UNIT

1 What’s your name?

Speaking Task
Speaking
Role-play:Task
Talking about personal information Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
(first) name • Good morning.
last name • Good afternoon.
nickname • Good evening.
(home) address • Good night.
email address • Nice to meet you.
phone number • See you later.
What’s your _____? – It’s _____.
What’s his/her _____? – It’s _____.

Week 1: Sections &

CD Track Time
Unit 1. What’s your name? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.6 2 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SB SB
p.6p.7 3~4
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SB SB
p.7p.8 5
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SB SB
p.8p.9 3,4 14 9mins.
mins.

Speaking Playground Workbook WBp.9

SB pp.3~4 50~51 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 1 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

1
 Introduction
Put a picture of a person
on the board. Write down
the person’s first name, last
name, nickname, address,
email address, and phone
number, but do not tell the
students what the different
pieces of information are.
Can the students guess what
each piece of information
is? Put another picture of a
person on the board. Ask the
students what they think the
person’s first name, last name,
nickname, address, email
address, and phone number
are. Write their answers on the
board.

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? What do they think is happening? A Have the students look at the picture. What can they see? What do they think is happening? Read
How do the characters look? Do the characters remind them of anyone? Have the students the information for Ryan and Amy together as a class. Have the students work in pairs. Tell them
read the boy’s question and guess the girl’s answer. to take turns asking and answering the questions with their partner. Explain that the information
Look & Answer Have the students work in pairs to ask and answer the questions. Then check marked a – c should be used in the first part of the activity while the information marked 1 – 3 will
the answers together as a class. be used in the second part of the activity. Check the answers together as a class by pointing at each
pair and letting them say one of the questions and answers.
B Have the students listen to the recording and repeat what they hear. Then practice saying the
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and Talk it over Have the students work in pairs to ask and answer the questions. Then have each
answering the questions using the information in activity B. When they’ve finished that, have student tell the class what their partner’s last name is.
them ask and answer the questions once again with their own information. Extra Idea Have the students stand in a circle. Tap a balloon (or lightly throw a foam ball) to one
Extra Idea Rewrite the students’ answers from the introduction part of the lesson all over the student and ask, “What’s your last name?” The student will say their last name (“It’s Smith.”) before
board. Split the students into two teams. Have a student from the first team throw a beanbag hitting the balloon to another student and asking what their last name is. Have the students practice
or a sticky ball at the board. If they hit one of the answers, ask them to guess what the question asking each other about different kinds of personal information while playing the game.
for the answer is. If they guess correctly, they get one point for their team.

2 3
 Step 1 T03-04

Paul: What’s your name?

Drizella: My name is Drizella.
Paul: What’s your address?
Drizella: It’s 7 English Street.
Paul: Oh, what’s her name?
Drizella: Her name is Ella.
But we call her
Cinderella.

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what they think each character is saying. Have the students show the animated cartoon on the hybrid CD and let the students watch and listen to the
listen to the recording and number the pictures. Then ask them to listen to the recording a sample role-play that way. After listening to the sample role-play, ask the students some simple
second time and answer the questions. Check the answers for exercises 1 and 2 together as a questions about it to check their comprehension. (For example, Are James and Ella old friends?
class. What time is it? What did Ella leave in the classroom?)
Step 2 Have the students work in pairs. Explain that each pair will work together to plan their Step 4 Have the students complete their role-play script (found on page 65). Encourage them to
own role-play presentation. Read the names of the characters together as a class and ask each change some parts of the script (for example, they could change the end of the role-play). Then
pair to choose two characters to play the “Student” and “New Student.” Then have the students ask them to cut out the finger puppets for the characters they have chosen (found on page 73).
choose things to ask about. Tell them that they can pick from the given items or draw or write Give the students a few minutes to practice their role-play with their partner. Tell them to take
their own things in the empty boxes. turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

4 5
 UNIT

Workbook 2 What are you good at?

Speaking Task
Speaking
Role-play:Task
Talking about abilities Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
• Good morning.
English math
• Good afternoon.
music art
• Good evening.
cooking acting
• Good night.
running dancing
• Nice to meet you.
ice skating
• See you later.
What are you good at? – I’m good at _____.
Are you good at _____? – Yes, I am. / No, I’m not.

Week 2 : Sections &

CD Track Time
Unit 2. What are you good at? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.10 6 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.11 7~8
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.12 9
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.13 3,4 14 9mins.
mins.

Speaking Playground Workbook WBp.9

SB pp.5~6 52~53 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 2 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

6 7
 Introduction
Show the students some
pictures of famous athletes,
musicians, and actors and
ask them what they think the
people are good at. Then ask
the students what they are
good at. Are they good at
English, soccer, music, etc.?

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? What do they think is happening? Do A Have the students look at the picture. What can they see? What do they think is happening?
the characters remind them of anyone? Have the students read the boy’s question and guess Have the students work in pairs. Tell them to take turns asking and answering the questions
the fairy’s answer. with their partner. Explain that the information marked a – f should be used in the first part of
Look & Answer Have the students work in pairs to ask and answer the questions. Then check the activity while the information marked 1 – 4 will be used in the second part of the activity.
the answers together as a class. Check the answers together as a class by pointing at each pair and letting them say one of the
questions and answers.
B Have the students listen to the recording and repeat what they hear. Then practice saying the
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and Talk it over Have the students work in pairs to ask and answer the questions. Then have each
answering the question using the information in activity B. When they’ve finished that, have student tell the class what their partner is good at.
them ask and answer the question once again with their own information. Extra Idea Have each pair ask one another “Are you good at (action)?” with all of the
Extra Idea Pretend that you are doing one of the actions and let the students guess what vocabulary from page 10 activity B. The student answering the questions will flip a coin to
you’re good at. Then let them take turns pretending that they are doing one of the activities determine their answer. If the coin lands on “heads,” the student will say “Yes, I am.” If it lands on
while their classmates try and guess what they are good at. (Teacher: “What’s he/she good at?” “tails,” they will answer “No, I’m not.” Ask each pair which student had more “Yes, I am.” answers.
Students: “He’s/She’s good at (action).”)

