Teacher's Book Big Show 3

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Big Show 3 Teacher’s Guide
Tapanga Koe
© 2018 Compass Publishing

All rights reserved. No part of this book may be reproduced,
stored in a retrieval system, or transmitted in any form by any means,
electronic, mechanical, photocopying, recording, or otherwise,
without prior permission in writing from the publisher.
Project Developer: Jade Lee

Content Editor: Peggy Anderson
Proofreaders: Jenna Myers, Jon Edwards
Design: Bella Nam
Cover Illustrator: Felipe Van Rompaey
Illustrators: Advocat Ltd., Beehive Illustration, Collaborate Agency Ltd., Deveo Media SRL
email: info@compasspub.com
http://www.compasspub.com
ISBN: 978-1-64015-132-1
10 9 8 7 6 5 4 3 2 1
21 20 19 18
Photo Credits
All photos © Shutterstock, Inc.
Printed in Korea
This is made with nontoxic materials.

Table of Contents
Scope and Sequence 4
Sample Lesson Plan 6
Intro 8
UNIT 1 How’s the Weather Today? 10
UNIT 2 What Does She Look Like? 20
UNIT 3 Who Is Taller? 30
UNIT 4 What Is Your Hobby? 40
Review 1 50
UNIT 5 Let’s Go to the Restaurant! 52
UNIT 6 What Do You Want? 62
UNIT 7 What Do You Do After School? 72
UNIT 8 What Are the Days of the Week? 82
Review 2 92
UNIT 9 What Do Your Parents Do? 94
UNIT 10 Where Do You Work? 104
UNIT 11 What Are You Going to Do? 114
UNIT 12 What Did You Do Yesterday? 124
Review 3 134
Unit Grammar Focus Sentence Patterns Functions
• Modal auxiliary: would

• I’m hungry! Let’s have lunch. • Making suggestions
for politeness
Intro • Would you like some pizza? • Making and accepting or
• Suggestions: Let’s ___.
- Yes, please. / No, thank you. declining offers politely
• Quantifier: some
• Information questions
• How is the weather today?
with how • Asking about and describing
- It is hot.
1 • Command:
• How is the weather?
the weather
Don’t forget __! • Giving reminders
- It’s hot. Don’t forget your fan.
• Imperatives: negative
• Adjectives (1) • What does he/she look like? • Describing someone or

2 • Verb: look like - He is strong. / She is pretty. something (1)
• Adjectives (2) • Who is taller?

• Describing someone or
• Comparatives - Jane is taller than her/him.
3 • Possessive pronouns, • Which is better?
something (2)
• Making comparisons
relative pronouns - Yours is better than mine.
• Information questions • Asking about and giving

• What is your hobby?
4 with what
- I like to go camping.
personal information
• Like + infinitive • Saying what one likes to do
• Verb: want • Let’s go to the Italian restaurant.

• Making suggestions
• Suggestion: Let’s go to - OK!
5 the ____. • What do you want to eat?
• Asking and answering about
wants
• Want + infinitive - I want to eat curry.
• Do you want cheesecake or apple pie?

- I want cheesecake, please.
• Coordinating • Offering and making choices
6 conjunction: or
• Do you want soda, or do you want
• Expressing wants
ice cream?
- I want ice cream, please.
• Simple present tense • What do you do after school? • Asking and answering about
7 • Prepositions of time - I play the guitar. regular free-time activities (1)
• What do you do on Sunday?

• Information questions
- I play the guitar. • Asking and answering about
8 with what
• What does she do on Saturday? regular free-time activities (2)
• Days of the week
- She climbs trees.
• What does your father do?

• Information questions - He is a farmer. • Asking and answering about
9 with what • What does your mother do? people’s occupations
- She is a reporter.
• Where do you work?

• Interrogative questions
- I work at a shop. / in an office. / on
with where • Asking and answering about
10 • Prepositions (at, in, on)
a farm.
places of employment
+ place
- I work in the city.
• What are you going to do?
• Present progressive: - I’m going to see the paintings. • Asking and answering about
11 be + (verb)ing • Where are you going? planned activities
- I’m going to the library.
• Regular past tense • What did you do yesterday? • Asking and answering about
12 (-ed, -d) - I fixed my toy. past activities
Vocabulary Phonics CLIL
Review seasons and prepositions

Review short vowel sounds
Review numbers 1 to 20 and learn numbers 20 to 100 by 10
cold, cool, dry, hot, warm, wet

-ame & -ake & –ate
Science
game, take, gate
fan, scarf, sweater, umbrella
handsome, pretty, short, strong, tall, weak -ave & -ane

Science
cute, sporty, thin, young save, wave, cane, plane
older, shorter, stronger, taller, weaker, younger

-ape & –ase
Social Studies
grape, shape, case, vase
better, harder, softer, worse
go camping, go see movies, go skating, listen to music,

play tennis, watch TV -ine & –ike
Social Studies
make jewelry, play computer games, play the trumpet, line, sunshine, bike, like
talk on the phone
Chinese, German, Indian, Italian, Japanese, Mexican

-ide & -ite
Social Studies
ride, slide, bite, write
curry, dumplings, sushi, tacos
apple pie, cereal, cheesecake, pasta, salad, soup

-ive & -ime
Health
dive, five, lime, time
candy, chocolate, ice cream, soda
go jogging, go to the library, paint pictures,

play the guitar, practice the piano, read comic books –ipe & -ole
Music
draw pictures, play baseball, play basketball, pipe, wipe, hole, pole
write in my diary
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday

-one & –ose
Social Studies
cone, phone, nose, those
climb trees, go sailing, have picnics, ride bikes
barber, clerk, doctor, farmer, reporter, teacher

-ope & -ote
Social Studies
hope, rope, note, vote
florist, pilot, professor, web designer
airport, farm, hospital, office, school, shop

-ome & -une
Social Studies
dome, home, dune, June
city, college, salon, shopping mall
buy a shirt, buy butter, mail a letter, read a book,

save money, see the paintings -ule & -ube
Social Studies
mule, rule, cube, tube
bank, library, museum, post office
cleaned my room, fixed my toy, helped my mother,

planted flowers, practiced the guitar, watched cartoons
-ute & -use Home
cooked dinner, hiked up a mountain, played a card cute, mute, fuse, use Economics
game, washed my bike
Sample Lesson Plan
Lesson 1
Activity Time Materials
Roll Call 2 min.
Vocabulary Introduction 5 min. FC

Listen and number. 5-10 min. SB / CD
Language 5 min. SB
Song I. Listening 5 min. SB / CD
Song II. Sing along. 5-10 min. SB / CD / FC
Song III. Writing 5-10 min. SB / CD / Dictation WS
Assign and explain homework. (Optional) 3-5 min. WB
Bonus Activity (If needed) 5-10 min. Dictation WS
Lesson 2
Roll Call 2 min.
Vocabulary Review 5 min. FC

Song: Vocabulary and Grammar Structure Review 5 min. CD
Listening I. Comic Strip 5-10 min. SB / CD
Listening II. Writing 5 min. SB / CD
Listening III. Popcorn Reading 5 min. SB
Listening IIII. Role-Play 10-15 min. FC
Lesson 3
Roll Call 2 min.
Vocabulary and Grammar Structure Review 5 min. SB / CD
6
SB Student Book WB Workbook CD Student Book CD
FC Flashcard Dictation WS Dictation Worksheet
Unscramble WS Unscramble Worksheet
Vocabulary+ Introduction 5 min. FC

Listen and circle. 5-10 min. SB / CD / FC
Speaking: Ask and answer. 10-15 min. SB / FC
Bonus Activity (If needed) 5-10 min. Unscramble WS
Lesson 4
Roll Call 2 min.
Mime Game: Vocabulary, Vocabulary+,
and Grammar Structure Review
5-10 min. FC
Writing: Look and write. 10 min. SB

Writing Tip 5 min. SB
Phonics: Listen, repeat, and write. 10 min. SB / CD / FC
Phonics Review 5-10 min. SB / FC
Lesson 5
Roll Call 2 min.
Pre-reading Discussion 5 min. FC

CLIL Reading 10-15 min. SB / CD
Read and circle: Reading Comprehension 5 min. SB
Talk with your friend: Discussion 10 min.
Presentation 5 min.
Additional Reading 5-10 min.
7
INTRO
A Look, write, and read.

• SB Tell students to open their books to page 6.
• Direct their attention to the pictures in A. Point to
the pictures one by one and identify them. (Read
from left to right, row 1: cat, ram, peg, fin; row 2:
bib, top, box, mud). “It’s a cat.”
• Draw students’ attention to the letters encircled
in yellow at the top of the page. Explain that they
will use these letters to complete the words under
each picture.
• (Optional) Read through the pictures a second
time and get the students to point at each
picture as it is identified.
• Make sure each student has something to write
with. Have the students complete the written
exercise using the letters from the yellow box.
B Trace, listen, and count.

• SB / CD Tell students to look at page 6.
• Play track 02 and tell students to just listen the
first time.
• (Optional) Play track 02 a second time to get
students to point to the number being spoken.
with. Play track 02 again, and this time tell
students to trace the words for the numbers.
C Look and write.

• SB Tell students to look at page 7.
• Have students write the name of the season
underneath the matching picture.
D Read and circle.

• SB Tell students to look at the sentences and
pictures in part D on page 7.
• Ask students to circle the words that match with
the picture.
Extra!
• Tell students to look at the seasons in part C on
page 7. Ask students what season it is now.
• Tell students to circle the current season.
E Trace, listen, and number.

• SB / CD Tell students to look at page 8. Play
track 03 and tell students to listen.
• Point to the numbers in order starting with the
number 20. Tell students to listen and repeat
after you.
• Make sure all students have something to write
with.
8
• Call out the numbers again, starting with 20.
Explain to the students that each number has
two forms: a written form, with letters, and a
numerical form, with numbers.
• Tell the students to listen and number the
numerical forms in the order they hear them on
the audio. Play track 03.
• Tell the students to trace the letters.
F Listen and write. Say and act.

• SB / CD Tell students to look at the characters
on page 9. Point to the characters and ask the
students if they can remember their names
(from book 2). Point to the characters in order
and say who each character is. “She is Anna.”
Have students repeat after you. Continue with
the other two characters (1. Emma, 2. Rachel,
3. Jeff).
• Play track 04 and tell students to listen the first
time. Play the track a second time, and tell
students to repeat.
• Focus on the blank speech bubbles in Frame 1
and Frame 2. Ask how many blanks there are.
Then explain that the sentences in the audio
need to be added to the picture. Explain to the
students that they need to complete this section
by listening and writing the words.
• Play track 04 and pause the track after Rachel
says “Yes, please.” Pause again after Anna says
“Would you like some pizza?” to give students a
chance to write. Give students assistance where
necessary. Review the correct answers as a
class.
Extra!
• FC Tell students to look at the completed comic
in part F on page 9. Explain to students that
they will act out the story. Use the flashcards to
assign character roles: Anna, Rachel, and Jeff.
Give the flashcard to each student who is
playing a role in the story so they remember
which character they are. Tell them “You will be
<Jeff>, and you be <Anna>” etc.
• Practice the lines of the story a few times with
the students, according to their role. Have more
than one group role-play the story,
depending on the number of students in your
class.
• Role-play the story.
9
UNIT
1 How’s the
Weather Today?
Lesson 1
Unit Objectives
• Talk about weather conditions
• Ask information questions with how
• Use singular nouns to identify clothing
items
Lesson Objectives
Students will be able to:
• recognize and name different weather
conditions
• recognize and name different clothing
items
Vocabulary (Key words 1)

wet warm cold
dry cool hot
Core Structure
• Singular nouns
It’s a scarf.
• Ask information questions with how
Q: How is the weather today? Listen and number. 5-10 min.
A: It is hot.
• SB / CD Ask students to open their books to
Materials page 10. Direct their attention to the vocabulary
items on the page. Ask the students to get a
• Big Show Student Book, Flashcards, CD pencil. Tell them to number the vocabulary items
with A/V equipment (if available), and in their books according to the audio for the
dictation worksheet Listen and number part. Play track 05. After
• Workbook (optional) playing track 05, check the answers together as
• Bonus activity (if needed): crayons / a class by calling out the number: “Number one,”
colored pencils and have students say the corresponding
vocabulary word: “dry.”
Vocabulary Introduction 5 min.
• FC Show students the flashcards for the Script Listen and number.
vocabulary items that are on page 10. 1. dry 2. wet
05
• Ask students to repeat after you as you say the 3. warm 4. cool
word on each flashcard. Show students the 5. hot 6. cold
picture first and then the word on each
flashcard. Show each card one by one until you • (Optional) Level Tip:
have shown all of them. Higher level: Ask students to spell each word
• Show the students the pictures on the flashcards after checking the answer. Say: “Number
one by one again and ask them to tell you the one,” and have the students respond: “dry.”
word for each picture on the flashcards. Help as Say: “How do you spell ‘dry’?” and have the
needed (e.g. say the first syllable of the word, or students respond: “d-r-y.” Continue for each
tell them what letter the word starts with). word.
Lower level: Ask students to act out the word
10
video if your classroom is equipped with a TV).
You may also want to ask students to see page
94 to view the complete song lyrics, especially if
your classroom does not have a TV to view the
music video.
• If teacher or students are equipped with smart
devices, scan the QR code on the page to view
the music video. Students may need assistance
to learn how to do this. If no smart device is
available, use Class Booster or the URL available
from our homepage at www.compasspub.com/
BigShow.
• Play the song that goes along with track 06. Ask
the students to focus on the words of the song
(either on the TV screen or in the back of the
book) to learn the song lyrics.
Script Listen and sing along.

06
How is the weather?
The weather today? x2
It is cold. x2
Don’t forget your sweater.
How is the weather?
It is cool. x2
Don’t forget your scarf.
How is the weather?
It is wet. x2
after checking the answer. Say: “Number Don’t forget your umbrella.
one,” and have the students respond: “dry.” How is the weather?
Say: “What does dry feel like?” and have the The weather today? x2
students respond by panting, fanning It is hot. x2
themselves, and sticking out their “dry” Don’t forget your fan.
tongue. Continue for each word. How is the weather?
Language 5 min. It is dry. x2
• SB Ask students to focus on the “Language” Don’t forget your water.
section of the page. Read the examples in the How is the weather?
book together as a class to highlight the The weather today? x2
grammar structure: “How is the weather today?” It is warm. x2
“It is hot.” Don’t forget your socks.
• Use the grammar structure to go through each
numbered vocabulary word (1-6) in numerical Song II. Sing along. 5-10 min.
order. Call on students individually to answer:
“Number one, how is the weather today?” “It is • SB / CD Tell the students that you will play the
dry.” “Number two, how is the weather today?” song again, and this time they should try to sing
“It is wet.” Continue until you have covered all along.
six vocabulary items using the target pattern • FC Before you play the song again, put the
sentence structure. flashcards on the board in the front of the class,
in order from left to right as they appear in the
Song I. Listening 5 min. song lyrics from beginning to end: 1. cold, 2.
cool, 3. wet, 4. hot, 5. dry, and 6. warm.
• SB / CD Focus students’ attention on the song • Ask the students to recite some of the lyrics
section at the bottom of the page. Explain that they heard, while directing their attention to
they will listen to the song (and watch a music
11
the flashcards on the board as a visual aid. For (If needed) Bonus Activity 5-10 min.
example, point at the flashcard for cold and say:
“How is the weather?” “The weather today?” “The • Dictation WS Use your native language if
weather today?” “It is cold.” “It is cold.” “Don’t necessary and ask the students what their
forget your sweater.” Follow the rhythm and favorite weather is from today’s lesson. Call on
general tempo of the song. Help them as a few students and ask them to say the kind of
necessary. Continue with each flashcard. the weather they like the most.
• Play the song on track 06 again and sing along • Ask the students to draw, color, and write the
with the students. Ask them to stand, clap, and/ type of weather on the back of the dictation
or dance to make this a TPR activity. worksheet.
• Play the song that goes along with track 06. Ask • Collect the dictation worksheet for assessment
the students to focus on the words of the song and correction.
book) to sing the song.
Song III. Writing 5-10 min. Lesson 2

• SB / CD / Dictation WS Ask the students to
close their student book. Distribute the dictation Lesson Objectives
worksheet for unit 1. Ask students to write their Students will:
name at the top of the worksheet. (Available for
download at www.compasspub.com/BigShow.) • become more familiar with target
• Explain to the students that you will play the vocabulary and grammar through a story
song a third time, but this time they cannot see • encounter and explore a story linked to
the words of the song, either on the TV or in their the theme of the unit
books. This time they must write the lyrics • be able to recognize and name key
themselves. (**Note that if this is too challenging vocabulary items in the context of a story
for lower-level students, they may view the lyrics in • practice using visual clues to assist in
the back of the book or on the TV screen to help comprehension
them write the words on the dictation worksheet.) • be able to ask and answer information
• Play the song on track 06 again and ask the questions with how
students to write the words from the song on the • prepare for and participate in a
dictation worksheet. communicative activity with other students
• Review the answers for the dictation worksheet
one by one. Ask students to check their work and
correct any mistakes. Materials
• Collect the dictation worksheet for assessment
and correction (unless you plan to complete the • Big Show Student Book, Flashcards, and
bonus activity below). CD with A/V equipment (if available)
• Workbook (optional)
(Optional) Assign and explain homework.
3-5 min. Vocabulary Review 5 min.
• WB Tell students to look at the picture on page • FC Use the flashcards to review the vocabulary.
6 in the workbook. Explain how to complete the
Unscramble and write activity in part A and the Song: Vocabulary and Grammar Structure
Look and write activity in part B.
• Complete one example of each for part A and B Review 5 min.
so that the students understand how to • CD Review the vocabulary and grammar
complete the page independently. structure by singing the song from the previous
• Tell them when they need to complete the lesson.
workbook exercises and have them write it in
their workbook on page 6. Listening I. Comic Strip 5-10 min.
• SB / CD Ask students to open their books to
page 11. Focus students’ attention on the comic
strip in the Listening section on page 11. Tell
12
students to look at the images in the text and • (Optional) Level Tip:
give them about one minute to do so. Higher level: Ask students to write the number
• As students look at the pictures, ask them what and the words in the blank speech bubbles of
they can see. Encourage different students to the comic strip. In Frame 1 they should write 2.
provide as many words as they can from It is cool. In Frame 2 they should write 1. How
vocabulary set 1 (introduced in lesson 1). is the weather?
• Next, ask students questions about the plot, Lower level: Ask students to draw a question
setting, characters in the story, and what they mark next to number 1 in part A and a small
think is happening: e.g. The children are at picture of a child wearing a scarf next to
school. They are looking out the window. The number 2 in part A. Ask them to write the
teacher is worried about the weather. Use your number and the small picture into the comic
native language as necessary, and provide strip. In Frame 1 they should write 2. and draw
support to the students when needed. Ask cue a child wearing a scarf. In Frame 2 they
questions, such as “Where are the children?” should write 1. ?
Elicit the appropriate response, “They are at • Play track 07 and have students listen and write
school.” Ask “How is the weather?” Elicit the to complete the comic strip. Review the correct
appropriate response. For example, “It is wet.” answers as a class.
etc. (Responses will vary.)
• Finally, explain to the students that they will now Listening III. Popcorn Reading 5 min.
listen to the story, and that they should read • SB Have students take turns reading one line
along and point at the words with their finger from the story. After they read one line, they call
while they listen. on another classmate to read the next line.
• Read the lines of the story until each student has
Script Listen and write. had a chance to read and the students have
become familiar with the words in the story.
07 Frame 1.
Teacher: How is the weather today? Listening IIII. Role-Play 10-15 min.
Anna: It is cool.
Teacher: Don’t forget your scarf! • FC Explain to students that they will act out the
Frame 2. story. Use the flashcards to assign character
Teacher: How is the weather? roles.
Louie: It is hot. • Role-play the story.
Teacher: Don’t forget your hat!
Frame 3. (Optional) Assign and explain homework.
Louie: How’s the weather today? 3-5 min.
Anna: It is wet. It’s raining out! • WB Tell students to look at the picture on page
Louie: Don’t forget your umbrella! 7 in the workbook. Explain how to complete the
Number the pictures in order. Then choose
and write activity. Explain that it is very similar
Listening II. Writing 5 min. to what they did in the student book on page 11.
• Tell them when they need to complete the
• SB / CD Have students look at part A on page workbook exercise and have them write it in
11. Review the sentences with the students. their workbook on page 7.
Number 1: How is the weather? Number 2: It is
cool. Ask the students to say, “Number one, how is
the weather?” “Number two, it is cool.”
• Direct the students’ attention back to the comic
strip in part B. Focus on the blank speech
bubbles in Frame 1 and Frame 2. Ask them how
many blanks there are. Then explain that the
sentences in part A need to be added to part B.
Explain to the students that they need to
complete this section by listening and writing
the number.
13
Lesson 3
Lesson Objectives
Students will:
• be able to recognize and name the

second set of key vocabulary items
• practice writing and spelling
• engage in a speaking activity to practice
the vocabulary
Vocabulary+ (Key words 2)

