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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
School
Fun
1
School Fun
different school activities
present simple
don’t / doesn’t
2
The School Talent Show
actions related to a
talent show
can / can’t
3
The School Trip
words related to
amusement parks
can
prepositions: at, in, on,
under
Writing Project 1 My School Team
Report Writing
Being
Outdoors
4
On the School Ground
playtime activities
present continuous
5
At the Beach
activities at the beach
comparing present
simple with present
continuous
6
In the Mountains
activities in the mountains
present continuous
Writing Project 2 Class Survey: Favorite Games
Report Writing
Special
Times
7
Eating Out
foods from different
countries
like
preposition of time: on
8
On My Birthday
expressions related to
birthdays
months of the year
frequency adverbs:
always, usually
9
Movie Time
different kinds of movies
expressions describing
movies
a / an / some
Writing Project 3 A Restaurant Fish Mobile
Report Writing
10
Unit
(Writing Topic)
Vocabulary
Grammar
Wild
Animals
10
Land Animals
different land animals
words describing land
animals
comparatives
11
Sea Animals
different sea animals
words describing sea
animals
on + (body part)
12
Special Birds
different birds
words describing birds
superlatives
Writing Project 4 An Animal Report
Report Writing
Famous
People
and
Places
13
Famous People
famous people
words describing famous
people
nations and nationalities
grammar link and review
14
Famous Cities
famous cities
words describing famous
cities
grammar link and review
15
Famous Landmarks
famous landmarks
words describing famous
landmarks
grammar link and review
Writing Project 5 A Famous City Report
Report Writing
11
Unit
1
Objectives
•
Students can describe various school
activities while applying proper
writing conventions.
•
Students can write in the present
simple.
•
Students can use the words don’t
and doesn’t in their writing.
Grammar
•
Present simple
•
Don’t / Doesn’t
Materials
•
Grammar Worksheet 1
•
Writing Correction Worksheet 1
•
Unit 1 Test
•
E-book, pages 6-11 (optional)
It is playtime at school.
We run around.
Yes
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.
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: Do they stay inside at recess?
Ss: No, they go out and play.
T:
Do they run around or walk
around?
Ss: They run around.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
12
lunchtime
play
eat
soccer
gym
jump rope
run
art
make
paint
draw
basketball
Write the Same Word
Materials: a board, a marker, paper,
pencils
1. Write a word introduced in Step 2
on the board.
2. Ask each student to write one
related word on a piece of paper.
For example, if the word written on
the board is soccer, students might
want to write ball on their piece of
paper.
3. Have students hold up their pieces
of paper and reveal the words that
they wrote down to each other.
4. Students that wrote the same word
as at least one other student stay in
the game. Students that did not are
out.
5. Repeat steps 1-4 until no two
students are able to write the same
word. The students that stayed in
the game until the latest round are
the winners.
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 7.
•
Ask students to read the words in the word banks.
•
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.
13
Grammar Practice
3
STEP
A
Circle don’t or doesn’t.
•
Have students turn to page 8.
•
Ask students to circle the correct
words to complete the sentences.
•
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 drink milk?
Ss: Yes, you can.
T: Can doesn’t follow I?
Ss: No, it cannot.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects My teacher and We.
•
Here are the sentences that can be
made with each subject:
①
– 2 sentences
I play basketball.
I drink milk.
②
My teacher – 3 sentences
My teacher doesn’t like milk.
My teacher doesn’t like
basketball.
My teacher doesn’t like snakes.
③
We – 2 sentences
We play basketball.
We drink milk.
Materials: a board, markers
1. Divide the board into two halves and divide the class into two teams.
2. Ask each team to line up in front of one half of the board.
3. Call out a grammar point covered in Step 3 and have each team write as
many sentences as possible that use the given grammar point.
For example, if doesn’t is called, teams could write She doesn’t play soccer.
4. Give teams a time limit. For example, one minute. The team that writes
more correct sentences within the given time limit wins the round and gets
a point.
5. Repeat steps 3-4 with other grammar points. The team with more points at
the end wins!
Extension Activity
Board Race
14
Writing Practice
4
STEP
>
Choose and complete the idea web.
Write the sentences using the idea web.
•
Have students turn to page 9.
•
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.
like
make
draw / paint
paint / draw
have
is
like art class.
is fun.
We draw / paint pictures.
We paint / draw pictures.
We make interesting things.
We have fun in art class.
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: They don’t study.
S2: They play tag.
S3: They run around.
S4: They like recess.
Wrap-up
Homework
>> Workbook 2: pages 4
-
7
Answer Key on page
112
>> Grammar Worksheet 1
Photocopiable from page 127
Answer Key on page 142
15
Your Idea Web
5
STEP
>
Make your idea web about a fun class or fun time
at school.
•
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: We like art class.
recess
is fun
play hide-and-seek
jump rope
play tag
run around
recess
*Answers may vary.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 10, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a
piece of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
I play basketball.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
10-11
Lesson 2
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 a
fun class or fun time at school 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.
>> Unit 1 Test
Photocopiable from page 168
Answer Key on page 188
Wrap-up
We like recess.
It is fun.
We play hide-and-seek.
We jump rope.
We play tag.
We run around.
We have fun at recess.
Homework
>>
Writing Correction Worksheet 1
Photocopiable from page 146
Answer Key on page 161
*Answers may vary.
School Fun
17
Unit
2
Objectives
•
Students can describe actions
related to a talent show while
applying proper writing conventions.
•
Students can use the words can and
can’t in their writing.
Grammar
•
Can / Can’t
Materials
•
Grammar Worksheet 2
•
Writing Correction Worksheet 2
•
Unit 2 Test
•
E-book, pages 12-17 (optional)
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.
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: What kind of show is it?
Ss: It’s a talent show.
T: What can Dan and Trevor do?
Ss: They can do magic tricks.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
18
jump
dance
sing
juggle
ride
walk
play
do
tell
play
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.
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Step 2 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!
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.
Teaching Tip
•
Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
19
Grammar Practice
3
STEP
A
Circle can or can’t.
•
Have students turn to page 14.
•
Go over the sentences representing
can and can’t with students.
•
Ask students to circle can or can’t 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:
Which is correct, They is excited
or They are excited?
Ss: They are excited is correct.
T: Does can come before or after
the verb do?
Ss: It comes before do.
•
Go over the answers together after
students have finished.
Amy plays the piano.
They are excited today.
Ken likes singing and dancing.
We can play soccer very well.
They can do magic tricks.
or They do magic tricks.
My teacher speaks English.
Finn can’t ride a unicycle.
or Finn rides a unicycle.
Olivia and Bella are good friends.
Sam can tell funny jokes.
or Sam tells funny jokes.
Materials: four bases
1. Divide students into Team Home and Team Away.
2. Clear a space and place the bases on the floor in the shape of a baseball
diamond.
3. Ask Team Home to gather in the center of the diamond.
4. Ask Team Away to line up behind home plate.
5. Have Team Home “pitch” (ask) grammar-related questions from Step 3 to
a student on Team Away one by one. For example, Can kangaroos jump?
6. If students from Team Away “hit” (answer) correctly, they may advance
one base. When a student reaches home plate, their team scores a run. If
students answer incorrectly, they are out.
7.
After three outs, teams change rolls. Play three innings. The team with more
runs at the end wins!
Extension Activity
Baseball
Baseball Diamond
Second base
Third base
First base
Home plate
20
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 15.
•
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.
have
can do
are
can do
can play
can dance
have a talent show today.
We are excited.
We can do many things.
can play the piano.
Amy can dance.
I can do magic tricks.
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: They have a talent show at
school.
S2: Cody can breakdance.
S3: Ella and Poly can sing.
S4: They can do many things.
Wrap-up
Homework
>> Workbook 2: pages 8
-11
Answer Key on page
113
>> Grammar Worksheet 2
Photocopiable from page 128
Answer Key on page 142
21
Your Idea Web
5
STEP
>
Make your idea web about a school talent show.
•
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: We can sing and juggle together.
have
is
can walk on a
tightrope
can ride a unicycle
can sing
are excited
can do many things
*Answers may vary.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 16, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
They can dance.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
16-17
Lesson 2
Lina
John
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 a
school talent show 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.
>> Unit 2 Test
Photocopiable from page 169
Answer Key on page 188
Wrap-up
We have a talent show today.
We are excited.
We can do many things.
John can ride a unicycle.
Lina can walk on a tightrope.
I can sing.
It is a great show.
Homework
>>
Writing Correction Worksheet 2
Photocopiable from page 147
Answer Key on page 161
*Answers may vary.
The School Talent Show
23
Unit
3
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.
Objectives
•
Students can describe activities at
an amusement park while applying
proper writing conventions.
•
Students can use the word can in
their writing.
•
Students can use the prepositions at,
in, on, and under in their writing.
Grammar
•
Can
•
Prepositions: at, in, on, under
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: Where are Ella and Poly?
Ss: They are on the roller coaster.
T: Are they sad and tired?
Ss: No, they are happy and
excited.
3. Encourage students to point at the
picture when answering the
questions.
Lead-in
at
are
can
on
24
trampoline
roller coaster
raise
Ferris wheel
see
Viking ship
swing
jump
merry-go-round
go
water slide
slide
Spelling Ball
Materials: a ball
1. Ask students to stand in a big circle.
2.
Say a word introduced in Step 2 and
toss the ball to a student.
3. Have the student say the first letter
of the word. Then ask the student to
toss the ball to a classmate, who
then says the second letter of the
word, and then tosses the ball to
another classmate, and so on.
4. If students make a mistake, they
get one strike. After three strikes,
they must sit down.
5. Repeat steps 2-4 with new words.
The last student standing wins!
Extension Activity
Word Practice
2
STEP
>
Choose and write the words.
•
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.
Teaching Tip
•
Before students look at the word bank, have them try to create their
own based on the pictures.
25
Grammar Practice
3
STEP
A
Circle the number and
say the sentences.
•
Have students turn to page 20.
•
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 follows I?
Ss: The Be verb am follows I.
T: Is I can swing on the water slide
correct?
Ss: No, I can swing back and forth
is correct.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects Amy and They.
•
Here are the sentences that can be
made with each subject:
①
– 3 sentences
I can swing back and forth.
I am excited.
I am on the water slide.
②
Amy – 3 sentences
Amy is excited.
Amy is on the water slide.
Amy can swing back and forth.
③
They – 1 sentence
They can swing back and forth.
B
Look and write at, in, on,
or under.
•
Have students look at the pictures
and fill in the blanks with the correct
preposition.
•
Go over the answers together after
students have finished.
Materials: paper, pencils
1. Divide students into groups of four to six students.
2. Have each student write two sentences along the top of their paper that
use at, in, on, or under.
3. Ask students to pass their paper to the next student in their group and have
them draw corresponding pictures of the sentences directly underneath
them. Have students fold their paper so that the sentences become hidden.
4. Ask students to pass their paper again and have them write corresponding
sentences of the pictures directly underneath them. Have students fold their
paper so that the pictures become hidden.
5. Continue this pattern until students receive back their original paper. Have
students review the sentence-picture chains on their paper and share them
with the class.
Extension Activity
Picture Telephone
at
under
on
in
in / at
on
26
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 21.
•
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.
are
am
can go
are
can slide
is
are at the amusement park.
am on the merry-go-round.
I can go round and round.
are on the water slide.
can slide down fast.
Everyone is excited and happy.
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:
They are at the amusement
park.
S2: Ella and Poly are on the roller
coaster.
S3: Cody can jump high.
S4:
Everyone is happy and excited.
Wrap-up
Homework
>> Workbook 2: pages 12
-15
Answer Key on page
114
>> Grammar Worksheet 3
Photocopiable from page 129
Answer Key on page 142
27
Your Idea Web
5
STEP
>
Make your idea web about a school trip to an
amusement park.
•
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: We eat cotton candy and waffles.
are
am on the Ferris
wheel
can see everything
can jump high
has fun
I
Steve and
Wendy
Everyone
are on the trampoline
is happy
*Answers may vary.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 22, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
She is on the trampoline.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
22-23
Lesson 2
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 a
school trip to an amusement park
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.
>> Unit 3 Test
Photocopiable from page 170
Answer Key on page
188
Wrap-up
We are at the amusement park.
I am on the Ferris wheel.
I can see everything.
They can jump high.
Steve and Wendy are on the trampoline.
Everyone is happy.
Everyone has fun.
Homework
>>
Writing Correction Worksheet 3
Photocopiable from page 148
Answer Key on page 161
>> Writing Project 1
Ask students to find out about
one of their school sports teams.
*Answers may vary.
At the Amusement Park
29
Writing Project
1
Style
•
Report Writing
Grammar
•
Students can write a report of their
school sports team using descriptive
words that they learned in Units 1-3.
Materials
•
Pencils
•
Colored pencils
•
Decorative supplies (e.g. stickers)
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 school team logo.
T: What is the name of the team?
Ss: The Tigers.
T: Which sport can they play?
Ss: They can play basketball.
•
Read the sentences in the passage together with students.
Student Book pp.
24-25
Lesson 3
Binball
Materials: a bin, a ball
1. Place an empty bin on the floor
against a wall.
2. Have students line up roughly one
to two meters from the bin.
3. One by one, ask students questions
that require them to use grammar
points covered in Units 1-3. For
example:
T: Can a horse climb trees?
Ss: A horse can’t climb trees.
4. If students answer correctly, they
may take a turn shooting the ball
into the bin. Award students one
point for answering the question
correctly, and an additional point for
successfully shooting the ball into
the bin.
5.
Play until each student has had a
few turns. The student with the
most points at the end wins!
Lead-in
30
Writing
2
STEP
C
Your Project
•
Have students turn to page 25.
•
Ask students to draw and decorate the logo of their school sports team.
•
Have students write about their school team by filling in the blanks with
the appropriate details.
Homework
•
Ask students to share their project
with their parents.
•
Have students report back next
class describing their parents’
reaction to the project.
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
drawing of their school team’s logo
to the class.
3. After showing their picture, have
the students tell the class about
their school team by reading what
they wrote.
Extension Activity
Bankball
Materials: a bin, a ball
1. Place an empty bin against a wall.
2. Have students line up roughly one
to two meters from the bin.
3. One by one, ask students questions
that require them to use grammar
points covered in Units 1-3. For
example:
T:
Can you raise your hands on
the roller coaster?
Ss: Yes, I can raise my hands.
4. If students answer correctly, they
may take a turn shooting the ball
into the bin. Students must bank
the ball off the wall for the shot to
count. Award students one point for
answering the question correctly,
and an additional point for
successfully shooting the ball into
the bin.
5. Play until each student has had
a few turns. The student with the
most points at the end wins!
Wrap-up
Betty Kim
STARS
throw the ball
catch the ball
run around the bases
baseball
*Answers may vary.
Baseball
31
Unit
4
Objectives
•
Students can describe playtime
activities while applying proper
writing conventions.
•
Students can write in the present
continuous.
Grammar
•
Present continuous
Materials
•
Grammar Worksheet 4
•
Writing Correction Worksheet 4
•
Unit 4 Test
•
E-book, pages 26-31 (optional)
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.
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: What are they playing?
Ss: They are playing kickball.
T: What is the kicker doing?
Ss: He is kicking the ball now.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
32
Write the Same Word
Materials: a board, a marker, paper,
pencils
1. Write a word introduced in Step 2
on the board.
2. Ask each student to write one
related word on a piece of paper.
For example, if the word written
on the board is tag, students might
want to write running on their piece
of paper.
3. Have students hold up their pieces
of paper and reveal the words that
they wrote down to each other.
4. Students that wrote the same word
as at least one other student stay in
the game. Students that did not are
out.
