Everybody Up 2nd ep1 Teacher Book

X1 2nd Edition

Teacher’s Book

Patrick Jackson
Susan Banman Sileci

Table of Contents

Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 YLE Practice Answer Key and Instruction. . . . . . . . 114
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Video Scripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Poster Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson Guide. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Workbook Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . 119
Teaching Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Picture Card List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Games and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Word List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

1

© Copyright Oxford University Press

Syllabus

Welcome What’s your name? Classroom Verbs
My name is/I’m Danny.
• Information question with what listen ask talk
• Possessive adjectives my and your count point answer

Unit 1  First Day Lesson 2 Lesson 3 Lesson 4
Story: I’m Great!
Lesson 1 School Supplies: • Asking how someone is Shapes: Math
book doing
School Supplies: notebook circle
pen desk How are you?
pencil chair I’m fine. Thank you. square
eraser • Affirmative and negative
ruler statements with be (3rd Be friendly. triangle
pencil case person singular)
backpack rectangle
• Simple present statements It’s a book. It isn’t a notebook.
with be (3rd person singular) • Yes/No questions with
• Indefinite articles a/an be (3rd person singular)
• Information question with Is it a circle?
what Yes, it is. / No, it isn’t.

What is it? Video Poster
It’s a pen.

Unit 2  Art Class Lesson 2 Lesson 3 Lesson 4
Story: The Blue Paint
Lesson 1 Colors: • Offering to share something Colors: Art
red green
Art Supplies: yellow Let’s share
paint blue OK. purple
paper white
chalk black Be nice. orange
yarn • Information question with
glue what pink
tape
• Demonstrative pronoun this What color is it? gray
• Information question with It’s red.
what brown

What’s this? • Simple present statements
This is paint. with make (3rd person plural)
• Compound subjects with and
Blue and yellow make green.

Video Poster

✔Check Up 1  Units 1 and 2 Phonics bag, bug, pop, pit, tag, top, Project  Color Poster
dad, dig, mat, mud, nap, nod

2 Syllabus

© Copyright Oxford University Press

Unit 3  Birthday Party

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Story: My Turn!
Numbers: Toys: • Taking turns Toys: Math
one doll
two dolls It’s your turn. game
three ball Thank you.
four balls marble
five car Be fair.
six cars puzzle
seven kite
eight kites card
nine • Information question with
ten how many • Simple present statements
eleven • Plural nouns with -s with have (1st person
twelve
• Simple present statements How many dolls? singular)
with be (1st person singular) One doll. / Two dolls. • Plural nouns with -s
• Information question with I have one game / two
how games.

How old are you? Video Poster
I’m eight.

Unit 4 Home Lesson 2 Lesson 3 Lesson 4
Story: Cookies
Lesson 1 Food: • O ffering something to Food: SoSctiuadl ies
juice pizza
Family: chicken someone
mother fish Here you are. rice
father ice cream Thank you.
brother • Affirmative and negative You’re welcome. cake
sister
grandmother statements with like (1st Be kind. bread
grandfather person singular)
• Demonstrative pronoun this • Information question with
• Information question with I like / don’t like juice. what
What’s this?
who This is pizza. I like pizza.
Who’s this?
This is my mother. Video Poster

✔Check Up 2  Units 3 and 4 Phonics bat, map, bed, net, pin, Project  All About Me Book
bib, mop, pot, tub, nut

Syllabus 3

© Copyright Oxford University Press

Unit 5  The Park Lesson 2 Lesson 3 Lesson 4
Story: My Kite!
Lesson 1 Playtime: • Polite requests with please Animals: Science
play soccer turtle
Nature: jump rope Please help me.
flower fly a kite Sure. frog
tree ride a bike
rock • A ffirmative and negative Be helpful. spider
river
hill statements with can for ant
lake ability • Yes/No question with can for
• Modal verb can for ability • Direct objects (S-V-O
• Direct objects (S-V-O sentence) ability

sentences) I can / can’t play soccer. • Direct objects in questions
• I nformation question with Can you see a turtle / an ant?
what Yes, I can. / No, I can’t.

What can you see? Video Poster
I can see a flower/flowers.

Unit 6  The Zoo

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Story: Where’s Danny?
Animals: Animals: • Apologizing Abilities: Science
run
monkey snake I’m sorry.
elephant giraffe That’s OK. hop
tiger lion
bear zebra Be safe. swim
kangaroo • Questions and statements
penguin walk
• Statements with prepositions with be (3rd person plural) • Yes/No question with can
• P repositions of location: in,
of location: in, on, under on, under for ability
• Definite article the • Plurals with -s
• Information question with Where are the snakes? Can zebras / penguins run?
where They’re on the rock. Yes, they can. / No, they can’t.

Where is the monkey? Video Poster
It’s on the rock.

✔Check Up 3  Units 5 and 6 Phonics fan, fox, van, vet, six, sun, Project  Tangram Animals
zap, zip, red, rug, log, lip

4 Syllabus

© Copyright Oxford University Press

Unit 7  Science Day

Lesson 1 Lesson 2 Lesson 3 Lesson 4

My Body: My Face: Story: I Can’t See! Healthy Habits: Health
wash my face
arm eye • Excusing yourself politely
hand nose Excuse me. wash my hands
finger mouth Sure.
leg ear Thank you. brush my hair
foot • Y es / No questions with be
brush my teeth
• Statements with can for

toe (3rd person singular and Be polite. ability
• Demonstrative pronouns this plural)
and these • D emonstrative pronouns this • Direct objects (S-V-O
and these
What’s this? sentences)
This is my arm. Is this my eye? I can wash my face.

What are these? Yes, it is. / No, it isn’t. Video Poster

These are my arms. Are these my eyes?
Yes, they are. / No, they
aren’t.

