Come on everyone 1 teachers book

In the student books, creative individualized activities, projects, and presentations in each lesson provide fun opportunities for students to collaborate and to practice key structur

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Shawn Despres • Amy Gradin

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Come On, Everyone

Teacher’s Book 1

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: 979-11-253-0992-5 Teacher’s Book with DVD-ROM 1

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

Cover Design: BLaunch Graphics

Cover Illustrator: James Horvath

Photo Credits:

Dreamstime pp 153, 156, 160

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Contents

Scope and Sequence 4

Introduction 6

Unit Guide 9

Games and Activities 14

Starter 20

Unit1 My Toys 22

Unit2 At School 32

Review 1 42

Unit3 At a Farm 44

Unit4 Animals 54

Review 2 64

Unit5 School Market 66

Unit6 On a Picnic 76

Review 3 86

Unit7 My Family 88

Unit8 My Body 98

Review 4 108

Reader’s Theater Storybook 110

Workbook Answer Key .113

Worksheets .122

Tests . 138

Test Answer Key . 162

Contraction Cards . 165

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Scope & Sequence

Vocabulary: Toys balloon, bike, doll, train, robot, teddy bear Vocabulary: Colorsorange, pink, brown, black, white, purple Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingMy Favorite Toy (Social Studies) Structure

A: What is it?

B: It’s a bike.

Structure A: What color is it?

A: What’s this?

B: It’s a pencil / It’s an eraser

Structure A: What’s that?

A: Is it a carrot? / Is it an apple?

B: Yes, it is / No, it isn’t.

Structure A: Are they apples?

B: Yes, they are / No, they aren’t.

Phonics

c, g Speaking Task What’s on My Forehead? GrammarPlural Nouns: -s/-es

4 Animals

Vocabulary: Pets birds, cats, dogs, frogs, squirrels, turtles Vocabulary: Zoo Animals monkeys, bears, elephants, lions, zebras, giraffes Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingOur Animal Friends (Social Studies) Structures

I like cats.

I don’t like dogs

Structure A: Do you like monkeys?

B: Yes, I do / No, I don’t.

Structures A: Is it a new camera? / Is it an old bag?

Phonics

f, v Speaking Task Guessing Game GrammarAdjectives: long/short/big/small/new/old

6 On a Picnic

Vocabulary: Food hamburger, hamburgers, egg, eggs, tomato, tomatoes Vocabulary: Food cookie, cookies, sandwich, sandwiches, peach, peaches Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWhere Are the Vegetables? (Health) Structures

There is an egg.

There are six eggs.

Structures A: Where is the cookie? B: It’s in the box

A: Where are the cookies? B: They’re in the box

Phonics

a Speaking Task Complete the Pictures

Grammar There is/There are Prepositions: in/on/under

Review 3

7 My Family

Vocabulary: Family Members father, mother, sister, brother, grandfather, grandmother Vocabulary: What We Can Doswim, drive, cook, read, wink, ride a bike Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingMy Superhero Family (Social Studies) Structures

A: Who is he? / Who is she?

B: He’s my brother / She’s my sister

Structures

I can swim / I can’t swim

He/She can drive / He/She can’t drive

He/She has big eyes

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Structure A: What is it?

B: It’s a bike.

Structure A: What color is it?

B: It’s a pencil / It’s an eraser

Structure A: What’s that?

Structure A: Are they apples?

B: Yes, they are / No, they aren’t.

Phonics

c, g Speaking Task What’s on My Forehead? GrammarPlural Nouns: -s/-es

4 Animals

Vocabulary: Pets birds, cats, dogs, frogs, squirrels, turtles Vocabulary: Zoo Animals monkeys, bears, elephants, lions, zebras, giraffes Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingOur Animal Friends (Social Studies)

Structures

I like cats.

I don’t like dogs

Structure A: Do you like monkeys?

B: Yes, I do / No, I don’t.

Structures A: Is it a new camera? / Is it an old bag?

Phonics

f, v Speaking Task Guessing Game GrammarAdjectives: long/short/big/small/new/old

6 On a Picnic

Vocabulary: Food hamburger, hamburgers, egg, eggs, tomato, tomatoes Vocabulary: Food cookie, cookies, sandwich, sandwiches, peach, peaches Story Vocabulary Wrap Up ActivityListening Wrap Up Activity ReadingWhere Are the Vegetables? (Health)

Structures There is an egg.

There are six eggs.

