Teacher's Guide

Unit 1 - This unit aims to teach students how to introduce themselves in detail, including their nationality, first language, hobby, family, character, etc.

Key Words Turkey Turkish Russia Russian Germany German Arabic Canada Canadian Australia speak space verb capital letter hobby profile Grammar Make a sentence. Key Sentences I am from Canada. I speak English. I like taking photos. Related Words nationality language personality country

1. Warm Up - For some countries, words for the name of the country, nationality, and language

are derived from the same root and have some systematic patterns. However, for some other countries, those words are not related at all and have no patterns.

Country Nationality Language

Korea, South South Korean Korean

China Chinese Chinese

Canada Canadian English, French

Australia Australian English

Mexico Mexican Spanish

India Indian Hindi

Iraq Iraqi Arabic

Japan Japanese Japanese

United States American English

Russia Russian Russian

Give each student a role as one of the children. Have each student come to the front of the class one by one and introduce himself/herself. After the introduction, ask questions. 1. Where is (s)he from? 2. How old is (s)he? 3. What language does (s)he speak? 4. What does (s)he like doing?

Explain the structure of a sentence. 1. Subject + Predicate (No subject for an

imperative sentence) 2. Period (or Exclamation Mark, Question

Mark) at the end 3. Capital letter at the beginning of sentences

<Pair Work> Students exchange questions and answers with their partners or the teacher.

2. Application

Students often forget spacing. There are two methods to teach spacing: (1) the finger space, which requires putting a finger between words, and (2) the second pencil, which requires putting a pencil between words. It would be a good variation to draw a face at the end of each pencil and call it Mr. Spacer or Ms. Spacer.

<Answers> 1. Hi. My ----- name is Lara Jones. 2. I am from -----South Africa. 3. I am nine ----- years old. 4. I speak -----English. 5. I like -----playing sports.

<Answers> A 1. Sara has two brothers. 2. Her father’s name is Ali. 3. She speaks Arabic. B 1. Her name is Lucy. 2. She is six years old. 3. She is from Canada. 4. She speaks English. 5. She likes riding a bike.

3. Activity

Materials – one sheet of A4-size paper per student

<Introduce Yourself> Students write a detailed self-introduction based on what they wrote on p. 19, including their nationality, first language, hobby, family, character, etc.

Unit 2 - This unit aims to teach the occupations of people in the community. It also aims to teach the third-person singular forms of verbs.

Key Words job town builder dentist nurse cook firefighter doctor office worker police officer office work clean help teach sick Grammar Verbs (third person) Negative Sentences Key Sentences He is a doctor. They work in an office. Students don’t work. Related Words teacher mail carrier milk man shopkeeper

1. Warm Up - Prepare flashcards showing people of different occupations

and discuss the occupations with students. E.g. What does (s)he do? Does (s)he work in an office?

The three characters in this book are all parents. Carla’ mother, Mrs. Nett, is a dentist. Yuri’s father, Mr. Popov, is a doctor. Afet’s father, Mr. Sari, is a teacher.

1. What does Mrs. Nett do? 2. What's his job? 3. Who do teachers help?

<Answers> 1. My father is a police officer. 2. He helps people. 3. My mother does not work in an office. 4. I have two cousins, and they are teachers. 5. They teach students in a small school.

<Answers> 1. He does not work in an office. 2. He is a firefighter. 3. He works in an office. 4. They are cooks (and cook (food) for people).

<Answers> 1. Work 2. help 3. work 4. cleans

Have students choose one of six occupations and answer the question.

<Pair Work> Students ask the occupation of their partner’s father and write it.

2. Application

Explain how the verb work changes its form according to person and sentence structure. Have students read the sentences, pausing a short instant whenever “work” comes so that the students pay attention to the word.

<Answers> doctors: are, work, help, do not a dentist: is, works, helps, does not

3. Activity

Materials – one sheet of A4-size paper per student <How to play> 1. Fold the paper twice to make three equal parts, and cut into the shape of

people, as shown. 2. Pick three favorite occupations, draw pictures of persons who the

occupations, and write about the occupations. 3. Present the results one student at a time.

<Answers> 1. My father works in an office. 2. Doctors work in a hospital. 3. Dentists clean teeth. 4. Firefighters do not work in an office. 5. Police officers help people.

Unit 3 - This unit aims to teach about important places such as the hospital, park, post office, etc., and how to find them.

