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Teacher’s Manual
Characters
4
Components
6
6-Step Writing Process
8
Scope and Sequence
10
Lesson Plans
12
Workbook Answer Key
112
Grammar Worksheets
127
Grammar Worksheet Answer Key
142
Writing Correction Worksheets
146
Writing Correction Worksheet Answer Key
161
Tests
165
Placement Test Information
165
Placement Test
166
Unit Tests (Units 1-
9)
168
Midterm Test
177
Unit Tests (Units 10
-15)
179
Final Test
185
Test Answer Key
188
Lesson Plans
Tests
1
Unit
12
2
Unit
18
3
Unit
24
Writing Project 1
30
4
Unit
32
5
Unit
38
6
Unit
44
Writing Project 2
50
7
Unit
52
8
Unit
58
9
Unit
64
Writing Project 3
70
10
Unit
72
11
Unit
78
12
Unit
84
Writing Project 4
90
13
Unit
92
14
Unit
98
15
Unit
104
Writing Project 5
110
•
Exercises for sentence pattern
practice
•
Review of vocabulary and grammar
•
Designed to be used for homework
or self-study
•
Systematic 6-step writing process
•
Familiar topics relevant to young
learners
•
Fun and instructive model passages
•
An entertaining family of characters
•
Colorful illustrations and real
photos
•
Idea webs for making topic-related
sentences
•
Exercises to develop sentence-
building skills
•
Easy-to-follow writing projects
Student Book
Student Book
Workbook
Workbook
6
•
E-book for classroom use
•
Worksheets and Tests
•
Downloadable Teacher Resources
- Student Book answer key
- Workbook answer key
- Digital Teacher’s Manual
- Writing correction worksheets
- Grammar worksheets
- Placement, midterm, final, and unit tests
- Answer keys for supplementary materials
- Daily lesson plans
- Award certificate
www.eSmartClass.net
My First Writing Online
Digital Teacher’s Manual
Digital Teacher’s Manual
•
Complete and detailed lesson plans
•
A variety of teaching tips and
outside-the-box activity ideas
•
Answer keys for the Student Book
and Workbook
•
Photocopiable placement,
midterm, final, and unit tests
•
Photocopiable worksheets for
every unit
www.eSmartClass.net
7
•
Through various exercises, students will be introduced to and
be given opportunities to practice new grammar points.
•
In this step, students should learn how to construct meaningful
and grammatically correct sentences.
Grammar Practice
•
Through various exercises, students will be exposed to useful
vocabulary and expressions that are related to the writing topic.
•
Photos and illustrations are used to bring the new words to life
for students.
Word Practice
•
A model passage, presented alongside a colorful
illustration of the characters, introduces the
writing topic to students.
•
Students will actively participate in completing the
passage before testing their understanding of it
through a reading comprehension exercise.
Warm-up
Step
1
Step
2
Step
3
8
•
Based on the writing topic, students will develop and
organize their ideas using an idea web like the one in Step 4.
•
An illustrated word bank provides words and phrases to
support the development of students’ ideas when necessary.
Your Idea Web
•
Using information displayed within an idea web, students
will practice writing complete sentences. This will help to
consolidate critical sentence-building skills.
Writing Practice
Step
6
Step
5
•
Students will write their own sentences about the
topic using information from the idea web they
created in Step 5.
•
Students will also draw a picture of their story to
supplement their writing from a visual perspective.
Your Writing
Step
4
Welcome to
9
Unit
(Writing Topic)
Vocabulary
Grammar
My
Family
1
My Brothers and I
family members
words describing people
Be verbs (present simple)
adjectives
2
My Mom and Dad
family members,
occupations
words describing people
singular and plural nouns
Be verbs (present simple)
3
My Pet
different pets
words describing animals
possessive adjectives
negative Be verbs
Writing Project 1 All about Mom and Dad
Report Writing
My
Places
4
My Room
things in a room
prepositions: in, on, under
Be verbs (present simple)
5
My Classroom
places in school
class objects
Be verbs (present simple)
6
The Playground
things at the playground
prepositions: at, on, in
end punctuation
Writing Project 2 Classroom Hanger Mobile
Report Writing
My
Town
7
My Neighborhood
buildings and things in a
neighborhood
words describing
buildings and places
adjectives
there + be
8
My Town
places and things in a town
there + be
9
At the Market
words describing food
and things
there + be
count and non-count
nouns
Writing Project 3 My Town Postcard
Letter Writing
10
Unit
(Writing Topic)
Vocabulary
Grammar
My
Favorites
10
My Favorite Character
words related to famous
characters
words describing people
have / has
adjectives
11
My Favorite Thing
words related to favorite
things
have / has
12
My Favorite Animal
wild animals
body parts
have / has
adjective + noun
Writing Project 4 My Family’s Favorite Place
Report Writing
Doing
Things
13
My Day
daily routine activities
common verbs
(present simple)
14
My Dad’s Day
daily routine activities
common verbs
(present simple)
15
After-school Fun
after-school activities
common verbs
(present simple)
Writing Project 5 My Schedule
Chart Writing
11
Objectives
•
Students can describe themselves
and their family members while
applying proper writing conventions.
•
Students can write Be verbs in the
present simple.
Grammar
•
Be verbs (present simple)
•
Adjectives
Materials
•
Grammar Worksheet 1
•
Writing Correction Worksheet 1
•
Unit 1 Test
•
E-book, pages 6-11 (optional)
Student Book pp.
6-9
Lesson 1
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 6.
2. Have students look at the picture
and ask them questions about it.
T: Who is older, Ella or Cody?
Ss: Cody is older.
T: What sport does Cody play?
Ss: He plays soccer.
3. Encourage students to point at the
picture when answering the
questions.
Ella
Finn
Cody
Warm-up
1
STEP
A
Circle the words to complete the story.
•
Have students read and complete the story by circling the correct
words.
•
Read the completed story together after students have finished.
B
Look and write the name.
•
Ask students to look at the pictures and write the names of the
characters underneath.
•
Go over the answers together after students have finished.
Unit
1
Lead-in
12
girl
brothers
funny
smart
tall
short
pretty
happy
brother
sister
boy
sisters
B
Look and write the word.
•
Ask students to read the words in the
word bank.
•
Have students look at the pictures
and fill in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Teaching Tip
•
Before students look at the options in
the word bank, have them try to answer
as many questions as they can first.
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, funny.
4. Have each student write the word
on the board as quickly as they can.
5. The first student to write the
word on the board with the correct
spelling gets a point for their team.
6.
Repeat steps 2-5 with new students.
The team with more points at the
end wins!
Extension Activity
Word Practice
2
STEP
A
Choose and write the word.
•
Have students turn to page 7.
•
Ask students to read the words in the word bank.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
13
Grammar Practice
3
STEP
A
Write am, is, or are.
•
Have students turn to page 8.
•
Go over the pictures representing
each Be verb with students.
•
Ask students to read and complete
the sentences using the correct Be
verbs.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, I.
•
If necessary, ask students questions
to guide them along.
T: Can I write I is a student?
Ss: No, you cannot.
T: Can girls follow I am? Why not?
Ss: No, it cannot. It is plural.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects Tom and We.
•
Here are the sentences that can be
made with each subject:
①
– 2 sentences
I am a student.
I am tall.
②
Tom – 2 sentences
Tom is a student.
Tom is tall.
③
We – 2 sentences
We are girls.
We are tall.
is
am
are
are
is
am
are
is
Materials: a ball
1. Ask students to stand in a circle and give one student the ball.
2. Have students pass the ball around and around to each other as fast as
they can.
3. Before students can pass the ball, however, they must first say one
sentence that uses a conjugated Be verb. For example, You are funny.
4. If students cannot say a sentence within five seconds or do not use the
Be verb correctly, they are out and must sit down. The last student left
standing wins!
Extension Activity
Hot Potato
14
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 9.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
Ella Kibbits
pretty
a girl
eight years old
I am Sam Lee.
is my sister.
I am a boy.
is ten years old.
I am nine years old.
She is smart.
Homework
>> Workbook 1: pages 4
-
7
Answer Key on page 112
>> Grammar Worksheet 1
Photocopiable from page 127
Answer Key on page 142
Materials: N/A
1. Ask students to open their books to
page 6.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Ella is a girl.
S2: Ella is pretty.
S3: Finn is nine years old.
S4: Finn and Cody are funny.
Wrap-up
15
Student Book pp.
10-11
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about yourself and your
brother or sister.
•
Have students open their books to page 10.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: He is smart and funny.
Julie Lee
my brother
a girl
nine years old
Tom
eight years old
funny
*Answers may vary.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 10, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: How old is your brother/sister?
Ss: He/She is nine years old.
T:
What is your brother/sister like?
Ss: He/She is smart.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one word covered in Lesson 1 on
the board. For example, funny.
3. Have the first student in each line,
as quickly as possible, write a
sentence on the board that uses
that word. For example, She is
funny.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
16
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
themselves and their brother or
sister by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 11.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 1
Photocopiable from page 146
Answer Key on page 161
>> Unit 1 Test
Photocopiable from page 168
Answer Key on page 188
Wrap-up
Brother
Julie Lee.
I am a girl.
I am eight years old.
He is nine years old.
Tom is my brother.
He is funny.
*Answers may vary.
17
Objectives
•
Students can describe themselves
and their family members while
applying proper writing conventions.
•
Students can write Be verbs in the
present simple.
•
Students can write both singular and
plural nouns.
Grammar
•
Be verbs (present simple)
•
Singular and plural nouns
Materials
•
Grammar Worksheet 2
•
Writing Correction Worksheet 2
•
Unit 2 Test
•
E-book, pages 12-17 (optional)
Student Book pp.
12-15
Lesson 1
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 12.
2. Have students look at the picture
and ask them questions about it.
T: Is Ella’s mom a police officer?
Ss: No, she is a doctor.
T: Is Ella’s dad smart?
Ss: Yes, he is smart.
3. Encourage students to point at the
picture when answering the
questions.
She
He
She
He
Warm-up
1
STEP
A
Write He or She to complete the story.
•
Have students read and complete the story by writing He or She in the
blanks.
•
Read the completed story together after students have finished.
B
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Unit
2
Lead-in
18
doctor
nurse
young
kind
strong
old
busy
businessman
farmer
artist
teacher
B
Look and write the word.
•
Ask students to read the words in the
word bank.
•
Have students look at the pictures
and fill in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Teaching Tip
•
Before students look at the options in
the word bank, have them try to answer
as many questions as they can first.
Word Link
Materials: a board, a marker
1. Write the name of one of the jobs
covered in Step 2 on the board. For
example, farmer.
2. As a reference, ask students to look
at the corresponding picture on
page 13.
3. Have students call out as many
words as they can think of that
are related to the job written on
the board. For example, for farmer,
students might call out fruits,
vegetables, animals, food, farm,
and so on.
4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
to guide them along.
T: What does a farmer grow?
Ss: Fruits and vegetables!
T: Where can you see farmers?
Ss: On a farm!
Extension Activity
Word Practice
2
STEP
A
Choose and write the word.
•
Have students turn to page 13.
•
Ask students to read the words in the word bank.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
19
Grammar Practice
3
STEP
A
Read and circle the
correct word(s).
•
Have students turn to page 14.
•
Go over the pictures representing
singular and plural nouns with
students.
•
Ask students to read the sentences
with each answer option.
•
Have students circle the correct
words to complete the sentences.
•
Go over the answers together after
students have finished.
B
Circle the mistake. Write
the correct sentence.
•
Have students read the sentences.
•
Ask students to find and circle the
mistakes among the words that are
underlined.
•
Then have students write the correct
sentences.
•
If necessary, ask students questions
to guide them along.
T:
What is missing between is and
student?
Ss: An
a
is missing.
T:
Should year be singular or plural?
Ss: It should be plural.
•
Go over the answers together
after students have finished.
My sister is a student.
They are my teachers.
My dad is a truck driver.
She is a doctor.
I am nine years old.
My grandpa is strong.
My brothers are funny.
He is 40 years old.
Materials: a board, a marker, a token
1. Divide students into two teams.
2. Draw a playing field like the one to the left on the board. Place a token on
the halfway line.
3. Write I, You, She, He, We, and They on the board. Alternately ask teams to
make a sentence using one of the pronouns and the teacher’s cue word.
T: Inventors.
S1: They are inventors.
T: A doctor.
S2: She is a doctor.
4. When teams answer correctly, move the token one line closer to the
opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
Extension Activity
Football
Playing Field
GOAL LINE
GOAL LINE
TOKEN
20
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 15.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
a doctor
38 years old
kind
Asta Kibbits
is a nurse.
My dad is a teacher.
She is kind.
is busy.
She is 37 years old.
He is 38 years old.
Homework
>> Workbook 1: pages 8
-11
Answer Key on page 113
>> Grammar Worksheet 2
Photocopiable from page 128
Answer Key on page 142
Materials: N/A
1. Ask students to open their books to
page 12.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Ella’s mom is a doctor.
S2: Ella’s mom is kind.
S3: Ella’s dad is an inventor.
S4: Ella’s dad is smart.
Wrap-up
21
Student Book pp.
16-17
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your mom and dad.
•
Have students open their books to page 16.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My mom is busy/young/an artist.
a businesswoman
an artist
busy
strong
36 years old
40 years old
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 16, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: What does your dad/mom do?
Ss: He/She is a teacher.
T: What is your mom/dad like?
Ss: She/He is kind.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one key word covered in Lesson 1
on the board. For example, artist.
3. Have the first student in each line,
as quickly as possible, write a
sentence on the board that uses
that word. For example, My dad is
an artist.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
*Answers may vary.
22
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their mom and dad by reading their
story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 17.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 2
Photocopiable from page 147
Answer Key on page 161
>> Unit 2 Test
Photocopiable from page 169
Answer Key on page 188
Wrap-up
a businesswoman.
is busy.
She is 36 years old.
is strong.
an artist.
He is 40 years old.
*Answers may vary.
23
Objectives
•
Students can describe pet animals
while applying proper writing
conventions.
•
Students can write Be verbs in the
negative form.
•
Students can write possessive
adjectives.
Grammar
•
Be verbs (negative)
•
Possessive adjectives
Materials
•
Grammar Worksheet 3
•
Writing Correction Worksheet 3
•
Unit 3 Test
•
E-book, pages 18-23 (optional)
Student Book pp.
18-21
Lesson 1
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 18.
2. Have students look at the picture
and ask them questions about it.
T: What color is Star?
Ss: Star is blue and purple.
T: Is his tail long?
Ss: No, his tail is short.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students read and complete the story by writing the correct words
chosen from the word bank.
•
Read the completed story together after students have finished.
B
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
Unit
3
Lead-in
is
big
are
short
24
long
big
short
small
cute
round
eyes
tail
legs
body
ears
nose
B
Look and write the word.
•
Ask students to read the words in the
word bank.
•
Have students look at the pictures
and fill in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Teaching Tip
•
Before students look at the options in
the word bank, have them try to answer
as many questions as they can first.
Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a word covered in Step 2
to the student. For example, eyes.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Extension Activity
Word Practice
2
STEP
A
Choose and write the word.
•
Have students turn to page 19.
•
Ask students to read the words in the word bank.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
25
Grammar Practice
3
STEP
A
Write Her, His, or Its.
•
Have students turn to page 20.
•
Go over the pictures representing
each possessive adjective with
students.
•
Ask students to read and complete
the sentences using the correct
possessive adjectives.
•
Go over the answers together after
students have finished.
B
Circle am not, is not, or
are not.
•
Ask students to read the sentences
with each answer option.
•
Have students circle the correct
words to complete the sentences.
•
If necessary, ask students questions
to guide them along.
T: Is nose singular or plural?
Ss: It is singular.
T: Is eyes singular or plural?
Ss: It is plural.
•
Go over the answers together after
students have finished.
His
Her
Its
His
Her
Its
Materials: a board, a marker
1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write Her, His, and Its on the board. Alternately ask each student to make
a sentence with one of the possessive adjectives and the teacher’s cue
word.
T: Jake.
S1: His name is Jake.
T: Strong.
S2: Its body is strong.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
Extension Activity
Tic-Tac-Toe
26
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 21.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
my pet
blue and purple
big
strong
is my hamster.
are small.
is brown and white.
Her legs are short.
She is cute.
Her body is round.
Homework
>> Workbook 1: pages 12
-15
Answer Key on page 114
>> Grammar Worksheet 3
Photocopiable from page 129
Answer Key on page 142
Materials: N/A
1. Ask students to open their books to
page 18.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Star is a turtle.
S2: Star is blue and purple.
S3: Star is slow.
S4: Star is very cute.