Structures A: Where is the cookie? B: It’s in the box

A: Where are the cookies? B: They’re in the box

Phonics

a Speaking Task Complete the Pictures

Grammar There is/There are Prepositions: in/on/under

B: He’s my brother / She’s my sister

Structures

I can swim / I can’t swim

He/She can drive / He/She can’t drive

He/She has big eyes

Phonics

i Speaking Task Draw a Monster! GrammarPresent Simple: have/has

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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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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

Unit Guide

Lesson 1

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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 it

Tell the students to guess which letters they are

Cross out an apple for every incorrect guess If all

the apples get crossed out before they complete

the sentence, they lose

Back-to-Back Have the students draw pictures

Then put them in pairs Give all of the students

blank pieces of paper and tell them to sit

back-to-back Tell student 1 to describe their picture and

student 2 to draw it Afterward, have the students

compare the pictures Then have the students

switch roles so that student 2 can describe their

picture for student 1 to draw

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

Beanbag Circle Ask the students to stand up and

form a circle Toss a beanbag to student 1 and

ask them a question Student 1 will answer the

question, toss the beanbag to student 2, and ask

them the question Continue until everyone has had

the chance to ask and answer the question

Bowling Tape flashcards to plastic water bottles and line them up at the front of the class Give a student a ball and ask them to roll it toward the water bottles Have the student say the flashcards

on the water bottles they knock over

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 to guess what

it is

Cross the Line Place the 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

Dice Sentences Put the keywords on the sides of two dice and have the students take turns rolling them Ask them to use the words on the dice to make a sentence

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 It! Split the class into two teams Have one student from each team draw a picture of

a keyword on the board While both students

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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are drawing, their teammates can guess what

the picture is by asking and answering the key

structure The first team to correctly guess the

picture wins a point

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 Instead,

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 a Chair Have the students stand up, and

ask them to put their chairs at the back of the

classroom Then ask the students to come stand

near you Hold up a flashcard so that its back is

facing the students Ask the students to guess

what’s on the flashcard If you tell them that they

have answered correctly, they have to run and sit

down on a chair Play the game several times and

take away one or two chairs after each round

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

Flyswatter Put the 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 The first person to hit the correct keyword wins a point for their team

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

Get Up and Move! Call out actions related to the keywords for the students to do and then do them together as a class

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 a letter in the blank above the number they chose and give the student until the 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

Heads or Tails Put the flashcards on the board and 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

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High Number Have two students come to the front

of the classroom Show them a flashcard and

ask them what they can see Ask student 1 to

roll a die, and tell them to say the number on the

die and the flashcard’s word together Then have

student 2 do the same thing Whoever gets the

higher number wins

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 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 flashcards the student has

to say Ask the student to hop on one leg next to

each of the flashcards as they say them

I Spy Say to the class, “I spy with my little eye

something that is …” and then describe an object

without saying what it is Have the students try to

guess what the object is

In, On, or Under? Put a box on a table at the front

of the room Show the students a flashcard or

object and then ask them to close their eyes Put

the flashcard or object in, on, or under the box and

ask the students where it is With their eyes still

closed, have the students guess if they think the

flashcard or object is in, on, or under the box

It’s a Match! Make two sets of the 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! 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

Listen and Find Spread the flashcards around the classroom and 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

Magazine Pictures Give each student a piece of paper and ask them to fold it in half twice to make four squares Have the students work in groups Give each group a few old magazines Tell the students to look through the magazines and cut out pictures related to the unit When everyone is finished, have the students take turns describing the pictures on their paper using the unit’s keywords and structures

Memory Game Make two sets of the flashcards Put them facedown on a table and spread them around Split the students into two teams and have

a student from one team turn over a flashcard Ask them the key question from the lesson Then have them turn over a second flashcard, and ask them about that one too If the two flashcards match, the student gets a point for their team

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 Games and Activities

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are out.

Newscaster Tell the children to pretend they are

a reading a news story on TV Have them take

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, and so on 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 the flashcards and saying the keywords

Phonics Die Choose a phonics sound and practice

it with the students Then 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

Put It in Order Make several sets of flashcards

before class starts Have the students work in

small groups Give each group a set of flashcards

that has been shuffled so that they are not in the

correct order Have the students work together to

place the words in the correct order After they

have finished, have each group say all the words

from start to finish

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

Read and Act Have the students work in pairs Student 1 should read the story out loud, and student 2 should act out what they are saying Have the class vote on which pair they think did the best job

Reading Orchestra Split the students into three groups Tell them 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

Reading Race Have the students work in pairs Student 1 should read one line, and then student 2 should read the next one They should keep doing this until the story is finished Time each pair to see how long it takes them to finish

Repeat After Me Read each line of a 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 Play rock-paper-scissors to practice the key structures The winning student can ask the question, and the other student can answer it

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 to Win Draw a vertical line on the board and put a set of the lesson’s flashcards on each side

of it Write a number from 1-6 above each of the flashcards and split the class into two teams Have

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flashcard that matches the die’s number, and ask

their team about it using the lesson’s key question

After their team answers, they should take the

flashcard off the board The first team to take all

the flashcards off the board wins

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 and have two students stand

at the back of the classroom Give them each

a flashcard and ask the key structure Tell them

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

board and stick their flashcard next to the correct

keyword

Run and Touch It Put the flashcards on the board

and 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

Simon Says Explain to the students that you’re

going to call out different things for them to do

If you say “Simon says” before a command, then

the students should do it If you don’t say “Simon

says,” the students shouldn’t do it If any students

follow a command that they shouldn’t have, they

have to sit down Make commands using the

keywords

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 in each

group 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

Speaking Relay Have the students take turns saying a sentence one after another Time them to see how long it takes the whole class to say the sentence