Key Words city shop park theater bank bridge bus stop hill lake library museum river station subway supermarket wood street road Grammar Sentence Key Sentences The park is near the river. Go straight. Related Words in front of behind next to near taxi, cab

1. Warm Up - Draw on the board a picture map of the school and its vicinity. Ask students what

building they remember and also ask questions about some specific places. - Explain how the people of the UK or the USA write their addresses.

I live in a big city. It has many cars and roads. My home is on Apple Street. It is near a museum. Question: Where does she live?

I live in a town. It has a river and hills. My home is on Lake Street. It is near the train station. Question: Which street is his home on?

<Answers> 1. The park is near the library. 2. Turn right. 3. Go straight. 4. It will be between the hill and the lake.

<Answers> 1. The bank is in front of the train station. 2. The bus stop is near the library. 3. The supermarket is near the coffee shop. 4. The taxi is in front of the hotel.

<Answers> 1. turn left 2. go straight 3. turn right 4. near 5. in front of 6. between

Have students practice There is/There are. Use familiar objects in the classroom. E.g. How many chairs are there in this classroom? There are 5 chairs.


2. Application

<Grammar Point> To make the plural of nouns, add -s/-es to the singular.

<Answers> 1. Go straight. 2. Turn right. 3. Go straight. 4.

Turn right

3. Activity

<Place Finding Game> 1. Find a map of a familiar

location on the Internet and print as many copies as the number of the students in the class.

2. Give each student a copy of the map.

3. Ask the location of a place in a quiz format and have students find the place.

<Answers> 1. The train station is near the park. 2. My father drives his car to work. 3. I get books at the library. 4. We watch movies at the theater. 5. The bridge goes over the river.

Unit 4 - This unit aims to teach about animals on the farm, contractions of verb be, and the present progressive form of verbs.

Key Words horse bee duck ant deer fox frog goat hen lamb pig sheep farm pick fly make a noise hold smile sit stand feed visit hang Grammar -Be Verb Contractions -Present Continuous

Key Sentences I am (not) picking strawberries. I’m (not) picking strawberries. Related Words barn

1. Warm Up - Talk about farm animals using a graphic organizer. - Talk about names of the most familiar animals and their young. - Practice related basic words while talking about the typical behavior of an animal.

<Answers> 1. I'm 2. they + are 3. we're 4. she + is

Explain that progressive verb forms are made with “be verb+ing.” Also explain how to add -ing to the base form of a verb.

Have students talk about their classmates.

<Pair Work> Students exchange questions and answers with their partners.

2. Application

Talk about what animals are doing. Ask which animal is not a farm animal. (Answer : fox) 1. What is the cow doing? 2. What is Afet holding? 3. Is Afet’s brother picking flowers?

<Answers> 1. They're picking food. 2. I'm singing. 3. He's running on the street. 4. It's swimming on the lake.

<Answers> 1. He's sitting in an office. 2. He’s talking on the telephone. 3. They’re playing soccer. 4. They’re running in the park.

<Answers> 1. He’s sleeping. 2. She’s holding a frog. 3. The pig is flying. 4. The cows are standing

<Answers> 1. Look at the people. They’re working on a

farm. 2. Can you see the woman? She’s feeding the

animals.

3. Activity

<Relay Game> 1. Write base forms of verbs and have students line up into two teams, A and B. 2. Have students of each team write –ing forms of the verbs in relay. The first

team to fill in the blanks wins the game.

< Pantomime Game> 1. Call students one at a time to the front of the class and have him/her mime

a word. (S)he may mime a word from the board or from his/her imagination. 2. The team that gets the answer first wins the game.

A Team B Team

run running swim swimming

sleep hold

dance write

sing hang

stand jump

ACROSS: 3. frogs 5. street 6. doctor 8. wood 9. cow 12. theater 13. map DOWN: 1. Mr. 2. hen 4. strawberry 5. subway 6. dentist 7. hospital 10. museum 11. park

EX> They work in a shop. I play soccer near the hospital. A nurse helps people. He speaks Korean. A pig is not flying.

1. FALSE 2. TRUE 3. FALSE

Review 1 – Units 1-4

Unit 5 - This unit is about ordering food in a restaurant. In this unit, students learn how to form questions with the auxiliary do. They also learn various forms of wh- questions. It is desirable to learn these forms by way of asking about favorite foods.

Key Words knife fork waiter ask choose dish delicious beef night evening afternoon morning who when where what why which restaurant Grammar Asking Sentences (Wh- and Do Questions) Key Sentences What do you want? Does she like vegetables? Related Words pork chicken sushi salad

1. Warm Up

- Use a graphic organizer to make wh- questions, and make a sentence for each wh-

question. If possible, use wh- question flash cards.