5. Repeat steps 1-4 until no two
students are able to write the same
word. The students that stayed in
the game until the latest round are
the winners.
Extension Activity
Word Practice
2
STEP
>
Look and write the words.
•
Have students turn to page 27.
•
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.
tag
badminton
hide-and-seek
basketball
counting
chasing
running
holding
dribbling
hitting
shooting
hiding
33
Grammar Practice
3
STEP
A
Write the correct form of
the verb.
•
Have students turn to page 28.
•
Go over the sentences representing
the different forms of Be verb used
in the present continuous with
students.
•
Ask students to complete the
sentences by writing the correct form
of the verb.
•
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.
are running
are playing
is catching
is throwing
is kicking
am jumping
is hitting
are hiding
are holding
are flying
Materials: a board, markers
1. Divide the board into two halves and divide the class into two teams.
2. Ask each team to line up in front of one half of the board.
3. Call out a grammar point covered in Step 3 and have each team write as
many sentences as possible that use the given grammar point. For example,
if are playing is called, teams could write We are playing tag now.
4. Give teams a time limit. For example, one minute. The team that writes
more correct sentences within the given time limit wins the round and gets
a point.
5. Repeat steps 3-4 with other grammar points. The team with more points at
the end wins!
Extension Activity
Board Race
34
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 29.
•
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.
is
is
is counting
like
are playing
are hiding
We are playing hide-and-seek.
It is playtime at school.
Ted is “It.”
We like playing outside.
is counting to 20.
Sam and I are hiding in the classroom.
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: They like playing kickball.
S2: Dan is a pitcher.
S3: Trevor is kicking the ball now.
S4: The ball is flying.
Wrap-up
Homework
>> Workbook 2: pages 16
-19
Answer Key on page
115
>> Grammar Worksheet 4
Photocopiable from page 130
Answer Key on page 142
35
Your Idea Web
5
STEP
>
Make your idea web about a playtime activity.
•
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: We are jumping and counting.
is
like playing outside
are playing tag
*Answers may vary.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 30, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3. Have each student write down
three ideas related to the topic on a
piece of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write
three more ideas that build upon
them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
The ball is flying.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
30-31
Lesson 2
is chasing us
is running away too
is running away
am excited
Molly
Ella
Noah
is
like playing outside
are playing tag
*Answers may vary.
is chasing us
is running away too
is running away
am excited
Molly
Ella
Noah
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 a
playtime activity 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
Homework
>>
Writing Correction Worksheet 4
Photocopiable from page 149
Answer Key on page 161
It is playtime at school.
We like playing outside.
We are playing tag.
Ella is running away.
Molly is chasing us.
Noah is running away too.
I am excited.
*Answers may vary.
On the School Ground
37
Unit
5
Objectives
•
Students can describe activities at
the beach while applying proper
writing conventions.
•
Students can distinguish between
the present simple and the present
continuous.
Grammar
•
Present simple vs. Present continuous
Materials
•
Grammar Worksheet 5
•
Writing Correction Worksheet 5
•
Unit 5 Test
•
E-book, pages 32-37 (optional)
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.
Student Book pp.
32-35
Lesson 1
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 it winter?
Ss: No, it’s summer.
T: What is Finn building?
Ss:
He is building a sandcastle.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
go
build
sit
and
38
fly kites
collect seashells
build sandcastles
swim
surf
bike
crabs
suntan
ice cream
swimsuit
play volleyball
B
Choose and write the
word(s).
•
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.
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Step 2 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!
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
•
Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
39
Grammar Practice
3
STEP
A
Circle and write the
correct form of the verb.
•
Have students turn to page 34.
•
Go over the sentences comparing
present simple and present
continuous with students.
•
Ask students to circle the correct
form of the verbs and write them
in the blanks to complete the
sentences.
•
Go over the answers together after
students have finished.
B
Combine the sentences
with and.
•
Ask students to read the sentences.
•
Have students combine the sentences
using the word and.
•
If necessary, ask students questions
to guide them along.
T: What does and replace?
Ss: It replaces the period.
T: Does and replace anything else?
Ss: Yes, it replaces We.
•
Go over the answers together after
students have finished.
Materials: four bases
1. Divide students into Team Home and Team Away.
2. Clear a space and place the bases on the floor in the shape of a baseball
diamond.
3. Ask Team Home to gather in the center of the diamond.
4. Ask Team Away to line up behind home plate.
5. Have Team Home “pitch” (ask) grammar-related questions from Step 3 to
a student on Team Away one by one. For example, He collects or is
collecting seashells now?
6. If students from Team Away “hit” (answer) correctly, they may advance
one base. When a student reaches home plate, their team scores a run. If
students answer incorrectly, they are out.
7. After three outs, teams change rolls. Play three innings. The team with
more runs at the end wins!
Extension Activity
Baseball
Baseball Diamond
Second base
Third base
First base
Home plate
play
is chasing
is collecting
catch
is reading
go
We go to the beach and collect seashells.
They run to the beach and play volleyball.
Amy sits under the tree and reads her book.
Tom goes home and relaxes on the sofa.
40
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 35.
•
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.
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:
Finn’s family likes going to
the beach.
S2: They go into the water.
S3:
They build sandcastles
together.
S4: They eat ice cream.
Wrap-up
Homework
>> Workbook 2: pages 20
-
23
Answer Key on page
116
>> Grammar Worksheet 5
Photocopiable from page 131
Answer Key on page 143
like
collect
go
catch
build
have
We build sandcastles.
We like going to the beach.
We collect seashells.
We go to the beach in the summer.
We catch small crabs.
We always have fun at the beach.
41
Your Idea Web
5
STEP
>
Make your idea web about going to the beach.
•
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: We go to the beach in the summer.
like going to the beach
go to the beach
in the summer
fly kites
ride bikes
wear swimsuits
swim
always have fun at
the beach
*Answers may vary.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 36, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
He is collecting seashells now.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
36-37
Lesson 2
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
going to the beach 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
Homework
>>
Writing Correction Worksheet 5
Photocopiable from page 150
Answer Key on page 162
We like going to the beach.
We go to the beach in the summer.
We fly kites.
We wear swimsuits.
We ride bikes.
We swim.
We always have fun at the beach.
*Answers may vary.
At the Beach
43
Unit
6
Objectives
•
Students can describe activities done
in the mountains while applying
proper writing conventions.
•
Students can write in the present
continuous.
Grammar
•
Present continuous
Materials
•
Grammar Worksheet 6
•
Writing Correction Worksheet 6
•
Unit 6 Test
•
E-book, pages 38-43 (optional)
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
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
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: What is Finn’s dad wearing?
Ss: He is wearing hiking boots.
T: Are they wearing hats?
Ss: Yes, they are wearing hats.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
He is carrying a hiking stick.
I have a small backpack.
44
camping
skiing
cave exploring
hiking
B
Look and match the words.
•
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
•
After completing the exercise, have
students act out using the various items
in the word bank.
Spelling Ball
Materials: a ball
1. Ask students to stand in a big circle.
2. Say a word introduced in Step 2
and toss the ball to a student.
3. Have the student say the first letter
of the word. Then ask the student to
toss the ball to a classmate, who
then says the second letter of the
word, and then tosses the ball to
another classmate, and so on.
4. If students make a mistake, they
get one strike. After three strikes,
they must sit down.
5. Repeat steps 2-4 with new words.
The last student standing wins!
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 39.
•
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.
45
Grammar Practice
3
STEP
A
Circle the number and
say the sentences.
•
Have students turn to page 40.
•
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 family.
•
If necessary, ask students questions
to guide them along.
T: Why is My family are going
incorrect?
Ss: My family is singular.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects We and Sam.
•
Here are the sentences that can be
made with each subject:
①
My family – 2 sentences
My family is going to the
mountains.
My family is going camping
today.
②
We – 3 sentences
We are going to the mountains.
We are going camping today.
We are wearing hiking boots.
③
Sam – 2 sentences
Sam is going to the mountains.
Sam is going camping today.
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.
•
Go over the answers together after
students have finished.
Materials: paper, pencils
1. Divide students into groups of four to six students.
2. Have each student write two sentences in the present continuous along
the top of their paper.
3. Ask students to pass their paper to the next student in their group and have
them draw corresponding pictures of the sentences directly underneath
them. Have students fold their paper so that the sentences become hidden.
4. Ask students to pass their paper again and have them write corresponding
sentences of the pictures directly underneath them. Have students fold
their paper so that the pictures become hidden.
5. Continue this pattern until students receive back their original paper. Have
students review the sentence-picture chains on their paper and share them
with the class.
Extension Activity
Picture Telephone
46
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 41.
•
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.
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: Finn’s dad has a big backpack.
S2:
Finn’s dad is wearing hiking
boots.
S3: Finn has a small backpack.
S4: Finn is wearing a hat.
Wrap-up
Homework
>> Workbook 2: pages 24
-
27
Answer Key on page
117
>> Grammar Worksheet 6
Photocopiable from page 132
Answer Key on page 143
are going
are wearing
am wearing
mountains
are carrying
am carrying
My brothers are wearing hiking boots.
We are going camping today.
are carrying backpacks.
We are going to the mountains.
I am wearing a sun hat.
I am carrying a flashlight.
47
Your Idea Web
5
STEP
>
Make your idea web about a fun activity in the
mountains.
•
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: We are going skiing this winter.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 42, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
She is carrying a flashlight.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
42-43
Lesson 2
are going cave
exploring today
are going to a cave
is wearing a helmet
am wearing boots
is carrying a flashlight
am carrying a rope
is great for cave exploring today
*Answers may vary.
My sister
I
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
a fun activity in the mountains 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
Homework
>>
Writing Correction Worksheet 6
Photocopiable from page 151
Answer Key on page 162
We are going cave exploring today.
We are going to a cave.
My sister is wearing a helmet.
I am wearing boots.
She is carrying a flashlight.
I am carrying a rope.
The weather is great for cave exploring today.
*Answers may vary.
In the Cave
49
Writing Project
2
Style
•
Report Writing
Grammar
•
Students can conduct a survey and
write a report of their class’s favorite
games using descriptive words that
they learned in Units 4-6.
Materials
•
Pencils
•
Colored pencils
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 sample survey.
T: How many students’ favorite playtime game is badminton?
Ss: Two students.
T: What is the class’s favorite playtime game?
Ss: The class’s favorite playtime game is tag.
•
Read the sentences about the survey results together with students.
Student Book pp.
44-45
Lesson 3
Classroom Feud
Materials: paper, pencils
1. At the end of the class for Lesson 2
in Unit 6, survey students by asking
them five questions related to their
favorite things. For example, What
is your favorite animal?
2. Have students secretly write their
answers to the survey questions on
a piece of paper and submit it once
finished. Tally up students’ answers.
3. During the present class, divide
students into small teams.
4. Question by question, let teams
take turns guessing the most popular
answers to each. Teams get points
according to the survey answers.
For example, if six students
answered that their favorite animal
is a monkey, the team would get six
points.
5. Once students have finished
guessing all of the answers to the
five survey questions, the team with
the most points wins!
Lead-in
50
*Answers may vary.
Writing
2
STEP
C
Your Project
•
Have students turn to page 45.
•
Ask students to write a fun game in the blank box.
•
Have students survey their classmates by asking them what their
favorite playtime games are.
•
After collecting all of the answers from their classmates, have students
write about the results of the survey by filling in the blanks.
Homework
•
Ask students to survey their family
and friends about a topic of their
choice.
•
Have students report back next
class with the results of their survey.
Show and Tell
Materials: N/A
1. Choose one student to present their
project to the class.
2. Ask the student to come to the front
and show their survey to the class.
3. After showing their survey, have
the student tell the class about their
class’s favorite games by reading
what they wrote.
Extension Activity
Classroom Feud II
Materials: paper, pencils
1. At the end of the class for Lesson 2
in Unit 6, survey students by asking
them five questions related to their
least favorite things. For example,
What is your least favorite color?
2. Have students secretly write their
answers to the survey questions on
a piece of paper and submit it once
finished. Tally up students’ answers.
3. During the present class, divide
students into small teams.
4. Question by question, let teams
take turns guessing the most popular
answers to each. Teams get points
according to the survey answers.
For example, if three students
answered that their least favorite
color is pink, the team would get
three points.
5. Once students have finished
guessing all of the answers to the
five survey questions, the team with
the most points wins!
Wrap-up
Amy Lee
Two students like
kickball
Four students like
Six students like
Eight students like
Three students like kickball.
My class’s favorite game is badminton.
*Answers may vary.
51
Unit
7
Objectives
•
Students can describe foods from
different countries while applying
proper writing conventions.
•
Students can write prepositional
phrases using a common preposition
of time.
•
Students can write about what they
like.
Grammar
•
Preposition of time: on
•
Like
Materials
•
Grammar Worksheet 7
•
Writing Correction Worksheet 7
•
Unit 7 Test
•
E-book, pages 46-51 (optional)
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.
Student Book pp.
46-49
Lesson 1
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 kind of restaurant are
they at?
Ss:
They’re at an Italian
restaurant.
T:
Which foods are they eating?
Ss:
They’re eating spaghetti,
pizza, and risotto.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
52
fried rice
risotto
banana pancakes
tacos
noodles
spaghetti
pad thai
nachos
dumplings
pizza
tom yum goong
burritos
Mexican
Chinese
tacos
dumplings
B
Complete the sentences
about yourself and your
friend.
•
Ask students to fill in the blanks
with the appropriate details about
themselves and their friends.
Write the Same Word
Materials: a board, a marker, paper,
pencils
1. Write a word introduced in Step 2
on the board.
2. Ask each student to write one
related word on a piece of paper.
For example, if the word written on
the board is pizza, students might
want to write cheese on their piece
of paper.
3. Have students hold up their pieces
of paper and reveal the words that
they wrote down to each other.
4. Students that wrote the same word
as at least one other student stay in
the game. Students that did not are
out.
5. Repeat steps 1-4 until no two
students are able to write the same
word. The students that stayed in
the game until the latest round are
the winners.
Extension Activity
Word Practice
2
STEP
A
Look and write the name of the food.
•
Have students turn to page 47.
•
Ask students to read the words in the word banks.
•
Have students look at the pictures and fill in the blanks with the correct
food names chosen from the word banks.
•
Go over the answers together after students have finished.
Teaching Tip
•
After completing the exercise, have students act out eating the various
foods in the word banks.
*Answers may vary.
53
Grammar Practice
3
STEP
A
Choose and complete
the sentence. Discuss
your choices.
•
Have students turn to page 48.
•
Go over the adverbial and
prepositional phrases of time with
students.
•
Ask students to complete the
sentences by writing the correct
adverbial and prepositional phrases
chosen from the word bank.
•
Once students have finished, discuss
their answer choices with them.
T:
Why did you not write We go to
school on weekends?
Ss: We don’t go to school on
Saturdays or Sundays.
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.
Materials: a board, markers
1. Divide the board into two halves and divide the class into two teams.
2. Ask each team to line up in front of one half of the board.
3. Call out a grammar point covered in Step 3 and have each team write as
many sentences as possible that use the given grammar point. For example,
if on Saturdays is called, teams could write We go out to eat on Saturdays.
4. Give teams a time limit. For example, one minute. The team that writes
more correct sentences within the given time limit wins the round and gets
a point.
5. Repeat steps 3-4 with other grammar points. The team with more points at
the end wins!
Extension Activity
Board Race
on weekdays
on special days
on Christmas Day
every day
on weekends
on Sundays
*Answers may vary.
54
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 49.
•
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.
goes out to eat on my mom’s birthday.
go to a Chinese restaurant.
We like Chinese food very much.
My mom likes dumplings.
My dad likes noodles.
I like fried rice.
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:
They always go to an Italian
restaurant.
S2: Cody and Finn like pizza.