8 9
 Step 1 T07-08

Annie: What are you good

at, Pinocchio?
Pinocchio: I’m good at
cooking. Are you
good at cooking,
Annie?
Annie: No, I’m not.
Pinocchio: What are you good
at?
Annie: I’m good at music.

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what they think each character is saying. Have the students show the animated cartoon on the hybrid CD and let the students watch and listen to the
listen to the recording and number the pictures. Then ask them to listen to the recording a sample role-play that way. After listening to the sample role-play, ask the students some simple
second time and answer the questions. Check the answers for exercises 1 and 2 together as a questions about it to check their comprehension. (For example, What is Crystal good at? Is
class. Pinocchio good at math? Why does Pinocchio run away?)
Step 2 Have the students work in pairs. Read the names of the characters together as a class and Step 4 Have the students complete their role-play script (found on page 66). Encourage them to
ask each pair to choose two characters to play “Friend 1” and “Friend 2.” Then have the students change some parts of the script (for example, they could change the end of the role-play). Then
choose a subject and two actions. Tell them that they can pick from the given choices or draw ask them to cut out the finger puppets for the characters they have chosen (found on page 73).
or write their own subject and action in the empty boxes. Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

10 11
 UNIT

Workbook 3
Review
She’s good at dancing.

Speaking Task
Speaking Task
Storytelling: Describing pictures Key Expression
Meeting new people • What’s your name?
• My name’s Jake.
• Good morning.
• Good afternoon.
• Good evening.
• Good night.
• Nice to meet you.
• See you later.

Week 3 : Sections & &

Sections
Unit 1 CD Track
CD Track Time
Time
Unit 3. She’s good at dancing. Pages
Pages

Review & &

Review
WordWord
Test Test 8 mins.
7 mins.
Check homework
Check Homework

WarmReview
Up SBpp.14~15
SB p.6 2,3 14 8mins.
mins

Storytelling Presentation
Start Up SBSB
p.7p.16 4,5 7 10 mins.
mins.
- Step 1
Storytelling Presentation
Speak Up SBSB
p.8p.17 3,4 14 9mins.
mins.
- Step 2

Speaking Playground Workbook SB

WBp.9
pp.7~8 54~55 9 mins.
Assign Homework 3 mins.
Workbook
Hybrid CD WB p.3~4
Unit 3 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

12 13
 Introduction
Ask one of the students to
come to the front of the class.
Ask them what their first
name, last name, nickname,
address, email address, and
phone number are. Then ask
them what they are good at.
End the mini-interview by
asking the student if they
are good at something else
(“Are you good at cooking?”).
Then let that student choose
another student to interview.

Review

A Have the students look at the picture. What can they see? What do they think is happening? C Read the questions together as a class. Then have the students ask and answer the questions
Review the names of the characters with the students. What characters do they like the best? with their partner. It’s not necessary for them to write the answers (although you can ask
Read the words in the box for activity A together as a class. Then tell the students to look at the them to do this if you’d like). Ask the students to think of one question on their own to add
picture and circle the correct answers. Check the answers together as a class. to the list. This may be easier to do if they write the question and answer they created in their
B Have the students work in pairs. Ask them to practice the conversations in the picture with student books. If the students have difficulty thinking of their own questions, brainstorm some
their partner. Tell them to practice all the conversations once using the information in the book sample questions as a class and write them on the board. Check the answers for questions 1
and then to do them again a second time using their own information. Check the answers – 5 together as a class. Then choose some pairs of students and let them present their own
together as a class by pointing at each pair and letting them say one of the questions and question and answer.
answers.

14 15
 Storytelling Presentation

Step 1 Step 2
A Have the students look at the pictures. Ask them what characters they can see. Explain that the A Have the students complete their story based on the pictures they created in Step 1.
pictures are in order, but that they are incomplete. Go over the choices (or questions) under B Ask the students to present their story to the class. For big classes, it may be better to split the
each picture and tell the students that they can choose how to complete the pictures. Have the students into smaller groups for presentations. After each presentation, encourage the students
students circle the information they want to use for each picture (and you can also have them who are listening to ask some questions about the story.
draw and write it in the blank spaces if you’d like).
Extra Idea Brainstorm good questions to ask storytellers together as a class and write them
Extra Idea Instead of using one of the suggested choices, encourage the students to think of on the board. If the students have trouble thinking of their own questions to ask at the end of
their own ways to complete each picture. presentations, remind them that they can use some of the ones from the board.
B Have the students work in pairs. Tell them to talk about their pictures by asking and answering
the questions with their partner. It’s not necessary for them to write the answers (although you
can ask them to do this if you’d like).

16 17
 UNIT

Workbook 4 Are you ready to order?

Speaking Task
Speaking
Role-play:Task
Ordering food Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
a hamburger pasta• Good morning.
steak fried• rice
Good afternoon.
vegetable soup • Good evening.
lemonade
grape juice tea • Good night.
orange soda hot •chocolate
Nice to meet you.
Are you ready to order? – Yes, I’d like _____. • See you later.
Would you like a drink? – Yes, I’d like _____.

Week 4: Unit 4. Are you Sections &

CD Track Time
ready to order? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.18 10 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.19 11~12
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.20 13
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.21 3,4 14 9mins.
mins.

Speaking Playground Workbook WB pp.9~10

SB p.9 56~57 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 4 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

18 19
 Introduction
Ask the students how often
they go out for dinner. What
food do they like to eat and
drink when they go out for
dinner? What restaurants do
they like to eat at? Write some
of the restaurants down on
the board and then take a
vote to see which restaurant
the class likes the best.