Wrap-up
27
Student Book pp.
22-23
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your pet.
•
Have students open their books to page 22.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My cat is black and pretty.
green and yellow
pretty
turtle
body
eyes
tail
*Answers may vary.
round
small
short
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 22, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: Are your pet’s eyes small?
Ss: No, they are not. They are big.
T: Is your pet’s tail long?
Ss: Yes, her tail is long.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one key word covered in Lesson 1
on the board. For example, cute.
3. Have the first student in each line,
as quickly as possible, write a
sentence on the board that uses
that word. For example, It is cute.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
Shelly
28
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their pet by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 23.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 3
Photocopiable from page 148
Answer Key on page 161
>> Writing Project 1
Have students bring a picture of
their mom or dad with them next
class.
>> Unit 3 Test
Photocopiable from page 170
Answer Key on page 188
Wrap-up
Shelly is my turtle.
She is green and yellow.
She is pretty.
Her eyes are small.
Her body is round.
Her tail is short.
*Answers may vary.
Shelly
29
Writing Project
1
Style
•
Report Writing
Grammar
•
Students can write a report of their
mom or dad using descriptive words
that they learned in Units 1-3.
Materials
•
Students’ pictures of their mom or dad
•
Glue
•
Pencils
Student Book pp.
24-25
Lesson 3
1
STEP
Preparation
B
Project Model
•
Have students open their books to page 24.
•
Draw students’ attention to the project model.
•
Ask students questions about the person in the picture.
T: How old is she?
Ss: She is 36 years old.
T: What is her job?
Ss: She is a nurse.
•
Read the sentences in the passage together with students.
Guess who?
Materials: Students’ pictures, paper,
pencils
1. Collect all of the pictures that
students brought into class of their
mom or dad.
2. Have students sit down in a group,
each holding a piece of paper and a
pencil.
3. One by one, hold up a picture and
give students time to look at it
closely.
4. Ask students to guess whose parent
they think is in the picture by
writing the student’s name on their
piece of paper.
5. Once all students have finished
writing, ask them to show their
answers.
6. Students that guess correctly get
a point. The student with the most
points at the end wins!
7. Return all of the pictures to
students.
Lead-in
30
Show and Tell
Materials: N/A
1. Choose three students to present
their projects to the class.
2. One at a time, ask each student to
come to the front and show their
picture of their mom or dad to the
class.
3. After showing their picture, have
the students tell the class about
their mom or dad by reading what
they wrote.
Extension Activity
Writing
2
STEP
C
Your Project
•
Have students turn to page 25.
•
Ask students to glue their picture of their mom or dad in the frame.
•
Have students write about their mom or dad by filling in the blanks with
the appropriate details.
Teaching Tip
•
If students were unable to bring a picture with them to class, have them
draw a picture of their mom or dad in the frame instead.
Homework
•
Ask students to share their project
with the parent whom they wrote
about.
•
Have students report back next
class describing their parent’s
reaction to the project.
Kelly Kim
dad's
He
dad
He
He
kind and smart
doctor
38
Fred Kim
*Answers may vary.
Guess what?
Materials: N/A
1. Have students sit down in a group.
2. One by one, ask each student to
come up to the front.
3. Have the student act out the job of
their parent.
4. Ask students to guess what job they
think it is by calling out their
answer.
5. The first student to correctly guess
the job gets a point. The student
with the most points at the end
wins!
Wrap-up
Dad
31
Unit
4
Objectives
•
Students can describe their room
while applying proper writing
conventions.
•
Students can write Be verbs in the
present simple.
•
Students can use the prepositions in,
on, and under in their writing.
Grammar
•
Be verbs (present simple)
•
Prepositions: in, on, under
Materials
•
Grammar Worksheet 4
•
Writing Correction Worksheet 4
•
Unit 4 Test
•
E-book, pages 26-31 (optional)
Student Book pp.
26-29
Lesson 1
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 26.
2. Have students look at the picture
and ask them questions about it.
T: Where are the toys?
Ss: The toys are in the toy box.
T: Is the room messy?
Ss: No, it is not. It is clean.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Circle the words to complete the story.
•
Have students read and complete the story by circling the correct
words.
•
Read the completed story together after students have finished.
B
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Lead-in
32
8
9
7
6
4
1
2
5
10
3
B
Look and circle the word.
•
Have students look at the pictures and
circle the correct words to complete
the sentences.
•
Go over the answers together after
students have finished.
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, bookcase.
4. Have each student write the word
on the board as quickly as they can.
5. The first student to write the
word on the board with the correct
spelling gets a point for their team.
6.
Repeat steps 2-5 with new students.
The team with more points at the
end wins!
Extension Activity
Word Practice
2
STEP
A
Look and write the number.
•
Have students turn to page 27.
•
Ask students to read the words and look at the picture.
•
Have students fill in the spaces beside each word with the correct
numbers.
•
Go over the answers together after students have finished.
Teaching Tip
•
Ask students to describe each item in the picture with an adjective.
33
Grammar Practice
3
STEP
A
Write in, on, or under.
•
Have students turn to page 28.
•
Go over the pictures with students.
•
Ask students to read and complete
the sentences using the correct
prepositions.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, My room.
•
If necessary, ask students questions
to guide them along.
T:
Can I write My room are...?
Why not?
Ss: No, My room is singular.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects My pillow and My books.
•
Here are the sentences that can be
made with each subject:
①
My room – 1 sentence
My room is clean.
②
My pillow – 3 sentences
My pillow is under the bed.
My pillow is on the shelf.
My pillow is clean.
③
My books – 3 sentences
My books are under the bed.
My books are on the shelf.
My books are clean.
on
under
on
in
under
in
Materials: a ball
1. Ask students to stand in a circle and give one student the ball.
2. Have students pass the ball around and around to each other as fast as
they can.
3. Before students can pass the ball, however, they must first say one
sentence that uses a preposition. For example, My socks are on the bed.
4. If students cannot say a sentence within five seconds or do not use the
preposition correctly, they are out and must sit down. The last student left
standing wins!
Extension Activity
Hot Potato
34
Writing Practice
4
STEP
>
Look and write the sentences using the correct Be
verb.
•
Have students turn to page 29.
•
Ask students to look over the information in the completed idea web.
•
Have students write the sentences using the given information and the
correct Be verb.
•
Go over the answers together after students have finished.
My cat is on the bed.
My toys are in the toy box.
are on the shelf.
My bag is under the desk.
My clothes are in the closet.
is clean.
Homework
>> Workbook 1: pages 16
-19
Answer Key on page 115
>> Grammar Worksheet 4
Photocopiable from page 130
Answer Key on page 142
Materials: N/A
1. Ask students to open their books to
page 26.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: The room is clean.
S2: The toys are in the toy box.
S3: The socks are in the drawer.
S4: The clothes are in the closet.
Wrap-up
35
Student Book pp.
30-31
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your room.
•
Have students open their books to page 30.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My room is messy. My books are on the shelf.
messy
in the toy box
on the chair
in the closet
under the desk
books
socks
pillow
toys
clothes
on the bed
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 30, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: Is your room clean?
Ss: No, it is not. It is messy.
T: Where are your books?
Ss: My books are under the bed.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory II
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled word covered in
Lesson 1 on the board. For example,
acrhi to represent chair.
3. After unscrambling the word, have
the first student in each line write a
sentence on the board that uses
that word.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
*Answers may vary.
36
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their room by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 31.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
>> Unit 4 Test
Photocopiable from page 171
Answer Key on page 188
Wrap-up
My room is messy.
My books are on the bed.
My socks are in the toy box.
My toys are in the closet.
My pillow is on the chair.
My clothes are under the desk.
*Answers may vary.
Homework
>>
Writing Correction Worksheet 4
Photocopiable from page 149
Answer Key on page 161
My Room
37
Unit
5
Objectives
•
Students can describe their
classroom while applying proper
writing conventions.
•
Students can write Be verbs in the
present simple.
•
Students can use the prepositions in
and on in their writing.
Grammar
•
Be verbs (present simple)
•
Prepositions: in, on
Materials
•
Grammar Worksheet 5
•
Writing Correction Worksheet 5
•
Unit 5 Test
•
E-book, pages 32-37 (optional)
Student Book pp.
32-35
Lesson 1
It is large and bright.
Our bags are under the chairs.
She is in the hallway.
No
Yes
No
Warm-up
1
STEP
A
Write the sentences to complete the story.
•
Have students read and complete the story by writing the correct
sentences in the blanks.
•
Read the completed story together after students have finished.
B
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Picture Talk
Materials: N/A
1. Ask students to open their books
to page 32.
2. Have students look at the picture
and ask them questions about it.
T: Is the classroom big or small?
Ss: The classroom is big.
T: Where are the bags?
Ss:
The bags are under the chairs.
3. Encourage students to point at the
picture when answering the
questions.
Lead-in
38
clock
picture
whiteboard
bulletin board
map
mat
B
Look and circle the word.
•
Have students look at the pictures and
circle the correct words.
•
Go over the answers together after
students have finished.
Word Link
Materials: a board, a marker
1. Write the name of one of the
classroom items covered in Step 2
on the board. For example, clock.
2. As a reference, ask students to look
at the corresponding picture on
page 33.
3. Have students call out as many
words as they can think of that
are related to the classroom item
written on the board. For example,
for clock, students might call out
time, circle, hour, minute, watch,
and so on.
4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
to guide them along.
T: What shape is a clock?
Ss: It is a circle!
T: What does a clock tell?
Ss: Time!
Extension Activity
Word Practice
2
STEP
A
Choose and write the word(s).
•
Have students turn to page 33.
•
Ask students to read the words in the word bank.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Have students say where the items from the word bank are in their
classroom.
39
Playing Field
GOAL LINE
GOAL LINE
TOKEN
Grammar Practice
3
STEP
A
Write on or in.
•
Have students turn to page 34.
•
Go over the pictures and sentences
with students.
•
Ask students questions to guide
them along.
T: Where are the lights?
Ss: The lights are on the ceiling.
T: Where are the boys?
Ss: The boys are in the hallway.
•
Have students write on or in to
complete the sentences.
•
Go over the answers together after
students have finished.
B
Circle the correct word(s).
•
Have students read the sentences
with each answer option.
•
Ask students to circle the correct
words to complete the sentences.
•
Go over the answers together after
students have finished.
on
in
on
on
Materials: a board, a marker, a token
1. Divide students into two teams.
2. Draw a playing field like the one to the left on the board. Place a token on
the halfway line.
3. Write on and in on the board. Alternately ask teams to make a sentence
using one of the prepositions and the teacher’s cue word.
T: The hallway.
S1: They are in the hallway.
T: The floor.
S2: The mat is on the floor.
4. When teams answer correctly, move the token one line closer to the
opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
Extension Activity
Football
40
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 35.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
large and great
on the wall
The map
Our books
on the wall
on the desks
is wonderful.
The lights are on the ceiling.
is big and clean.
The mat is on the floor.
The bulletin board is on the wall.
The books are in the bookcase.
Homework
>> Workbook 1: pages 20
-
23
Answer Key on page 116
>> Grammar Worksheet 5
Photocopiable from page 131
Answer Key on page 143
Materials: N/A
1. Ask students to open their books to
page 32.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1:
The whiteboard is on the wall.
S2: The books are on the desks.
S3:
The teacher is not in the
classroom.
S4: The classroom is large and
bright.
Wrap-up
41
Student Book pp.
36-37
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your classroom.
•
Have students open their books to page 36.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My classroom is small. The map is on the floor.
great
on the ceiling
on the wall
on the floor
large and bright
pictures
lights
map
chairs
*Answers may vary.
on the wall
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 36, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: How is your classroom?
Ss: My classroom is wonderful.
T: Where is the clock?
Ss: The clock is on the wall.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory II
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled word covered in
Lesson 1 on the board. For example,
lcokc to represent clock.
3. After unscrambling the word, have
the first student in each line write a
sentence on the board that uses
that word.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
42
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their classroom by reading their
story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 37.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
>> Unit 5 Test
Photocopiable from page 172
Answer Key on page 189
Wrap-up
My classroom is great.
It is large and bright.
The pictures are on the wall.
The map is on the wall.
The lights are on the ceiling.
The chairs are on the floor.
*Answers may vary.
Homework
>>
Writing Correction Worksheet 5
Photocopiable from page 150
Answer Key on page 162
My Classroom
43
Unit
6
Objectives
•
Students can describe a playground
setting while applying proper writing
conventions.
•
Students can use the prepositions at,
on, and in in their writing.
•
Students can use end punctuation in
their writing.
Grammar
•
Prepositions: at, on, in
•
End punctuation
Materials
•
Grammar Worksheet 6
•
Writing Correction Worksheet 6
•
Unit 6 Test
•
E-book, pages 38-43 (optional)
Student Book pp.
38-41
Lesson 1
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 38.
2. Have students look at the picture
and ask them questions about it.
T: Where is Cody?
Ss: He is on the monkey bars.
T: Are they happy?
Ss: Yes, they are happy.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students read and complete the story by writing the correct words
chosen from the word bank.
•
Read the completed story together after students have finished.
B
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
Lead-in
playground
on
are
fun
44
bench
swings
slide
sandbox
monkey bars
happy
long
big
fun
seesaw
B
Choose and write the
word. Discuss your choices.
•
Ask students to read the words in the
word bank.
•
Have students complete the sentences
by filling in the blanks with the correct
words chosen from the word bank.
•
Once students have finished, discuss
their answer choices with them.
T:
Why did you choose happy for
question number one?
Ss: The playground is fun.
T: Why did you choose long for
question number two?
Ss: Seesaws are long rectangles.
Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2.
Whisper a word covered in Step 2
to the student. For example, seesaw.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Extension Activity
Word Practice
2
STEP
A
Look, read, and write the word(s).
•
Have students turn to page 39.
•
Ask students to read the words in the word bank and look at the picture.
•
Have students read and complete the sentences by filling in the blanks
with the correct words chosen from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Before students look at the picture, have them draw a picture of each
word in the word bank.
*Answers may vary.
45
Grammar Practice
3
STEP
A
Write at, in, or on.
•
Have students turn to page 40.
•
Go over the pictures with students.
•
Ask students to read and complete
the sentences by writing at, in, or on.
•
Go over the answers together after
students have finished.
B
Circle the correct
punctuation. Discuss your
choices.
•
Go over the three types of
punctuation marks with students.
•
Ask students to read the sentences
with each kind of punctuation mark.
Ss:
Are you happy. Are you happy?
Are you happy!
•
Have students circle the correct
punctuation mark to complete the
sentences.
•
Once students have finished, discuss
their answer choices with them.
T:
Why did you choose a question
mark for question number one?
Ss: Are is before you.
T: Why did you choose an
exclamation mark for question
number four?
Ss: Wow is an exciting word.
•
When discussing answer choices
with students, explain that
exclamation marks and periods may
both be used in some cases.
at
on
on
in
Materials: a board, a marker
1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write at, in, and on on the board. Alternately ask each student to make
a sentence with one of the prepositions and the teacher’s cue word.
T: The swing.
S1: She is on the swing.
T: The sandbox.
S2: They are in the sandbox.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
Extension Activity
Tic-Tac-Toe
*Answers may vary.
46
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 41.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
fun
on the swing
Finn
Cody
Poly and I
on the monkey
bars
on the seesaw
The playground is fun.
Jack and I are on the seesaw.
Tom is on the slide.
are happy too.
is happy.
Homework
>> Workbook 1: pages 24
-
27
Answer Key on page 117
>> Grammar Worksheet 6
Photocopiable from page 132
Answer Key on page 143
Materials: N/A
1. Ask students to open their books to
page 38.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Cody is on the monkey bars.
S2: Finn is on the swing.
S3: The playground is fun.
S4: Poly and Ella are on the
seesaw.
Wrap-up
47
Student Book pp.
42-43
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about yourself and your
friends at the playground.
•
Have students open their books to page 42.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: Sid and I are on the swings. We are happy.
in the sandbox
happy
happy
on the swings
Jason
Tina
Sophia and I
happy too
wonderful
*Answers may vary.
on the
monkey bars
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 42, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: How is the playground?
Ss: It is great!
T:
What do you do at the
playground?
Ss: We play in the sandbox.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory II
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled word covered in
Lesson 1 on the board. For example,
esldi to represent slide.
3. After unscrambling the word, have
the first student in each line write a
sentence on the board that uses
that word.
4. The first student to write a proper
sentence using that word gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
48
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
themselves and their friends at the
playground by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 43.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
>> Unit 6 Test
Photocopiable from page 173
Answer Key on page 189
Wrap-up
The playground is wonderful.
He is happy.
Jason is on the monkey bars.
