1

Shawn Despres • Amy Gradin

Teacher’s Book


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)

2016 Neungyule Education, Inc. • NE_Build & Grow | All rights reserved. No part of this publication may be
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


Contents
Scope and Sequence . . . . . . . . . . . . . . . . . . 4

Unit 5

School Market . . . . . . . . . . . 66

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Unit 6

On a Picnic . . . . . . . . . . . . . . . . 76

Unit Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Games and Activities . . . . . . . . . . . . . . 14

Starter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Unit 1
Unit 2

My Toys . . . . . . . . . . . . . . . . . . . . . 22
At School . . . . . . . . . . . . . . . . . . . 32


Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Unit 7

My Family . . . . . . . . . . . . . . . . . 88

Unit 8

My Body . . . . . . . . . . . . . . . . . . . . 98

Review 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Reader’s Theater Storybook
..........................................

110

Workbook Answer Key

113

. . . . . . . . . . .

Unit 3

At a Farm . . . . . . . . . . . . . . . . . . . 44

Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . 122


Unit 4

Animals . . . . . . . . . . . . . . . . . . . . 54

Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138

Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Test Answer Key . . . . . . . . . . . . . . . . . . . . 162
Contraction Cards . . . . . . . . . . . . . . . . . 165

Tim

Ming

Nick

Rocky

Amy

Camo

Kevin

Rosa


Scope & Sequence
Unit


1
2

Title
My Toys

At School

Lesson 1

Lesson 2

Vocabulary: Toys
balloon, bike, doll, train, robot, teddy bear

Vocabulary: Colors
orange, pink, brown, black, white, purple

Structure
A: What is it?
B: It’s a bike.

Structure
A: What color is it?
B: It’s orange.

Vocabulary: School Supplies
pencil, crayon, eraser, ruler, pencil case, notebook


Vocabulary: Classroom Objects
desk, chair, whiteboard, computer, backpack, map

Structure
A: What’s this?
B: It’s a pencil. / It’s an eraser.

Structure
A: What’s that?
B: It’s a desk.

Vocabulary: Fruit & Vegetables
apple, orange, banana, carrot, onion, potato

Vocabulary: Fruit & Vegetables
apples, oranges, bananas, carrots, onions, potatoes

Structures
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.

Vocabulary: Pets
birds, cats, dogs, frogs, squirrels, turtles

Vocabulary: Zoo Animals
monkeys, bears, elephants, lions, zebras, giraffes


Structures
I like cats.
I don’t like dogs.

Structure
A: Do you like monkeys?
B: Yes, I do. / No, I don’t.

Vocabulary: Describing Things
long, short, small, big, new, old

Vocabulary: Things
camera, bag, umbrella, jump rope, puzzle, picture

Structure
The ruler is long.

Structures
A: Is it a new camera? / Is it an old bag?
B: Yes, it is. / No, it isn’t.

Vocabulary: Food
hamburger, hamburgers, egg, eggs, tomato, tomatoes

Vocabulary: Food
cookie, cookies, sandwich, sandwiches, peach, peaches

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.

Vocabulary: Family Members
father, mother, sister, brother, grandfather, grandmother

Vocabulary: What We Can Do
swim, drive, cook, read, wink, ride a bike

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.

Vocabulary: Body Parts
arms, hands, fingers, legs, feet, toes

Vocabulary: Face Parts
head, ears, mouth, eyes, nose, neck

Structure
I have long arms.


Structures
He/She has a small head.
He/She has big eyes.

Review 1

3
4

At a Farm

Animals

Review 2

5
6

School Market

On a Picnic

Review 3

7
8

My Family

My Body


Review 4

4

Scope & Sequence


s

Starter
Vocabulary: Alphabet, Numbers, Colors
Aa-Zz, 1-10, red, yellow, green, blue

Lesson 3

Lesson 4

Structure
A: Hello. What’s your name?
B: My name is Nick.