scarf umbrella
fan sweater
Review / Expansion Structure
• How is the weather?
It is hot. / Don’t forget your fan.
Materials
• Big Show Student Book, Flashcards, CD with
A/V equipment (if available), and
unscramble worksheet
• Bonus activity (if needed): crayons / as needed (e.g. say the first syllable of the word
colored pencils or tell them what letter the word starts with if
needed).
Vocabulary and Grammar Structure Listen and circle. 5-10 min.
Review 5 min.
• SB / CD Ask students to open their book to
• SB / CD Review the vocabulary and grammar page 12. Direct their attention to the four
structure by singing the song from the previous vocabulary+ items on the page. Before you play
lesson. Alternatively, depending on your own the audio, do a vocabulary spot check.
and the students’ preference, role-play the story 1. Point to the scarf and ask: “What is it?” Elicit
from the previous lesson to review the the response: “It’s a scarf.”
vocabulary and structure. 2. Point to the umbrella and ask: “What is it?”
Elicit the response: “It’s an umbrella.”
Vocabulary+ Introduction 5 min. • Play track 08 and ask the students to circle the
• FC Show students the flashcards for the correct word after each word they hear. Pause
vocabulary items that are on page 12. the audio after each word in order to give the
• Ask students to repeat after you as you say the students enough time to circle.
word on each flashcard. Show students the
picture first and then the word on each Script Listen and circle.
flashcard. Show each card one by one until you 1. scarf 2. umbrella
have shown all of them. 08
3. fan 4. sweater
• Show the students the pictures on the flashcards
one by one again and ask them to tell you the
word for each picture on the flashcards. Help
14
Speaking: Ask and answer. 10-15 min.
• SB / FC Direct the students’ attention to the
illustration at the bottom of page 12. Read the
question in the illustration together: “How is the
weather?” Read the response together: “It is hot.
Don’t forget your fan.”
• Explain to students that they need certain items
depending on the weather. For example, when
it is hot, you need your fan; when it is cold, you
need your scarf. (Use your native language as
necessary).
• Explain to students that they will complete the
answer by pointing at different items in the
picture. Hold up a flashcard of one of the items
in the illustration, for example the fan, and ask the
students to point at this item in the illustration
in their book. Then ask them: “How is the weather?
It is hot. Don’t forget your _____.” Elicit the
response: “fan.”
• Invite a student to the front of the classroom.
Give them the flashcard for the word sweater.
Tell the student to say the beginning of the
phrase: “Don’t forget your ______.” Elicit the
response from the other students: “sweater.”
Repeat this a few more times with other students
and with different flashcards.
• Break the students into small groups of two or
four students, Student(s) A and Student(s) B.
Have A ask the beginning of the phrase and
• After the students have finished circling all four point at the items in the illustration on page 12.
of the new vocabulary items, call on individual Have B answer. Then have them switch.
students and ask them how to spell each
vocabulary word. (Optional) Assign and explain homework.
• (Optional) Level Tip:
Higher level: FC Put the flashcards for the 3-5 min.
words fan, sweater, scarf, and umbrella in • WB Tell students to look at the picture on page
random order on the board. Ask students how 8 in the workbook. Explain how to complete the
to spell the words. Have them come to the Read and circle activity in part D and the
front of the class and write the word on the Unscramble and write activity in part E.
board under the corresponding flashcard. • Complete one example of each for parts D and
Allow them to bring their student book with E so that the students understand how to
them for reference if necessary. complete the page independently.
Lower level: Ask students to read the spelling • Tell them when they need to complete the
of each word from their book. workbook exercises and have them write it in
Point to the fan and ask: “How do you spell their workbook on page 8.
‘fan’?” Elicit the response: “f-a-n.”
Point to the sweater and ask: “How do you (If needed) Bonus Activity. Unscramble
spell ‘sweater’?” Elicit the response: “s-w-e-a-
t-e-r.” Worksheet: Reading, Speaking, and
Point to the scarf and ask: “How do you spell Writing Practice 5-10 min.
‘scarf’?” Elicit the response: “s-c-a-r-f.” • Unscramble WS Put students in pairs.
Point to the umbrella and ask: “How do you Distribute the unscramble worksheet and ask
spell ‘umbrella’?” Elicit the response: “u-m-b- students to write their name at the top.
r-e-l-l-a.”
15
• Explain how to complete the unscramble Writing: Look and write. 10 min.
worksheet. Read the question, talk about what
the answer is, and write the answer. • SB Have students open their book to page 13.
• After completing a few examples together as • Point to items in the pictures and ask students:
a class, allow the students to finish the “Don’t forget your ____,” or “How is the weather?”
worksheet on their own in class. Elicit the appropriate responses: Picture 1:
• Collect the unscramble worksheet for Monday “scarf.” Picture 2: Tuesday “It is cold.”
assessment and correction. Picture 3: Wednesday “sweater.” Picture 4:
Thursday “It is dry.” Picture 5: Friday “fan.”
• After the students have properly identified
all of the pictures, read each sentence aloud
Lesson 4 together as a class. Point to sentence 1 and ask
the students if they can read the sentence.
• Sentence 1: “How is the weather on Tuesday?”
Lesson Objectives “It is cold.”
• Tell students to read each of the questions and
Students will: write the answers, according to the pictures,
• encounter some of the target vocabulary shown above. After they have completed the
and grammar while learning about an written exercise, ask the students which
engaging topic picture matches with which sentence. Have
• practice using visual clues to assist with the students raise their hands and volunteer to
writing answer the question. Sentence 1 matches with
• develop reading and writing skills Picture 2: Tuesday / cold.
• focus on phonics sounds -ame, -ake, and • Repeat this for the remaining sentences until
-ate the activity is complete.
Materials Higher level: Call on individual students to
read the sentences independently in front of
• Big Show Student Book, Flashcards, and CD the class and support them as needed while
with A/V equipment (if available) they read.
• Workbook (optional) Lower level: Do choral reading. Read each
sentence aloud and ask students to repeat
after you. Point at the words as you read
Mime Game: Vocabulary, Vocabulary+, and them and ask students to do the same.
Grammar Structure Review 5-10 min.
Writing Tip: Contractions 5 min.
• FC Explain to the students that they will play
a game. Mix the flashcards for the vocabulary • SB Ask the students to look at the “Tip” cloud
and vocabulary+ from unit 1 together. on the right side of the page. Read the
• Pick one of the flashcards randomly. Look at it, contents of the box together: don’t = do not.
but do not show the students. Explain that you • Focus the students’ attention on the apostrophe.
will act out the weather or item on the flashcard, Explain to them that this is a special symbol that
but you will not speak or write anything on the can sometimes make two words become one
board. For example, if the flashcard you word, and that it makes some letters
selected randomly is for the word “cold,” rub “disappear.” Ask the students to practice
your arms as if you are cold and shiver. Ask the writing don't a few times under the “Tip” box.
students: “How’s the weather?” Elicit the • Point out to the students that they have already
response: “It is cold.” learned this in the grammar structure for this
• After you have demonstrated how the game is unit: “Don’t forget your _______.”
played, call students up to the front of the
classroom to mime the different vocabulary Phonics: Listen, repeat, and write.
words on the flashcards. Finish the activity after (-ame, -ake, and -ate) 10 min.
every student has had a chance, or after you
have covered all ten of the vocabulary words. • SB / CD / FC Ask the students to look at the
bottom of the page. Direct their attention to
the pictures in the box. Ask the students if they
recognize any of the pictures or actions
16
happening in the pictures. Point at each one. this first in order. For example, first show the
Elicit the responses: “It’s a game.” “He takes.” flashcard for the word “game.” Ask the students
and “It’s a gate.” “What sound do the letters '-ame' make?” Elicit
• Focus the students’ attention on the red letters the appropriate response: /eɪm/. Turn the
of each word. Ask the students: “What sound do flashcard around and show the picture to the
the letters '-ame' make?” Elicit the appropriate students. Ask them: “What is it?” Elicit the
response: /eɪm/ or, if they don’t know the response: “It’s a game.” Repeat this for the rest
correct sound, tell the students to repeat after of the flashcards.
you and say: “-ame makes the sound /eɪm/.” Take: Ask students “What does he do?” Elicit the
Repeat this for letters -ake and -ate. response “He takes the cookie.”
• Tell the students to listen and repeat. Play track Gate: Ask students “What is it?” Elicit the
09. response “It’s a gate.”
• Repeat this with the second pile of flashcards
Script that is in random order.
Listen, repeat, and write.
09
/eɪ/, /m/, /eɪm/
/g/, /eɪm/, game, game 3-5 min.
/eɪ/, /k/, /eɪk/ • WB Tell students to look at the pictures on the
/t/, /eɪk/, take, take top of page 9 in the workbook. Explain how to
/eɪ/, /t/, /eɪt/ complete the Circle and write activity in
/g/, /eɪt/, gate, gate part F.
• Tell them to circle the correct word. Tell them
when they need to complete the workbook
exercise, and have them copy it in their
• After listening to the audio, ask the students workbook on the top of page 9.
again: “What sound do the letters '-ame'
make?” Elicit the appropriate response: /eɪm/.
Repeat this for letters -ake and -ate. Then point
at one of the pictures randomly and ask them
if they can read the word. For example, point at
the picture for the word “gate.” Ask the students
to read it. If they cannot, ask them to repeat
after you and say: “Gate, /g/, /eɪt/, gate.”
• Finally, read the sentences at the bottom of the
page together as a class. Then call on individual
students to read the sentence independently.
Ask them to point at each word as they read,
and assist as needed. (**Note: Introduce some
of the words like “this” as sight words, rather
than phonics words.)
Phonics Review: Multiple letter sounds

-ame, -ake, and –ate. 5-10 min.
• SB / FC There are two phonics flashcards per
letter. Divide them into two piles, one with the
letters -ame, -ake, and -ate, in the order they
appear in the SB, and another with the letters
-ame, -ake, and -ate in random order.
• Use the flashcards for the letters -ame, -ake,
and -ate in the order they appear in the SB first.
Ask the students if they remember what sound
each letter set makes. Elicit the correct sound
for each letter set, and ask students to tell you
the word for each picture on the flashcard. Do
17
Lesson 5
Lesson Objectives
Students will:
• encounter and explore a “real-world”

science text linked to the theme of the
unit
• develop reading and listening skills
through an engaging text
• prepare for and participate in a
communicative speaking activity with
other students to explain their own ideas
• be able to recognize and name the key
vocabulary items
• encounter and explore a fun story linked
to the theme of the unit
Materials
• Big Show Student Book, Flashcards, and CD
with A/V equipment (if available)
Pre-reading Discussion 5 min.

• FC Remind students that they need certain • Explain to the students that they will listen and
items, depending on the weather. Show the read the story on the page. Ask students to follow
students the flashcards from unit 1 and ask along and point at the words as they hear them.
them what type of weather it is and what item Play track 10.
they should not forget. Give them a few • After playing the track, do choral reading and ask
options to think about: It’s cold. Don’t forget the students to repeat after you. Ask the
your sweater. Or Don’t forget your fan. Elicit the students to point at each word as they read it.
appropriate response, which is: Don’t forget Walk around the classroom to ensure the students
your sweater. are doing this.
• Ask students if they know what season it is, how • After doing choral reading, read the text one
many seasons there are, and what different kinds more time by doing popcorn reading. (Have
of weather happen in the different seasons. (Use students take turns reading one line from the
your native language as necessary). story. After they read one line, they call on
• Establish enough background knowledge that another classmate to read the next line.)
students will be able to engage in the CLIL • Read the lines of the story until each student has
reading with an understanding of what a season had a chance to read and the students have
is. become familiar with the words in the story.
CLIL Reading: Science: Identifying Read and circle: Reading Comprehension

Weather. 10-15 min. 5 min.
• SB / CD Tell students to look at part A on page • SB Tell students to look at activity B on page 15.
14. Focus students’ attention on the background • Read question 1 aloud together as a class.
picture. Discuss it. Review the answer choices. Ask students to look
at the text and think for a moment about what
18
Presentation 5 min.
• Ask students to speak in English in front of the
class and talk about what season is their
favorite and some reasons why they like it.

• Scan the QR code on the page to view the
animation. If no smart device is available, use
Teacher’s Guide DVD.
• Explain to students that they will read another
story for fun about the weather in spring.
• Watch the animation together and discuss it
afterwards as a class.

3-5 min.
• WB Tell students to look at the pictures on page
Read and write activity in part G and the
Circle yes or no activity in part H.
• Complete one example of each for part G and
H so that the students understand how to
complete the page independently.
their workbook on page 9.
the correct answer is. Ask students to volunteer

to give the correct answer. Teacher’s Note
• Complete the activity as a class.
_______________________________________
Talk with your friend: Discussion 10 min. _______________________________________
• Talk with students about the difference between _______________________________________
seasons, weather, and items they might need _______________________________________
during that type of weather. Make a list of items
needed in each season. _______________________________________
• Ask students to talk with their friends about _______________________________________
which season is their favorite, and think of 2-3
reasons why. Explain that it is OK if they think _______________________________________
of weather or an item which isn’t from unit 1, as _______________________________________
long the weather goes with the season and the
item goes with the weather. _______________________________________
• Walk around the classroom to monitor, help _______________________________________
facilitate conversation, explain unknown words, _______________________________________
etc.
• (**Note: You may allow students to discuss this in _______________________________________
their native language, but they should be able to _______________________________________
explain what weather they like and why in English.)
• Ask them to draw a small picture of the weather _______________________________________
and item. _______________________________________
19
UNIT
2 What Does She

Look Like?
Lesson 1
Unit Objectives
• Talk about how people look
• Ask information questions with what
• Use adjectives to answer questions about
people
Lesson Objectives
• recognize and describe different types of
people
• ask what people look like

tall weak handsome
short strong pretty
Core Structure
• Adjectives
He is tall.
Q: What does he look like?
A: He is strong. Listen and number. 5-10 min.
Materials • SB / CD Ask students to open their book to
page 16. Direct their attention to the
• Big Show Student Book, Flashcards, CD vocabulary items on the page. Ask the students
with A/V equipment (if available), and to get a pencil. Tell them to number the
dictation worksheet vocabulary items in their book according to the
• Workbook (optional) audio for the Listen and number part. Play track
• Bonus activity (if needed): crayons / 11. After playing track 11, check the answers
colored pencils together as a class by calling out the number:
“Number one,” and have students say the
corresponding vocabulary word: “short.”
vocabulary items that are on page 16.
• Ask students to repeat after you as you say the 11
1. short 2. tall
word on each flashcard. Show students the 3. handsome 4. pretty
picture first and then the word on each 5. strong 6. weak
flashcard. Show each card one by one until you
have shown all of them. • (Optional) Level Tip:
• Show the students the pictures on the flashcards Higher level: Ask students to spell each word
one by one again and ask them to tell you the after checking the answer. Say: “Number
word for each picture on the flashcards. Help as one,” and have the students respond: “short.”
needed (e.g. say the first syllable of the word, or Say: “How do you spell ‘short’?” and have the
tell them what letter the word starts with). students respond: “s-h-o-r-t.” Continue for
each word.
20
music video.
BigShow.

12 What does she look like? x2
She is pretty.
Pretty! x2 She is pretty!
What does he look like? x2
He is handsome.
Handsome! x2 He is handsome!
What does he look like? x2
He is not weak.
Not weak! x2 He is not weak!
Lower level: Ask students to act out the word What does she look like? x2
after checking the answer. Say: “Number She is strong.
one,” and have the students respond: “short.” Strong! x2 She is strong!
Say: “Can you show me ‘short’?” and have the What does he look like? x2
students respond by acting it out, slumping He is tall.
down in their chairs. Continue for each word. Tall! x2 He is tall!
What does she look like? x2
Language 5 min. She is short.
Short! x2 She is short!
• SB Ask students to focus on the “Language”
section of the page. Read the examples in the
book together as a class to highlight the
grammar structure: “What does he look like?” Song II. Sing along. 5-10 min.
“He is tall.” and “What does she look like?” “She • SB / CD Tell the students that you will play the
is pretty.” song again, and this time they should try to sing
• Use the grammar structure to go through each along.
numbered vocabulary word (1-6) in numerical • FC Before you play the song again, put the
order. Call on students individually to answer: flashcards on the board in the front of the class,
“Number one, what does he look like?” “He is in order from left to right as they appear in the
short.” “Number two, what does he look like?” song lyrics from beginning to end: 1. pretty, 2.
“He is tall.” Continue until you have covered all handsome, 3. weak, 4. strong, 5. tall, and 6.
six vocabulary items using the target pattern short.
sentence structure. • Ask the students to recite some of the lyrics
they heard, while directing their attention to
Song I. Listening 5 min. the flashcards on the board as a visual aid. For
• SB / CD Focus students’ attention on the song example, point at the flashcard for pretty and
section at the bottom of the page. Explain that
21
say: “What does she look like?” “What does she like using the words that they learned about in
look like?” “She is pretty.” “Pretty!” “Pretty!” “She today’s lesson. Call on a few students and ask
is pretty!” Follow the rhythm and general tempo them to say how they look.
of the song. Help them as necessary. Continue • Ask the students to draw or color a person, and
with each flashcard. write the adjective describing them on the back
• Play the song on track 12 again and sing along of the dictation worksheet.
with the students. Ask them to stand, clap, and/ • Collect the dictation worksheet for assessment
or dance to make this a TPR activity. and correction.
book) to sing the song. Lesson 2
Song III. Writing 5-10 min.
Lesson Objectives
close their student book. Distribute the dictation Students will:
worksheet for unit 2. Ask students to write their
name at the top of the worksheet. (Available for • become more familiar with target
download at www.compasspub.com/BigShow.) vocabulary and grammar through a story
• encounter and explore a story linked to
• Explain to the students that you will play the the theme of the unit
song a third time, but this time they cannot see • be able to recognize and name key
the words of the song, either on the TV or in their vocabulary items in the context of a story
books. This time they must write the lyrics • practice using visual clues to assist in
themselves. (**Note that if this is too challenging comprehension
for lower-level students, they may view the lyrics in • be able to ask and answer information
the back of the book or on the TV screen to help questions with what
them write the words on the dictation worksheet.) • prepare for and participate in a
• Play the song on track 12 again and ask the communicative activity with other students
students to write the words from the song on the
dictation worksheet.
• Review the answers for the dictation worksheet Materials
correct any mistakes. • Big Show Student Book, Flashcards, and
• Collect the dictation worksheet for assessment CD with A/V equipment (if available)
and correction (unless you plan to complete the • Workbook (optional)
bonus activity below).
(Optional) Assign and explain homework. Vocabulary Review 5 min.

3-5 min. • FC Use the flashcards to review the vocabulary.
10 in the workbook. Explain how to complete the Song: Vocabulary and Grammar Structure
Look and underline activity in part A and the Review 5 min.
Look and write activity in part B. • CD Review the vocabulary and grammar
• Complete one example of each for part A and B structure by singing the song from the previous
so that the students understand how to lesson.
• Tell them when they need to complete the Listening I. Comic Strip 5-10 min.
their workbook on page 10. • SB / CD Ask students to open their books to
(If needed) Bonus Activity 5-10 min. strip in the Listening section on page 17. Tell
students to look at the images in the text and
• Dictation WS Use your native language if give them about one minute to do so.
necessary and ask the students what they look • As students look at the pictures, ask them what
they can see. Encourage different students to
22
provide as many words as they can from Lower level: Ask students to draw a question
vocabulary set 1 (introduced in lesson 1). mark next to number 1 in part A and draw
• Next, ask students questions about the plot, a small picture of a tall and thin girl next to
setting, characters in the story, and what they number 2 in part A. Ask them to write the
think is happening: e.g. The children are at number and the small picture into the comic
the park. They are looking for their friends. The strip. In Frame 1 they should write 2. and draw
mother is asking what their friends look like. Use a tall and thin girl. In Frame 2 they should
your native language as necessary, and provide write 1. ?
support to the students when needed. Ask cue • Play track 13 and have students listen and write
questions, such as “Where are the children?” Elicit to complete the comic strip. Review the correct
the appropriate response, “They are at the park.” answers as a class.
Ask “What does she look like?” and elicit the
appropriate responses. For example, “He is short Listening III. Popcorn Reading 5 min.
and cute.” etc. (Responses will vary.) • SB Have students take turns reading one line
• Finally, explain to the students that they will now from the story. After they read one line, they call
listen to the story, and that they should read on another classmate to read the next line.
along and point at the words with their finger • Read the lines of the story until each student has
while they listen. had a chance to read and the students have
Script Listen and write.
Listening IIII. Role-Play 10-15 min.
13 Frame 1.
Mother: What does she look like? • FC Explain to students that they will act out the
Anna: She is tall and thin. story. Use the flashcards to assign character
roles.
Frame 2.
• Role-play the story.
Mother: What does he look like?
Louie: He is short and cute.
Jeff: What does your friend look like? 3-5 min.
Rachel: Over there! She’s young and • WB Tell students to look at the picture on page
blonde. 11 in the workbook. Explain how to complete the
Number the pictures in order. Then choose
Listening II. Writing 5 min. to what they did in the student book on page 17.
• SB / CD Have students look at part A on page workbook exercise and have them write it in their
17. Review the sentences with the students. workbook on page 11.
Number 1: What does he look like? Number
2: She is tall and thin. Ask the students to say
“Number one, what does he look like?” “Number
two, she is tall and thin.”
strip in part B. Focus on the blank speech bubbles
in Frame 1 and Frame 2. Ask them how many
blanks there are. Then explain that the sentences
in part A need to be added to part B. Explain
to the students that they need to complete this
section by listening and writing the number.
Higher level: Ask students to write the number
and the words in the blank speech bubbles of
the comic strip. In Frame 1 they should write
2. She is tall and thin. In Frame 2 they should
write 1. What does he look like?
23
Lesson 3
Lesson Objectives
Students will:

the vocabulary

thin young
sporty cute
• What does he/she look like?
He is thin. / She is young.
Materials
needed).
Review 5 min.
and the students’ preference, role-play the story 1. Point to the young girl and ask: “What does
from the previous lesson to review the she look like?” Elicit the response: “She is young.”
vocabulary and structure. 2. Point to the thin boy and ask: “What does he
look like?” Elicit the response: “He is thin.”
flashcard. Show each card one by one until you 1. young 2. thin
3. sporty 4. cute
word for each picture on the flashcards. Help
24
question in the illustration together: “What does
he look like?” Read the response together: “He
is thin.” and “What does she look like?” Read the
response together: “She is young.”
answer by pointing at different people in the
picture. Hold up a flashcard of one of the
people in the illustration, for example young,
and ask the students to point at the young child
in the illustration in their book. Then ask them:
“What does he look like?” Elicit the response: “He
is young.”
Give them the flashcard for the word thin. Tell
the student to ask their classmates the question:
“What does he look like?” Elicit the response: “He
is thin.” Repeat this a few more times with other
students and with different flashcards.
Have A ask the questions and point at the
people in the illustration on page 18. Have B
answer. Then have them switch.