Tina is in the sandbox.
Sophia and I are on the swings.
She is happy.
We are happy too.
*Answers may vary.
Homework
>>
Writing Correction Worksheet 6
Photocopiable from page 151
Answer Key on page 162
>> Writing Project 2
Have students bring a clothes
hanger with them next class.
The Playground
49
Writing Project
2
Style
•
Report Writing
Grammar
•
Students can write a report of their
classroom using descriptive words
that they learned in Units 4-6.
Materials
•
Photocopies of project template
•
Students’ clothes hangers
•
Pencils
•
Colored pencils
•
Scissors
•
String
1
STEP
Preparation
B
Project Model
•
Have students open their books to page 44.
•
Draw students’ attention to the project model.
•
Ask students questions about the picture of the classroom.
T: Where is the clock?
Ss: It’s on the wall.
T: Are the pictures in the wall?
Ss: No, they are not. They are on the wall.
•
Read the sentences in the passage together with students.
I Spy
Materials: paper, pencils
1. One by one, have students take
turns coming up to the front.
2. Ask the student at the front to
secretly choose one item in the
classroom and whisper the word to
the teacher.
3. Then have the student call out the
first letter of their chosen item to
the class. For example, I spy
something that starts with b.
4. Ask students to look around the
classroom and guess what the item
is by writing the word down on a
piece of paper.
5. Once finished, have students reveal
their guesses. Students that guess
correctly get a point.
6. After all students have had a turn to
choose an item, the student with
the most points wins!
Lead-in
Student Book pp.
44-45
Lesson 3
50
Show and Tell
Materials: N/A
1. Choose three students to present
their projects to the class.
2. One at a time, ask each student to
come to the front and show their
hanger mobile to the class.
3. After showing their hanger mobile,
have the students tell the class
about their classroom by reading
what they wrote.
Extension Activity
Writing
2
STEP
C
Your Project
•
Have students turn to page 45.
•
Hand out the photocopies of the project template to students.
•
Ask students to draw and write about their classroom in the given
spaces.
•
Have students cut out their title, drawing, and writing, and attach them
to their clothes hanger using string.
Mike Chang
*Answers may vary.
I Fly
Materials: Students’ hanger mobiles
1. Help students hang their hanger
mobiles up around the classroom.
Tell students to pretend they are now
‘up in the clouds.’
2. One by one, have students take turns
coming up to the front.
3. Ask the student at the front to
secretly choose one item in the
classroom and whisper the word to
the teacher.
4. Then have the student call out the
color and location of their chosen
item. For example, I fly somewhere
that is orange and on the wall.
5. Ask other students to look around the
classroom and ‘fly’ (move) to the item
that they think it is. Each student may
only take one ‘flight’ (guess).
6. Students that guess correctly get a
point. After all students have had a
turn to choose an item, the student
with the most points wins!
Wrap-up
large and great
classroom
on the wall
The clock
on the wall too
in the classroom
The whiteboard
My teacher
Homework
•
Ask students to share their project
with their parents.
•
Have students report back next
class describing their parents’
reaction to the project.
51
Objectives
•
Students can describe their
neighborhood while applying proper
writing conventions.
•
Students can write sentences that
combine There with Be verbs.
Grammar
•
Adjectives
•
There + Be verbs
Materials
•
Grammar Worksheet 7
•
Writing Correction Worksheet 7
•
Unit 7 Test
•
E-book, pages 46-51 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 46.
2. Have students look at the picture
and ask them questions about it.
T: What is in the neighborhood?
Ss:
There are many pretty houses.
T: What color is the school?
Ss: It is white.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students complete the story by writing the correct words chosen
from the word bank.
•
Read the completed story together after students have finished.
B
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
Lead-in
Unit
7
Student Book pp.
46-49
Lesson 1
is
are
fun
red
52
B
Look and circle the correct
word.
•
Have students look at the pictures and
circle the correct words.
•
Go over the answers together after
students have finished.
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, school.
4. Have each student write the word
on the board as quickly as they can.
5. The first student to write the
word on the board with the correct
spelling gets a point for their team.
6.
Repeat steps 2-5 with new students.
The team with more points at the
end wins!
Extension Activity
Word Practice
2
STEP
A
Look and write the number.
•
Have students turn to page 47.
•
Ask students to read the words and look at the picture.
•
Have students fill in the spaces beside each word with the correct
numbers.
•
Go over the answers together after students have finished.
Teaching Tip
•
Ask students to describe each item in the picture with an adjective.
5
2
1
4
6
3
53
Grammar Practice
3
STEP
A
Write There is or There are.
•
Have students turn to page 48.
•
Go over the pictures representing
There is and There are with students.
•
Ask students to read and complete
the sentences using There is or There
are.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, It.
•
If necessary, ask students questions
to guide them along.
T: Which is correct: It is or It are?
Ss: It is is correct.
T:
It is small houses. is wrong. Why?
Ss: Small houses is plural.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects Amy and There.
•
Here are the sentences that can be
made with each subject:
①
t – 1 sentence
It is a fun place.
②
Amy – 1 sentence
Amy is a pretty girl.
③
There – 3 sentences
There is a pretty girl.
There is a fun place.
There are small houses.
There is
There are
There are
There is
There are
There is
There are
There is
Materials: a ball
1. Ask students to stand in a circle and give one student the ball.
2. Have students pass the ball around and around to each other as fast as
they can.
3. Before students can pass the ball, however, they must first say one
sentence that uses There is or There are. For example, There are stores.
4. If students cannot say a sentence within five seconds or do not use There
is or There are correctly, they are out and must sit down. The last student
left standing wins!
Extension Activity
Hot Potato
54
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 49.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
wonderful
a school
many pretty
houses
a playground
My neighborhood is great.
There is a small bookstore.
is a playground.
It is pretty.
is fun.
There are two ice cream stores
Homework
>> Workbook 1: pages 28
-
31
Answer Key on page 118
>> Grammar Worksheet 7
Photocopiable from page 133
Answer Key on page 143
Materials: N/A
1. Ask students to open their books to
page 46.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Poly’s house is blue.
S2: Ella’s house is red.
S3: The school is white.
S4: There is a playground.
Wrap-up
55
Student Book pp.
50-51
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your neighborhood.
•
Have students open their books to page 50.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: There is a new park. It is wonderful.
old
tall
pretty
*Answers may vary.
wonderful
a park
buildings
a school
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 50, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: How is your neighborhood?
Ss: It is pretty.
T: What is in your neighborhood?
Ss: There are new stores.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory III
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one noun and one adjective covered
in Lesson 1 on the board. For
example, store and small.
3. Have the first student in each line
write a sentence on the board that
uses those words. For example,
There is a small store.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
56
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their neighborhood by reading their
story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 51.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 7
Photocopiable from page 152
Answer Key on page 162
>> Unit 7 Test
Photocopiable from page 174
Answer Key on page 189
Wrap-up
My neighborhood is wonderful.
It is old.
There is a park.
There are buildings.
There is a school.
They are tall.
It is pretty.
*Answers may vary.
My Neighborhood
57
Objectives
•
Students can describe their town
while applying proper writing
conventions.
•
Students can write sentences that
combine There with Be verbs.
Grammar
•
There + Be verbs
Materials
•
Grammar Worksheet 8
•
Writing Correction Worksheet 8
•
Unit 8 Test
•
E-book, pages 52-57 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 52.
2. Have students look at the picture
and ask them questions about it.
T: Is the town hall round?
Ss: Yes, it is.
T:
What colors are the buses and
cars?
Ss:
They are blue, red, yellow,
and green.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Circle the words to complete the story.
•
Have students read and complete the story by circling the correct
words.
•
Read the completed story together after students have finished.
B
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Lead-in
Unit
8
Student Book pp.
52-55
Lesson 1
58
train station
library
shopping mall
post office
museum
town hall
movie theater
bank
Word Link
Materials: a board, a marker
1. Write the name of one of the places
covered in Step 2 on the board. For
example, movie theater.
2. As a reference, ask students to look
at the corresponding picture on
page 53.
3. Have students call out as many
words as they can think of that are
related to the place written on the
board. For example, for movie
theater, students might call out
popcorn, soda, candy, 3D, fun, and
so on.
4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
to guide them along.
T: What do you eat at the movie
theater?
Ss: Popcorn and candy!
T: Do you like the movie theater?
Ss: Yes, it’s fun!
Extension Activity
Word Practice
2
STEP
>
Look and write the word(s).
•
Have students turn to page 53.
•
Ask students to read the words in the word bank and look at the picture.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Have students name real examples in their town of each of the words in
the word bank.
59
Playing Field
GOAL LINE
GOAL LINE
TOKEN
Grammar Practice
3
STEP
A
Circle the correct word(s).
•
Have students turn to page 54.
•
Go over the pictures representing
singular and plural nouns with
students.
•
Ask students questions to guide them
along.
T:
When do we write a before the
noun?
Ss: When there is only one.
T: When do we write houses?
Ss: When there is more than one.
•
Have students read the sentences
with each answer option.
•
Ask students to circle the correct
words to complete the sentences.
•
Go over the answers together after
students have finished.
B
Write There is or There are.
•
Have students write There is or There
are to complete the sentences.
•
Go over the answers together after
students have finished.
There is
There are
There is
There are
There are
There is
There is
There are
Materials: a board, a marker, a token
1. Divide students into two teams.
2. Draw a playing field like the one to the left on the board. Place a token on
the halfway line.
3. Write There, They, and It on the board. Alternately ask teams to make a
sentence using one of the words on the board and the teacher’s cue word.
T: New stores.
S1: There are new stores.
T: A park.
S2: There is a park.
4. When teams answer correctly, move the token one line closer to the
opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
Extension Activity
Football
60
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 55.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
my town
a new bank
the Blueberry
Town Hall
many buses
and cars
My city is very big.
There is a movie theater.
It is old and beautiful.
is a great place.
There are many fun places.
Homework
>> Workbook 1: pages 32
-
35
Answer Key on page 119
>> Grammar Worksheet 8
Photocopiable from page 134
Answer Key on page 143
Materials: N/A
1. Ask students to open their books to
page 52.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Blueberry Town Hall is a
round building.
S2: The bank is an orange
building.
S3:
There are many buses and
cars.
S4:
The buses and cars are blue,
red, yellow, and green.
Wrap-up
is a museum.
61
Student Book pp.
56-57
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your town or city.
•
Have students open their books to page 56.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My town is great. There is a big library.
*Answers may vary.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 56, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: Is your town big or small?
Ss: My town is small.
T: What is in your town?
Ss: There is an art museum.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory III
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one noun and one adjective covered
in Lesson 1 on the board. For
example, bank and old.
3. Have the first student in each line
write a sentence on the board that
uses those words. For example, It is
an old bank.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
a new
building
yellow
buildings
large and
beautiful
a city hall
many banks
a park
very small
62
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their town or city by reading their
story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 57.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 8
Photocopiable from page 153
Answer Key on page 162
>> Unit 8 Test
Photocopiable from page 175
Answer Key on page 189
Wrap-up
My city is very small.
It is a new building.
There is a city hall.
There are many banks.
There is a park.
They are yellow buildings.
It is large and beautiful.
*Answers may vary.
My City
63
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 58.
2. Have students look at the picture
and ask them questions about it.
T: How do they feel?
Ss: They are excited and happy.
T: Are the vegetables old?
Ss:
No, they are not. They are
fresh.
3. Encourage students to point at the
picture when answering the
questions.
No
Yes
Yes
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students read and complete the story by writing the correct words
chosen from the word bank.
•
Read the completed story together after students have finished.
B
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Lead-in
Unit
9
Student Book pp.
58-61
Lesson 1
Objectives
•
Students can describe a market
setting while applying proper writing
conventions.
•
Students can write sentences that
combine There with Be verbs.
•
Students can write count and non-
count nouns.
Grammar
•
There + Be verbs
•
Count and non-count nouns
Materials
•
Grammar Worksheet 9
•
Writing Correction Worksheet 9
•
Unit 9 Test
•
E-book, pages 58-63 (optional)
is
are
fresh
pretty
64
colorful
delicious
interesting
fresh
B
Choose and write the word.
•
Ask students to read the words in the
word bank.
•
Have students complete the sentences
by filling in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2.
Whisper a word covered in Step 2 to
the student. For example, flowers.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Extension Activity
Word Practice
2
STEP
A
Look and match the words.
•
Have students turn to page 59.
•
Go over the pictures and words with students.
•
Have students look and match the words with the correct pictures.
•
Go over the answers together after students have finished.
Teaching Tip
•
Ask students to describe each item in the pictures with an adjective.
65
Grammar Practice
3
STEP
A
Write There is or There are.
•
Have students turn to page 60.
•
Go over the pictures representing
There is and There are with students.
•
Ask students to complete the
sentences by writing There is or There
are.
•
Go over the answers together after
students have finished.
B
Circle the mistake. Write
the correct sentence.
•
Have students read the sentences.
•
Ask students to find and circle the
mistakes among the words that are
underlined.
•
Then have students write the correct
sentences.
•
If necessary, ask students questions
to guide them along.
T:
Which Be verb matches with a
plural noun?
Ss: The Be verb, are.
T: Is meat a count or non-count
noun?
Ss: It is a non-count noun.
•
Go over the answers together after
students have finished.
Materials: a board, a marker
1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write There is and There are on the board. Alternately ask each student to
make a sentence with one of the There + Be verb pairings and the teacher’s
cue word.
T: Meat.
S1: There is meat.
T: Fruits.
S2: There are fruits.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
Extension Activity
Tic-Tac-Toe
There is
There are
There is
There are
There are
There is
There are
There is
Ella’s friends are excited.
The market is in my town.
My mom and I are at the store.
There is meat at home.
There are many things.
There are pretty clothes.
There are fresh vegetables.
The market is a great place.
66
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 61.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the Be verbs.
•
Go over the answers together after students have finished.
B
Look and write the
sentences using the
correct Be verb.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using the given information and the
correct Be verb.
•
Go over the answers together after
students have finished.
is a cool place.
There are delicious snacks.
There are pretty flowers.
There are fun toys.
There are colorful clothes.
Homework
>> Workbook 1: pages 36
-
39
Answer Key on page 120
>> Grammar Worksheet 9
Photocopiable from page 135
Answer Key on page 144
Materials: N/A
1. Ask students to open their books to
page 58.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Ella and her mom are excited.
S2: There are many small shops.
S3: There are colorful fruits.
S4: There are pretty clothes.
Wrap-up
a fun place
colorful fruits
many small
shops
fresh vegetables
are many interesting things.
67
Student Book pp.
62-63
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about the market in your
town or city.
•
Have students open their books to page 62.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: The market is fun. There are many toys.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 62, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: Is the market a fun place?
Ss: Yes, it is fun!
T: What is at the market?
Ss:
There are many shops and
people.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory III
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one noun and one adjective covered
in Lesson 1 on the board. For
example, eggs and fresh.
3. Have the first student in each line
write a sentence on the board that
uses those words. For example,
There are many fresh eggs.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
*Answers may vary.
delicious bread
wonderful toys
colorful flowers
cold drinks
new clothes
an interesting place
68
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student
to come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about the
market by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 63.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 9
Photocopiable from page 154
Answer Key on page 163
>> Unit 9 Test
Photocopiable from page 176
Answer Key on page 189
Wrap-up
The market is an interesting place.
There is delicious bread.
There are colorful flowers.
There are wonderful toys.
There are cold drinks.
There are new clothes.
*Answers may vary.
The Market
69
Writing Project
3
Style
•
Letter Writing
Grammar
•
Students can write a letter to their
pen pal using descriptive words that
they learned in Units 7-9.
Materials
•
Photocopies of project template
•
Pencils
•
Colored pencils
•
Scissors
•
Glue
1
STEP
Preparation
B
Project Model
•
Have students open their books to page 64.
•
Draw students’ attention to the project model.
•
Ask students questions about the picture of the town.
T: Where does Kelly live?
Ss: She lives in a small town.
T: What is in the town?
Ss: There is a park.
•
Read the sentences in the postcard together with students.
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Units 7-9 on a piece of
paper.
3. Holding their piece of paper, ask
one student from each team to
come up to the front and stand
back-to-back.
4. Have both students slowly take
three steps forward, counting off
each step aloud.
5. On three, have both students
quickly turn around and show the
word written on their paper to the
opposing student.
6. The first student to say the opposing
student’s word gets a point for their
team.
7.
Repeat steps 3-6 with new students.
The team with more points at the
end wins!
Lead-in
Student Book pp.
64-65
Lesson 3
70
Show and Tell
Materials: N/A
1. Choose three students to present
their projects to the class.
