Come on everyone 2 teachers book

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

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Teacher’s Book Shawn Despres • Amy Gradin

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Come On, Everyone

Teacher’s Book 2

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: 979-11-253-0993-2 Teacher’s Book with DVD-ROM 2

Senior Managing Editor: Karoline Lee

Managing Editors: Jessie Lee, Rosa Park

Assistant Editor: Chloe Shim

Contributing Writer: Jisun Kim

Design: Hyemin Yun

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

Illustrations: Dongyoon Kim, James Horvath, Mattia Cerato (MB Artists), Veronica Yoon, Byungchul Yun, Christos Skaltsas (Advocate Art)

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credit:

Dreamstime p 140

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Contents

Scope and Sequence 4

Introduction 6

Unit Guide 9

Games and Activities 14

Starter 20

Unit1 Fun and Play 22

Unit2 At School 32

Review 1 42

Unit3 Animals 44

Unit4 Around Town 54

Review 2 64

Unit5 Routines 66

Unit6 Music and Sports 76

Review 3 86

Unit7 Things to Do 88

Unit8 At Home 98

Review 4 108

Reader’s Theater Storybook 110

Workbook Answer Key .113

Worksheets . 124

Tests .140

Test Answer Key .164

Contraction Cards .167

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Scope & Sequence

1 Fun and Play

Vocabulary: Things at the Beach swim tube, water gun, boat, beach ball, life vest, sand bucket

Vocabulary: Toys glove, bat, soccer ball, skateboard, scooter, yo-yo Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingBeach Safety (Health)

Structures

I have a boat I don’t have a sand bucket.

A: Do you have a boat? B: Yes, I do / No, I don’t.

Structures He/She has a glove He/She doesn’t have a glove.

A: Does he/she have a glove?

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

Vocabulary: Food pizza, fish, chicken, steak, soup, juice Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingUseful Plastic Things (Science) Structures

A: What do you have? B: I have a marker.

A: What does he/she have? B: He/She has a colored

pencil.

Structures A: What do you want? B: I want pizza.

A: What does he/she want? B: He/She wants fish.

A: What’s this? B: It’s a cow.

A: What are these? B: They’re cows.

Structures A: What’s that? B: It’s a skunk / It’s an owl.

A: What are those? B: They’re skunks.

Phonics

h, w Speaking Task Bottle Run This/That/These/ThoseGrammar

4 Around Town

Vocabulary: Jobs doctor, cook, teacher, nurse, bus driver, student Vocabulary: Jobssingers, dancers, farmers, vets, firefighters, police officers Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWhat Do Vets Do? (Social Studies) Structures

He’s/She’s a doctor He/She isn’t a nurse.

A: Is he/she a cook? B: Yes, he/she is /

No, he/she isn’t.

Structures They’re singers They aren’t singers.

A: Are they vets? B: Yes, they are / No, they aren’t.

Vocabulary: Daily Activities get up, eat breakfast, go to school, eat lunch, eat dinner,

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingSiesta Time! (Social Studies)

Structures It’s one o’clock.

A: What time is it? B: It’s two thirty.

Structures A: What time do you get up? B: I get up at seven thirty.

A: What time does he/she eat breakfast?

B: He/She eats breakfast at eight fifteen.

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingThe Vegetable Orchestra (Music) Structures

A: Do you play the cello? B: Yes, I do / No, I don’t

A: Does he/she play the violin?

Structures A: What do you do after school? B: I play soccer.

A: What does he/she do after school?

B: He/She plays baseball.

A: What are you doing? B: I’m studying.

A: What is he/she doing? B: He’s/She’s drawing.

Structures A: Are you dancing? B: Yes, I am / No, I’m not.

A: Is he/she jumping? B: Yes, he/she is / No, he/she isn’t.

There’s a lamp next to the sofa.

A: Is there a lamp next to the bed?

B: Yes, there is / No, there isn’t.

Structures There are two beds in the bedroom.

A: Are there two beds in the attic?

B: Yes, there are / No, there aren’t.

Phonics

u Speaking Task Make a Room

Grammar Prepositions: next to/in front of/behind There is/There are

Review 4

44 Scope & Sequence

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Vocabulary: Numbers 1-20, 30, 40, 50, 60, 70, 80, 90, 100 StructuresA: How many? B: 13.

A: How old are you? B: I’m 8.

1 Fun and Play

Vocabulary: Things at the Beach swim tube, water gun, boat, beach ball, life vest,

sand bucket

Vocabulary: Toys glove, bat, soccer ball, skateboard, scooter, yo-yo Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingBeach Safety (Health)

Structures

A: Do you have a boat? B: Yes, I do / No, I don’t.

Structures He/She has a glove He/She doesn’t have a glove.

A: Does he/she have a glove?

A: What do you have? B: I have a marker.

A: What does he/she have? B: He/She has a colored

pencil.

Structures A: What do you want? B: I want pizza.

A: What does he/she want? B: He/She wants fish.

A: What are these? B: They’re cows.

Structures A: What’s that? B: It’s a skunk / It’s an owl.

A: What are those? B: They’re skunks.

Phonics

h, w Speaking Task Bottle Run This/That/These/ThoseGrammar

4 Around Town

Vocabulary: Jobs doctor, cook, teacher, nurse, bus driver, student Vocabulary: Jobssingers, dancers, farmers, vets, firefighters, police officers Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWhat Do Vets Do? (Social Studies)

Structures He’s/She’s a doctor He/She isn’t a nurse.

A: Is he/she a cook? B: Yes, he/she is /

No, he/she isn’t.

Structures They’re singers They aren’t singers.

A: Are they vets? B: Yes, they are / No, they aren’t.

one forty-five, two o’clock

Vocabulary: Daily Activities get up, eat breakfast, go to school, eat lunch, eat dinner,

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingSiesta Time! (Social Studies)

Structures It’s one o’clock.

A: What time is it? B: It’s two thirty.

Structures A: What time do you get up? B: I get up at seven thirty.

A: What time does he/she eat breakfast?

B: He/She eats breakfast at eight fifteen.

Vocabulary Wrap Up Activity Listening Wrap Up Activity ReadingThe Vegetable Orchestra (Music) Structures

A: Do you play the cello? B: Yes, I do / No, I don’t

A: Does he/she play the violin?

Structures A: What do you do after school? B: I play soccer.

A: What does he/she do after school?

B: He/She plays baseball.

Structures A: What are you doing? B: I’m studying.

A: What is he/she doing? B: He’s/She’s drawing.

Structures A: Are you dancing? B: Yes, I am / No, I’m not.

A: Is he/she jumping? B: Yes, he/she is / No, he/she isn’t.

A: Is there a lamp next to the bed?

B: Yes, there is / No, there isn’t.

Structures There are two beds in the bedroom.

A: Are there two beds in the attic?

B: Yes, there are / No, there aren’t.