• After the students have finished circling all four 3-5 min.
of the new vocabulary items, call on individual • WB Tell students to look at the pictures on page
students and ask them how to spell each 12 in the workbook. Explain how to complete the
vocabulary word. Look, read, and match activity in part D and
• (Optional) Level Tip: the Unscramble and write activity in part E.
Higher level: FC Put the flashcards for the • Complete one example of each for parts D and
words thin, cute, sporty, and young in random E so that the students understand how to
order on the board. Ask students how to spell complete the page independently.
the words. Have them come to the front of the • Tell them when they need to complete the
class and write the word on the board under workbook exercises and have them write it in
the corresponding flashcard. their workbook on page 12.
Allow them to bring their student book with
them for reference if necessary. (If needed) Bonus Activity. Unscramble
Lower level: Ask students to read the spelling
of each word from their book. Worksheet: Reading, Speaking, and
Point to the thin child and ask: “How do you Writing Practice 5-10 min.
spell ‘thin’?” Elicit the response: “t-h-i-n.” • Unscramble WS Put students in pairs.
Point to the sporty child and ask: “How do Distribute the unscramble worksheet and ask
you spell ‘sporty’?” Elicit the response: “s-p- students to write their name at the top.
o-r-t-y.” • Explain how to complete the unscramble
Point to the cute child and ask: “How do you worksheet. Read the question, talk about what
spell ‘cute’?” Elicit the response: “c-u-t-e.” the answer is, and write the answer.
Point to the young child and ask: “How do • After completing a few examples together as a
you spell ‘young’?” Elicit the response: “y-o-u- class, allow the students to finish the worksheet
n-g.” on their own in class.
• Collect the unscramble worksheet for
assessment and correction.
25
Lesson 4 the students if they can read the sentence.
• Number 1: “What does he look like? He is
sporty.”
Lesson Objectives • Tell students to unscramble each word as you
read the sentence. After the students are done
Students will: writing the words, read question 1 and have
students raise their hands and volunteer to
• encounter some of the target vocabulary answer the question. Question 1: “What does he
and grammar while learning about an look like?” Answer 1: “He’s sporty.”
engaging topic • Repeat this for the remaining sentences until
• practice using visual clues to assist with the activity is complete.
writing • (Optional) Level Tip:
• develop reading and writing skills Higher level: Call on individual students to
• focus on phonics sounds -ave and -ane read the sentences independently in front of
the class and support them as needed while
they read.
Materials Lower level: Do choral reading. Read each
• Big Show Student Book, Flashcards, and CD after you. Point at the words as you read
them and ask students to do the same.
Phonics: Listen, repeat, and write. (-ave
Mime Game: Vocabulary, Vocabulary+, and and –ane) 10 min.
Grammar Structure Review 5-10 min. • SB / CD / FC Ask the students to look at the
• FC Explain to the students that they will play bottom of the page. Direct their attention to
a game. Mix the flashcards for the vocabulary the pictures in the box. Ask the students if they
and vocabulary+ from unit 2 together. recognize any of the pictures or actions
• Pick one of the flashcards randomly. Look at it, happening in the pictures. Point at each one.
but do not show the students. Explain that you Elicit the responses: “He saves.” “It’s a wave.”
will act out the description on the flashcard, “It’s a cane.” and “It’s a plane.”
but you will not speak or write anything on the • Focus the students’ attention on the red letters
board. For example, if the flashcard you selected of each word. Ask the students: “What sound
randomly is for the word “tall,” stand up very do the letters ‘-ave’ make?” Elicit the
straight, on the tips of your toes, and act as if appropriate
you are looking down at everyone around you. response: /eɪv/ or, if they don’t know the
Ask the students: “What does she look like?” correct sound, tell the students to repeat after
Elicit the response: “She is tall.” you and say: “-ave makes the sound /eɪv/.”
• After you have demonstrated how the game is Repeat this for the letters -ane.
played, call students up to the front of the • Tell the students to listen and repeat. Play track
classroom to mime the different vocabulary 15.
words on the flashcards. Finish the activity after
every student has had a chance, or after you Script Listen, repeat, and write.
have covered all ten of the vocabulary words.
15 /eɪ/, /v/, /eɪv/
Writing: Look and write. 10 min. /s/, /eɪv/, save, save
• SB Have students open their book to page 19. /w/, /eɪv/, wave, wave
• Point to items in the pictures and ask students: /eɪ/, /n/, /eɪn/
“What does he look like?” Elicit the appropriate /k/, /eɪn/, cane, cane
responses: Picture 1 “He’s sporty.” Picture 2 /pl/, /eɪn/, plane, plane
“She’s short.” Picture 3 “He’s thin.” Picture 4 The plane flies over the wave. That
“She’s cute.” man has a cane. Quick, save the
• After the students have properly identified all of cake.
the pictures, read each sentence aloud
together as a class. Point to sentence 1. and ask
26
• After listening to the audio, ask the students (Optional) Assign and explain homework.
again: “What sound do the letters ‘-ave’ make?” 3-5 min.
Elicit the appropriate response: /eɪv/. Repeat
this for letters -ane. Then point at one of the • WB Tell students to look at the pictures on the
pictures randomly, and ask them if they can top of page 13 in the workbook. Explain how to
read the word. For example, point at the picture complete the Circle and write activity in part F.
for the word “plane.” Ask the students to read it. • Complete one example of part F.
If they cannot, ask them to repeat after you and • Tell them to circle the correct word. Tell them
say: “Plane, /pl/, /eɪn/, plane.” when they need to complete the workbook
• Finally, read the sentences at the bottom of the exercise and have them copy it in their
page together as a class. Then call on individual workbook on the top of page 13.
of the words like “to” as sight words, rather than
phonics words.)

-ame, -ake, -ate, -ane and –ave.
5-10 min.
letters -ave and -ane, in the order they appear
in the SB, and another with the letters -ave,
-ane, -ame, -ake, and -ate in random order.
• Use the flashcards for the letters -ave and -ane
in the order they appear in the SB first. Ask the
students if they remember what sound each
letter set makes. Elicit the correct sound for
each letter set, and ask students to tell you the
word for each picture on the flashcard. Do this
first in order. For example, first show the
flashcard for the word “save.” Ask the students
“What sound do the letters '-ave' make?” Elicit
the appropriate response: /eɪv/. Turn the
flashcard around and show the picture to the
students. Say to the students: “What does the
chef do?” Elicit the response: “He saves the
cake.” Repeat this for the rest of the flashcards.
Wave: Ask the students “What is it?” Elicit the
response “It’s a wave.”
Cane: Ask the students “What is it?” Elicit the
response “It’s a cane.”
Plane: Ask the students “What is it?” Elicit the
response “It’s a plane.”
that is in random order.
27
Lesson 5
Lesson Objectives
Students will:

science text linked to the theme of the
unit
vocabulary items
• be able to ask and answer information
questions with what and where
Materials
Pre-reading Discussion 5 min. along and point at the words as they hear them.
Play track 16.
• FC Show the students the flashcards from unit 2
• After playing the track, do choral reading and ask
and ask them who they can think of who fits the
the students to repeat after you. Ask the
different descriptions. Give them a few options
students to point at each word as they read it.
to think about: their mother, their father, their
Walk around the classroom to ensure the students
brother, sister, friend, or themselves. Elicit the
are doing this.
appropriate responses, which will vary.
• After doing choral reading, read the text one
• Ask students if they know what a continent is, if
more time by doing popcorn reading. (Have
they have ever been to a different continent, and
students take turns reading one line from the
if they know what continent they live on. (Use
story. After they read one line, they call on
your native language as necessary).
another classmate to read the next line.)
• Establish enough background knowledge that
students will be able to engage in the CLIL
had a chance to read and the students have
reading with an understanding of what a
continent is.
Read and circle: Reading Comprehension
CLIL Reading: Science: Describing
5 min.
people 10-15 min.
• SB Tell students to look at activity B on page 21.
• SB / CD Tell students to look at part A on page • Read question 1 aloud together as a class.
20. Focus students’ attention on the background Review the answer choices. Ask students to look
picture. Discuss it. at the text and think for a moment about what
• Explain to the students that they will listen and the correct answer is. Ask students to volunteer
read the story on the page. Ask students to follow to give the correct answer.
28
story for fun about the zoo.
• Watch the animation together and discuss

3-5 min.
Read and write activity in part G and the Circle
yes or no activity in part H.
• Complete one example of each for parts G and
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
• Talk with students about the where they live and
what the people in their country look like. _______________________________________
what the people that they know look like. Have
them give 2-3 examples of people they know _______________________________________
who look different and how they look different. _______________________________________
Explain that it is OK if they think of a description
that isn’t from unit 2 as long as it’s a description _______________________________________
fitting that person. _______________________________________
facilitate conversation, explain unknown words,
etc. _______________________________________
their native language, but they should be able to
explain what the people look like in English.) _______________________________________
• Ask them to draw a small picture of the people. _______________________________________
Presentation 5 min. _______________________________________
• Ask students to speak in English in front of the _______________________________________
class and talk about a person they know and _______________________ ________________
how they look.
_______________________________________
29
UNIT
3 Who Is Taller?
Lesson 1
Unit Objectives
• Use comparative adjectives to talk about
differences between people
• Ask information questions with who and
which
• Ask and answer questions about
differences between people
Lesson Objectives
• recognize and name differences between
people
• ask about differences between people

taller younger stronger
shorter older weaker
Core Structure
• Comparative adjectives
Jane is taller than her.
• Ask information questions with who Listen and number. 5-10 min.
Q: Who is older?
A: Jake is older than him. • SB / CD Ask students to open their book to
Materials vocabulary items on the page. Ask the students
• Big Show Student Book, Flashcards, CD to get a pencil. Tell them to number the
with A/V equipment (if available), and vocabulary items in their book according to the
dictation worksheet audio for the Listen and number part. Play track
• Workbook (optional) 17. After playing track 17, check the answers
• Bonus activity (if needed): crayons / together as a class by calling out the number:
colored pencils “Number one,” and have students say the
corresponding vocabulary word: “shorter.”
Vocabulary Introduction 5 min. Script Listen and number.

• FC Show students the flashcards for the
1. shorter 2. taller
vocabulary items that are on page 22. 17
3. older 4. younger
• Ask students to repeat after you as you say the
5. stronger 6. weaker
one by one again and ask them to tell you the one,” and have the students respond: “short-
word for each picture on the flashcards. Help as er.” Say: “How do you spell ‘shorter’?” and
needed (e.g. say the first syllable of the word, or have the students respond: “s-h-o-r-t-e-r.”
tell them what letter the word starts with). Continue for each word.
30
94-95 to view the complete song lyrics,
especially if your classroom does not have a TV
to view the music video.
BigShow.

18 Taller and shorter! x2
Who is taller, who is shorter? x2
Jane is taller.
Jake is shorter.
Older and younger! x2
Who is older, who is younger? x2
Jane is older.
Jake is younger.
Lower level: Ask students to act out the word Stronger and weaker! x2
after checking the answer. Say: “Number one,” Who is stronger, who is weaker? x2
and have the students respond by saying Jane is stronger.
“shorter.” Say: “Can you show me ‘shorter’?” Jake is weaker.
and have the students respond by acting it Taller and shorter! x2
out, slumping down in their chairs. Continue Who is taller, who is shorter? x2
for each word. You are taller.
I am shorter.
Language 5 min. Older and younger! x2
Who is older, who is younger? x2
• SB Ask students to focus on the “Language” You are older.
section of the page. Read the examples in the I am younger.
book together as a class to highlight the Stronger and weaker! x2
grammar structure: “Who is taller?” “Jane is taller Who is stronger, who is weaker? x2
than her.” and “Who is older?” “Jake is older than You are stronger.
him.” I am weaker.
numbered vocabulary word (1-6) in numerical
order. Call on students individually to ask:
“Number one, who is shorter?” “She is shorter.” Song II. Sing along. 5-10 min.
“Number two, who is taller?” “She is taller.” • SB / CD Tell the students that you will play the
Continue until you have covered all six song again, and this time they should try to sing
vocabulary items using the target pattern along.
sentence structure. • FC Before you play the song again, put the
flashcards on the board in the front of the class,
Song I. Listening 5 min. in order from left to right as they appear in the
• SB / CD Focus students’ attention on the song
31
song lyrics from beginning to end: 1. taller, 2. • Tell them when they need to complete the
shorter, 3. older, 4. younger, 5. stronger, and 6. workbook exercises and have them write it in
weaker. their workbook on page 14.
• Ask the students to recite some of the lyrics
they heard, while directing their attention to (If needed) Bonus Activity 5-10 min.
the flashcards on the board as a visual aid. For
example, point at the flashcards for taller and • Dictation WS Use your native language if
shorter and say: “Taller and shorter!” “Taller and necessary, and ask the students to look around
shorter!” “Who is taller, who is shorter?” “Who and think about the differences that they
is taller, who is shorter?” “Jane is taller.” “Jake is learned about in today’s lesson. Call on a few
shorter.” Follow the rhythm and general tempo students and ask them to say the name of
of the song. Help them as necessary. Continue someone who is different than them, and how.
with each flashcard. • Ask the students to draw or color two different
• Play the song on track 18 again and sing along people and write the name of the difference on
with the students. Ask them to stand, clap, and/ the back of the dictation worksheet.
or dance to make this a TPR activity. • Collect the dictation worksheet for assessment
• Play the song that goes along with track 18. Ask and correction.
Lesson 2
• SB / CD / Dictation WS Ask the students to Lesson Objectives
close their student book. Distribute the dictation
Students will:
• Explain to the students that you will play the • encounter and explore a story linked to
song a third time, but this time they cannot see the theme of the unit
the words of the song, either on the TV or in their • be able to recognize and name key
books. This time they must write the lyrics vocabulary items in the context of a story
themselves. (**Note that if this is too challenging • practice using visual clues to assist in
for lower-level students, they may view the lyrics in comprehension
the back of the book or on the TV screen to help • be able to ask and answer information
them write the words on the dictation worksheet.) questions with what
• Play the song on track 18 again and ask the • prepare for and participate in a
students to write the words from the song on the communicative activity with other students
one by one. Ask students to check their work and Materials
correct any mistakes.
• Collect the dictation worksheet for assessment • Big Show Student Book, Flashcards, and
and correction (unless you plan to complete the CD with A/V equipment (if available)
bonus activity below). • Workbook (optional)

3-5 min.
• FC Use the flashcards to review the vocabulary.
Unscramble and write activity in part A and the
Song: Vocabulary and Grammar Structure
Look and write activity in part B. Review 5 min.
• Complete one example of each for parts A and • CD Review the vocabulary and structure by
B so that the students understand how to singing the song from the previous lesson
32
Listening I. Comic Strip 5-10 min. • (Optional) Level Tip:
Higher level: Ask students to write the number
• SB / CD Ask students to open their books to and the words in the blank speech bubbles of
page 23. Focus students’ attention on the comic the comic strip. In Frame 1 they should write 1.
strip in the Listening section on page 23. Tell Who is taller? In Frame 2 they should write 2.
students to look at the images in the text and Jeff is older than me.
give them about one minute to do so. Lower level: Ask students to draw a small
• As students look at the pictures, ask them what picture of two people, one of whom is taller,
they can see. Encourage different students to next to number 1 in part A and two people,
provide as many words as they can from one of whom is older, next to number 2 in
vocabulary set 1 (introduced in lesson 1). part A. Ask them to write the number and the
• Next, ask students questions about the plot, small picture into the comic strip. In Frame 1
setting, characters in the story, and what they they should write 1. and draw a picture of two
think is happening: e.g. The children are in gym people, one who is taller. In Frame 2 write 2.
class. They are playing basketball. The coach is and draw a picture of two people, one who is
watching them play. Use your native older.
language as necessary and provide support to • Play track 19 and have students listen and write
the students when needed. Ask cue questions, to complete the comic strip. Review the correct
such as “Where are the children?” Elicit the answers as a class.
appropriate response, “They are in gym class.”
Ask “Who is taller?” “He is taller than her.” etc. Listening III. Popcorn Reading 5 min.
(These responses will vary.)
• Finally, explain to the students that they will now • SB Have students take turns reading one line
listen to the story, and that they should read from the story. After they read one line, they call
along and point at the words with their finger on another classmate to read the next line.
while they listen. • Read the lines of the story until each student has
19 Frame 1. Listening IIII. Role-Play 10-15 min.
Gym teacher: Who is taller? • FC Explain to students that they will act out the
Anna: Rachel is taller than me. story. Use the flashcards to assign character
Frame 2. roles.
Gym teacher: Who is older? • Role-play the story.
Louie: Jeff is older than me.
Jeff: Who is stronger? 3-5 min.
Rachel: You are! I am weaker than
you. • WB Tell students to look at the picture on page
15 in the workbook. Explain how to complete
the Number the pictures in order. Then choose
Listening II. Writing 5 min. to what they did in the student book on page
• SB / CD Have students look at part A on page 23.
23. • Tell them when they need to complete the
Review the sentences with the students. Number workbook exercise and have them write it in
1: Who is taller? Number 2: Jeff is older than their workbook on page 15.
me. Ask the students to say “Number one, who is
taller?” “Number two, Jeff is older than me.”
strip in part B. Focus on the blank speech bubbles
in Frame 1 and Frame 2. Ask them how many
blanks there are. Then explain that the sentences
in part A need to be added to part B. Explain to
the students that they need to complete this
section by listening and writing the number.
33
Lesson 3
Lesson Objectives
Students will:

the vocabulary

better worse
harder softer
• Which is better?
Yours is better than mine.
Materials
needed).
Vocabulary and Grammar Structure
Review 5 min. Listen and trace. 5-10 min.
• SB / CD Review the vocabulary and grammar • SB / CD Ask students to open their book to
structure by singing the song from the previous page 24. Direct their attention to the four
lesson. Alternatively, depending on your own vocabulary+ items on the page. Before you play
and the students’ preference, role-play the story the audio, do a vocabulary spot check.
from the previous lesson to review the 1. Point to picture 1 and ask: “Is it harder or is it
vocabulary and structure. softer?” Elicit the response: “It’s softer.”
2. Point to picture 2 and ask: “Is it better or is it
Vocabulary+ Introduction 5 min. worse?” Elicit the response: “It’s worse.”
• Play track 20 and ask the students to circle the
flashcard. Show each card one by one until you 1. softer 2. worse
20
have shown all of them. 3. harder 4. better
word for each picture on the flashcards. Help • After the students have finished circling all four
of the new vocabulary items, call on individual
vocabulary word.
34
answer by pointing at different objects in the
picture. Hold up a flashcard of two of the
objects in the illustration, for example the rock
and the pillow, and ask the students to point
these objects in the illustration in their book.
Then ask them: “Which is harder, the rock?” hold
the flash card with the rock high. “Or the pillow?”
hold the flash card with the pillow high. Elicit the
response: “The rock is harder.”
• Explain to students what makes an item better
or worse. For example, a broken toy is worse
than a new toy. Fresh fruit is better than rotten
fruit. (Use your native language as necessary).
• Invite two students to the front of the classroom.
Give one student the flashcard for the word
better, give the other student the flashcard for
worse. Tell the student with the better flashcard
to ask their classmate the question: “Which is
worse?” Elicit the response from the second
student: “Mine is worse than yours.” Repeat this
a few more times with other students and with
different flashcards.
four students, Student(s) A, and Student(s) B.
Have A point to one object in the illustration on
page 24 and B point to another object in the
illustration. Have A ask the question and have B
Higher level: FC Put the flashcards for the (Optional) Assign and explain
words worse, better, harder, and softer in homework. 3-5 min.
random order on the board. Ask students how • WB Tell students to look at the pictures on page
to spell the words. Have them come to the 16 in the workbook. Explain how to
front of the class and write the word on the complete the Read and circle activity in part D
board under the corresponding flashcard. and the Unscramble and write activity in part E.
Allow them to bring their student book with • Complete one example of each for parts D and
them for reference if necessary. E so that the students understand how to
Lower level: Ask students to read the spelling complete the page independently.
of each word from their book. • Tell them when they need to complete the
Point to the worse and ask: “How do you spell workbook exercise and have them write it in
‘worse’?” Elicit the response: “w-o-r-s-e.” their workbook on page 16.
Point to the better and ask: “How do you spell
‘better’?” Elicit the response: “b-e-t-t-e-r.” (If needed) Bonus Activity. Unscramble
Point to the harder and ask: “How do you spell Worksheet: Reading, Speaking, and
‘harder’?” Elicit the response: “h-a-r-d-e-r.”
Point to the softer and ask: “How do you spell Writing Practice 5-10 min.
‘softer’?” Elicit the response: “s-o-f-t-e-r.” • Unscramble WS Put students in pairs.
Distribute the unscramble worksheet and ask
Speaking: Ask and answer. 10-15 min. students to write their name at the top.
• After completing a few examples together as a
• SB / FC Direct the students’ attention to the class, allow the students to finish the worksheet
illustration at the bottom of page 24. Read the on their own in class.
question in the illustration together: “Which is • Collect the unscramble worksheet for assessment
better?” Read the response together: “Yours is and correction.
better than mine.”
35
Lesson 4 Picture a “Laura is older than Sally.” Picture b
“The feather is softer than the toy.” Picture c
“She is taller than him.” Picture d “Yours is
Lesson Objectives better than mine.”
• After the students have properly identified all of
Students will: the pictures, read the sentences aloud together
• encounter some of the target vocabulary as a class. Point to sentence 1 and ask the
and grammar while learning about an students if they can read the sentences.
engaging topic • Number 1: “Who is taller?” “She is taller than
• practice using visual clues to assist with him.”
writing • Tell students to read each of the questions and
• develop reading and writing skills answers, write the correct letter in the box, and
• focus on phonics sounds starting with write the correct adjective in the blank,
-ape and -ase according to the pictures below. After they
have completed the exercise, ask the students
which picture matches with which sentences.
Materials Have the students raise their hands and
volunteer to answer the question. Number 1
• Big Show Student Book, Flashcards, and CD matches with Picture C.
with A/V equipment (if available) • Repeat this for the remaining sentences until
• Workbook (optional) the activity is complete.
Higher level: Call on individual students to
Mime Game: Vocabulary, Vocabulary+, read the sentences independently in front of
and Grammar Structure Review the class and support them as needed while
5-10 min. they read.
Lower level: Do choral reading. Read each
• FC Explain to the students that they will play sentence aloud and ask students to repeat
a game. Mix the flashcards for the vocabulary after you. Point at the words as you read
and vocabulary+ from unit 3 together. them and ask students to do the same.
• Pick one of the flashcards randomly. Look at
it, but do not show the students. Explain that
you will act out the adjective on the flashcard, Writing Tip: Comparative Adjectives
but you will not speak or write anything on the 5 min.
board. For example, if the flashcard you • SB Ask the students to look at the “Tip” cloud
selected randomly is for the word “worse,” on the right side of the page. Read the
pretend you have two apples in your hands. contents of the box together: tall taller,
Bite one and smile and nod, bite the other and soft softer, good better, bad worse
spit and make a face as if it is rotten. Move your • Focus the students’ attention on the -er
hand holding the rotten apple up and down suffixes. Explain to them that sometimes,
horizontally. Ask the students: “Is it better or is it adding -er to an adjective can change a word
worse?” Elicit the response: “It is worse.” from a regular adjective (used to describe
• After you have demonstrated how the game is something or someone) to a comparative
played, call students up to the front of the adjective (to show the difference between two
classroom to mime the different vocabulary people or things).
words on the flashcards. Finish the activity after • Focus the students’ attention on good
every student has had a chance, or after you better and bad worse. Explain that not all
have covered all ten of the vocabulary words. comparative adjectives (words used to
compare two people or things) can be created
Writing: Match and write. 10 min. simply by adding -er. Sometimes, the entire
• SB Have students open their book to page 25. word must be changed. Ask the students to
• Point to the pictures and ask students: Picture a practice writing “tall taller, soft softer,
“Who is older?” Picture b “Which is softer?” good better, bad worse” on page 25.
Picture c “Who is taller?” Picture d “Which is
better?” Elicit the appropriate responses:
36
Phonics: Listen, repeat, and write. (-ape -ase, -ave, -ane, -ame, -ake, and -ate in
and –ase) 10 min. random order.
• Use the flashcards for the letters -ape and -ase
• SB / CD / FC Ask the students to look at the in the order they appear in the SB first. Ask the
bottom of the page. Direct their attention to students if they remember what sound each
the pictures in the box. Ask the students if they letter set makes. Elicit the correct sound for
recognize any of the pictures. Point at each one. each letter set, and ask students to tell you the
Elicit the responses: “It’s a grape.” “It’s a shape.” word for each picture on the flashcard. Do this
“It’s a case.” and “It’s a vase.” first in order. For example, first show the
• Focus the students’ attention on the red letters flashcard for the word “grape”. Ask the students
of each word. Ask the students: “What sound do “What sound do the letters ‘-ape’ make?” Elicit
the letters ‘-ape’ make?” Elicit the appropriate the appropriate response: /eɪp/. Turn the
response: /eɪp/ or, if they don’t know the flashcard around and show the picture to the
correct sound, tell the students to repeat after students. Say to the students: “What is it?” Elicit
you and say: “-ape makes the sound /eɪp/.” the response: “It’s a grape.” Repeat this for the
Repeat this for the letters -ase. rest of the flashcards.
• Tell the students to listen and repeat. Play track Shape: Ask the students “What is it?” Elicit the
21. response “It’s a shape.”
Case: Ask the students “What is it?” Elicit the
Script Listen, repeat, and write. response “It’s a case.”
Vase: Ask the students “What is it?” Elicit the
21 /eɪ/, /p/, /eɪp/ response “It’s a vase.”
/gr/, /eɪp/, grape, grape • Repeat this with the second pile of flashcards
/sh/, /eɪp/, shape, shape that is in random order.
/eɪ/, /s/, /eɪs/
/k/, /eɪs/, case, case (Optional) Assign and explain homework.
/v/, /eɪs/, vase, vase 3-5 min.
Purple grapes and a vase next to a
case. Look at all the shapes! • WB Tell students to look at the pictures on the
top of page 17 in the workbook. Explain how to
complete the Circle and write activity in part F.
• After listening to the audio, ask the students • Complete one example of part F.
again: “What sound do the letters ‘-ape’ make?” • Tell them to circle the correct word. Tell them
Elicit the appropriate response: /eɪp/. Repeat when they need to complete the workbook
this for letters -ase. Then point at one of the exercise and have them copy it in their
pictures randomly, and ask them if they can workbook on the top of page 17.
read the word. For example, point at the picture
for the word “grape.” Ask the students to read it.
If they cannot, ask them to repeat after you and
say: “Grape, /gr/, /eɪp/, grape.”
page, together as a class. Then call on individual
students to read the sentences independently.
of the words like “all” as sight words, rather than
phonics words.)

-ape, -ase, -ave, -ane, -ame, ake, and
–ate. 5-10 min.
letters -ape and -ase, in the order they appear
in the SB, and another with the letters -ape,
37
Lesson 5
Lesson Objectives
Students will:

social studies text linked to the theme of
the unit
• be able to recognize and name the first
set of key vocabulary items
Materials
• Explain to the students that they will listen and
Pre-reading Discussion 5 min. read the story on the page. Ask students to follow
along and point at the words as they hear them.
• FC Show the students the flashcards from unit 3 Play track 22.
and ask them what differences they can see, • After playing the track, do choral reading, and
either between the people or the items, ask the students to repeat after you. Ask the
depending on the flashcard. Give them a few students to point at each word as they read it.
options to think about: Is he stronger or weaker? Walk around the classroom to ensure the students
Is it better or worse? Who is older, and who is are doing this.
younger? Elicit the appropriate responses • After doing choral reading, read the text one
depending on the flashcard. more time by doing popcorn reading. (Have
• Talk about your own family, or make one up. Talk students take turns reading one line from the
about the differences between you and your story. After they read one line, they call on
mother, father, brothers, and sisters. another classmate to read the next line.)
• Establish enough background knowledge that • Read the lines of the story until each students
students will be able to engage in the CLIL has had a chance to read and the students have
reading with an understanding of what a family become familiar with the words in the story.
is.
CLIL Reading: Social Studies: Identifying 5 min.
the differences between people.
10-15 min. • Read question 1 aloud together as a class.
• SB / CD Tell students to look at part A on page Review the answer choices. Ask students to look
26. Focus students’ attention on the background at the text and think for a moment about what
picture. Discuss it.
38
Presentation 5 min.
class and talk about which family member is
their favorite and some reasons why they like
them.

story for fun about comparing two things.

3-5 min.
• WB Tell students to look at the picture on page
the correct answer is. Ask students to
volunteer to give the correct answer.
• Complete the activity as a class. Teacher’s Note
_______________________________________
_______________________________________
• Talk with students about the difference between
Juan and his brother, Juan and his sister, Juan’s _______________________________________
dad and mom. Make a list of differences in each _______________________________________
category.
which family member is their favorite, and make _______________________________________
2-3 comparative descriptions of reasons why.
(For example, my father is funnier, smarter, and _______________________________________
taller than my brother.) Explain that it is OK if _______________________________________
they think of a comparative description that isn’t _______________________________________
from unit 3 in the book, as long as it fits with the
person they are describing. _______________________________________
etc. _______________________________________
explain the differences between people in English. _______________________________________
• Ask them to draw a small picture of their chosen _______________________________________
family member.
39
UNIT
4 What Is Your
Hobby?
Lesson 1
Unit Objectives
• Talk about and identify different types of
hobbies
• Use short phrases to ask and answer
questions about hobbies
Lesson Objectives
• recognize and name different hobbies
• ask what someone’s hobby is

play tennis listen to music watch TV
go skating go camping go see movies
Core Structure
• Informative phrases
I like to play tennis.
Q: What is your hobby? Listen and number. 5-10 min.
A: I like to go camping. • SB / CD Ask students to open their book to
corresponding vocabulary words: “watch TV.”
vocabulary items that are on page 28. 1. watch TV 2. go see movies
23
• Ask students to repeat after you as you say the 3. listen to music 4. go skating
word on each flashcard. Show students the 5. go camping 6. play tennis
one by one again and ask them to tell you the one,” and have the students respond: “watch
word for each picture on the flashcards. Help as TV.” Say: “How do you spell ‘watch TV’?” and
needed (e.g. say the first syllable of the word, or have the students respond: “w-a-t-c-h T-V.”
tell them what letter the word starts with). Continue for each phrase.
40
music video.
BigShow.

24
What is your hobby?
Your hobby. x2
What is your hobby? I like to watch.
Watch TV x2
I like to watch TV.
What is your hobby?
Your hobby. x2
What is your hobby? I like to go.
Go see movies. x2
I like to go see movies.
What is your hobby?
Lower level: Ask students to repeat the verb Your hobby. x2
after checking the answer. Say: “Number What is your hobby? I like to listen.
one,” and have the students respond: “watch Listen to music x2
TV.” Say: “What do you do?” and have the I like to listen to music.
students respond: “watch.” Continue for each What is your hobby?
phrase. Your hobby. x2
What is your hobby? I like to go.
Language 5 min. Go skating. x2
• SB Ask students to focus on the “Language” I like to go skating.
section of the page. Read the examples in the What is your hobby?
book together as a class to highlight the Your hobby. x2
grammar structure: “What is your hobby?” What is your hobby? I like to go.
“I like to go camping.” Go camping. x2
• Use the grammar structure to go through each I like to go camping.
numbered vocabulary item (1-6) in numerical What is your hobby?
order. Call on students individually to answer: Your hobby. x2
“Number one, what is your hobby?” “I like to What is your hobby? I like to play.
watch TV.” “Number two, what is your hobby?” Play tennis. x2
“I like to go see movies.” Continue until you have I like to play tennis.
covered all six vocabulary items using the target
pattern sentence structure.
Song II. Sing along. 5-10 min.
Song I. Listening 5 min. • SB / CD Tell the students that you will play the
• SB / CD Focus students’ attention on the song song again, and this time they should try to sing
section at the bottom of the page. Explain that along.
41
• FC Before you play the song again, put the • Complete one example of each for parts A and
flashcards on the board in the front of the class, B so that the students understand how to
in order from left to right as they appear in the complete the page independently.
song lyrics from beginning to end: 1. watch TV, 2. • Tell them when they need to complete the
go see movies, 3. listen to music, 4. go skating, workbook exercises and have them write it in
5. go camping, and 6. play tennis. their workbook on page 18.
they heard, while directing their attention to the (If needed) Bonus Activity 5-10 min.
flashcards on the board as a visual aid. For
example, point at the flashcard for go skating • Dictation WS Use your native language if
and say: “What is your hobby?” “Your hobby.” necessary and ask the students what their
“Your hobby.” “What is your hobby? I like to go…” favorite hobby is that they learned about in
“Go skating.” “Go skating.” “I like to go skating.” today’s lesson.
Follow the rhythm and general tempo of the • Ask the students to draw, color, and write the
song. Help them as necessary. Continue with name of the hobby on the back of the dictation
each flashcard. worksheet.
• Play the song on track 24 again and sing along • Collect the dictation worksheet for assessment
with the students. Ask them to stand, clap, and/ and correction.
or dance to make this a TPR activity.
(either on the TV screen or in the back of the Lesson 2
Lesson Objectives
Students will:
close their student book. Distribute the dictation • become more familiar with target
worksheet for unit 4. Ask students to write their vocabulary and grammar through a story
name at the top of the worksheet. (Available for • encounter and explore a story linked to
download at www.compasspub.com/BigShow.) the theme of the unit
• Explain to the students that you will play the • be able to recognize and name
song a third time, but this time they cannot see key vocabulary items in the context of a
the words of the song, either on the TV or in their story
books. This time they must write the lyrics • practice using visual clues to assist in
themselves. (**Note that if this is too challenging comprehension
for lower-level students, they may view the lyrics in • be able to ask and answer information
the back of the book or on the TV screen to help questions with what
them write the words on the dictation worksheet.) • prepare for and participate in a
• Play the song on track 24 again and ask the communicative activity with other students
students to write the words from the song on the
• Big Show Student Book, Flashcards, and
correct any mistakes. CD with A/V equipment (if available)
• Collect the dictation worksheet for assessment • Workbook (optional)
and correction (unless you plan to complete the
Vocabulary Review 5 min.
(Optional) Assign and explain homework. • FC Use the flashcards to review the vocabulary.
3-5 min.
• WB Tell students to look at the pictures on page Song: Vocabulary and Grammar Structure
18 in the workbook. Explain how to complete the Review 5 min.
Look and cross out activity in part A and the
Look and write activity in part B. • CD Review the vocabulary and structure by
singing the song from the previous lesson.
42
Listening I. Comic Strip 5-10 min. this section by listening and writing the number.
• SB / CD Ask students to open their books to Higher level: Ask students to write the number
page 29. Focus students’ attention on the comic and the words in the blank speech bubbles of
strip in the Listening section on page 29. Tell the comic strip. In Frame 1 they should write 2.
students to look at the images in the text and What is your hobby? In Frame 3 they should
give them about one minute to do so. write 1. I like to go see movies.
• As students look at the pictures, ask them what Lower level: Ask students to draw a small
they can see. Encourage different students to picture of a person watching a movie next to
provide as many words as they can from number 1 in part A and a question mark next to
vocabulary set 1 (introduced in lesson 1). number 2 in part A. Ask them to write the
• Next, ask students questions about the plot, number and the small picture into the comic
setting, characters in the story, and what they strip. In Frame 1 they should write 2.? In Frame
think is happening: e.g. The children are at a 3 they should draw a person watching a movie.
park. It is cold. They are going to skate. The • Play track 25 and have students listen and write
teacher is asking the students about their to complete the comic strip. Review the correct
hobbies. Use your native language as answers as a class.
necessary and provide support to the students
when needed. Ask cue questions, such as “Where Listening III. Popcorn Reading 5 min.
are the children?” Elicit the appropriate response,
“They are at the park.” Ask “What do they do?” • SB Have students take turns reading one line
“They skate.” etc. (Responses may vary.) from the story. After they read one line, they call
• Finally, explain to the students that they will now on another classmate to read the next line.
listen to the story, and that they should read • Read the lines of the story until each students
along and point at the words with their finger has had a chance to read and the students have
while they listen. become familiar with the words in the story.
Listening IIII. Role-Play 10-15 min.

• FC Explain to students that they will act out the
25 Frame 1. story. Use the flashcards to assign character
Teacher: What is your hobby? roles.
Louie: I like to go skating. • Role-play the story.
Teacher: I like skating!
Teacher: What is your hobby? 3-5 min.
Jeff: I like to listen to music.
Teacher: I like music! • WB Tell students to look at the picture on page
Frame 3. 19 in the workbook. Explain how to complete the
Rachel: What is your hobby? “Number the pictures in order. Then choose and
Anna: I like to go see movies. write” activity. Explain that it is very similar to
what they did in the student book on page 29.
workbook exercise and have them write it in their
Listening II. Writing 5 min. workbook on page 19.
• SB / CD Have students look at part A on page 29.
Review the sentences with the students. Number
1: I like to go see movies. Number 2: What is your
hobby? Ask the students to say “Number one, I
like to go see movies.” “Number two, what is your
hobby?”
Explain to the students that they need to complete
43
Lesson 3
Lesson Objectives
Students will:

the vocabulary

make jewelry talk on the phone
play the trumpet play computer games
• What is your hobby?
I like to play the trumpet.
Materials
• Workbook (optional) word for each picture on the flashcards. Help
needed).
Review 5 min. • SB / CD Ask students to open their book to
and the students’ preference, role-play the story 1. Point to make jewelry and ask: “What is your
from the previous lesson to review the hobby?” Elicit the response: “I like to make jewelry.”
vocabulary and structure. 2. Point to talk on the phone and ask: “What is
your hobby?” Elicit the response: “I like to talk on
Vocabulary+ Introduction 5 min. the phone.”
word on each flashcard, and show students the
have shown all of them 26
1. make jewelry
• Show the students the pictures on the flashcards 2. talk on the phone
one by one again and ask them to tell you the 3. play the trumpet
4. play computer games
44
do you spell ‘computer’?” Elicit the response:
“c-o-m-p-u-t-e-r.”