S3:
Ella’s favorite food is
spaghetti.
S4: The food is delicious.
Wrap-up
Homework
>> Workbook 2: pages 28
-
31
Answer Key on page
118
>> Grammar Worksheet 7
Photocopiable from page 133
Answer Key on page 143
goes out to eat
go
like
likes
likes
like
55
Your Idea Web
5
STEP
>
Make your idea web about eating out with your
family.
•
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: My sister likes nachos and salsa.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 50, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
We get presents on Christmas Day.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
50-51
Lesson 2
likes pad thai
likes banana pancakes
like tom yum goong
my birthday
Thai restaurant
Thai
mom
dad
movies and TV shows
*Answers may vary.
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
eating out with their family 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.
>> Unit 7 Test
Photocopiable from page 174
Answer Key on page 189
Wrap-up
Homework
>>
Writing Correction Worksheet 7
Photocopiable from page 152
Answer Key on page 162
My family goes out to eat on my birthday.
We go to a Thai restaurant.
We like Thai food very much.
My dad likes pad thai.
My mom likes banana pancakes.
I like tom yum goong.
We talk about movies and TV shows.
*Answers may vary.
Eating Out
57
Unit
8
Objectives
•
Students can describe activities
related to birthdays while applying
proper writing conventions.
•
Students can use the frequency
adverbs always and usually in their
writing.
•
Students can write the months of the
year.
Grammar
•
Frequency adverbs: always, usually
Materials
•
Grammar Worksheet 8
•
Writing Correction Worksheet 8
•
Unit 8 Test
•
E-book, pages 52-57 (optional)
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.
Student Book pp.
52-55
Lesson 1
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: What are they doing?
Ss:
They are having a birthday
party.
T: Are there a lot of presents?
Ss:
Yes, there are a lot of
presents.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
have
makes
invite
play
No
No
Yes
58
get
friends
birthday banner
birthday cake
magic show
balloons
movie
sing
blow out
make
B
Look and write the word(s).
•
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.
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Step 2 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!
Extension Activity
Word Practice
2
STEP
A
Choose and write the word(s).
•
Have students turn to page 53.
•
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
•
Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
59
Grammar Practice
3
STEP
A
Rewrite the sentence
with always or usually.
•
Have students turn to page 54.
•
Go over the sentences related to
frequency adverbs with students.
•
Ask students to rewrite the
sentences with always or usually.
•
Go over the answers together after
students have finished.
B
Choose and complete
the sentences about
yourself and your family.
•
Go over the months of the year with
students. Ask students questions to
help improve their understanding.
T:
What is the tenth month of the
year?
Ss: It’s October.
T: Which month comes after
December?
Ss: January comes after December.
•
Ask students to complete the
sentences by filling in the blanks
with names of family members and
correct months chosen from the word
bank.
•
Go over the answers together after
students have finished.
Materials: four bases
1. Divide students into Team Home and Team Away.
2. Clear a space and place the bases on the floor in the shape of a baseball
diamond.
3. Ask Team Home to gather in the center of the diamond.
4. Ask Team Away to line up behind home plate.
5. Have Team Home “pitch” (ask) grammar-related questions from Step 3
to a student on Team Away one by one. For example, Mom make or makes
a cake?
6. If students from Team Away “hit” (answer) correctly, they may advance
one base. When a student reaches home plate, their team scores a run. If
students answer incorrectly, they are out.
7. After three outs, teams change rolls. Play three innings. The team with
more runs at the end wins!
Extension Activity
Baseball
I always have a birthday party.
The party is usually at home.
We usually play games.
We are always happy at the party.
August
September
April
sister’s
January
grandfather’s
December
There are always many people.
My mom usually makes a cake.
Baseball Diamond
Second base
Third base
First base
Home plate
*Answers may vary.
60
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 55.
•
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.
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: Finn’s birthday is in June.
S2:
Finn’s dad makes a birthday
cake.
S3:
Cody and Ella make a birthday
banner.
S4: They eat the birthday cake.
Wrap-up
Homework
>> Workbook 2: pages 32
-
35
Answer Key on page
119
>> Grammar Worksheet 8
Photocopiable from page 134
Answer Key on page 143
is
have
cooks
makes
bring
invite
I usually invite my friends.
My friends usually bring presents.
My birthday is in December.
My mom cooks a lot of food.
We always have a party on my birthday.
My dad makes a birthday banner.
61
Your Idea Web
5
STEP
>
Make your idea web about your birthday.
•
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: I always eat cake and ice cream on my birthday.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 56, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
Mom makes a cake.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
56-57
Lesson 2
August
always have a party on my birthday
puts up balloons
makes a birthday cake
blow out candles
sing
Happy Birthday
watch a magic show
*Answers may vary.
My dad
I
My mom
My friends
We
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 birthday 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.
>> Unit 8 Test
Photocopiable from page 175
Answer Key on page 189
Wrap-up
Homework
>>
Writing Correction Worksheet 8
Photocopiable from page 153
Answer Key on page 162
My birthday is in August.
We always have a party on my birthday.
My dad puts up balloons.
I blow out candles.
My mom makes a birthday cake.
My friends sing
Happy Birthday
.
We watch a magic show.
*Answers may vary.
On My Birthday
63
Unit
9
Objectives
•
Students can describe different kinds
of movies while applying proper
writing conventions.
•
Students can use the quantifiers a,
an, and some in their writing.
Grammar
•
Quantifiers: a, an, some
Materials
•
Grammar Worksheet 9
•
Writing Correction Worksheet 9
•
Unit 9 Test
•
E-book, pages 58-63 (optional)
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
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Student Book pp.
58-61
Lesson 1
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: Where are they?
Ss: They’re at a movie theater.
T:
Which snacks are they having?
Ss:
They’re having popcorn and
soda.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
movie
in
at
some
64
Frozen
Iron Man
Harry Potter
snow queen
superhero
wizards
animation movies
action movies
fantasy movies
animation
action
fantasy
Spelling Ball
Materials: a ball
1. Ask students to stand in a big circle.
2. Say a word introduced in Step 2
and toss the ball to a student.
3. Have the student say the first letter
of the word. Then ask the student to
toss the ball to a classmate, who
then says the second letter of the
word, and then tosses the ball to
another classmate, and so on.
4. If students make a mistake, they
get one strike. After three strikes,
they must sit down.
5. Repeat steps 2-4 with new words.
The last student standing wins!
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 59.
•
Ask students to read the words in the word banks.
•
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
•
After completing the exercise, have students act out some of the
character roles in the word banks. For example, wizards.
65
Grammar Practice
3
STEP
A
Circle the number and
say the sentences.
•
Have students turn to page 60.
•
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, The movie.
•
If necessary, ask students questions
to guide them along.
T: Can movies be excited?
Ss: No, they cannot.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects She and We.
•
Here are the sentences that can be
made with each subject:
①
The movie – 1 sentence
The movie is about a special boy.
②
She – 1 sentence
She is excited about the movie.
③
We – 2 sentences
We are excited about the movie.
We like fantasy movies.
B
Write a, an, or some.
•
Go over the phrases representing the
quantifiers
with students.
•
Explain to students that the indefinite
articles a and an can also behave as
quantifiers and represent the quantity
of one.
•
Have students complete the
sentences by filling in the blanks
with a, an, or some.
•
Go over the answers together after
students have finished.
Materials: paper, pencils
1. Divide students into groups of four to six students.
2. Have each student write two sentences along the top of their paper that
use a, an, or some.
3. Ask students to pass their paper to the next student in their group and have
them draw corresponding pictures of the sentences directly underneath
them. Have students fold their paper so that the sentences become hidden.
4. Ask students to pass their paper again and have them write corresponding
sentences of the pictures directly underneath them. Have students fold
their paper so that the pictures become hidden.
5. Continue this pattern until students receive back their original paper. Have
students review the sentence-picture chains on their paper and share them
with the class.
Extension Activity
Picture Telephone
some
some
a
some
some
an
66
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 61.
•
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.
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:
Finn’s family is watching a
movie today.
S2:
They are at Blueberry Movie
Theater.
S3:
The movie starts at three
o’clock.
S4: It is an animation movie.
Wrap-up
Homework
>> Workbook 2: pages 36
-
39
Answer Key on page
120
>> Grammar Worksheet 9
Photocopiable from page 135
Answer Key on page 144
is
is
are watching
want
is
starts
We are watching
Spiderman
.
We want some popcorn and soda.
My family is at the movie theater.
It is an action movie.
The theater is in the shopping mall.
It starts at two o’clock.
67
Your Idea Web
5
STEP
>
Make your idea web about going to the movies.
•
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: We like adventure movies.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 62, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
We are eating some popcorn.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
62-63
Lesson 2
is
fantasy
Harry Potter
magic and wizards
four o’clock
is in the department store
want some hot dogs
*Answers may vary.
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
going to the movies 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.
>> Unit 9 Test
Photocopiable from page 176
Answer Key on page 189
Wrap-up
Homework
>>
Writing Correction Worksheet 9
Photocopiable from page 154
Answer Key on page 163
My family is at the movie theater.
The theater is in the department store.
We are watching
Harry Potter
.
It is about magic and wizards.
It is a fantasy movie.
It starts at four o’clock.
We want some hot dogs.
*Answers may vary.
Movie Time
69
Writing Project
3
Style
•
Report Writing
Grammar
•
Students can write a report of their
family’s favorite restaurant using
descriptive words that they learned
in Units 7-9.
Materials
•
Photocopies of project template
•
Pencils
•
Colored pencils
•
Scissors
•
String
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 sample mobile.
T: What kind of restaurant is Gino’s?
Ss: It is an Italian restaurant.
T: What is Ken’s mom’s favorite food?
Ss: Her favorite food is pasta.
•
Read the sentences in the report together with students.
Student Book pp.
64-65
Lesson 3
Go Fish!
Materials: a board, a marker, paper,
pencils
1.
Write a list of 15 words on the board
that were covered in Units 7-9.
2.
Divide students into groups of three.
Have students in each group make
card pairs for each word by writing
them on two separate pieces of
paper.
3. Have students mix up their cards
and deal four cards to each group
member, placing the rest of the
cards in a pile.
4. Ask students in each group to take
turns trying to find matching pairs
of cards by asking other students,
“Do you have a _____?”
5. If students have the card, they must
give it to the student asking the
question. If not, they must say “Go
fish!” and the student who asked
the question must then pick up a
card from the pile.
6. After all the cards have been
matched, the student with the most
pairs wins!
Lead-in
70
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 write about their family’s favorite restaurant by filling in
the blanks with the appropriate details.
•
Have students color and cut out the fish shapes.
•
Have students connect the fish shapes using string to complete their
mobile.
Homework
•
Ask students to share their project
with their parents.
•
Have students report back next
class describing their parents’
reaction to the project.
Emma Murray
Japanese
Japanese
sushi
ramen
takoyaki
Fuji
*Answers may vary.
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
fish
mobile to the class.
3. After showing their mobile, have
the students tell the class about
their family’s favorite restaurant by
reading what they wrote.
Extension Activity
Go Wish!
Materials: a board, a marker, paper,
pencils
1. Write a list of 15 words on the board
that were covered in Units 7-9.
2. Divide students into groups of three.
Have students in each group make
card pairs for each word by writing
them on two separate pieces of paper.
3. Have students mix up their cards and
deal four cards to each group member,
placing the rest of the cards in a pile.
4. Ask students in each group to take
turns trying to find matching pairs of
cards by asking other students, “Do
you have a _____?”
5. If students have the card in question,
they must give it to the student. If not,
they must say “Go wish!” In this case,
the student can ask one more
question to another student. If
the student's second guess is also
unsuccessful, then they must pick up
a card from the pile.
6. After all the cards have been
matched, the student with the most
pairs wins!
Wrap-up
71
Unit
10
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.
Objectives
•
Students can describe different
land animals while applying proper
writing conventions.
•
Students can write comparatives.
Grammar
•
Comparatives
Materials
•
Grammar Worksheet 10
•
Writing Correction Worksheet 10
•
Unit 10 Test
•
E-book, pages 66-71 (optional)
Student Book pp.
66-69
Lesson 1
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 the zebra’s
stripes?
Ss: They are black and white.
T: Are zebras bigger than horses?
Ss:
No, they are smaller than
horses.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
72
Asia
moon shape
hibernate
Australia
muscular
grass
Africa
manes
meat
larger than
longer than
heavy
short
Write the Same Word
Materials: a board, a marker, paper,
pencils
1. Write a word introduced in Step 2
on the board.
2. Ask each student to write one
related word on a piece of paper.
For example, if the word written
on the board is kangaroos, students
might want to write Australia on
their piece of paper.
3. Have students hold up their pieces
of paper and reveal the words that
they wrote down to each other.
4. Students that wrote the same word
as at least one other student stay in
the game. Students that did not are
out.
5. Repeat steps 1-4 until no two
students are able to write the same
word. The students that stayed in
the game until the latest round are
the winners.
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 67.
•
Ask students to read the words in the word banks.
•
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.
73
Grammar Practice
3
STEP
A
Write the correct form of
the adjective.
•
Have students turn to page 68.
•
Go over the comparative phrases
with students.
•
Ask students to complete the
sentences by writing the correct
comparative form of the adjective
given for each.
•
If necessary, ask students questions
to help guide them along.
T: Are turtles faster than rabbits?
Ss:
No, turtles are slower than
rabbits.
•
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.
Materials: a board, markers
1. Divide the board into two halves and divide the class into two teams.
2. Ask each team to line up in front of one half of the board.
3. Call out a grammar point covered in Step 3 and have each team write as
many sentences as possible that use the given grammar point. For example,
if bigger than is called, teams could write An elephant is bigger than a
kangaroo.
4. Give teams a time limit. For example, one minute. The team that writes
more correct sentences within the given time limit wins the round and gets
a point.
5. Repeat steps 3-4 with other grammar points. The team with more points at
the end wins!
Extension Activity
Board Race
slower than
faster than
larger than
smaller than
more muscular than
more dangerous than
74
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 69.
•
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.
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: Zebras are wild animals.
S2:
Zebras are bigger than
donkeys.
S3: Zebras live in family groups.
S4: Their favorite food is grass.
Wrap-up
Homework
>> Workbook 2: pages 40
-
43
Answer Key on page
121
>> Grammar Worksheet 10
Photocopiable from page 136
Answer Key on page 144
are
live
live
can eat
are
eat
They live in the mountains.
They can eat with their hands.
are black and white bears.
They are smaller than polar bears.
live in China.
They usually eat bamboo.
75
Your Idea Web
5
STEP
>
Make your idea web about a land animal.
•
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: Lions live in Africa.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 70, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
Elephants have big ears.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
70-71
Lesson 2
live in Asia
have a moon shape
on their chest
Moon bears
hibernate in the winter
have a heavy body
can climb trees
have a short tail
eat fruits and nuts
*Answers may vary.
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 a
land 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 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.
>> Unit 10 Test
Photocopiable from page 179
Answer Key on page 190
Wrap-up
Homework
>>
Writing Correction Worksheet 10
Photocopiable from page 155
Answer Key on page 163
Moon bears live in Asia.
They have a moon shape on their chest.
They have a heavy body.
They hibernate in the winter.
They have a short tail.
They can climb trees.
They eat fruits and nuts.
*Answers may vary.
Moon Bears
77
Unit
11
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
Write Yes or No.
•
Ask students to read the questions and write Yes or No.
•
Go over the answers together after students have finished.
Objectives
•
Students can describe different
sea animals while applying proper
writing conventions.
•
Students can write on in combination
with body parts.
Grammar
•
on + (body part)
Materials
•
Grammar Worksheet 11
•
Writing Correction Worksheet 11
•
Unit 11 Test
•
E-book, pages 72-77 (optional)
Student Book pp.