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? What do they think is happening? Do A Have the students look at the picture. What can they see? What do they think the robots do?
the characters remind them of anyone? Have the students read the server’s question and guess Say the food and drinks that the robots have together as a class. Have the students work in
the girl’s answer. pairs. Tell them to take turns asking and answering the questions with their partner. Explain
Look & Answer Have the students work in pairs to ask and answer the questions. Then check that the things marked a – e should be used in the first part of the activity while the things
the answers together as a class. marked 1 – 5 will be used in the second part of the activity. Check the answers together as a
class by pointing at each pair and letting them say one of the questions and answers.
B Have the students listen to the recording and repeat what they hear. Then practice saying the
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and Talk it over Have the students work in pairs to ask and answer the questions. Then have each
answering the question using the information in activity B. When they’ve finished that, have student tell the class what their partner would like to order.
them ask and answer the question once again with their own information. Extra Idea Pretend the classroom is a restaurant. Ask one of the students what they want to
Extra Idea Split the students into two teams. Give one student from each team a marker and order and then pretend to prepare what they asked for. Serve it to the student and have them
ask them to stand at the back of the classroom. Have the class ask, “Are you ready to order?” say whether their food and drink tastes good or bad. Then have the students practice doing
Answer, “Yes, I’d like (food).” The two students standing at the back of the classroom will run to the same thing with their partner.
the board and write down whatever food you say. The first student to write down the food and
say “I’d like (food).” wins a point for their team.
20 21
 Step 1 T11-12

Server: Are you ready to

order?
Customer: Yes, I’d like a
hamburger.
Server: Would you like to
order a drink?
Customer: Yes, I’d like orange
soda.
Server: So that’s one
hamburger and
one orange juice?
Customer: No, I want orange
soda!

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, Does Snow White want an
Step 2 Have the students work in pairs. Read the names of the characters together as a class and apple? How many drinks does Snow White want? Will Snow White eat all the food and drink all
ask each pair to choose two characters to play the “Server” and the “Customer.” Then have the the drinks?)
students choose two foods and two drinks. Tell them that they can pick from the given items or Step 4 Have the students complete their role-play script (found on page 67). Encourage them to
draw or write their own food and drink in the empty boxes. change some parts of the script (for example, they could change the end of the role-play). Then
ask them to cut out the finger puppets for the characters they have chosen (found on page 75).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

22 23
 UNIT

Workbook 5 What does your button

look like?
Speaking Task
Speaking
Role-play:Task
Describing things Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
round • Good morning.
square
triangular • Good afternoon.
rectangular
red • Good evening.
yellow
blue • Good night.
white
gray • Nice to meet you.
black
• See you later.
What does your _____ look like? – It’s _____ (shape).
Is it _____ (color)? – Yes, it is. / No, it isn’t.

Week 5 : Unit 5. What does Sections &

CD Track Time
your button look like? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.22 14 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.23 15~16
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.24 17
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.25 3,4 14 9mins.
mins.

Speaking Playground Workbook WB

SB pp.11~12
p.9 58~59 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 5 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

24 25
 Introduction
Point to some items in the
classroom and have the
students say what they are.
Ask them what color and
shape the objects are. Then
ask the students to choose
items from their backpacks
or pencil cases for their
classmates to describe.

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? Where do they think the characters A Have the students look at the picture. What can they see? What would they do if they had all
are? What do they think is happening? Do the characters remind them of anyone? Have the of those gold and silver coins? Say the objects in the treasure chest together as a class. Have
students read the boy’s question and guess the genie’s answer. the students work in pairs. Tell them to take turns asking and answering the questions with
Look & Answer Have the students work in pairs to ask and answer the questions. Then check their partner. Explain that the things marked a – d should be used in the first part of the activity
the answers together as a class. while the things marked 1 – 4 will be used in the second part of the activity. Check the answers
together as a class by pointing at each pair and letting them say one of the questions and
B Have the students listen to the recording and repeat what they hear. Then practice saying the answers.
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking
and answering the questions using the information in activity B (they can substitute different Talk it over Have the students work in pairs to ask and answer the questions. Then have each
objects for “backpack”). When they’ve finished that, have them ask and answer the questions student tell the class what their partner’s eraser looks like.
once again with their own information. Extra Idea Have the students work in pairs. Student A will think of an object and Student B will
Extra Idea Say “I spy with my little eye something that is (shape) and (color).” Have the try and guess what it is by asking 10 (or less) questions. Student A can only answer “Yes, it is.” or
students try and guess what object you’re describing. Then let them take turns saying “I spy “No, it isn’t.” After asking 10 questions, Student B must say what they think the object is.
with my little eye something that is (shape) and (color).” The rest of the class will try and guess
what they are talking about.
26 27
 Step 1 T15-16

Tiffany: What’s wrong,

Aladdin?
Aladdin: I lost my lamp.
Tiffany: What does your lamp
look like?
Aladdin: It’s round.
Tiffany: Is it blue?
Aladdin: Yes, it is!

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, Why is Aladdin crying? What
Step 2 Have the students work in pairs. Read the names of the characters together as a class and shape is Aladdin’s watch? Is Aladdin’s watch yellow?)
ask each pair to choose two characters to play the “Person” and the “Genie.” Then have the Step 4 Have the students complete their role-play script (found on page 68). Encourage them to
students choose a shape and two colors. Tell them that they can pick from the given items or change some parts of the script (for example, they could change the end of the role-play). Then
draw or write their own shape and color in the empty boxes. ask them to cut out the finger puppets for the characters they have chosen (found on page 75).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

28 29
 UNIT

Workbook 6
Review
He orders grape juice.

Speaking Task
Speaking Task
Storytelling: Describing pictures Key Expression
Meeting new people • What’s your name?
• My name’s Jake.
• Good morning.
• Good afternoon.
• Good evening.
• Good night.
• Nice to meet you.
• See you later.