<Answers> 1. I want a knife. 2. Yes, I do. 3. It's near the bank. 4. No, he doesn't.

Prepare slips of paper. Write questions and

answers on different slips. (These questions and answers are from the book.) Give each student a slip and let them find the matching question or answer.


2. Application

Yuri and his father order food in a restaurant. 1. What did Yuri’s father want to eat? 2. What did they choose? 3. Did they like the dishes?

<Answers> 1. What are you eating? 2. Do you want some rice? 3. When does the movie start? 4. What did you do yesterday?

<Answers> 1. Do they like vegetables? 2. What do they want? 3. Where is the carrot? 4. Does the girl have a spoon?

<Answers> 1. What is he holding? - a 2. Where is the spoon? - c 3. When do they eat dinner? - b

<Answers> 1. They are in a restaurant. 2. They are choosing dishes. 3. One man is holding a knife and fork. 4. They want to eat rice and fish. 5. The food smells delicious!

3. Activity

Materials – word cards

<How to play> 1. Sort the word cards into categories. 2. Pick up a word card and have

students create a question with the word.

3. Let the student construct a matching questions and answers.

1

2 3

Unit 6 - This unit aims to teach the names of objects in the classroom and their locations. It also aims to teach various forms of positive and negative statements.

Key Words student desk near back front pencils eraser scissors ruler tape glue board, chalkboard chair computer chalk classroom clock stick cut Grammar Positive and negative constructions Key Sentences Are there any chairs? There are some chairs. There aren’t any chairs. Related Words marker poster colored pencil crayon notebook

1. Warm Up - Play the “I Spy” game to teach the names of objects in the classroom. The

teacher says, “I spy with my little eye. . . something small and long and brown.” Students guess the object. The student who gets the right answer makes the “I spy” statement. Objects may be from the classroom or from the picture on p. 48.

<Answers> 1. yes 2. no 3. no 4. yes

Is there a + (singular noun)? Are there any + (plural noun)? Practice these forms by repeating them.

2. Application

Ask questions on what the students are doing, what they are holding, where they are sitting, etc. 1. What is Yuri doing? 2. Who is she on the computer monitor? 3. What is on the wall?

<Answers> 1. Are there ----- any scissors? 2. Is there -----a ruler? 3. There are ----- some clocks. 4. There aren't ----- any boards. 5. There is -----an eraser.

<Answers> 1. Are there any scissors? 2. Is there a ruler? 3. There are some clocks. 4. There aren't any boards. 5. There is an eraser.

<Answers> 1. Yes, there is a board. 2. Are there any pencils? 3. Yes, there is a clock. 4. Are there any scissors? 5. No, there isn't any tape.

<Answers> 1. There is a ruler. 2. There isn't any glue. 3. Are there any scissors? 4. There aren’t any computers. 5. There isn’t a board at the front.

3. Activity

<How to play> 1. Students choose an object. They write on

the envelope a couple of sentences giving clues as to what the object is.

2. Students exchange envelopes. 3. Each student writes the answer and his/her

name on the paper and puts it into the envelop.

4. The teacher gathers all the envelopes and check the answers with students.

Materials – one envelope and small piece of paper per student

Unit 7 - This unit teaches about talents and hobbies. Students learn in detail the patterns describing what one does well or not and how well he/she does it.

Key Words hobby talent bicycle taking photos practice glasses able unable fast well quite badly clearly enough just example ride fall hurt paint dish draw beautiful need catch learn Grammar be able to = can be unable to = can’t/cannot Key Sentences I am able to ride a bicycle. I can ride quite well. For example, I can ride without using my hands. Related Words play the piano play the xylophone play soccer play baseball skiing roller skating

1. Warm Up - Using animals as examples, do a question and answer activity to learn be able to,

for example, well, etc. T: There are three animals—a rabbit, a cheetah and a turtle. Which animal is able to

run very well? S: A cheetah! T: That’s right. For example, a cheetah can run up to 110 kilometers per hour. But

which animal is unable to run fast? S: A turtle! T: Of course. For example, a turtle can run only around 23 meters per hour. But it can

swim quite well.

T: A hobby is an activity that you like to do in your free time. Give me an example of your hobby. S: Riding a bicycle, dancing, singing, drawing a picture… Have students read the sentences in the yellow box and ask questions. Answers are all in the yellow box. T: This is Afet. What is his hobby? (Taking photos) Is he good at taking photos? (No.) That’s right. For example, he cannot take photos well.

