dreams that you can chase.

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

or gestures for it

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

Extra Practice

You can also have the students complete the worksheet on page 125 of the teacher’s book in class

Trang 36

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 do you

want to be? I want to be a (job),” “What does he/

she want to be? He/She wants to be a (job),”

What do you want to do? I want to (action),” and

“What does he/she want to do? He/She wants to

(action).”

Teaching Tip

Have the students draw pictures of their families and

label them with their names and jobs You may need to

help some of the students with job names that they do

not know yet Afterward, they can present them using

“My mom/dad is a (job),” and hang them up on the

classroom walls

A Listen Then act it out.

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

Nick: Hey, look at this!

Tim: Who is he, Nick?

Nick: He’s my favorite athlete He’s really famous.

Ming: Cool!

Tim: Do you want to be an athlete?

Nick: Yes, I do I want to win gold medals! What do you want to

be, Ming?

Ming: I want to be a cartoonist I want to draw funny cartoons.

Tim: That sounds fun

Nick: How about you, Tim?

Tim: I want to be a reporter I want to interview famous people

Nick: That’s great! You can interview me one day

Tim: Okay I promise

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

Teaching Tip

If you want, you can focus on improving the students’

pronunciation, enunciation, and inflection in this lesson Read each line clearly and have the students mimic your voice and repeat it back to you Then read

it again, but this time point your hand upwards to

Lesson Objectives

a comic related to the key vocabulary

To complete and present an individualized comic

Trang 37

indicate a higher inflection or downwards to indicate a

lower inflection Have the students copy these motions

as well

Differentiation

For above-level students, say the sentence “He’s my

favorite athlete” several times Each time, stress a

different part of the sentence (e.g “He’s my favorite

athlete.” vs “He’s my favorite athlete.”) Then explain

that stressing different words is a very subtle way

to change your meaning Have the students say the

sentence over and over while stressing different words

to practice hard and soft stressing

4 Pause after each scene to check the students’

comprehension of any new words or

expressions

5 Practice saying the lines in the story as a class

6 When the students have a good grasp of the

language, have them work in groups of three to

practice it

7 Have the groups take turns acting the story out

in front of the class You can choose whether to

have them try it with or without their student

books

Teaching Tip

Bring in props like pictures of athletes and cartoons for

the students to use in their acting

8 Afterward, read the question at the bottom

of the page 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

Answers 1 a 2 b 3 c

Teaching Tip

Before having the students answer the questions,

go over the term “Olympic Games” in class to make

sure that the students know what it is Then ask the

students what their favorite Olympic sports are

Game Suggestion

Story Sequence Put the students in groups of two or three and tell them all to close their books Then give the groups pieces of paper with one line from the story

on each one 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 groups of three and turn to page 100

2 Explain to the groups how to fill in the blanks

to make their own story Then have them practice their story together

3 Ask each group 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 Flamingoes fly over the flat flower field

2 My friend Fred from France fries french fries on Fridays.

3 Read the tongue twisters out loud to the class

Ask the students what the letter combinations

“fl” and “fr” sound like and have them underline the “fl” and “fr” words in their books

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

Differentiation

For below-level students, you can simplify the tongue twisters into “Fleas fly over flowers” and “Fred fries French fries.” Once they are comfortable with them, they can begin working their way up to the full tongue twisters instead

Extra Practice

Trang 38

Warm Up

from the students

2 Go through the flashcards from lessons 1 and 2

with the students using the key structures “What

do you want to be? I want to be a (job),” “What

does he/she want to be? He/She wants to be a

(job),” What do you want to do? I want to (action),”

and “What does he/she want to do? He/She

wants to (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

Whispering Game 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 Whoever finishes first

wins a point for their team Continue the game until all

the words have been used

Differentiation

For above-level students, play the previous game with entire sentences rather than just keywords

A Fill in the blanks.

1 Review how to spell the different job and job action keywords with the students

Teaching TipSometimes students simply need to write a word several times in a row to learn its spelling Motivate them to do this by having spelling drills where you say

a word or show the class a picture, and the students compete to see who can correctly write it out three times first

2 Have the students look at the chart 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

Answers

1 go to space 2 an athlete

3 play a superhero 4 a reporter

5 draw funny cartoons 6 a fashion designer

B Listen and choose.

Trang 39

2 Play the recording and tell the students to

choose the correct pictures Check the answers

as a class

TR 30

1 What does he want to be? He wants to be a reporter

2 What does she want to be? She wants to be a movie star

3 What do you want to do? I want to win gold medals

4 What does he want to do? He wants to create new clothes.

Answers 1 a 2 b 3 a 4 a

Differentiation

For above-level students, have them close their books

and listen to the recording again Tell them to write

down what job each dialogue is about without the

pictures in the book to help them You can also make

up and say your own sentences for further listening

practice

Game Suggestion

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 (e.g astronaut – go to space) by

asking and answering the key structures from the unit

Differentiation

For below-level students, the above activity can be

done by having the students say only their keywords

instead of entire sentences

Presentation

1

1 Explain to the students that they will answer

questions about their future dream job

2 Have each student pick a job and draw

themselves doing it in the box on the left

3 For question 3, explain that the students can

either answer it with a place or a company

name (e.g “London,” “Samsung,” etc.)

4 If the last question is too hard for the students,

focus on the answer and explain what the

phrase “for (number) years” means by drawing

a rough timeline on the board

Teaching TipSince this activity has a lot of writing, it would be best

to plan lots of time for it and do it in slow, incremental steps that all the students can easily follow For example, rather than having the students fill in the information in Step 1 all at once, it might be better

to first have everyone complete the sentence “I want

to be a/an (job).” Once they have finished that, have them all complete the sentence “I want to (action),”

and so on

Extra Practice

Trang 40

Warm Up

from the students

2 Briefly review the vocabulary from lessons 1 and 2

Game Suggestion

Slapjack Make simple playing cards with pictures of

the keyword jobs 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 the job that it shows Choose

one of the jobs and write it on the board Whenever

this job 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

Differentiation

For above-level students, you can make the game

more interesting by saying that the pile can also be

slapped when any job comes up twice in a row or in a

“sandwich” (i.e one job, a different job, and then the

first job)

A Listen and read.

1 Have the students look at the pictures Ask them what they can see Then show the students pictures of jobs not covered in the unit Ask whether the students know what they are

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 31

Fun Jobs

Do you like ice cream? There’s a perfect job for you Be an ice cream taste tester! Ice cream taste testers eat ice cream every day They find the best flavors for new types of ice cream To find these delicious flavors, they travel around the world!

If you like to ride your bike, how about being a bike messenger? Bike messengers ride their bikes and take packages

to people Because large cities are very crowded, cars often can’t

go very fast That’s why people use bike messengers!

4 Read the passage to the students Then read it

as a class

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

Teaching TipMake the reading more interesting by having the students alternate between reading extremely slowly

Lesson Objectives

a text on fun jobs

To review the usage of “want”+

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