Spelling Quiz Let the students have a bit of time

to look over the keywords Then give them each a piece of paper and ask them to close their books Say the keywords out loud and have the students write them down Check the answers as a class

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

Spelling Relay Split the class into three or four groups and give a person on each team a marker Call out a keyword and tell them to run to the board and write the first letter of it Then they should run back and pass the marker to the next person on their team for them to write the second letter, and so on The first group to finish writing the whole word correctly wins a point

Target Practice Split the class into groups of about four and spread the 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

Teacher’s Mistake Write the keywords on the board but misspell them, put them out of order, or do anything to make them incorrect Let the students take turns coming up to the front to correct your errors

Games and Activities

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Three-Card Monte Put three flashcards facedown

on a table and 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 lesson’s

key structures 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 should 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 Flip Have the students work in pairs Put

the flashcards in a pile facedown and hand them to

one pair Student 1 should show the flashcards and

ask the key structures Student 2 should answer

Time how long it takes each pair to finish asking

and answering about all the flashcards

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

Unscramble Write the words from a sentence

on pieces of paper (only put one word on each

piece of paper) Then make the sentence 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 sentence out loud Then

let the other students take turns doing the same

thing

What’s in the Box? Place several objects 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 to guess which object they are

holding

What’s Missing? Put the flashcards on the board

or objects on a table Ask the students to close their eyes while you take one of the flashcards or objects away Then tell the students to open their eyes and guess what’s missing

Where Is It? Have the students stand in one area of the classroom Show them a flashcard and then ask them to close their eyes Hide the flashcard somewhere in the classroom Tell the students to open their eyes and ask you where it

is Use prepositions to tell them the location of the flashcard and then let the students look for it

Whisper Race Put the flashcards on the board and split the class into teams Have each team form a line Whisper a question and answer to the student

at the end of each 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 teams 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 them 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

a second student 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 the lesson for the students to complete

Trang 20

Student Book page 4

Warm Up

1 Go through your greetings/openings routine

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

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

Teaching Tip

Rather than teaching the alphabet before introducing

yourself to the students, skip to part D and teach

the students how to say their names as part of your

introduction

A Listen, point, and say

1 Use the alphabet cards on the page to introduce

the alphabet Say each of the letters along with

their pictured things 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

Alphabet: Aa-Zz, Numbers: 1-10, Colors: red, yellow, green, blueKey Structures

Hello What’s your name?

Trang 21

B Listen, point, and say.

1 Introduce the numbers on the page to the

students Say each of them and have the

students repeat after you

each number and say it

TR 03

one two three four five

six seven eight nine ten

Game Suggestion

Balloon Tap Tap a balloon in the air and say “1.” Then

hit it to a student and have them say “2.” Have the

students keep hitting the balloon around the class and

saying numbers See if they can count from 1 to 10

and then from 10 to 1 without letting the balloon touch

the ground

C Listen, point, and say.

1 Introduce the colors on the page to the

students Say each of them and have the

students repeat after you

each color and say it

TR 04

red yellow green blue

Activity Suggestion

Slowly Reveal Make flashcards of the lesson’s color

vocabulary words before class starts Cover one of

them with a piece of paper Slowly lift the paper to

reveal the color on the flashcard and have the students

try to guess what it is

D Ask and answer.

1 Say “Hello” and have the students repeat after

you Then point to yourself and say “My name

is (name).”

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

students point to themselves and say “My name

is (name).”

at the picture and repeat what they hear

4 Practice the conversation as a class

5 Have the students work in pairs to practice the conversation Tell them to use their own names instead of Nick’s and Amy’s

6 When the students are comfortable with the conversation, have the pairs take turns standing

up and doing it in front of the class

TR 05

Amy: Hello What’s your name?

Nick: My name is Nick What’s your name?

Amy: My name is Amy.

Teaching Tip

Even if you already went through part D at the beginning of class, do it again as a wrap up to the lesson by adding “Bye” or “Goodbye” to the end of the structure (e.g “My name is (name) Goodbye!”) You can also wave at the students so that they understand the meaning of the new word

Trang 22

1 My Toys

Warm Up

1 Go through your greetings/openings routine

2 Review the starter unit by saying “Hi, my name is

(name).”

3 Encourage the students to say your name in

various ways (e.g loudly, quietly, with a

high-pitched voice, etc.)

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

take turns answering

Teaching Tip

Show the students a balloon Tap it and say “I’m

(name).” Then hit it to student 1 and ask “What’s your

name?” Tell student 1 to tap the balloon, say their

name, and then hit it to student 2 Ask student 2 the

same question and then continue to ask the other

students

1 Use the toy 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

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

TR 06

1 balloon 2 bike 3 doll 4 train 5 robot 6 teddy bear

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: ball, car, dinosaur)

B Listen and circle.