Unit 8  The Toy Store

Lesson 1 Lesson 2 Lesson 3 Lesson 4
Story: Please Be Quiet
Adjectives: Adjectives: • Making a polite request Transportation: SoSctiuadl ies
old fast bus
new slow Please be quiet.
big noisy OK. I’m sorry. truck
small quiet Thanks.
long • Yes / No questions with be train
short Be nice.
• D emonstrative pronouns (3rd person singular and boat
plural)
that and those • D emonstrative pronouns • C omparing demonstrative
• I nformation questions with that and those pronouns this, that, these,
what and those
Is that a fast car?
What’s that? Yes, it is. / No, it isn’t. What’s this / that?
That’s an old doll. Are those fast cars? It’s an old bus.
What are those? Yes, they are. / No, they What are these / those?
Those are new bikes. They’re new buses.
aren’t.
Video Poster

✔Check Up 4  Units 7 and 8 Phonics rake, vase, beet, peek, dive, Project  My Robot
lime, rose, bone, mule, cube

Syllabus 5

© Copyright Oxford University Press

Welcome

Welcome C Sing. 05 04 Objectives
• Asking someone’s name
A Listen, point, and say. 03 • Introducing yourself

1. 2. Hello. My name 3. Hello. 4. Hi. My name Grammar
Hi. I’m Danny. is Emma. I’m Julie. is Mike. • Information questions with what
• Possessive adjectives my and your
D Listen, point, and say. 06 05 What’s your name?
My name is / I’m Danny.
1. 2. 3. 1, 2, 3…
Hi! Vocabulary
Commands: listen, point, count, talk,
Danny Emma Julie Mike ask, answer

B Listen, ask, and answer. Then practice. 04 03 Listen. Point. Count. Materials
Picture Cards 01–06; Class CD1
What’s your name? I’m Danny. What’s = What is 4. 5. ? 6. Tracks 03–06
My name is I’m = I am Hi! !

Hi. What’s your name?

2 Welcome Talk. Ask. Answer.

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Student Book page 2  B Listen, ask, and answer.
Then practice.
Warm up
See Teaching Grammar, Teacher’s Book page 24.
1. Greet the class. Wave and say Hello and Hi.
Encourage students to repeat after you 1. Introduce the new pattern: What’s your name? I’m
and wave. (Danny). My name is (Danny).

 A Listen, point, and say. 2. Present the contractions: What’s = What is 
I’m = I am
See Teaching Vocabulary, Teacher’s Book page 24.
3. Direct students’ attention to the grammar box on
1. Introduce the characters. Lead the class to say each page 2.
character’s name aloud.
4. Play Class CD1 Track 04. Students listen, ask, and
2. Play Class CD1 Track 03. Students listen, point, and answer along with the CD.
say along with the CD.
04 What’s your name?
03 1. Danny: Hi. I’m Danny. I’m Danny.
What’s your name?
2. Emma: Hello. My name is Emma. My name is Danny.
I’m, I am
3. Julie: Hello. I’m Julie.
5. Guide students to practice the questions and
4. Mike: Hi. My name is Mike. answers in pairs, using their books. Students
look at the photograph of the girl asking Hi. What’s
3. Guide students to practice these names by pointing your name? Students answer using their own names.
to the pictures and saying the names aloud.

32 Welcome

© Copyright Oxford University Press

Student Book page 3 Games and Activities

 C Sing. • Everybody Stop! (Teacher’s Book pages 28–31).
Play this with alphabet letters.
See Teaching Songs, Teacher’s Book page 24.
• Rollers (Teacher’s Book pages 28–31). Students
1. Students look at the alphabet letters. sit in a circle on the floor. A student says the
2. Read the letters aloud. Students listen and repeat. letter A and rolls the ball to another student, who
3. Play Class CD1 Track 05. Students listen and then says B. Continue through the alphabet.

sing along with the CD. • Hand out paper and art supplies. Assign a letter
to each student. Students draw their assigned
05 The Alphabet letter on a piece of paper. Then ask students
The alphabet. The alphabet. The alphabet. to hold up their drawing and line up in
The alphabet. The alphabet. The alphabet. alphabetical order.
A, B, C, D,
E, F, G, Extra Practice
H, I, J, K,
L, M, N, O, P, Workbook pages 2–3
Q, R, S, Student Audio CD Tracks 03–06
T, U, V, iTools
W, X, Y, Z Online Practice
(x2)

4. Assign a letter to each student. Sing the song very
slowly together. Ask students to stand up when
he or she hears his or her assigned letter. Assign a
different letter to each student and repeat.

 D Listen, point, and say.

1. Use Picture Cards 01–06 to introduce the
commands. Continue until students can produce
the words on their own.

2. Play Class CD1 Track 06. Students listen, point, and
say words along with the CD.

06 1. Listen.
2. Point.
3. Count.
4. Talk.
5. Ask.
6. Answer.

3. As an extension, play the track again so student
pairs can listen, point to pictures in their books, and
say the words to each other.

Welcome 33

© Copyright Oxford University Press

Unit 1  First Day Lesson 1  School Supplies

1 First Day C Listen and say. Then practice. 09 07 Objectives
• Talking about school supplies
Lesson 1 School Supplies It’s a pen. It’s = It is
an eraser. Grammar
A Listen, point, and say. 07 06 • Simple present statements with be
5 6 4 (3rd person singular)
12 3 4 6 • Indefinite articles a/an
It’s a pen/an eraser.
pen pencil eraser ruler pencil case backpack 1 5 • Information question with what
23 What is it? It’s a pen.

B Listen and number. 08 D Listen, ask, and answer. Then practice. 10 08 Vocabulary
School Supplies: pen, pencil, eraser,
What is it? 1 2 ruler, pencil case, backpack
It’s a pen.
It’s = It is Materials
Picture Cards 01–06, 07–12; Class CD1
3 45 6 Tracks 07–10

 6  4 E Look at B . Look at A .
 5  2 Point, ask, and answer. What is it?
 3
 1 What is it?

4 Unit 1 It’s a ruler.

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Student Book page 4 2. Link the language. Combine commands from the
Welcome unit with the new vocabulary. Say Listen.
Warm up Point to a (pen). Students listen and then point to
the object on their desks or in the classroom.
1. Greet the class, saying Hello. Elicit the response
Hello or Hi. Practice the greeting with several 3. Play Class CD1 Track 07. Students listen, point, and
individual students, as well. say along with the CD.