question in the illustration together: “What is
your hobby?” Read the response together: “I like
to make jewelry.”
answer by pointing at different hobbies in the
hobbies in the illustration, for example play the
trumpet, and ask the students to point at this
hobby in the illustration in their book. Then ask
them: “What is your hobby?” Elicit the response:
“I like to play the trumpet.”
Give them the flashcard for the phrase play
computer games. Tell the student to ask their
classmates the question: “What is your hobby?”
Elicit the response: “I like to play computer
games.” Repeat this a few more times with other
students and with different flashcards.
hobbies in the illustration on page 30. Have B
• After the students have finished circling all four
of the new vocabulary items, call on individual (Optional) Assign and explain homework.
students and ask them how to spell each 3-5 min.
vocabulary word.
• (Optional) Level Tip: • WB Tell students to look at the pictures on page
Higher level: FC Put the flashcards for the 20 in the workbook. Explain how to complete the
words make jewelry, talk on the phone, play Look, read, and match activity in part D and the
trumpet, and play computer games in random Unscramble and write activity in part E.
order on the board. Ask students how to spell • Complete one example of each for parts D and
the words. Have them come to the front of the E so that the students understand how to
class and write the words on the board under complete the page independently.
the corresponding flashcard. Allow them to • Tell them when they need to complete the
bring their student book with them for workbook exercise and have them write it in
reference if necessary. their workbook on page 20.
of each word from their book. (If needed) Bonus Activity. Unscramble
Point to make jewelry and ask: “How do you Worksheet: Reading, Speaking, and
spell ‘jewelry’?” Elicit the response: “j-e-w-e-l-
r-y.” Writing Practice 5-10 min.
Point to talk on the phone and ask: “How do • Unscramble WS Put students in pairs.
you spell ‘phone’?” Elicit the response: “p-h- Distribute the unscramble worksheet and ask
o-n-e.” students to write their name at the top.
Point to play the trumpet and ask: “How do • Explain how to complete the unscramble
you spell ‘trumpet’?” Elicit the response: “t-r- worksheet. Read the question, talk about what
u-m-p-e-t.” the answer is, and write the answer.
Point to play computer games and ask: “How
45
• After completing a few examples together as Writing: Circle and write. 10 min.
a class, allow the students to finish the
worksheet on their own in class. • SB Have students open their book to page 31.
• Collect the unscramble worksheet for • Point to items in the pictures and ask students:
assessment and correction. “What is your hobby?” Elicit the appropriate
responses: Picture 1: “I like to talk on the
phone.” Picture 2: “I like to play the trumpet.”
Picture 3: “I like to make jewelry.” Picture 4: “I
Lesson 4 like to go camping.”
• After you have demonstrated how the game
is played, call students up to the front of the
Lesson Objectives classroom to mime the different vocabulary
Students will: every student has had a chance, or after you
• encounter some of the target vocabulary • Number 1: “What is your hobby?” “I like to talk
and grammar while learning about an on the phone.”
engaging topic • Tell students to read each of the questions and
• practice using visual clues to assist with write the answers according to the pictures
writing shown. After they have completed the written
• develop reading and writing skills exercise, ask the students which hobby matches
• focus on phonics sounds -ine and -ike with which sentences. Have the students raise
their hands and volunteer to answer the
question. Number 1 matches with talk on the
Materials phone.
• Repeat this for the remaining sentences until
• Big Show Student Book, Flashcards, and CD the activity is complete.
Mime Game: Vocabulary, Vocabulary+, and they read.
Grammar Structure Review 5-10 min. Lower level: Do choral reading. Read each
• FC Explain to the students that they will play sentence aloud and ask students to repeat
a game. Mix the flashcards for the vocabulary after you. Point at the words as you read
and vocabulary+ from unit 4 together. them and ask students to do the same.
• Pick one of the flashcards randomly. Look at it,
but do not show the students. Explain that you Phonics: Listen, repeat, and write. (-ine
will act out the hobby on the flashcard, but you and –ike) 10 min.
will not speak or write anything on the board.
For example, if the flashcard you selected • SB / CD / FC Ask the students to look at the
randomly is “go see movies,” sit down and act bottom of the page. Direct their attention to
as if you are holding popcorn and eating from the pictures in the box. Ask the students if they
the bag, smile, nod, or laugh as you look off recognize any of the pictures. Point at each
into the distance at the “movie screen.” Ask the one. Elicit the responses: “It’s a line.” “It’s
students: “What is your hobby?” Elicit the sunshine.” and “It’s a bike.” and “She likes the
response: “I like to go see movies.” toy.”
• After you have demonstrated how the game is • Focus the students’ attention on the red letters
played, call students up to the front of the class- of each word. Ask the students: “What sound
room to mime the different vocabulary words do the letters ‘-ine’ make?” Elicit the
on the flashcards. Finish the activity after every appropriate response: /aɪn/ or, if they don’t
student has had a chance, or after you have know the correct sound, tell the students to
covered all ten of the vocabulary words. repeat after you and say: “-ine makes the
sound /aɪn/.” Repeat this for letters -ike.
• Tell the students to listen and repeat. Play track
27.
46
Script Listen, repeat, and write. Sunshine: Ask the students “What is it?” Elicit the
response “It’s sunshine.”
27 /aɪ/, /n/, /aɪn/ Bike: Ask the students “What is it?” Elicit the
/l/, /aɪn/, line, line response “It’s a bike.”
/ ʃ /, /aɪn/, shine, shine, sunshine, Like: Ask the students “Does she like it?” Elicit
sunshine the response “Yes, she likes it.”
/aɪ/, /k/, /aɪk/
/b/, /aɪk/, bike, bike
/l/, /aɪk/, like, like
He likes to ride his bike down the
line in the sunshine. 3-5 min.
• WB Tell students to look at the pictures on the
• After listening to the audio, ask the students top of page 21 in the workbook. Explain how to
again: “What sound do the letters ‘-ine’ make?” complete the Circle and write activity in part F.
Elicit the appropriate response: /aɪn/. Repeat • Complete one example of part F.
this for letters -ike. Then point at one of the • Tell them to circle the correct word. Tell them
pictures randomly and ask them if they can when they need to complete the workbook
read the word. For example, point at the picture exercise and have them copy it in their
for the word “bike.” Ask the students to read it. If workbook on the top of page 21.
they cannot, ask them to repeat after you and
say: “Bike, /b/, /aɪk/, bike.”
• Finally, read the sentence at the bottom of the
of the words like “down” as sight words, rather

-ine, -ike, -ape, -ase, -ave, -ane, -ame,
ake, and –ate. 5-10 min.
letters -ine and -ike in the order they appear in
the SB, and another with the letters -ine, -ike,
-ape, -ase, -ave, -ane, -ame, -ake, and -ate in
random order.
• Use the flashcards for the letters -ine and -ike
flashcard for the word “line”. Ask the students
“What sound do the letters ‘-ine’ make?” Elicit
the appropriate response: /aɪn/. Turn the
students. Say to the students: “What is it?” Elicit
the response: “It’s a line.” Repeat this for the rest
of the flashcards.
47
Lesson 5
Lesson Objectives
Students will:

the unit
vocabulary items
Materials
Play track 28.
• FC Show the students the flashcards from unit 4 • After playing the track, do choral reading and ask
and ask them where and when they can do these the students to repeat after you. Ask the
kinds of hobbies. Give them a few options to think students to point at each word as they read it.
about: inside or outside, in winter (on cold days), Walk around the classroom to ensure the students
in spring (rainy days), in summer (on sunny, hot are doing this.
days), or in fall (cool days). Elicit the appropriate • After doing choral reading, read the text one
responses, depending on the flashcard. more time by doing popcorn reading. (Have
• Ask students if they have any hobbies, which students take turns reading one line from the
hobbies they like to do best, and which they story. After they read one line, they call on
would like to try. (Use your native language as another classmate to read the next line.)
necessary). • Read the lines of the story until each student has
• Establish enough background knowledge that had a chance to read and the students have
students will be able to engage in the CLIL become familiar with the words in the story.
reading with an understanding of what a sunny
day and a rainy day are. Read and circle: Reading Comprehension
CLIL Reading: Social Studies: Identifying 5 min.
kinds of hobbies. 10-15 min. • SB Tell students to look at activity B on page 33.
• Read question 1 aloud together as a class.
• SB / CD Tell students to look at part A on page Review the answer choices. Ask students to look
32. Focus students’ attention on the background at the text and think for a moment about what
picture. Discuss it. the correct answer is. Ask students to volunteer
• Explain to the students that they will listen and to give the correct answer.
read the story on the page. Ask students to follow • Complete the activity as a class.
48
story for fun about sports.

3-5 min.
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
• Talk with students about the different hobbies
and what type of weather the hobby goes with, _______________________________________
rainy or sunny. Make a list of hobbies in each _______________________________________
weather category.
which hobby is their favorite, which hobby they _______________________________________
have never tried, and which one they would
like to try. Explain that it is OK if they think of a _______________________________________
hobby that isn’t from unit 4. _______________________________________
• Walk around the classroom to monitor, help
etc. _______________________________________
explain what hobby they like and why in English. _______________________________________
• Ask them to draw a small picture of one of the _______________________________________
hobbies they like best.
_______________________________________
• Ask students to speak in English in front of the _______________________ ________________
class and talk about what hobby is their favorite
and some reasons why they like it. _______________________________________
49
REVIEW
1 Units 1- 4
A Listen and write. 10 min.

• SB / CD Tell students to open their books to
page 34.
• Point to each of the pictures on the page. Say
the word and have students repeat (1. play
tennis, 2. handsome, 3. older, 4. wet, 5. go
skating, 6. watch TV, 7. tall, 8. cold, 9. weak, 10.
hot, 11. listen to music, 12. strong).
with.
• Point to picture 2 (handsome) and ask students
what it is. Write the word handsome on the
board. Tell students to write the word.
• Play track 29 and tell students to write the
words.
• Encourage students to read the words out loud.
• If students are having a difficult time with the
words, or for weaker groups, you can read the
words for them.
B Read and circle. 10 min.

• SB / CD Tell students to look at the pictures in B
on page 35.
• Next, read the six questions on page 35. Then
point to the two answer choices for each
question (a and b) and ask the students to say
what they can see.
with. Tell the students they are going to read the
questions and the two answer choices. Students
should circle the correct answer choice which
matches with the picture for that question.
• Review answers as a class. Read the question
and call on different students to provide the
answers.
• (Optional) Read the questions and the correct
answers one more time to give students a
chance to listen for any answers they may have
missed the first time. For example, Sentence 1:
“How’s the weather today?” “It is cool.”
C Think of your hobby. Then tell a friend

about it. 5 min.
• SB Focus students’ attention on part C on page
35.
• Put students in pairs. Tell students to think of
their favorite hobby. Ask them to tell their
partner about their hobby.
50
• Student A asks B “Student A, ask your partner
‘What is your hobby?’ Student B, answer the
question. Then change.” Student B responds.
• Tell students to switch.
• Monitor and provide assistance if necessary.
• Give students 2 to 3 minutes to complete the
activity.
D Match and write. 5-10 min.

• SB Direct students’ attention to part D on page
36.
• Point to the picture of the game and ask
students what it is. Encourage all students in the
class to say the word. Then tell students to trace
the lines from -ame to the picture, to the letter g.
• Tell the students to write the letters -ame after g.
• Have students match the pictures to the letters.
• Go over the answers as a class.
E Play the game.

• SB Direct students’ attention to part E on page
37. Follow the instructions to play the game.
1. Divide the class into teams of three or four
students each.
2. Give each team a die and markers to use on
their gameboard.
3. Tell students they will take turns rolling the die
and moving their marker along the board.
4. Each time a student rolls a die, ask the
student to say what word they’ve landed on.
(Give between 1 to 3 chances to guess the
word or phrase depending on the student’s
level).
5. Next, have the student use the word or phrase
in a sentence.
6. If the student is correct, they may stay on the
square. If not, they must start over at the
beginning.
7. The player who gets to the Finish first is the
winner.
51
UNIT
5 Let’s Go to the
Restaurant!
Lesson 1
Unit Objectives
• Talk about and identify types of
restaurants and different foods
• Use adjectives to describe types of
restaurants
• Use plural nouns to answer questions
about foods
Lesson Objectives
• recognize and name different restaurants
and foods
• ask and answer about what and where
they want to eat

Japanese Mexican German
Chinese Italian Indian
Core Structure
• Adjectives one by one again and ask them to tell you the
Let’s go to the Japanese restaurant. word for each picture on the flashcards. Help as
• Ask information questions with what needed (e.g. say the first syllable of the word, or
Q: What do you want to eat? tell them what letter the word starts with).
A: I want to eat curry.
Listen and number. 5-10 min.
Materials
• Big Show Student Book, Flashcards, CD page 38. Direct their attention to the
with A/V equipment (if available), and vocabulary items on the page. Ask the students
dictation worksheet to get a pencil. Tell them to number the
• Workbook (optional) vocabulary items in their book according to the
• Bonus activity (if needed): crayons / audio for the Listen and number part. Play track
colored pencils 30. After playing track 30, check the answers
together as a class by calling out the number:
Vocabulary Introduction 5 min. “Number one,” and have students say the
corresponding vocabulary word: “German.”
• Ask students to repeat after you as you say the Script Listen and number.
word on each flashcard. Show students the 1. German 2. Japanese
30
picture first and then the word on each 3. Chinese 4. Mexican
flashcard. Show each card one by one until you 5. Italian 6. Indian
have shown all of them
52
of restaurant is it?” “It’s a Japanese restaurant.”
Continue until you have covered all six
vocabulary items using the target pattern
sentence structure.
Song I. Listening 5 min.

music video.
BigShow.
(either on the TV screen, or in the back of the

31 What do you want to eat? x2
• (Optional) Level Tip: Let’s go to the Italian restaurant.
Higher level: Ask students to spell each word OK! OK! I want to eat pizza.
after checking the answer. Say: “Number What do you want to eat? x2
one,” and have the students respond: Let’s go to the German restaurant.
“German.” Say: “How do you spell German?” OK! OK! I want to eat sausages.
and have the students respond: “G-e-r-m-a- What do you want to eat? x2
n.” Continue for each word. Let’s go to the Japanese restaurant.
Lower level: Ask students to guess the OK! OK! I want to eat sushi.
country associated with each word after What do you want to eat? x2
checking the answer. Say: “Number one,” and Let’s go to the Indian restaurant.
have the students respond: “German.” Say: OK! OK! I want to eat curry.
“What country is this?” and have the students What do you want to eat? x2
respond: “Germany.” Continue for each word. Let’s go to the Mexican restaurant.
OK! OK! I want to eat tacos.
Language 5 min. What do you want to eat? x2
• SB Ask students to focus on the “Language” Let’s go to the Chinese restaurant.
section of the page. Read the examples in the OK! OK! I want to eat dumplings.
grammar structure: “Let’s go to the Italian
restaurant.” “OK!” and “Let’s go to the Mexican Song II. Sing along. 5-10 min.
restaurant.” “OK!”
• Use the grammar structure to go through each • SB / CD Tell the students that you will play the
numbered vocabulary items (1-6) in numerical song again, and this time they should try to sing
order. Call on students individually to answer: along.
“Number one, what kind of restaurant is it?” “It’s • FC Before you play the song again, put the
a German restaurant.” “Number two, what kind flashcards on the board in the front of the class,
53
song lyrics from beginning to end: 1. Italian, 2. • Tell them when they need to complete the
German, 3. Japanese, 4. Italian, 5. Mexican, workbook exercises and have them write it in
and 6. Chinese. their workbook on page 22.
they heard, while directing their attention to the (If needed) Bonus Activity 5-10 min.
example, point at the flashcard for Italian and • Dictation WS Use your native language if
say: “What do you want to eat?” “What do you necessary and ask the students what their
want to eat?” “Let’s go to the Italian restaurant.” favorite kind of restaurant is from today’s lesson.
“OK! OK! I want to eat pizza.” Follow the rhythm Call on a few students and ask them to say the
and general tempo of the song. Help them as type of the restaurant they like the most.
necessary. Continue with each flashcard. • Ask the students to draw or color the flag for their
• Play the song on track 31 again and sing along favorite type of restaurant, and write the
with the students. Ask them to stand, clap, and/ adjective on the back of the dictation worksheet.
Lesson 2
• Explain to the students that you will play the • encounter and explore a story linked to
song a third time, but this time they cannot see the theme of the unit
the words of the song, either on the TV or in their • be able to recognize and name
books. This time they must write the lyrics key vocabulary items in the context of a
themselves. (**Note that if this is too challenging story
for lower-level students, they may view the lyrics in • practice using visual clues to assist in
the back of the book or on the TV screen to help comprehension
them write the words on the dictation worksheet.) • be able to ask and answer information
• Play the song on track 31 again and ask the questions with what
students to write the words from the song on the • prepare for and participate in a
dictation worksheet. communicative activity with other students

3-5 min.
Unscramble and write activity in part A and the Song: Vocabulary and Grammar Structure
• Complete one example of each for parts A and • CD Review the vocabulary and grammar
B so that the students understand how to structure by singing the song from the previous
lesson.
54
Listening I. Comic Strip 5-10 min. Ask the students to say: “Number one, let’s go to
the Mexican restaurant!” “Number two, let’s go
• SB / CD Ask students to open their books to to the
page 39. Focus students’ attention on the comic Chinese restaurant.”
strip in the Listening section on page 39. Tell • Direct the students’ attention back to the comic
students to look at the images in the text and strip in part B. Focus on the blank speech bubbles
give them about one minute to do so. in Frame 1 and Frame 3. Ask them how many
• As students look at the pictures, ask them what blanks there are. Then explain that the sentences
they can see. Encourage different students to in part A need to be added to part B. Explain to
provide as many words as they can from the students that they need to complete this
vocabulary set 1 (introduced in lesson 1). section by listening and writing the number.
• Next, ask students questions about the plot, • (Optional) Level Tip:
setting, characters in the story, and what they Higher level: Ask students to write the number
think is happening: e.g. The children hungry. The and the words in the blank speech bubbles of
chef is helping them choose a restaurant. There the comic strip. In Frame 1 they should write 2.
are many different kinds of food to choose from. Let’s go to the Chinese restaurant. In Frame
Use your native language as necessary, and 2 they should write 1. Let’s go to the Mexican
provide support to the students when needed. restaurant!
Ask cue questions, such as “What do they see?” Lower level: Ask students to draw a small
Elicit the appropriate responses, “They see picture of tacos next to number 1 in part A
restaurants.” “What kinds of restaurants do they and a picture of dumplings next to number
see?” “They see a German restaurant.” etc. 2 in part A. Ask them to write the number
(Responses will vary.) and the small picture into the comic strip. In
• Finally, explain to the students that they will now Frame 1 they should write 2. and draw
listen to the story, and that they should read dumplings. In Frame 3 they should write 1.
along and point at the words with their finger and draw tacos.
while they listen. • Play track 32 and have students listen and write
to complete the comic strip. Review the correct
Script answers as a class.
Listen and write.
32 Frame 1. Listening III. Popcorn Reading 5 min.
Chef: Let’s go to the Chinese • SB Have students take turns reading one line
restaurant!. from the story. After they read one line, they call
Anna: OK. on another classmate to read the next line.
Chef: What do you want to eat? • Read the lines of the story until each student has
Anna: I want to eat dumplings. had a chance to read and the students have
Frame 2. become familiar with the words in the story.
Chef: Let’s go to the Indian
restaurant. Listening IIII. Role-Play 10-15 min.
Jeff: OK.
Chef: What do you want to eat? • FC Explain to students that they will act out the
Jeff: I want to eat curry. story. Use the flashcards to assign character
roles.
Frame 3. • Role-play the story.
Jeff: I’m hungry!
Anna: Let’s go to the Mexican
restaurant. (Optional) Assign and explain homework.
Jeff: OK. What do you want to eat? 3-5 min.
Anna: I want to eat tacos! • WB Tell students to look at the picture on page
23 in the workbook. Explain how to
complete the Number the pictures in order.
Listening II. Writing 5 min. Then choose and write activity. Explain that it is
• SB / CD Have students look at part A on page very similar to what they did in the student book
39. Review the sentences with the students. on page 39.
Number 1: Let’s go to the Mexican restaurant! • Tell them when they need to complete the
Number 2: Let’s go to the Chinese restaurant. workbook exercise and have them write it in their
workbook on page 23.
55
Lesson 3
Lesson Objectives
Students will:

the vocabulary

curry sushi
dumplings tacos
• What do you want to eat?

I want to eat dumplings.
Materials
• Bonus activity (if needed): crayons / tell them what letter the word starts with if
colored pencils needed).
Listen and circle. 5-10 min.

Vocabulary and Grammar Structure • SB / CD Ask students to open their book to
Review 5 min. page 40. Direct their attention to the four
• SB / CD Review the vocabulary and grammar vocabulary+ items on the page. Before you play
structure by singing the song from the previous the audio, do a vocabulary spot check.
lesson. Alternatively, depending on your own 1. Point to the sushi and ask: “What do you want
and the students’ preference, role-play the story to eat?” Elicit the response: “I want to eat sushi.”
from the previous lesson to review the 2. Point to the dumplings and ask: “What do you
vocabulary and structure. want to eat?” Elicit the response: “I want to eat
dumplings.”
correct word after each word they hear. Pause
• FC Show students the flashcards for the the audio after each word in order to give the
vocabulary items that are on page 40. students enough time to circle.
flashcard. Show each card one by one until you 33
1. sushi 2. dumplings
have shown all of them. 3. curry 4. tacos
word for each picture on the flashcards. Help as • After the students have finished circling all four
needed (e.g. say the first syllable of the word or of the new vocabulary items, call on individual
56
question in the illustration together: “What do
you want to eat?” Read the response together:
“I want to eat curry.”
answer by pointing at different foods in the
picture. Hold up a flashcard of one of the foods
in the illustration, for example the sushi, and ask
the students to point at this food in the illustration
in their book. Then ask them: “What do you want
to eat?” Elicit the response: “I want to eat sushi.”
Give them the flashcard for the word dumplings.
Tell the student to ask their classmates the
question: “What do you want to eat?” Elicit the
response: “I want to eat dumplings.” Repeat this
a few more times with other students and with
Have A ask the questions and point at one of
the foods in the illustration on page 40. Have B
(Optional) Assign and explain