1 Tell the students to listen and circle the toy that

is being talked about

2 Check the answer as a class

It’s a bike.

Materials

CD tracks 06-09, flashcards 01-06, contraction cards (it’s)

Lesson 1 Toys

Student Book pages 6-7

Unit 1 • My Toys

22

Trang 23

TR 07

Nick: Look at this.

Amy: What is it?

Nick: It’s a balloon.

Amy: Wow, it’s big!

Answer balloon

Differentiation

For above-level students, ask the question “What’s in

your room?” Let the students take turns discussing

what toys they have in their room

C Ask and answer.

1 Introduce the lesson’s key structures

2 Teach the contraction Use the contraction

cards at the back of the teacher’s book to

help you Show the students the “it” and “is”

cards and have them repeat the words Slowly

move the cards closer 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 “it’s”

card Explain that “it’s” has the same meaning

as “it is.”

3 Play the recording and ask the students to look

at the pictures under the key structures and

match them with the correct toys

4 Practice using the question and answer

structures for each of the pictures as a class

5 Have the students work in pairs and practice

using the question and answer structures to talk

about the pictures

TR 08

What is it? It’s a bike.

1 What is it? It’s a bike

2 What is it? It’s a train

3 What is it? It’s a doll

4 What is it? It’s a balloon

5 What is it? It’s a robot

6 What is it? It’s a teddy bear.

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

“What is it?” Have the students guess what picture is

on the flashcard by saying “It’s a (toy).”

D Draw a toy Then ask and answer.

1 Draw one of the toys on the board Ask the students “What is it?” and have them answer

by saying “It’s a (toy).”

2 Review the question and answer structure with the flashcards and then put them on the board

so that everyone can see them

3 Ask the students to draw one of the toys in their student books or on a separate piece

of paper Afterward, have them take turns presenting their pictures to the class or have them work in pairs and talk about their pictures with their partner

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 09

What Is It?

Look! What is it? It’s a doll.

Look! What is it? It’s a robot.

Look! What is it? It’s a teddy bear.

It’s a doll It’s a robot It’s a teddy bear.

Look! What is it? It’s a train.

Look! What is it? It’s a bike.

Look! What is it? It’s a balloon.

It’s a train It’s a bike It’s a balloon.

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 122 of the teacher’s book in class

Trang 24

1 My Toys

Warm Up

1 Go through your greetings/openings routine Then

check or collect the previous day’s homework from

the students

2 Go over the chant on page 94 again

3 Review the toy flashcards from the previous lesson

using the key structures, “What is it?” and “It’s a

(toy).”

Activity Suggestion

Slowly Reveal Cover a flashcard from lesson 1 with a

piece of paper Slowly lift the piece of paper to reveal

the image on the flashcard while asking “What is it?”

The students should guess what’s on the card

A Listen and say Then practice.

1 Use the flashcards (you can add the colors

from the starter unit too) 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

Game Suggestion

Run and Stick It Write the color keywords in different places on the board and have two students stand at the back of the classroom Give them each a color flashcard and ask “What color is it?” Tell them that when you say “Go!” they should run to the board and stick their flashcard next to the correct keyword

4 Play the recording for the students

5 Practice the structures as a class using the colors above

6 Have the students work in pairs and practice using the question and answer structures to talk about the colors

TR 11

What color is it? It’s orange.

1 What color is it? It’s orange

2 What color is it? It’s pink.

3 What color is it? It’s brown.

4 What color is it? It’s black.

5 What color is it? It’s white.

6 What color is it? It’s purple.

It’s orange.

Materials

CD tracks 10-13, flashcards 01-12 contration cards (it's)

Lesson 2 Colors

Unit 1 • My Toys

24

Trang 25

Teaching Tip

Use the contraction cards to review “It’s.”

7 Play the recording and have the students repeat

the activity

B Ask and answer.

what they can see

2 Have the students work in pairs to practice

asking and answering the questions

3 Play the recording to let the students check

their answers

TR 12

What color is it? It’s pink.

2 What color is it? It’s white.

3 What color is it? It’s orange.

4 What color is it? It’s purple.

5 What color is it? It’s black.

6 What color is it? It’s brown.

Differentiation

For above-level students, ask them to add the

key structures from lesson 1 to create longer

conversations For example, student 1 could ask,

“What is it?” and student 2 could answer, “It’s a doll.”

Then student 1 could follow up with “What color is it?”

and student 2 could answer, “It’s pink.”

Teaching Tip

Also use the key structures to talk about the students’

clothes, possessions, and other classroom objects

Speaking Task

1 Put a copy of the color wheel on page 9 on the

board

2 Review the keywords by asking “What color is

it?” and pointing to the colors on the wheel

3 Show how to spin a paper clip around a pencil

on the color wheel

4 Choose a student to help you demonstrate how

to play the game Show that student 1 should

spin the paper clip Then student 2 should ask

the question, and student 1 should answer

on their palette If the paper clip lands on a color a student already has on their palette, they should answer the question but not put

a sticker on the palette The person who completes their palette first is the winner

Teaching Tip

While the students are playing the game, play the song on page 94 on repeat as background music to introduce the students to the lyrics and the melody

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

What Color Is It?