T: This is Yuri. What is her hobby? (Cooking) Is she good at cooking? (No.) That’s right. For example, the chicken is burnt.

Students look at the pictures in the book and read the sentences. Now have students close the book

and write on the board:

Have the students fill in the blanks.

The teacher makes basic patterns about himself/herself and asks the students questions. T: I play the piano quite well. For example, I can play Beethoven. But I am unable to sing well. For example, everyone laughs when I sing.


2. Application

<Grammar Point> Lead students to talk with examples and help them express if somebody is doing well or not.

<Answers> 1. to catch 2. a big fish 3. unable to draw 4. pictures

<Answers> 1. The boy catches badly. 2. For example, he drops the ball. 3. He is learning how to catch. 4. It’s OK. He just needs practice more.

1 4

2 3

<Answers> 1. how to 2. unable 3. pictures 4. practice

5. well

- With Planet Pen-Pal Profile, write sentences with the students.

- Ask a student’s profile and all students help create a sentence, and then each student write a sentence on their own.

3. Activity

Materials – picture cards of animals

I’m able to run. I can run quite well. For example, I can run very fast. I am unable to swim well. I swim very badly. For example, I cannot dive.

<How to play> Practice the sentence patterns learned on p. 56 by using

interesting animal picture cards.

Example 1

Example 2 I’m able to swim. I can swim quite well. For example, I can swim very fast. I am unable to run well. I run very badly. For example, I only can run

around 23 m/h.

Unit 8 - This unit aims to teach students how to describe what they see outside the window, as well as common and proper nouns.

Key Words sky ground star moon leaf (pl. leaves) stone grass flower tree garden cut fall plant kick animal people window park desk classroom museum photo gate present Grammar -Nouns (Proper Noun, Common Noun)

Key Sentences There is a star in the sky. There are many flowers in the garden. Related Words pond river sea cloud

1. Warm Up

- Noun Song singing <Noun Song – “The Ants Go Marching” tune> A noun is a person, place, or thing.

A noun is a person, place, or thing. A noun is a person, A noun is a place, A noun is a person, place, or thing.

- Draw on the board a table with three categories: person, place, thing. Have students

fill in the table.

Person Place Thing

Lincoln house desk

<Answers> 1. He is using a computer. 2. I am unable to take photos very well. 3. She is walking near the museum. 4. Yesterday we rode our bikes in the park.

Discuss with students what they see in the sky and on the earth and write the answers on the board.


2. Application

1. Where are the stars? 2. Who did Carla help? 3. What is falling?

sky, moon, stars, sun, airplanes, birds…

trees, grass, flowers, people, buildings…

<Answers> 1. moon 2. wall 3. flowers 4. she

<Answers> 1. I am unable to see a tree. 2. There is a girl in the garden. 3. She is holding some water. 4. There aren’t any chickens

<Answers> 1. Where are the books? The books are on his

head. 2. What is the boy kicking? The boy is kicking

the ball. 3. Who is helping her grandfather? The girl is

helping her grandfather. 4. Who got a present on his birthday? The boy

got a present on his birthday

<Answers> 1. flowers 2. leaf 3. stones 4. gate 5. sky

3. Activity

<Noun Game> Goal – Be the last man standing 1. Explain proper nouns and common nouns. 2. Have all the students stand behind their chairs. 3. Ask a student a question. If (s)he gives a wrong answer, (s)he sits down. The

last one who remains standing wins the game. (It would be nice to have a sandglass to measure the time.)

<Examples> Type 1 (proper nouns vs. common nouns) - Give me a proper noun that starts with the letter n as in Namdaemun. - Give me a common noun that starts with the letter t as in teacher.

Type 2 (proper nouns and common nouns) - Give me a noun that starts with the letter p as in piano.


D C L A S S R O O M E A E R S L R A E R I R F C L O C C O U H S H G I T R S A I R O S I I L C O U C C L O C K W S S E E R E S T A U R A N T

<Answers> 1. They can cook very well. 2. They practice every day. 3. Their cakes smell delicious.

Unit 9 - This unit aims to teach expressions for symptoms and injuries, as well as usage of should, must, and have to.

Key Words careful head health ear eye chest chin mouth neck nose shoulder hurt ill matter take a rest tired tooth teeth wash Grammar should, have to

Key Sentences You should be careful. You must take a rest. You have to wash your face. Related Words cheek cut finger foot burn sore knee leg lip arm sick stomach toe headache toothache stomachache

1. Warm Up - Use flashcards to practice terms for symptoms and injuries.

I have a fever.