2. One at a time, ask each student to
come to the front and show their
picture of their town to the class.
3. After showing their picture, have
the students tell the class about
their town by reading what they
wrote.
Extension Activity
Writing
2
STEP
C
Your Project
•
Have students turn to page 65.
•
Hand out the photocopies of the project template to students.
•
Ask students to draw a picture of their town in the frame.
•
Have students write a letter to their pen pal by filling in the blanks with
the appropriate details.
•
Ask students to cut out, fold, and glue the backsides together to
complete their postcards.
Teaching Tip
•
Have students point out where the things that they wrote about are in
their picture. For example, There is a department store.
Homework
•
With the help of a parent, ask
students to post their letter to a
friend that lives in a different town,
city, or country.
Ted
in a big city.
are tall buildings.
is a fun market.
My Pen Pal
Ted Murray
*Answers may vary.
Midnight Duel
Materials: students’ postcards
1. Divide students into two teams.
2. Holding their postcard, ask one
student from each team come up to
the front and stand back-to-back.
3. After turning off the lights, have
both students slowly take three
steps forward.
4. After suddenly turning the lights
back on, have both students quickly
turn around and show their postcard
to the opposing student.
5. The first student to say a sentence
written on the opposing student’s
postcard gets a point for their team.
6. Repeat steps 2-5 with new
students. The team with more
points at the end wins!
Activity Adaptation
Have students show the picture side
of their postcard to the opposing
student.
Wrap-up
71
Objectives
•
Students can describe famous
characters while applying proper
writing conventions.
•
Students can write have and
has within the context of proper
sentences.
Grammar
•
Have / Has
•
Adjectives
Materials
•
Grammar Worksheet 10
•
Writing Correction Worksheet 10
•
Unit 10 Test
•
E-book, pages 66-71 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 66.
2. Have students look at the picture
and ask them questions about it.
T: What color are Harry’s glasses?
Ss: They are black.
T: Does Harry have friends?
Ss: Yes, he has friends.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Circle the words to complete the story.
•
Have students complete the story by circling the correct words.
•
Read the completed story together after students have finished.
B
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Lead-in
Unit
10
Student Book pp.
66-69
Lesson 1
72
smart
tiny
round
brave
strong
pretty
hair
wand
friends
costume
skin
stepmother
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, costume.
4. Have each student write the word
on the board as quickly as they can.
5. The first student to write the word
on the board with the correct
spelling gets a point for their team.
6.
Repeat steps 2-5 with new students.
The team with more points at the
end wins!
Extension Activity
Word Practice
2
STEP
>
Look and write the words.
•
Have students turn to page 67.
•
Ask students to read the words in the word bank and look at the
pictures.
•
Have students complete the sentences with the correct words chosen
from the word bank.
•
Go over the answers together after students have finished.
73
Grammar Practice
3
STEP
A
Write have or has.
•
Have students turn to page 68.
•
Go over the pictures with students.
•
Ask students to read and complete
the sentences using have or has.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, I.
•
If necessary, ask students questions
to guide them along.
T:
I has a new bike. What is
wrong?
Ss: Has is wrong.
T: What is the correct verb?
Ss: The correct verb is have.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects John and They.
•
Here are the sentences that can be
made with each subject:
①
– 2 sentences
I have two brothers.
I have a new bike.
②
John – 3 sentences
John has two brothers.
John has a new bike.
John is smart.
③
They – 2 sentences
They have two brothers.
They have a new bike.
has
has
has
have
have
has
Materials: a ball
1. Ask students to stand in a circle and give one student the ball.
2. Have students pass the ball around and around to each other as fast as
they can.
3. Before students can pass the ball, however, they must first say one
sentence that uses have or has. For example, He has a soccer ball.
4. If students cannot say a sentence within five seconds or do not use have or
has correctly, they are out and must sit down. The last student left standing
wins!
Extension Activity
Hot Potato
74
Writing Practice
4
STEP
>
Look and write the sentences using is or has.
•
Have students turn to page 69.
•
Ask students to look over the information in the completed idea web.
•
Have students write the sentences using is or has along with the given
information.
•
Go over the answers together after students have finished.
Homework
>> Workbook 1: pages 40
-
43
Answer Key on page 121
>> Grammar Worksheet 10
Photocopiable from page 136
Answer Key on page 144
Materials: N/A
1. Ask students to open their books to
page 66.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Harry is a wizard.
S2: Harry is smart and brave.
S3:
Harry has black round glasses.
S4: Harry has wonderful friends.
Wrap-up
She has glass shoes.
She has two bad stepsisters.
is pretty.
She has animal friends.
She has a bad stepmother.
is my favorite character.
75
Student Book pp.
70-71
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your favorite character.
•
Have students open their books to page 70.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My favorite character has a magic wand.
a bear
three friends
round
yellow skin
kind
Winnie the
Pooh
*Answers may vary.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 70, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: Who is your favorite character?
Ss:
My favorite character is
Batman.
T:
Why is he your favorite
character?
Ss: He is strong and brave.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory IV
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled noun and one jumbled
adjective covered in Lesson 1 on
the board. For example, wdna and
ytin to represent wand and tiny.
3. After the first student in each line
has unscrambled the words, have
the student write a sentence on the
board that uses those words.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
76
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their favorite character by reading
their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 71.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 10
Photocopiable from page 155
Answer Key on page 163
>> Unit 10 Test
Photocopiable from page 179
Answer Key on page 190
Wrap-up
Winnie the Pooh is my favorite character.
He is a bear.
He is round.
He has yellow skin.
He is kind.
He has three friends.
*Answers may vary.
Winnie the Pooh
77
Objectives
•
Students can describe their favorite
thing while applying proper writing
conventions.
•
Students can write have and
has within the context of proper
sentences.
Grammar
•
Have / Has
Materials
•
Grammar Worksheet 11
•
Writing Correction Worksheet 11
•
Unit 11 Test
•
E-book, pages 72-77 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 72.
2. Have students look at the picture
and ask them questions about it.
T: What does Ella have?
Ss: Ella has a teddy bear.
T: Is the teddy bear happy?
Ss: Yes, it is happy.
3. Encourage students to point at the
picture when answering the
questions.
Yes
No
No
Warm-up
1
STEP
A
Write is or has to complete the story.
•
Have students read and complete the story by writing is or has in the
blanks.
•
Read the completed story together after students have finished.
B
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Lead-in
Unit
11
Student Book pp.
72-75
Lesson 1
is
is
has
has
78
robot
bike
player
feet
seat
buttons
doors
handles
screens
head
basket
camera
wheels
pedals
pen
Word Link
Materials: a board, a marker
1. Write the name of one of the items
covered in Step 2 on the board. For
example, camera.
2. As a reference, ask students to look
at the corresponding picture on
page 73.
3. Have students call out as many
words as they can think of that are
related to the item written on the
board. For example, for camera,
students might call out photo,
picture, art, screen, button, and so
on.
4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
to guide them along.
T: What does a camera take?
Ss: Photos!
T: What do you press to take a
photo?
Ss: A button!
Extension Activity
Word Practice
2
STEP
>
Look and write the word.
•
Have students turn to page 73.
•
Ask students to read the words in the word banks and look at the
pictures.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word banks.
•
Go over the answers together after students have finished.
Teaching Tip
•
Before students look at the options in the word banks, have them try to
answer as many questions as they can first.
79
Playing Field
GOAL LINE
GOAL LINE
TOKEN
Grammar Practice
3
STEP
A
Write is, are, have, or has.
•
Have students turn to page 74.
•
Go over the pictures with students.
•
Ask students to read and complete
the sentences by writing is, are,
have, or has.
•
Go over the answers together after
students have finished.
B
Circle the mistake. Write
the correct sentence.
•
Have students read the sentences.
•
Ask students to find and circle the
mistakes among the words that are
underlined.
•
Then have students write the correct
sentences.
•
If necessary, ask students questions
to guide them along.
T:
Which form of the verb matches
with Finn, have or has?
Ss: Has matches with Finn.
T: Which form of the verb matches
with They, have or has?
Ss: Have matches with They.
•
Go over the answers together after
students have finished.
have
has
is
are
have
is
is
has
are
has
Finn has a sister.
We are always happy.
He has short hair.
They have a big cat.
Materials: a board, a marker, a token
1. Divide students into two teams.
2. Draw a playing field like the one to the left on the board. Place a token on
the halfway line.
3. Write is, are, have, and has on the board. Alternately ask teams to make a
sentence using one of the words on the board and the teacher’s cue word.
T: Long hair.
S1: He has long hair.
T: New cars.
S2: These are new cars.
4. When teams answer correctly, move the token one line closer to the
opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
Extension Activity
Football
80
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 75.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the verbs.
•
Go over the answers together after students have finished.
my favorite thing
very soft
lovely eyes
brown
is my favorite thing.
It has a touch screen.
is new.
It has a camera lens.
is rectangular.
It has many apps.
Homework
>> Workbook 1: pages 44
-
47
Answer Key on page 122
>> Grammar Worksheet 11
Photocopiable from page 137
Answer Key on page 144
Materials: N/A
1. Ask students to open their books to
page 72.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: The teddy bear is brown.
S2: The teddy bear is very soft.
S3:
The teddy bear has small
hands.
S4:
The teddy bear has small feet.
Wrap-up
B
Look and write the
sentences using is or has.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences by
writing is or has along with the given
information.
•
Go over the answers together after
students have finished.
81
Student Book pp.
76-77
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your favorite thing.
•
Have students open their books to page 76.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My bike has a banana seat.
robot
*Answers may vary.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 76, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T: What is your favorite thing?
Ss: My favorite thing is my yo-yo.
T: What is on your yo-yo?
Ss:
There are stars and stripes on
it.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory IV
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled noun and one jumbled
adjective covered in Lesson 1 on
the board. For example, tusbton and
otsf to represent buttons and soft.
3. After the first student in each line
has unscrambled the words, have
the student write a sentence on the
board that uses those words.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
blue and yellow
two feet
a small head
car wheels
car doors
82
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their favorite thing by reading their
story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 77.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 11
Photocopiable from page 156
Answer Key on page 163
>> Unit 11 Test
Photocopiable from page 180
Answer Key on page 190
Wrap-up
My robot is my favorite thing.
It is blue and yellow.
It has a small head.
It has car wheels.
It has car doors.
It has two feet.
*Answers may vary.
My Robot
83
Objectives
•
Students can describe their favorite
animal while applying proper writing
conventions.
•
Students can write have and
has within the context of proper
sentences.
Grammar
•
Have / Has
•
Adjective + noun
Materials
•
Grammar Worksheet 12
•
Writing Correction Worksheet 12
•
Unit 12 Test
•
E-book, pages 78-83 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 78.
2. Have students look at the picture
and ask them questions about it.
T:
Does the lemur have a wide
body?
Ss: No, it has a slim body.
T: Are its eyes big?
Ss: Yes, they are big.
3. Encourage students to point at the
picture when answering the
questions.
A lemur is my favorite animal.
It has long legs.
No
No
Yes
Warm-up
1
STEP
A
Write the sentences to complete the story.
•
Have students read and complete the story by writing the correct
sentences in the blanks.
•
Read the completed story together after students have finished.
B
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Lead-in
Unit
12
Student Book pp.
78-81
Lesson 1
84
Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2.
Whisper a word covered in Step 2
to the student. For example, dolphin.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Extension Activity
Word Practice
2
STEP
>
Look and write the words.
•
Have students turn to page 79.
•
Ask students to read the words in the word bank and look at the
pictures.
•
Have students complete the sentences with the correct words chosen
from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Have students circle the visual representations of each word from the
word bank in the pictures.
cheetah
tiger
monkey
eagle
dolphin
zebra
spots
teeth
arms
wings
fins
stripes
85
Grammar Practice
3
STEP
A
Rewrite the sentence
using the given word.
•
Have students turn to page 80.
•
Ask students to rewrite the
sentences using the given word for
each.
•
If necessary, ask students questions
to guide them along.
T:
What is the noun in question
number one?
Ss: The noun is neck.
T: Does an adjective go before or
after the noun?
Ss: It goes before the noun.
•
Go over the answers together after
students have finished.
B
Circle the correct word.
•
Have students read the sentences
with each answer option.
•
Ask students to circle the correct
words to complete the sentences.
•
Go over the answers together after
students have finished.
It has a long neck.
It has smooth skin.
It has sharp teeth.
It has white stripes.
It has black spots.
It has a small body.
It has large wings.
It has a short tail.
Materials: a board, a marker
1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write have, has, is, and are on the board. Alternately ask each student to
make a sentence with one of the verbs and the teacher’s cue word.
T: They.
S1: They have small feet.
T: There.
S2: There are elephants in the zoo.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
Extension Activity
Tic-Tac-Toe
86
Writing Practice
4
STEP
A
Read and complete the idea web.
•
Have students turn to page 81.
•
Ask students to read the sentences and fill in the idea web bubbles
accordingly, omitting the verbs.
•
Go over the answers together after students have finished.
A dolphin is my favorite animal.
It is very smart.
is a sea animal.
It has strong fins.
It is gray.
It has pretty eyes.
Homework
>> Workbook 1: pages 48
-
51
Answer Key on page 123
>> Grammar Worksheet 12
Photocopiable from page 138
Answer Key on page 144
Materials: N/A
1. Ask students to open their books to
page 78.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: The lemur is white and gray.
S2: The lemur has big eyes.
S3: It has long fingers.
S4: It has long legs.
Wrap-up
B
Look and write the
sentences using is or has.
•
Ask students to look over the
information in the completed idea
web.
•
Have students write the sentences
using is or has along with the given
information.
•
Go over the answers together after
students have finished.
my favorite animal
a slender body
big eyes
brown and gray
87
Student Book pp.
82-83
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your favorite animal.
•
Have students open their books to page 82.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: Lions have big, sharp teeth.
*Answers may vary.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 82, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T:
Name some interesting animals.
Ss: Tiger! Elephant! Zebra!
T: Do you have a favorite animal?
Ss: Yes, my favorite animal is a
zebra.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory IV
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one jumbled noun and one jumbled
adjective covered in Lesson 1 on
the board. For example, eehtt and
prahs to represent teeth and sharp.
3. After the first student in each line
has unscrambled the words, have
the student write a sentence on the
board that uses those words.
4. The first student to write a proper
sentence using those words gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
monkey
brown
a long tail
smart
long arms
cute ears
88
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their favorite animal by reading
their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 83.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
>> Unit 12 Test
Photocopiable from page 181
Answer Key on page 190
Wrap-up
A monkey is my favorite animal.
It is brown.
It is smart.
It has long arms.
It has cute ears.
It has a long tail.
*Answers may vary.
Homework
>>
Writing Correction Worksheet 12
Photocopiable from page 157
Answer Key on page 163
>> Writing Project 4
Have students bring in pictures
or drawings of their family’s
favorite place with them next
class.
My Favorite Animal
89
Writing Project
4
Style
•
Report Writing
Grammar
•
Students can write a report of
their family’s favorite place using
descriptive words that they learned
in Units 10-12.
Materials
•
Students’ pictures or drawings of
their family’s favorite place
•
Pencils
•
Glue
1
STEP
Preparation
B
Project Model
•
Have students open their books to page 84.
•
Draw students’ attention to the project model.
•
Ask students questions about the picture of the park.
T: What is at the park?
Ss: There is a small pond.
T: Are the trees young?
Ss: No, they are old.
•
Read the sentences in the passage together with students.
Five Questions
Materials: students’ pictures/drawings,
a board, a marker
1. Ask students to take turns one by
one coming up to the front of the
class.
2. Have seated students ask a series
of five yes or no questions to the
student at the front to find out
what their family’s favorite place is.
For example, Can you eat popcorn
there?,..., Is it the movie theater?
3. As students ask questions, tally
them on the board.
4. If students are unable to guess the
correct place after asking five
questions, ask the student at the
front to reveal what it is.
5. After saying what their family’s
favorite place is, have the student
share their pictures or drawings
with the class.
Lead-in
Student Book pp.
84-85
Lesson 3
90
Show and Tell
Materials: N/A
1. Choose three students to present
their projects to the class.
2. One at a time, ask each student to
come to the front and show their
picture of their family’s favorite
place to the class.
3. After showing their picture, have
the students tell the class about
their family’s favorite place by
reading what they wrote.
Extension Activity
Writing
2
STEP
C
Your Project
•
Have students turn to page 85.
•
Ask students to glue their pictures or drawings of their family’s favorite
place in the frame.
•
Have students write about their family’s favorite place by filling in the
blanks with the appropriate details.
Teaching Tip
•
Have students label the various items in their pictures or drawings.
