My Things Goals
B Look and Learn
• Greetings • Introducing oneself • Identifying objects
Student Book p. 7
Students will learn the target vocabulary and structures.
Conversational Language
1. Listen, point, and repeat.
• Hello! (Hi!) I’m Betty.
CD1 Track
4
• Ask students to turn to page 7. • Start the activity by briefly talking about the big picture. Ask students, What do you see in the picture? • Play Audio CD 1 Track 4 and ask students to listen while pointing to the correct objects in the picture. • Play the CD again and ask students to repeat after it. • Go over the target sentence structures at the bottom of the page with students. Point to the words as you read the sentences slowly. Read each sentence twice, the first time with the contraction and the second time without the contraction. • Showing each teacher flashcard (1~4), ask students, What is it? and elicit the correct answer.
Structures • What is it? It’s a book.
Vocabulary • bag, book, crayon, pen
Materials • Teacher Flashcards: 1~4 • See Games and Activities on page 21.
Warm-up • Greet students and introduce yourself. • Give each student an English name to be used in class. • Play a game of Toss the Ball. See pages 17 and 21.
CD 1 Track 4
2
1. What is it? It’s a book. 2. What is it? It’s a crayon.
A Look and Say
3. What is it? It’s a pen.
Student Book p. 6
4. What is it? It’s a bag.
Students will learn a simple conversation and act it out on their own. Select speech bubbles are left blank to encourage speaking more than reading when students practice and act out the conversation.
1. Listen and write the number.
CD1 Track
2
• Ask students to open their books to page 6. • Talk briefly about the pictures and have students notice that there are four speech bubbles, two of which are left blank. • Read the sentences in the box with students. • Play Audio CD 1 Track 2. • Have students listen to the conversation once or twice. • Ask students to choose the correct sentences and write the sentence numbers in the blank speech bubbles. CD 1 Track 2 Betty
Hello! I’m Betty.
Lucky
Hi! I’m Lucky.
Jake
Hi! I’m Jake.
Jasper
Hello! I’m Jasper.
2. Ask and answer.
2. Listen and repeat. • Ask students to listen to the CD again and repeat the conversation. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary.
3. Look and act out. • Do the conversation with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Put students into groups of four. Ask each group to practice the conversation on their own. Have them take turns playing different characters. • For more practice, play a game of Conversation Lines. See pages 15 and 21. • Ask two or three groups to act out the conversation in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
It’s Your Turn
CD1 Track
3
• By the time students do this activity they would have internalized the conversation through a lot of practice. • Play Audio CD 1 Track 3. • Have students listen to Jake and reply. This activity can be done simultaneously with everyone speaking at the same time, or it can be done individually. CD 1 Track 3 and <Answer> Jake Hello! I’m Jake. (Student: Hi! / Hello! I’m ~.) (Answers may vary.)
CD1 Track
5
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a bag. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 5 before or after the activity. CD 1 Track 5
1. What is it? It’s a bag. 2. What is it? It’s a book. 3. What is it? It’s a crayon. 4. What is it? It’s a pen.
CD 1 Trac
1. Hello!
(Stude
2. How a
(Stude
3. How o
(Stude
4. What’s
18
19
(Stude
My Things Goals
B Look and Learn
• Greetings • Introducing oneself • Identifying objects
Student Book p. 7
Students will learn the target vocabulary and structures.
Conversational Language
1. Listen, point, and repeat.
• Hello! (Hi!) I’m Betty.
CD1 Track
4
• Ask students to turn to page 7. • Start the activity by briefly talking about the big picture. Ask students, What do you see in the picture? • Play Audio CD 1 Track 4 and ask students to listen while pointing to the correct objects in the picture. • Play the CD again and ask students to repeat after it. • Go over the target sentence structures at the bottom of the page with students. Point to the words as you read the sentences slowly. Read each sentence twice, the first time with the contraction and the second time without the contraction. • Showing each teacher flashcard (1~4), ask students, What is it? and elicit the correct answer.
Structures • What is it? It’s a book.
Vocabulary • bag, book, crayon, pen
Materials • Teacher Flashcards: 1~4 • See Games and Activities on page 21.
Warm-up • Greet students and introduce yourself. • Give each student an English name to be used in class. • Play a game of Toss the Ball. See pages 17 and 21.
CD 1 Track 4
2
1. What is it? It’s a book. 2. What is it? It’s a crayon.
A Look and Say
3. What is it? It’s a pen.
Student Book p. 6
4. What is it? It’s a bag.
Students will learn a simple conversation and act it out on their own. Select speech bubbles are left blank to encourage speaking more than reading when students practice and act out the conversation.