homework. 3-5 min.
the Read and circle activity in part D and the
Unscramble and write activity in part E.
students and ask them how to spell each • Complete one example of each for parts D and
vocabulary word. E so that the students understand how to
• (Optional) Level Tip: complete the page independently.
Higher level: FC Put the flashcards for the • Tell them when they need to complete the
words sushi, dumplings, curry, and tacos in workbook exercises and have them write it in
random order on the board. Ask students how their workbook on page 24.
to spell the words. Have them come to the
front of the class and write the word on the
board under the corresponding flashcard. (If needed) Bonus Activity. Unscramble
Allow them to bring their student book with Worksheet: Reading, Speaking, and
them for reference if necessary. Writing Practice 5-10 min.
of each word from their book. • Unscramble WS Put students in pairs.
Point to the tacos and ask: “How do you spell Distribute the unscramble worksheet and ask
‘tacos’?” Elicit the response: “t-a-c-o-s.” students to write their name at the top.
Point to the curry and ask: “How do you spell • Explain how to complete the unscramble
‘curry’?” Elicit the response: “c-u-r-r-y.” worksheet. Read the question, talk about what
Point to the dumplings and ask: “How do you the answer is, and write the answer.
spell ‘dumplings’?” Elicit the response: “d-u- • After completing a few examples together as a
m-p-l-i-n-g-s.” class, allow the students to finish the worksheet
Point to the sushi and ask: “How do you spell on their own in class.
‘sushi’?” Elicit the response: “s-u-s-h-i.” • Collect the unscramble worksheet for assessment
and correction.
57
Lesson 4 • After the students have properly identified all of
the pictures, read each sentence aloud
together as a class. Point to sentence 1 and ask
Lesson Objectives the students if they can read the sentence.
• Sentence 1: “Let’s go to the Chinese restaurant
Students will: on Friday.”
• encounter some of the target vocabulary write the answers, according to the pictures,
and grammar while learning about an shown above. After they have completed the
engaging topic written exercise, ask the students which
• practice using visual clues to assist with picture matches with what sentence. Have the
writing students raise their hands and volunteer to
• develop reading and writing skills answer the question. Sentence 1 matches with
• focus on phonics sounds -ide and -ite Picture 5: Friday, dumplings.
• Repeat this for the remaining sentences until the
activity is complete.
Materials • (Optional) Level Tip:
• Big Show Student Book, Flashcards, and CD read the sentence independently in front of
with A/V equipment (if available) the class and support them as needed while
• Workbook (optional) they read.
Ask and Answer Game: Vocabulary, after you. Point at the words as you read
Vocabulary+, and Grammar Structure them and ask students to do the same.
Review 5-10 min.
• FC Explain to the students that they will play Phonics: Listen, repeat, and write. (-ide
a game. Mix the flashcards for the vocabulary and –ite) 10 min.
and vocabulary+ from unit 5 together.
• Pick one of the flashcards randomly. Look at • SB / CD / FC Ask the students to look at the
it and show the students. Ask the students a bottom of the page. Direct their attention to
question using the wrong word. For example, if the pictures in the box. Ask the students if they
the flashcard is sushi, ask the students: “Do you recognize any of the pictures or actions
want to eat dumplings?” Elicit the response: “No, happening in the pictures. Point at each one.
I want to eat sushi.” If the flashcard is Mexican, Elicit the responses: “She rides a horse.” “It’s a
tell the students: “Let’s go to the Indian res- slide.” “She bites an apple.” “He writes a story.”
taurant.” Elicit the response: “No, let’s go to the • Focus the students’ attention on the first, red
Mexican restaurant.” letters of each word. Ask the students: “What
• After you have demonstrated how the game is sound do the letters ‘-ide’ make?” Elicit the
played, call students up to the front of the appropriate response: /aɪd/ or, if they don’t know
classroom to show the different vocabulary the correct sound, tell the students to repeat
words on the flashcards. Finish the activity after after you and say: “-ide makes the sound /aɪd/.”
every student has had a chance, or after you Repeat this for letters -ite.
have covered all ten of the vocabulary words. • Tell the students to listen and repeat. Play track
34.
Writing: Look and write. 10 min. Script Listen, repeat, and write.
• SB Have students open their book to page 41.
• Point to items in the pictures and ask students: 34 /aɪ/, /d/, /aɪd/
“What do you want to eat?” Elicit the appropriate /r/, /aɪd/, ride, ride
responses: Picture 1: Monday “I want to eat /sl/, /aɪd/, slide, slide
sausage.” Picture 2: Tuesday “I want to eat tacos.” /aɪ/, /t/, /aɪt/
Picture 3: Wednesday “I want to eat sushi.” Picture /b/, /aɪt/, bite, bite
4: Thursday “I want to eat curry.” Picture 5: Friday “I /r/, /aɪt/, write, write
want to eat dumplings.” Let’s go on the slide. Let’s ride
horses. Let’s write. Here, have a
bike.
58
again: “What sound does the letter ‘-ide’ 3-5 min.
make?” Elicit the appropriate response: /aɪd/.
Repeat this for letters -ite. Then point at one of • WB Tell students to look at the pictures on the
the pictures randomly, and ask them if they can top of page 25 in the workbook. Explain how to
for the word “bite.” Ask the students to read it. If • Complete one example of part F.
they cannot, ask them to repeat after you, and • Tell them to circle the correct word. Tell them
say: “Bite, /b/, /aɪt/, bite.” when they need to complete the workbook
• Finally, read the sentences at the bottom of the exercise and have them copy it in their
of the words like “have” as sight words, rather

-ide, -ite, -ine, -ike, -ape, -ase, -ave,
-ane, -ame, and –ake. 5-10 min.
letters -ide and -ite, in the order they appear
in the SB, and another with the letters -ide, -ite,
-ine, -ike, -ape, -ase, -ave, -ane, -ame, and
-ake in random order.
• Use the flashcards for the letters -ide and -ite
flashcard for the word “ride.” Ask the students
“What sound do the letters ‘-ide’ make?” Elicit
the appropriate response: /aɪd/. Turn the
students. Say to the students: “What does she
do?” Elicit the response: “She rides a horse.”
Repeat this for the rest of the flashcards.
Slide: Ask the students “What is it?” Elicit the
response “It’s a slide.”
Bite: Ask the students “What does she do?” Elicit
the response “She bites an apple.”
Write: Ask the students “What does he do?” Elicit
the response “He writes a story.”
59
Lesson 5
Lesson Objectives
Students will:

the unit
vocabulary items
Materials
read the story on the page. Ask students to follow

• FC Show the students the flashcards from unit 5 Play track 35.
and ask them where we have eaten these foods. • After playing the track, do choral reading and ask
Give them a few options to think about: at the students to repeat after you. Ask the
home, at a friend’s house, at their grandparents’ students to point at each word as they read it.
house? Elicit the appropriate response, which Walk around the classroom to ensure the students
will depend on the student and the flashcard. are doing this.
• Ask students if they have ever been to a • After doing choral reading, read the text one
restaurant, what kind of restaurant it was, and more time by doing popcorn reading. (Have
what they ate. (Use your native language as students take turns reading one line from the
necessary). story. After they read one line, they call on
• Establish enough background knowledge that another classmate to read the next line.)
students will be able to engage in the CLIL • Read the lines of the story until each student has
reading with an understanding of what a had a chance to read and the students have
country is. become familiar with the words in the story.
CLIL Reading: Social Studies: Identifying Read and circle: Reading Comprehension
different foods and their nationalities 5 min.
10-15 min. • SB Tell students to look at activity B on page 43.
• SB / CD Tell students to look at part A on page • Read question 1 aloud together as a class. Re-
42. Focus students’ attention on the background view the answer choices. Ask students to look at
picture. Discuss it. the text and think for a moment about what the
• Explain to the students that they will listen and correct answer is. Ask students to volunteer to
give the correct answer.
60
story for fun about people in other countries.

3-5 min.
the Read and write activity in part G and the
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
• Talk with students about the different foods,
and the different restaurants which serve these _______________________________________
foods. Make a list of foods that go with each _______________________________________
type of restaurant.
which type of restaurant and food is their _______________________________________
favorite and give 2-3 reasons why. Explain that it
_______________________________________
is OK if they think of a food or type of restaurant
that isn’t from unit 5 as long as that type of food _______________________________________
is served in that type of restaurant. _______________________________________
etc. _______________________________________
• (**Note: You may allow students to discuss this in
their native language, but they should be able _______________________________________
to explain what food and restaurant they like _______________________________________
and why in English.)
• Ask them to draw a small picture of the food _______________________________________
and/or restaurant. _______________________________________
_______________________ ________________
Presentation 5 min.
_______________________________________
class and talk about what food is their favorite _______________________________________
and what restaurant it is served in.
61
UNIT
6 What Do You
Want?
Lesson 1
Unit Objectives
food
• Ask choice questions with do
• Use singular nouns to identify foods
Lesson Objectives
• recognize and name different foods
• Use singular nouns to ask and answer
questions about food

pasta apple pie cheesecake
soup salad cereal
Core Structure
• Singular nouns
I want cheesecake, please.
• Ask choice questions with do
Q: Do you want cheesecake or apple pie? Listen and number. 5-10 min.
A: I want apple pie, please. • SB / CD Ask students to open their book to
corresponding vocabulary word: “salad.”
Script Listen and number.
1. salad 2. soup
• Ask students to repeat after you as you say the 3. apple pie 4. cereal
word on each flashcard. Show students the 5. pasta 6. cheesecake
one by one again, and ask them to tell you the one,” and have the students respond: “salad.”
word for each picture on the flashcards. Help as Say: “How do you spell ‘salad’?” and have the
needed (e.g. say the first syllable of the word, or students respond: “s-a-l-a-d.” Continue for
tell them what letter the word starts with). each word.
62
96-97 to view the complete song lyrics,
especially if your classroom does not have a TV
to view the music video.
BigShow.

37
What do you want to eat?
Do you want cereal,
or do you want soup? x2
I want soup, please. Please x2
Please. x2 OK! x2
What do you want to eat?
Do you want apple pie,
or do you want cheesecake? x2
I want cheesecake, please. Please x2
Please. x2 OK! x2
Lower level: Ask students to sound out each What do you want to eat?
word after checking the answer. Say: “Number Do you want salad,
one,” and have the students respond: “salad.” or do you want pasta? x2
Say: “Can you sound it out?” and have the I want pasta, please. Please x2
students respond: “sal-ad.” Have them clap Please. x2 OK! x2
along with you to the syllables. For example, What do you want to eat?
“sal” clap, “-ad.” clap. Continue for each word. Do you want cereal,
or do you want soup? x2
Language 5 min. I want cereal, please. Please x2
• SB Ask students to focus on the “Language” Please. x2 OK! x2
section of the page. Read the examples in the What do you want to eat?
book together as a class to highlight the Do you want apple pie,
grammar structure: “Do you want cheesecake or do you want cheesecake? x2
or apple pie?” “I want cheesecake, please.” I want apple pie, please. Please x2
• Use the grammar structure to go through each Please. x2 OK! x2
numbered vocabulary item (1-6) in numerical What do you want to eat?
order. Call on students individually to answer: Do you want salad,
“Number one, what do you want?” “I want salad, or do you want pasta? x2
please.” “Number two, what do you want?” “I I want salad, please. Please x2
want soup, please.” Continue until you have Please. x2 OK! x2
Song II. Sing along. 5-10 min.
Song I. Listening 5 min. • SB / CD Tell the students that you will play the
• SB / CD Focus students’ attention on the song song again, and this time they should try to sing
section at the bottom of the page. Explain that along.
63
• FC Before you play the song again, put the Look and write activity in part B.
flashcards on the board in the front of the class, • Complete one example of each for parts A and
in order from left to right as they appear in the B so that the students understand how to
song lyrics from beginning to end: 1. cereal, 2. complete the page independently.
soup, 3. apple pie, 4. cheesecake, 5. salad, and • Tell them when they need to complete the
6. pasta. workbook exercises and have them write it in
• Ask the students to recite some of the lyrics they their workbook on page 26.
heard, while directing their attention to the
flashcards on the board as a visual aid. For (If needed) Bonus Activity 5-10 min.
example, point at the flashcard for soup and say:
“What do you want to eat?” “Do you want cereal, • Dictation WS Use your native language if
or do you want soup?” “Do you want cereal, or do necessary and ask the students what their
you want soup?” “I want soup, please.” “I want favorite food is from today’s lesson. Call on a
soup, please.” “Please. Please.” “OK! OK!” few students and ask them to say the name of
Follow the rhythm and general tempo of the the food they like the most.
song. Help them as necessary. Continue with • Ask the students to draw, color, and write the
each flashcard. name of the food on the back of the dictation
• Play the song on track 37 again and sing along worksheet.
Song III. Writing 5-10 min. Lesson Objectives
• SB / CD / Dictation WS Ask the students to Students will:
worksheet for unit 6. Ask students to write their • become more familiar with target
name at the top of the worksheet. (Available for vocabulary and grammar through a story
download at www.compasspub.com/BigShow.) • encounter and explore a story linked to
song a third time, but this time they cannot see • be able to recognize and name
the words of the song, either on the TV or in their key vocabulary items in the context of a
books. This time they must write the lyrics story

Look and underline activity in part A and the Review 5 min.
• CD Review the vocabulary and grammar
64
structure by singing the song from the previous Review the sentences with the students. Number
lesson. 1: Do you want pasta or salad? Number 2: I
want soup, please. Ask the students to say
Listening I. Comic Strip 5-10 min. “Number one, do you want pasta or salad?”
• SB / CD Ask students to open their books to “Number two, I want soup, please.”
page 45. Focus students’ attention on the comic • Direct the students’ attention back to the comic
strip in the Listening section on page 45. Tell strip in part B. Focus on the blank speech
students to look at the images in the text and bubbles in Frame 2 and Frame 3. Ask them how
give them about one minute to do so. many blanks there are. Then explain that the
• As students look at the pictures, ask them what sentences in part A need to be added to part B.
they can see. Encourage different students to Explain to the students that they need to
provide as many words as they can from complete this section by listening and writing
vocabulary set 1 (introduced in lesson 1). the number.
think is happening: e.g. The children are getting and the words in the blank speech bubbles of
something to eat. They are looking at the the comic strip. In Frame 2 they should write 1.
different foods. The cafeteria worker is helping Do you want pasta or salad? In Frame 3 they
them choose. Use your native language as should write 2. I want soup, please.
necessary, and provide support to the students Lower level: Ask students to draw a small
when needed. Ask cue questions, such as picture of pasta next to number 1 in part A
“Where are the children?” Elicit the appropriate and a picture of soup next to number 2 in
response, “They are in a cafeteria.” Ask “What do part A. Ask them to write the number and the
they see?” “They see salad.” etc. (Responses will small picture into the comic strip. In Frame 2
vary.) they should write 1. and draw pasta. In Frame
• Finally, explain to the students that they will now 3 they should write 2. and draw soup.
listen to the story, and that they should read • Play track 38 and have students listen and write
along and point at the words with their finger to complete the comic strip. Review the correct
while they listen. answers as a class.
Listening III. Popcorn Reading 5 min.

Script Listen and write. • SB Have students take turns reading one line
38 Frame 1. from the story. After they read one line, they call
Cafeteria worker: Let’s have on another classmate to read the next line.
breakfast. Do you want • Read the lines of the story until each student has
cereal, or do you want had a chance to read and the students have
fruit? become familiar with the words in the story.
Anna: I want cereal, please.
Cafeteria worker: OK. Let’s have Listening IIII. Role-Play 10-15 min.
cereal. • FC Explain to students that they will act out the
Frame 2. story. Use the flashcards to assign character
Cafeteria worker: Let’s have lunch. roles.
Do you want pasta or • Role-play the story.
salad?
Louie: I want pasta, please.
Cafeteria worker: OK, let’shave (Optional) Assign and explain homework.
pasta. 3-5 min.
Frame 3. • WB Tell students to look at the picture on page
Louie: Let’s have dinner. Do you 27 in the workbook. Explain how to complete the
want soup or sandwiches? Number the pictures in order. Then choose and
Anna: I want soup, please. write activity. Explain that it is very similar to what
Louie: Let’s have soup.
they did in the student book on page 45.
Listening II. Writing 5 min. workbook on page 27.
• SB / CD Have students look at part A on page
45. 65
Lesson 3
Lesson Objectives
Students will:

the vocabulary

candy ice cream
chocolate soda
• Do you want soda, or do you want ice
cream?
I want ice cream, please.
Materials
unscramble worksheet • Show the students the pictures on the flashcards
• Workbook (optional) one by one again, and ask them to tell you the
• Bonus activity (if needed): crayons / word for each picture on the flashcards. Help
colored pencils as needed (e.g. say the first syllable of the word
or tell them what letter the word starts with if
needed).
Review 5 min. Listen and circle. 5-10 min.
• SB / CD Review the vocabulary and grammar • SB / CD Ask students to open their book to
structure by singing the song from the previous page 46. Direct their attention to the four
lesson. Alternatively, depending on your own vocabulary+ items on the page. Before you play
and the students’ preference, role-play the story the audio, do a vocabulary spot check.
from the previous lesson to review the 1. Point to the ice cream and ask: “What is it?”
vocabulary and structure. Elicit the response: “It’s ice cream.”
2. Point to the soda and ask: “What is it?” Elicit
Vocabulary+ Introduction 5 min. the response: “It’s soda.”
• FC Show students the flashcards for the • Play track 39 and ask the students to circle the
vocabulary items that are on page 46. correct word after each word they hear. Pause
• Ask students to repeat after you as you say the the audio after each word in order to give the
word on each flashcard. Show students the students enough time to circle.
flashcard. Show each card one by one until you Script Listen and circle.
have shown all of them. 1. ice cream 2. soda
39
3. candy 4. chocolate
66
illustration at the bottom of page 46. Read
the question in the illustration together: “Do
you want soda, or do you want ice cream?”
Read the response together: “I want ice cream,
please.”
answer by pointing at different foods in the
picture. Hold up a flashcard of one of the foods
in the illustration, for example the candy, and
ask the students to point at this food in the
illustration in their book. Then ask them: “Do you
want candy or do you want soda?” Elicit the
response: “I want candy, please.”
Give them the flashcard for the word soda.
Choose a different flashcard to hold yourself,
for example ice cream. Tell the student to ask
their classmates the question: “Do you want
soda or do you want ice cream?” Elicit the
response: “I want soda, please.” Repeat this a
few more times with other students and with
four students, Student(s) A, and Student(s) B.
Have A ask the questions and point at two foods
in the illustration on page 46. Have B answer.
Then have them switch.
of the new vocabulary items, call on individual (Optional) Assign and explain
vocabulary word. homework. 3-5 min.
• (Optional) Level Tip: • WB Tell students to look at the pictures on page
Higher level: FC Put the flashcards for the 28 in the workbook. Explain how to
words soda, ice cream, chocolate, and candy complete the Look, read, and match activity
in random order on the board. Ask students in part D and the Unscramble and write
how to spell the words. Have them come to activity in part E.
the front of the class and write the word on • Complete one example of each for parts D and
the board under the corresponding flashcard. E so that the students understand how to
Allow them to bring their student book with complete the page independently.
them for reference if necessary. • Tell them when they need to complete the
Lower level: Ask students to read the spelling workbook exercises, and have them write it in
of each word from their book. their workbook on page 28.
Point to the soda and ask: “How do you spell
‘soda’?” Elicit the response: “s-o-d-a.” (If needed) Bonus Activity. Unscramble
Point to the ice cream and ask: “How do you
spell ‘ice cream’?” Elicit the response: “i-c-e- Worksheet: Reading, Speaking, and
(space)-c-r-e-a-m.” Writing Practice 5-10 min.
Point to the chocolate and ask: “How do you • Unscramble WS Put students in pairs.
spell ‘chocolate’?” Elicit the response: “c-h-o- Distribute the unscramble worksheet and ask
c-o-l-a-t-e.” students to write their name at the top.
Point to the candy and ask: “How do you spell • Explain how to complete the unscramble
‘candy’?” Elicit the response: “c-a-n-d-y.” worksheet. Read the question, talk about what
the answer is, and write the answer.
67
• After completing a few examples together as responses: Picture a “I want cheesecake,
a class, allow the students to finish the please.” Picture b “I want soda, please.”
worksheet on their own in class. Picture c “I want pasta, please.” Picture d
• Collect the unscramble worksheet for “I want chocolate, please.”
assessment and correction. • After the students have properly identified
together as a class. Point to number 1 and ask
the students if they can read the sentences.
Lesson 4 • Number 1: “Do you want candy, or do you want
pasta?” “I want pasta, please.”
Lesson Objectives write the answers, according to the pictures,
Students will: shown below. After they have completed the
written exercise, ask the students which picture
• encounter some of the target vocabulary matches with what sentence. Have the
and grammar while learning about an students raise their hands and volunteer to
engaging topic answer the question. Number 1 matches with
• practice using visual clues to assist with picture C.
writing • Repeat this for the remaining sentences until
• develop reading and writing skills the activity is complete.
• focus on phonics sounds -ive and -ime • (Optional) Level Tip:
Materials the class and support them as needed while
they read.
• Big Show Student Book, Flashcards, and CD Lower level: Do choral reading. Read each
with A/V equipment (if available) sentence aloud and ask students to repeat
• Workbook (optional) after you. Point at the words as you read
Ask and Answer Game: Vocabulary, Phonics: Listen, repeat, and write. (-ive
Vocabulary+, and Grammar Structure
Review 5-10 min. and –ime) 10 min.
• SB / CD / FC Ask the students to look at the
• FC Explain to the students that they will play
bottom of the page. Direct their attention to
a game. Mix the flashcards for the vocabulary
recognize any of the pictures or actions
• Pick one of the flashcards randomly. Look at it
happening in the pictures. Point at each one.
and show the students. Ask the students a
Elicit the responses: “He dives.” “It’s a five.” “It’s
question using the wrong word. For example, if
the flashcard is chocolate, ask the students: “Do
a lime.” and “He looks at the time.”
• Focus the students’ attention on the red letters
you want soda?” Elicit the response: “No, I want
of each word. Ask the students: “What sound
chocolate, please.”
• After you have demonstrated how the game is
do the letters ‘-ive’ make?” Elicit the
appropriate response: /aɪv/ or, if they don’t
know the correct sound, tell the students to
classroom to show the different vocabulary
repeat after you and say: “-ive makes the
sound /aɪv/.” Repeat this for letters -ime.
• Tell the students to listen and repeat. Play track
40.
Writing: Match and write. 10 min.
• Point to items in the pictures and ask students:
“What do you want to eat?” Elicit the appropriate
68
Script Five: Ask the students “What is it?” Elicit the
response “It’s a five.”
40 /aɪ/, /c/, /aɪv/ Lime: Ask the students “What is it?” Elicit the
/d/, /aɪv/, dive, dive response “It’s a lime.”
/f/, /aɪv/, five, five Time: Ask the students “What is it?” Elicit the
/aɪ/, /m/, /aɪm/ response “It’s the time.”
/l/, /aɪm/, lime, lime that is in random order.
/t/, /aɪm/, time, time
Look at him dive with a lime. Look (Optional) Assign and explain homework.
at the time. The number five.
3-5 min.
• After listening to the audio, ask the students • WB Tell students to look at the pictures on the
again: “What sound do the letters ‘-ive’ make?” top of page 29 in the workbook. Explain how to
Elicit the appropriate response: /aɪv/. Repeat complete the Circle and write activity in part F.
this for letters -ime. Then point at one of the • Complete one example of part F.
pictures randomly and ask them if they can • Tell them to circle the correct word. Tell them
read the word. For example, point at the picture when they need to complete the workbook
for the word “time.” Ask the students to read it. If exercise and have them copy it in their
they cannot, ask them to repeat after you, and workbook on the top of page 29.
say: “Time, /t/, /aɪm/, time.”
and assist as needed. (**Note: Introduce some of
the words like “with” as sight words, rather than
phonics words.)