Phonics

u Speaking Task Make a Room

Grammar Prepositions: next to/in front of/behind There is/There are

Review 4

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Course Description

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

gives elementary school students a confident start to learning

English The series is designed to help students keep a

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

In the student books, creative individualized activities,

projects, and presentations in each lesson provide fun

opportunities for students to collaborate and to practice

key structures both on their own and with each other

Story-making activities enable students to utilize their creativity

by personalizing a cartoon or reading passage CLIL lessons

contain culture tips and useful information about subjects

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

world Finally, songs and chants take advantage of the natural

aid of rhythm to help students memorize and practice key

vocabulary and expressions.

As supplements to the student books, reader’s theater

storybooks provide creative opportunities for class discussion

and decision-making as students choose between two possible

endings to a retold classic story or Greek myth and perform

the story as a play.

Course Theory Background

I 21st Century Skills

English is a dynamic language that changes every day

as it is spoken by communities of people across the world

The success of the English classroom, as in any language

classroom, has far more to do with critical thinking and

self-motivation than with memorization techniques Come On,

Everyone incorporates the 21st century skills into its English

instruction methods, preparing students to become their own

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

21st century skills are communication, collaboration, critical

thinking, and creativity.

Communication: In a global society, the ability to

communicate effectively is more important than ever The

only way to become a consistently clear communicator

is real-life practice Therefore, 21st century students

need to be given the chance to challenge themselves

by communicating different sorts of information through

different types of media.

Collaboration: Life is a group effort, and learning should

mirror its structure One of the most vital skills students

can gain for their future careers and social lives is the

ability to work together with others Teachers in the 21st

century classroom should be diligent in providing students

with opportunities to cooperate with each other.

Critical Thinking: Learners truly understand a concept when they know how to ask their own questions about it, not when they have memorized the correct set of answers Twenty-first century students require an education that leads them to explore and test their knowledge in practical ways Creativity: In the real world, the solution to a problem often turns out to be something that has never been tried before Successful problem solvers therefore need not only logic and intelligence but also creativity and boldness Twenty- first century teachers must commit to the responsibility of training students to think well by also encouraging them to invent and test out new ideas.

II Content and Language Integrated Learning (CLIL)

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

to recycling Come On, Everyone provides connections to

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

CLIL has the advantage of helping students develop a greater interest in English because they use the language as a medium for learning about subjects they already enjoy This shifts their focus off of trying to remember linguistic information and onto the task of understanding the content, activating their language- learning skills more naturally as they use English in the same way they already use their first language.

III Communicative Approach

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

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

Everyone features activities structured on the communicative

approach.

The basic principle of the communicative approach is learning a foreign language by using it as a way of exchanging information This is what people do in their first language every time they introduce themselves, tell a story about their day, ask for directions, or participate in their classes at school Under the communicative approach, students use English as a way of delivering and receiving new information For example, they may complete information gap and role-play activities in English The goal of these activities is to simulate situations that language learners are likely to encounter outside the classroom and allow them to practice using English as a form of day-to-day communication, the same way that native speakers use it

66 Introduction

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Components

Student Book

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

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

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

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

Workbook

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

Reader’s Theater Storybook

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

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Teacher’s Book

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

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

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

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

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

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

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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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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

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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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Apple Tree Draw an apple tree on the board with

10 apples on it Think of a sentence using the

keywords and structures from the unit and write

blanks on the board for the number of letters in

the sentence Tell the students to guess which

letters are in the sentence Cross out an apple for

every incorrect guess If all the apples get crossed

out before they complete the sentence, they lose

Ball and Grid Draw a grid on the board and put a

flashcard in each square Have the students take

turns throwing a foam ball at the grid Ask them

about the flashcard they hit using the lesson’s key

structures

Balloon Tap Tap a balloon in the air and say a

keyword Then hit it to a student and have them

repeat it Have the students keep hitting the

balloon around the class and saying the keyword

See if everyone can tap it and say the keyword

without the balloon touching the ground

Charades Have a student mime actions related

to a keyword and have the rest of the class use

the key question related to the keyword to try and

guess what it is

Cross the Line Place flashcards on the board

in a vertical line Then make a line across the

floor in the middle of the classroom with a rope

or something else Have the students work in

pairs Choose one pair and ask them to stand

close to the board Tell student 1 to ask student

2 about the flashcard at the top After student

2 answers, they should take a step back, and

student 1 should ask about the second flashcard

When the students cross the line on the floor,

student 2 should ask about the flashcards Time the students to see how long it takes them to ask and answer about all of the flashcards

Draw a Picture Have the students draw a picture related to the lesson and then tell the class about

it using the lesson’s keywords and sentences

Draw What I Say Before class, draw a picture about the keywords from a lesson Describe the picture to the students but don’t show it to them Tell the students to draw what you say Afterward, show your picture to the students and let them compare it to what they drew

Find Your Partner Make two sets of flashcards

Be certain that you have the exact number of flashcards for the number of students in your class and that each flashcard has a matching card Give each student a flashcard, but tell them

to keep it covered so that other people can’t see

it Tell the students to stand up and try to find who has the same flashcard as them by asking the lesson’s key question The first two students

to find their partner are the winners

Flashcard Toss Split the students into two teams Have one student from each team stand at the back of the classroom Give both students a flashcard Student 1 should throw their flashcard and then ask student 2 a question about it After student 2 answers, they should do the same thing Whoever’s flashcard travels farther wins a point for their team

This is the complete list of games and activities that appear in this teacher’s book To see which games and activities are recommended for each lesson, check the lesson plans Keep in mind that some games and activities work better with certain key structures than others

Games and Activities

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Flip the Card Over Put the flashcards from lesson

1 facedown on a table Tell the students you’re

looking for one of the keywords and have them

take turns turning over one flashcard If they find

the keyword you’re looking for, have them say it in

the key structure If they don’t find the flashcard

you’re looking for, have another student try

Flyswatter Put the flashcards on the board and

several chairs in front of the board Split the class

into groups Ask a member from each group to

come to the front and sit on a chair Give them

each a flyswatter and tell them to listen and hit

the keywords you say The first person to hit the

correct keyword wins a point for their team

Four Corners Place one of the room flashcards in

each corner of the room Have the students stand

up and tell them that when you say “Go!” they

should go and sit down by one of the flashcards

Close your eyes and say “Go!” Count down from

ten to zero out loud and then call out one of the

flashcards while your eyes are still closed Then

open your eyes and tell the students sitting by the

flashcard you chose that they are out

Funny Reading Have the students work in groups

Tell each group to think of a unique way to read

the story They can change their voices, sing or

rap the lines, do silly actions, etc After all the

groups have finished reading the story, have the

class vote on which group they thought was the

funniest

Guess the Word Think of a keyword and write

blanks on the board for the number of letters in

it Then write a number under each of the blanks

Split the students into two teams Have a student

from the first team call out one of the numbers

Write the letter in the blank above the number

they chose and give the student a count of three

to say the word If the student guesses the word

correctly, they get a point for their team If they guess incorrectly, have a student from the second team call out a number and let them try to guess the word Keep going back and forth until one team is able to correctly say the word