1. Listen and write the number.
CD1 Track
2
• Ask students to open their books to page 6. • Talk briefly about the pictures and have students notice that there are four speech bubbles, two of which are left blank. • Read the sentences in the box with students. • Play Audio CD 1 Track 2. • Have students listen to the conversation once or twice. • Ask students to choose the correct sentences and write the sentence numbers in the blank speech bubbles. CD 1 Track 2 Betty
Hello! I’m Betty.
Lucky
Hi! I’m Lucky.
Jake
Hi! I’m Jake.
Jasper
Hello! I’m Jasper.
2. Ask and answer.
2. Listen and repeat. • Ask students to listen to the CD again and repeat the conversation. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary.
3. Look and act out. • Do the conversation with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Put students into groups of four. Ask each group to practice the conversation on their own. Have them take turns playing different characters. • For more practice, play a game of Conversation Lines. See pages 15 and 21. • Ask two or three groups to act out the conversation in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
It’s Your Turn
CD1 Track
3
• By the time students do this activity they would have internalized the conversation through a lot of practice. • Play Audio CD 1 Track 3. • Have students listen to Jake and reply. This activity can be done simultaneously with everyone speaking at the same time, or it can be done individually. CD 1 Track 3 and <Answer> Jake Hello! I’m Jake. (Student: Hi! / Hello! I’m ~.) (Answers may vary.)
CD1 Track
5
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a bag. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 5 before or after the activity. CD 1 Track 5
1. What is it? It’s a bag. 2. What is it? It’s a book. 3. What is it? It’s a crayon. 4. What is it? It’s a pen.
CD 1 Trac
1. Hello!
(Stude
2. How a
(Stude
3. How o
(Stude
4. What’s
18
19
(Stude
C Look and Practice
Games and Activities
Student Book p. 8
>> Toss the Ball (Description on page 17)
Students will practice the target vocabulary and structures through many activities.
1. Listen and chant.
CD1 Track
• Materials: a ball or a bean bag • Have Ss stand in a circle. S1 throws a ball to S2 and says I’m (name) . S2 throws the ball to S3 and
6
says their name. Continue until all Ss have said
• Ask students to turn to page 8. • Draw students’ attention to the chant picture and talk about it. Ask students, What do you see in the picture? • Play Audio CD 1 Track 6 and have students listen to the chant following the beat. • Encourage students to chant along while listening to the CD. • Have students chant along as many times as necessary until they become familiar with it. • Divide the class into two groups and ask them to chant their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. • Have students switch roles and chant again. • Invite volunteers to the front of the class and have them perform the chant.
2. Ask and answer.
CD1 Track
their names.
>> Conversation Lines (Description on page 15) • No materials needed • Have Ss stand in parallel lines facing each other so that each S has a partner. Each pair does the conversation. S1 takes the role of Betty and Jake, and S2 takes the role of Lucky and Jasper. S1: Hello! I’m Betty.
S2: Hello! I’m Jasper. • Have Ss switch their partners and repeat the conversation.
>> Slam (Description on page 17) • Materials: multiple sets of student flashcards (1~4), fly swatters • Divide the class into groups of three or four Ss.
7
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a bag. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 7 before or after the activity. • Play a game of Slam. See pages 17 and 21. CD 1 Track 7
1. What is it? It’s a bag. 2. What is it? It’s a crayon.
Have each group put the flashcards face up on the table. Have Ss say, What is it? and you say, It’s a ~. The S who slams that word in each group picks up the card and says, It’s a ~. Then, S does the teacher’s role and continues the game until all the cards are picked up. The game may be repeated several times.
D Look and Play
Student Book p. 9
Students will link the current target language with the previous targets to expand their language capacity.
3. What is it? It’s a book. 4. What is it? It’s a pen. 5. What is it? It’s a book. 6. What is it? It’s a bag.
S2: Hi! I’m Lucky.
S1: Hi! I’m Jake.
1. Find and circle. • Ask students to turn to page 9. • Draw students’ attention to the big picture and talk about it. Ask students, What do you see in the picture? • Go over the eight objects in the picture box at the bottom of the page with students. • Have students find and circle the hidden objects in the big picture. • Have students take turns pointing to the pictures they have found and say, It’s a ~.
2. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering about the hidden pictures they have found. For example, What is it? It’s a book. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary.
>> Activity Sheet 1 • Photocopiable from page 118 (Also printable from Teacher Resource CD) • Have students choose and write the words on the lines. Then, have them color the pictures. • Answer Key: 1. a bag 2. a crayon 3. a book
<Questions and Answers>
What is it? It’s a book.
What is it? It’s a bag.
What is it? It’s a crayon.
What is it? It’s a pen.
4. a pen
Lesson Test 1 • Photocopiable from page 141
Wrap-up >> Activity Sheet 1 See Games and Activities on page 21 for instructions and answer key.
(Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 6~9 The answer key is on page 98. >> Online Practice: Lesson 1 www.smartenglishonline.com
20
21
C Look and Practice
Games and Activities
Student Book p. 8
>> Toss the Ball (Description on page 17)
Students will practice the target vocabulary and structures through many activities.
1. Listen and chant.
CD1 Track
• Materials: a ball or a bean bag • Have Ss stand in a circle. S1 throws a ball to S2 and says I’m (name) . S2 throws the ball to S3 and
6
says their name. Continue until all Ss have said
• Ask students to turn to page 8. • Draw students’ attention to the chant picture and talk about it. Ask students, What do you see in the picture? • Play Audio CD 1 Track 6 and have students listen to the chant following the beat. • Encourage students to chant along while listening to the CD. • Have students chant along as many times as necessary until they become familiar with it. • Divide the class into two groups and ask them to chant their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. • Have students switch roles and chant again. • Invite volunteers to the front of the class and have them perform the chant.
2. Ask and answer.
CD1 Track
their names.
>> Conversation Lines (Description on page 15) • No materials needed • Have Ss stand in parallel lines facing each other so that each S has a partner. Each pair does the conversation. S1 takes the role of Betty and Jake, and S2 takes the role of Lucky and Jasper. S1: Hello! I’m Betty.
S2: Hello! I’m Jasper. • Have Ss switch their partners and repeat the conversation.
>> Slam (Description on page 17) • Materials: multiple sets of student flashcards (1~4), fly swatters • Divide the class into groups of three or four Ss.
7
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a bag. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 7 before or after the activity. • Play a game of Slam. See pages 17 and 21. CD 1 Track 7
1. What is it? It’s a bag. 2. What is it? It’s a crayon.
Have each group put the flashcards face up on the table. Have Ss say, What is it? and you say, It’s a ~. The S who slams that word in each group picks up the card and says, It’s a ~. Then, S does the teacher’s role and continues the game until all the cards are picked up. The game may be repeated several times.
D Look and Play
Student Book p. 9
Students will link the current target language with the previous targets to expand their language capacity.
3. What is it? It’s a book. 4. What is it? It’s a pen. 5. What is it? It’s a book. 6. What is it? It’s a bag.
S2: Hi! I’m Lucky.
S1: Hi! I’m Jake.
1. Find and circle. • Ask students to turn to page 9. • Draw students’ attention to the big picture and talk about it. Ask students, What do you see in the picture? • Go over the eight objects in the picture box at the bottom of the page with students. • Have students find and circle the hidden objects in the big picture. • Have students take turns pointing to the pictures they have found and say, It’s a ~.
2. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering about the hidden pictures they have found. For example, What is it? It’s a book. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary.
>> Activity Sheet 1 • Photocopiable from page 118 (Also printable from Teacher Resource CD) • Have students choose and write the words on the lines. Then, have them color the pictures. • Answer Key: 1. a bag 2. a crayon 3. a book
<Questions and Answers>
What is it? It’s a book.
What is it? It’s a bag.
What is it? It’s a crayon.
What is it? It’s a pen.
4. a pen
Lesson Test 1 • Photocopiable from page 141
Wrap-up >> Activity Sheet 1 See Games and Activities on page 21 for instructions and answer key.
(Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 6~9 The answer key is on page 98. >> Online Practice: Lesson 1 www.smartenglishonline.com
20
21
My Classroom • Ask students to listen and repeat after the CD. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary. • Showing each teacher flashcard (5~8), ask students, What is it? and elicit the correct answer.
Goals • Asking and answering names • Identifying objects
Conversational Language • What’s your name? My name’s Jake.
Structures
CD 1 Track 10
• Is it a desk? Yes, it is. / No, it isn’t.
1. What is it? It’s a board.
Vocabulary
2. What is it? It’s a chair. 3. What is it? It’s a clock.
1
• board, chair, clock, desk
4. What is it? It’s a desk.
Materials
2. Ask and answer.
• Teacher Flashcards: 1~8 • See Games and Activities on page 25.
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a board. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary.
Warm-up • Greet students. • Review the vocabulary and structures of Lesson 1 by using the teacher flashcards (1~4). Show each flashcard and ask students, What is it? • Check homework.
A Link and Say
2
3. Listen, point, and repeat.
Student Book p. 10
Students will learn a simple conversation and act it out on their own. Select speech bubbles are left blank to encourage speaking more than reading when students practice and act out the conversation.
1. Listen and write the number.
CD1 Track
8
• Ask students to open their books to page 10. • Talk briefly about the pictures and have students notice that there are four speech bubbles, two of which are left blank. • Read the sentences in the box with students. • Play Audio CD1 Track 8. • Have students listen to the conversation once or twice. • Ask students to choose the correct sentences and write the sentence numbers in the blank speech bubbles. CD 1 Track 8 Betty
Hello! I’m Betty. What’s your name?