Homework
•
Ask students to share their project
with their family.
•
Have students report back next
class describing their family’s
reaction to the project.
Ten Questions
Materials: a board, markers
1. Think of any one thing that students
are likely familiar with. For example,
a monkey.
2. Have students ask a series of ten
yes or no questions to find out what
it is. For example, Is it an animal?
Is it brown? Does it live in a tree?
3. As students ask questions, tally
them on the board.
4. If students are unable to correctly
guess what it is after asking ten
questions, reveal what it is to
students.
5. Repeat steps 1-4 with other things.
Wrap-up
Yuki Miku
Victory Movie Theater
Victory Movie Theater
favorite place
many people at the theater
a cafeteria
popcorn and soda
*Answers may vary.
91
Objectives
•
Students can describe their daily
routine while applying proper writing
conventions.
•
Students can write common verbs in
the present simple.
Grammar
•
Common verbs (present simple)
Materials
•
Grammar Worksheet 13
•
Writing Correction Worksheet 13
•
Unit 13 Test
•
E-book, pages 86-91 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 86.
2. Have students look at the picture
and ask them questions about it.
T: Is she busy?
Ss: Yes, she is busy.
T: When does she get up?
Ss: She gets up at seven o’clock.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students complete the story by writing the correct words chosen
from the word bank.
•
Read the completed story together after students have finished.
B
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
Unit
13
Lead-in
Student Book pp.
86-89
Lesson 1
am
go
play
do
92
get up
go
eat
do
hands
o’clock
math
apple
park
wash
study
B
Choose and write the word.
•
Ask students to read the words in the
word bank.
•
Have students complete the sentences
by filling in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Spelling Sprint
Materials: a board, markers
1. Divide students into two teams.
2. Ask one student from each team to
come up to the board.
3. Call out one word covered in Step 2.
For example, wash.
4. Have each student write the word
on the board as quickly as they can.
5. The first student to write the word
on the board with the correct
spelling gets a point for their team.
6.
Repeat steps 2-5 with new students.
The team with more points at the
end wins!
Extension Activity
Word Practice
2
STEP
A
Look and write the word(s).
•
Have students turn to page 87.
•
Ask students to read the words in the word bank and look at the
pictures.
•
Have students complete the sentences with the correct words chosen
from the word bank.
•
Go over the answers together after students have finished.
93
Grammar Practice
3
STEP
A
Write the words in the
correct order.
•
Have students turn to page 88.
•
Ask students to write the words in
the correct order.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, I.
•
If necessary, ask students questions
to guide them along.
T:
Which Be verb matches with
the subject, I?
Ss: The Be verb am matches with I.
T: You eat breakfast, dinner, and
what?
Ss: I eat breakfast, dinner, and
lunch.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects We and They.
•
Here are the sentences that can be
made with each subject:
①
– 3 sentences
I am busy.
I eat lunch.
I go to school.
②
We – 2 sentences
We eat lunch.
We go to school.
③
They – 2 sentences
They eat lunch.
They go to school.
Materials: a ball
1. Ask students to stand in a circle and give one student the ball.
2. Have students pass the ball around and around to each other as fast as
they can.
3. Before students can pass the ball, however, they must first say one
sentence that uses a verb introduced in Unit 13. For example, I study math.
4. If students cannot say a sentence within five seconds or do not use the
verb correctly, they are out and must sit down. The last student left
standing wins!
Extension Activity
Hot Potato
I am busy.
You eat lunch.
She is happy.
I do my homework.
We are at home.
You study English.
They go to school.
We get up at 8 o’clock.
94
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 89.
•
Ask students to complete the idea web by filling in the blanks with the
correct words chosen from the word bank.
•
Then have students write the sentences using the information in the
idea web.
•
Go over the answers together after students have finished.
Homework
>> Workbook 1: pages 52
-
55
Answer Key on page 124
>> Grammar Worksheet 13
Photocopiable from page 139
Answer Key on page 145
Materials: N/A
1. Ask students to open their books to
page 86.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: She is busy every day.
S2: She eats breakfast.
S3: She studies math.
S4: She does her homework.
Wrap-up
I do my homework.
I go to school.
I get up at 7 o’clock.
I play with my friends.
I eat breakfast.
I am busy every day.
am
get up
do
eat
go
play
95
Student Book pp.
90-91
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your day.
•
Have students open their books to page 90.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: I go to sleep at 10 o’clock.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 90, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T:
What do you do in the morning?
Ss:
I eat breakfast and go to
school.
T: What do you do after school?
Ss:
I play with my friends at the
park.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory V
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one verb covered in Lesson 1 on the
board. For example, go.
3. Have the first student in each line
write a sentence on the board that
uses that verb. For example, I go to
the park.
4. The first student to write a proper
sentence using that verb gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
get up at 9 o’clock
study English
wash my face
go to the park
eat lunch
am busy every day
*Answers may vary.
96
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their day by reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 91.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 13
Photocopiable from page 158
Answer Key on page 164
>> Unit 13 Test
Photocopiable from page 182
Answer Key on page 190
Wrap-up
I am busy every day.
I get up at 9 o’clock.
I wash my face.
I go to the park.
I eat lunch.
I study English.
*Answers may vary.
My Day
97
Objectives
•
Students can describe their mom or
dad’s daily routine while applying
proper writing conventions.
•
Students can write common verbs in
the present simple.
Grammar
•
Common verbs (present simple)
Materials
•
Grammar Worksheet 14
•
Writing Correction Worksheet 14
•
Unit 14 Test
•
E-book, pages 92-97 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 92.
2. Have students look at the picture
and ask them questions about it.
T: What is his job?
Ss: He is an inventor.
T: Does he cook?
Ss: Yes, he cooks.
3. Encourage students to point at the
picture when answering the
questions.
Warm-up
1
STEP
A
Circle the words to complete the story.
•
Have students read and complete the story by circling the correct
words.
•
Read the completed story together after students have finished.
B
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Unit
14
Lead-in
Student Book pp.
92-95
Lesson 1
98
B
Choose and write the word.
•
Ask students to read the words in the
word bank.
•
Have students complete the sentences
by filling in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Word Link
Materials: a board, a marker
1. Write the name of one of the verbs
covered in Step 2 on the board. For
example, clean.
2. As a reference, ask students to look
at the corresponding picture on
page 93.
3. Have students call out as many
words as they can think of that are
related to the verb written on the
board. For example, for clean,
students might call out bedroom,
house, bathroom, kitchen, vacuum,
and so on.
4. As students call out the words,
write them on the board. See how
many related words students can
think of!
5. If necessary, ask students questions
to guide them along.
T: What do you clean in your
house?
Ss: My bedroom!
T: What do you clean with?
Ss: A vacuum!
Extension Activity
Word Practice
2
STEP
A
Look and write the word.
•
Have students turn to page 93.
•
Ask students to read the words in the word bank and look at the
pictures.
•
Have students complete the sentences by filling in the blanks with the
correct words chosen from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
cleans
cooks
watches
writer
home
busy
work
does
washes
reads
makes
goes
99
Grammar Practice
3
STEP
A
Circle the correct form of
the verb.
•
Have students turn to page 94.
•
Ask students to read and complete
the sentences by circling the correct
words.
•
Go over the answers together after
students have finished.
B
Circle the number and
say the sentences.
•
Go over the words given under
Subject, Verb, and Others with
students.
•
Ask students to circle the number of
sentences that they can make with
the first subject, I.
•
If necessary, ask students questions
to guide them along.
T: Can I does the laundry?
Ss: No, I can do the laundry.
T: Can I go to the park?
Ss: Yes, I can go to the park.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects My mom and They.
•
Here are the sentences that can be
made with each subject:
①
– 1 sentence
I go to the park.
②
My mom – 2 sentences
My mom does the laundry.
My mom is wonderful.
③
They – 1 sentence
They go to the park.
Materials: a board, a marker, a token
1. Divide students into two teams.
2. Draw a playing field like the one drawn in previous units. Place a token on
the halfway line.
3. Write make, clean, get up, go, work, watch, help, and do on the board.
Alternately ask teams to make a sentence using one of the verbs and the
teacher’s cue word.
T: My bed.
S1: I make my bed.
T: Cartoons.
S2: They watch cartoons.
4. When teams answer correctly, move the token one line closer to the
opposing team’s goal line. When teams answer incorrectly, move the token
one line closer to that team’s own goal line.
5. A team scores when the token reaches the other team’s goal line. When a
team scores, move the token back to the halfway line and start again. The
team with more goals at the end wins!
Extension Activity
Football
100
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 95.
•
Ask students to complete the idea web by filling in the blanks with the
correct words chosen from the word bank.
•
Then have students write the sentences using the information in the
idea web.
•
Go over the answers together after students have finished.
Homework
>> Workbook 1: pages 56
-
59
Answer Key on page 125
>> Grammar Worksheet 14
Photocopiable from page 140
Answer Key on page 145
Materials: N/A
1. Ask students to open their books to
page 92.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: He works at home.
S2: He cleans the house.
S3: He cooks.
S4: He makes interesting things.
Wrap-up
She is a great mom.
She does the laundry.
She gets up at six o’clock.
She washes the dishes.
She cooks delicious food.
My mom is a stay-at-home mom.
is
gets up
is
cooks
does
washes
101
Student Book pp.
96-97
Lesson 2
Your Idea Web
5
STEP
>
Make your idea web about your mom or dad.
•
Have students open their books to page 96.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: My mom reads the newspaper.
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 96, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T:
What does your dad do in the
morning?
Ss: He washes his face.
T:
What does your mom do in the
evening?
Ss: She watches TV.
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory V
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one verb covered in Lesson 1 on the
board. For example, cooks.
3. Have the first student in each line
write a sentence on the board that
uses that verb. For example, She
cooks breakfast.
4. The first student to write a proper
sentence using that verb gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
gets up at seven o’clock
watches TV
goes to work
reads the newspaper
does the laundry
is a businessman
*Answers may vary.
dad
102
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their mom or dad’s day by reading
their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 97.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 14
Photocopiable from page 159
Answer Key on page 164
>> Unit 14 Test
Photocopiable from page 183
Answer Key on page 190
Wrap-up
My dad is a businessman.
He gets up at seven o’clock.
He goes to work.
He reads the newspaper.
He does the laundry.
He watches TV.
*Answers may vary.
My Dad’s Day
103
Objectives
•
Students can describe their after-
school activities while applying
proper writing conventions.
•
Students can write common verbs in
the present simple.
Grammar
•
Common verbs (present simple)
Materials
•
Grammar Worksheet 15
•
Writing Correction Worksheet 15
•
Unit 15 Test
•
E-book, pages 98-103 (optional)
Picture Talk
Materials: N/A
1. Ask students to open their books to
page 98.
2. Have students look at the picture
and ask them questions about it.
T: What lesson does Ella have?
Ss: She has a ballet lesson.
T: What do Finn and Cody play?
Ss: They play soccer.
3. Encourage students to point at the
picture when answering the
questions.
Yes
No
Yes
Warm-up
1
STEP
A
Write the words to complete the story.
•
Have students read and complete the story by writing the correct words
chosen from the word bank.
•
Read the completed story together after students have finished.
B
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Unit
15
Lead-in
Student Book pp.
98-101
Lesson 1
do
like
play
are
104
B
Choose and write the word.
•
Ask students to read the words in the
word bank.
•
Have students complete the sentences
by filling in the blanks with the correct
words chosen from the word bank.
•
Go over the answers together after
students have finished.
Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a word covered in Step 2
to the student. For example, ballet.
3. Have the student draw a picture
that represents the given word.
4. Ask students to guess which word
the picture represents. The first
student to correctly guess the word
gets to become the next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Extension Activity
Word Practice
2
STEP
A
Look and write the word(s).
•
Have students turn to page 99.
•
Ask students to read the words in the word bank and look at the
pictures.
•
Have students complete the sentences with the correct words chosen
from the word bank.
•
Go over the answers together after students have finished.
Teaching Tip
•
Have students act out each activity while going over the answers with
them.
ballet
English
piano
video games
watch
go
play
do
have
swimming
basketball
105
Grammar Practice
3
STEP
A
Circle the correct form of
the verb.
•
Have students turn to page 100.
•
Ask students to read the sentences
with each answer option.
•
Have students circle the correct
form of the verbs to complete the
sentences.
•
Go over the answers together after
students have finished.
B
Look and write the correct
form of the verbs.
•
Have students look at the pictures
and complete the sentences by
writing the correct form of the verbs.
•
If necessary, ask students questions
to guide them along.
T:
How many music rooms are
there?
Ss: There is one music room.
T: So should we use the singular is
or the plural are?
Ss: We should use the singular is.
•
Go over the answers together after
students have finished.
has
is
have
is
play
have
read
has
Materials: a board, a marker
1. Divide students into two teams: Team X and Team O.
2. Draw a large 3x3 grid on the board.
3. Ask one student from each team to come to the board.
4. Write play, have, do, and watch on the board. Alternately ask each student
to make a sentence with one of the verbs and the teacher’s cue word.
T: She.
S1: She plays basketball.
T: You.
S2: You do your homework.
5. If the student answers correctly, they may put their team’s shape (X or O)
into one space on the grid. If a student answers incorrectly, their team
misses a turn.
6. Continue playing with new pairs of students. The first team to make a line
of three wins!
Extension Activity
Tic-Tac-Toe
106
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 101.
•
Ask students to complete the idea web by filling in the blanks with the
correct words chosen from the word bank.
•
Then have students write the sentences using the information in the
idea web.
•
Go over the answers together after students have finished.
Homework
>> Workbook 1: pages 60
-
63
Answer Key on page 126
>> Grammar Worksheet 15
Photocopiable from page 141
Answer Key on page 145
Materials: N/A
1. Ask students to open their books to
page 98.
2. Have students look at the picture
and read the text silently for 30
seconds.
3. Have students cover the text with a
piece of paper.
4. Ask students to take turns making a
sentence about the picture.
S1: Ella has a ballet lesson.
S2: Finn and Cody play soccer.
S3: Ella is a good dancer.
S4: They have fun after school.
Wrap-up
He is a good swimmer.
He is a basketball player.
I like playing the piano.
Jack goes swimming.
Ken has basketball practice.
I have a piano lesson.
have
like
has
is
goes
is
107
Your Idea Web
5
STEP
>
Make your idea web about your and your friends’
after-school activities.
•
Have students open their books to page 102.
•
Following the example in Step 4, ask students to complete the idea
web by coming up with their own words.
•
Tell students they may refer to the word bank for helpful suggestions
when necessary.
•
After students have finished, ask them to share some of their ideas
with the class.
T: Which ideas did you write down?
Ss: We have a tennis lesson together.
Aaron
Sara
*Answers may vary.
have a piano lesson
reads comics
has a snack
go swimming
has soccer practice
plays with friends
Brainstorming
Materials: a board, a marker
1. Before students have opened their
books to page 102, go over the topic
of the idea web with them.
2. Write the topic on the board.
3. Ask students questions about the
topic to help elicit ideas that they
might be able to use in their idea
web.
T:
What do you and your friends
do after school?
Ss: We play baseball.
T: Is it fun?
Ss: Yes, it is very fun!
4. Write the ideas down and draw
lines connecting them with the
topic.
5. Once the brainstorming web is
complete, go over the words
together.
Lead-in
Sentence Factory V
Materials: a board, markers
1. Divide students into two teams and
have each team line up facing the
board.
2. In between the two teams, write
one verb covered in Lesson 1 on the
board. For example, likes.
3. Have the first student in each line
write a sentence on the board that
uses that verb. For example, He
likes ballet.
4. The first student to write a proper
sentence using that verb gets a
point for their team.
5. Repeat steps 2-4 with the next
students in line. The team with
more points at the end wins!
Lesson Link
Student Book pp.
102-103
Lesson 2
108
Teaching Tip: Peer Editing
•
After students have finished writing
out their story in Step 6, have them
exchange their books with a partner.
•
Ask students to check their partner’s
writing according to the writing
checklist and provide feedback to each
other.
Show and Tell
Materials: N/A
1. Choose three students to present
their stories to the class.
2. One at a time, ask each student to
come to the front and show the
picture of their story to the class.
3. After showing their picture, have
the students tell the class about
their after-school activities by
reading their story.
Extension Activity
Your Writing
6
STEP
>
Look at your idea web in Step 5. Draw and write
your story.
•
Have students turn to page 103.
•
Ask students to draw a picture that represents their ideas from Step 5.
•
Then ask students to write out their ideas in full sentences to complete
their story.
•
Have students check their writing conventions by completing the writing
checklist.