Week 6 : Sections & &

Sections
Unit 1 CD Track
CD Track Time
Time
Unit 6. He orders grape juice. Pages
Pages

Review & &

Review
WordWord
Test Test 8 mins.
7 mins.
Check homework
Check Homework

WarmReview
Up SBpp.26~27
SB p.6 2,3 14 8mins.
mins

Storytelling Presentation
Start Up SBSB
p.7p.28 4,5 7 10 mins.
mins.
- Step 1
Storytelling Presentation
Speak Up SBSB
p.8p.29 3,4 14 9mins.
mins.
- Step 2

Speaking Playground Workbook SB pp.13~14

WB p.9 60~61 9 mins.
Assign Homework 3 mins.
Workbook
Hybrid CD WB p.3~4
Unit 6 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

30 31
 Introduction
Tell the students to imagine
they are at a restaurant. Ask
them what they want to
order and then tell them to
describe what shape and
color the foods they want are.
Write down the most popular
foods on the board. Can the
students think of how to make
them different shapes or
colors? Would they eat them if
they were made those ways?

Review

A Have the students look at the picture. What can they see? What place are the characters at? C Read the questions together as a class. Then have the students ask and answer the questions
Review the names of the characters with the students. What characters do they like the best? with their partner. It’s not necessary for them to write the answers (although you can ask
Read the words in the box for activity A together as a class. Then tell the students to look at the them to do this if you’d like). Ask the students to think of one question on their own to add
picture and circle the correct answers. Check the answers together as a class. to the list. This may be easier to do if they write the question and answer they created in their
B Have the students work in pairs. Ask them to practice the conversations in the picture with student books. If the students have difficulty thinking of their own questions, brainstorm some
their partner. Tell them to practice all the conversations once using the information in the book sample questions as a class and write them on the board. Check the answers for questions 1
and then to do them again a second time using their own information. Check the answers – 5 together as a class. Then choose some pairs of students and let them present their own
together as a class by pointing at each pair and letting them say one of the questions and question and answer.
answers.

32 33
 Storytelling Presentation

Step 1 Step 2
A Have the students look at the pictures. Ask them what characters they can see. Explain that the A Have the students complete their story based on the pictures they created in Step 1.
pictures are in order, but that they are incomplete. Go over the choices under each picture and B Ask the students to present their story to the class. For big classes, it may be better to split the
tell the students that they can choose how to complete the pictures. Have the students circle students into smaller groups for presentations. After each presentation, encourage the students
the information they want to use for each picture (and you can also have them draw and write who are listening to ask some questions about the story.
it in the blank spaces if you’d like).
Extra Idea Brainstorm good questions to ask storytellers together as a class and write them
Extra Idea Instead of using one of the suggested choices, encourage the students to think of on the board. If the students have trouble thinking of their own questions to ask at the end of
their own ways to complete each picture. presentations, remind them that they can use some of the ones from the board.
B Have the students work in pairs. Tell them to talk about their pictures by asking and answering
the questions with their partner. It’s not necessary for them to write the answers (although you
can ask them to do this if you’d like).

34 35
 UNIT

Workbook 7 May I help you?

Speaking Task
Speaking
Role-play:Task
Shopping Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
ring necklace • Good morning.
hairpin cap • Good afternoon.
earrings mittens • Good evening.
sneakers sandals • Good night.
dress shoes boots • Nice to meet you.
May I help you? – Yes, please. I want to buy (a) •_____.
See you later.
How much is it? / How much are they? – It’s $_____. / They’re $_____.

Week 7: Sections &

CD Track Time
Unit 7. May I help you? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.30 18 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.31 19~20
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.32 21
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.33 3,4 14 9mins.
mins.

Speaking Playground Workbook WB

SB pp.15~16
p.9 62~63 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 7 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

36 37
 Introduction
Ask the students if they like
to go shopping. If they say
“yes,” ask them where they like
to go shopping and what they
like to buy. Draw the “$” sign
on the board and ask them
if they know what it’s called.
Do people use dollars in the
students’ country?

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? Where do they think the characters A Have the students look at the picture. What can they see? Have the students practice using
are? What do they think is happening? Do the characters remind them of anyone? Have the prepositions by saying where each item is in the picture (in the tree / by the tree / in front of
students read the wolf’s question and guess the girl’s answer. the tree / on the sign). Say the objects and their prices together as a class. (Teacher: “What’s
Look & Answer Have the students work in pairs to ask and answer the questions. Then check this?/What are these?” Students: “It’s/They’re (object).” Teacher: “How much is it/are they?”
the answers together as a class. Students: “It’s/They’re (price).”) Have the students work in pairs. Tell them to take turns asking
and answering the questions with their partner. Explain that the things marked a – e should
B Have the students listen to the recording and repeat what they hear. Then practice saying the be used in the first part of the activity while the things marked 1 – 5 will be used in the second
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and part of the activity. Check the answers together as a class by pointing at each pair and letting
answering the question using the information in activity B. When they’ve finished that, have them say one of the questions and answers.
them ask and answer the question once again with their own information.
Talk it over Have the students work in pairs to ask and answer the questions. Then have each
Extra Idea Play tic-tac-toe with the vocabulary. Draw a 3X3 grid on the board and write some student tell the class what kind of accessories and shoes they are wearing.
of the vocabulary words in it (or make flashcards for the vocabulary words and use those). Split
the students into two teams (X and O). A student from Team X throws a beanbag or a sticky ball Extra Idea Teach the students how to say prices with dollars and coins (for examples, $10.25).
at one of the squares on the board. If the student hits the square, all the other students ask “May Point to the items in activity A (or use classroom objects) and have the students ask you “How
I help you?” and the student answers “Yes, please. I want to buy (object).” The student will then much is it?” Give them three or four dice to roll. Use the numbers on the dice to make a price (“It’s
38 draw X or O in the square. The first team to get three of their symbols (X or O) in a row wins. $63.51.”). Have the students say “That’s a good price. I’ll take it!” or “That’s too expensive!” 39
 Step 1 T19-20

Sales Clerk: May I help you?

Customer: Yes, please. I want
to buy boots.
Sales Clerk: How about these?
Customer: I like them. How
much are they?
Sales Clerk: They’re $20.