2. Review introductions from the Welcome unit. 07 1. pen 2. pencil 3. eraser
Model the conversation with a few individual 4. ruler 5. pencil case 6. backpack
students. Say Hi. I’m (Ms. Jones). What’s your
name? Elicit the response I’m (Tom) or My 4. Students practice the words by pointing to the
name is (Tom). Students can then circulate and school supplies they can see around them.
introduce themselves.
 B Listen and number.
3. Practice the commands learned in the Welcome
unit. Hold up Picture Cards 01–06 and elicit See Using the Big Picture, Teacher’s Book page 24.
the words. Then students say the words when 1. Read this while pointing to the picture:
you act out the commands (using the gestures Danny, Julie, Emma, and Mike are at school. Oops!
shown in the illustrations). After a round,
volunteers act out the commands for the class Danny’s backpack is open. The pencil case and the
to identify. ruler are in the backpack. The eraser, the pen, and
the pencil are on the steps.
 A Listen, point, and say. 2. Play Class CD1 Track 08. Students listen and
number the items in the picture.
See Teaching Vocabulary, Teacher’s Book page 24.
1. Use Picture Cards 07–12 to introduce the school 08 1. Mike: Danny, your backpack!
2. Danny: Oh, no! My pencil!
supplies. Continue until students can produce the 3. Danny: My eraser!
words on their own. 4. Danny: My pen!
5. Danny: My ruler?
34 Unit 1 6. Danny: My pencil case?

© Copyright Oxford University Press

3. Invite students to talk about what else they see in 4. Hold up Picture Cards 07–12 and ask What is it?
the picture, using previously learned language. Students reply It’s (an eraser). Divide the class into
two groups. Group 1 asks the questions and Group
Student Book page 5 2 answers. Switch roles.

 C Listen and say. Then practice. 5. Student pairs practice the pattern, using their
books.
See Teaching Grammar, Teacher’s Book page 24.
 E Look at  B  . Point, ask, and
1. Introduce the new pattern: It’s a pen. / It’s an eraser. answer.
2. Introduce articles. All of the new vocabulary
Student pairs look at the big picture in Activity B
words take the article a, except eraser, which takes and practice asking and answering with the language
an. Students practice saying the new words with pattern in the speech bubbles, using all the new
articles: a pen, an eraser, etc. vocabulary words: What is it? It’s a ruler.
3. Present the contraction: It’s = It is
4. Direct students’ attention to the first grammar box Everybody Up  21st Century Skills
on page 5.
5. Play Class CD1 Track 09. Students listen and say See Teaching 21st Century Skills, Teacher’s Book page 27.
along with the CD. Communication/Collaboration: Direct students’
attention to the Everybody Up Friend. Student
09 It’s a pen. 4.  It’s a ruler. pairs look at the pictures in exercise A and use
It’s an eraser. 5.  It’s a pencil case. communication skills to ask and answer the question.
It’s, It is 6.  It’s a backpack. Then they collaborate to find another school supplies
1. It’s a pen. object in the classroom and ask and answer the same
2. It’s a pencil. question about it.
3. It’s an eraser.

6. Practice the pattern with the students. Hold up Games and Activities
Picture Cards 07–12 and elicit It’s a (pen) for
each card. • Teacher’s Mistake (Teacher’s Book pages 28–31).
Point to school supplies objects on your desk and
7. Students practice the sentences by themselves, using say to the class It’s (an eraser). Students listen
their books. carefully and try to catch your “mistakes.”
Those who catch your mistake must say the
 D Listen, ask, and answer. correct sentence.
Then practice.
• Beanbag Toss (Teacher’s Book pages 28–31)
See Teaching Grammar, Teacher’s Book page 24. using Picture Cards 07–12. Students play in
pairs. S1 throws the beanbag, aiming for one of
1. Introduce the new pattern: What is it? It’s a pen. the cards, and asks What is it? S2 answers It’s (a
2. Direct students’ attention to the second grammar ruler). The next pair takes a turn. When the first
pair gets their next turn, they switch roles.
box on page 5.
3. Play Class CD1 Track 10. Students listen, ask, and • Blindfold (Teacher’s Book pages 28–31).
Model the activity with a pair of students. S1 is
answer along with the CD. blindfolded. S2 hands S1 a school supplies item
and asks What is it? S1 answers It’s (a backpack).
10 What is it? It’s a pen. Distribute blindfolds and school supplies realia
It’s = It is (or make sure students have their own items).
1. What is it? It’s a pen.
2. What is it? It’s a backpack. Extra Practice
3. What is it? It’s a pencil case.
4. What is it? It’s an eraser. Workbook pages 4–5
5. What is it? It’s a pencil. Student Audio CD Tracks 06–08
6. What is it? It’s a ruler. iTools
Online Practice
Unit 1 35


© Copyright Oxford University Press

Unit 1  First Day Lesson 2  School Supplies

Lesson 2 School Supplies C Sing. 13 11 Objectives
• Talking about school supplies
A Listen, point, and say. 11 09 What Is It?
Grammar
12 3 4 • Affirmative and negative statements
with be (3rd person singular)
book notebook desk chair A book. A book. It isn’t a notebook. It’s a book. It isn’t a notebook.
A book. A book. It isn’t a desk.
A book. A book. It isn’t a pencil. Vocabulary
What is it? It’s a book. School Supplies: book, notebook,
desk, chair
B Listen and say. Then practice. 12 10
Materials
It’s a book. It isn’t a notebook. It’s = It is Picture Cards 13–16; Class CD1 Tracks
isn’t = is not 11–14

D Listen and number. 14

34 It’s a chair.
2
E Look around your classroom.
Point and say.

1 It’s a desk.

6 Unit 1 It isn’t a chair.

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Student Book page 6 3. Play Class CD1 Track 11. Students listen, point, and
say along with the CD.
Warm up
11 1. book 2. notebook
1. Greet the class. Students circulate and greet each 3. desk 4. chair
other, saying Hi and Hello.
4. Students practice the words by pointing to school
2. Elicit the language from Unit 1, Lesson 1: What supplies in the classroom.
is it? Students can practice the expression with
their neighbors, using their own school supplies.  B Listen and say.
Then practice.
3. Review Unit 1, Lesson 1 language by playing
Picture Pieces (Teacher’s Book pages 28–31). See Teaching Grammar, Teacher’s Book page 24.
On the board, draw a partial picture of a
Lesson 1 school supplies object. Ask What is it? 1. Introduce the new pattern: It’s a book. It isn’t a
Students answer It’s (a pencil). Continue with notebook.
the other vocabulary words.
2. Present the contractions: It’s = It is and isn’t =
 A Listen, point, and say. is not.