Homework
>>
Writing Correction Worksheet 15
Photocopiable from page 160
Answer Key on page 164
>> Unit 15 Test
Photocopiable from page 184
Answer Key on page 191
Wrap-up
We do fun things after school.
I go swimming.
I have a piano lesson.
Aaron reads comics.
Sara has a snack.
He has soccer practice.
She plays with friends.
*Answers may vary.
After-school Fun
109
Writing Project
5
Style
•
Chart Writing
Grammar
•
Students can complete a chart about
their daily schedule using descriptive
words that they learned in Units 13-
15.
Materials
•
Pencils
•
Colored pencils
•
Rulers
Student Book pp.
104-105
Lesson 3
1
STEP
Preparation
B
Project Model
•
Have students open their books to page 104.
•
Draw students’ attention to the project model.
•
Ask students questions about the completed schedule chart.
T: When does Olivia get up?
Ss: She gets up at seven o’clock.
T: At what time does Olivia eat dinner?
Ss: She eats dinner at six o’clock.
•
Read the various activities in the schedule chart together with
students.
What time is it, Mr. Wolf?
Materials: N/A
1. Clear an open space in the
classroom.
2. Ask students to stand side-by-side
against the wall at the back of the
room.
3. As Mr. Wolf, stand in front of and
face the board.
4. Have students repeatedly call out,
“What time is it, Mr. Wolf?”
Respond each time by calling out
a time of day. For example, “It’s
3 o’clock.” Students take as many
steps forward as the number in the
time called out (3 o’clock = 3 steps).
5. As students gradually move closer
to the front of the board, eventually
respond by saying, “It’s lunch time!”
Then turn around and try to tag as
many students as possible while
students try to touch the front board
without being tagged.
6. The first student to touch the front
board without being tagged wins
and becomes the next Mr. Wolf.
Lead-in
110
Show and Tell
Materials: N/A
1. Choose three students to present
their projects to the class.
2. One at a time, ask each student to
come to the front and show their
schedule chart to the class.
3. After showing their chart, have the
students tell the class about their
daily schedule by reading what they
wrote.
Extension Activity
Writing
2
STEP
C
Your Project
•
Have students turn to page 105.
•
Ask students to think about what they do every day.
•
Have students complete the empty schedule chart by filling it in with the
appropriate details.
•
Ask students to decorate their schedule chart by drawing relevant
pictures around it.
Homework
•
Have students report back next
class describing one change that
they would like to make to their
daily schedule.
Jack McDonald
Sleep
Homework
Dinner
Play with friends
Play basketball
Lunch
School
Get up, Breakfast
Read comics
*Answers may vary.
What do you do, Mrs. Fox?
Materials: students’ schedule charts
1. Clear an open space in the classroom.
2. Ask students to stand side-by-side
against the wall at the back of the
room.
3. As Mrs. Fox, stand in front of and
face the board while holding the
schedule from the project model.
4. Have students repeatedly call out,
“What do you do, Mrs. Fox?”
Respond each time by calling out an
activity done at a certain time of day
in the schedule. For example, “I do
my homework at 5 o’clock.” Students
take as many steps forward as the
number in the time called out.
5. As students gradually move closer
to the front of the board, eventually
respond by saying, “I eat dinner!”
Then turn around and try to tag as
many students as possible while
students try to touch the front board
without being tagged.
6. The first student to touch the front
board without being tagged wins and
becomes the next Mrs. Fox using
their own schedule chart.
Wrap-up
111
Workbook Answer Key
pages 4-7
boy
sister
girl
sisters
He
brother
She
brothers
I am a boy.
She is happy.
She is tall.
He is short.
He is funny.
They are pretty.
They are smart.
Ella Kibbits.
am a girl.
am pretty.
happy
tall
short
funny
pretty
smart
She is my sister.
He is a boy.
He is my brother.
I am a girl.
They are my sisters.
She is a girl.
They are my brothers.
am
is
am
are
are
is
is
are
are
Sue Jones.
brother.
sisters.
am Kelly Lim.
am eight years old.
is nine years old.
are pretty.
I am ten years old.
I am happy.
He is funny.
They are smart.
I am pretty.
am a boy.
is a boy.
are brothers.
am nine years old.
is nine years old.
are nine years old.
*Answers may vary.
112
pages 8-11
nurse
teacher
farmer
doctor
artist
businesswoman
businessman
My dad is a nurse.
She is kind.
He is busy.
He is old.
They are strong.
She is young.
a doctor.
is kind.
is 38 years old.
kind
busy
old
strong
young
My mom is a teacher.
My dad is an artist.
My mom is a businesswoman.
My dad is a farmer.
My mom is a doctor.
My dad is a businessman.
a doctor
a farmer
nurses
businessmen
a teacher
a businesswoman
artists
He is strong.
is busy.
is kind.
dad is a farmer.
is a businesswoman.
is an artist.
He is 39 years old.
is 41 years old.
is 42 years old.
His name is Edward Kim.
is Kate Lee.
is Mike Lopez.
My brothers are students.
My mom is a teacher.
She is a businesswoman.
He is 40 years old.
My dad is busy.
My mom and dad are kind.
*Answers may vary.
113
pages 12-15
long
big
a
o
e
i
u
short
small
cute
round
It is long.
Her ears are big.
Her body is round.
His legs are short.
Its tail is long.
His eyes are cute.
Its nose is small.
pet.
eyes are big.
tail is short.
ears
body
legs
tail
eyes
nose
It is cute.
It is big.
It is small.
It is round.
It is short.
Her
His
Its
Her
His
Its
cat.
my iguana.
my dog.
Polly
hamster.
eyes are cute.
body is green.
ears are big.
legs are short.
tail is short.
tail is long.
nose is round.
body is small.
Coco is not my dog.
My cats are not big.
They are not small.
I am not short.
Its tail is not long.
*Answers may vary.
114
pages 16-19
on
under
in
in
on
My books are on the shelf.
are under the bed.
is on the bed.
is messy.
is clean.
My clothes are in the closet.
book is in the closet.
toys are in the basket.
My pillow is on the bed.
pillow is in the basket.
books are on the desk.
My pillow is on the bed.
My clothes are in the closet.
My socks are under the desk.
*Answers may vary.
pillow
bed
socks
closet
clothes
desk
chair
bookcase
basket
books
It is a bed.
The clothes are on the desk.
The basket is on the bookcase.
The soccer ball is in the bookcase.
The socks are under the chair.
The books are in the closet.
The pillow is under the bed.
bookcase
desk
bookcase
bed
closet
chair
They are socks.
They are clothes.
It is a closet.
It is a desk.
It is a basket.
It is a pillow.
It is a chair.
It is a bookcase.
They are books.
*Answer may vary.
115
pages 20-23
map
picture
bulletin board
mat
clock
trash can
whiteboard
lights
The map is on the wall.
The picture is on the wall.
It is large.
It is bright.
It is great.
It is dark.
It is small.
It is cute.
great.
is big and bright.
is on the wall.
large
bright
great
dark
small
cute
The clock is on the wall.
The trash can is on the floor.
The whiteboard is on the wall.
The lights are on the ceiling.
The bulletin board is on the wall.
The mat is on the floor.
on
in
on
on
in
is large.
is on the wall.
are in the bookcase.
is on the floor.
is small.
is on the floor.
books are on the floor.
whiteboard is on the floor.
is great.
The map is on the wall.
The clock is on the wall.
The mat is on the floor.
My classroom is large.
The clock is round.
Our books are on the desks.
My teacher is in the hallway.
The mat is on the floor.
The clock is on the wall.
The books are on the floor.
The lights are bright in the room.
*Answers may vary.
116
pages 24-27
monkey bars
seesaw
playground
bench
swing
sandbox
slide
The playground is fun.
The slide is big.
The seesaw is long.
The boys are happy.
He is on the monkey bars.
They are on the seesaw.
They are at the playground.
They are in the sandbox.
She is on the bench.
He is on the swing.
She is on the slide.
on the monkey bars.
is on the swing.
are on the seesaw.
are happy.
*Answers may vary.
on
at
in
in
on
?
!
.
!
?
.
.
?
The playground is wonderful.
are at the playground.
are happy.
is fun.
are at the playground.
are at the playground.
My sister and I are on the swings.
are on the seesaw.
is on the slide.
My brother is on the monkey bars.
is on the bench.
am in the sandbox.
*Answers may vary.
*Answers may vary.
117
pages 28-31
There are
There are
There is
There is
There are
There is
is wonderful.
is a school.
are bookstores.
is a playground.
is great.
are pretty houses.
are apartments.
is a park.
is wonderful.
are buildings.
There are stores.
There is a playground.
is a strong boy.
is a big school.
is a big school.
is a strong boy.
are tall buildings.
*Answers may vary.
apartments
school
stores
buildings
houses
playground
There are apartments.
There is a school.
There are stores.
It is a small house.
It is a blue building.
It is a fun place.
The buildings are tall.
The store is new.
The school is wonderful.
is a white building.
pretty houses.
our school.
is great.
There are houses.
There is a playground.
There are buildings.
118
pages 32-35
bank
museum
shopping mall
post office
library
town hall
movie theater
train station
The library is a brown building.
The city hall is a gray building.
The park is a bright place.
The shopping mall is big.
The train station is old.
The post office is pretty.
There is a bank.
There is a museum.
There is a shopping mall.
There is a post office.
There is a library.
There is a town hall.
There is a movie theater.
There is a train station.
Blueberry
is a wonderful place.
is a town hall.
is a round building.
a post office
old museums
movie theaters
a city park
bus stations
a town hall
a new bank
pretty houses
There is an old building.
It is a new bookstore.
There are museums in the city.
It is a new post office.
The shopping mall is new.
There are two libraries.
is a movie theater.
is big.
are houses.
are museums.
is small.
is big.
There is a department store.
is a school.
are shopping malls.
There are two banks.
are two stores.
are many cars.
*Answers may vary.
119
pages 36-39
flowers
bread
fun
excited
delicious
colorful
fresh
interesting
clothes
drinks
eggs
fruits
meat
vegetables
There are flowers.
There is bread.
There are clothes.
There are drinks.
There are eggs.
A market is a fun place.
They are excited and happy.
This is delicious ice cream.
There are fresh oranges.
There are colorful shoes.
There are interesting things.
are excited and happy.
are at the market.
is a fun place.
are many shops.
There is meat.
There are vegetables.
There are fruits.
There are
There is
There is
There is
There are
There is
There are
There are
is a great place.
are many shops.
are fun things.
are many people.
is an exciting place.
are fun toys.
are delicious snacks.
are colorful fruits.
is an interesting place.
are many clothes.
There are fresh vegetables.
There is delicious bread.
There is milk in the cup.
There are many stores.
The market is a fun place.
There are interesting things.
There are fresh vegetables.
There are many people.
My mom and I are excited.
There is delicious ice cream.
*Answers may vary.
120
pages 40-43
pretty
smart
hair
round
friends
strong
stepmother
skin
brave
tiny
costume
wand
Hermione is smart.
She has long, red hair.
Winnie the Pooh is round.
He has three friends.
Cinderella
Hermione
Cinderella is pretty.
Shrek and Fiona are strong.
She has a bad stepmother.
They have green skin.
Spiderman is brave.
Tinker Bell is tiny.
He has a blue and red costume.
She has a magic wand.
Harry Potter
is a wizard.
is smart and brave.
round glasses.
has
have
has
have
have many friends.
have sisters.
is brave.
has sisters.
has many friends.
have sisters.
have many friends.
has black hair.
Snow White
is very small.
is a big bear.
Tinker Bell
Winnie the Pooh
is pretty.
has wings.
is cute.
has seven good friends.
has a magic wand.
has three good friends.
*Answers may vary.
121
pages 44-47
camera
It has a camera lens.
screens
It has two screens.
buttons
It has many buttons.
pen
It has a pen.
robot
game player
head
It has a small head.
doors
It has car doors.
feet
It has two feet.
wheels
It has four wheels.
handles
It has two handles.
seat
It has a seat.
basket
It has a basket.
pedals
It has two pedals.
brown.
a teddy bear.
lovely eyes.
has a cute nose.
has
are
have
is
are
have
has
is
kickboard
is pink and black.
has handles.
has three small wheels.
smart phone
is black.
has a wide screen.
has many apps.
bike
is blue and white.
It has a seat and two pedals.
It has two big wheels.
The room has windows.
My puppy has a short tail.
We have two big cats.
There are many comic books.
She has a colorful bike.
They have a new robot.
*Answers may vary.
122
pages 48-51
monkey
tiger
teeth
zebra
stripes
dolphin
arms
fins
eagle
cheetah
wings
spots
This is a tiger.
It has sharp teeth.
This is a zebra.
It has black and white stripes.
cheetah
dolphin
This is a monkey.
This is a dolphin.
It has long arms.
It has strong fins.
This is an eagle.
This is a cheetah.
It has big wings.
It has black spots.
lemur
is white and gray.
has big eyes.
has a long tail.
It has short legs.
It has a long tail.
It has a round body.
It has wide wings.
It has sharp teeth.
It has black stripes.
It has strong fins.
It has large eyes.
is strong.
tiger
is very strong.
is very fast.
eagle
cheetah
It has black stripes.
has large wings.
has a slender body.
It has sharp teeth.
has a hooked beak.
has black spots.
*Answers may vary.
123
pages 52-55
lunch
I eat lunch at school.
science
I study science.
home
I come home after school.
o’clock
I go to bed at 10 o’clock.
friends
I play with my friends.
get up
I get up at 7 o’clock.
wash
I wash my face.
eat
I eat breakfast.
go
I go to school.
study
We study English.
do
We do our homework.
go
We go to bed at night.
get up
am busy
eat breakfast.
go to school.
am busy
study English.
eat dinner.
do my homework.
am busy
get up
wash my face.
go to school.
am busy every evening.
I eat dinner.
I draw pictures.
I study math and English.
eat snacks.
am busy.
We are busy.
I eat lunch.
They study English.
You go to school.
study math.
eat snacks.
study math.
eat snacks.
study math.
*Answers may vary.
124
pages 56-59
goes
washes
reads
cooks
makes
watches
cleans
does
gets up
She gets up at 6 o’clock.
goes
He goes to work.
eats
She eats lunch at work.
comes
He comes home at 5 o’clock.
go
They go to bed at 11 o’clock.
She goes to work.
He washes his car.
She reads the newspaper.
He cooks dinner.
She makes snacks.
He watches TV.
She cleans the house.
He does the laundry.
is an inventor.
works at home
cooks dinner.
cleans the house.
does
go
gets up
wash
clean
studies
eats
My mom does the laundry.
We go to school every day.
My sister helps my mom.
My mom and dad are busy.
They clean their house.
My dad goes to work every day.
They read the newspaper.
goes to work
is a businessman.
works at home
is busy
is an artist.
is a teacher.
washes his car.
makes snacks
eat dinner
does the laundry.
reads the newspaper.
does the dishes.
*Answers may vary.
125
pages 60-63
watches
She watches cartoons.
does
He does his homework.
ride
They ride their bikes.
helps
She helps her mom.
have
They have basketball practice.
basketball
He plays basketball.
ballet class
She has a ballet class.
swimming
They go swimming.
English
We study English.
video games
She plays video games.
soccer practice
They have soccer practice.
piano lesson
He has a piano lesson.
have a ballet lesson.
do fun things
dancing
play soccer.
eat
goes
play
rides
do
has
do fun things
go swimming.
play video games.
read comics.
do fun things
watches cartoons.
plays basketball.
have a ballet lesson.
do fun things
We have soccer practice.
We play basketball.
We ride our bikes.
We go swimming after school.
She has a piano lesson today.
He reads comics after school.
They have soccer practice today.
*Answers may vary.
126
My First Writing 1
Name:
Grammar Worksheet
1
Write the words in the correct order. Cross out the extra word(s).
>
8
am
am
a
student
I
.
are
9
tall
Ted
are
are
.
10
six
is
years old
You
.
1
She
Jessica.
2
Betty and Nancy
my sisters.
3
He
tall.
4
We
pretty.
5
I
a girl.
6
They
seven years old.
7
You
smart.
Write the correct form of Be verb.
>
127
ⓒ 2019
Photocopiable
Name:
My First Writing 1
1
He is a farmer / farmers .
2
They are a nurse / nurses .
3
Mrs. Smith is an artist / artists .
4
My sister and brother are a student / students .
5
She is a businesswoman / businesswomen .
6
I am an inventor / inventors .
7
We are a doctor / doctors .
grandpa
is
My
busy
.
9
39
She
years old
is
.
10
is
My
mom
a teacher
.
8
3
1
2
4
5
Circle the correct word(s).
>
Read and number the parts of the sentence.