Guess! Before playing the recording for a listening exercise, ask the students to guess what they think the answer for each question will be Then play the recording and let the students see if their guesses were right

Heads or Tails Put flashcards on the board Have

a student come to the front of the class Tell them to flip a coin before talking about each of the flashcards If the coin lands on “heads,” they should give a positive answer about the flashcard

If it lands on “tails,” they should give a negative answer Time them to see how long it takes them

to finish talking about each flashcard Then let the other students have a turn

High-Speed Q&A Have the students work in pairs Choose one of the pairs and give student 1 one set of flashcards and student 2 a different set

of flashcards Student 1 should ask student 2 about all of the flashcards using the key question Then student 2 should do the same thing Time the students to see how long it takes to ask and answer about all the flashcards

Hopscotch Place the flashcards on the ground in

a vertical line Have a student stand up, and ask them to roll a die The number the die lands on equals the number of flashcard words the student has to say Ask the student to hop on one leg next to each of the flashcards and say them by themselves or in the key structure

How Fast Can You Say It? Give the student several sentences to read Have them take turns reading them and time how long it takes them to finish

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It’s a Match! Make two sets of a lesson’s

flashcards Put them facedown on a table and

spread them around Split the students into

two teams Have a student from one team turn

over a flashcard, and ask them the key question

from the lesson Then have them turn over a

second flashcard, and ask about it too If the two

flashcards match, the student gets a point for

their team

It’s Your Turn! Give all of the students the same

reading passage Start reading the story out loud

and then stop and call out a student’s name That

student should begin reading where you left off

and then should call out another person’s name,

who should do the same thing Have the students

take turns reading small portions of the story like

this until it is finished

Line by Line Draw a picture on the board of one

of the keywords, line by line After you draw one

line, ask a student the lesson’s key question If

they guess wrong, draw another line and ask a

different student the question Count how many

guesses it takes the students to figure out what

each object is

Listen and Find Spread flashcards around the

classroom Ask a student to stand up Read

the script from the listening activity but change

the answers Tell the student to find the correct

flashcards Time them to see how long it takes

Listen, Run, and Circle Put the flashcards on the

board Ask a student to stand, and give them a

marker Read the script from the lesson’s listening

activity but change the object that is being talked

about Tell the student to run to the board and

circle the correct flashcard

Musical Chairs Have the students put their chairs

in a circle Play the song and ask the students to

sing it while walking around the circle Stop the

song at different points and tell the students to

sit down Take away one chair after each time you

stop the song Any students who can’t find a chair

are out

Newscaster Tell the children to pretend they are

a reading a news story on TV Have them taking turns reading something in a loud, clear voice just like newscasters do After everyone has finished, have the class vote on who they thought the best newscaster was

Oops, My Mistake! After the students are familiar with the keywords, point at different keywords and say the wrong word for them Have the students correct your mistakes

Pass the Card Pass student 1 a flashcard and say the keyword on it Then tell them to pass it

to student 2 and say the keyword Next, pass student 1 another flashcard and say the keyword

Do this for all the flashcards Time the students

to see how long it takes them to finish passing around the flashcards and saying the keywords

Phonics Die Choose a phonics sound and practice

it with the students Have the students take turns rolling the die The number it lands on will be the number of words with that phonics sound they have to say

Pick From the Box Place the flashcards in a box Have the students take turns coming to the front, picking a flashcard out of the box, and a making sentence with it using the lesson’s key structure

Ransom Note Type many different letters in different fonts and sizes and cut them out Write several words or sentences on the board Give each student a piece of paper and have them sit

in groups Give each group a big pile of letters Tell the students to stick the letters on their paper

to spell the words on the board

Reading Orchestra Split the students into three groups Tell the students that you are a conductor

in an orchestra and that each group should begin

to read the passage when you point to them Have the groups read the passage together, but Games and Activities

16

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have them start at different times.

Reading Race Split the students into two teams

Have team 1 read a story out loud, and time how

long it takes them to finish Then have team 2 do

the same thing

Repeat After Me Read each line of the story in a

different way (with a quiet voice, with a loud voice,

with a high-pitched voice, with a monster voice,

very fast, very slow, etc.) and have the students

try to mimic what you do

Rock-Paper-Scissors Race Put the flashcards on

the floor in a vertical line Choose two students

and have them stand at different ends of the line

Tell them that when you say “Go,” they should

walk along the line while saying the flashcards

they pass When they meet, they should play

rock-paper-scissors The winner can keep going

forward, but the loser must go back to where they

started from The first student to reach the end of

the line is the winner

Roll and Match Put the flashcards on the board

and write a number from 1-6 under each one

Have a student roll a die Tell them to make a

sentence about the flashcard that matches the

number on the die

Roll the Dice Give a student five dice and tell

them to roll them and write the total number on

the board Once they do, use the number they

rolled to ask them the key question Have the

other students all take turns rolling the dice and

answering the question The student with the

highest number on the board wins the game

Roll to Win Draw a vertical line on the board and

put a set of flashcards on each side of it Write

a number from 1-6 above each of the flashcards

under each of them Then split the class into

two teams Have a student from one team roll

a die, point to the flashcard that matches the

die’s number, and ask the key question After

their team answers, the student should take the

flashcard off the board The first team to take all

of their flashcards off the board wins the game

Run and Draw It Have two students stand at the back of the class Tell them a keyword and then say “Go!” The first person to draw it on the board wins

Run and Stick It Write the keywords in different places on the board Have two students stand

at the back of the classroom Give them each a flashcard and tell them that when you say “Go!”

to run to the board and stick their flashcard next

to the correct keyword

Run and Touch It Put the flashcards on the board Have two students stand at the back of the classroom Talk about a flashcard using the lesson’s key structures and then say “Go!” The first student to run to the board and touch the correct flashcard is the winner Afterward, have both students repeat the sentence you said

Slap Have the students work in small groups Give each group a set of the lesson’s flashcards (or have them write the words on small slips of paper) Tell them to lay the flashcards out on

a desk Call out one of the keywords The first student to slap the correct flashcard gets one point

Slowly Reveal Cover a flashcard with a piece of paper Slowly lift the piece of paper to reveal the image on the flashcard while asking the key structure The students should guess what’s on the card

Speak Up Choose one pair to come to the front, and ask them to practice the conversation After each person says one of their lines, have them take a big step back As the students get further away from each other, they will naturally speak louder in order to be heard by each other

Speaking Relay Have the students take turns saying a sentence one after another Time them to