<Answers> 1. must 2. should 3. have to 4. should

Must is used to express obligation, probability, and volition. In this book, students learn must to express obligation.

1. I must go. (obligation) 2. It must be you. (probability) 3. I must not tell lies. (volition)


2. Application

<Patient 2, man> Hello. What's the matter? -I feel pain. My stomach hurts. You should eat better food. -Thank you, doctor.

<Patient 3, woman> Hello. What's the matter? - I have a cut on my finger. I was cutting carrots with a knife. You have to be careful. -Thank you, doctor. You're welcome. Remember—for good health, you should wash your face and brush your teeth every day.

<Answers> 1. must ----- get more sleep 2. should ----- see a doctor 3. should ----- be careful 4. has to ----- wash her face

<Answers> 1. eye 2. nose 3. ear 4. mouth 5. chin

6. neck 7. shoulder 8. chest

<Answers> 1. Your eyes and nose are on your face. 2. Your chest, stomach, and head are parts of

your body. 3. What’s the matter? 4. I’m tired and my stomach hurts. I feel sick. 5. You should take a rest.

3. Activity

1. Make a prescription envelope. 2. Write name and symptom on the front and doctor’s prescription on the back. 3. Present in front of the class. 4. The teacher puts candy in each envelope/the envelope of the best presenter.

Materials – a sheet of A4-size paper with printed image of prescription envelope for each student, scissors, and glue

Unit 10 - This unit aims to teach comparative and superlative adjectives.

Key Words balloons best better birthday bring come from get give lucky more most surprise than present welcome short tall tallest shortest be good at Grammar -Using Superlatives and Comparatives

Key Sentences She is shorter than the boy. She is the shortest. Related Words big-bigger-biggest high-higher-highest low-lower-lowest near-nearer-nearest fast-faster-fastest bad-worse-worst

1. Warm Up 1. Line students up against the back wall and have them compare their heights. Get

them to say who is the tallest or the shortest. 2. Now have two students stand side by side and compare their heights. E.g. Who is shorter, Chris or Tom? 3. Use pencils or other objects to explain long-longer-longest. *When two students’ heights are same, use as~ as~ to say they are equal. E.g. Brenda is as tall as Tom.

<Answers> 1. Meg 2. Sonia 3.Mark 4.David

After a brief talk about the best birthday party, try to solve the problem.


2. Application

Afet’s Birthday Party 1. Did Afet enjoy this birthday? 2. What did her friends bring? 3. What is she holding?

Prepare pictures of bananas which have different colors. The most palatable ones are those which have black dots on them. Explain good-better-best and bad-worse-worst.

<Answers> 1. bigger 2. older 3. boy, girl 4. red, best

<Answers> 1. The blue ball is bigger than the red ball. 2. Grandfather is older than us. 3. The boy is shorter than the girl. 4. The boy in the red shirt is the best.

<Answers> 1. The girl is taller than the boy. 2. The man is the tallest. 3.The woman is shorter the man. 4. The boy is the shortest.

<Answers> 1. Today we got a nice surprise. 2. Our teacher gave my classmate a big

present. 3. Jane is the best student in our class. 4. I am good at English. 5. But she is better than me.

3. Activity

Materials – a printout of the form on the right side of this page for each student 1. Students draw a family portrait. 2. Have students use comparative and superlative adjectives to compare their family members. Allow students to use words from the Word Bank. 3. Have students come up one by one to the front of the class and present what they wrote. The oldest person in my family is my dad.

My baby brother sleeps longer than me.

______________________________________________

______________________________________________

______________________________________________

______________________________________________

oldest, youngest , funniest, wake(s) up earlier than me, is(are) taller than

me, sleep(s) longer than me

Word Bank

My Family

Unit 11 - People like to structure what they want to say in an orderly sequence. Some typical words employed for this purpose are first(ly), second(ly), third(ly), etc.; next, then, etc. This unit aims to learn these expressions, as well as the simple past tense.

Key Words call drop fix foolish funny glad laugh lose phone problem sad search toilet washroom sorry first next then last Grammar Verb - Simple Past Tense

Key Sentences First, I dropped my phone. Next, I took it to my dad. Then my dad fixed it. Last, I called my friend. Related Words sequence story order

1. Warm Up - Cut out the pictures on p. 82 and make a story out of the pictures. Now shuffle

the cards and get students to rearrange them in the correct order. Then have students make their own stories out of the pictures. Get students to use first, next, then, last.