72-75
Lesson 1
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:
How many flippers do manatees
have?
Ss: They have two flippers.
T: Is their body round or square?
Ss: It is round.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
Yes
No
No
78
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Step 2 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!
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.
•
Have students look at the pictures and fill 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
create their own based on the pictures.
body
fin
blowhole
flippers
tail
head
arms
eyes
suckers
color
body
tail
eyes
fins
mouth
79
Grammar Practice
3
STEP
A
Read and match.
•
Have students turn to page 74.
•
Go over the phrases that use on with
students.
•
Ask students to read and correctly
match the parts of each sentence.
•
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 verbs can match with It?
Ss: The verbs, lives and has.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects They and A manatee.
•
Here are the sentences that can be
made with each subject:
①
t – 2 sentences
It lives in the sea.
It has a round body.
②
They – 2 sentences
They are in the sea.
They are very dangerous.
③
A manatee – 2 sentences
A manatee lives in the sea.
A manatee has a round body.
Materials: four bases
1. Divide students into Team Home and Team Away.
2. Clear a space and place the bases on the floor in the shape of a baseball
diamond.
3. Ask Team Home to gather in the center of the diamond.
4. Ask Team Away to line up behind home plate.
5. Have Team Home “pitch” (ask) grammar-related questions from Step 3 to
a student on Team Away one by one. For example, Dolphins have flippers
on their head or side?
6. If students from Team Away “hit” (answer) correctly, they may advance
one base. When a student reaches home plate, their team scores a run. If
students answer incorrectly, they are out.
7. After three outs, teams change rolls. Play three innings. The team with
more runs at the end wins!
Extension Activity
Baseball
80
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 75.
•
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.
live
have
are
have
have
eat
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: Manatees are sea animals.
S2: Manatees have a round body.
S3: Manatees have a flat tail.
S4: They only eat sea plants.
Wrap-up
Homework
>> Workbook 2: pages 44
-
47
Answer Key on page
122
>> Grammar Worksheet 11
Photocopiable from page 137
Answer Key on page 144
They have a hard shell on their back.
They only eat sea plants.
live in the ocean.
They have a shell on their belly too.
are large reptiles.
They have four flippers.
81
Your Idea Web
5
STEP
>
Make your idea web about a sea animal.
•
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: Green sea turtles have a hard shell on their back.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 76, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
Octopuses have suckers on their
arms.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
76-77
Lesson 2
live in the ocean
are usually gray
Dolphins
have a dorsal fin
on their back
can swim very well
have two flippers
have a powerful tail
are very smart
*Answers may vary.
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 a
sea 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 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.
>> Unit 11 Test
Photocopiable from page 180
Answer Key on page 190
Wrap-up
Homework
>>
Writing Correction Worksheet 11
Photocopiable from page 156
Answer Key on page 163
Dolphins live in the ocean.
They are usually gray.
They can swim very well.
They have a dorsal fin on their back.
They have a powerful tail.
They have two flippers.
They are very smart.
*Answers may vary.
A Smart Sea Animal
83
Unit
12
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
Check True or False.
•
Ask students to read the sentences and check True or False.
•
Go over the answers together after students have finished.
Objectives
•
Students can describe different
birds while applying proper writing
conventions.
•
Students can write superlatives.
Grammar
•
Superlatives
Materials
•
Grammar Worksheet 12
•
Writing Correction Worksheet 12
•
Unit 12 Test
•
E-book, pages 78-83 (optional)
Student Book pp.
78-81
Lesson 1
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:
Do you think peacocks are
beautiful?
Ss: Yes, I think they are beautiful.
T:
What do their tail feathers look
like?
Ss: They look like a fan.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
birds
head
eyes
nests
84
Spelling Ball
Materials: a ball
1. Ask students to stand in a big circle.
2. Say a word introduced in Step 2
and toss the ball to a student.
3. Have the student say the first letter
of the word. Then ask the student to
toss the ball to a classmate, who
then says the second letter of the
word, and then tosses the ball to
another classmate, and so on.
4. If students make a mistake, they
get one strike. After three strikes,
they must sit down.
5. Repeat steps 2-4 with new words.
The last student standing wins!
Extension Activity
Word Practice
2
STEP
>
Choose and write the word.
•
Have students turn to page 79.
•
Ask students to read the words in the word banks.
•
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
•
After completing the exercise, have students act out the three animals
from the exercise based on the words in the word banks.
powerful
clawed
hunt
colorful
largest
neck
taller
run
hooked
voice
holes
cliffs
85
Grammar Practice
3
STEP
A
Circle the correct word.
•
Have students turn to page 80.
•
Go over the regular and superlative
sentences 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:
Do peacocks have colorful
feathers?
Ss: Yes, they have colorful
feathers.
T: Are owls more small or smaller
than albatrosses?
Ss: They are smaller than
albatrosses.
•
Go over the answers together after
students have finished.
Materials: paper, pencils
1. Divide students into groups of four to six students.
2. Have each student write two sentences along the top of their paper that
use a superlative.
3. Ask students to pass their paper to the next student in their group and have
them draw corresponding pictures of the sentences directly underneath
them. Have students fold their paper so that the sentences become hidden.
4. Ask students to pass their paper again and have them write corresponding
sentences of the pictures directly underneath them. Have students fold
their paper so that the pictures become hidden.
5. Continue this pattern until students receive back their original paper. Have
students review the sentence-picture chains on their paper and share them
with the class.
Extension Activity
Picture Telephone
Peacocks have colorful tail feathers.
Owls are smaller than albatrosses.
It is the biggest bird.
Eagles have clawed feet.
An ostrich can’t fly.
Parrots are smaller than owls.
Woodpeckers have a strong beak.
86
Writing Practice
4
STEP
>
Choose and complete the idea web. Write the
sentences using the idea web.
•
Have students turn to page 81.
•
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.
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: Peacocks are large birds.
S2:
Peacocks have beautiful tail
feathers.
S3: Peacocks are blue and green.
S4: Peacocks can’t fly very far.
Wrap-up
Homework
>> Workbook 2: pages 48
-
51
Answer Key on page
123
>> Grammar Worksheet 12
Photocopiable from page 138
Answer Key on page 144
are
have
see
live
hunt
build
They live in the Arctic.
They hunt during the day.
are snow-white.
They build their nests on the ground.
have yellow eyes and a black beak.
They can see very well.
87
Your Idea Web
5
STEP
>
Make your idea web about a special bird.
•
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: Ostriches can’t fly.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 82, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a
piece of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
An eagle has clawed feet.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
82-83
Lesson 2
are large and powerful
have a hooked beak
Eagles
are great hunters
have clawed feet
can fly very well
hunt during the day
build nests on high cliffs
*Answers may vary.
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 a
special bird 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
Homework
>>
Writing Correction Worksheet 12
Photocopiable from page 157
Answer Key on page 163
>> Writing Project 4
Ask students to find fun facts
and a picture about an animal of
their choice.
Eagles are large and powerful.
They have a hooked beak.
They have clawed feet.
They are great hunters.
They hunt during the day.
They can fly very well.
They build nests on high cliffs.
*Answers may vary.
Powerful Eagles
89
Writing Project
4
Style
•
Report Writing
Grammar
•
Students can write a report of
an animal of their choice using
descriptive words that they learned
in Units 10-12.
Materials
•
Students’ pictures of their animal
•
Pencils
•
Colored 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 sample animal report.
T: Where do Emperor penguins live?
Ss: They live in Antarctica.
T: Do they have wings?
Ss: No, they have flippers.
•
Read the sentences in the report together with students.
Student Book pp.
84-85
Lesson 3
Odd Animal Out
Materials: a board, a marker, paper,
pencils
1. At their desks, have each student
write a list of four animals on their
piece of paper, three that are
related in some way and one that
is not related. For example:
penguin, owl, bear, and ostrich.
In this example, penguin, owl, and
ostrich are related because they are
all birds, and therefore, bear would
be the odd animal out.
2. After all students have written
down their list of four animals, ask
students to take turns coming up
to the front and writing them on the
board.
3. For each list, have other students
guess what the odd animal out is.
It is possible that some lists may
contain multiple answers.
Therefore, if possible, ask students
to give reasons for their answers.
Lead-in
90
Writing
2
STEP
C
Your Project
•
Have students turn to page 85.
•
Ask students to glue the picture of their animal in the frame.
•
If students were unable to bring a picture, ask them to draw the animal
instead.
•
Have students write about their animal by filling in the blanks with the
appropriate details.
Homework
•
Ask students to share their project
with their parents.
•
Have students report back next
class describing their parents’
reaction to the project.
Robin Chen
Moose
Moose
are the largest animal in the deer family
are taller than horses
eat 33 kg of food a day in the summer
have very wide feet
can swim very well
Canada
*Answers may vary.
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
animal report to the class.
3. After showing their report, have the
students tell the class about their
animal by reading what they wrote.
Extension Activity
Odd Word Out
Materials: a board, a marker, paper,
pencils
1. At their desks, have each student
write a list of four words on their
piece of paper, three that are related
in some way and one that is not
related. For example: head, eyes,
legs, and arms. In this example,
eyes, legs, and arms are related
because there are usually more
than one of them on a body, and
therefore, head would be the odd
word out.
2. After all students have written
down their list of four words, ask
students to take turns coming up
to the front and writing them on the
board.
3. For each list, have other students
guess what the odd word out is.
It is possible that some lists may
contain multiple answers. Therefore,
if possible, ask students to give
reasons for their answers.
Wrap-up
91
Unit
13
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.
Objectives
•
Students can describe famous
people while applying proper writing
conventions.
•
Students can write about the
nations people are from and their
nationalities.
Grammar
•
Link and review
•
Nations and nationalities
Materials
•
Grammar Worksheet 13
•
Writing Correction Worksheet 13
•
Unit 13 Test
•
E-book, pages 86-91 (optional)
Student Book pp.
86-89
Lesson 1
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: What sport does he play?
Ss: He plays soccer.
T: Do you think he is very tall?
Ss: No, he is not very tall.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
92
talk show host
1954
American
popular
Switzerland
tennis player
1981
actress
China
pianist
France
smart
English
started
concerts
started
Write the Same Word
Materials: a board, a marker, paper,
pencils
1. Write a word introduced in Step 2
on the board.
2. Ask each student to write one
related word on a piece of paper.
For example, if the word written on
the board is pianist, students might
want to write concerts on their
piece of paper.
3. Have students hold up their pieces
of paper and reveal the words that
they wrote down to each other.
4. Students that wrote the same word
as at least one other student stay in
the game. Students that did not are
out.
5. Repeat steps 1-4 until no two
students are able to write the same
word. The students that stayed in
the game until the latest round are
the winners.
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 87.
•
Ask students to read the words in the word banks.
•
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
•
After completing the exercise, have students act out the occupations of
the four famous people.
93
Grammar Practice
3
STEP
A
Circle and write the
correct word.
•
Have students turn to page 88.
•
Go over the sentences comparing
from (nation) versus is (nationality)
with students.
•
Ask students to circle the correct
words and write them in the blanks
to complete the sentences.
•
If necessary, ask students questions
to help guide them along.
T:
Yao Ming is Chinese, but which
country is he from?
Ss: He is from China.
T: J.K. Rowling is from the UK, but
what is her nationality?
Ss: She is British.
•
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.
Materials: a board, markers
1. Divide the board into two halves and divide the class into two teams.
2. Ask each team to line up in front of one half of the board.
3. Call out a grammar point covered in Step 3 and have each team write as
many sentences as possible that use the given grammar point. For example,
if is from is called, teams could write Yao Ming is from China.
4. Give students a time limit. For example, one minute. The team that writes
more correct sentences within the given time limit wins the round and gets
a point.
5. Repeat steps 3-4 with other grammar points. The team with more points at
the end wins!
Extension Activity
Board Race
German
China
Brazil
British
Japanese
France
American
Portugal
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.
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:
Lionel Messi is a famous
soccer player.
S2:
He plays for Spanish team
Barcelona.
S3: He is only 170 cm tall.
S4: His nickname is The Flea.
Wrap-up
Homework
>> Workbook 2: pages 52
-
55
Answer Key on page
124
>> Grammar Worksheet 13
Photocopiable from page 139
Answer Key on page 145
is
is
is
was born
plays
can draw
He was born in 1971.
He plays volleyball every week.
is one of the most popular writers.
He can draw cartoons too.
is the author of the
Diary of a Wimpy Kid
books.
He is a cub scout master.
95
Your Idea Web
5
STEP
>
Make your idea web about a famous person.
•
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: He is a famous pianist.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 90, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a piece
of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
She is a famous actress.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
90-91
Lesson 2
is a famous actress
was born in France
Emma Watson
acted in
Beauty and
the Beast
speaks English
and French
is smart
acted in the
Harry
Potter
series
is rich and popular
*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
a famous person 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.
>> Unit 13 Test
Photocopiable from page 182
Answer Key on page 191
Wrap-up
Homework
>>
Writing Correction Worksheet 13
Photocopiable from page 158
Answer Key on page 164
Emma Watson is a famous actress.
She was born in France.
She speaks English and French.
She acted in
Beauty and the Beast
.
She acted in the
Harry Potter
series.
She is smart.
She is rich and popular.
*Answers may vary.
Emma Watson
97
Unit
14
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.
Objectives
•
Students can describe famous
cities while applying proper writing
conventions.
•
Students can use prepositions in
combination with the names of cities.
Grammar
•
Link and review
•
Prepositions + cities
Materials
•
Grammar Worksheet 14
•
Writing Correction Worksheet 14
•
Unit 14 Test
•
E-book, pages 92-97 (optional)
Student Book pp.
92-95
Lesson 1
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: Which city is Paris in?
Ss: It is in France.
T: What can you see in the city?
Ss:
I can see a tower and a
museum.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
city
tower
paintings
church
Yes
No
Yes
98
6,700 km
palace
benches
steps
church
theater
High Noon
Materials: paper, pencils
1. Divide students into two teams.
2. Have each student write one word
covered in Step 2 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!
Extension Activity
Word Practice
2
STEP
>
Choose and write the word.
•
Have students turn to page 93.
•
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
•
Before students look at the options in the word bank, have them try to
answer as many questions as they can first.
99
Grammar Practice
3
STEP
A
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, Paris.
•
If necessary, ask students questions
to guide them along.
T: Is Paris singular or plural?
Ss: It is singular.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects They and There.
•
Here are the sentences that can be
made with each subject:
①
Paris – 3 sentences
Paris is a big city.
Paris has famous places.
Paris has beautiful paintings.
②
They – 2 sentences
They are famous places.
They are beautiful paintings.
③
There – 3 sentences
There are famous places.
There are beautiful paintings.
There is a big city.
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.
Materials: four bases
1. Divide students into Team Home and Team Away.
2. Clear a space and place the bases on the floor in the shape of a baseball
diamond.
3. Ask Team Home to gather in the center of the diamond.
4. Ask Team Away to line up behind home plate.
5. Have Team Home “pitch” (ask) grammar-related questions from Step 3 to
a student on Team Away one by one. For example, Rome is a city on or in
Italy?
6. If students from Team Away “hit” (answer) correctly, they may advance
one base. When a student reaches home plate, their team scores a run. If
students answer incorrectly, they are out.
7. After three outs, teams change rolls. Play three innings. The team with
more runs at the end wins!
Extension Activity
Baseball
100
Writing Practice
4
STEP
>
Complete the idea web with the correct Be verb.
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 Be verbs.
•
Then have students write the sentences using the information in the
idea web.
•
Go over the answers together after students have finished.
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: Paris is a city in France.
S2: It is the capital of France.
S3: The Eiffel Tower is famous.