>
Grammar Worksheet
2
128
ⓒ 2019
Photocopiable
Name:
My First Writing 1
1
She is my sister.
name is Amanda.
2
This is my brother.
hands are big.
3
My cat is a girl.
tail is white.
4
Look at the rabbit.
ears look cute.
5
This is my hamster.
name is Churro.
6
My turtle is a boy.
legs are short.
7
She am not tall. She is short.
8
Its legs not are long. They are short.
9
You is not short.
10
He not is Roy. He is Sean.
Write Her, His, or Its.
>
Circle the mistake. Write the correct sentence(s).
>
Grammar Worksheet
3
129
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
4
Look and circle the correct word.
>
1
The socks are in / on / under the book.
2
The books are in / on / under the bookcase.
3
The toys are in / on / under the bed.
4
The pillow is in / on / under the bed.
5
The cat is in / on / under the desk.
6
The clothes are in / on / under the closet.
Write the words in the correct order.
>
9
under
My cat
the desk
.
is
My bag
8
the shelf
.
is
on
7
My toys
the toy box
.
are
in
on
are
10
the bed
My boxes
.
1
2
3
4
5
6
130
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
5
Match and write in or on.
>
7
The teacher is on the classroom.
8
The whiteboards is on the wall.
9
The trash can is in the floor.
10
My classroom are wonderful.
Circle the mistake. Write the correct sentence.
>
4
1
The map is
the wall.
The clock is
the wall.
5
2
The mat is
the floor.
The books are
the
floor.
6
3
We are
the classroom.
They are
the hallway.
131
ⓒ 2019
Photocopiable
Name:
My First Writing 1
4
We are
the playground.
5
My friend and I are
the seesaw.
6
My mom is
the bench.
Write in, at, or on.
>
Read and put the best punctuation.
>
1
We are
the playground.
2
Tommy is
the slide.
3
I am
the sandbox.
7
Are you in the sandbox
8
Sue and I are on the swings
9
Let’s go
10
Is Peter at the playground
Period
Question Mark
Exclamation Mark
Grammar Worksheet
6
132
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Name:
My First Writing 1
1
a school.
2
bookstores.
3
a playground.
4
pretty houses.
5
apartments.
6
a park.
Write There is or There are.
>
Grammar Worksheet
7
7
There are a small house.
8
There is a tall buildings.
9
It are an interesting place.
10
The playground am great.
Circle the mistake. Write the correct sentence.
>
133
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Name:
My First Writing 1
1
There is a city hall / city halls .
2
There are a shopping mall / shopping malls .
3
It is an old city park / old city parks .
4
There are a new bank / new banks .
5
There is a department store / department stores .
6
It is a train station / train stations .
7
There are a movie theater / movie theaters .
Circle the correct words.
>
Write the words in the correct order. Cross out the extra word(s).
>
8
It
a
There
There
bus
.
are
9
libraries
new
are
are
.
10
an
is
is
is
bank
old
.
Grammar Worksheet
8
134
ⓒ 2019
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Name:
My First Writing 1
Grammar Worksheet
9
Write the words in the correct order. Cross out the extra word(s).
>
8
.
are
9
are
fun
are
.
10
milk
is
is
.
1
shoes.
2
apples.
3
ice cream.
4
delicious snacks.
5
watermelon juice.
6
bread.
7
yogurt.
Write There is or There are.
>
There
There
There
thing
things
meat
135
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
10
Match and write have or has.
>
7
I has two sisters.
8
Ted have many friends.
9
Cats has cute ears.
10
We has new computers.
Circle the mistake. Write the correct sentence.
>
4
1
The rabbits
long ears.
The eagle
large wings.
5
2
He
a soccer ball.
They
a new car.
6
3
She
long hair.
The puppy
big eyes.
136
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
11
Write the words in the correct order. Cross out the extra word(s).
>
8
.
We
9
a
handles
.
10
My
has
has
has
have
have
.
1
The building
many windows.
2
This
my favorite animal.
3
My brothers
short hair.
4
They
black and white.
5
Turtles
four legs.
6
You
nice glasses.
7
She
colorful clothes.
Write is, are, have, or has.
>
cats
Betty
kickboard
camera
two
have
137
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Choose and write the word.
>
Make and write the sentences.
>
1
Dolphins
pretty eyes.
2
The body
black and brown.
3
There
zebras at the zoo.
4
An eagle
big wings.
5
A monkey
my favorite animal.
6
It
many black spots.
have is (2x) are has (2x)
7
It
8
It
9
Zebras
10
Tigers
Grammar Worksheet
12
Others
Subject
Verb
It
Zebras
Tigers
are
has
sharp teeth
small wings
in the zoo
138
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Choose and write the word(s).
>
1
We
to the park at three o’clock.
2
I
English and science.
3
I
at seven o’clock.
4
They
lunch.
5
I
my hands.
6
We
our homework.
get up wash eat do study go
Circle the correct word(s).
>
7
She is / am busy.
8
We eat / go dinner at six o’clock.
9
I do / wash my face every day.
10
They get up / do their homework after dinner.
Grammar Worksheet
13
139
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
14
1
clean
She
her house.
2
cook
My dad
breakfast.
3
read
He
the newspaper.
4
watch
Sally
cartoons.
5
go
They
to work at nine o’clock.
6
make
Ben
snacks.
7
do
You
the laundry.
Write the correct form of the verb.
>
Write the words in the correct order. Cross out the extra word(s).
>
8
dad
He
go
helps
the bank
.
goes
9
help
many
people
loves
.
10
My
We
to
us
love
.
140
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Grammar Worksheet
15
Choose and write the correct form of the verb.
>
1
Ann
a piano lesson.
2
I
swimming every day.
3
He
TV at home.
4
My brothers
basketball after school.
5
Jason
soccer practice today.
6
She
comics before dinner.
have (2x) go read play watch
7
Betty have a ballet lesson.
8
They plays video games today.
9
He go swimming after school.
10
She watch a movie in her room.
Circle the mistake. Write the correct sentence.
>
has
141
ⓒ 2019
Photocopiable
Grammar Worksheet Answer Key
My First Writing 1
(Units 1-
4)
Unit
1
Unit
3
Unit
2
Unit
4
1
under
2
in
3
on
4
on
5
under
6
in
7
My toys are in the toy box.
8
My bag is on the shelf.
9
My cat is under the desk.
10
My boxes are on the bed.
1
a farmer
2
nurses
3
an artist
4
students
5
a businesswoman
6
an inventor
7
doctors
8
3, 1, 2, 4, 5
My mom is a teacher.
9
2, 3, 1, 4, 5
My grandpa is busy.
10
3, 1, 4, 2, 5
She is 39 years old.
1
Her
2
His
3
Her
4
Its
5
Its
6
His
7
am
She is not tall. She is short.
8
not are
Its legs are not long. They are short.
9
is
You are not short.
10
not is
He is not Roy. He is Sean.
1
is
2
are
3
is
4
are
5
am
6
are
7
are
8
are, I am a student.
9
are, Ted is tall.
10
am, You are six years old.
142
ⓒ 2019
Photocopiable
Grammar Worksheet Answer Key
My First Writing 1
(Units 5
-
8)
1
The mat is on the floor.
2
The map is on the wall.
3
We are in the classroom.
4
The clock is on the wall.
5
They are in the hallway.
6
The books are on the floor.
7
on
The teacher is in the classroom.
8
whiteboards
The whiteboard is on the wall.
9
in
The trash can is on the floor.
10
are
My classroom is wonderful.
1
at
2
on
3
in
4
at
5
on
6
on
7
?
8
.
9
!
10
?
Unit
5
Unit
7
Unit
6
1
There is
2
There are
3
There is
4
There are
5
There are
6
There is
7
are
There is a small house.
8
buildings
There is a tall building.
9
are
It is an interesting place.
10
am
The playground is great.
Unit
8
1
a city hall
2
shopping malls
3
an old city park
4
new banks
5
a department store
6
a train station
7
movie theaters
8
are, There is a bus.
9
is, There are new libraries.
10
are, It is an old bank.
143
ⓒ 2019
Photocopiable
Grammar Worksheet Answer Key
My First Writing 1
(Units 9
-12)
1
There are
2
There are
3
There is
4
There are
5
There is
6
There is
7
There is
8
are, There is meat.
9
thing, There are fun things.
10
are, There is milk.
Unit
9
Unit
11
Unit
10
Unit
12
1
have
2
is
3
are
4
has
5
is
6
has
7
It has sharp teeth.
8
It has small wings.
9
Zebras are in the zoo.
10
Tigers are in the zoo.
1
She has long hair.
2
The rabbits have long ears.
3
He has a soccer ball.
4
They have a new car.
5
The eagle has large wings.
6
The puppy has big eyes.
7
has
I have two sisters.
8
have
Ted has many friends.
9
has
Cats have cute ears.
10
has
We have new computers.
1
has
2
is
3
have
4
are
5
have
6
have
7
has
8
has, We have two cats.
9
have, Betty has a camera.
10
have, My kickboard has handles.
144
ⓒ 2019
Photocopiable
Grammar Worksheet Answer Key
My First Writing 1
(Units 13
-15)
1
go
2
study
3
get up
4
eat
5
wash
6
do
7
is
8
eat
9
wash
10
do
1
cleans
2
cooks
3
reads
4
watches
5
go
6
makes
7
do
8
go, He goes to the bank.
9
helps, We help many people.
10
love, My dad loves us.
Unit
13
Unit
15
Unit
14
1
has
2
go
3
watches
4
play
5
has
6
reads
7
have
Betty has a ballet lesson.
8
plays
They play video games today.
9
go
He goes swimming after school.
10
watch
She watches a movie in her room.
145
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Brother and I
i am Jessica Kim.
I am a girl.
I am seven old years.
I am short.
Ben is my brothre.
He is eight years old.
Heis tall.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
My Brother and I
Writing Correction Worksheet 1
146
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Mom and Dad
My mom is a businesswoman.
she is 32 years old.
She is busy
My dad is a nurs.
He is 39 years old.
He kind is.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 2
147
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Pet Alice
Alice is my cat.
Sheis white.
She is pretty.
Her eyes are round
her nose is small.
Her tail short is.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 3
148
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Room
My room is messy
My books are in the tyo box.
my socks are on the bed.
My pillow is in the closet.
My clothes areon the shelf.
My dog is on the chair.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 4
149
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Writing Correction Worksheet 5
Find and circle the four mistakes. Then rewrite the story.
>
My Classroom
My classroom is great.
it is large and clean.
The clockis on the wall.
The whiteboar is on the wall.
The books are on the desks
Our pens are on our desk.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
150
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Writing Correction Worksheet 6
Find and circle the four mistakes. Then rewrite the story.
>
The Playground
The playground is wonderful.
Roy is ni the sandbox.
he is happy.
Jane is on the slide
She happyis.
Tom and I are on the monkey bars.
We are happy too.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
151
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Writing Correction Worksheet 7
Find and circle the four mistakes. Then rewrite the story.
>
My Neighborhood
My neighborhood is great.
there is a park.
Itis new.
There are small stores.
They are pretty.
There are buildings many.
They are tall
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
152
ⓒ 2019
Photocopiable
Name:
My First Writing 1
Writing Correction Worksheet 8
Find and circle the four mistakes. Then rewrite the story.
>
My Big Town
My town is big
There is amuseum.
It is a wonderful place.
There is a librayr.
It is old and great.
There are department stores.
they are new and beautiful.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
153
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Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
At the Market
the market is an interesting place.
There arefresh fruits.
There are many snacks.
There are flowers colorful.
There are pretty clothes
There are cool toys.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 9
154
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Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Favorite Character
hermione is my favorite character.
Sheis a wi
ard.
She is pretyt and smart.
She has long, red hair.
She good has parents.
She has many friends.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 10
155
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Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Favorite Thing
My bike is my favorite thing
It hastwo wheels.
It has two handles.
It has a baskte.
it has a seat.
It has two pedals.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 11
156
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Name:
My First Writing 1
Find and circle the four mistakes. Then rewrite the story.
>
My Favorite Animal
a
ebra is my favorite animal.
It has black and white stripse.
It has stronglegs.
It has a tail long.
It has pretty eyes.
It has cute ears.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
Writing Correction Worksheet 12
157
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Name:
My First Writing 1
Writing Correction Worksheet 13
Find and circle the four mistakes. Then rewrite the story.
>
My Busy Day
I ambusy every day.
I get up at eight o’clock in the morning.
I eta breakfast.
I go to school.
i come home.
I do my homework.
I study English
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
158
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Name:
My First Writing 1
Writing Correction Worksheet 14
Find and circle the four mistakes. Then rewrite the story.
>
My Mom’s Day
my mom is an artist.
Shemakes many wonderful things.
She wroks at home.
She is busy.
She makes snacks.
She does the laundry.
She washes car her.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
159
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Name:
My First Writing 1
Writing Correction Worksheet 15
Find and circle the four mistakes. Then rewrite the story.
>
After-school Fun
We do interesting things after school.
I have soccre practice.
I like playingsoccer.
Judy has a swimming lesson.
She swimming likes.
Sean plays with his friends.
he watches cartoons.
Writing Checklist
1
Sentences begin with a capital letter.
4
Words are spelled correctly.
2
Sentences end with a period.
5
Words are in the correct order.
3
Words are spaced out properly.
160
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Writing Correction Worksheet Answer Key
(Units 1-
4)
My First Writing 1
My Brother and I
I am Jessica Kim.
I am a girl.
I am seven years old.
I am short.
Ben is my brother.
He is eight years old.
He is tall.
My Mom and Dad
My mom is a businesswoman.
She is 32 years old.
She is busy.
My dad is a nurse.
He is 39 years old.
He is kind.
My Pet Alice
Alice is my cat.
She is white.
She is pretty.
Her eyes are round.
Her nose is small.
Her tail is short.
My Room
My room is messy.
My books are in the toy box.
My socks are on the bed.
My pillow is in the closet.
My clothes are on the shelf.
My dog is on the chair.
Unit
1
Unit
2
Unit
3
Unit
4
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Writing Correction Worksheet Answer Key
(Units 5
-
8)
My First Writing 1
My Classroom
My classroom is great.
It is large and clean.
The clock is on the wall.
The whiteboard is on the wall.
The books are on the desks.
Our pens are on our desk.
The Playground
The playground is wonderful.
Roy is in the sandbox.
He is happy.
Jane is on the slide.
She is happy.
Tom and I are on the monkey bars.
We are happy too.
My Neighborhood
My neighborhood is great.
There is a park.
It is new.
There are small stores.
They are pretty.
There are many buildings.
They are tall.
My Big Town
My town is big.
There is a museum.
It is a wonderful place.
There is a library.
It is old and great.
There are department stores.
They are new and beautiful.
Unit
5
Unit
6
Unit
7
Unit
8
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Writing Correction Worksheet Answer Key
(Units 9
-12)
My First Writing 1
At the Market
The market is an interesting place.
There are fresh fruits.
There are many snacks.
There are colorful flowers.
There are pretty clothes.
There are cool toys.
My Favorite Character
Hermione is my favorite character.
She is a wizard.
She is pretty and smart.
She has long, red hair.
She has good parents.
She has many friends.
My Favorite Thing
My bike is my favorite thing.
It has two wheels.
It has two handles.
It has a basket.
It has a seat.
It has two pedals.
My Favorite Animal
A zebra is my favorite animal.
It has black and white stripes.
It has strong legs.
It has a long tail.
It has pretty eyes.
It has cute ears.
Unit
9
Unit
10
Unit
11
Unit
12
163
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Writing Correction Worksheet Answer Key
(Units 13
-15)
My First Writing 1
My Busy Day
I am busy every day.
I get up at eight o’clock in the morning.
I eat breakfast.
I go to school.
I come home.
I do my homework.
I study English.
My Mom’s Day
My mom is an artist.
She makes many wonderful things.
She works at home.
She is busy.
She makes snacks.
She does the laundry.
She washes her car.
After-school Fun
We do interesting things after school.
I have soccer practice.
I like playing soccer.
Judy has a swimming lesson.
She likes swimming.
Sean plays with his friends.
He watches cartoons.
Unit
13
Unit
14
Unit
15
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The
My First Writing 1
Placement Test has been designed to help teachers accurately place students
in the appropriate level of the series by evaluating students’ existing knowledge. The test questions
come directly from
My First Writing 1
.
This paper-based test has been designed to be photocopiable.
Score
Placement Recommendation
0
-
20
The student is not ready to begin
My First Writing 1
. The student will benefit
from studying
My First Reading
first.
21-70
The student is ready to begin studying
My First Writing 1
.
71-
80
Starting
My First Writing 2
following a review of
My First Writing 1
is the
recommended course of action.