-ive, -ime, -ide, -ite, -ine, -ike, -ape,
-ase, -ave, and -ane 5-10 min.
letters -ive and -ime in the order they appear
in the SB, and another with the -ive, -ime, -ide,
-ite, -ine, -ike, -ape, -ase, -ave, and -ane in
random order.
• Use the flashcards for the letters -ive and -ime
flashcard for the word “dive.” Ask the students
“What sound do the letters ‘-ive’ make?” Elicit
the appropriate response: /aɪv/. Turn the
students. Say to the students: “What does he
do?” Elicit the response: “He dives.” Repeat this
for the rest of the flashcards.
69
Lesson 5
Lesson Objectives
Students will:

health text linked to the theme of the unit
vocabulary items
Materials
Pre-reading Discussion 5 min. read the story on the page. Ask students to follow
• FC Show the students the flashcards from unit 6 along and point at the words as they hear them.
and ask them which foods they think are healthy Play track 41.
and which are unhealthy. Give them a few • After playing the track, do choral reading and ask
options to think about: Is it sweet? Is it a the students to repeat after you. Ask the
vegetable? Elicit the appropriate response, students to point at each word as they read it.
which will depend on the flashcard. Walk around the classroom to ensure the students
• Ask students if they know what the difference are doing this.
between healthy and unhealthy is. Talk about • After doing choral reading, read the text one
what makes a food healthy. (Use your native more time by doing popcorn reading. (Have
language as necessary). students take turns reading one line from the
• Establish enough background knowledge that story. After they read one line, they call on
students will be able to engage in the CLIL another classmate to read the next line.)
reading with an understanding of what it means • Read the lines of the story until each student has
to eat healthy, what a “treat” is, and what a had a chance to read and the students have
“holiday” is. become familiar with the words in the story.

CLIL Reading: Health: Identifying foods
10-15 min. 5 min.
• Explain to the students that they will listen and at the text and think for a moment about what
to give the correct answer.
70
story for fun about lemonade.

3-5 min.
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
healthy food and unhealthy food. Make a list of _______________________________________
foods in each category. _______________________________________
• Ask students to talk with their friends about
which food is their favorite, whether it is healthy _______________________________________
or unhealthy, and to give 2-3 reasons why they _______________________________________
like it. Explain that it is OK if they think of a food
_______________________________________
that isn’t from unit 6.
etc.
to explain what food they like and why in
English.) _______________________________________
• Ask them to draw a small picture of the food. _______________________________________
class and talk about what food is their favorite _______________________ ________________
_______________________________________
71
UNIT
7 What Do You Do
After School?
Lesson 1
Unit Objectives
• Talk about activities
• Use short phrases to ask and answer
about activities
Lesson Objectives
• recognize and name different activities
• ask what someone does after school

read comic books go jogging practice piano
go to the library paint pictures play the guitar
Core Structure
I read comic books.
Q: What do you do after school?
A: I go jogging. Listen and number. 5-10 min.
Materials page 50. Direct their attention to the
corresponding vocabulary word: “play the
Vocabulary Introduction 5 min. guitar.”
vocabulary items that are on page 50. Script Listen and number.
word on each flashcard. Show students the 42 1. play the guitar
picture first and then the word on each 2. go jogging
flashcard. Show each card one by one until you 3. read comic books
have shown all of them. 4. practice the piano
• Show the students the pictures on the flashcards 5. go to the library
one by one again and ask them to tell you the 6. paint pictures
word for each picture on the flashcards. Help as
needed (e.g. say the first syllable of the word or
tell them what letter the word starts with.) • (Optional) Level Tip:
Higher level: Ask students to spell each word
after checking the answer. Say: “Number
72
music video.
BigShow.

43
What do you do after school? x2
I paint pictures. x2
It is fun! x2
What do you do after school? x2
I play the guitar. x2
It is fun! x2
one,” and have the students respond: “play What do you do after school? x2
the guitar.” Say: “How do you spell ‘guitar’?” I go jogging. x2
and have the students respond: “g-u-i-t-a-r.” It is fun! x2
Continue for each word. What do you do after school? x2
Lower level: Ask students to repeat the verb I read comic books. x2
after checking the answer. Say: “Number It is fun! x2
one,” and have the students respond: “play What do you do after school? x2
guitar.” Say: “What do you do?” and have the I practice the piano. x2
students respond: “play.” Continue for each It is fun! x2
phrase. What do you do after school? x2
I go to the library. x2
Language 5 min. It is fun! x2
• SB Ask students to focus on the “Language”
section of the page. Read the examples in the
book together as a class to highlight the Song II. Sing along. 5-10 min.
grammar structure: “What do you do after • SB / CD Tell the students that you will play the
school?” “I play the guitar.” song again, and this time they should try to sing
• Use the grammar structure to go through each along.
numbered vocabulary item (1-6) in numerical • FC Before you play the song again, put the
order. Call on students individually to answer: flashcards on the board in the front of the class,
“Number one, what do you do after school?” in order from left to right as they appear in the
“I play the guitar.” “Number two, what do you do song lyrics from beginning to end: 1. paint
after school?” “I go jogging.” Continue until you pictures, 2. play the guitar, 3. go jogging, 4.
have covered all six vocabulary items using the read comic books, 5. practice the piano, and
target pattern sentence structure. 6. go to the library.
73
• Ask the students to recite some of the lyrics they (If needed) Bonus Activity 5-10 min.
heard, while directing their attention to the
flashcards on the board as a visual aid. For • Dictation WS Use your native language if
example, point at the flashcard for paint pictures necessary and ask the students what their
and say: “What do you do after school?” “What favorite activity is from today’s lesson. Call on a
do you do after school?” “I paint pictures.” “I few students and ask them to say the name of
paint pictures.” “It is fun!” “It is fun!” Follow the the activity they like the most.
rhythm and general tempo of the song. Help them • Ask the students to draw, color, and write the
as necessary. Continue with each flashcard. name of the activity on the back of the dictation

Unscramble and write activity in part A and the Review 5 min.
Look and write activity in part B.
• Complete one example of each for parts A and • CD Review the vocabulary and grammar
B so that the students understand how to structure by singing the song from the previous
complete the page independently. lesson.
workbook exercises and have them write it in their Listening I. Comic Strip 5-10 min.
workbook on page 30. • SB / CD Ask students to open their books to
74
strip in the Listening section on page 51. Tell complete this section by listening and writing
students to look at the images in the text and the number.
give them about one minute to do so. • (Optional) Level Tip:
• As students look at the pictures, ask them what Higher level: Ask students to write the number
they can see. Encourage different students to and the words in the blank speech bubbles of
provide as many words as they can from the comic strip. In Frame 1 they should write 1.
vocabulary set 1 (introduced in lesson 1). What do you do after school? In Frame 3 they
• Next, ask students questions about the plot, should write 2. I play the guitar.
setting, characters in the story, and what they Lower level: Ask students to draw a question
think is happening: e.g. The children are finished mark next to number 1 in part A and a guitar
school. They are crossing the street. The crossing next to number 2 in part A. Ask them to write
guard is helping them. Use your native language the number and the small picture into the
as necessary, and provide support to the comic strip. In Frame 1 they should write 1.?
students when needed. Ask cue questions, such In Frame 3 they should write 2. and draw a
as “Where are the children?” Elicit the picture of a guitar.
appropriate responses, “They are outside their • Play track 44 and have students listen and write
school.” “What does Anna do?” “She plays the to complete the comic strip. Review the correct
guitar.” “What does Jeff have?” “He has books.” answers as a class.
etc. (Responses will vary.)
• Finally, explain to the students that they will now Listening III. Popcorn Reading 5 min.
Script Listen and write. had a chance to read and the students have
44 Frame 1.
Crossing guard: What do you do Listening IIII. Role-Play 10-15 min.
after school?
Rachel: I practice the piano. • FC Explain to students that they will act out the
Crossing guard: That sounds fun! story. Use the flashcards to assign character
roles.
Crossing guard: What do you do
after school?
Jeff: I go to the library. (Optional) Assign and explain homework.
Crossing guard: That sounds fun! 3-5 min.
Jeff: What do you do after school? 31 in the workbook. Explain how to complete the
Anna: I play the guitar. Number the pictures in order. Then choose
Jeff: That sounds fun! and write activity. Explain that it is very similar to
Listening II. Writing 5 min. workbook exercise and have them write it in their
workbook on page 31.
51. Review the sentences with the students.
Number 1: What do you do after school?
Number 2: I play the guitar. Ask the students to
say “Number one, what do you do after school?”
“Number two, I play the guitar.”
Explain to the students that they need to
75
Lesson 3
Lesson Objectives
Students will:

the vocabulary

write in my diary draw pictures
play baseball play basketball
• What do you do after school?
I play basketball.
Materials
• Bonus activity (if needed): crayons / needed (e.g. say the first syllable of the word or
colored pencils tell them what letter the word starts with if
needed).
and the students’ preference, role-play the story 1. Point to write in my diary and ask: “What do
from the previous lesson to review the you do after school?” Elicit the response: “I write
vocabulary and structure. in my diary.”
2. Point to play basketball and ask: “What do
Vocabulary+ Introduction 5 min. you do after school?” Elicit the response: “I play
• FC Show students the flashcards for the basketball.”
vocabulary items that are on page 52. • Play track 45 and ask the students to circle the
• Ask students to repeat after you as you say the correct word after each word they hear. Pause
word on each flashcard. Show students the the audio after each word in order to give the
picture first and then the word on each students enough time to circle.
have shown all of them. Script Listen and circle.
• Show the students the pictures on the flashcards 1. draw pictures
45
one by one again and ask them to tell you the 2. play basketball
word for each picture on the flashcards. Help as 3. write in my diary
4. play baseball
76
question in the illustration together: “What do
you do after school?” Read the response
together: “I draw pictures.”
answer by pointing at different activities in the
activities in the illustration, for example, play
baseball, and ask the students to point at this
activity in the illustration in their book. Then ask
them: “What do you do after school?” Elicit the
response: “I play baseball.”
Give them the flashcard for the words draw
pictures. Tell the student to ask their classmates
the question: “What do I do after school?” Elicit
the response: “I draw pictures.” Repeat this a few
more times with other students and with different
flashcards.
• Break the students into small groups of two
or four students, Student(s) A and Student(s)
B. Have A ask the questions and point at the
activities in the illustration on page 52. Have B

• After the students have finished circling all four homework. 3-5 min.
students and ask them how to spell each 32 in the workbook. Explain how to complete
vocabulary word. the Read and circle activity in part D and the
• (Optional) Level Tip: Unscramble and write activity in part E.
words draw pictures, play basketball, write in E so that the students understand how to
my diary, and play baseball in random order complete the page independently.
on the board. Ask students how to spell the • Tell them when they need to complete the
words. and have them come to the front of workbook exercises and have them write it in
the class and write the word on the board their workbook on page 32.
under the corresponding flashcard. Allow
them to bring their student book with them for (If needed) Bonus Activity. Unscramble
reference if necessary.
Lower level: Ask students to read the spelling Worksheet: Reading, Speaking, and
of each word from their book. Writing Practice 5-10 min.
Point to draw pictures and ask: “How do you • Unscramble WS Put students in pairs.
spell ‘pictures’?” Elicit the response: “p-i-c-t- Distribute the unscramble worksheet and ask
u-r-e-s.” students to write their name at the top.
Point to play basketball and ask: “How do you • Explain how to complete the unscramble
spell ‘basketball’?” Elicit the response: “b-a-s- worksheet. Read the question, talk about what
k-e-t-b-a-l-l." the answer is, and write the answer.
Point to write in my diary and ask: “How do you • After completing a few examples together as a
spell ‘diary’?” Elicit the response: “d-i-a-r-y.” class, allow the students to finish the worksheet
Point to play baseball and ask: “How do you on their own in class.
spell ‘baseball’?” Elicit the response: “b-a-s-e- • Collect the unscramble worksheet for assessment
b-a-l-l.” and correction.
77
Lesson 4 • After the students have properly identified
Lesson Objectives the students if they can read the sentence.
• Number 1: “What do you do after school?” “I
Students will: practice the piano.”
• encounter some of the target vocabulary write the answers, according to the pictures,
and grammar while learning about an shown beside them. After they have completed
engaging topic the circling exercise, ask the students which
• practice using visual clues to assist with activity matches with each picture. Have the
writing students raise their hands and volunteer to
• develop reading and writing skills answer the question. Number 1 matches with
• focus on phonics sounds -ipe and -ole practice the piano.
the activity is complete.
Materials • (Optional) Level Tip:
• Big Show Student Book, Flashcards, and CD read the sentences independently in front of
with A/V equipment (if available) the class and support them as needed while
• Workbook (optional) they read.
Ask and Answer Game: Vocabulary, sentence aloud and ask students to repeat
Vocabulary+, and Grammar Structure after you. Point at the words as you read
Review 5-10 min.
• FC Explain to the students that they will play Phonics: Listen, repeat, and write. (-ipe
a game. Mix the flashcards for the vocabulary and -ole) 10 min.
• Pick one of the flashcards randomly. Look at it, • SB / CD / FC Ask the students to look at the
but do not show the students. Explain that you bottom of the page. Direct their attention to
will act out the activity on the flashcard, but you the pictures in the box. Ask the students if they
will not speak or write anything on the board. recognize any of the pictures or actions
For example, if the flashcard you happening in the pictures. Point at each one.
selected randomly is for the word baseball, Elicit the responses: “It’s a pipe.” “She wipes her
make two fists and stack them one on top of the glasses.” “It’s a hole.” and “It’s a pole.”
other, as if you are holding a baseball bat, and • Focus the students’ attention on the red letters
swing at an imaginary ball. Ask the of each word. Ask the students: “What sound
students: “What do you do after school?” Elicit the do the letters ‘-ipe’ make?” Elicit the
response: “I play baseball.” appropriate response: /aɪp/, or, if they don’t
• After you have demonstrated how the game is know the correct sound, tell the students to
played, call students up to the front of the repeat after you and say: “-ipe makes the
classroom to show the different vocabulary sound /aɪp/.” Repeat this for letters -ole.
words on the flashcards. Finish the activity after • Tell the students to listen and repeat. Play track
every student has had a chance, or after you 46.
Writing: Circle and write. 10 min.

“What do you do after school?” Elicit the
appropriate responses: Picture 1 “I practice the
piano.” Picture 2 “I draw pictures.” Picture 3 “I
write in my diary.” Picture 4 “I go to the library.”
78
Script Wipe: Ask the students “What does she do?”
Elicit the response “She wipes her glasses.”
46 aɪ/, /p/, /aɪp/ Hole: Ask the students “What is it?” Elicit the
/p/, /aɪp/, pipe, pipe response “It’s a hole.”
/w/, /aɪp/, wipe, wipe Pole: Ask the students “What is it?” Elicit the
/əʊ/, /l/, /əʊl/ response “It’s a pole.”
/h/, /əʊl/, hole, hole that is in random order.
/p/, /əʊl/, pole, pole
Please wipe your glasses. Look,
a hole. There is a tall pole and a
pipe. 3-5 min.
again: “What sound do the letters ‘-ipe’ make?” complete the Circle and write activity in part F.
Elicit the appropriate response: /aɪp/. Repeat • Complete one example of part F.
this for letters -ole. Then point at one of the • Tell them to circle the correct word. Tell them
pictures randomly and ask them if they can when they need to complete the workbook
read the word. For example, point at the picture exercise and have them copy it in their
for the word “wipe.” Ask the students to read it. workbook on the top of page 33.
say: “Wipe, /w/, /aɪp/, wipe.”
of the words like “please” as sight words, rather

-ipe, -ole, -ive, -ime, -ide, -ite, -ine, -ike,
-ape, and –ase. 5-10 min.
letters -ipe and -ole in the order they appear
in the SB, and another with the -ipe, -ole, -ive,
-ime, -ide, -ite, -ine, -ike, -ape, and -ase in
random order.
• Use the flashcards for the letters -ipe and -ole
flashcard for the word “pipe.” Ask the students
“What sound do the letters ‘-ipe’ make?” Elicit
the appropriate response: /aɪp/. Turn the
the response: “It’s a pipe.” Repeat this for the
rest of the flashcards.
79
Lesson 5
Lesson Objectives
Students will:

music text linked to the theme of the unit
Materials

• FC Show the students the flashcards from unit 7
and ask them where they can do the different • After playing the track, do choral reading and ask
types of activities, inside or outside. Elicit the the students to repeat after you. Ask the
appropriate response, which will depend on the students to point at each word as they read it.
flashcard. Walk around the classroom to ensure the students
• Ask students if they know what a guitar is, if they are doing this.
have ever played a guitar or watched someone • After doing choral reading, read the text one
playing the guitar. Ask students if they know what more time by doing popcorn reading. (Have
a piano is, if they have ever played a piano, or students take turns reading one line from the
watched someone playing the piano. (Use your story. After they read one line, they call on
native language as necessary). another classmate to read the next line.)
• Establish enough background knowledge that • Read the lines of the story until each student has
students will be able to engage in the CLIL had a chance to read and the students have
reading with an understanding of what a piano become familiar with the words in the story.
and guitar are.
CLIL Reading: Music: Talking about music 5 min.
10-15 min. • SB Tell students to look at activity B on page 55.
• SB / CD Tell students to look at part A on page • Read question 1 aloud together as a class.
54. Focus students’ attention on the background Review the answer choices. Ask students to look
picture. Discuss it. at the text and think for a moment about what
• Explain to the students that they will listen and the correct answer is. Ask students to volunteer
read the story on the page. Ask students to to give the correct answer.
follow along and point at the words as they hear • Complete the activity as a class.
them. Play track 47.
80
story for fun about hobbies.

3-5 min.
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
• Talk with students about different instruments.
Talk about how guitars and pianos are similar _______________________________________
(for example, they are both played with your _______________________________________
hands, rather than by blowing air through them);
and how they are different (guitars have strings _______________________________________
pianos have keys). Make a list of activities in _______________________________________
each category (similarities and differences). _______________________________________
which instrument is their favorite and to give 2-3 _______________________________________
reasons why. _______________________________________
etc. _______________________________________
to explain which activity they like best and why _______________________________________
in English.)
_______________________________________
• Ask them to draw a small picture of the food.
_______________________________________
Presentation 5 min. _______________________ ________________
class about which instrument is their favorite
81
UNIT
What Are the Days

8 of the Week?
Lesson 1
Unit Objectives
• Identify days of the week
• Use informative phrases to answer questions
about days of the week and activities
Lesson Objectives
• name the days of the week
• ask and answer about what activity
someone does on a day of the week

Monday Tuesday Wednesday
Thursday Friday Sunday
Core Structure
She plays basketball.
Q: What do you do on Sunday? Listen and number. 5-10 min.
A: I play the guitar. • SB / CD Ask students to open their book to
vocabulary items on the page. Ask the students
with A/V equipment (if available), and vocabulary items in their book, according to the
corresponding vocabulary word: “Sunday.”
vocabulary items that are on page 56. 1. Sunday 2. Monday
48
• Ask students to repeat after you as you say the 3. Tuesday 4. Wednesday
word on each flashcard, and show students the 5. Thursday 6. Friday
one by one again and ask them to tell you the one,” and have the students respond:
word for each picture on the flashcards. Help as “Sunday.” Say: “How do you spell ‘Sunday’?”
needed (e.g. say the first syllable of the word or and have the students respond: “S-u-n-d-a-
tell them what letter the word starts with.) y.” Continue for each word.
Lower level: Ask the students which day of the
82
vocabulary items using the target pattern
sentence structure.

music video.
BigShow.