Jake
My name’s Jake.
Jasper Hi! I’m Jasper. What’s your name? Lucky I’m Lucky.
22
2. Listen and repeat. • Ask students to listen to the CD again and repeat the conversation. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary.
3. Look and act out. • Do the conversation with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Put students into groups of four. Ask each group to practice the conversation on their own. Have them take turns playing different characters. • For more practice, play a game of Conversation Lines. See pages 15 and 25. • Ask two or three groups to act out the conversation in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
It’s Your Turn
CD1 Track
9
• By the time students do this activity they would have internalized the conversation through a lot of practice. • Play Audio CD 1 Track 9. • Have students listen to Betty and reply. This activity can be done simultaneously with everyone speaking at the same time, or it can be done individually. CD 1 Track 9 and <Answer> Betty What’s your name? (Student: My name’s ~. / I’m ~.) (Answers may vary.)
B Look and Learn
Student Book p. 11
Students will learn the target vocabulary and structures.
1. Listen and repeat.
CD1 Track 11
• Start the activity by briefly talking about the picture. Ask students, What do you see in the picture? • Play Audio CD 1 Track 11 and ask students to listen while pointing to the correct objects in the picture. • Play the CD again and ask students to repeat after it. • Go over the target sentence structures at the bottom of the page with students. Point to the words as you read the sentences slowly. Read each sentence twice, the first time with the contraction and the second time without the contraction. • Showing each teacher flashcard (5~8), ask students, Is it a ~? and elicit the correct answer. CD 1 Track 11
1. Is it a book? No, it isn’t. It’s a clock. 2. Is it a bag? No, it isn’t. It’s a board. 3. Is it a chair? Yes, it is. 4. Is it a desk? Yes, it is.
4. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a book? No, it isn’t. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary.
CD1 Track 10
• Ask students to turn to page 11. • Draw students’ attention to the new vocabulary. • Play Audio CD 1 Track 10. 23
My Classroom • Ask students to listen and repeat after the CD. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary. • Showing each teacher flashcard (5~8), ask students, What is it? and elicit the correct answer.
Goals • Asking and answering names • Identifying objects
Conversational Language • What’s your name? My name’s Jake.
Structures
CD 1 Track 10
• Is it a desk? Yes, it is. / No, it isn’t.
1. What is it? It’s a board.
Vocabulary
2. What is it? It’s a chair. 3. What is it? It’s a clock.
1
• board, chair, clock, desk
4. What is it? It’s a desk.
Materials
2. Ask and answer.
• Teacher Flashcards: 1~8 • See Games and Activities on page 25.
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a board. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary.
Warm-up • Greet students. • Review the vocabulary and structures of Lesson 1 by using the teacher flashcards (1~4). Show each flashcard and ask students, What is it? • Check homework.
A Link and Say
2
3. Listen, point, and repeat.
Student Book p. 10
Students will learn a simple conversation and act it out on their own. Select speech bubbles are left blank to encourage speaking more than reading when students practice and act out the conversation.
1. Listen and write the number.
CD1 Track
8
• Ask students to open their books to page 10. • Talk briefly about the pictures and have students notice that there are four speech bubbles, two of which are left blank. • Read the sentences in the box with students. • Play Audio CD1 Track 8. • Have students listen to the conversation once or twice. • Ask students to choose the correct sentences and write the sentence numbers in the blank speech bubbles. CD 1 Track 8 Betty
Hello! I’m Betty. What’s your name?
Jake
My name’s Jake.
Jasper Hi! I’m Jasper. What’s your name? Lucky I’m Lucky.
22
2. Listen and repeat. • Ask students to listen to the CD again and repeat the conversation. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. • Monitor students’ pronunciation and intonation and guide them if necessary.
3. Look and act out. • Do the conversation with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Put students into groups of four. Ask each group to practice the conversation on their own. Have them take turns playing different characters. • For more practice, play a game of Conversation Lines. See pages 15 and 25. • Ask two or three groups to act out the conversation in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
It’s Your Turn
CD1 Track
9
• By the time students do this activity they would have internalized the conversation through a lot of practice. • Play Audio CD 1 Track 9. • Have students listen to Betty and reply. This activity can be done simultaneously with everyone speaking at the same time, or it can be done individually. CD 1 Track 9 and <Answer> Betty What’s your name? (Student: My name’s ~. / I’m ~.) (Answers may vary.)
B Look and Learn
Student Book p. 11
Students will learn the target vocabulary and structures.