S4:
The Louvre is a famous
museum.
Wrap-up
Homework
>> Workbook 2: pages 56
-
59
Answer Key on page
125
>> Grammar Worksheet 14
Photocopiable from page 140
Answer Key on page 145
is
are
is
is
is
is
Buckingham Palace is a beautiful palace.
It is a very busy place.
is the capital of the UK.
is famous.
are many things to see.
Portobello Market is the largest open market.
101
Your Idea Web
5
STEP
>
Make your idea web about a famous city.
•
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: London is the capital of the UK.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 96, write the topic of
the idea web on the board.
2. Divide students into groups of four.
3. Have each student write down
three ideas related to the topic on a
piece of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
It is a tall iron tower.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
96-97
Lesson 2
is in China
is the capital city of China
are many things to see
is 6,700 km long
is about 2,700 years old
is an old palace
has a long history too
Beijing
The Great
Wall
The Forbidden
City
*Answers may vary.
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 a
famous 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 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.
>> Unit 14 Test
Photocopiable from page 183
Answer Key on page 191
Wrap-up
Homework
>>
Writing Correction Worksheet 14
Photocopiable from page 159
Answer Key on page 164
Beijing is in China.
It is the capital city of China.
There are many things to see.
It is about 2,700 years old.
The Great Wall is 6,700 km long.
The Forbidden City is an old palace.
It has a long history too.
*Answers may vary.
Beijing
103
Unit
15
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
Read and match.
•
Ask students to read and correctly match the parts of each sentence.
•
Go over the answers together after students have finished.
Objectives
•
Students can describe famous
landmarks while applying proper
writing conventions.
•
Students can use prepositions in
combination with the names of
landmarks.
•
Students can write superlatives.
Grammar
•
Link and review
•
Prepositions + landmarks
•
Superlatives
Materials
•
Grammar Worksheet 15
•
Writing Correction Worksheet 15
•
Unit 15 Test
•
E-book, pages 98-103 (optional)
Student Book pp.
98-101
Lesson 1
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: Is the building thin or wide?
Ss: It is thin.
T: How many floors do you think
there are?
Ss: I think there are 200 floors.
3. Encourage students to point at
the picture when answering the
questions.
Lead-in
It is the tallest building in the world.
People can see the whole city from there.
104
New York
opened
floors
tallest
Egypt
years
tomb
pyramid
Pisa
bell tower
built
floors
Teaching Tip:
•
After completing the exercise, read
a random selection of sentences one
by one. Have students point to the
landmark that each sentence relates to.
Spelling Ball
Materials: a ball
1. Ask students to stand in a big circle.
2. Say a word introduced in Step 2
and toss the ball to a student.
3. Have the student say the first letter
of the word. Then ask the student to
toss the ball to a classmate, who
then says the second letter of the
word, and then tosses the ball to
another classmate, and so on.
4. If students make a mistake, they
get one strike. After three strikes,
they must sit down.
5. Repeat steps 2-4 with new words.
The last student standing wins!
Extension Activity
Word Practice
2
STEP
>
Choose and write the word(s).
•
Have students turn to page 99.
•
Ask students to read the words in the word banks.
•
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.
Note:
The use of the definitive article the before the proper name of a building
does not follow an objectively consistent rule. This explains why, for
example, The does not precede One World Trade Center, yet precedes
both Great Pyramid of Giza and Tower of Pisa in the exercise.
105
Grammar Practice
3
STEP
A
Circle the number and
say the sentences.
•
Have students turn to page 100.
•
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, The building.
•
If necessary, ask students questions
to guide them along.
T: How tall is the building?
Ss: It is 321 m tall.
•
Then have students say the sentences
out loud.
•
Repeat the same steps for the
subjects People and There.
•
Here are the sentences that can be
made with each subject:
①
The building – 1 sentence
The building is 321 m tall.
②
People – 1 sentence
People can go up to the top
floor.
③
There – 1 sentence
There are 102 floors.
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.
•
Go over the answers together after
students have finished.
Materials: paper, pencils
1. Divide students into groups of four to six students.
2. Have each student write two sentences along the top of their paper that
describe a building or landmark.
3. Ask students to pass their paper to the next student in their group and have
them draw corresponding pictures of the sentences directly underneath
them. Have students fold their paper so that the sentences become hidden.
4. Ask students to pass their paper again and have them write corresponding
sentences of the pictures directly underneath them. Have students fold their
paper so that the pictures become hidden.
5. Continue this pattern until students receive back their original paper. Have
students review the sentence-picture chains on their paper and share them
with the class.
Extension Activity
Picture Telephone
There are 63 floors in the building.
It was built in 1931.
We can go up to the top.
or We go up to the top.
It is the largest building.
It is 150 m tall.
The hotel has 32 rooms.
It is a famous building.
The building is 200 years old.
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.
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: The Burj Khalifa is in Dubai.
S2: The building opened in 2010.
S3: It is 828 m tall.
S4:
There are 163 floors in the
building.
Wrap-up
Homework
>> Workbook 2: pages 60
-
63
Answer Key on page
126
>> Grammar Worksheet 15
Photocopiable from page 141
Answer Key on page 145
is
is
was built
is
is
has
It is the tallest tower in the world.
It has two observation decks.
is in Tokyo, Japan.
It is the second tallest structure in the world.
was built in 2012.
It is 634 m tall.
107
Your Idea Web
5
STEP
>
Make your idea web about a famous landmark.
•
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: There are 104 floors in the building.
Brainwriting
Materials: a board, a marker, paper,
pencils
1. Before students have opened their
books to page 102, write the topic
of the idea web on the board.
2. Divide students into groups of four.
3.
Have each student write down three
ideas related to the topic on a
piece of paper.
4. Ask students to pass their paper to
the next student in their group.
5. Have students then read the ideas
written on the paper and write three
more ideas that build upon them.
6. Continue this pattern until students
receive back their original paper.
Then ask students to share the
ideas written on their paper with
the class.
Lead-in
Sentence Pictionary
Materials: a board, a marker
1. Ask one student to come up to the
board.
2. Whisper a sentence covered in
Lesson 1 to the student. For example,
It is the largest pyramid in Egypt.
3. Have the student draw a picture
that represents the given sentence.
4. Ask students to guess which
sentence the picture represents.
The first student to correctly guess
the sentence gets to become the
next drawer.
5. Repeat steps 2-4, ideally until all
students have had a chance to be
the drawer.
Lesson Link
Student Book pp.
102-103
Lesson 2
is in New York City
is the tallest building
in the US
One World
Trade Center
has a large antenna
opened in 2014
has 71 elevators
has 104 floors
is also called the
Freedom Tower
*Answers may vary.
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 a
famous landmark 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.
>> Unit 15 Test
Photocopiable from page 184
Answer Key on page 191
Wrap-up
Homework
>>
Writing Correction Worksheet 15
Photocopiable from page 160
Answer Key on page 164
>> Writing Project 5
Ask students to find fun facts
and a picture of a famous city of
their choice.
One World Trade Center is in New York City.
It is the tallest building in the US.
It opened in 2014.
It has a large antenna.
It has 104 floors.
It has 71 elevators.
It is also called the Freedom Tower.
*Answers may vary.
A Tall Building
109
Writing Project
5
Style
•
Report Writing
Grammar
•
Students can write a report of a
famous city of their choice using
descriptive words that they learned
in Units 13-15.
Materials
•
Students’ pictures of their city
•
Pencils
•
Colored pencils
•
Glue
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 sample city report.
T: How many people live in Istanbul?
Ss: There are about 15 million people.
T: Is Istanbul only in Asia?
Ss: No, it is in Asia and Europe.
•
Read the sentences in the report together with students.
Student Book pp.
104-105
Lesson 3
Which Flag?
Materials: 8 national flag images,
tape, paper, pencils
1. Tape one copy of each flag image
on the board and write the names
of the nations underneath.
2. Divide students into eight teams.
3. Secretly assign one flag to each
team.
4. Have each team describe the flag
they were assigned by writing three
sentences about it on their paper.
For example, There is a red circle in
the center.
5. One by one, have each team read
out the sentences describing their
flag. Using the flag images on the
board as a reference, ask other
teams to guess which nation’s flag
it is. For example, It’s the flag of
Japan.
6. The first team to correctly guess the
nation gets a point. The team with
the most points at the end wins!
Lead-in
110
Writing
2
STEP
C
Your Project
•
Have students turn to page 105.
•
Ask students to glue the picture of their city in the frame.
•
If students were unable to bring a picture, ask them to draw the city
instead.
•
Have students write about their city by writing sentences with the
appropriate details on the lines.
Homework
•
Ask students to share their project
with their parents.
•
Have students report back next
class describing their parents’
reaction to the project.
Lisbon is the capital city of Portugal.
About 500 thousand people live in the city.
Lisbon is one of the oldest cities in Europe.
It was built on seven hills.
The longest bridge in Europe is in the city.
It is 17 kilometers long.
Sam Miller
*Answers may vary.
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
city report to the class.
3. After showing their report, have the
students tell the class about their
city by reading what they wrote.
Extension Activity
Which Nation?
Materials: a board, a marker, paper,
pencils
1. Write the names of eight nations on
the board.
2. Divide students into eight teams.
3. Secretly assign one nation to each
team.
4. Have each team give hints about
the nation they were assigned by
writing: i) one famous person, ii)
one famous city, and iii) one famous
landmark. For example, Leonardo
da Vinci is from there. Rome is the
capital city. The Tower of Pisa is
there.
5. One by one, have each team read
out the hints about their nation.
Using the names of the nations on
the board as a reference, ask other
teams to guess which nation it is.
For example, It is Italy.
6. The first team to correctly guess the
nation gets a point. The team with
the most points at the end wins!
Wrap-up
An Old City
111
Workbook Answer Key
pages 4-7
lunchtime
gym class
eat lunch
run around
go out
jump rope
play soccer
play basketball
We like lunchtime.
We like art class.
We draw pictures.
We paint pictures.
We make things with clay.
art class
draw pictures
paint pictures
make things
gym
music
art
recess
recess.
play.
play hide-and-seek.
play tag.
We like gym class.
We go out and play after lunch.
We jump rope in the gym.
We eat lunch in the cafeteria.
We run around in the gym.
We play soccer.
We play basketball.
doesn’t
don’t
doesn’t
don’t
recess
gym class
art class
go out
run around
draw pictures.
play tag.
play basketball.
We paint pictures.
play hide-and-seek.
jump rope
We make interesting things.
play soccer.
doesn’t like tea.
doesn’t like ice cream.
doesn’t like soccer.
play soccer.
eat ice cream.
eat ice cream.
*Answers may vary.
112
pages 8-11
a school talent show.
a school talent show.
have a school talent show.
dance.
sing.
do yo-yo tricks.
can juggle.
Ann can do magic tricks.
James can jump on a trampoline.
play the drums.
can ride a unicycle.
I can walk on a tightrope.
sing
funny jokes
walk
jump
drums
jump rope
juggle
unicycles
do magic tricks
dance
yo-yo tricks
trumpet
jump rope
magic
play the violin
He can sing.
He can tell funny jokes.
He can walk on a tightrope.
They can juggle.
They can ride unicycles.
They can do magic tricks.
She can jump.
She can play the drums.
She can jump rope on a pogo stick.
They can dance.
They can do yo-yo tricks.
breakdance.
sing.
can do magic tricks.
can play the trumpet.
They can play the violin.
can
can’t
can’t
can
can
can’t
can
can’t
We are happy and excited.
They like juggling very much.
She can play the violin.
or She plays the violin.
He can’t do magic tricks.
or He does magic tricks.
Mike can’t dance well.
or Mike dances well.
We have a talent show today.
*Answers may vary.
113
pages 12-15
merry-go-round
trampoline
go
jump
Viking ship
roller coaster
swing
raise
She is on the merry-go-round.
He is on the trampoline.
He is on the water slide.
He can slide down fast.
They are on the Ferris wheel.
They can see everything.
amusement
school
water slide
slide down
Ferris wheel
see
They are on the Viking ship.
They are on the roller coaster.
She can go round and round.
He can jump high.
They can swing back and forth.
They can raise their hands.
on the trampoline.
can jump
am on the water slide.
can slide down
on
under
in
on
at
on
Ken and Mike are excited.
They are at school.
We are in the classroom.
I can see everything.
Amy can raise her hands.
We are excited today.
We are at the amusement park.
The cat is on the swing.
The boys are on the roller coaster.
I can slide down fast.
or I slide down fast.
at the amusement park.
are at the amusement park.
are at the amusement park.
on the roller coaster.
are on the Ferris wheel.
We are on the trampoline.
can raise our hands.
can see everything.
We can jump high.
are very excited.
are happy and excited.
We are happy and excited.
*Answers may vary.
114
pages 16-19
is shooting
is jumping
is counting
are hiding
is chasing
are eating
Patrick is counting to 20.
are dribbling
is “It.”
are playing hide-and-seek.
are playing basketball
are playing tag
Sara is hiding.
are throwing
is chasing
I am hiding too.
are shooting
are running
She is holding a racket.
We like playing hide-and-seek.
They are playing kickball now.
It is lunchtime now.
*Answers may vary.
basketball
chasing
badminton
running
hide-and-seek
holding
tag
hitting
They like playing basketball.
He is chasing the girl.
They like playing hide-and-seek.
She is holding the racket.
They like playing badminton.
She is running away.
They like playing tag.
He is hitting the shuttle.
dribbling
shooting
counting
hiding
badminton
hide-and-seek
He is dribbling the ball.
He is counting to 20.
She is shooting the ball.
They are hiding under the table.
a pitcher.
is rolling
a kicker.
is kicking
*Answers may vary.
115
pages 20-23
We sit under the beach umbrella and eat ice cream.
Tom goes into the water and swims.
They go to the park and ride bicycles.
My mom sits on the chair and relaxes.
*Answers may vary.
build sandcastles
play volleyball
fly kites
surf
collect seashells
go snorkeling
swim
sit and relax
We build sandcastles at the beach.
We play volleyball at the beach.
They wear hats at the beach.
They eat watermelon at the beach.
They catch crabs at the beach.
They ride bikes at the beach.
umbrella
swimsuits
seashells
hats
watermelon
crabs
bikes
We collect seashells at the beach.
We go snorkeling at the beach.
We fly kites at the beach.
We surf at the beach.
We swim at the beach.
We sit and relax at the beach.
to the beach.
our swimsuits.
into the water
build sandcastles
to the beach.
to the beach.
to the beach.
build sandcastles at the beach.
fly kites at the beach.
eat ice cream at the beach.
collect seashells at the beach.
play volleyball at the beach.
We catch crabs at the beach.
swim
surf
We always have fun at the beach.
116
pages 24-27
backpack
going
is
are
is going camping today.
are going camping today.
are carrying sleeping bags.
is going to the mountains.
are going to the mountains.
is going camping today.
is going to the mountains.
*Answers may vary.
cave exploring
hiking boots
camping
hiking stick
hiking
sleeping bag
skiing
tent
My family is going cave exploring.
She is wearing hiking boots.
My family is going hiking.
He has a sleeping bag.
My family is going camping.
She is carrying a hiking stick.
My family is going skiing.
He has a tent.
poles
skis
flashlight
helmet
hiking
mountains
She has poles.
He is carrying a flashlight.
She has skis.
He is wearing a helmet.
are going hiking
to the mountains.
wearing hats.
wearing hiking boots.
are wearing hiking boots.
to the mountains.
to the mountains.
are going hiking
are going hiking
cave exploring
My sister is wearing a sun hat.
is wearing a backpack.
wearing helmets.
I am carrying a hiking stick.
am carrying a hiking stick.
carrying a flashlight.