See Teaching Vocabulary, Teacher’s Book page 24. 3. Direct students’ attention to the grammar box on
1. Use Picture Cards 13–16 to introduce the new page 6.

school supplies. Continue until students can 4. Play Class CD1 Track 12. Students listen, point to
produce the words on their own. the items in the picture, and say along with the CD.
2. Link the language. Hold up or point to realia of the
new vocabulary words and ask What is it? Students
reply It’s a (book). Next, student volunteers ask
the questions.

36 Unit 1

© Copyright Oxford University Press

12 It’s a book. It isn’t a notebook. Answer Key
It’s = It is From left to right: 3, 2, 4, 1
isn’t = is not
Mike: It’s a book. It isn’t a notebook. 4. Students point at items in the classroom and say
Emma: It’s a notebook. It isn’t a book. sentences about the items.
Julie: It’s a desk. It isn’t a chair.
Danny: It’s a chair. It isn’t a desk.  E Look around your classroom.
Point and say.
5. Student pairs practice the questions and answers,
using their books. Student pairs look at items in the classroom and
practice making sentences using the language pattern
Student Book page 7 in the speech bubbles: It’s a desk. It isn’t a chair.
Encourage students to use all the language in this
 C Sing. lesson, as well as previously learned language.

See Teaching Songs, Teacher’s Book page 24. Everybody Up  21st Century Skills

1. Students look at the pictures and name objects See Teaching 21st Century Skills, Teacher’s Book page 27.
they see. Creativity/Communication: Direct students’
attention to the Everybody Up Friend. Students
2. Read the song lyrics with the students. draw a school supplies item from Unit 1, Lesson 1
3. Play Class CD1 Track 13. Students listen and then or 2, and then circulate, using the expression to talk
about their drawings. Students identify the item and
sing along with the CD. communicate what it is in a complete sentence.

13 What is it? Games and Activities
A book. A book. It isn’t a notebook.
A book. A book. It isn’t a desk. • Simon Says (Teacher’s Book pages 28–31). Tell
A book. A book. It isn’t a pencil. students they can take a step forward if they
What is it? hear you say Simon says. Call out phrases using
It’s a book. Picture Cards or realia, and Lesson 2 language:
A chair. A chair. It isn’t a notebook. (Simon says) It’s a book or (Simon says) It isn’t
A chair. A chair. It isn’t a desk. a desk.
A chair. A chair. It isn’t a pencil.
What is it? • Telephone (Teacher’s Book pages 28–31).
It’s a chair. Students form one line. Whisper a sentence to
(x2) the student at each end (for example, It’s a desk
or It isn’t a book). Students whisper the sentence
4. Students sing the song again, taking turns to point down the line.
out objects they see around them.
Extra Practice
 D Listen and number.
Workbook pages 6–7
1. Students point to the pictures and describe what Student Audio CD Tracks 09–11
they see. iTools
Online Practice
2. Play Class CD1 Track 14. Students listen and
number the pictures of items described on the CD.

14 1. It’s a book. It isn’t a notebook.
2. It’s a desk. It isn’t a chair.
3. It’s a notebook. It isn’t a desk.
4. It’s a chair. It isn’t a book.

3. Play the track again so students can check their
work. Then check answers together.

Unit 1 37

© Copyright Oxford University Press

Unit 1  First Day Lesson 3  Story

Lesson 3 Story B Listen and number. 16 Objectives
• Building reading and listening skills
A Talk about the pictures. Then listen and read. 15
Conversation
I’m Great! • Asking how someone is doing
How are you?
Hi, Emma! I’m OK. I’m fine. Thank you.
How are you?
Value
I’m fine. Thank you. C Sing. 17 12 Be friendly.
How are you?
Materials
Hi, Danny! Hi! How are You? Picture Cards 07–12, 13–16;
How are you? Class CD1 Tracks 15–18

I’m good. Hi! How are you? How are you?
I’m fine. Thank you. I’m fine! How are you?
How are you?
I’m OK! How are you?
I’m fine. Thank you! I’m fine. I’m great!

Look! Mike.

How are D Listen and say. Then act. 18 How are you?
you, Mike? Tell your partner.
Mike! Mike! How are you? I’m fine.
I’m great! Thank you. Thank you. Lesson 3 9
Value
2
Be friendly.
13

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4105965_EU_SB1.indb 8

Student Book page 8 3. Play Class CD1 Track 15. Students listen, point, and
read along with the CD.
Warm up
15 I’m Great!
1. Greet the class. Wave and say Hello, class! Elicit Julie: Hi, Emma! How are you?
Hello, (Ms. Jones). Emma: I’m fine. Thank you. How are you?
Julie: I’m good.
2. Play What’s Missing? (Teacher’s Book pages Emma: Hi, Danny! How are you?
28–31) to review Lesson 1 and 2 language. Danny: I’m OK.
Hold up Picture Cards 07–16, eliciting the Danny: Look! Mike.
words. Hold up each card again, this time Emma: Mike! Mike!
without revealing the picture. Ask What is it? Emma: How are you, Mike?
Students guess It’s a (pen). Show the picture, Mike: I’m great! Thank you.
saying either That’s right. It’s a (pen) or It isn’t a
(pen). It’s a (desk). 4. Read the story aloud with the students. Then direct
students’ attention to the value Be friendly and play
3. Point to a chair and elicit the language from the track again. Students listen and read along. Ask
Unit 1, Lesson 2: It’s a chair. Students use this if students can think of other examples of this value.
expression to point to classroom objects and ask
and answer with partners. Student Book page 9

 A Talk about the pictures.  B Listen and number.
Then listen and read.
1. Students look at each picture and say what they
See Teaching Stories, Teacher’s Book page 25. think is happening.