What color is it? Orange, it’s orange.

It’s orange, orange, orange.

What color is it? White, it’s white.

It’s white, white, white.

What color is it? Brown, it’s brown.

It’s brown, brown, brown.

What color is it? Black, it’s black.

It’s black, black, black.

What color is it? Pink, it’s pink.

It’s pink, pink, pink.

What color is it? Purple, it’s purple.

It’s purple, purple, purple.

Extra Practice

Ask the students to complete pages 4-5 in their workbook for homework You can also have them complete the worksheet on page 123 of the teacher’s book in class

Trang 26

1 My Toys

Warm Up

the students

2 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 to

sing the song as a class

4 Afterward, review the flashcards from lessons 1 and

2 along with the key structures used with them

Game Suggestion

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

one toy and one color flashcard in each box To fill

in the extra boxes, make duplicates of some of the

flashcards or write words in the boxes Split the

students into two teams Have a student throw a foam

ball at the grid If they hit a square, their team should

ask them “What is it?” and “What color is it?” 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

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 when they are talking

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

Have the boys repeat Amy’s lines with high voices and the girls repeat Nick’s lines with deep voices to make things more fun

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.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

Lesson Objectives

To read and answer questions about

a text related to the key vocabulary

To complete and present an individualized text

KeywordsKeywords from lessons 1 and 2Key Structures

Key structures from lessons 1 and 2Materials

Trang 27

have them try it with or without their student

books

Teaching Tip

Have some props for the students to use when acting

out the story These could include things such as a

wrapped present, a plastic bag, a robot, and a toy train

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

TR 14

Amy: Good afternoon, Nick!

Nick: Hello, Amy.

Amy: What is it?

Nick: It’s a robot.

Amy: Oh, what color is it?

Nick: It’s blue.

Amy: Wow, a blue robot! Look at this.

Nick: What is it?

Amy: It’s a train.

Nick: It’s nice! Oh no! Rocky!

8 Afterward, read the question at the bottom

of the page Have the students answer the

question individually or work in pairs and talk

about it with their partner

B Circle and match.

1 Ask the students to complete the sentences and

then match them to the correct pictures

2 Check the answers as a class

Answers 1 train 2 blue

C Make your own story.

1 Have the students work in pairs Ask them to

turn to page 99

2 Explain to them how to circle their preferred

option, 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 stories 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 Bob has a big brown bike.

2 Penny plays with purple puppies.

Teaching Tip

Have the students take turns rolling a die The number

on the die equals the number of times they have to say each tongue twister

Trang 28

1 My Toys

Warm Up

the students

2 Show the students the flashcards from lesson 1

and 2

3 Ask them “What is it?” and “What color is it?”

for each of the toys Have them say both answers

and then combine the answers to make a longer

sentence For example, student 1 could ask, “What

is it?” and student 2 could answer, “It’s a doll.”

Then student 1 could follow up with “What color is

it?” and student 2 could answer, “It’s purple It’s a

purple doll.”

Game Suggestion

Timed Flip Have the students work in pairs Put the

lesson 1 flashcards in a pile facedown and hand them

to one pair Student 1 should show the flashcards and

ask “What is it?” and “What color is it?” Student 2

should answer Time how long it takes each pair to

finish asking and answering about all the flashcards

A Look and write.

1 Review how to spell the different toy and color

keywords with the students

Teaching Tip

Write some of the keywords on the board but leave out some of the letters (e.g bike → _ ik_) Tell the students to guess what the missing letters and words are

Game Suggestion

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

2 Have the students look at the picture Ask them what color the paints along the top and side are Then ask them what toys are there

3 Tell the students to complete the color and toy keywords by writing the missing letters

4 Have the students tell you what color each

of the toys is (e.g “It’s a brown and white robot.”)

Answers 1 white 2 orange 3 purple 4 brown

5 black 6 bike 7 robot 8 train

B Listen and choose.

1 Have the students look at the pictures Ask

Keywords from lessons 1 and 2Key Structures

Trang 29

them what they can see

2 Play the recording and tell the students to

choose the correct pictures Check the students’

answers as a class

TR 16

1 What is it? It’s a balloon.

2 What is it? It’s a doll.

3 What color is it? It’s orange.

Answers 1 b 2 a 3 a 4 b

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 exercise B but change the

answers Tell the student to find the correct flashcards

Time them to see how long it takes

Speaking Task

1

what they can see

2 Tell the students to color the toys in the picture

2

1 Put the students into pairs

2 Have them ask about each other’s toy boxes

3 Have the students read the question at the

bottom of the page and take turns telling the

class what color their partner’s balloon is

Differentiation

For below-level students, you can also do this together

as a class Ask student 1 about one of their toys using

the key structures Student 1 should then ask student

2 about one of their toys, and so on

Extra Practice

Ask the students to complete pages 8-9 in their

workbook for homework

Trang 30

1 My Toys

Warm Up

the students

2 Put the flashcards from lesson 1 in a pile Have

the students take turns coming to the front and

choosing a flashcard Then have them flip a coin

If the coin lands on heads, they should ask the

class “What is it?” If it lands on tails, they should

ask “What color is it?”