Lesson 5

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading

My Favorite Toy (Social Studies)

Phonics
b, p

Speaking Task

Grammar
A /An

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
My Mom’s Photo (Social Studies)

Phonics
m, n

Speaking Task

Grammar
This /That

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity


Reading
A Fruit Face (Art)

Phonics
c, g

Speaking Task What’s on My Forehead?

Grammar
Plural Nouns: -s /-es

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
Our Animal Friends (Social Studies)

Phonics
d, t

Speaking Task

Grammar
Present Simple: like

Story


Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
Our Yard Sale (Social Studies)

Phonics
f, v

Speaking Task

Grammar
Adjectives: long /short /big /small /new /old

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
Where Are the Vegetables? (Health)

Phonics
a

Speaking Task

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


Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
My Superhero Family (Social Studies)

Phonics
e

Speaking Task

Grammar
Can /Can’t

Story

Vocabulary Wrap Up Activity
Listening Wrap Up Activity

Reading
Look at Me! (Science)

Phonics
i

Speaking Task


Grammar
Present Simple: have /has

Color Your Toys

Board Game

Our Favorite Animals

Guessing Game

Complete the Pictures

My Family Tree

Draw a Monster!

5


Introduction
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. Storymaking 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 selfmotivation 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.

6 Introduction

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. Twentyfirst 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. C
 ontent 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 languagelearning 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.



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 English
Make 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

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

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

7



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 keys
DVD-ROM
Animated stories, chants, songs, and extra practice for students to review
their lesson in class and at home
Print-ready, editable achievement tests and unit tests
Class and test audio files
Interactive activities ready to use with every lesson in class
Classroom presentation software suitable for both interactive whiteboards
and computer data projectors

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

Picture Cards

pencil

8 Introduction

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



Unit Guide
Lesson 1

AA 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.
BA 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-DText, 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.

9


Lesson 2

AClear, vivid illustrations present new keywords and one or more new key structure(s) to the
students.
BThe students practice exchanging information with a partner using the keywords and key
structure(s).
Speaking Task
An interactive speaking-based task requires the students to use the key structures in order to
accomplish a task or play a game. Depending on its structure, the activity may include cards,
stickers, and/or worksheets.

10 Unit Guide



Lesson 3

AA fun story provides extra listening and reading comprehension practice. The students
practice reading fluently using the keywords and key structures.
BComprehension questions test the students and encourage them to look back and check the
facts of the story.
CThe 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.

11


Lesson 4

A The students review the keywords from lessons 1 and 2 through a writing exercise.
BThe students review the key structures from lessons 1 and 2 through a listening activity.
Speaking Task
An interactive speaking-based task helps the students effectively review what they learned in lessons 1
and 2.

Lesson 5

Reading
A reading passage connects English to other school subjects such as social studies, math, and science.
Grammar
The grammar concept applied in the unit’s key structures is presented in a chart. The students then
complete writing exercises to practice it.


12 Unit Guide


Review

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.

Reader’s Theater Storybook

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.

13


Games and Activities
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.

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-toback. 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

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.

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.

Dice Sentences Put the keywords on the sides of

Beanbag Circle Ask the students to stand up and

related to the lesson and then tell the class about

it using the lesson’s keywords and sentences.

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.

14 Games and Activities

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

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


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
their team.

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
to finish talking about all of the flashcards. Then
let the other students have a turn.

15


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.


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.

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

Listen and Find Spread the flashcards around the

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.

16 Games and Activities

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


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-paperscissors. 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
a student from one team roll a die, point to the

17


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

18 Games and Activities

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.


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 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.

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.

19


Starter
Student Book pages 4-5

Lesson Objectives
To understand and produce the key
vocabulary
To correctly use letters and basic
numbers, colors, and introductions

Keywords
Alphabet: Aa-Zz, Numbers: 1-10,
Colors: red, yellow, green, blue

Key Structures
Hello. What’s your name?
My name is Nick.