1. Listen and repeat.
CD1 Track 11
• Start the activity by briefly talking about the picture. Ask students, What do you see in the picture? • Play Audio CD 1 Track 11 and ask students to listen while pointing to the correct objects in the picture. • Play the CD again and ask students to repeat after it. • Go over the target sentence structures at the bottom of the page with students. Point to the words as you read the sentences slowly. Read each sentence twice, the first time with the contraction and the second time without the contraction. • Showing each teacher flashcard (5~8), ask students, Is it a ~? and elicit the correct answer. CD 1 Track 11
1. Is it a book? No, it isn’t. It’s a clock. 2. Is it a bag? No, it isn’t. It’s a board. 3. Is it a chair? Yes, it is. 4. Is it a desk? Yes, it is.
4. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a book? No, it isn’t. • Have students change partners and repeat the activity. • Monitor students’ pronunciation and intonation and guide them if necessary.
CD1 Track 10
• Ask students to turn to page 11. • Draw students’ attention to the new vocabulary. • Play Audio CD 1 Track 10. 23
C Look and Practice
Games and Activities
Student Book p. 12
>> Conversation Lines (Description on page 15)
Students will practice the target vocabulary and structures through many activities.
1. Listen and chant.
• No materials needed • Have Ss stand in parallel lines facing each other so that each S has a partner. Each pair does the
CD1 Track 12
conversation. S1 takes the role of Betty and Jasper,
• Ask students to turn to page 12. • Draw students’ attention to the chant picture and talk about it. Ask students, What do you see in the picture? • Play Audio CD 1 Track 12 and have students listen to the chant following the beat. • Encourage students to chant along while listening to the CD. • Have students chant along as many times as necessary until they become familiar with it. • Divide the class into two groups and ask them to chant their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. • Have students switch roles and chant again. • Invite volunteers to the front of the class and have them perform the chant.
and S2 takes the role of Jake and Lucky. S1: Hello! I’m Betty. What’s your name? S2: My name’s Jake. S1: Hi! I’m Jasper. What’s your name? S2: I’m Lucky. • Have Ss switch their partners and repeat the conversation.
>> Behind the Wall (Description on page 14) • Materials: teacher flashcards (5~8), a wall card • Spread the flashcards (5~8) on the table and have Ss memorize them. Ask S1 to choose a card and put it behind the wall card while others close their eyes. Have Ss open their eyes and take turns asking Is it a ~? Have S1 answer, Yes, it is. or No, it
2. Ask and answer.
isn’t.
CD1 Track 13
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a board? Yes, it is. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 13 before or after the activity. • Play a game of Behind the Wall. See pages 14 and 25. CD 1 Track 13
1. Is it a board? Yes, it is. 2. Is it a chair? Yes, it is.
>> Activity Sheet 2 • Photocopiable from page 119 (Also printable from Teacher Resource CD) • Have students read the questions and circle the correct answers. Then, have them color the pictures. • Answer Key: 1. a
D Link and Review
Student Book p. 13
Students will link the current target language with the previous targets to expand their language capacity.
3. Is it a bag? No, it isn’t. It’s a clock. 4. Is it a book? No, it isn’t. It’s a desk. 5. Is it a clock? Yes, it is. 6. Is it a desk? No, it isn’t. It’s a chair.
1. Look and match. • Ask students to turn to page 13. • Ask students what each shaded picture is. • Have students look at the pictures and question cues and match them with the correct answers in the middle of the activity. • Check the answers together.
2. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a clock? No, it isn't. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. <Questions and Answers>
1. Is it a clock? No, it isn’t. It’s a crayon.
3. Point, ask, and answer.
2. b
3. b
4. a
Lesson Test 2
• Start the activity by briefly talking about the picture. Ask students, What do you see in the picture? • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a clock. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. <Questions and Answers>
1. What is it? It’s a clock.
2. What is it? It’s a board.
3. What is it? It’s a book.
4. What is it? It’s a crayon.
5. What is it? It’s a pen.
6. What is it? It’s a desk.
7. What is it? It’s a bag.
8. What is it? It’s a chair.
• Photocopiable from page 142 (Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 10~13 The answer key is on page 99. >> Online Practice: Lesson 2 www.smartenglishonline.com
Wrap-up >> Activity Sheet 2 See Games and Activities on page 25 for instructions and answer key.
2. Is it a pen? Yes, it is. 3. Is it a book? Yes, it is. 4. Is it a board? No, it isn’t. It’s a bag.
24
25
C Look and Practice
Games and Activities
Student Book p. 12
>> Conversation Lines (Description on page 15)
Students will practice the target vocabulary and structures through many activities.
1. Listen and chant.
• No materials needed • Have Ss stand in parallel lines facing each other so that each S has a partner. Each pair does the
CD1 Track 12
conversation. S1 takes the role of Betty and Jasper,
• Ask students to turn to page 12. • Draw students’ attention to the chant picture and talk about it. Ask students, What do you see in the picture? • Play Audio CD 1 Track 12 and have students listen to the chant following the beat. • Encourage students to chant along while listening to the CD. • Have students chant along as many times as necessary until they become familiar with it. • Divide the class into two groups and ask them to chant their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. • Have students switch roles and chant again. • Invite volunteers to the front of the class and have them perform the chant.
and S2 takes the role of Jake and Lucky. S1: Hello! I’m Betty. What’s your name? S2: My name’s Jake. S1: Hi! I’m Jasper. What’s your name? S2: I’m Lucky. • Have Ss switch their partners and repeat the conversation.