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, Why doesn’t the girl like the
Step 2 Have the students work in pairs. Read the names of the characters together as a class and hairpin? Does she like the red cap? How much does the red cap cost?)
ask each pair to choose two characters to play the “Sales Clerk” and the “Customer.” Then have Step 4 Have the students complete their role-play script (found on page 69). Encourage them to
the students choose two things and a price. Tell them that they can pick from the given items change some parts of the script (for example, they could change the end of the role-play). Then
and prices or draw or write their own thing and price in the empty boxes. ask them to cut out the finger puppets for the characters they have chosen (found on page 77).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

40 41
 UNIT

Workbook 8 Let’s have a race.

Speaking Task
Speaking
Role-play:Task
Making suggestions Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
play catch • Good morning.
play cards • Good afternoon.
have a race • Good evening.
make models • Good night.
have a snowball fight • Nice to meet you.
build a sandcastle • See you later.
Let’s _____. – Okay! / I’m sorry, I can’t. I’m tired.
Why don’t we _____? – Okay! / That’s boring. Let’s do something else.

Week 8 : Unit 8. Let’s have Sections &

CD Track Time
a race. Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.34 22 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.35 23~24
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.36 25
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.37 3,4 14 9mins.
mins.

Speaking Playground Workbook WB

SB pp.17~18
p.9 64~65 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 8 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

42 43
 Introduction
Ask the students what they
like to do in their free time.
Write the activities on the
board and have a vote to see
what the most popular free
time activity in the class is.
What are some activities they
think are boring? List those
activities on the board too
and vote to see which activity
the class thinks is the most
boring.

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? Where do they think the characters A Have the students look at the picture. What can they see? Say the activities in the picture
are? Do the students know what kind of cookies the old lady is making? Do the characters together as a class. Have the students work in pairs. Tell them to take turns asking and
remind them of anyone? Have the students read the gingerbread boy’s question and guess the answering the questions with their partner. Explain that the things marked a – e should be
old lady’s answer. used in the first part of the activity while the things marked 1 – 3 will be used in the second
Look & Answer Have the students work in pairs to ask and answer the questions. Then check part of the activity. Tell the students that if there is a happy face next to the letter or number,
the answers together as a class. they should say “Okay!” But if there’s a sad face, they should say “I’m sorry, I can’t. I’m tired.” or
“That’s boring. Let’s do something else.”
B Have the students listen to the recording and repeat what they hear. Then practice saying the
vocabulary together as a class. Have the students work in pairs. Tell them to practice making Talk it over Have the students work in pairs to ask and answer the questions. Then have each
suggestions and offering replies using the information in activity B. When they’ve finished that, student tell the class what their partner wants to do with his/her friends.
have them think of their own activity and suggest doing it to their partner. Extra Idea Ask the students to fold a piece of paper so that it makes six squares and then to
Extra Idea Have each pair of students play rock-paper-scissors together. Student A will make a write each of the activities from page 34 in one of the squares. Have the students work in pairs.
suggestion before they play rock-paper-scissors. If Student A wins, Student B will say “Okay!” If Ask each pair to cut their squares out and put them face down. Tell them to mix the squares
Student B wins, they will say “That’s boring. Let’s do something else.” Have the students change together and play a matching game. Student A will turn over a square and say “Let’s (action).”
roles after every “Okay!” answer. Student B will turn over another square. If it matches Student A’s square, they will say “Okay!” If
it doesn’t match, they’ll say “I’m sorry, I can’t. I’m tired.” When the students have matched all the
cards, ask them to play once more using the second structure on page 35.
44 45
 Step 1 T23-24

Bonnie: Did you finish

making cookies,
Grandma?
Grandma: Yes, I did.
Bonnie: Then let’s have a
snowball fight.
Grandma: It’s too cold
outside. Let’s do
something else.
Bonnie: Why don’t we play
cards?
Grandma: Oh, that’s a good
idea!

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, Does Gingerbread Boy want
Step 2 Have the students work in pairs. Read the names of the characters together as a class and to make models? What does Gingerbread Boy think about building sandcastles? Who wins the
ask each pair to choose two characters to play the “Fast Character” and the “Smart Character.” race?)
Then have the students choose two activities. Tell them that they can pick from the given Step 4 Have the students complete their role-play script (found on page 70). Encourage them to
activities or draw or write their own activities in the empty boxes. change some parts of the script (for example, they could change the end of the role-play). Then
ask them to cut out the finger puppets for the characters they have chosen (found on page 77).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

46 47
 UNIT

Workbook 9
Review
She wants to build a
sandcastle.
Speaking Task
Speaking Task
Storytelling: Describing pictures Key Expression
Meeting new people • What’s your name?
• My name’s Jake.
• Good morning.
• Good afternoon.
• Good evening.
• Good night.
• Nice to meet you.
• See you later.

Week 9 : Unit 9. She wants to Sections & &

Sections
Unit 1 CD Track
CD Track Time
Time
build a sandcastle. Pages
Pages

Review & &

Review
WordWord
Test Test 8 mins.
7 mins.
Check homework
Check Homework

WarmReview
Up SBpp.38~39
SB p.6 2,3 14 8mins.
mins

Storytelling Presentation
Start Up SBSB
p.7p.40 4,5 7 10 mins.
mins.
- Step 1
Storytelling Presentation
Speak Up SBSB
p.8p.41 3,4 14 9mins.
mins.
- Step 2

Speaking Playground Workbook SB pp.19~20

WB p.9 66~67 9 mins.
Assign Homework 3 mins.
Workbook
Hybrid CD WB p.3~4
Unit 9 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

48 49
 Introduction
Suggest some activities
that the class could do on
the weekend (“Let’s play
video games.”) and have the
students answer if they want
to do them or not (“Okay!”
/ “That’s boring. Let’s do
something else.”). Write the
activities they want to do on
the board. Then ask them
what things they need to buy
in order to do those activities
(video games, baseball,
subway ticket, comic books,
etc.). Have them practice
asking to buy the items (“I
want to buy (item).”) and
asking about the price (“How
much is it / are they?”).