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see how long it takes the whole class to say the

sentence

Spelling Race Ask two students to stand at the

back of the classroom Write two keywords with

missing letters on the board Tell the students

that when you say “Go!” they should run to the

board, fill in the missing letters in their word, and

say the word

Target Practice Split the class into groups of

four Spread flashcards out on the floor Give

one person from each team a beanbag and ask

them to stand at the back of the class Read the

script from a listening exercise but change the

answers Tell the students to throw their beanbags

at the flashcard you’re talking about Whoever’s is

closest wins a point for their team

Three-Card Monte Put three flashcards face down

on a table Spend 15-20 seconds moving them

Say the keywords on the flashcards as you’re

doing this to help you and the students remember

them Point to one of the flashcards and use the

key structures for the lesson to ask and have the

students guess what picture is on the flashcard

Tic-Tac-Toe Draw a 3x3 grid on the board and

stick the flashcards or write the keywords in the

boxes Split the students into two teams Have a

student throw a foam ball at the grid If they hit a

square, the rest of their team will ask them about

the flashcard or keyword in the box After the

student answers, they should draw their team’s

symbol (“X” or “O”) in the box The first team to

get three of their symbols in a row wins the game

Timed Reading Split the class into two teams

Have the first team read a passage, and time

them Then have the second team do the same

thing and see if they can beat the first team’s

time

Timed Talking Give each student a set amount of

time to say a key structure or a list of keywords

See how many times they can say the given

language before the time runs out

Toss and Talk Ask the students to stand in a circle and hold up a flashcard Ask student 1 the key question and throw them a foam ball Have the student answer, throw the ball to student 2, and ask the same question Student 2 should do the same thing before throwing the ball to student

3 After all the students have asked and answered about the flashcard, have them play the game again with another flashcard

Unscramble Write the words from the tongue twister sentences on pieces of paper (only put one word on each piece of paper) Make one of the tongue twister sentences on the board, but put the words in the wrong order Have a student come to the front, put the words in the correct order, and read the tongue twister out loud Then let the other students take turns doing the same thing

Unscramble Race Write sentences on the board but scramble the order of the words Have two students stand at the back of the classroom Tell them that when you say “Go!” they should run to the board, write the words in the correct order, and then read the sentence out loud The student who finishes first wins

What’s Behind the Paper? Show the students some flashcards and then ask them to close their eyes Put one of the flashcards on the board and then place a piece of paper over it Tell the students to open their eyes, and have them guess which flashcard is behind the paper

What’s Behind Your Back? Show the students two flashcards Choose a student to come to the front, and give them one of the flashcards to hold behind their back Have the rest of the class guess which flashcard the student has by using the lesson’s key structures

What’s in the Box? Place several objects in a box Choose a student to close their eyes, and tell Games and Activities

18

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them to put their hand in the box and pull out an

object Ask the student to guess which object they

are holding

What’s Missing? Put flashcards on the board or

objects on a table Ask the students to close their

eyes and take one of the flashcards or objects

away Tell the students to open their eyes and

guess what’s missing

What’s on Your Head? Stick a flashcard to a

student’s head without letting them see what is

on it Ask the student to use the lesson’s key

structures to try to guess what the flashcard is

Whisper Race Put the flashcards on the board

Split the class into teams Have the first team

form a line Whisper a question and answer to

the student at the end of the line Then tell the

students to whisper the question and answer

along the line When it reaches the final student,

they should say the question and answer out loud

and then touch the correct flashcard Time the

team to see how long it takes them to finish

Who Has More? Split the class into teams Have

one student from each team come to the front

of the class Give student 1 a flashcard and

have them roll two dice Tell them to use the

number on the dice and the flashcard to make a

sentence Then have student 2 do the same thing

Whichever student rolled the higher number gets a

point for their team

Word Search Make a word search with the

keywords from a lesson for the students to

complete

Trang 20

Student Book page 4

Warm Up

1 Go through your greetings or opening routine

2 Wave to the students and say “Hello!” Encourage

them to wave back to you and say “Hello” too

3 Introduce yourself using the structure “My name

is (name).” Say it several times and have the

students repeat after you

4 Put the students in pairs and have them introduce

themselves to each other Then have all the

students introduce themselves to the rest of the

class

A Listen, point, and say

1 Introduce the numbers and words on the page

to the students Say each of them 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 number and say it

TR 02

seven eight nine ten eleven twelve

thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty thirty forty fifty sixty

seventy eighty ninety one hundred

Game Suggestion

Balloon Tap Tap a balloon in the air and say “1.” Then hit it to a student and have them say “2.” Tell the students to keep hitting the balloon around the class and saying the numbers in order Have them count

by ones until they get to 20 and after that count by tens until they get to 100 See if they can make it all the way to 100 without letting the balloon touch the ground

Lesson Objectives

To understand and produce the key vocabulary

To correctly use the numbers 1-100

To correctly ask and answer using

“How many” and “How old”

Keywords

Numbers: 1-20, 30, 40, 50, 60, 70,

80, 90, 100

Key Structures

How many? Thirteen

How old are you? I’m eight.

Materials

CD tracks 02-04

Student Book pages 4-5

20 Starter

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B Ask and answer.

1 Have the students look at the picture Ask them

what they can see

2 Introduce the key structure

3 Play the recording and ask the students to look

at the picture and repeat the questions and

answers they hear

4 Have the students work in pairs and practice

using the key structure to ask about the objects

in the picture

TR 03

1 How many? Thirteen

2 How many? Nine.

3 How many? Seven

4 How many? Twenty.

5 How many? Four.

6 How many? Five

Game Suggestion

Roll the Dice Give a student five dice and tell them to

roll them Once they do, ask “How many?” and have

the student count the numbers on the dice to answer

the question Then tell the student to write their

number on the board Have the other students all take

turns rolling the dice and answering the question The

student with the highest number on the board wins the

game

C Ask and answer.

1 Introduce the key structure

at the picture and repeat the questions and

answers they hear

using the key structures to ask about the people

in the picture

4 Put the students in pairs and have them ask

and answer about their ages Then have all the

students say their ages to the rest of the class

TR 04

1 How old are you? I’m eight.

2 How old are you? I’m sixteen.

3 How old are you? I’m forty.

4 How old are you? I’m eighty.

to see how long it takes everyone to ask and answer

“How old are you?” Then do it one more time and see

if they can finish faster the second time

Trang 22

1 Fun and Play

Warm Up

1 Go through your greetings or opening routine

2 Show the students some pictures of places to go

in the summertime, like the mountains, the park,

and the beach Practice saying the name of each

place as a class

3 Tell the students that your favorite place to go in

the summertime is the beach Ask the students to

give a thumbs-up if they like to go to the beach or

a thumbs-down if they don’t like to go the beach

1 Use the beach things flashcards to introduce the

vocabulary Say each of the keywords and have

the students repeat them several times

what they can see

each keyword and say it

TR 05

1 swim tube 2 water gun 3 boat

4 beach ball 5 life vest 6 sand bucket

Teaching Tip

Introduce some extra vocabulary words and write them

on the board so that students who want more options

in later activities can refer to them (Suggested words: goggles, snorkel, sunglasses)

Game Suggestion

Pass the Card Pass student 1 a flashcard and say the keyword on it Then tell them to pass it to student 2 and say the keyword Next, pass student 1 another flashcard and say that keyword Do this for all the flashcards Time the students to see how long it takes them to finish passing around the flashcards and saying the keywords

B Listen and circle.