>> Behind the Wall (Description on page 14) • Materials: teacher flashcards (5~8), a wall card • Spread the flashcards (5~8) on the table and have Ss memorize them. Ask S1 to choose a card and put it behind the wall card while others close their eyes. Have Ss open their eyes and take turns asking Is it a ~? Have S1 answer, Yes, it is. or No, it
2. Ask and answer.
isn’t.
CD1 Track 13
• Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a board? Yes, it is. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. • (Optional) Have students listen to Audio CD 1 Track 13 before or after the activity. • Play a game of Behind the Wall. See pages 14 and 25. CD 1 Track 13
1. Is it a board? Yes, it is. 2. Is it a chair? Yes, it is.
>> Activity Sheet 2 • Photocopiable from page 119 (Also printable from Teacher Resource CD) • Have students read the questions and circle the correct answers. Then, have them color the pictures. • Answer Key: 1. a
D Link and Review
Student Book p. 13
Students will link the current target language with the previous targets to expand their language capacity.
3. Is it a bag? No, it isn’t. It’s a clock. 4. Is it a book? No, it isn’t. It’s a desk. 5. Is it a clock? Yes, it is. 6. Is it a desk? No, it isn’t. It’s a chair.
1. Look and match. • Ask students to turn to page 13. • Ask students what each shaded picture is. • Have students look at the pictures and question cues and match them with the correct answers in the middle of the activity. • Check the answers together.
2. Ask and answer. • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, Is it a clock? No, it isn't. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. <Questions and Answers>
1. Is it a clock? No, it isn’t. It’s a crayon.
3. Point, ask, and answer.
2. b
3. b
4. a
Lesson Test 2
• Start the activity by briefly talking about the picture. Ask students, What do you see in the picture? • Pair up students and have them do the activity. • Ask students to take turns asking and answering. For example, What is it? It's a clock. • Have students change partners and repeat the activity. • Monitor students and guide them if necessary. <Questions and Answers>
1. What is it? It’s a clock.
2. What is it? It’s a board.
3. What is it? It’s a book.
4. What is it? It’s a crayon.
5. What is it? It’s a pen.
6. What is it? It’s a desk.
7. What is it? It’s a bag.
8. What is it? It’s a chair.
• Photocopiable from page 142 (Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 10~13 The answer key is on page 99. >> Online Practice: Lesson 2 www.smartenglishonline.com
Wrap-up >> Activity Sheet 2 See Games and Activities on page 25 for instructions and answer key.
2. Is it a pen? Yes, it is. 3. Is it a book? Yes, it is. 4. Is it a board? No, it isn’t. It’s a bag.
24
25
Jump Up 1 Goals
memo
• Review Lessons 1~2
Conversational Language • Hello!(Hi!) I’m Betty. • What’s your name? My name’s Jake.
Structures • What is it? It’s a book. • Is it a desk? Yes, it is. / No, it isn’t.
Vocabulary • bag, book, crayon, pen, board, chair, clock, desk
6
Materials • Teacher Flashcards: 1~8 • See Games and Activities on page 29.
Warm-up
5
3
• Greet students. • Review the vocabulary and structures of Lessons 1 and 2 by playing a game of Battle RSP. See pages 14 and 29. • Check homework.
4
1
A Link and Say
Student Book pp. 14 and 15
Through a story, students will consolidate the language they have learned in the two previous lessons and use it freely in speech. Select speech bubbles are left blank to encourage speaking rather than reading when students practice and act out the story.
1. Look and write the number. • Ask students to open their books to pages 14 and 15. • Talk briefly about the story – Funny Farm, Lucky’s New Bag. There are four characters in the story. They are Lucky the duck, Gus the goose, Mary the sheep, and Betty. • Ask students to look at the comic pictures and have them notice that there are many speech bubbles, some of which are left blank. • Read the sentences in the box with students. • Have students read and complete the story by filling in the blank speech bubbles with the correct sentence numbers from the box. • Go around the class and give help if needed.
2. Listen and repeat.
CD1 Track 14
• Play Audio CD1 Track 14 and have students listen to the story. • Ask students to listen to the CD again and repeat after it. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. CD 1 Track 14 Gus
Hi! I’m Gus.
Mary
Hello. I’m Mary.
Gus
Hi! I’m Gus. What’s your name?
Lucky I’m Lucky. Mary
What is it?
Gus
It’s a bag.