1. Students look at the pictures and name the
characters, colors, and objects they see.

2. Students say what they think could be happening in
each picture.

38 Unit 1

© Copyright Oxford University Press

2. Play Class CD1 Track 16. Students listen and  D Listen and say. Then act.
number the pictures.
See Teaching Conversations, Teacher’s Book page 25.
16 1. Emma: How are you, Mike? 1. Play Class CD1 Track 18. Student pairs listen and

Mike: I’m great! Thank you. say along with the CD.

2. Julie: Hi, Danny! How are you? 18 How are you?
I’m fine. Thank you.
Danny: I’m OK.
2. Students rehearse and act out the conversations,
3. Emma: Mike! Mike! using props or gestures related to the situations in
the three pictures.
4. Julie: Hi, Emma! How are you?
Everybody Up  21st Century Skills
Emma: I’m fine. Thank you.
See Teaching 21st Century Skills, Teacher’s Book page 27.
3. Play the track again so students can check their Critical Thinking /Communication: Direct
work. Then check answers together. students’ attention to the Everybody Up Friend on
page 9: How are you? Tell your partner. Students use
Answer Key critical thinking skills to decide how they feel. Then
From left to right: 4, 2, 3, 1 they share this using the unit language (I’m fine.
I’m great. Great! Thank you.), circulate, and practice
 C Sing. communication skills by asking and answering.

See Teaching Songs, Teacher’s Book page 24. Games and Activities

1. Students look at the pictures and talk about what • Students can draw pictures to illustrate the value
they see. Be friendly. Display the pictures in the classroom.

2. Read the song lyrics with the students. • Toss and Tell (Teacher’s Book pages 28–31).
3. Play Class CD1 Track 17. Students listen and then Students say a line from the story and toss a
ball to another student, who responds. Review
sing along with the CD. possible exchanges before starting:
Hi! How are you? / I’m fine. Thank you.
17 Hi! How Are You? Hi! How are you? / I’m OK. Thank you.
Hi! How are you?
I’m fine, thank you. How are you? • Hi! How are you? / I’m great! Thank you.
I’m fine, thank you! Draw A New Story (Teacher’s Book pages
28–31). Using the existing story as a model,
Hi! How are you? students draw a new story with new scenes
I’m fine, thank you. How are you? and characters. The new story should reflect
I’m fine, thank you! the Lesson 3 value: Be friendly. More advanced
students might also write new text. Beginning
How are you? students might simply copy the pictures and text
I’m fine! How are you? from the Student Book.
I’m OK! How are you?
I’m fine, I’m great! Extra Practice

Hi! How are you? Workbook pages 8–9
I’m fine, thank you. How are you? Student Audio CD Track 12
I’m fine, thank you! Unit 1, Lesson 3 Worksheet
iTools
(x2) Online Practice

4. Students sing the song again, turning to partners
and asking them How are you? as they sing.

Unit 1 39

© Copyright Oxford University Press

Unit 1  First Day Lesson 4  Shapes

Lesson 4 Shapes Math D Match. 3. 4. 5. Objectives
• Asking and answering about shapes
A Watch the video. 1. 2.
Grammar
B Listen, point, and say. 19 13 • Y es/No questions with be (3rd person
singular)
12 3 4 Is it a circle?
Yes, it is. / No, it isn’t.
circle square triangle rectangle
Vocabulary
C Listen, ask, and answer. Then practice. 20 14 Shapes: circle, square, triangle,
rectangle
Is it a circle? Yes, it is. isn’t = is not
No, it isn’t. Materials
Picture Cards 07–12, 13–16, 17–20;
E Look at D . Ask and answer. Watch the video. Class CD1 Tracks 05, 19–20; Unit 1 Video
What shapes do and Poster, Shapes
1. 2.
you see?
Is it a triangle? Yes, it is.

3. 4. F Look around your classroom.
Find shapes.

Look! It’s a square. Look! It’s a circle.

G Look at the poster. Talk about it.

10 Unit 1 Lesson 4 11

4105965_EU_SB1.indb 10 10/15/15 9:50 AM 4105965_EU_SB1.indb 11 Student Book pages 10–1110/15/15 9:51AM

Student Book page 10 1. Play the video. See Video Scripts on Teacher’s Book
pages 116–117 for reference.
School Subject Connection: Math Math
2. Play the video again. Pause the video and ask
Lesson 4 is a cross-curricular lesson with a connection students questions about the shapes. Encourage
to math. Ask students to talk about what they are them to answer in full sentences to practice It is/
learning in math class now. It’s. Take students into school hallways or outdoor
areas on a search for circles, squares, triangles, and
Warm up rectangles.

1. Greet a student at the front of the classroom:  B Listen, point, and say.
How are you? Elicit the response I’m fine/OK/
great. Then elicit the language from Unit 1, See Teaching Vocabulary, Teacher’s Book page 24.
Lesson 3: How are you? Have students take turns
asking and answering to three other students. 1. Use Picture Cards 17–20 to introduce the new
words. Continue until students can produce the
2. Sing The Alphabet Song (Class CD1 Track 05) words on their own.
with students. Then sing the song slowly again.
Sing A and ask students to sing the next letter. 2. Link the language. Combine language patterns from
Continue until the end of the song. Unit 1, Lesson 1 with the new vocabulary. Hold up
each card, saying What is it? Elicit the response It’s a
3. Review Unit 1 conversation language patterns (circle).
and vocabulary. Hold up Picture Cards 7–12
and 13–16 and ask What is it? Elicit the answer 3. Play Class CD1 Track 19. Students listen, point, and
It’s a (pen). It isn’t a (book). say along with the CD.

 A Watch the video. 19 1. circle 2. square
3. triangle 4. rectangle
See Teaching with Videos, Teacher’s Book page 26.
4. Students make picture cards for the new vocabulary.
Before you watch: Tell the class they’re going to watch Give four cards cut from blank paper and art
a video about shapes. Draw shapes on the board. Ask supplies to each student.
students what they might see in the video.

40 Unit 1

© Copyright Oxford University Press

 C Listen, ask, and answer.  F Look around your classroom.
Then practice. Find shapes.