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

2 Check the answer as a class

TR 06

Nick: Let’s make a sandcastle, Amy.

Amy: Okay! That’s a good idea.

Nick: Where’s the sand bucket?

Amy: Here it is.

Answer sand bucket

I don’t have a sand bucket.

Do you have a boat?

Yes, I do / No, I don’t.

Materials

CD tracks 05-09, flashcards 01-06, contraction cards (don’t)

Lesson 1 At the Beach

Unit 1 • Fun and Play

22

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C Look and say.

1 Introduce the lesson’s first two key structures

2 Teach the students the contraction “don’t.”

Use the contraction cards at the back of the

teacher’s book to help you Show the students

the “do” and “not” cards and have them repeat

the words Slowly move the cards together Say

the words more quickly as the cards get closer

to one another When the cards are overlapping,

say the contraction and show the students the

“don’t” card Explain that “don’t” simply means

“do not.”

at the pictures under the key structures and to

repeat the sentences they hear

4 Practice using the key structures for each of the

pictures as a class

using the key structures to talk about the

pictures

TR 07

don’t, do not

1 I have a boat I don’t have a sand bucket.

2 I have a sand bucket I don’t have a boat.

3 I have a beach ball I don’t have a water gun.

4 I have a water gun I don’t have a beach ball.

5 I have a swim tube I don’t have a life vest.

6 I have a life vest I don’t have a swim tube.

D Ask and answer.

1 Introduce the third key structure

2 Play the recording and ask the students to

look at the pictures and words under the key

structure and to repeat the questions and

answers they hear

3 Have the students follow the lines between the

people and the words and the beach things and

practice using the key structure as a class

4 Have the students work in pairs and follow the

lines between the people and the words and

the beach things and practice using the key

structure

TR 08

Do you have a boat? Yes, I do.

Do you have a boat? No, I don’t.

1 Do you have a boat? Yes, I do.

2 Do you have a water gun? No, I don’t.

3 Do you have a beach ball? No, I don’t.

4 Do you have a swim tube? Yes, I do.

5 Do you have a life vest? No, I don’t.

6 Do you have a sand bucket? Yes, I do.

Game Suggestion

Tic-Tac-Toe Draw a 3x3 grid on the board, stick flashcards in all of the boxes, and put a small smiling face or frowning face next to the flashcard in each box Tell the students that they mean “yes” and “no,” respectively Then split the students into two teams Have a student throw a foam ball at the grid If they hit a square, the rest of their team should ask “Do you have a (beach item)?” After the student answers, they should draw their team’s symbol in the box The first team to get three of their symbols in a row wins the game

3 Play the chant again and have the students do

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

TR 09

I Have a Swim Tube

I have a swim tube Do you have a swim tube?

Yes, I do Yes, I do I have a swim tube.

I have a life vest Do you have a life vest?

No, I don’t No, I don’t I don’t have a life vest.

I have a beach ball Do you have a beach ball?

Yes, I do Yes, I do I have a beach ball.

I have a water gun Do you have a water gun?

No, I don’t No, I don’t I don’t have a water gun.

Extra Practice

Ask the students to complete pages 2-3 in their workbook as homework You can also have them complete the worksheet on page 124 of the teacher’s book in class

Trang 24

1 Fun and Play

Warm Up

1 Go through your greetings or opening routine Then

check the previous day’s homework or collect it

from the students

2 Review the flashcards from the previous lesson

Then practice them using the key structures

“I have/don’t have a (beach item).” Afterward,

practice using the flashcards once again, but this

time use the key structure “Do you have a (beach

item)? Yes, I do / No, I don’t.”

Activity Suggestion

Flip the Card Over Put the flashcards from lesson 1

facedown on a table Tell the students you’re looking

for one of the keywords (e.g beach ball) Have the

students take turns turning over one flashcard If they

find the keyword you’re looking for, have them say “I

have a beach ball.” If they don’t find the flashcard

you’re looking for, have them say “I don’t have a beach

ball.”

A Listen and say Then practice.

1 Use the flashcards to introduce the vocabulary

play it again and tell the students to repeat

what they hear Afterward, have the students

say the keywords once again as a class

TR 10

1 glove 2 bat 3 soccer ball

4 skateboard 5 scooter 6 yo-yo

3 Introduce the lesson’s first two key structures

4 Teach the contraction “doesn’t.” Use the contraction cards at the back of the teacher’s book to help you Explain that “doesn’t” has the same meaning as “does not.”

5 Play the recording for the students

6 Practice the structures as a class using the park toys above

7 Have the students work in pairs and practice using the sentences to talk about the park toys above

TR 11

He has a glove He doesn’t have a glove.

She has a glove She doesn’t have a glove.

doesn’t, does not

1 He has a glove He doesn’t have a glove.

2 She has a bat She doesn’t have a bat.

3 He has a soccer ball He doesn’t have a soccer ball.

4 She has a skateboard She doesn’t have a skateboard.

5 He has a scooter He doesn’t have a scooter.

6 She has a yo-yo She doesn’t have a yo-yo.

Keywords

glove, bat, soccer ball, skateboard, scooter, yo-yo

Key Structures

He/She has a glove

He/She doesn’t have a glove.

Does he/she have a glove?

Yes, he/she does

No, he/she doesn’t.

Materials

CD tracks 10-13, flashcards 01-12, contraction cards (doesn’t)

Lesson 2 In the Park

24

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the students the name of one of the flashcards and

then say “Go!” The first student to run to the board

and touch the correct flashcard is the winner Ask the

winner to hold the flashcard, and have the rest of the

class say, “He/She has a (park item).” Then point to

the other student and have the class say, “He/She

doesn’t have a (park item).”

B Ask and answer.

what they can see

2 Introduce the lesson’s third key structure

at the pictures along the side of the page and

the main picture and to repeat the questions

and answers they hear

4 Have the students work in pairs to practice

asking questions about the pictures along the

side of the page and answering them using the

main picture

TR 12

Does he have a glove? Yes, he does.

Does he have a glove? No, he doesn’t.

Does she have a glove? Yes, she does.

Does she have a glove? No, she doesn’t.

1 Does he have a glove? Yes, he does.

2 Does she have a bat? No, she doesn’t.

3 Does he have a soccer ball? No, he doesn’t

4 Does she have a yo-yo? Yes, she does.

5 Does she have a skateboard? Yes, she does.

6 Does he have a scooter? No, he doesn’t.

Game Suggestion

What’s Behind Your Back? Show the students two of the

lesson’s flashcards Choose a student to come to the

front, and give them one of the flashcards to hold

behind their back Ask the rest of the class “Does he/

she have a (flashcard)?” Have them guess if that’s the

flashcard the student is holding by answering “Yes,

he/she does,” or “No, he/she doesn’t.” Then have the

student holding the flashcard show everyone what it is

Speaking Task

1 Have the students work in pairs Tell student

A to stay on page 9 and tell student B to turn

to page 107 Ask them not to look at their

partner’s picture

2 Tell the students that there are four differences

between student A’s picture and student B’s picture

3 Have student A and student B take turns asking whether the kids in the pictures have the toys that their respective pictures show Each time they find a difference, they should circle it

4 When the students are finished, have them compare their pictures to check that they are correct

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

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

TR 13

Let’s Play Ball!