Review

A Have the students look at the picture. What can they see? What do they think is happening? C Read the questions together as a class. Then have the students ask and answer the questions
Review the names of the characters with the students. What characters do they like the best? with their partner. It’s not necessary for them to write the answers (although you can ask
Read the words in the box for activity A together as a class. Then tell the students to look at the them to do this if you’d like). Ask the students to think of one question on their own to add
picture and circle the correct answers. Check the answers together as a class. to the list. This may be easier to do if they write the question and answer they created in their
B Have the students work in pairs. Ask them to practice the conversations in the picture with student books. If the students have difficulty thinking of their own questions, brainstorm some
their partner. Tell them to practice all the conversations once using the information in the book sample questions as a class and write them on the board. Check the answers for questions 1
and then to do them again a second time using their own information. Check the answers – 5 together as a class. Then choose some pairs of students and let them present their own
together as a class by pointing at each pair and letting them say one of the questions (or the question and answer.
suggestion) and answers.

50 51
 Storytelling Presentation

Step 1 Step 2
A Have the students look at the pictures. Ask them what characters they can see. Explain that the A Have the students complete their story based on the pictures they created in Step 1.
pictures are in order, but that they are incomplete. Go over the choices under each picture and B Ask the students to present their story to the class. For big classes, it may be better to split the
tell the students that they can choose how to complete the pictures. Have the students circle students into smaller groups for presentations. After each presentation, encourage the students
the information they want to use for each picture (and you can also have them draw and write who are listening to ask some questions about the story.
it in the blank spaces if you’d like).
Extra Idea Brainstorm good questions to ask storytellers together as a class and write them
Extra Idea Instead of using one of the suggested choices, encourage the students to think of on the board. If the students have trouble thinking of their own questions to ask at the end of
their own ways to complete each picture. presentations, remind them that they can use some of the ones from the board.
B Have the students work in pairs. Tell them to talk about their pictures by asking and answering
the questions with their partner. It’s not necessary for them to write the answers (although you
can ask them to do this if you’d like).

52 53
 UNIT

Workbook 10 Whose key is this?

Speaking Task
Speaking
Role-play:Task
Identifying things Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
key coin • Good morning.
wallet lunch box• Good afternoon.
water bottle • Good evening.
game console
digital camera cell phone • Good night.
earphones sunglasses • Nice to meet you.
Whose _____ is this [are these]? – It’s [They’re] •_____.
See you later.
Is it [Are they] your _____? – Yes, it is [they are]. / No, it’s [they’re] _____’s.

Week 10 : Unit 10. Whose key Sections &

CD Track Time
is this? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.42 26 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.43 27~28
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.44 29
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.45 3,4 14 9mins.
mins.

Speaking Playground Workbook WB

SB pp.21~22
p.9 68~69 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 10 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

54 55
 Introduction
Pick up a student’s pencil
case. Ask the student “Whose
pencil case is this?” (Student:
“It’s mine.”) Then ask the rest
of the class whose pencil
case it is. (Class: “It’s (student’s
name)’s.”) Put the pencil case
at the front of the classroom.
Ask about several other
students’ things and also
take them to the front of the
classroom. Can the students
remember who each thing
belongs to?

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? Where do they think the characters A Have the students look at the picture. What can they see? Say the items that the children
are? What do they think is happening? Do the characters remind them of anyone? Have the have together as a class. Have the students work in pairs. Tell them to take turns asking and
students read the wolf’s question and guess the pig’s answer. answering the questions with their partner. Explain that the things marked a – f should be used
Look & Answer Have the students work in pairs to ask and answer the questions. Then check in the first part of the activity while the things marked 1 – 4 will be used in the second part of
the answers together as a class. the activity. For the second part of the activity, tell the students that if there is a happy face,
B Have the students listen to the recording and repeat what they hear. Then practice saying the they should say “Yes, it is [they are].” But if there’s a sad face, they should say “No, it’s [they’re]
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and (child’s name)’s.” Check the answers together as a class by pointing at each pair and letting
answering the questions using the information in activity B. them say one of the questions and answers.

Extra Idea Make flashcards for the vocabulary words in activity B. Ask three students to come Talk it over Have the students work in pairs to ask and answer the questions. Then have each
to the front of the classroom and tell them to stand next to each other. Hold up three of the student tell the class what their partner has in his/her bag.
flashcards and ask the students what they are. Give the flashcards to the students and ask them Extra Idea Have each pair ask and answer the question “Is it [Are they] your (item)?” using
to turn them over (so that the images are facing away from the rest of the class) and pass them the items in the photo at the top of the page. The student answering the questions will flip a
back and forth. When you say “Stop!” the students will stop passing the flashcards. Can the rest coin to determine their answer. If the coin lands on “heads,” they will say “Yes, it is [they are].” If
of the class guess who is holding which flashcard? (Teacher: “Whose wallet is it?” Students: “It’s it lands on “tails,” they will answer “No, it’s [they’re] (name)’s.” Time each pair to see how long it
Lisa’s.” Teacher: “Lisa, is it your wallet?” Lisa: “Yes, it is.” / “No, it isn’t.”) takes them to get through all 10 of the items.
56 57
 Step 1 T27-28

Mother : What is that? Oh!

Pig There’s a wallet in
the refrigerator.
Peter! Is this your
wallet?
Peter: No, it’s not mine.
Mother : Then whose wallet is
Pig this?
Peter: It’s Paula’s.

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, Whose earphones are they?
Step 2 Have the students work in pairs. Read the names of the characters together as a class and Whose lunch box is it? Why do the wolf’s teeth hurt?)
ask each pair to choose two characters to play the “Good Character” and the “Bad Character.” Step 4 Have the students complete their role-play script (found on page 71). Encourage them to
Then have the students choose two items. Tell them that they can pick from the given items or change some parts of the script (for example, they could change the end of the role-play). Then
draw or write their own items in the empty boxes. ask them to cut out the finger puppets for the characters they have chosen (found on page 79).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

58 59
 UNIT

Workbook 11 Where was your poster?