See Teaching Grammar, Teacher’s Book page 24. Student pairs stand and search the classroom for
shapes. Encourage them to use the language in the
1. Introduce the new pattern: Is it a circle? speech bubbles: Look! It’s a square. Look! It’s a circle.

Yes, it is. No, it isn’t.  G Look at the poster.
2. Present the contraction: isn’t = is not Talk about it.
3. Direct students’ attention to the grammar box on
See Teaching with Posters, Teacher’s Book page 26.
page 10. 1. Students identify familiar objects in the poster
4. Play Class CD1 Track 20. Students listen and say
images. See Teacher’s Book page 118 for poster
along with the CD. information.
2. Students talk about the poster using the speech
20 Is it a circle? Yes, it is. bubbles as a model.

Is it a circle? No, it isn’t. Everybody Up  21st Century Skills

isn’t = is not See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication: Direct
1. Is it a circle? Yes, it is. students’ attention to the Everybody Up Friend.
Review the question and watch the video. Students
2. Is it a circle? No, it isn’t. use critical thinking to make a list or a chart of all the
shapes they see in the video. Students communicate
Is it a square? Yes, it is. their findings with the class or with neighbors.

3. Is it a triangle? Yes, it is. Games and Activities

4. Is it a triangle? No, it isn’t. • Fruit Salad (Teacher’s Book pages 28–31), using
Picture Cards 07–12, 13–16, and 17–20.
Is it a rectangle? Yes, it is.
• Card Grab (Teacher’s Book pages 28–31). Give
5. Hold up Picture Cards 17–20 and ask the class Is each group of four students a set of student-made
it a (circle)? Students reply Yes, it is. or No, it isn’t. picture cards. Cards are laid face-up. When you
Divide the class into two groups. Group 1 asks the say a word, students race to touch the card.
questions and Group 2 answers. Switch roles.
• Word Roll (Teacher’s Book pages 28–31). Each
6. Student pairs practice the pattern, using their student prepares a die with shape words (two will
books. be repeated on a six-sided die, or students can
choose words from Lessons 1 and 2 for the extra
7. Students form new pairs and practice the pattern sides). Students play in pairs. S1 rolls and asks Is
using their handmade picture cards. it a (rectangle)? S2 answers.

Student Book page 11 Extra Practice

 D Match. Workbook pages 10–11
Student Audio CD Tracks 13–14
1. Students work on their own, matching the pictures Unit 1, Lesson 4 Worksheet
in the top row with the corresponding shapes in the Unit 1 Test
bottom row. iTools
Online Practice
2. Students check their answers with a partner.

 E Look at  D  . Ask and answer.

1. First, practice the activity with the class. Use the
pictures in Activity D to practice the language
pattern in the speech bubbles: Is it a triangle? Yes,
it is. Encourage students to use previously learned
language, as well.

2. Students do the activity in pairs.

Unit 1 41

© Copyright Oxford University Press

Unit 2  Art Class Lesson 1  Art Supplies

2 Art Class C Listen and say. Then practice. 23 16 Objectives
This is paint. • Talking about art supplies
Lesson 1 Art Supplies 6.
1. 2. 3. 4. 5. Grammar
A Listen, point, and say. 21 15 • Demonstrative pronoun this
5 6 This is paint.
12 3 4 • Information question with what
What’s this?
[JU_SB1_410318_ This is paint.
U2L1_01]
6p x 7p Vocabulary
Art Supplies: paint, paper, chalk, yarn,
D Listen, ask, and answer. Then practice. 24 17 glue, tape

paint paper chalk yarn glue tape Materials
Picture Cards 21–26; Class CD1
B Listen and number. 22 What’s this? What’s = What is Tracks 17, 21–24
This is paint.
4

 5 2 3
1
5
 3 46

What’s this?

E Look at B . Point, ask, and answer.

 2  1 What’s this?

This is yarn.

12 Unit 2 10/15/15 9:51 AM 4105965_EU_SB1.indb 13 Lesson 1 13

4105965_EU_SB1.indb 12 Student Book pages 12–1310/15/15 9:51AM

Student Book page 12 4. Play Class CD1 Track 21. Students listen, point, and
say along with the CD.
Warm up
21 1. paint 2. paper 3. chalk
1. Greet the class and sing Hi! How are you? (Class
CD1 Track 17). 4. yarn 5. glue 6. tape

2. Review introductions. Approach a student and 5. Students practice the words by pointing to the art
say Hello. I’m (Ms. Jones). What’s your name? supplies they can see around them.
Elicit the response I’m (Lisa) or My name is
(Lisa). Students introduce themselves to their  B L isten and number.
neighbors.
See Using the Big Picture, Teacher’s Book page 24.
3. Elicit the language from Unit 1, Lesson 4: Look!
It’s a rectangle. Students find shapes in the 1. Read this while pointing to the picture:
classroom and practice their own sentences Danny, Julie, Emma, Mike, Jay, and Carla are in art
with their neighbors.
class. Look! Julie has tape. Danny has glue and yarn.
 A L isten, point, and say. There is some chalk, paper, and paint, too.
2. Play Class CD1 Track 22. Students listen and
See Teaching Vocabulary, Teacher’s Book page 24. number the items in the picture.
1. Use Picture Cards 21–26 to introduce the art
22 1. Jay: Hi, Danny!
supplies. Continue until students can produce the
words on their own. Danny: Hi, Jay!
2. Play Guess the Next Card (Teacher’s Book pages
28–31) using Picture Cards 21–26. Jay: What is it?
3. Link the language. Combine Unit 1, Lesson 4
grammar patterns with the new vocabulary. Hold Danny: It’s yarn and glue.
up pieces of art supplies realia, asking Is it (paper)?
Elicit Yes, it is or No, it isn’t. Then student pairs ask Jay: Yarn and glue?
and answer questions.
Danny: Yes!
42 Unit 2
2. Mike: Look! My paper.

Jay: It’s great!

Mike: Thank you.

3. Carla: Teacher, your chalk?

Teacher: Thank you, Carla.