A Listen and read.

1 Tell the students what the passage will be about

and introduce any new vocabulary

what they can see Then show the students a

map Ask them if they know where Russia is

Teaching Tip

Tell the students what country you’re from (e.g “I’m

from (country).”) and show them where it is on the

map Then teach them how to say what country they

are from Ask the question “Where are you from?” and

have the students take turns answering it Then have

the class ask you the question

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

4 Read the passage to the students Then read it

Hi, I’m Anna

I’m from Russia

Look I have a toy.

What is it?

It’s a doll

What color is it?

It’s yellow and red.

It has pink flowers.

But it’s not one doll.

It has four dolls in it!

Wow!

B Choose the correct answers.

1 Have the students complete the reading comprehension questions

Answers 1 b 2 c

Lesson Objectives

a text on a girl’s favorite toy

To review the use of articlesKeywords

Russia, flower, four Grammar PointNouns and the articles “a” and “an” Materials

CD track 17, flashcards 01-12

Lesson 5 Skills Up!

Unit 1 • My Toys

30

Trang 31

A Look and learn

1 Teach the students when to use “a” and “an.”

Tell them what a noun is (a person, place, or

thing) and then explain that “a” and “an” are

used before nouns Tell them that “an” is used

when a noun starts with a vowel (“a,” “e,” “i,”

“o,” or “u”) and that “a” is used when a noun

does not start with a vowel

2 Read the chart as a class

Activity Suggestion

Teacher’s Mistake Write the nouns from the chart on

the board but put the wrong articles in front of them

Let the students take turns coming up to the front to

correct your errors

B Look and write.

2 Tell the students to use the objects and the

correct articles to complete the sentences

3 Have the students work in pairs to check their

answers, or check the answers as a class

Answers 1 train 2 a doll 3 an umbrella

4 an orange 5 a robot 6 an apple

Game Suggestion

High-Speed Q&A Give student 1 the toy flashcards and

student 2 the color flashcards Student 1 should ask

student 2 about all of the flashcards using “What is

it?” Then student 2 should do the same thing using

“What color is it?” Time the students to see how long

it takes to ask and answer about all the flashcards

Extra Practice

Ask the students to complete pages 10-11 in their

workbook for homework

Trang 32

2 At School

Warm Up

the students

2 Before class, prepare a pencil case filled with

school supplies such as a pencil, an eraser, a

ruler, and a crayon

3 Show your pencil case to the class Ask them if

they know what it is

4 Open your pencil case and pull out the objects

one at a time Show the class each one and say

what it is called Have the students repeat the

words after you Then have the students raise their

hands if they have the same objects in their pencil

cases

Teaching Tip

Write the school supplies in your pencil case on the

board Choose someone to count how many students

raise their hands for each object and then write the

number on the board At the end, ask the students

what the most popular kind of school supplies in the

class is

1 Use the school supplies flashcards to introduce

the vocabulary Say each of the keywords and have the students repeat them several times

2 Have the students look at the picture Ask them what they can see

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

TR 18

1 pencil 2 crayon 3 eraser

4 ruler 5 pencil case 6 notebook

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: pen, glue, paper)

Game Suggestion

What’s Missing? Put a pencil, crayon, eraser, ruler, pencil case, and notebook on a table or use the school supplies flashcards Ask the students to close their eyes, and take one of the objects or flashcards away Then tell the students to open their eyes and guess what’s missing

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

It’s a pencil / It’s an eraser.

Materials

CD tracks 18-21, flashcards 13-18, contraction cards (what’s)

Lesson 1 School Supplies

Unit 2 • At School

32

Trang 33

2 Check the answer as a class.

TR 19

Ming: What’s this?

Amy: It’s a pencil

Ming: It’s pretty

Amy: Thanks.

Answer pencil

C Ask and answer

1 Introduce the lesson’s key structures Explain

to the students that “this” is used to talk about

objects that are near them Also, show the

students when to use “a” and “an.” Tell them

that “an” is used when a word starts with a

vowel (“a,” “e,” “i,” “o,” or “u”) and that “a” is

used when a word does not start with a vowel

Teaching Tip

Write the school supplies on the board and put “a/

an” in front of each one Have the students take turns

coming to the front of the class and circling the correct

article

2 Teach the contraction “What’s” using the

contraction cards at the back of the teacher’s

book to help you Explain that it has the same

meaning as “What is.”