117
pages 28-31
Thai food
tom yum goong
pad thai
Mexican food
burritos
nachos
tacos
banana pancakes
We like Mexican food.
We like Thai food.
We like nachos.
We like pad thai.
We like burritos.
We like tom yum goong.
We like tacos.
We like banana pancakes.
*Answers may vary.
*Answers may vary.
We like fried rice.
We like dumplings.
We like pizza.
We like spaghetti.
fried rice
dumplings
pizza
spaghetti
Chinese
noodles
Italian food
likes spaghetti.
like pizza.
like risotto.
go out to eat
go out to eat
go out to eat
to an Italian restaurant.
go to a Thai restaurant.
go to a Mexican restaurant.
like Mexican food.
like tacos
Italian food.
like Thai food.
like pizza
like pad thai
118
pages 32-35
sing
make
blow out
get
birthday cake
invitation cards
balloons
birthday banner
They sing
Happy Birthday.
Mom makes a birthday cake.
We watch a magic show.
We eat ice cream.
We watch a movie.
We play a fun game.
magic show
movie
game
birthday
presents
ice cream
I blow out the candles.
We make a birthday banner.
I make a wish.
Dad puts up balloons.
I get many presents.
I write invitation cards to my friends.
I always invite my friends.
My mom usually makes a cake.
My dad always helps my mom.
We usually watch a movie.
The cake is always delicious.
There is usually ice cream too.
anuary
uly
ebruary
ugust
arch
eptember
pril
ctober
ay
ovember
une
ecember
*Answers may vary.
in June.
have a party on my birthday.
prepares a lot of food.
friends.
is in December.
is in May.
is in August.
have a party on my birthday.
have a party on my birthday.
makes a birthday banner.
invite my friends.
My friends sing
Happy Birthday
.
get presents.
makes a cake.
play fun games.
I make a wish.
119
pages 36-39
an
some
a
some
some
is about friends and adventures.
are about friends and adventures.
are animation movies.
is excited about the movie.
are excited about the movie.
like animation movies.
*Answers may vary.
Frozen
animation
snow queen
Harry Potter
fantasy
wizards
fantasy movies
animation movies
We are watching
Harry Potter
.
We are watching
Frozen
.
It is about magic and wizards.
It is about a snow queen.
It is a fantasy movie.
It is an animation movie.
We like fantasy movies.
We like animation movies.
Iron Man
action
superhero
action movies
theater
popcorn
at Blueberry Movie Theater.
watching
Magic Adventures
.
We are watching
Iron Man
.
It is an action movie.
It is about a superhero.
We like action movies.
is an animation movie.
is about friends and adventures.
movie theater.
are at the movie theater.
are at the movie theater.
watching
Frozen
.
are watching
Iron Man
.
are watching
Zootopia
.
an animation movie.
is an action movie.
is an animation movie.
at three o’clock.
are excited about the movie.
We want some popcorn and soda.
120
pages 40-43
Australia
muscular
longer than
grass
Asia
moon shape
hibernate
round
short
Kangaroos live in Australia.
Moon bears live in Asia.
Lions live in Africa.
Male lions have manes.
They eat meat.
Africa
larger than
meat
zebra
stripes
manes
Their hind legs are longer
than their front legs.
Male lions are larger than female lions.
They have a round body and a short tail.
They have a long, muscular tail.
They have a moon shape on their chest.
They eat grass.
They hibernate, or sleep, in the winter.
larger than
taller than
slower than
smaller than
more dangerous than
more powerful than
bigger than
longer than
*Answers may vary.
live in Africa.
have black and white stripes.
are bigger than
eat grass.
in Australia.
live in Asia.
Giant pandas
in China.
have a muscular tail.
have a heavy body.
have long hind legs.
have a short tail.
They eat with their hands.
eat bamboo.
have short front legs.
have a moon shape on their chest.
They are smaller than polar bears.
121
pages 44-47
Stingrays have a flat body.
Dolphins have a dorsal fin.
They have a blowhole.
They have two flippers.
They have a powerful tail.
They have a dangerous tail.
They have wide fins.
They have a mouth.
Octopuses have a large head.
They have eight arms.
They have many suckers.
They have two big eyes.
body
fin
flippers
tail
manatee
plants
blowhole
tail
fins
mouth
head
arms
suckers
eyes
lives in the ocean.
are very gentle.
are very gentle.
has a flat body.
are in the ocean.
are in the ocean.
*Answers may vary.
are wild sea animals.
are large and gray.
have two flippers.
only eat sea plants.
in the ocean.
live in the ocean.
Green sea turtles live in the ocean.
have a sleek body.
have a large head.
are large reptiles.
have a blowhole on their head.
have eight arms.
They have four flippers.
have two flippers on their side.
have many suckers on their arms.
They eat sea plants.
122
pages 48-51
have colorful feathers.
are pretty birds.
have a hooked beak.
the human voice.
Pelicans have a large beak.
Sparrows are bigger than hummingbirds.
Swans are larger than ducks.
The albatross has the largest wings.
Peacocks can’t fly very far.
Eagles are powerful birds.
colorful
hooked
holes
voice
largest
neck
run
taller
Parrots are colorful birds.
Ostriches are the largest birds.
Eagles are large, powerful birds.
They have clawed feet.
They hunt during the day.
They build their nests on high cliffs.
powerful
clawed
hunt
cliffs
peacock
feathers
They build their nests in the holes in trees.
They are taller than a man.
They have a hooked beak.
They have a long neck.
They imitate the human voice.
They can run fast.
are beautiful birds.
are blue and green.
have a crest on their head.
build their nests on the ground.
*Answers may vary.
are the largest birds.
Snowy owls live in the Arctic.
have long legs.
can run
They build nests on the ground.
have yellow eyes.
the biggest eggs.
They can see well.
123
pages 52-55
*Answers may vary.
Roger Federer is from Switzerland.
He is a famous pianist.
She is American.
Oprah Winfrey is a talk show host.
Lang Lang is from China.
He is a famous tennis player.
He was born in 1981.
He started tennis at the age of 8.
Emma Watson is an actress.
She was born in France.
She was born in 2002.
She is the best violinist.
He was born in France.
He has concerts around the world.
They speak German very well.
She was born in Japan.
They are Colombian actors.
He is smart and popular.
She is smart and popular.
She speaks English and French.
Switzerland
talk show host
China
pianist
American
Messi
Argentina
tennis player
1981
started
actress
France
smart
English
is a famous soccer player.
from Argentina.
is not very tall for a soccer player.
is The Flea.
is a talk show host.
is from China.
Roger Federer is a tennis player.
is American.
is a famous pianist.
He is from Switzerland.
born in 1954.
piano at the age of 3.
He was born in 1981.
is rich and popular.
has concerts around the world.
He has many world records.
124
pages 56-59
the capital
6,700 km
palace
the largest city
places to visit
benches
354 steps
things to see
Beijing is the capital of China.
New York is the largest city in the US.
the capital
buildings
church
theater
Paris
Eiffel
is the capital
Bogota is the capital of Colombia.
There are many interesting buildings.
The Cathedral Primada is an old chuch.
The Maloka science museum has a dome theater.
are many famous places
is a tall iron tower.
is a famous museum.
The Great Wall is 6,700 km long.
Central Park has over 9,000 benches.
There are many things to see.
There are many famous places to visit.
The Forbidden City is an old palace.
The Statue of Liberty has 354 steps.
Buckingham Palace is a beautiful palace.
are many things
London is in the UK.
is the capital
is the largest city
are famous places
Portobello Market is a large, open market.
is 6,700 km
has 354 steps.
It is a very busy place.
is an old palace.
has 9,000 benches.
is a famous city.
is in the UK.
has beautiful places.
are beautiful places.
are in the UK.
are beautiful places.
is a famous city.
*Answers may vary.
125
pages 60-63
Egypt
New York
opened
floors
Khalifa
observation
tallest
years
Pisa
bell tower
built
floors
tomb
pyramid
The Great Pyramid of Giza is in Egypt.
One World Trade Center is in New York.
It opened in 2014.
There are 104 floors in the building.
It is the tallest building in the city.
The Tower of Pisa is in Pisa, Italy.
It is about 4,500 years old.
It is the bell tower of a church.
It is the tomb of King Khufu.
It was built in 1372.
It is the largest pyramid in Egypt.
There are eight floors in the tower.
It was built in 2012.
It has an observation deck.
It is the oldest building.
There are 102 floors in the building.
The tower is 96 m tall.
It is on the 148
th
floor.
The building is 321 m tall.
There are 100 rooms in the palace.
People can go up to the top.
It is a famous tower.
is in Pisa, Italy.
is the bell tower
was built
can go up
*Answers may vary.
is a famous building
opened
up to the observation deck
is on the 148
th
floor.
is in Egypt.
Tokyo Skytree is in Tokyo, Japan.
is about 4,500 years old.
It was built in 2012.
is the largest pyramid
It is the tallest tower in the world.
is the tomb
It is 634 m tall.
126
My First Writing 2
Name:
Grammar Worksheet
1
doesn’t
.
don’t
at recess
They
have fun
Jill
don’t
doesn’t
the violin
.
play
paint
don’t
doesn’t
pictures
We
.
1
She
play basketball.
2
They
drink orange juice.
3
Tony
like drawing.
4
We
have gym class today.
5
Linda
make sandwiches.
6
My friends
study French.
7
I
have fun in art class.
Write don’t or doesn’t.
>
Write the words in the correct order. Cross out the extra word(s).
>
8
9
10
127
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Name:
My First Writing 2
play the trumpet
jump rope
do magic tricks
Complete the sentence using can or can’t.
>
Grammar Worksheet
2
Kevin
Ann
X
X
X
Circle and write the correct word.
>
7
can / can’t
Zebras
run fast.
8
can / can’t
Dogs
bark.
9
can / can’t
Eagles
swim.
10
can / can’t
Monkeys
fly in the sky.
*
-> can, X -> can’t
1
Kevin
.
2
Kevin
.
3
Kevin
.
4
Ann
.
5
Ann
.
6
Ann
.
can play the trumpet
1
4
2
5
3
6
128
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Name:
My First Writing 2
Grammar Worksheet
3
Match and write at, in, on, or under.
>
7
David can swings back and forth.
8
She is in the swing.
9
My dad raise can his hands.
10
They can goes round and round.
Circle the mistake. Write the correct sentence.
>
4
1
The girl is
the
swing.
The boys are
the tree.
5
2
The students are
school.
They are
the
cafeteria.
6
3
They are
the
roller coaster.
They are
the
classroom.
129
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Name:
My First Writing 2
Grammar Worksheet
4
Write the words in the correct order. Cross out the extra word(s).
>
8
is playing
.
basketball
are playing
We
now
9
My dad
now
are chasing
is chasing
.
a puppy
10
is hiding
I
am hiding
the chair
under
.
Write the correct form of the verb.
>
1
play
My sisters
badminton now.
2
kick
Fred
the ball now.
3
run
I
away now.
4
shoot
Linda
the ball now.
5
hold
He
a rope now.
6
count
They
to ten now.
7
fly
The ball
over the fence now.
130
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Name:
My First Writing 2
Grammar Worksheet
5
8
I sit under the tree. I read books.
9
Jenny goes into the water. She surfs.
10
We go to the park. We relax.
Combine the sentences with and.
>
Write the correct form of the verb.
>
1
play
You
volleyball every day.
2
collect
David
seashells now.
3
eat
I
ice cream every day.
4
get
Mrs. Hill
a suntan now.
5
build
They
sandcastles now.
6
ride
He
a bike every week.
7
fly
I
a kite with my dad now.
play
131
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Name:
My First Writing 2
Grammar Worksheet
6
Look and circle the correct word(s).
>
1
We
is going / are going
cave exploring today.
2
We are wear / wearing helmets.
3
I am holding / holds a flashlight.
4
We are going hike / hiking today.
5
My brother is wearing a / an backpack.
6
I am holding a hiking stick / hiking sticks .
7
Sam is wear his hiking boots.
8
We am carrying our sleeping bags.
9
My family is go hiking now.
10
My dad go skiing every winter.
Circle the mistake. Write the correct sentence.
>
132
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Name:
My First Writing 2
Grammar Worksheet
7
Make and write the sentences.
>
7
We
8
You
9
My dad
10
My dad
Circle the correct word.
>
1
He eats Chinese food on / at weekends.
2
I invite my friends to my house
Ø
/ on my birthday.
3
Sally likes Mexican food. She eats it
Ø
/ in every day.
4
We are in / at home. We are watching TV.
5
Roy goes camping
Ø
/ on Saturdays.
6
My family goes to the amusement park on / in Children’s Day.
Others
Subject
Verb
We
You
My dad
go shopping
likes
is
on Sundays
Italian food
in his room
133
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Name:
My First Writing 2
Grammar Worksheet
8
Rewrite the sentence with always or usually.
>
Complete the sentence using in.
>
1
always
I watch movies on Sundays.
2
usually
He makes a birthday cake.
3
always
Chocolate ice cream is delicious.
4
usually
Linda goes to a park at 3 o’clock.
5
always
Christmas parties are fun.
6
usually
My dad cooks Italian food.
7
Sue’s birthday is
.
8
Jack’s birthday is
.
9
Lucy’s birthday is
.
10
Ken’s birthday is
.
Sue’s birthday
Jack’s birthday
March 7
th
April 1
st
Lucy’s birthday
Ken’s birthday
May 10
th
July 12
th
in March
134
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Name:
My First Writing 2
Grammar Worksheet
9
Choose and write the word.
>
1
Mandy usually eats
orange in the afternoon.
2
I want
hot dog.
3
Harry wants
soda and juice.
4
The students are eating
cookies now.
5
There is
popcorn in the box.
6
My sister wants
apple and some candy bars.
a an (2x) some (3x)
Circle the mistake. Write the correct sentence.
>
7
There is a milk in the bottle.
8
Jay makes a strawberry juice.
9
He eats some box of popcorn.
10
My mom is eating an mango.
135
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Name:
My First Writing 2
Grammar Worksheet
10
Write the correct form of the adjective.
>
1
fast
Rabbits are
than turtles.
2
small
Foxes are
than elephants.
3
dangerous
Lions are
than donkeys.
4
powerful
Tigers are
than goats.
5
long
A kangaroo’s tail is
than a moon bear’s tail.
6
big
An elephant’s ear is
than a hamster’s ear.
7
Lizards are short than snakes.
8
A giraffe is tall than a penguin.
9
Lions are dangerous than cats.
10
Pizza is delicious than risotto.
Circle the mistake. Write the correct sentence.
>
136
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Name:
My First Writing 2
Grammar Worksheet
11
Look and circle the correct words.
>
1
Dolphins have a blowhole on their body / on their head .
2
Dolphins have a dorsal fin on their back / on their arms .
3
Octopuses have many suckers on their arms / on their belly .
4
Stingrays have two eyes on their topside / on their underside .
5
Stingrays have a mouth on their tail / on their underside .
6
They have whiskers on / in their face.
7
It has a shell at / on its back.
8
It has / have four flippers.
9
They live in / on the ocean.
10
They are dark gray in / on their belly.
Circle the correct word.
>
137
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Name:
My First Writing 2
Grammar Worksheet
12
Write the words in the correct order. Cross out the extra word(s).
>
8
is the
is the
most fast
slowest
sea animal
.
The black marlin
9
most slow
land animal
are the
The box jellyfish
.
10
animal
Sloths
fastest
poisonous
most poisonous
.
Write the correct form of the adjective.
>
1
colorful
Peacocks have the
feathers.
2
big
Ostriches’ eggs are the
.
3
beautiful
Canaries have the
voice.
4
large
Russia is the
country in the world.
5
long
The Nile River is the
river in the world.
6
fast
A cheetah is the
animal in the world.