© Copyright Oxford University Press

4. Teacher: Is it a square? 5. Student pairs practice the pattern, using
Carla: No, it isn’t. It’s a circle. their books.
5. Emma: Is it glue?
Julie: No, it isn’t. It’s tape. 6. Student pairs play Word Roll (Teacher’s Book pages
Emma: Oh, OK. Paint is great! 28–31). Each student makes a die using the six new
vocabulary words. To play, S1 rolls a die and asks
3. Invite students to talk about what else they see in What’s this? S2 answers This is (paper) and rolls
the picture, using previously learned language. a die.

Student Book page 13 E Look at  B  . Point, ask,
and answer.
 C Listen and say. Then practice.
Student pairs look at the big picture in Activity B
See Teaching Grammar, Teacher’s Book page 24. and practice asking and answering with the language
pattern in the speech bubbles, using all the new
1. Introduce the new pattern: This is paint. vocabulary words: What’s this? This is yarn.
2. Direct students’ attention to the first grammar box
Everybody Up  21st Century Skills
on page 13.
3. Play Class CD1 Track 23. Students listen and say See Teaching 21st Century Skills, Teacher’s Book page 27.
Communication/Creativity: Direct students’
along with the CD. attention to the Everybody Up Friend. Students draw
a picture of an art supply. Pairs of students use their
23 This is paint. pictures and communication skills to ask and answer
1. This is paint. 2. This is paper. the question together.
3. This is chalk. 4. This is yarn.
5. This is glue. 6. This is tape. Games and Activities

4. Practice the pattern with the students. Hold up • Circles (Teacher’s Book pages 28–31). Give each
Picture Cards 21–26 and elicit This is (paint). for student in the inner ring a piece of art supplies
each card. realia or a picture card. Outer ring students ask
What’s this? Inner ring students answer This is
5. Students practice the sentences by themselves, using (paper). After a round, give the realia/cards to the
their books. outer ring students and switch roles.

D L isten, ask, and answer. • Toss and Tell (Teacher’s Book pages 28–31).
Then practice. Students stand in a circle and toss (or hand
around) a piece of art supplies realia, asking
See Teaching Grammar, Teacher’s Book page 24. What this? and answering This is (yarn). Change
the realia after a round.
1. Introduce the new pattern: What’s this?
This is paint. • Categories (Teacher’s Book pages 28–31). Use
the categories Art Supplies (paint, paper, chalk,
2. Present the contraction: What’s = What is yarn, glue, tape) and School Supplies (pen,
3. Direct students’ attention to the second grammar pencil, eraser, ruler, pencil case, backpack, book,
notebook, desk, chair). You can also include
box on page 13. the category Shapes (triangle, circle, square,
4. Play Class CD1 Track 24. Students listen, ask, and rectangle).

answer along with the CD. Extra Practice

24 What’s this? This is paint. Workbook pages 12–13
Student Audio CD Tracks 15–17
What’s = What is iTools
Online Practice
1. What’s this? This is paint.

2. What’s this? This is yarn.

3. What’s this? This is tape.

4. What’s this? This is paper.

5. What’s this? This is glue.

6. What’s this? This is chalk.

Unit 2 43

© Copyright Oxford University Press

Unit 2  Art Class Lesson 2  Colors

Lesson 2 Colors 5 C Sing. 27 20 Objectives
• Asking and answering about colors
A Listen, point, and say. 25 18 Colors!
Grammar
12 34 Red. Yellow. Blue. White. Black. • Information question with what
What color is it? What color is it?
red yellow blue white black It’s . It’s . It’s . It’s red.
What color is it? ,
It’s . It’s , . Vocabulary
Colors: red, yellow, blue, white, black
B Listen, ask, and answer. Then practice. 26 19
Materials
What color is it? It’s = It is D Listen and circle. 28 Picture Cards 21–26, 27–31; Class CD1
It’s red. Tracks 25–28
1. 2. 3. 4. 5.

aaaaa

bbbbb

Look at the pictures.

E Look around your classroom. Say the colors.

1 3 4 5 Point, ask, and answer.
2
What’s this? It’s a backpack. It’s blue.
14 Unit 2
10/15/15 9:51 AM 4105965_EU_SB1.indb 15 Lesson 2 15
4105965_EU_SB1.indb 14
Student Book pages 14–1510/15/15 9:51AM

Student Book page 14 3. Play Class CD1 Track 25. Students listen, point, and
say along with the CD.
Warm up
25 1. red 2. yellow 3. blue
1. Greet the class. Students circulate and greet each 4. white 5. black
other by name.
4. Students practice the words by pointing to items
2. Elicit the language from Unit 2, Lesson 1: What’s with different colors in the classroom.
this? Students can practice asking and answering
with their neighbors, using their own art or B Listen, ask, and answer.
school supplies. Then practice.

3. Review Unit 2, Lesson 1 language. Hold up See Teaching Grammar, Teacher’s Book page 24.
Picture Cards 21–26 and elicit the words. Then 1. Introduce the new pattern: What color is it? It’s red.
play Blindfold (Teacher’s Book pages 28–31). 2. Present the contraction: It’s = It is
Distribute blindfolds and art supplies realia to 3. Direct students’ attention to the grammar box on
student pairs. S1 hands S2 (blindfolded) a piece
of realia and asks What’s this? S2 answers This is page 14.
(paper). Continue with other vocabulary words. 4. Play Class CD1 Track 26. Students listen, point to

 A Listen, point, and say. the items in the picture, and say along with the CD.

See Teaching Vocabulary, Teacher’s Book page 24. 26 What color is it? It’s red.
1. Use Picture Cards 27–31 to introduce the colors. It’s = It is
1. What color is it? It’s red.
Continue until students can produce the words on 2. What color is it? It’s yellow.
their own. 3. What color is it? It’s blue.
2. Link the language. Combine grammar patterns 4. What color is it? It’s white.
from Unit 1 with the new vocabulary. Display art 5. What color is it? It’s black.
supplies realia in the new colors. Point and say
What is it? Students reply It’s (paper). Ask Is it
(red)? Students reply Yes, it is. or No, it isn’t.

44 Unit 2

© Copyright Oxford University Press

5. Student pairs practice the questions and answers, 28 1. What is it? It’s a pencil case. What color is it?
using their books. It’s red.

Student Book page 15 2. What is it? It’s an eraser. What color is it? It’s blue.
3. What is it? It’s a book. What color is it? It’s black.
 C Sing. 4. What is it? It’s a backpack. What color is it?