Lucky Is it a pen? Mary
No, it isn’t.
Gus
It’s a crayon.
3. Look and match. • Ask students to look at the top of page 15. • Have students look and match the characters with the correct names. • Check the answers together.
4. Look and act out. • Practice the story with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Ask students to practice the story in a group of four students. Have them take turns playing different characters. • Have students change groups and practice the story again. • Ask two or three groups to act out the story in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
Lucky Is it a book? Gus
Yes, it is.
Hi! I’m Betty. BAAA Lucky Bye. Betty
Mary
26
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Jump Up 1 Goals
memo
• Review Lessons 1~2
Conversational Language • Hello!(Hi!) I’m Betty. • What’s your name? My name’s Jake.
Structures • What is it? It’s a book. • Is it a desk? Yes, it is. / No, it isn’t.
Vocabulary • bag, book, crayon, pen, board, chair, clock, desk
6
Materials • Teacher Flashcards: 1~8 • See Games and Activities on page 29.
Warm-up
5
3
• Greet students. • Review the vocabulary and structures of Lessons 1 and 2 by playing a game of Battle RSP. See pages 14 and 29. • Check homework.
4
1
A Link and Say
Student Book pp. 14 and 15
Through a story, students will consolidate the language they have learned in the two previous lessons and use it freely in speech. Select speech bubbles are left blank to encourage speaking rather than reading when students practice and act out the story.
1. Look and write the number. • Ask students to open their books to pages 14 and 15. • Talk briefly about the story – Funny Farm, Lucky’s New Bag. There are four characters in the story. They are Lucky the duck, Gus the goose, Mary the sheep, and Betty. • Ask students to look at the comic pictures and have them notice that there are many speech bubbles, some of which are left blank. • Read the sentences in the box with students. • Have students read and complete the story by filling in the blank speech bubbles with the correct sentence numbers from the box. • Go around the class and give help if needed.
2. Listen and repeat.
CD1 Track 14
• Play Audio CD1 Track 14 and have students listen to the story. • Ask students to listen to the CD again and repeat after it. Pause the CD as necessary to give students enough time to repeat the target language. • Repeat the above step several times. CD 1 Track 14 Gus
Hi! I’m Gus.
Mary
Hello. I’m Mary.
Gus
Hi! I’m Gus. What’s your name?
Lucky I’m Lucky. Mary
What is it?
Gus
It’s a bag.
Lucky Is it a pen? Mary
No, it isn’t.
Gus
It’s a crayon.
3. Look and match. • Ask students to look at the top of page 15. • Have students look and match the characters with the correct names. • Check the answers together.
4. Look and act out. • Practice the story with students. You take the role of one character. Divide the class into three groups and have each group take a role. Switch the roles until every group has played all the roles. • Ask students to practice the story in a group of four students. Have them take turns playing different characters. • Have students change groups and practice the story again. • Ask two or three groups to act out the story in front of the class. • Encourage students to imitate the characters’ voices and facial expressions.
Lucky Is it a book? Gus
Yes, it is.
Hi! I’m Betty. BAAA Lucky Bye. Betty
Mary
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B Listen and Do
Games and Activities
Student Book p. 16
>> Battle RSP (Description on page 14)
Through a song, students will review the conversational language. Since the lyrics are in dialog form, they will have a great time singing in pairs or groups. Students will also review the target vocabulary and structures through a listening activity.
1. Listen and sing.
• Materials: teacher flashcards (1~8) • Have Ss line up flashcards face up on the table. Divide Ss into two teams and line them up at each end of the table. S1 from each team starts by pointing to one card at a time and saying It’s a ~. Have the two Ss do rock-scissors-paper when they meet somewhere in the middle. The winner continues, and the loser goes to the back of their team’s line while another S from the losing team takes over.
CD1 Track 15
• Ask students to turn to page 16. • Draw students’ attention to the song picture and talk about it. Ask students, Who do you see in the picture? • Play Audio CD 1 Track 15 and have students listen to the song following the beat and melody. • Encourage students to sing along while listening to the CD. • Have students sing along as many times as necessary until they become familiar with the song. • Divide the class into two groups and ask them to sing their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. Also, have them switch roles and sing again. • Pair up students and have them change the song lyrics by singing about themselves. • Invite volunteers to the front of the class and have them perform the song.
>> Pictionary (Description on page 16) • Materials: teacher flashcards (1~8), paper, pencils • Divide the class into teams of three or four Ss and give each team paper and a pencil. Gather S1 from each team and show them a flashcard (the word side) to draw. Have them go back to their 2
4
teams and draw a picture of the word.
6
>> Activity Sheet 3 • Photocopiable from page 120 3
(Also printable from Teacher Resource CD) • Have students read the questions and answers.