Speaking Task
Speaking
Role-play:Task
Asking about locations Key Expression
Meeting new people • What’s your name?
Key Words & Structures • My name’s Jake.
poster candle • Good morning.
piggy bank marbles • Good afternoon.
on the wall • Good
next to the evening.
window
under the desk • Good night.
in the drawer
What’s the matter? – My _____ is/are missing. • Nice to meet you.
• See
Where was it? / Where were they? – It was _____. you were
/ They later. _____.

Week 11 : Unit 11. Where was Sections &

CD Track Time
your poster? Pages

Review & Sections &

Unit 1 Word Test CD Track Time
7 mins.
Check Homework Pages

Review &
Getting Ready Word Test SB p.46 30 7 mins.
8 mins.
Check homework

WarmSpeaking
Up Practice SBSB
p.6p.47 31~32
2,3 7 mins.
8 mins

Role-play Presentation
Start -Up
Step 1~2 SBSB
p.7p.48 33
4,5 7 10
mins.
mins.

Role-play Presentation
Speak- Step
Up 3~4 SBSB
p.8p.49 3,4 14 9mins.
mins.

Speaking Playground Workbook WB

SB pp.23~24
p.9 70~71 9 mins.
Assign Homework 3 mins.
Hybrid CD WB p.3~4
Workbook Unit 11 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

60 61
 Introduction
Review prepositions (in,
on, under, next to, etc.) with
the students. Pretend that
you’ve lost something. Tell
the students what the object
is and describe what it looks
like using the language from
unit 5. Tell them where it
was and then ask if they can
help you find it (place the
object someplace where the
students can easily locate it).
Have the students close their
eyes and hide some of their
things around the classroom.
When they open their eyes
ask, “What’s the matter?” Have
the students say which of their
things are missing and then
ask them where their things
were.

Getting Ready Speaking Practice

A Have the students look at the picture. What can they see? Where do they think the characters A Have the students look at the picture. What can they see? Say the items the mice have and the
are? What do they think is happening? Do the characters remind them of anyone? Have the different locations in the room together as a class. Have the students work in pairs. Tell them to
students read the woman’s question and guess the girl’s answer. take turns asking and answering the questions with their partner. Explain that the things marked
Look & Answer Have the students work in pairs to ask and answer the questions. Then check a – d should be used in the first part of the activity while the things marked 1 – 4 will be used in
the answers together as a class. the second part of the activity. Check the answers together as a class by pointing at each pair and
letting them say one of the questions and answers.
B Have the students listen to the recording and repeat what they hear. Then practice saying the
vocabulary together as a class. Have the students work in pairs. Tell them to practice asking and Talk it over Have the students work in pairs to ask and answer the questions. Then have each
answering the questions using the information in activity B. student tell the class what they lost and where it was.

Extra Idea Encourage the students to think of more objects to lose and locations where the Extra Idea Ask the students to combine the two questions and to add a few extra lines of
things were. Have each pair stand up and say the conversation one more time with the changes dialogue to make a longer conversation. For example:
they made. (Student A: “Where was your pencil case?” Student B: “It was next to my backpack.”) Student A: What’s the matter? Student B: My marbles are missing.
Student A: Where were they? Student B: They were in the drawer.
Student A: I found them! They are next to the chair. Student B: Thank you! Now we can play!
Have each pair present their expanded conversation to the class. Encourage them to use gestures
62 when speaking. 63
 Step 1 T31-32

Father: What’s the matter?

Rapunzel: My yellow marble
is missing.
Father: Where was it?
Rapunzel: It was in the
drawer.
Father: What’s that under
the desk?
Rapunzel: Oh, there it is!

Role-Play Presentation

Step 1 Have the students look at the pictures. What do they see? What do they think is Step 3 Play the recording of the sample role-play and have the students look at the cartoon. Or,
happening? Ask them to guess what each character is saying. Have the students listen to the show the animated cartoon on the hybrid CD and let the students watch and listen to the
recording and number the pictures. Then ask them to listen to the recording a second time and sample role-play that way. After listening to the sample role-play, ask the students some simple
answer the questions. Check the answers for exercises 1 and 2 together as a class. questions about it to check their comprehension. (For example, What did Rapunzel lose? Who
Step 2 Have the students work in pairs. Read the names of the characters together as a class and finds the pink candle? Where is the pink candle?)
ask each pair to choose two characters to play “Person 1” and “Person 2.” Then have the students Step 4 Have the students complete their role-play script (found on page 72). Encourage them to
choose two items. Tell them that they can pick from the given items or draw or write their own change some parts of the script (for example, they could change the end of the role-play). Then
items in the empty boxes. ask them to cut out the finger puppets for the characters they have chosen (found on page 79).
Give the students a few minutes to practice their role-play with their partner. Tell them to take
turns saying each character’s lines so that they become familiar with the entire conversation.
Have the students present their role-play to the class. For big classes, it may be better to split
the students into smaller groups for presentations.

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 UNIT

Workbook 12
Review
His piggy bank was under
the desk.
Speaking Task
Speaking Task
Storytelling: Describing pictures Key Expression
Meeting new people • What’s your name?
• My name’s Jake.
• Good morning.
• Good afternoon.
• Good evening.
• Good night.
• Nice to meet you.
• See you later.