See Teaching Songs, Teacher’s Book page 24. It’s white.
5. What is it? It’s a pencil. What color is it? It’s yellow.
1. Students look at the pictures and name the colors.
2. Read the song lyrics with the students. 3. Play the track again so students can check their
3. Play Class CD Track 27. Students listen and then work. Then check answers together.

sing along with the CD. Answer Key
1. a   2. a   3. b   4. a   5. a
27 Colors!
Red. Yellow. Blue. White. Black. 4. Student pairs ask and answer about the pictures.
What color is it?
It’s red. It’s red. It’s red. E  Look around your classroom.
What color is it? Point, ask, and answer.
It’s red. It’s red, red, red.
Student pairs look around the classroom and practice
Yellow! making sentences using the language pattern in the
speech bubbles: What’s this? It’s a backpack. It’s blue.
What color is it? Invite students to also use previously learned language.
It’s yellow. It’s yellow. It’s yellow.
What color is it? Everybody Up  21st Century Skills
It’s yellow. It’s yellow, yellow, yellow.
See Teaching 21st Century Skills, Teacher’s Book page 27.
Blue! Critical Thinking/Communication/Collaboration:
Direct students’ attention to the Everybody Up
What color is it? Friend. Students use critical thinking to identify the
It’s blue. It’s blue. It’s blue. color and say it. Students practice with neighbors,
What color is it? pointing to the pictures and naming the colors.
It’s blue. It’s blue, blue, blue.
Games and Activities
White!
• Say to students It’s (blue). Students run to touch
What color is it? something in that color. After a few rounds, invite
It’s white. It’s white. It’s white. a student to call out the colors.
What color is it?
It’s white. It’s white, white, white. • Circles (Teacher’s Book pages 28–31). Give each
student in the inner ring an object in a Lesson
Black! 2 color. Inner-ring students ask What color is it?
Outer-ring partners answer It’s (red). Switch roles.
What color is it?
It’s black. It’s black. It’s black. • Down the Line (Teacher’s Book pages 28–31).
What color is it? Use Picture Cards 21–31. Students say It’s a (circle)
It’s black. It’s black, black, black. or It’s (red). For a challenge question, show an
Red. Yellow. Blue. White. Black. object and ask What’s this? What color is it?

4. Students sing the song again, taking turns to point Extra Practice
at classroom items with colors that match the song.
Workbook pages 14–15
D  Listen and circle. Student Audio CD Tracks 18–20
iTools
1. Students describe what they see in the pictures. Online Practice
2. Play Class CD1 Track 28. Students listen and circle

the pictures of items described on the CD.

Unit 2 45

© Copyright Oxford University Press

Workbook Answer Key

Welcome, pages 2–3 Unit 1, First Day

A. Write and match. Lesson 1, School Supplies, pages 4–5

Students complete the sentences and then draw a line to A. Circle.
match the pictures and the sentences. Students circle the correct answers.

WelcomeAnswers Answers
1. Hi. I’m Emma. 1. eraser
[2nd picture] D Match. 2. ppeenn•cAilsk.case
3.
2. Hello. My name is Mike. 1. • 4. brualce•krpTaalk.ck
Mike • 5.
•1.AHWi. ritIe’ma3nEd.m H[[m41maitsa.thtc.Mhpp.iyicctntuuHarirmee]]eHeillso Julie. • 2. Aa

2. 4.. H [M3eyrldlop.iIc’mtuisrDeM]ainken.y.• • Emma 3. Hel o. • •6. pencil
3. SB. t.uFdi.nendntaasmnfeidnDidcasinraJncnyul.leide.•.ci•rcle • Danny 4. 1, 2, 3 • Point.
4. the•words se5.arch?. • BSt.uWderintets.•wArnsiwteer. the answers.
inJulitehe
word •AnswerCsount. 2. pen
•1. ruler 4. eraser
B Find anAdncisrwclee.rs 6. ! •
3. pencLiils ten.
5. backpack 6. pencil case
Danny h r cDb J pn

Mike Emm a i u j a E Connect. •Kk • •BbNCSmVn•v•t.•uaCS•A21tdsic•JO..rjenhocfI b I•nslttiAeR’’ntwassrs••gaeaacQWnr•tqippswhrdP•eecpennlm•es•ccXeatiixYnllhty.ctceeha•ncs.Zoeczr.ersetcot
Emma l r e n s l zm • Mm
Julie l h i nM i k e • •Ll
o cmy t e n f Cc
Ee answers and then draw lines
the pictures.
•Ff •Dd
•Ii
C WhCa.t’sWyohuartn’samyeo?uWrrniteamande?drWawr.ite and draw. •Gg •
sentenceHah •n•dUu Tt
My Snatumdeenists write the.ir names to complete
draw a picture of themselves. the

2 Welcome Workbook 3. I t’s a ruler. 3

D. Match. d 8/26/10 8:32:49 AM
4. It’s a backpack.
JU_WB1_410322_U1.indd 2-3
Students draw a line to match the pictures and the
sentences. a
MAatnchs.wers 5. It’s a pen.
1. f
•D • Ask. c
6. It’s an eraser.
1.
A32a.. c
•Mike 2. b • Talk. e

•Emma 3. H54e..lloae. • Point. D. Write.
•Danny 4. 1,62., 3d
• Answer. Students complete or write the answers.
Julie 5ES. t.uCd?oennntesc•cto.nnect the dots, •usinCgoutnht. e alphabet letters. The Answers
6r. esu!lt wil•l be the shape of a •kiteL.isten. 1. W hat is it?
Answers It’s an eraser.
E Connect. 2. What is it?
Jj It’s a backpack.
LlKk 3. What is it?
It’s a ruler.
• • •Ee Rr 4. W hat is it?
•• • • • •Ff DdMm Ss It’s a pencil.

• •• •Ii Nn Qq • Zz
•Gg Cc Oo

• •Tt Bb Pp
• • •Hh Aa Xx
Vv
• • • • ••Uu Ww
Yy

Workbook 3

8/26/10 8:32:49 AM

Workbook Answer Key 119

© Copyright Oxford University Press