81-100
The student is ready to begin
My First Writing 2
. To confirm student level,
administer the placement test for
My First Writing 2
.
Placement Test Information
Scoring Rubric
1
Print or photocopy the test pages.
2
Make sure students are comfortable and know how to complete the questions.
3
Once students have finished the test, use the scoring rubric to help place them in the
appropriate class. There are 20 questions, and each question is worth 5 points.
How to Administer the Placement Test
165
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My First Writing 1
Score : / 100
Name :
(Page 1/2)
Choose and write the word.
(5 points each)
>
bank picture boy teacher museum doctor
1
4
2
5
3
6
Placement Test
Write the words in the correct order.
(5 points each)
>
7
name
His
is
Pluto
.
8
She
in
the sandbox
.
is
9
has
windows
many
The classroom
.
10
My
does
the dishes
mom
.
166
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(Page 2/2)
Correct the underlined mistake. Write the correct sentence.
(5 points each)
>
E.g.
My teacher help students.
18
our books are on the desks.
19
Poly and I are on the seesaw
20
Thereare many buses and cars.
My teacher helps students.
Look, circle, and write the word.
(5 points each)
>
15
My room is
today.
a
messy
b
smart
c
clean
16
My socks are
the bed.
a
in
b
on
c
under
17
My
is in the basket.
a
book
b
cat
c
pillow
Circle the correct word(s).
(5 points each)
>
11
We is / are ten years old.
13
It / Its body is big and round.
12
She do / does the laundry.
14
There is / There are apartments.
167
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My First Writing 1
Test
Unit
Score : / 10
Name :
Look and write the letters in the correct order.
>
Circle the correct word. Rewrite the sentence.
>
E.g.
They is / are three years old.
5
I is / am a boy.
6
We are / am pretty.
7
You / She is short.
8
He / We is tall.
9
We is / are students.
10
Jay and Ken am / are brothers.
1
3
2
4
They are three years old.
1
a
h
p
y
p
s
s
i
e
r
t
m s
a
r
t
n
f
u
y
n
168
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Score : / 10
Name :
Unit
My First Writing 1
Test
Choose and write the word.
>
Write the words in the correct order.
>
artist farmer young nurse busy kind
1
4
2
5
3
6
2
7
Judy
not
is
tall
.
8
eyes
Its
big
are
.
9
is
not
small
Her nose
.
10
am
not
a doctor
I
.
169
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My First Writing 1
Test
Unit
Score : / 10
Name :
3
5
Fido is a boy. He eyes are small.
6
My dog is a girl. His legs are short.
7
My nose are not big. It is small.
8
I not am a nurse. I am a doctor.
9
My cat are not big.
10
His ears am not funny.
Circle the mistake. Write the correct sentence(s).
>
Look and circle the correct word.
>
1
a
big
b
small
3
a
round
b
long
2
a
short
b
long
4
a
long
b
short
170
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Score : / 10
Name :
Unit
My First Writing 1
Test
4
Choose and write the word.
>
Write the words in the correct order.
>
closet socks basket pillow bookcase clothes
1
4
2
5
3
6
7
His
clean
is
in
room
.
8
The books
on
the desk
are
are
.
9
The cat
is
the table
under
.
10
the box
The toys
.
171
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My First Writing 1
Test
Unit
Score : / 10
Name :
Choose and write the word(s).
>
Write the words in the correct order.
>
lights whiteboard map mat bulletin board trash can
1
4
2
5
3
6
7
the wall
is
in
in
The clock
.
8
The lights
on
on
the ceiling
are
My pencils
.
9
is
the classroom
Tony
.
10
the drawer
are not
.
5
172
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Score : / 10
Name :
Unit
My First Writing 1
Test
1
4
2
5
3
6
6
Choose and write the word(s).
>
Write the words in the correct order.
>
seesaw slide monkey bars playground swings sandbox
7
the playground
They
She
in
.
8
the monkey bars
on
on
He
are
are
.
9
the slide
is
is
.
10
My brothers
the sandbox
.
at
173
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My First Writing 1
Test
Unit
Score : / 10
Name :
Look and write the letters in the correct order.
>
Circle the correct word. Rewrite the sentence.
>
E.g.
It is / are a fun place.
5
Joe are / is a strong boy.
6
There are / is big apartments.
7
There are / is new stores.
8
There are / is a small school.
9
Amy is / are a good student.
10
There am / are many birds.
1
2
It is a fun place.
3
c
s
o
l
h
o
s
o
r
e
t
s
h
u
e
o
4
i
u
i
b d l
g n
7
174
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Score : / 10
Name :
Unit
My First Writing 1
Test
1
4
2
5
3
6
8
Choose and write the word(s).
>
Write the words in the correct order.
>
library post office movie theater town hall museum train station
7
It
a new
.
8
new
libraries
The
bookstore
building
are
are
.
9
three
There
There
shopping malls
is
is
.
10
an old
.
175
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My First Writing 1
Test
Unit
Score : / 10
Name :
9
5
There is beautiful clothes.
6
There are milk in the glass.
7
My dad and mom is at the store.
8
The museum is a fun places.
9
There is some orange juices.
10
There are fresh meat.
Circle the mistake. Write the correct sentence.
>
Look and circle the correct word.
>
a
eggs
b
bread
a
flowers
b
vegetables
a
meat
b
fruits
a
eggs
b
drinks
1
3
2
4
176
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Score : / 100
Name :
My First Writing 1
Midterm Test (Units 1-
9)
(Page 1/2)
Choose and write the word.
(5 points each)
>
1
I
Julie Kim.
3
She
four years old.
2
Fred
a student.
4
Tom and Kevin
tall.
am are is (2x)
Write the words in the correct order.
(5 points each)
>
8
under
the hallway
the bed
.
My books
9
The girls
the monkey bars
.
10
in
on
We
.
5
Linda is a businesswoman / businesswomen .
6
He am not / is not short. He is tall.
7
There is / There are pretty houses.
Circle the correct word(s).
(5 points each)
>
are
are
are
177
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(Page 2/2)
11
There am a house.
12
My dog is a girl. His ears are long.
13
There are juice in the glass.
14
It is an old museums.
Circle the mistake. Write the correct sentence(s).
(5 points each)
>
Look and write the sentences using the correct Be verb.
(5 points each)
>
Churro
my hamster
brown and white
cute
15
16
17
small
His eyes
His legs
His tail
long
strong
18
19
20
15
Churro
16
He
17
18
19
20
178
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Score : / 10
Name :
Unit
My First Writing 1
Test
10
Look and write the letters in the correct order.
>
Circle the correct word. Rewrite the sentence.
>
E.g.
You have / has some books.
5
I have / has one brother.
6
John have / has an old bike.
7
My sister has / is pretty.
8
The kangaroo have / has a big tail.
9
Tigers have / are strong animals.
10
We have / has magic wands.
1
3
2
4
You have some books.
i
t
y
n
n
g
s
r
t
o
r
p
e
t
t
y
r
a
b
e
v
179
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My First Writing 1
Test
Unit
Score : / 10
Name :
11
5
Max have a sister.
6
The kids have always happy.
7
She has a new bikes.
8
Hamsters is small animals.
9
You has red toy cars.
10
My dog is a short tail.
Circle the mistake. Write the correct sentence.
>
Look and circle the correct word.
>
1
a
handles
b
wheels
3
a
buttons
b
players
2
a
pedals
b
feet
4
a
camera
b
screen
180
ⓒ 2019
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Score : / 10
Name :
Unit
My First Writing 1
Test
12
Choose and write the word.
>
Write the words in the correct order.
>
spots stripes fins wings arms teeth
1
4
2
5
3
6
7
big
have
Owls
eyes
.
8
and white
The body
black
are
.
9
ducks
is
in the pool
There
.
10
My brother
hair
short
has
.
181
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My First Writing 1
Test
Unit
Score : / 10
Name :
13
Look and write the letters in the correct order.
>
Circle the correct word. Rewrite the sentence.
>
E.g.
You go / are busy.
5
I eat / study math.
6
We have / are at home.
7
You go / do to school.
8
They play / eat a big dinner.
9
We do / are our homework.
10
I get up / have at 7 o’clock.
1
3
2
4
You are busy.
n
l
i
E
g h
s
e o m h o w k
r
h
l
c
n
u
a
s
h
w
182
ⓒ 2019
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Score : / 10
Name :
Unit
My First Writing 1
Test
14
5
Fred go to work.
6
I helps my mom.
7
Kevin and I watches cartoons.
8
My sister do the dishes.
9
They goes to school together.
10
My mom and dad is busy.
Circle the mistake. Write the correct sentence.
>
Look and circle the correct words.
>
1
a
read the
newspaper
b
go to work
3
a
cook dinner
b
clean the house
2
a
watch TV
b
make snacks
4
a
wash the car
b
do the laundry
183
ⓒ 2019
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My First Writing 1
Test
Unit
Score : / 10
Name :
15
Look and write the letters in the correct order.
>
Circle the correct word. Rewrite the sentence.
>
E.g.
Ben play / plays soccer.
5
He ride / rides his bike to the lake.
6
Mom go / goes to the library.
7
Jane have / has a snack after lunch.
8
You watch / watches TV after dinner.
9
Tony do / does his homework at night.
10
They have / has a ballet lesson today.
1
3
2
4
Ben plays soccer.
m g i
n w s m i
a s b e t
k a b l
l
l
t
b
l
e
a
o
p
n
a
i
184
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Score : / 100
Name :
My First Writing 1
Final Test (Units 10
-15)
(Page 1/2)
Write is, are, have, or has.
(5 points each)
>
1
He
a soccer ball. It
black and white.
2
The turtle
very cute. It
a small head.
3
These
new cars. They
Mike’s and Sandy’s cars.
4
We
many toys. They
fun.
Write the words in the correct order.
(5 points each)
>
8
a
.
She
has
new car
dishes
does
the
9
.
My mom
teeth
10
They
have
.
sharp
5
They gets up at nine o’clock.
6
He eat an apple every day.
7
A cheetah have black spots.
Circle the mistake. Write the correct sentence.
(5 points each)
>
185
ⓒ 2019
Photocopiable
(Page 2/2)
Choose and write the word.
(5 points each)
>
11
The bird has
wings.
12
You
soccer after school.
13
Kate is
.
14
She
TV after lunch.
large watches play smart
Look and write the sentences using is or has.
(5 points each)
>
15
Nintendo DS
16
It
17
It
18
19
20
my favorite thing
15
18
white
a game player
16
17
new
Nintendo DS
many buttons
20
19
two screens
186
ⓒ 2019
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Placement Test
188
Unit Tests (Units 1-
9)
188
Midterm Test
189
Unit Tests (Units 10
-15)
190
Final Test
191
Test Answer Key
187
My First Writing 1
Test
Answer Key
Placement Test
1
teacher
2
bank
3
museum
4
picture
5
boy
6
doctor
7
His name is Pluto.
8
She is in the sandbox.
9
The classroom has many windows.
10
My mom does the dishes.
11
are
12
does
13
Its
14
There are
15
ⓐ
16
ⓒ
17
ⓒ
18
Our books are on the desks.
19
Poly and I are on the seesaw.
20
There are many buses and cars.
Unit 1
Test
1
happy
2
funny
3
sister
4
smart
5
am, I am a boy.
6
are, We are pretty.
7
She, She is short.
8
He, He is tall.
9
are, We are students.
10
are, Jay and Ken are brothers.
Unit 2
Test
1
artist
2
busy
3
nurse
4
young
5
farmer
6
kind
7
Judy is not tall.
8
Its eyes are big.
9
Her nose is not small.
10
I am not a doctor.
Unit 3
Test
1
ⓐ
2
ⓑ
3
ⓐ
4
ⓑ
5
He, Fido is a boy. His eyes are small.
6
His, My dog is a girl. Her legs are short.
7
are, My nose is not big. It is small.
8
not am, I am not a nurse. I am a doctor.
9
are, My cat is not big.
10
am, His ears are not funny.
Unit 4
Test
1
pillow
2
bookcase
3
basket
4
socks
5
clothes
6
closet
7
His room is clean.
8
The books are on the desk.
9
The cat is under the table.
10
The toys are in the box.
188
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Unit 5
Test
1
whiteboard
2
mat
3
bulletin board
4
map
5
trash can
6
lights
7
The clock is on the wall.
8
The lights are on the ceiling.
9
Tony is in the classroom.
10
My pencils are not in the drawer.
Unit 6
Test
1
swings
2
monkey bars
3
playground
4
sandbox
5
seesaw
6
slide
7
They are at the playground.
8
He is on the monkey bars.
9
She is on the slide.
10
My brothers are in the sandbox.
Unit 7
Test
1
house
2
store
3
school
4
building
5
is, Joe is a strong boy.
6
are, There are big apartments.
7
are, There are new stores.
8
is, There is a small school.
9
is, Amy is a good student.
10
are, There are many birds.
Unit 8
Test
1
museum
2
post office
3
library
4
train station
5
movie theater
6
town hall
7
It is a new bookstore.
8
The shopping malls are new.
9
There are three libraries.
10
There is an old building.
Unit 9
Test
1
ⓑ
2
ⓑ
3
ⓐ
4
ⓑ
5
is, There are beautiful clothes.
6
are, There is milk in the glass.
7
is, My dad and mom are at the store.
8
places, The museum is a fun place.
9
juices, There is some orange juice.
10
are, There is fresh meat.
Midterm Test
1
am
2
is
3
is
4
are
5
a businesswoman
6
is not
7
There are
8
My books are under the bed.
9
The girls are in the hallway.
10
We are on the monkey bars.
189
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Photocopiable
11
am, There is a house.
12
His, My dog is a girl. Her ears are long.
13
are, There is juice in the glass.
14
museums, It is an old museum.
15
is my hamster.
16
is brown and white.
17
He is cute.
18
His eyes are small.
19
His legs are strong.
20
His tail is long.
Question Index (Midterm Test)
Question
Unit
Question
Unit
1
U1
11
U8
2
U1
12
U3
3
U1
13
U9
4
U1
14
U8
5
U2
15
U3
6
U3
16
U3
7
U7
17
U3
8
U4
18
U3
9
U5
19
U3
10
U6
20
U3
Unit 10
Test
1
tiny
2
brave
3
strong
4
pretty
5
have, I have one brother.
6
has, John has an old bike.
7
is, My sister is pretty.
8
has, The kangaroo has a big tail.
9
are, Tigers are strong animals.
10
have, We have magic wands.
Unit 11
Test
1
ⓑ
2
ⓐ
3
ⓐ
4
ⓑ
5
have, Max has a sister.
6
have, The kids are always happy.
7
bikes, She has a new bike.
8
is, Hamsters are small animals.
9
has, You have red toy cars.
10
is, My dog has a short tail.
Unit 12
Test
1
teeth
2
stripes
3
spots
4
fins
5
arms
6
wings
7
Owls have big eyes.
8
The body is black and white.
9
There are ducks in the pool.
10
My brother has short hair.
Unit 13
Test
1
lunch
2
homework
3
wash
4
English
5
study, I study math.
6
are, We are at home.
7
go, You go to school.
8
eat, They eat a big dinner.
9
do, We do our homework.
10
get up, I get up at 7 o’clock.
Unit 14
Test
1
ⓐ
2
ⓑ
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Photocopiable
3
ⓐ
4
ⓑ
5
go, Fred goes to work.
6
helps, I help my mom.
7
watches, Kevin and I watch cartoons.
8
do, My sister does the dishes.
9
goes, They go to school together.
10
is, My mom and dad are busy.
Unit 15
Test
1
ballet
2
basketball
3
piano
4
swimming
5
rides, He rides his bike to the lake.
6
goes, Mom goes to the library.
7
has, Jane has a snack after lunch.
8
watch, You watch TV after dinner.
9
does, Tony does his homework at night.
10
have, They have a ballet lesson today.
Final Test
1
has, is
2
is, has
3
are, are
4
have, are
5
gets, They get up at nine o’clock.
6
eat, He eats an apple every day.
7
have, A cheetah has black spots.
8
She has a new car.
9
My mom does the dishes.
10
They have sharp teeth.
11
large
12
play
13
smart
14
watches
15
is my favorite thing.
16
is a game player.
17
is new.
18
It is white.
19
It has two screens.
20
It has many buttons.
Question Index (Final Test)
Question
Unit
Question
Unit
1
U11
11
U10
2
U11
12
U15
3
U11
13
U10
4
U11
14
U15
5
U13
15
U11
6
U13
16
U11
7
U12
17
U11
8
U10
18
U11
9
U14
19
U11
10
U12
20
U11
191
ⓒ 2019
Photocopiable
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