<Answers> 1. looked 2. searched 3. asked 4. helped

Both next and then may follow first.

Talk about the experience of losing things.


2. Application

1. What did Afet lose? 2. Where did she look first? 3. Where did she drop it?

<Answers> 1. First, ----- I woke ----- up. 2. Then, ----- I brushed ----- my teeth. 3. Next, ----- I ate ----- breakfast. 4. Last, ----- I went ----- to school.

<Answers> 1. First, I woke up. 2. Then, I brushed my teeth. 3. Next, I ate breakfast. 4. Last, I went to school

<Answers> 1. First, I called my friend. I told him I lost my

frog. 2. Next, I asked him to come to my house. He

quickly came. 3. Then, we searched the house for my frog. 4. Last, we looked in the garden. We found it

under a leaf!

<Answers> 1. Laughed 2. searched 3. fixed 4. foolish

5. washroom

3. Activity

<How to Make a Mini-Book> Make a mini-book as shown on the right.

Write the story from p. 87 or a traditional fairy tale.

E.g. Cinderella First, Cinderella got glass shoes. Next, she lost her shoe. Then, the prince looked for Cinderella. Last, they lived happily ever after.

Unit 12 - This unit aims to teach expressions used to talk about the future, especially will and be going to.

Key Words maybe meet ready shake hands ready wait wear tomorrow yesterday next early best tonight arrive practice station president polite important speech Grammar -The Future Tense

Key Sentences I will look forward to summer! Related Words spring summer fall winter grow up

1. Warm Up

- Ask students what they are going to do after class and write the answers using a

graphic organizer. Emphasize the expressions for future events such as be going

to and will.

<Answers> 1. We will go to the train station. 2. I am going to wear clean clothes. 3. Maybe I will shake his hand. 4. I am going to practice more.


2. Application

Carla is going to meet the president. Pointing out this sentence is in future tense, talk about the occasion. 1. Who is Carla going to meet? 2. When will she wake up? 3. What might she do?

<Answers> 1. Yes. 2. No. Correct sentence: They are going to meet the president. 3. No. Correct sentence: I will be very polite. 4. Yes.

<Answers> 1. I will brush my hair. 2. I will do my homework. 3. I will eat dinner. 4. I will wash my face.

<Answers> 1. They will (are going to) meet the president

tomorrow. 2. We will (are going to) get up early. 3. I will (am going to) shake hands with the

president. 4. He will (is going to) arrive at ten o'clock.

<Answers> 1. I’m going to meet an important person. 2. We will take a taxi to the station. 3. Maybe it will rain tomorrow. 4. Children who say “thank you” are very polite. 5. I am going to practice my speech.

3. Activity

<How to Make a Mini-Book> 1. Print out four interesting pictures as

shown. 2. Fold the paper lengthwise in half and

divide the left side into four boxes. 3. Imagine something that may happen and

write it in the future tense. 4. Present it one by one.


(Answers may vary.)

sleep balloons chin bathroom

wash lip sad party

tired finger presents eye

ear sick teeth cell phone

(Answers may vary.) A 1. She should take a rest. 2. She should drink hot water. 3. She should not go to school. B 1. He must not study so late. 2. He should go to bed. 3. He has to get up early tomorrow. C 1. She must go to the dentist. 2. She must not eat so many candies. 3. She should eat more fruit and vegetables.

1. He lost his glasses. 2. He ate some chalk. 3. Maybe tomorrow he will stay home.

Name: ______________

Age: ______________

Nationality: ______________

Language: ______________

Hobbies: __________________________________________________

Family: __________________________________________________

Personality: __________________________________________________

Introduce Yourself Unit 1

Farm

animals

pig

sheep

cow

goat hen

horse

duck

Unit 4

lamb

kid chicken

pony

duckling piglet

eating

eating

eating making a noise

running

swimming

calf sleeping

Wh-

question

who

when

where what

why

Unit 5

does you like

Do she .

Does he

do want ?

some salad

Unit 5

does Yes, I

do No, she

don’t he

doesn’t

Unit 5

Medicine Name _________

How to use

_ times a day

Very Easy Pharmacy

TEL : 031-393-9993

Symptom :

Unit 9

after

class

piano

class

do

home-

-work

watch

TV

read

books

Unit 12

Unit 12

Teacher's Guide - WJ Compass

Documents

Transcript of Teacher's Guide - WJ Compass