She doesn’t have a skateboard But she has a bat.

Let’s get together and play ball, play ball

He doesn’t have a scooter But he has a glove

Let’s get together and play ball, play ball.

She doesn’t have a soccer ball But she has a bat.

He doesn’t have a yo-yo But he has a glove.

Trang 26

1 Fun and Play

Warm Up

from the students

2 Review the flashcards and key structures from

lessons 1 and 2 with the students

3 Give different students flashcards to hold Say false

sentences about the flashcards the students are

holding and have the rest of the class correct you

by saying, “He/She doesn’t have a (thing) He/She

has a (thing).”

Game Suggestion

High-Speed Q&A Have the students work in pairs Give

student 1 a set of flashcards and student 2 a die Tell

student 1 that they should ask student 2 a yes/no

question for each flashcard Before answering each

question, student 2 should roll the die If the number

is 1, 2, or 3, they should answer “yes.” If it’s 4, 5,

or 6, they should answer “no.” Time the students to

see how long it takes to ask and answer about all the

flashcards Then let the other pairs try the same thing

A Listen Then act it out.

1 Have the students look at the pictures Ask

them what they can see

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

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

4 Pause after each scene to check the students’ comprehension of the plot and any new words

6 When the students have a good grasp of the language, have them work in pairs to practice

it

Teaching Tip

Show the students some different gestures to use or encourage them to come up with their own gestures when practicing with their partner

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

Lesson Objectives

To read and answer questions about

a text related to the key vocabulary

To complete and present an individualized text

26

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Teaching Tip

Have some props for the students to use when acting

out the story These could include things such as a

foam bat, a yo-yo, and a soccer ball

TR 14

Nick: Amy, let’s play baseball.

Amy: Okay.

Nick: I have a bat But I don’t have a glove

Do you have a glove?

Amy No, I don’t I have a yo-yo.

Nick: Does Tim have a glove?

Amy: No, he doesn’t He has a soccer ball.

Nick: Oh Then we can’t play baseball.

Amy: Let’s play tag! I’m it!

Differentiation

For below-level students, have them come to the front

in pairs and help them act out the story by saying the

lines and having them repeat them

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

Differentiation

For above-level students, if they don’t like baseball,

ask them to say what sport they do like

B Look and match.

1 Ask the students to complete the sentences by

matching the characters with the things they

have

2 Check the answers as a class

Answers

1 Amy has a yo-yo

2 Nick has a bat

3 Tim has a soccer ball.

C Make your own story.

1 Have the students work in pairs Ask them to

turn to page 99

2 Explain to the pairs how to circle 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 student 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

TR 15

1 The little lion’s legs are long.

2 The rabbit drives a red race car.

Game Suggestion

Speaking Relay Choose one of the tongue twisters Have the students take turns saying it one after another Time them to see how long it takes the whole class to say the sentence Then do the same thing with the other tongue twister

Extra Practice

Ask the students to complete pages 6-7 in their workbook as homework

Trang 28

1 Fun and Play

Warm Up

from the students

3 Pull the flashcards in a pile Have the students

take turns coming to the front, choosing a

flashcard, and giving it to someone else in

the classroom After they give the person the

flashcard, have them say “He/She has a (thing).”

Game Suggestion

Balloon Tap Have the students ask you “Do you have

a bat?” Tap a balloon in the air and say, “No, I don’t

I have a glove.” Then hit the balloon to a student and

ask them the same question Tell them to answer “no”

and to say what they do have See if everyone can

tap the balloon and give “no” answers to the question

without the balloon touching the ground

A Look and write.

1 Review how to spell the unit’s keywords with

the students

2 Go through the pictures as a class and ask the

students what they can see

3 Ask the students to fill in the blanks to complete the words

Answers

1 beach ball 2 water gun 3 life vest

4 swim tube 5 skateboard 6 glove

7 soccer ball 8 scooter

Game Suggestion

Apple Tree Draw an apple tree on the board with

10 apples on it Choose one of the keywords from exercise A and write blanks on the board for the number of letters in it Tell the students to guess what letters should go in the blanks Cross out an apple for every incorrect guess If all the apples get crossed out before they complete the word, they lose

B Listen and match.

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

2 Play the recording and tell the students to match the children to the correct items Check the answers as a class

28

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TR 16

1 I have a sand bucket.

2 She has a glove.

3 Does he have a swim tube?

Yes, he does.

4 Does she have a beach ball?

No, she doesn’t She has a boat.

Answers 1 sand bucket 2 glove

3 swim tube 4 boat

Game Suggestion

Target Practice Split the class into groups of four and

spread the lesson 1 and 2 flashcards out on the floor

Give one person from each team a beanbag and ask

them to stand at the back of the class Read the

script from activity B but change the answers Tell

the students to throw their beanbags at the flashcard

you’re talking about Whoever’s is closest wins a point

for their team

Speaking Task

1

1 Have the students work in groups of four

2 Explain to them that they will be playing a

memory game

2

1 Ask the students to cut out the cards and then

choose three cards each Tell the students

to keep their cards hidden from the other

members of their group

2 Tell student A to choose one of their cards and

say what they have Tell student B to repeat

what student A said and then say what’s on one

of their cards Then tell student C to repeat

what student A and student B said and then say

what’s on one of their cards Have the students

keep doing this until someone forgets one of

the cards

Differentiation

For below-level students, have them keep their cards

face up on their desk so that everyone can see what

they have

Extra Practice

Trang 30

1 Fun and Play

Warm Up

from the students

Game Suggestion

What’s on Your Head? Stick a flashcard to a student’s

head without letting them see what is on it Ask the

student “Do you have a (thing)?” If they think that’s

the flashcard on their head, tell them to answer “Yes,

I do.” If they don’t think that’s it, tell them to answer

“No, I don’t.” After the student has answered, show

them the flashcard and ask them to say “I have

a (thing).” Then do the same thing with the other

students

A Listen and read.

1 Tell the students what the passage will be about

and introduce any new vocabulary

what they can see

3 Play the recording and let the students listen to

Do you have a beach ball and a water gun?

Don’t forget one more thing.

Look at these beach safety rules:

∙ Don’t swim too far into the ocean.

∙ Always swim with friends

∙ Don’t swim after dark.

∙ Ask a lifeguard for help.

Are you ready now?

Let’s go swimming!

Activity Suggestion

Newscaster Tell the children to pretend they are reading a news story on TV Have them taking turns reading the story in a loud, clear voice just like newscasters do After everyone has finished, have the class vote on who they thought the best newscaster was

B Choose the correct answers.