Week 12 : Unit 12. His piggy Sections & &

Sections
Unit 1 CD Track
CD Track Time
Time
bank was under the desk. Pages
Pages

Review & &

Review
WordWord
Test Test 8 mins.
7 mins.
Check homework
Check Homework

WarmReview
Up SBpp.50~51
SB p.6 2,3 14 8mins.
mins

Storytelling Presentation
Start Up SBSB
p.7p.52 4,5 7 10 mins.
mins.
- Step 1
Storytelling Presentation
Speak Up SBSB
p.8p.53 3,4 14 9mins.
mins.
- Step 2

Speaking Playground Workbook SB pp.25~26

WB p.9 72~73 9 mins.
Assign Homework 3 mins.
Workbook
Hybrid CD WB p.3~4
Unit 12 2
Assign homework 3 mins.
Hybrid Total
CD TimeUnit 1 45 mins.

Total Time 45 mins.

66 67
 Introduction
Put some of the students’
things at the front of the
classroom. Hold up different
items and ask the students
who they belong to. Ask
the students whose things
you have where their items
were before you took them.
(Teacher: “Where was your
pencil case?” Student: “It was
in my backpack.”) Try returning
the items to students they
don’t belong to. (Teacher: “Is
this your (item)?” Student: “No,
it’s not.”)

Review

A Have the students look at the picture. What can they see? What do they think is happening? C Read the questions together as a class. Then have the students ask and answer the questions
Review the names of the characters with the students. What characters do they like the best? with their partner. It’s not necessary for them to write the answers (although you can ask
Read the words in the box for activity A together as a class. Then tell the students to look at the them to do this if you’d like). Ask the students to think of one question on their own to add
picture and circle the correct answers. Check the answers together as a class. to the list. This may be easier to do if they write the question and answer they created in their
B Have the students work in pairs. Ask them to practice the conversations in the picture with student books. If the students have difficulty thinking of their own questions, brainstorm some
their partner. Tell them to practice all the conversations once using the information in the book sample questions as a class and write them on the board. Check the answers for questions 1
and then to do them again a second time using their own information. Check the answers – 5 together as a class. Then choose some pairs of students and let them present their own
together as a class by pointing at each pair and letting them say one of the questions and question and answer.
answers.

68 69
 Storytelling Presentation

Step 1 Step 2
A Have the students look at the pictures. Ask them what they can see. Explain that the pictures A Have the students complete their story based on the pictures they created in Step 1.
are in order, but that they are incomplete. Go over the choices under each picture and tell B Ask the students to present their story to the class. For big classes, it may be better to split the
the students that they can choose how to complete the pictures. Have the students circle the students into smaller groups for presentations. After each presentation, encourage the students
information they want to use for each picture (and you can also have them draw and write it in who are listening to ask some questions about the story.
the blank spaces if you’d like).
Extra Idea Brainstorm good questions to ask storytellers together as a class and write them
Extra Idea Instead of using one of the suggested choices, encourage the students to think of on the board. If the students have trouble thinking of their own questions to ask at the end of
their own ways to complete each picture. presentations, remind them that they can use some of the ones from the board.
B Have the students work in pairs. Tell them to talk about their pictures by asking and answering
the questions with their partner. It’s not necessary for them to write the answers (although you
can ask them to do this if you’d like).

70 71
 Review Test 1 • Unit 1~
Unit 3

Workbook

T34-37

9 G: What’s your address, James?

1 ⒜ She looks shy.
B: It’s 7 English Street. What’s your phone
⒝ She looks sad.
number, Ella?
2 ⒜ He’s pointing at the girl. G: It’s 123-0567. What’s your email
⒝ He’s holding a shoe. address?
3 ⒜ It’s 12 o’clock. B: It’s [email protected].
⒝ There is a clock on the wall. 10 B: Are you good at acting, Amy?
4 ⒜ She’s drawing. G: No, I’m not.
⒝ She’s dancing. B: What are you good at?
5 What’s your name? G: I’m good at ice skating.
6 What are you good at?
7 It’s [email protected].
8 No, I’m not.

72 73
 Review Test 2 • Unit 4~
Unit 6 Review Test 3 • Unit 7~
Unit 9

T38-41 T42-45

1 ⒜ He’s eating a hamburger. 9 W: Are you ready to order? 1 ⒜ I see sneakers and boots. 9 W: May I help you?
⒝ He’s ordering a hamburger. B: Yes, I’d like pasta. ⒝ I see boots and sandals. G: Yes, please. I want to buy a cap.
2 ⒜ It’s blue. W: Would you like a drink? 2 ⒜ She’s holding cookies. W: How about this one?
⒝ It’s yellow. B: Yes, I’d like hot chocolate. ⒝ She’s holding cards. G: I don’t like the color. Oh, the black one
3 ⒜ They are at the restaurant. 10 W: What does your button look like? 3 ⒜ He’s a customer. is pretty.

⒝ They are in the classroom. G: It’s round. ⒝ He’s a sales clerk. 10 B: Let’s play cards.

4 ⒜ He looks happy. W: Is it yellow? 4 ⒜ They’re in the kitchen. G: That’s not fun. Let’s do something else.

⒝ He looks sad. G: Yes, it is. ⒝ They’re in the bathroom. B: Why don’t we make models?

5 Are you ready to order? 5 How much is it? G: Okay!

6 What does your eraser look like? 6 Why don’t we have a race?
7 Yes, I’d like lemonade. 7 Yes, please. I want to buy a cap.
8 No, it isn’t. 8 That’s boring. Let’s do something else.

74 75
 Review Test 4 • Unit 10~
Unit 12

T46-49

1 ⒜ She’s looking at a wallet. 9 B: Whose cell phone is this, Amy?

⒝ She’s looking at a digital camera. G: It’s Tom’s.
2 ⒜ He’s pointing at a green marble. B: Is this your game console?
⒝ He’s pointing at a yellow marble. G: Yes, it’s mine.
3 ⒜ They are inside the house. 10 W: What’s the matter?
⒝ They are outside the house. B: My candle is missing.
4 ⒜ Her dress is red, and her hair is brown. W: Where was it?
⒝ Her eyes are blue, and her hair is very B: It was next to the piggy bank.
long.
5 Whose earphones are these?
6 What’s the matter?
7 Yes, it is.
8 It was under the desk.

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