3 Play the recording and ask the students to look

at the school supplies under the key structures

and repeat the questions and answers they hear

4 Practice using the question and answer

structures for each of the school supplies as a

class

using the question and answer structures to talk

about the school supplies

TR 20

What’s this? It’s a pencil

What’s this? It’s an eraser What’s, What is

1 What’s this? It’s a pencil

2 What’s this? It’s a crayon

3 What’s this? It’s a notebook.

4 What’s this? It’s an eraser

5 What’s this? It’s a pencil case

D Roll a die Then ask and answer

1 Look at the pictures as a class Ask “What’s this?” and have the students say what they see

Game Suggestion

Roll to Win Draw a vertical line on the board and put

a set of the lesson’s flashcards on each side of it Write a number from 1-6 above each of the flashcards and 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 their team “What’s this?” After their team answers, they should take the flashcard off the board The first team to take all the flashcards off the board wins

3 Play the chant again and have the students do

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

TR 21

What’s This?

What’s this? It’s a pencil, pencil, pencil

What’s this? It’s a crayon, crayon, crayon

What’s this? It’s a ruler, ruler, ruler

What’s this? It’s an eraser, eraser, eraser.

What’s this? It’s a notebook, notebook, notebook

What’s this? It’s a pencil case, pencil case.

Extra Practice

Trang 34

2 At School

Warm Up

the students

2 Review the school supplies flashcards from the

previous lesson using the key structures “What’s

this?” and “It’s a/an (object).”

Game Suggestion

What’s in the Box? Place a pencil, crayon, eraser, ruler,

pencil case, and notebook in a box Choose a student

to close their eyes, put their hand in the box, and pull

out an object Then ask them to guess which object

they are holding

A Listen and say Then practice.

1 Use the classroom object 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 22

1 desk 2 chair 3 whiteboard

4 computer 5 backpack 6 map

Game Suggestion

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 a keyword The first student in each group to slap the correct flashcard gets one point

4 Play the recording for the students

5 Practice the structures as a class using the classroom objects above

6 Have the students work in pairs and practice using the question and answer structures to talk about the classroom objects

TR 23

What’s that? It’s a desk.

1 What’s that? It’s a desk.

2 What’s that? It’s a chair.

3 What’s that? It’s a whiteboard.

4 What’s that? It’s a computer.

5 What’s that? It’s a backpack.

6 What’s that? It’s a map.

Teaching Tip

Use the contraction cards to review “What’s.”

B Ask and answer.

Key StructuresWhat’s that?

It’s a desk.

Materials

CD tracks 22-25, flashcards 13-24, contraction cards (what’s)

Lesson 2 Classroom Objects

34

Trang 35

what they can see.

2 Have the students work in pairs to practice

asking and answering the questions

3 Play the recording to let the students check

their answers

TR 24

What’s that? It’s a computer.

1 What’s that? It’s a computer.

2 What’s that? It’s a backpack.

3 What’s that? It’s a desk.

4 What’s that? It’s a chair.

5 What’s that? It’s a map.

6 What’s that? It’s a whiteboard.

Game Suggestion

Whisper Race Put the flashcards on the board and split

the class into teams Have each team form a line

Whisper a question and answer to the student at the

end of each line (e.g., “What’s that? It’s a computer.”)

Then tell the students to whisper the question and

answer along the line When it reaches the final

student, they will say the question and answer out loud

and then touch the correct flashcard Time the teams

to see how long it takes them to finish

Speaking Task

1

1 Have the students work in pairs Ask them to

cut out the cards

2 Tell the students to place the cards facedown on

their desk in two rows The closer row should

have the “this” cards and the farther row

should have the “that” cards

2

1 Explain that student 1 should point to a card

and ask student 2 about it If the card is in the

closer row, they should ask “What’s this?” If

the card is in the farther row, they should ask

“What’s that?”

2 If student 2 correctly guesses the card, they

should keep it If they guess incorrectly, they

should turn it back over and end their turn

3 After student 2 guesses, the students should

switch roles, and student 2 should ask student 1

about a card

4 Ask the question at the bottom of the page and have the students answer it

Teaching Tip

Put the flashcards from lessons 1 and 2 on the board

to help the students remember what keywords are on the cards

Differentiation

For above-level students, write the colors of the objects

on the board and encourage the students to use the colors and the keywords when guessing what’s on the cards

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 25

My Classroom

My classroom, my classroom

What’s this? What’s that?

It’s a desk It’s a chair Desk! Chair!

It’s a map It’s a backpack Map! Backpack!

It’s a computer It’s a whiteboard Computer! Whiteboard!

Extra Practice

Trang 36

2 At School

Warm Up

the students

2 Review the flashcards from lesson 1 and lesson 2

with the students

3 Practice using “this” and “that” with the students

Place the flashcards in different areas around the

room Stand close to a flashcard and point at it

Encourage the students to ask you “What’s this?”

Then stand far away from a different flashcard and

point at it Encourage the students to ask you

“What’s that?”