7
powerful
A blue whale is the
animal in the world.
most colorful
138
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Name:
My First Writing 2
Argentina
Argentine
China
Chinese
the UK
British
the US
American
Canada
Canadian
Grammar Worksheet
13
Choose and write the word(s).
>
Circle the mistake. Write the correct sentence.
>
6
He was born at 1999.
7
She speak English and Korean.
8
Angela Merkel was born on Germany.
9
Emma Watson
has
many fans
in
French
.
10
Lang Lang is born in China.
1
Zhang Ziyi is an actress. She is from
.
2
Lionel Messi is a soccer player. He was born in
.
3
Adele is a singer. She is
.
4
Tom Cruise is an actor. He is
.
5
Justin Bieber is a singer. He was born in
.
China
1
2
3
4
5
139
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Name:
My First Writing 2
Grammar Worksheet
14
1
Berlin is a city in / on Germany.
2
Portobello Market is a / an very busy place.
3
Toronto is a / the largest city in Canada.
4
There am / are many things to see in Rome.
5
It has / have a great palace and park.
6
Madrid is the capital of Spain / Spanish .
7
Hyde Park is / are famous in London.
Circle the correct word.
>
Write the words in the correct order. Cross out the extra word(s).
>
8
a lot of
beautiful
He
are
pictures
.
have
9
the capital
France
of
Paris
is
.
10
places
is
to visit
has
are
There
.
140
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Name:
My First Writing 2
Grammar Worksheet
15
Make and write the sentences.
>
6
The tower
7
The tower
8
There
9
It
10
It
Circle the correct word.
>
1
It was built in / at 1890.
2
It is a / the tallest building in Singapore.
3
There am / are 50 floors in the apartment.
4
The observation deck is on / in the 148
th
floor.
5
The tower is 120 m tall / short .
Others
Subject
Verb
The tower
There
It
was built
are
is
in 1900
30 years old
75 elevators
141
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Photocopiable
Grammar Worksheet Answer Key
My First Writing 2
(Units 1-
4)
Unit
1
Unit
3
Unit
2
Unit
4
1
are playing
2
is kicking
3
am running
4
is shooting
5
is holding
6
are counting
7
is flying
8
is playing, We are playing basketball
now.
9
are chasing, My dad is chasing a
puppy now.
10
is hiding, I am hiding under the chair.
1
Kevin can play the trumpet.
2
Kevin can jump rope.
3
Kevin can’t do magic tricks.
4
Ann can’t play the trumpet.
5
Ann can jump rope.
6
Ann can’t do magic tricks.
7
can
8
can
9
can’t
10
can’t
1
Students are at school.
2
The girl is on the swing.
3
They are on the roller coaster.
4
They are in/at the cafeteria.
5
They are in the classroom.
6
The boys are under the tree.
7
swings, David can swing back and forth.
8
in, She is on the swing.
9
raise can, My dad can raise his hands.
or My dad raises his hands.
10
goes, They can go round and round.
1
doesn’t
2
don’t
3
doesn’t
4
don’t
5
doesn’t
6
don’t
7
don’t
8
doesn’t, They don’t have fun at recess.
9
don’t, Jill doesn’t play the violin.
10
doesn’t, We don’t paint pictures.
142
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Grammar Worksheet Answer Key
My First Writing 2
(Units 5
-
8)
1
play
2
is collecting
3
eat
4
is getting
5
are building
6
rides
7
am flying
8
I sit under the tree and read books.
9
Jenny goes into the water and surfs.
10
We go to the park and relax.
1
are going
2
wearing
3
holding
4
hiking
5
a
6
hiking stick
7
wear, Sam is wearing his hiking boots.
8
am, We are carrying our sleeping bags.
9
go, My family is going hiking now.
10
go, My dad goes skiing every winter.
Unit
5
Unit
7
Unit
6
1
on
2
on
3
Ø
4
at
5
on
6
on
7
We go shopping on Sundays.
8
You go shopping on Sundays.
9
My dad likes Italian food.
10
My dad is in his room.
Unit
8
1
I always watch movies on Sundays.
2
He usually makes a birthday cake.
3
Chocolate ice cream is always delicious.
4
Linda usually goes to a park at 3 o’clock.
5
Christmas parties are always fun.
6
My dad usually cooks Italian food.
7
in March
8
in April
9
in May
10
in July
143
ⓒ 2019
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Grammar Worksheet Answer Key
My First Writing 2
(Units 9
-12)
1
an
2
a
3
some
4
some
5
some
6
an
7
a, There is some milk in the bottle.
8
a, Jay makes some strawberry juice.
9
some, He eats a box of popcorn.
10
an, My mom is eating a mango.
Unit
9
Unit
11
Unit
10
Unit
12
1
most colorful
2
biggest
3
most beautiful
4
largest
5
longest
6
fastest
7
most powerful
8
most fast, The black marlin is the fastest
sea animal.
9
most slow, Sloths are the slowest land
animal.
10
poisonous, The box jellyfish is the most
poisonous animal.
1
faster
2
smaller
3
more dangerous
4
more powerful
5
longer
6
bigger
7
short, Lizards are shorter than snakes.
8
tall, A giraffe is taller than a penguin.
9
dangerous, Lions are more dangerous
than cats.
10
delicious, Pizza is more delicious than
risotto.
1
on their head
2
on their back
3
on their arms
4
on their topside
5
on their underside
6
on
7
on
8
has
9
in
10
on
144
ⓒ 2019
Photocopiable
Grammar Worksheet Answer Key
My First Writing 2
(Units 13
-15)
1
China
2
Argentina
3
British
4
American
5
Canada
6
at, He was born in 1999.
7
speak, She speaks English and Korean.
8
on, Angela Markel was born in Germany.
9
French, Emma Watson has many fans in
France.
10
is, Lang Lang was born in China.
1
in
2
a
3
the
4
are
5
has
6
Spain
7
is
8
have, He has beautiful pictures.
9
are, Paris is the capital of France.
10
is, There are a lot of places to visit.
Unit
13
Unit
15
Unit
14
1
in
2
the
3
are
4
on
5
tall
6
The tower was built in 1900.
7
The tower is 30 years old.
8
There are 75 elevators.
9
It was built in 1900.
10
It is 30 years old.
145
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
School Fun
We like lunchtime atschool.
it is fun.
We eat lunch in the cafeteria.
We go out and play after lunch
We soccer play.
We play teg.
We have fun at lunchtime.
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.
School Fun
Writing Correction Worksheet 1
146
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
A Talent Show
We have a talent show today.
We are excited
We cando many things.
Wendy can play drums the.
andy can tell funny jokes.
I can jaggle.
It is a wonderful show!
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 2
Find and circle the five mistakes. Then rewrite the story.
>
At the Amusement Park
we are at the amusement park.
Jessie and Nate areon the trampoline.
They can see everything.
Amy is on the Viking ship
She can sweng back and forth.
I am on the roller coaster.
I raise can my hands.
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 2
Find and circle the five mistakes. Then rewrite the story.
>
Basketball
It is playtime at school
We like playing outside.
We are playingbasketball.
Mark is dribling the ball.
Charlie shooting is the ball.
I am running.
i am catching the ball.
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 2
Find and circle the five mistakes. Then rewrite the story.
>
At the Beach
we like going to the beach.
We go to the beach in the summer.
Weeat ice cream.
get We a suntan.
We play volleyball
We surfe too.
We have fun at the beach.
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 5
150
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Going Skiing
We are goingskiing today.
We are going to a ski resort.
My sisters are wearing goggles
They ski have poles.
I am wearing a helemet.
I am wearing ski boots.
the weather is good for skiing today.
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 6
151
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Eating Out
My family goes out to eat onSaturdays.
We go to a Mexicane restaurant.
We like food Mexican very much.
My mom and dad like burritos.
my brother likes nachos.
I like tacos
We talk about our grandpa and grandma.
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 7
152
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
On My Birthday
My birthday is in October.
We have always a party on my birthday.
my grandpa makes a birthday cake.
My mom makes a banner
My brother sings
Happy Birthday
.
I inbite my friends.
Wewatch a movie together.
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 8
153
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
At the Movies
My family is at the movie theater.
the theater is in the shopping mall.
We are watching
Fro en
.
It an is animation movie.
It is about a snow queen
It startsat five o’clock.
We have some hott dogs.
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
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Kangaroos
kangaroos live in Australia.
They have long, muscular tails
They long have hind legs.
They have short frontlegs.
They have long feet.
They can jump.
Their favorite food is gress.
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
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Octopuses
Octopuses live in the ocean.
they have a large head.
They have a soft body.
They have eightarms.
They two have big eyes.
They have suckers
They can change their bodi color.
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
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Large Ostriches
Ostriches are the largestbirds.
they live in Africa.
They have a neck long.
They are tall.
They are taller than a man.
They lay the biggist eggs.
They can’t fly, but they can run fast
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
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
Roger Federer
roger Federer is a famous tennis player.
He is from Swit erland
He was in born 1981.
He startedtennis at the age of 8.
His nickname is the Swiss Maestro.
He has many world recolds.
Some people say he is the best player ever.
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 13
158
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
New York
new York is a city in the US.
It is the largestcity in the US.
There are many famous places
The Statue of Liberty ispopular.
It has 354 steps to the tap.
Central Park is the city’s largest park.
It has over 9,000 benches.
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 14
159
ⓒ 2019
Photocopiable
Name:
My First Writing 2
Find and circle the five mistakes. Then rewrite the story.
>
The Tower of Pisa
The Tower of Pisa is in Pisa, Italy
It is the bell tawer of a church.
It was built in1372.
it is about 56 m tall.
The tower has floors eight.
It has 296 or 294 steps.
Many people like the Tower of Pisa.
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 15
160
ⓒ 2019
Photocopiable
Writing Correction Worksheet Answer Key
(Units 1-
4)
My First Writing 2
School Fun
We like lunchtime at school.
It is fun.
We eat lunch in the cafeteria.
We go out and play after lunch.
We play soccer.
We play tag.
We have fun at lunchtime.
A Talent Show
We have a talent show today.
We are excited.
We can do many things.
Wendy can play the drums.
Andy can tell funny jokes.
I can juggle.
It is a wonderful show!
At the Amusement Park
We are at the amusement park.
Jessie and Nate are on the trampoline.
They can see everything.
Amy is on the Viking ship.
She can swing back and forth.
I am on the roller coaster.
I can raise my hands.
Basketball
It is playtime at school.
We like playing outside.
We are playing basketball.
Mark is dribbling the ball.
Charlie is shooting the ball.
I am running.
I am catching the ball.
Unit
1
Unit
2
Unit
3
Unit
4
161
ⓒ 2019
Photocopiable
Writing Correction Worksheet Answer Key
(Units 5
-
8)
My First Writing 2
At the Beach
We like going to the beach.
We go to the beach in the summer.
We eat ice cream.
We get a suntan.
We play volleyball.
We surf too.
We have fun at the beach.
Going Skiing
We are going skiing today.
We are going to a ski resort.
My sisters are wearing goggles.
They have ski poles.
I am wearing a helmet.
I am wearing ski boots.
The weather is good for skiing today.
Eating Out
My family goes out to eat on Saturdays.
We go to a Mexican restaurant.
We like Mexican food very much.
My mom and dad like burritos.
My brother likes nachos.
I like tacos.
We talk about our grandpa and grandma.
On My Birthday
My birthday is in October.
We always have a party on my birthday.
My grandpa makes a birthday cake.
My mom makes a banner.
My brother sings
Happy Birthday
.
I invite my friends.
We watch a movie together.
Unit
5
Unit
6
Unit
7
Unit
8
162
ⓒ 2019
Photocopiable
Writing Correction Worksheet Answer Key
(Units 9
-12)
My First Writing 2
At the Movies
My family is at the movie theater.
The theater is in the shopping mall.
We are watching
Frozen
.
It is an animation movie.
It is about a snow queen.
It starts at five o’clock.
We have some hot dogs.
Kangaroos
Kangaroos live in Australia.
They have long, muscular tails.
They have long hind legs.
They have short front legs.
They have long feet.
They can jump.
Their favorite food is grass.
Octopuses
Octopuses live in the ocean.
They have a large head.
They have a soft body.
They have eight arms.
They have two big eyes.
They have suckers.
They can change their body color.
Large Ostriches
Ostriches are the largest birds.
They live in Africa.
They have a long neck.
They are tall.
They are taller than a man.
They lay the biggest eggs.
They can’t fly, but they can run fast.
Unit
9
Unit
10
Unit
11
Unit
12
163
ⓒ 2019
Photocopiable
Writing Correction Worksheet Answer Key
(Units 13
-15)
My First Writing 2
Roger Federer
Roger Federer is a famous tennis player.
He is from Switzerland.
He was born in 1981.
He started tennis at the age of 8.
His nickname is the Swiss Maestro.
He has many world records.
Some people say he is the best player ever.
New York
New York is a city in the US.
It is the largest city in the US.
There are many famous places.
The Statue of Liberty is popular.
It has 354 steps to the top.
Central Park is the city’s largest park.
It has over 9,000 benches.
The Tower of Pisa
The Tower of Pisa is in Pisa, Italy.
It is the bell tower of a church.
It was built in 1372.
It is about 56 m tall.
The tower has eight floors.
It has 296 or 294 steps.
Many people like the Tower of Pisa.
Unit
13
Unit
14
Unit
15
164
ⓒ 2019
Photocopiable
Scoring Rubric
The
My First Writing 2
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 2
.
This paper-based test has been designed to be photocopiable.
Placement Test Information
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
Score
Placement Recommendation
0
-
20
The student is not ready to begin
My First Writing 2
. The student will benefit
from studying
My First Writing 1
first.
21-
40
The student knows some of the skills covered in
My First Writing 2
. Starting
My First Writing 2
following a review of
My First Writing 1
is the recommended
course of action.
41-70
The student is ready to begin studying
My First Writing 2
.
71
-
80
The student knows the majority of skills covered in
My First Writing 2
. Starting
My First Writing 3
following a review of
My First Writing 2
is the recommended
course of action.
81-100
The student is ready to begin
My First Writing 3
. To confirm student level,
administer the placement test for
My First Writing 3
.
165
ⓒ 2019
Photocopiable
My First Writing 2
Name :
(Page 1/2)
Score : / 100
Choose and write the word.
(5 points each)
>
sandcastle
movie
unicycle
hide-and-seek
tag
flashlight
1
4
2
5
3
6
Placement Test
Write the words in the correct order.
(5 points each)
>
7
eat
He
doesn’t
at home
lunch
8
The
school
students
are
.
.
at
9
happy
I
always
am
at the party
.
10
lizards
Snakes
are
longer
than
.
166
ⓒ 2019
Photocopiable
(Page 2/2)
Correct the underlined mistake. Write the correct sentence.
(5 points each)
>
E.g.
Finn can’t rides a unicycle.
18
I am playing baseball every day.
19
We sometimes go swimming in Sundays.
20
Tokyo is a largest city in Japan.
Finn can’t ride a unicycle.
Look, circle, and write the word.
(5 points each)
>
15
My birthday is
December.
a
on
b
in
c
at
16
I usually
a party.
a
has
b
am having
c
have
17
My mom makes a
.
a
cake
b
balloons
c
games
Circle the correct word(s).
(5 points each)
>
11
We eat / are eating lunch now.
13
They want a / some milk.
12
It was built on / in 1931.
14
It has the long / longest beak.
167
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
1
Choose and write the word.
>
tag basketball soccer make lunchtime draw
1
4
2
5
3
6
Write the words in the correct order.
>
7
pictures
doesn’t
draw
She
.
8
don’t
art
class
They
like
.
9
snakes
doesn’t
like
teacher
My
.
10
have
We
recess
don’t
today
.