1 Have the students read the sentences and circle the correct answers

Lesson Objectives

a text on beach safety

To review the usage of “have” and

“has” in the present simple tense

Lesson 5 Skills Up!

30

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Answers 1 b 2 b

A Look and learn

1 Review how to make positive and negative

“have” and “has” sentences with different

pronouns with the students

2 Then review how to ask and answer yes/no

questions starting with “Do” or “Does.”

3 Read the chart as a class

B Look and write.

2 Tell the students to read the sentences and fill

in the blanks with either “have,” “has,” “don’t

have,” or “doesn’t have.”

3 Have the students work in pairs to check their

answers, or check the answers as a class

Answers 1 has 2 doesn’t have

C Trace and write.

2 Tell the students to read the sentences, trace

the lines to the pictures, and then write the

answers

3 Have the students work in pairs to check their

answers, or check the answers as a class

Answers 1 don’t 2 Yes, he does

3 Yes, she does 4 No, he doesn’t

Game Suggestion

Find Your Partner Make two sets of flashcards from

lesson 1 and lesson 2 Be certain that you have the

exact number of flashcards for the number of students

in your class and that each flashcard has a matching

card Give each student a flashcard, but tell them to

keep it covered so that other people can’t see it Tell

the students to stand up and try to find who has the

same flashcard as them by asking “Do you have a

(thing)?” The first two students to find their partner win

the game

Extra Practice

Trang 32

2 At School

Warm Up

from the students

2 Before class, place the flashcards for the lesson’s

keywords in a backpack

3 Open the backpack, show the students each

item, and say what it is called in English Ask the

students to raise their hand if they have any of the

items in their backpack

1 Use the school supplies flashcards to introduce

the vocabulary Say each of the keywords and

have the students repeat them several times

what they can see

each keyword and say it

TR 18

1 marker 2 stapler 3 paintbrush

4 glue stick 5 colored pencil 6 pencil sharpener

Teaching Tip

Introduce some extra vocabulary words and write them

on the board so that students who want more options

in later activities can refer to them (Suggested words: paper clip, highlighter, binder)

Game Suggestion

Three-Card Monte Put three of the lesson’s flashcards facedown on a table Spend 5-10 seconds moving them around Say the keywords on them as you’re doing this to help you and the students remember them Point to one of the flashcards and ask “What is it?” Have the students guess what picture is on the flashcard by saying “It’s a (school supplies item).”

B Listen and circle.

1 Tell the students to listen and circle the school supplies item that is being talked about

2 Check the answer as a class

TR 19

Nick: Is it a rainbow?

Amy: Yes, it is.

Nick: It looks great!

Amy: But I don’t have a purple marker.

Nick: I have one Here you are.

Lesson 1 In the Classroom

Unit 2 • At School

32

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C Ask and answer

1 Introduce the lesson’s first key structure

at the picture under the key structure and to

repeat the questions and sentences they hear

3 Practice using the key structure to talk about

the school supplies in the picture as a class

using the key structure to talk about the school

supplies in the picture

TR 20

What do you have? I have a marker.

1 What do you have? I have a marker.

2 What do you have? I have a paintbrush.

3 What do you have? I have a glue stick.

4 What do you have? I have a stapler.

5 What do you have? I have a pencil sharpener.

6 What do you have? I have a colored pencil.

Game Suggestion

What’s in the Box? Place a glue stick, colored pencil,

marker, paintbrush, stapler, and pencil sharpener in

a box Choose a student to close their eyes, and tell

them to put their hand in the box and pull out an

object Ask the student “What do you have?” and have

them guess which object they are holding by saying “I

have a (school supplies item).”

D Ask and answer.

1 Introduce the second key structure

at the pictures under the key structure and to

repeat the questions and answers they hear

3 Practice using the key structure to talk about

the school supplies in the backpacks as a class

using the key structure to talk about the school

supplies in the backpacks

TR 21

What does he have? He has a colored pencil.

What does she have? She has a colored pencil.

1 What does he have? He has a colored pencil.

2 What does he have? He has a pencil sharpener.

3 What does he have? He has a glue stick.

4 What does she have? She has a marker.

5 What does she have? She has a paintbrush.

6 What does she have? She has a stapler.

Game Suggestion

What’s Missing? Have a student come to the front of the class Put the lesson’s flashcards on the board Ask the rest of the class to close their eyes, and have the student take one of the flashcards away Have the student hold the flashcard, but tell them to keep the picture covered Have the rest of the class open their eyes and guess what’s missing Ask the class “What does he/she have?” They should guess what the flashcard is by saying “He/She has a (school supplies item).”

3 Play the chant again and have the students do

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

TR 22

What Do You Have?

[clap clap clap clap]

What do you have?

A marker, a marker I have a marker.

A stapler, a stapler I have a stapler.

What does he have?

A paintbrush, a paintbrush He has a paintbrush.

A glue stick, a glue stick He has a glue stick.

What does she have?

A pencil sharpener, a pencil sharpener.

She has a pencil sharpener.

A colored pencil, a colored pencil

She has a colored pencil.

Extra Practice

Trang 34

2 At School

Warm Up

from the students

2 Review the flashcards and key structures from the

previous lesson

3 Put a glue stick, colored pencil, marker, paintbrush,

pencil sharpener, and a stapler in a box Walk

around the classroom and let the students take

turns pulling an object out of the box Ask the rest

of the class, “What does he/she have?”

Game Suggestion

It’s a Match Make two sets of the lesson 1 flashcards

Put them facedown on a table and spread them

around Split the students into two teams Have a

student from one team turn over a flashcard, and ask

them “What do you have?” After the student answers,

have them turn over a second flashcard, and then ask

the student about it too If the two flashcards match,

the student gets a point for their team

A Listen and say Then practice.

1 Use the food flashcards to introduce the

vocabulary

play it again and tell the students to repeat what they hear Afterward, have the students say the keywords once again as a class

TR 23

1 pizza 2 fish 3 chicken

4 steak 5 soup 6 juice

3 Introduce the lesson’s first key structure

4 Play the recording for the students

5 Practice the structure as a class using the foods above

6 Have the students work in pairs and practice using the key structure to talk about the foods above

TR 24

What do you want? I want pizza.

1 What do you want? I want pizza.

2 What do you want? I want fish.

3 What do you want? I want chicken.

4 What do you want? I want steak

5 What do you want? I want soup.

6 What do you want? I want juice.

Activity Suggestion

Draw a Picture Have the students draw a picture of a meal they want to eat and then tell the class about it using the structure “I want (food).”

Lesson 2 At the Cafeteria

34

Trang 35

B Ask and answer.

what they can see

2 Introduce the second key structure

at the kids and food items and to repeat the

questions and answers they hear

4 Have the students work in pairs to practice

asking and answering questions about the kids

in the picture

TR 25

What does he want? He wants fish.

What does she want? She wants fish.