Materials
CD tracks 02-05

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.

TR 02
A apple
C car
Eegg
Ggirl
Iigloo
Kking
M milk
Ooctopus
Q queen
S sun
U umbrella
W wolf
Yyo-yo

B bear
Ddog
Ffox
Hhat
Jjam

Llion
Nnurse
Ppen
Rring
T toy
Vviolin
Xbox
Zzebra

Activity Suggestion

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.

20 Starter

Put It in Order Make several sets of alphabet flashcards
before class starts. Have the students work in small
groups. Give each group a set of alphabet flashcards
that has been shuffled so that they are not in the
correct order. Have the students work together to
place the letters in the correct order. After they have
finished, have each group say all the letters from A to

Z.


Student Book page 5

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.
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 03
one
six

two
seven

three
eight




four
nine





five
ten



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.

Game Suggestion

Teaching Tip

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.


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.

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.
2. Let the students listen to the recording. Then
play it again and ask the students to point to
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).”
3. Play the recording and ask the students to look

21


1

My Toys

Lesson 1 Toys
Student Book pages 6-7

Lesson Objectives
To understand and produce the key
vocabulary
To correctly say what things are

Keywords
balloon, bike, doll, train, robot, teddy

bear

Key Structures
What is it?
It’s a bike.

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

Student Book page 6

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 highpitched voice, etc.).
4.Ask “What’s your name?” and have the students
take turns answering.

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)

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.

A Listen, point, and say.

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.

22 Unit 1 • My Toys

Game Suggestion

Pass the Card Have the students sit in a line or circle.
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 the flashcards and saying the keywords.

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.


“What is it?” Have the students guess what picture is
on the flashcard by saying “It’s a (toy).”

TR 07
Nick: Look at this.
Amy: What is it?
Nick: It’s a balloon.

Amy: Wow, it’s big!
Answer

D Draw a toy. Then ask and 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.
Student Book page 7

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?
1. What is it?
2. What is it?
3. What is it?
4. What is it?
5. What is it?
6. What is it?








It’s
It’s
It’s
It’s
It’s
It’s
It’s

a bike.

a bike.
a train.
a doll.
a balloon.
a robot.
a teddy bear.

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.
Student Book page 94

Chant
1. Read the lyrics line by line and have the
students repeat after you.
2. Play the recording and do the chant together as
a class.
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
Look! What is
Look! What is
It’s a doll. It’s

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

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. Then point to one of the flashcards and ask


23


1

My Toys

Lesson 2 Colors
Student Book pages 8-9

Lesson Objectives
To understand and produce the key
vocabulary
To correctly say what color things are

Keywords
orange, pink, brown, black, white,
purple

Key Structures
What color is it?
It’s orange.

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

Student Book page 8

Differentiation


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.
2. Let the students listen to the recording. Then
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. orange

2. pink


3. brown

24 Unit 1 • My Toys

4. black

5. white

6. purple

For below-level students, put the color flashcards on
the board and write the names of the colors next to
them.
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.

3. Introduce the lesson’s key structures.
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?
1. What color is it?
2. What color is it?
3. What color is it?
4. What color is it?
5. What color is it?
6. What color is it?

It’s
It’s
It’s
It’s
It’s
It’s
It’s

orange.
orange
pink.
brown.
black.
white.
purple.


Teaching Tip

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


7.Play the recording and have the students repeat
the activity.

Teaching Tip

B Ask and answer.

1. Have the students look at the picture. Ask them
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?
1. What color is it?
2. What color is it?
3. What color is it?
4. What color is it?
5. What color is it?
6. What color is it?

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.

It’s
It’s

It’s
It’s
It’s
It’s
It’s

pink.
pink.
white.
orange.
purple.
black.
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.

Student Book page 9

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.
Next, student 1 should put the correct sticker

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.

Student Book page 94

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.

25