5
Then, ask them to choose the correct pictures and
2. Listen and number.
CD1 Track 16
• Go over the pictures briefly with students. • Play Audio CD 1 Track 16. • Ask students to listen and number the pictures accordingly. • Check the answers together. • Pair up students and have them take turns asking and answering about the pictures. For example, What is it? or Is it a ~? • Monitor students and guide them if necessary. CD 1 Track 16
1. What is it? It’s a clock. 2. Is it a chair? No, it isn’t. It’s a desk. 3. Is it a crayon? Yes, it is. 4. What is it? It’s a book. 5. Is it a desk? No, it isn’t. It’s a board. 6. What is it? It’s a chair.
write the matching letters. • Answer Key: 1. D 2. A 4. E
C Read and Do
Student Book p. 17
Through reading activities, students will review the target vocabulary and structures in written form.
1. Read and match. • Ask students to turn to page 17. • Read the sentences with students. • Have students read the sentences again and match them with the correct pictures. • Check the answers together. • Play a game of Pictionary. See Games and Activities on pages 16 and 29.
5. B
3. F 6. C
Lesson Test 3 • Photocopiable from page 143 (Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 14~17 The answer key is on page 100. >> Online Practice: Lesson 3 www.smartenglishonline.com
2. Read and draw. • Read the sentences with students. • Ask students to read the sentences again and draw the pictures accordingly. • Have students share the pictures they have drawn with the class.
Wrap-up >> Activity Sheet 3 See Games and Activities on page 29 for instructions and answer key. 28
29
B Listen and Do
Games and Activities
Student Book p. 16
>> Battle RSP (Description on page 14)
Through a song, students will review the conversational language. Since the lyrics are in dialog form, they will have a great time singing in pairs or groups. Students will also review the target vocabulary and structures through a listening activity.
1. Listen and sing.
• Materials: teacher flashcards (1~8) • Have Ss line up flashcards face up on the table. Divide Ss into two teams and line them up at each end of the table. S1 from each team starts by pointing to one card at a time and saying It’s a ~. Have the two Ss do rock-scissors-paper when they meet somewhere in the middle. The winner continues, and the loser goes to the back of their team’s line while another S from the losing team takes over.
CD1 Track 15
• Ask students to turn to page 16. • Draw students’ attention to the song picture and talk about it. Ask students, Who do you see in the picture? • Play Audio CD 1 Track 15 and have students listen to the song following the beat and melody. • Encourage students to sing along while listening to the CD. • Have students sing along as many times as necessary until they become familiar with the song. • Divide the class into two groups and ask them to sing their parts. The sentences in black are for Group 1. The ones in blue are for Group 2. Also, have them switch roles and sing again. • Pair up students and have them change the song lyrics by singing about themselves. • Invite volunteers to the front of the class and have them perform the song.
>> Pictionary (Description on page 16) • Materials: teacher flashcards (1~8), paper, pencils • Divide the class into teams of three or four Ss and give each team paper and a pencil. Gather S1 from each team and show them a flashcard (the word side) to draw. Have them go back to their 2
4
teams and draw a picture of the word.
6
>> Activity Sheet 3 • Photocopiable from page 120 3
(Also printable from Teacher Resource CD) • Have students read the questions and answers.
5
Then, ask them to choose the correct pictures and
2. Listen and number.
CD1 Track 16
• Go over the pictures briefly with students. • Play Audio CD 1 Track 16. • Ask students to listen and number the pictures accordingly. • Check the answers together. • Pair up students and have them take turns asking and answering about the pictures. For example, What is it? or Is it a ~? • Monitor students and guide them if necessary. CD 1 Track 16
1. What is it? It’s a clock. 2. Is it a chair? No, it isn’t. It’s a desk. 3. Is it a crayon? Yes, it is. 4. What is it? It’s a book. 5. Is it a desk? No, it isn’t. It’s a board. 6. What is it? It’s a chair.
write the matching letters. • Answer Key: 1. D 2. A 4. E
C Read and Do
Student Book p. 17
Through reading activities, students will review the target vocabulary and structures in written form.
1. Read and match. • Ask students to turn to page 17. • Read the sentences with students. • Have students read the sentences again and match them with the correct pictures. • Check the answers together. • Play a game of Pictionary. See Games and Activities on pages 16 and 29.
5. B
3. F 6. C
Lesson Test 3 • Photocopiable from page 143 (Also printable from Teacher Resource CD) • The test answer key is on page 163.
Homework >> Workbook 1: pages 14~17 The answer key is on page 100. >> Online Practice: Lesson 3 www.smartenglishonline.com
2. Read and draw. • Read the sentences with students. • Ask students to read the sentences again and draw the pictures accordingly. • Have students share the pictures they have drawn with the class.
Wrap-up >> Activity Sheet 3 See Games and Activities on page 29 for instructions and answer key. 28
29