1 What does she want? She wants fish.

2 What does he want? He wants steak.

3 What does she want? She wants chicken.

4 What does he want? He wants soup.

5 What does she want? She wants juice.

6 What does he want? He wants pizza.

Game Suggestion

Flyswatter Put the lesson’s flashcards on the board

and put several chairs in front of the board Split the

class into groups Ask a member from each group to

come to the front and sit on a chair Give them each a

flyswatter and tell them to listen and hit the keywords

you say Ask “What does he/she want?” and then

answer the question The first person to hit the correct

keyword wins a point for their team

Speaking Task

1

1 Ask each student to circle three things that they

want from the food items in the vocabulary

box

2 Divide the class into groups

2

1 Tell the students that each group will have

several customers who order food, one server

who takes their orders, and one cook who

writes the orders down Ask the students to

decide who will play each role in their group

Then have each student circle their role

2 Have the cooks stand at the board, and tell

the customers to line up at the back of the

classroom Tell the servers to ask each customer

“What do you want?” and then to run over and tell the cook the order The cook should then write the order on the board

3 The group that gets all of their orders written down first wins

Teaching Tip

Write the keywords along the top of the board to make

it easier for the cooks to write down the different orders

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

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

TR 26

What Do You Want?

What do you want? What do you want?

Pizza! Pizza! I want pizza.

What does she want? What does she want?

Juice! Juice! She wants juice.

Everyone wants pizza and juice.

What do you want? What do you want?

Chicken! Chicken! I want chicken.

What does he want? What does he want?

Steak! Steak! He wants steak.

Everyone wants chicken and steak.

Extra Practice

Trang 36

2 At School

Warm Up

from the students

3 Show a student three of the flashcards and then

put them facedown in a pile and shuffle them Ask

the student “What do you want?” and have them

answer Then fan the flashcards out and let them

choose which one they think has the keyword they

want on it After they have chosen their flashcard,

ask them the question again and have them

answer “I want (food).” Afterward, let the other

students have a turn too

Game Suggestion

Tic-Tac-Toe Play this game with the flashcards from

lessons 1 and 2 If a student hits a square with a

flashcard from lesson 1, have their team ask them “What

do you have?” If they hit a square with a flashcard from

lesson 2, have their team ask “What do you want?

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

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

4 Pause after each scene to check the students’ comprehension of the plot and 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

TR 27

Amy: I’m hungry.

Nick: What do you want?

Amy: I want chicken.

Nick: Let’s go to the cafeteria Can we have chicken?

Cafeteria worker: I’m sorry I don’t have any more.

Amy: What do you have now?

Cafeteria worker: I have pizza

Amy: Okay I’ll have pizza.

Cafeteria worker: Here you are.

Amy: Thank you Oh no! Camo!

Nick: Camo is hungry too!

Cafeteria worker: Ha ha ha.

Lesson Objectives

a text related to the key vocabulary

To complete and present an individualized text

Trang 37

Teaching Tip

If the students are doing well with the language in

the story, encourage them to add an extra line for the

cafeteria worker by having her say, “You’re welcome” or

“Enjoy your lunch,” after Amy says, “Thank you.”

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

Differentiation

For above-level students, also ask them to say a food

they don’t want

B Look and choose.

1 Ask the students to read the sentences and

circle the correct answers

Answers 1 c 2 b 3 c

C Make your own story.

1 Have the students work in groups of three Ask

them to turn to page 100

2 Explain to the groups how to circle and use the

stickers 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 student books

Tongue Twisters

the tongue twisters

3 Read the tongue twisters out loud to the class

Ask the students what sounds the letters “s”

and “z” make and have them underline the “s”

and “z” 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

TR 28

1 Sarah sees seeds on her silly socks.

2 The zoo’s zebras zip up their zippers.

Activity Suggestion

Phonics Die Choose one of the phonics sounds and practice it with the students Have the students take turns rolling the die The number it lands on will be the number of words with that phonics sound they have to say

Extra Practice

Trang 38

2 At School

Warm Up

from the students

3 Put the flashcards in a pile Have the students

take turns coming to the front, choosing a

flashcard, and giving it to someone else in

the classroom After they give the person the

flashcard, ask them “What does he/she have?” or

“What does he/she want?” and have them answer

Game Suggestion

Balloon Tap Tap a balloon in the air and say “I want

(food).” Then hit it to a student and ask them “What

do you want?” See if everyone can tap the balloon and

answer the question without the balloon touching the

ground Then do the same thing with “What do you

have?”

A Find the eight hidden pictures

1 Read the words in the vocabulary box under

the picture as a class

2 Ask the students to look for the eight hidden

pictures

Answers

Game Suggestion

Run and Stick It Write the keywords in different places

on the board Have two students stand at the back

of the classroom Give them each a flashcard and tell them that when you say “Go!” they should run to the board and stick the flashcard next to the correct keyword

B Listen and match.

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

2 Play the recording and tell the students to match the children to the correct items Check the answers as a class

Trang 39

TR 29

1 What does he have? He has a glue stick.

2 What does she have? She has soup.

3 What does she want? She wants a stapler.

4 What does he want? He wants pizza.

Answers 1 glue stick 2 soup

3 stapler 4 pizza

Game Suggestion

Listen and Find Spread the flashcards from lessons 1

and 2 around the classroom Ask a student to stand

up Read the script from activity B but change the

answers Tell the student to find the correct flashcards

Time them to see how long it takes Then let the other

students try

Speaking Task

1 Look at the pictures on the game board Ask

the students what they can see

2 Have the students work in pairs Give each pair

a coin

3 Explain to the students that they should flip a

coin to move on the game board Tell them that

if the coin lands on “heads,” they should move

one space, and if it lands on “tails,” they should

move two spaces

4 Tell the students that if they land on a yellow

plate, their partner should ask, “What do you

have?” If they land on a red plate, their partner

should ask, “What do you want?”

5 Have the students play the game

Extra Practice

Ask the students to complete pages 18-19 in their

workbook as homework

Trang 40

2 At School

Warm Up

from the students

3 Ask the students “What do you have?” and have

them take turns telling you something that they

have on their desk or in their pencil case or

backpack Then ask them “What do you want?”

and have them take turns telling you what they

want to eat

A Listen and read.

1 Tell the students what the passage will be about

and introduce any new vocabulary

what they can see

the passage

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

TR 30

Useful Plastic Things What do you have in your backpack?

Do you have markers or glue sticks?

Markers, glue sticks, and pencil sharpeners are all made of plastic.

Plastic is light and strong.

You can carry your plastic school supplies easily.

They also don’t break easily.

What other plastic things do you have?

Activity Suggestion

Reading Orchestra Split the students into three groups Tell the students that you are a conductor in an orchestra and that each group should begin to read the passage when you point to them Have the groups read the passage together, but have them start at different times

B Choose the correct answers.

1 Have the students read the sentences and circle the correct answers

a text on plastic school supplies

To review the use of the question word “what”

Lesson 5 Skills Up!

40

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