4 Let the students take turns standing near and

far away from different flashcards and pointing at

them The rest of the class should ask them the

appropriate question

Game Suggestion

Cross the Line Place the flashcards from lesson 1 and

lesson 2 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 using “What’s this?” 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 using “What’s that?” Time the students to see how long it takes them to ask and answer about all of the flashcards

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 the 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 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

Lesson Objectives

a text related to the key vocabulary

To complete and present an individualized text

KeywordsKeywords from lessons 1 and 2Key Structures

Trang 37

TR 26

Nick: Hi, I’m Nick What’s your name?

Tim: My name is Tim.

Nick: What’s this?

Tim: It’s a pencil case What’s that?

Nick: It’s a computer.

Teaching Tip

If the students are doing well with the language in the

story, encourage them to add an extra line for both

Tim and Nick by saying “Nice to meet you,” and “Nice

to meet you, too,” after they introduce themselves You

can also encourage them to shake hands when they

say this

8 Afterward, read the question at the bottom

of the page Have the students answer the

question individually or work in pairs and talk

about it with their partner

B Look and match.

1 Ask the students to read the questions and then

match them to the correct answers

Answers 1 It’s a pencil case 2 It’s a computer

C Make your own story.

1 Ask the students to turn to page 100 Explain

to the students how to circle their preferred

option, fill in the blanks, and use the stickers to

make their own stories

their stories

3 Ask the pairs to act out their stories in front of

the class You can choose whether to have them

try it with or without their student books

Tongue Twisters

2 Play the recording and let the students listen to

the tongue twisters

3 Read the tongue twisters out loud to the class

“m” and “n” 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 27

1 The mouse moves the milk and meat.

2 Nick has a new notebook now.

Game Suggestion

Timed Talking Give each student a set amount of time (e.g., 20 seconds) and see how many times they can say one of the tongue twisters before the time runs out

Extra Practice

Ask the students to complete pages 16-17 in their workbook as homework

Trang 38

2 At School

Warm Up

the students

2 Review the flashcards from lesson 1 and lesson 2

with the students

3 Review how to use “this” and “that” to ask about

things

Game Suggestion

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 Ask student

1 to throw their flashcard If it travels fairly far across

the room, student 1 should ask student 2 “What’s

that?” If it does not travel very far, they should ask

“What’s this?” After student 2 answers, they should

do the same thing Whoever’s flashcard travels farther

wins a point for their team

A Find the eight hidden pictures

1 Review how to spell the unit’s keywords with

the students

what they can see

3 Ask the students to find the eight hidden pictures and circle them

Answers

Game Suggestion

Spelling Relay Split the class into three or four groups and give a person on each team a marker Call out a keyword and tell them to run to the board and write the first letter of it Then they should run back and pass the marker to the next person on their team for them to write the second letter, and so on The first group to finish writing the whole word wins a point

Trang 39

2 Play the recording and tell the students to circle

the “O” if the sentence matches the picture and

the “X” if it doesn’t Check the answers as a

class

TR 28

1 What’s this? It’s a backpack.

2 What’s that? It’s a crayon.

3 What’s this? It’s a chair.

4 What’s that? It’s a notebook.

Answers 1 O 2 X 3 O 4 O

Game Suggestion

Target Practice Split the class into groups of about

four and spread the flashcards from lessons 1 and

2 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 exercise 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 Have the students work in pairs

2 Explain to the students which pictures fit with

“What’s this?” and which pictures fit with

“What’s that?” Then go over all the pictures

on the game board and practice asking and

answering them as a class

3 Show the students how to flip a coin and let

them practice doing it a few times Then 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 Let the students play the game

Differentiation

For below-level students, you can also do this as a

team game by splitting the class into two teams The

students can take turns flipping a coin and asking their

team what the different objects are

For above-level students, encourage them to include

the objects’ colors when answering the questions

Extra Practice

Ask the students to complete pages 18-19 in their workbook as homework

Trang 40

2 At School

Warm Up

the students

2 Ask the students about different objects in the

classroom using the questions “What’s this?”

and “What’s that?” Then have them take turns

playing the role of teacher and asking you and

their classmates about different things in the

classroom

A Listen and read.

1 Tell the students what the passage will be about

and introduce any new vocabulary

3 Play the recording and let the students listen to

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 29

My Mom’s Photo This is my mom’s photo.

“Mom, is this a computer?” I ask.

“Yes It’s a computer.”

“What’s this?”

“It’s a blackboard.”

“A blackboard?”

“Yes It looks like a whiteboard

But it’s not white It’s green.”

“A green blackboard! That’s funny.”

Game Suggestion

Reading Race Have the students work in pairs Student

1 should read one line, and then student 2 should read the next one They should keep doing this until the story is finished Time each pair to see how long it takes them to finish

B Choose the correct answers.

1 Have the students complete the reading comprehension questions

Answers 1 b 2 c

Lesson Objectives

a text on an old photo

To review the usage of “this” and

“that”

Keywordsphoto, blackboard, funny Grammar PointThe demonstrative pronouns “this” and “that”

Materials

CD track 29, flashcards 13-24

Lesson 5 Skills Up!

40

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