168
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
2
Look and write the letters in the correct order.
>
1
3
2
4
Circle the correct word. Rewrite the sentence.
>
E.g.
Birds can / can’t fly.
5
A cat can / can’t speak English.
6
They do / does magic tricks.
7
Ken and Kate like / likes singing.
8
Turtles can / can’t run fast.
9
Frogs can / can’t jump high.
10
We have / has a talent show.
Birds can fly.
e
d
a
c
n
u
p m j
l
g
j
g
e
u
i
g
s
n
169
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
3
Choose and write the word(s).
>
roller coaster Viking ship trampoline Ferris wheel water slide merry-go-round
1
4
2
5
3
6
Write the words in the correct order.
>
7
at
is
school
My brother
.
8
the
The children
under
are
tree
.
9
in
cafeteria
the
They
are
.
10
The
is
girl
on
the swing
.
170
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
4
Choose and write the word.
>
hiding running chasing hitting counting holding
1
4
2
5
3
6
Write the words in the correct order.
>
7
holding
racket
are
They
a
.
8
We
playing
now
kickball
are
.
9
now
I
am
my homework
doing
.
10
now
Ken
throwing
is
a ball
.
171
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
5
Look and write the letters in the correct order.
>
1
3
2
4
h
e
c
a
b
u
f
s
r
w
i
s
m
t
k
e
i
Circle the correct word(s). Rewrite the sentence.
>
5
We eat / are eating apples now.
6
Amy go / goes to school every day.
7
I go / am going swimming now.
8
Mom reads / is reading a book now.
9
They surf / are surfing every day.
10
Tom flies / is flying a kite right now.
172
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
6
5
They have three tent.
6
I am carrying a backpacks.
7
She is carrying an flashlight.
8
My teacher goes ski in the winter.
9
My dad and I am wearing gloves.
10
Ben is going camp today.
Circle the mistake. Write the correct sentence.
>
Look and circle the correct word(s).
>
a
skis
b
poles
a
helmet
b
flashlight
a
hiking boots
b
hiking stick
a
sleeping bag
b
tent
1
3
2
4
173
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
7
Look and write the letters in the correct order.
>
1
3
2
4
a c e n a s
p k
z
p
a
i
z
o e
s
d n
l
o
o
t
a
s
c
Circle the correct word. Rewrite the sentence.
>
5
Ted goes skiing on / at weekdays.
6
We go out to eat on /
Ø
every day.
7
He makes tacos on /
Ø
Fridays.
8
My dad like / likes Mexican food.
9
They go to school on /
Ø
every day.
10
Ella gets up early on / in weekends.
174
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
8
Choose and write the word(s).
>
cake movie balloons presents birthday banner magic show
1
4
2
5
3
6
Write the words in the correct order.
>
7
get up
always
six o’clock
I
at
.
8
is
The party
at
usually
home
.
9
usually
play games
on
We
weekends
.
10
always
They
at the party
are
happy
.
175
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
9
Choose and write the word.
>
action wizards fantasy superhero
1
Iron Man
is about a
.
2
Harry Potter
is about magic and
.
3
Iron Man
is an
movie.
4
Harry Potter
is a
movie.
5
He wants a popcorn.
6
Anna and Sally want an noodles.
7
She is eating some orange.
8
I want a dumplings.
9
They want an hamburger for lunch.
10
There are a cookies in the jar.
Circle the mistake. Write the correct sentence.
>
176
ⓒ 2019
Photocopiable
Name :
Score : / 100
My First Writing 2
Midterm Test (Units 1-
9)
(Page 1/2)
Choose and write the word.
(5 points each)
>
1
We want
chocolate bars.
3
I eat
apple in the morning.
2
She is eating
sandwich.
4
Sue wants
popcorn.
a an some (2x)
Circle the correct word.
(5 points each)
>
5
My mom and I am / are hiking in the mountains.
6
We eat Italian food on /
Ø
every day.
7
Elsa don’t / doesn’t study French. She studies English.
Write the words in the correct order.
(5 points each)
>
on
9
roller coaster
are
the
.
Boys
8
children
There
always
.
are
many
catching
now
10
a ball
is
Matt
.
177
ⓒ 2019
Photocopiable
(Page 2/2)
We
a talent show today
excited
many things
15
16
17
Tony
Ann
I
magic tricks
the violin
18
19
20
15
We
16
17
18
Tony
19
20
11
We are catch crabs now.
12
She don’t like singing.
13
They can’t does magic tricks.
14
Sally goes shopping in weekends.
Circle the mistake. Write the correct sentence.
(5 points each)
>
Choose and write the sentence.
(5 points each)
>
are have can play can juggle can do (2x)
178
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
10
Choose and write the word(s).
>
grass Asia longer moon shape
1
Moon bears live in
.
2
Kangaroos eat
.
3
Moon bears have a
on their chest.
4
Kangaroos’ hind legs are
than their front legs.
5
Snails are slow than turtles.
6
Squirrels are more lighter than hippos.
7
A fox are smaller than a wolf.
8
A cheetah have black spots.
9
Lions are more big than goats.
10
Cheetahs and giraffes live on Africa.
Circle the mistake. Write the correct sentence.
>
179
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
11
Look and circle the correct word.
>
a
blowhole
b
top
a
fins
b
tail
a
mouth
b
suckers
a
flippers
b
arms
1
3
2
4
Circle the correct word. Rewrite the sentence.
>
5
Sharks are white on / in their belly.
6
Sea turtles has / have a hard shell.
7
A whale has / have a fin on its back.
8
A stingray lives in / on the ocean.
9
Dolphins is / are very gentle.
10
Manatees have / are sea animals.
180
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
12
Look and circle the correct word(s).
>
a
owls
b
eagles
a
ostriches
b
peacocks
a
parrots
b
falcons
a
penguins
b
snowy owls
1
3
2
4
Circle the correct word. Rewrite the sentence.
>
5
The albatross has the / a largest wings.
6
A tiger is bigger / biggest than a rabbit.
7
Ostriches can running / run fast.
8
It has / have the most colorful feathers.
9
Eagles have clawed feet / foot .
10
Falcons are the much / most powerful.
181
ⓒ 2019
Photocopiable
My First Writing 2
Test
Unit
Score : / 10
Name :
13
Choose and write the word(s).
>
America English actress talk show host
1
Emma Watson speaks
and French.
2
Oprah Winfrey is a
.
3
Emma Watson is an
.
4
Oprah Winfrey is from
.
5
She was born on 2007.
6
Hiroshi Amano is Japan.
7
They speak Germany very well.
8
Finn is a best soccer player.
9
I was born in French.
10
The pianist is from Chinese.
Circle the mistake. Write the correct sentence.
>
182
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My First Writing 2
Test
Unit
Score : / 10
Name :
14
Look and circle the correct word(s).
>
a
palace
b
market
a
park
b
church
a
tower
b
statue
a
dome theater
b
garden
1
3
2
4
Circle the correct word. Rewrite the sentence.
>
5
Bogota is a city on / in Colombia.
6
There are many places / place to visit.
7
Hyde Park are / is famous in England.
8
There / It has a beautiful garden.
9
Rome is the capital of Italy / Italian .
10
They / There are many things to see.
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My First Writing 2
Test
Unit
Score : / 10
Name :
Choose and write the word(s).
>
opened floors built bell tower
1
The Tower of Pisa was
in 1372.
2
One World Trade Center
in 2014.
3
The Tower of Pisa is the
of a church.
4
There are 104
in One World Trade Center.
5
There is 102 floors in the building.
6
The tower is tall 155 m.
7
The hotel have 32 rooms.
8
He go can up to the top.
9
The palace has 200 years old.
10
It is an famous building.
Circle the mistake. Write the correct sentence.
>
15
184
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Name :
Score : / 100
My First Writing 2
Final Test (Units 10
-15)
(Page 1/2)
Write in or on.
(5 points each)
>
1
Zebras live
Africa.
2
Dolphins have a blowhole
their head.
3
My dad was born
1975.
4
Frogs hibernate
the winter.
Circle the mistake. Write the correct sentence.
(5 points each)
>
5
Lisa is a best violinist.
6
My friend is from Colombian.
7
It is a large park on New York.
Write the words in the correct order.
(5 points each)
>
8
can
in
born
Cheetahs
Pele
.
Brazil
9
fastest
land animals
are
to
.
10
go up
the
was
People
the top
.
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(Page 2/2)
Choose and write the word.
(5 points each)
>
11
The tiger has dark
.
13
There
many things to see.
12
It
an observation deck.
14
Swans are
than geese.
are larger stripes has
is are have (3x) live
Choose and write the sentence.
(5 points each)
>
15
Stingrays
16
They
17
18
Their eyes
19
20
Their mouth
in the sea
15
a flat body
16
17
a
dangerous tail
20
Their mouth
on their underside
Their eyes
on their topside
18
19
wide fins
Stingrays
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Placement Test
188
Unit Tests (Units 1-
9)
188
Midterm Test
190
Unit Tests (Units 10
-15)
190
Final Test
191
Test Answer Key
187
My First Writing 2
Test
Answer Key
Placement Test
1
hide-and-seek
2
unicycle
3
flashlight
4
sandcastle
5
movie
6
tag
7
He doesn’t eat lunch at home.
8
The students are at school.
9
I am always happy at the party.
10
Snakes are longer than lizards.
11
are eating
12
in
13
some
14
longest
15
ⓑ
16
ⓒ
17
ⓐ
18
I play baseball every day.
19
We sometimes go swimming on Sundays.
20
Tokyo is the largest city in Japan.
Unit 1
Test
1
lunchtime
2
basketball
3
tag
4
soccer
5
draw
6
make
7
She doesn’t draw pictures.
8
They don’t like art class.
9
My teacher doesn’t like snakes.
10
We don’t have recess today.
Unit 2
Test
1
sing
2
jump
3
juggle
4
dance
5
can’t, A cat can’t speak English.
6
do, They do magic tricks.
7
like, Ken and Kate like singing.
8
can’t, Turtles can’t run fast.
9
can, Frogs can jump high.
10
have, We have a talent show.
Unit 3
Test
1
trampoline
2
merry-go-round
3
water slide
4
roller coaster
5
Ferris wheel
6
Viking ship
7
My brother is at school.
8
The children are under the tree.
9
They are in the cafeteria.
10
The girl is on the swing.
Unit 4
Test
1
chasing
2
running
3
holding
4
hitting
5
counting
6
hiding
7
They are holding a racket.
8
We are playing kickball now.
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9
I am doing my homework now.
10
Ken is throwing a ball now.
Unit 5
Test
1
kite
2
surf
3
swim
4
beach
5
are eating, We are eating apples now.
6
goes, Amy goes to school every day.
7
am going, I am going swimming now.
8
is reading, Mom is reading a book now.
9
surf, They surf every day.
10
is flying, Tom is flying a kite right now.
Unit 6
Test
1
ⓐ
2
ⓑ
3
ⓑ
4
ⓐ
5
tent, They have three tents.
6
backpacks, I am carrying a backpack.
7
an, She is carrying a flashlight.
8
ski, My teacher goes skiing in the winter.
9
am, My dad and I are wearing gloves.
10
camp, Ben is going camping today.
Unit 7
Test
1
tacos
2
pizza
3
noodles
4
pancakes
5
on, Ted goes skiing on weekdays.
6
Ø
, We go out to eat every day.
7
on, He makes tacos on Fridays.
8
likes, My dad likes Mexican food.
9
Ø
, They go to school every day.
10
on, Ella gets up early on weekends.
Unit 8
Test
1
presents
2
magic show
3
balloons
4
birthday banner
5
cake
6
movie
7
I always get up at six o’clock.
8
The party is usually at home.
9
We usually play games on weekends.
10
They are always happy at the party.
Unit 9
Test
1
superhero
2
wizards
3
action
4
fantasy
5
a, He wants some popcorn.
6
an, Anna and Sally want some noodles.
7
some, She is eating an orange.
8
a, I want some dumplings.
9
an, They want a hamburger for lunch.
10
a, There are some cookies in the jar.
189
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Midterm Test
1
some
2
a
3
an
4
some
5
are
6
Ø
7
doesn’t
8
There are always many children.
9
Boys are on the roller coaster.
10
Matt is catching a ball now.
11
catch, We are catching crabs now.
12
don’t, She doesn’t like singing.
13
does, They can’t do magic tricks.
14
in, Sally goes shopping on weekends.
15
We have a talent show today.
16
We are excited.
17
We can do many things.
18
Tony can play the violin.
19
Ann can juggle.
20
I can do magic tricks.
Question Index (Midterm Test)
Question
Unit
Question
Unit
1
U9
11
U5
2
U9
12
U1
3
U9
13
U2
4
U9
14
U7
5
U6
15
U2
6
U7
16
U2
7
U1
17
U2
8
U8
18
U2
9
U3
19
U2
10
U4
20
U2
Unit 10
Test
1
Asia
2
grass
3
moon shape
4
longer
5
slow, Snails are slower than turtles.
6
more lighter, Squirrels are lighter than
6
hippos.
7
are, A fox is smaller than a wolf.
8
have, A cheetah has black spots.
9
more big, Lions are bigger than goats.
10
on, Cheetahs and giraffes live in Africa.
Unit 11
Test
1
ⓐ
2
ⓑ
3
ⓑ
4
ⓐ
5
on, Sharks are white on their belly.
6
have, Sea turtles have a hard shell.
7
has, A whale has a fin on its back.
8
in, A stingray lives in the ocean.
9
are, Dolphins are very gentle.
10
are, Manatees are sea animals.
Unit 12
Test
1
ⓑ
2
ⓐ
3
ⓐ
4
ⓑ
5
the, The albatross has the largest wings.
6
bigger, A tiger is bigger than a rabbit.
7
run, Ostriches can run fast.
8
has, It has the most colorful feathers.
9
feet, Eagles have clawed feet.
10
most, Falcons are the most powerful.
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Unit 13
Test
1
English
2
talk show host
3
actress
4
America
5
on, She was born in 2007.
6
Japan, Hiroshi Amano is Japanese.
7
Germany, They speak German very well.
8
a, Finn is the best soccer player.
9
French, I was born in France.
10
Chinese,The pianist is from China.
Unit 14
Test
1
ⓐ
2
ⓑ
3
ⓑ
4
ⓐ
5
in, Bogota is a city in Colombia.
6
places, There are many places to visit.
7
is, Hyde Park is famous in England.
8
It, It has a beautiful garden.
9
Italy, Rome is the capital of Italy.
10
There, There are many things to see.
Unit 15
Test
1
built
2
opened
3
bell tower
4
floors
5
is, There are 102 floors in the building.
6
tall 155 m, The tower is 155 m tall.
7
have, The hotel has 32 rooms.
8
go can, He can go up to the top.
or He goes up to the top.
9
has, The palace is 200 years old.
10
an, It is a famous building.
Final Test
1
in
2
on
3
in
4
in
5
a, Lisa is the best violinist.
6
Colombian, My friend is from Colombia.
7
on, It is a large park in New York.
8
Pele was born in Brazil.
9
Cheetahs are the fastest land animals.
10
People can go up to the top.
11
stripes
12
has
13
are
14
larger
15
Stingrays live in the sea.
16
They have a flat body.
17
They have a dangerous tail.
18
Their eyes are on their topside.
19
They have wide fins.
20
Their mouth is on their underside.
Question Index (Final Test)
Question
Unit
Question
Unit
1
U10
11
U10
2
U11
12
U15
3
U13
13
U14
4
U10
14
U10
5
U13
15
U11
6
U13
16
U11
7
U14
17
U11
8
U13
18
U11
9
U12
19
U11
10
U15
20
U11
191
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This award is presented to
for successf�lly completing My First Writing 2.
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Date