49 What do you do on Sunday?
I play basketball on Sunday.
What does she do on Sunday?
week comes next after checking the answer.
She plays basketball on Sunday.
Read the days of the week in order, “Sunday,
What do you do on Monday?
Monday, Tuesday, Wednesday, Thursday,
I go to school on Monday.
Friday, Saturday.” Say: “Number one,” and
What does he do on Monday?
have the students respond: “Sunday.” Say:
He goes to school on Monday.
“What day comes next?” and have the
What do you do on Tuesday?
students respond: “Monday.” Continue for
I ride my bike on Tuesday.
each word. When you reach “Number six,
What does she do on Tuesday?
Friday,” remind students that Saturday comes
She rides her bike on Tuesday.
after Friday. Have them recite the days of the
What do you do on Wednesday?
week all together in order with you. “Sunday,
I go jogging on Wednesday.
Monday, Tuesday, Wednesday, Thursday,
What does he do on Wednesday?
Friday, Saturday.”
He goes jogging on Wednesday.
What do you do on Thursday?
Language 5 min. I play baseball on Thursday.
• SB Ask students to focus on the “Language” What does she do on Thursday?
section of the page. Read the examples in the She plays baseball on Thursday.
book together as a class to highlight the What do you do on Friday?
grammar structure: “What do you do on I go to the library on Friday.
Sunday?” “I play guitar on Sunday.” What does he do on Friday?
• Use the grammar structure to go through each He goes to the library on Friday.
numbered vocabulary item (1-6) in numerical
“Number one, what day is it?” “It is Sunday.” Song II. Sing along. 5-10 min.
“Number two, what day is it?” “It is Monday.”
Continue until you have covered all six • SB / CD Tell the students that you will play the
83
song again, and this time they should try to sing Look and underline activity in part A and the
along. Look and write activity in part B.
song lyrics from beginning to end: 1. Sunday, 2. • Tell them when they need to complete the
Monday, 3. Tuesday, 4. Wednesday, 5. workbook exercises and have them write it in
Thursday, and 6. Friday. their workbook on page 34.
• Ask the students to recite some of the lyrics they
heard, while directing their attention to the (If needed) Bonus Activity 5-10 min.
example, point at the flashcard for Sunday and • Dictation WS Use your native language if
say: “What do you do on Sunday?” “I play necessary and ask the students what their
basketball on Sunday.” “What does she do on favorite day of the week is that they learned
Sunday?” “She plays basketball on Sunday.” about in today’s lesson. Call on a few students
Follow the rhythm and general tempo of the and ask them to say the name of the day they
song. Help them as necessary. Continue with like the most.
each flashcard. • Ask the students to draw or color an activity
• Play the song on track 49 again and sing along from the lesson and write the name of their
with the students. Ask them to stand, clap, and/ favorite day of the week on the back of the
or dance to make this a TPR activity. dictation worksheet.

name at the top of the worksheet. (Available for Students will:
books. This time they must write the lyrics • be able to recognize and name
themselves. (**Note that if this is too challenging key vocabulary items in the context of a
for lower-level students, they may view the lyrics in story
the back of the book or on the TV screen to help • practice using visual clues to assist in
them write the words on the dictation worksheet.) comprehension
• Play the song on track 49 again and ask the • be able to ask and answer information
students to write the words from the song on the questions with what
dictation worksheet. • prepare for and participate in a
• Review the answers for the dictation worksheet communicative activity with other students
• Collect the dictation worksheet for assessment Materials
and correction (unless you plan to complete the
bonus activity below). • Big Show Student Book, Flashcards, and
CD with A/V equipment (if available)
3-5 min.
• WB Tell students to look at the pictures on page Vocabulary Review 5 min.
34 in the workbook. Explain how to complete the • FC Use the flashcards to review the vocabulary.
84
Song: Vocabulary and Grammar Structure Review the sentences with the students.
Review 5 min. Number 1: What do you do on Tuesday? Number
2: I have picnics on Friday. Ask the students to
• CD Review the vocabulary and grammar say: Number one, what do you do on Tuesday?
structure by singing the song from the previous Number two, I have picnics on Friday.
lesson. • Direct the students’ attention back to the comic
Listening I. Comic Strip 5-10 min. bubbles in Frame 1 and Frame 3. Ask them how
• SB / CD Ask students to open their books to many blanks there are. Then explain that the
page 57. Focus students’ attention on the comic sentences in part A need to be added to part B.
strip in the Listening section on page 57. Tell Explain to the students that they need to
students to look at the images in the text and complete this section by listening and writing
give them about one minute to do so. the number.
• As students look at the pictures, ask them what • (Optional) Level Tip:
they can see. Encourage different students to Higher level: Ask students to write the number
provide as many words as they can from and the words in the blank speech bubbles of
vocabulary set 1 (introduced in lesson 1). the comic strip. In Frame 1 they should write 1.
• Next, ask students questions about the plot, What do you do on Tuesday? In Frame 3 they
setting, characters in the story, and what they should write 2. I have picnics on Friday.
think is happening: e.g. The children are at Lower level: Ask students to draw a question
school. They are looking at flashcards. The mark next to number 1 in part A and a picture
teacher is asking them what they do on of a picnic basket next to number 2 in part A.
different days of the week. Use your native Ask them to write the number and the small
language as necessary, and provide support to picture into the comic strip. In Frame 1 they
the students when needed. Ask cue questions, should write 1.? In Frame 3 they should write 2.
such as “Where are the children?” Elicit the and draw a picnic basket.
appropriate response, “They are at school.” Ask • Play track 50 and have students listen and write
“What do you see?” “I see a basketball.” etc. to complete the comic strip. Review the correct
(Responses will vary.) answers as a class.
• Finally, explain to the students that they will now
listen to the story, and that they should read Listening III. Popcorn Reading 5 min.
along and point at the words with their finger • SB Have students take turns reading one line
while they listen. from the story. After they read one line, they call
on another classmate to read the next line.
Script had a chance to read and the students have
Listen and write.
50 Frame 1.
Teacher: What do you do on Listening IIII. Role-Play 10-15 min.
Tuesday?
Anna: I ride my bike on Tuesday. • FC Explain to students that they will act out the
Teacher: That’s great! story. Use the flashcards to assign character
Frame 2. roles.
Teacher: What do you do on • Role-play the story.
Wednesday?
Anna: I go sailing on Wednesday. (Optional) Assign and explain homework.
Teacher: What fun!
3-5 min.
Frame 3.
Anna: What do you do on Friday? • WB Tell students to look at the picture on page
Rachel: I have picnics on Friday. 35 in the workbook. Explain how to complete
Anna: I like picnics. the Number the pictures in order. Then choose
and write activity. Explain that it is very similar to
Listening II. Writing 5 min. • Tell them when they need to complete the
• SB / CD Have students look at part A on page workbook on page 35.
57.
85
Lesson 3
Lesson Objectives
Students will:

the vocabulary

go sailing ride bikes
climb trees have picnics
• What does she do on Saturday?

She rides bikes.
Materials
• Bonus activity (if needed): crayons / flashcards. Help as needed (e.g. say the first
colored pencils syllable of the word or tell them what letter the
word starts with if needed).

page 58. Direct their attention to the four
lesson. Alternatively, depending on your own 1. Point to ride bikes and ask: “What does he
and the students’ preference, role-play the story do?“ Elicit the response: “He rides bikes.”
from the previous lesson to review the 2. Point to have picnics and ask: “What do they
vocabulary and structure. do?” Elicit the response: “They have picnics.”
Vocabulary+ Introduction 5 min. correct word after each word they hear. Pause
• Ask students to repeat after you as you say the Script Listen and circle.
words on each flashcard. Show students the
picture first and then the words on each 51
1. ride bikes 2. have picnics
flashcard. Show each card one by one until you 3. go sailing 4. climb trees
have shown all of them.
one by one again and ask them to tell you the • After the students have finished circling all four
words for each picture on the of the new vocabulary items, call on individual
vocabulary word.
86
answer by pointing at different activities in the
activities in the illustration, for example go
sailing, and ask the students to point at this
activity in the illustration in their book. Then ask
them: “What does he do on Saturday?” Elicit the
response: “He goes sailing on Saturday.”
Give them the flashcard for the words climb
trees. Tell the student to ask their classmates the
question: “What do I do on Monday?” Elicit the
response: “He climb trees” or “She climb trees”,
depending on the gender of the student holding
the flashcard. Repeat this a few more times with
other students and with different flashcards.
activities in the illustration on page 58. Have B

homework. 3-5 min.
the Look, read, and match activity in part D
and the Unscramble and write activity in part E.
• Complete one example of each for parts D and
• (Optional) Level Tip: E so that the students understand how to
Higher level: FC Put the flashcards for the complete the page independently.
words ride bikes, have picnics, go sailing, and • Tell them when they need to complete the
climb trees in random order on the board. Ask workbook exercises and have them write it in
students how to spell the words. Have them their workbook on page 36.
come to the front of the class and write the
words on the board under the corresponding (If needed) Bonus Activity. Unscramble
flashcard. Allow them to bring their student Worksheet: Reading, Speaking, and
book with them for reference if necessary.
Lower level: Ask students to read the spelling Writing Practice 5-10 min.
Point to ride bikes and ask: “How do you spell Distribute the unscramble worksheet and ask
‘bikes’?” Elicit the response: “b-i-k-e-s.” students to write their name at the top.
Point to have picnics and ask: “How do you spell • Explain how to complete the unscramble
‘picnics’?” Elicit the response: “p-i-c-n-i-c-s.” worksheet. Read the question, talk about what
Point to go sailing and ask: “How do you spell the answer is, and write the answer.
‘sailing’?” Elicit the response: “s-a-i-l-i-n-g.” • After completing a few examples together as a
Point to climb trees and ask: “How do you spell class, allow the students to finish the worksheet
‘trees’?” Elicit the response: “t-r-e-e-s.” on their own in class.
• Collect the unscramble worksheet for assessment
Speaking: Ask and answer. 10-15 min. and correction.
question in the illustration together: “What does
she do on Saturday?” Read the response
together: “She climbs trees.”
87
Lesson 4 Writing: Look and write. 10 min.
Lesson Objectives “What do you do on Monday?” Elicit the
Students will: appropriate responses: Picture 1, Monday:
I climb trees. Picture 2, Tuesday: I go sailing.
• encounter some of the target vocabulary Picture 3, Wednesday: I have picnics. Picture 4,
and grammar while learning about an Thursday: I ride bikes. Picture 5, Friday: I play
engaging topic baseball.
• practice using visual clues to assist with • After the students have properly identified
writing all of the pictures, read each sentence aloud
• develop reading and writing skills together as a class. Point to number 1 and ask
• focus on phonics sounds -one and -ose the students if they can read the sentences.
• Number 1: “What do you do on Tuesday? I go
sailing.”
Materials • Tell students to read each of the questions and
write the answers, according to the pictures,
• Big Show Student Book, Flashcards, and CD shown above. After they have completed the
with A/V equipment (if available) written exercise, ask the students which
• Workbook (optional) picture matches with which sentence. Have
the students raise their hands and volunteer to
answer the question. Number 1 matches with
Ask and answer Game: Vocabulary, Picture 2: Tuesday, I go sailing.
Vocabulary+, and Grammar Structure • Repeat this for the remaining sentences until
Review 5-10 min. • (Optional) Level Tip:
• FC Explain to the students that they will play Higher level: Call on individual students to
a game. Keep the flashcards for vocabulary read the sentences independently in front of
separate from the flashcards for vocabulary+ the class and support them as needed while
from unit 8. they read.
• Pick one of the flashcards from each pile (one Lower level: Do choral reading. Read each
from vocabulary and one from vocabulary+) sentence aloud and ask students to repeat
randomly. Show the students the flashcard after you. Point at the words as you read
from the vocabulary pile. Set it down where the them and ask students to do the same.
students can see it. Look at the flashcard from
vocabulary+, but do not show the students. Writing Tip: Short forms of days of the
Explain that you will act out the activity on the week. 5 min.
flashcard, but you will not speak or write
anything on the board. For example, if the • SB / CD / FC Ask the students to look at the
flashcards you select randomly are for the words “Tip” cloud on the right side of the page. Read
Sunday and climb trees, set Sunday where the the contents of the box together. Monday =
students can see it, then move your arms and legs Mon, Tuesday = Tues, Wednesday = Wed,
up and down as if you are climbing, and reach Thursday = Thurs, Friday = Fri,
and grasp with your hands for branches. Ask the Saturday = Sat, Sunday = Sun
students: “What do you do on ______?“ Elicit the • Focus the students’ attention on the short form.
response: “I climb trees on Sunday.” Explain to them that this is a common
• After you have demonstrated how the game is abbreviation for things like calendars and
played, call students up to the front of the agendas, but it is not used when writing out
classroom to show the different vocabulary sentences or speaking aloud. When writing a
words on the flashcards. Finish the activity after sentence, always use the spelled out word. For
every student has had a chance, or after you example, It was Wed is not proper in written or
have covered all ten of the vocabulary words. spoken English. We always write it out: It was
Wednesday.
• If you have an example of this in the
classroom, such as a calendar or agenda,
show the students these abbreviations.
88
Phonics: Listen, repeat, and write. (-one in the SB, and another with the -one, -ose, -ipe,
and -ose) 10 min. -ole, -ive, -ime, -ide, -ite, -ine, and -ike in
random order.
• SB / CD / FC Ask the students to look at the • Use the flashcards for the letters -one and -ose
bottom of the page. Direct their attention to the in the order they appear in the SB first. Ask the
pictures in the box. Ask the students if they students if they remember what sound each
recognize any of the pictures or actions letter set makes. Elicit the correct sound for
happening in the pictures. Point at each one. each letter set and ask students to tell you the
Elicit the responses: “It’s a cone.” “It’s a phone.” word for each picture on the flashcard. Do this
“It’s a nose.” and “Look at those.” first in order. For example, first, show the
• Focus the students’ attention on the red letters flashcard for the word “cone.” Ask the students
of each word. Ask the students: “What sound do “What sound do the letters ‘-one’ make?” Elicit
the letters ‘-one’ make?” Elicit the appropriate the appropriate response: /əʊn/. Turn the
response: /əʊn/ or, if they don’t know the flashcard around and show the picture to the
correct sound, tell the students to repeat after students. Say to the students: “What is it?” Elicit
you and say: “-one” makes the sound /əʊn/. ” the response: “It’s a cone.” Repeat this for the
Repeat this for the letters -ose. rest of the flashcards.
• Tell the students to listen and repeat. Play track Phone: Ask the students “What is it?” Elicit the
52. response “It’s a phone.”
Nose: Ask the students “What is it?” Elicit the
Script Listen, repeat, and write. response “It’s a nose.”
Those: Ask the students “What are ____?” Elicit
52 /əʊ/, /n/, /əʊn/ the response “those.”
/k/, /əʊn/, cone, cone
/f/, /əʊn/, phone, phone (Optional) Assign and explain homework.
/əʊ/, /z/, /əʊz/ 3-5 min.
/n/, /əʊz/, nose, nose
/ð/, /əʊz/, those, those top of page 37 in the workbook. Explain how to
His nose is shaped like a cone. Are complete the Circle and write activity in part F
those your phone numbers? • Complete one example of part F.
• Tell them to circle the correct word. Tell them
• After listening to the audio, ask the students when they need to complete the workbook
again: “What sound do the letters ‘-one’ make?” exercise and have them copy it in their
Elicit the appropriate response: /əʊn/. Repeat workbook on the top of page 37.
this for letters -ose. Then point at one of the
pictures randomly and ask them if they can
read the word. For example, point at the picture
for the word phone. Ask the students to read it.
say: “Phone, /f/, /əʊn/, phone.”
Ask them to point at each word as they read, and
assist as needed. (**Note: Introduce some of the
words such as “like” as sight words, rather than
phonics words.)

-one, -ose, -ipe, -ole, -ive, -ime, -ide,
-ite, -ine, and –ike. 5-10 min.
letters -one and -ose in the order they appear
89
Lesson 5
Lesson Objectives
Students will:
• encounter and explore a real-world social

studies text linked to the theme of the unit
• be able to recognize and name the first
set of key vocabulary items
Materials
CLIL Reading: Social Studies: Identifying

Pre-reading Discussion 5 min. days of the week. 10-15 min.
• FC Show the students the flashcards from unit
• SB / CD Tell students to look at part A on page
8 and ask them what day it is today, or what
60. Focus students’ attention on the background
activity is shown. Put the days of week up in
random order and have them help you sort
them. Elicit the appropriate responses, which
are: Sunday, Monday, Tuesday, Wednesday,
Thursday, Friday.
Play track 53.
• Ask students if they know what a week is and
how many days are in a week. Ask them if they
the students to repeat after you. Ask the students
know what a weekday is and what a weekend
to point at each word as they read it. Walk
is. Ask them which days of the week they go to
around the classroom to ensure the students are
school. Put the flashcard for Sunday aside from
doing this.
the others and talk about the weekdays, which
are also school days. Now show them Sunday
and talk about how Saturday and Sunday are
called weekends and they are not regular school
days. (Use your native language as necessary).
reading with an understanding of what weekends
and weekdays are.
90
their native language, but they should be able
to explain what day they like and why in
English.)
• Ask them to draw a small picture of the reason
they like that day best.
Presentation 5 min.
class about what their favorite day is and some
reasons why they like it.

story for fun about what a child does on
different days of the week.

3-5 min.
Read and circle: Reading Comprehension • Complete one example of each for parts G and
5 min. H so that the students understand how to
• SB Tell students to look at activity B on page 61. • Tell them when they need to complete the
• Read question 1 aloud together as a class. workbook exercises and have them write it in
Review the answer choices. Ask students to look their workbook on page 37.
• Complete the activity as a class. Teacher’s Note
_______________________________________
_______________________________________
• Talk with students about the different days of
the week. Which days they like best, which they _______________________________________
like least, and why. Make a list of days in each _______________________________________
category.
which day they like best and to give 2-3 _______________________________________
reasons why. This could because they get to do _______________________________________
a special activity such as go to the park, go to
their grandparent’s house, etc. Explain that the _______________________________________
reason that they like the day does not have to _______________________________________
be because of one of the activities listed in unit
8, as long as they can identify it in English. ________________________________________
etc.
91
REVIEW
2 Units 5 - 8

page 62.
the word and have students repeat (1. cereal,
2. go to the library, 3. Chinese, 4. practice the
piano, 5. German, 6. play the guitar, 7. soup, 8.
Wednesday, 9. Monday, 10. Japanese, 11. paint
pictures, 12. apple pie).
with.
• Point to picture 1 (cereal) and ask students what
it is. Write the word cereal on the board. Tell
students to write the word.
words.
words for them.

• SB Tell students to look at the pictures in B on
page 63.
what they can see.
should circle the correct answer choice, which
answers.
“What do you want to eat?” “I want to eat curry.”
C Think of your favorite restaurant and

favorite dish. Then tell a friend about
them. 5 min.
63.
• Put students in pairs. Tell students to think of
their favorite restaurant and favorite food
92
served there. Ask them to tell their partner
about their chosen restaurant and food.
• Student A asks B “Student A, ask your partner
‘Where do you want to eat?’ Student B, answer
the question with their favorite restaurant.
Student A, ‘What do you want to eat?’ Student B,
answer the question with their favorite dish. Then
change.” Student B responds.
activity.

64.
• Point to the picture of the slide and ask students
what it is. Encourage all students in the class to
say the word. Then tell students to trace the lines
from -ide to the picture, and to the letters sl.
• Tell the students to write the letters -ide after sl.
E Play the game.

• SB / FC Direct students’ attention to part E on
page 65. Follow the instructions to play the
game.
1. Divide the class into two teams.
2. Spread the vocabulary and/or phonics
flashcards from units 5 to 8 on the floor.
3. Put a piece of tape on the floor 1 to 2 meters
away from the flashcards.
4. Allow the students to take turns tossing the
beanbag onto a flashcard.
5. Each time the beanbag lands on a flashcard,
ask the student what word the flashcard is
for. (Give between 1 to 3 chances to guess the
word depending on the student’s level).
6. If the student is correct, put the flashcard
aside and award 1 point to their team.
7. The team with the most points at the end
wins.
93
UNIT
9 What Do Your
Parents Do?
Lesson 1
Unit Objectives
jobs
• Use singular nouns to answer questions
identifying professions
Lesson Objectives
• recognize and name different jobs

• ask what someone’s parents do for work

doctor clerk farmer
teacher barber reporter
Core Structure
• Singular nouns
He is a teacher.
Q: What does your father do? Listen and number. 5-10 min.
A: He is a barber. • SB / CD Ask students to open their book to
with A/V equipment (if available), and vocabulary items in their book, according to the
corresponding vocabulary word: “reporter.”
1. reporter 2. clerk
• Ask students to repeat after you as you say the 3. barber 4. teacher
word on each flashcard. Show students the 5. doctor 6. farmer
one by one again and ask them to tell you the one,” and have the students respond: “report-
word for each picture on the flashcards. Help as er.” Say: “How do you spell ‘reporter’?” and
needed (e.g. say the first syllable of the word or have the students respond: “r-e-p-o-r-t-e-r.”
tell them what letter the word starts with). Continue for each word.
94
music video.
available, use Class Booster, or the URL available
BigShow.

56 What does your father do?
What does he do? x2
My father is a doctor.
He’s a doctor! x2
What does your mother do?
Lower level: Ask students to sound out each What does she do? x2
word after checking the answer. Say: My mother is a reporter.
“Number one,” and have the students She’s a reporter! x2
respond: “reporter.” Say: “Can you sound it What does your father do?
out?” and have the students respond: What does he do? x2
“re-port-er.” Have them clap along with My father is a farmer.
you to the syllables. For example, “re” clap, He’s a farmer! x2
“-port” clap. “-er” clap. Continue for each What does your mother do?
word. What does she do? x2
My mother is a teacher.
Language 5 min. She’s a teacher! x2
• SB Ask students to focus on the “Language” What does your father do?
section of the page. Read the examples in the What does he do? x2
book together as a class to highlight the My father is a barber.
grammar structure: “What does your father do?” He’s a barber! x2
“He is a farmer.” and “What does your mother
do?” “She is a reporter.” What does your mother do?
• Use the grammar structure to go through each What does she do? x2
numbered vocabulary item (1-6) in numerical My mother is a clerk.
order. Call on students individually to answer: She’s a clerk! x2
“Number one, what does your father do?” “He is
a reporter.” “Number two, what does your
mother do?” “She is a clerk.” Continue until you Song II. Sing along. 5-10 min.
have covered all six vocabulary items using the • SB / CD Tell the students that you will play the
target pattern sentence structure. song again, and this time they should try to sing
along.
95
• FC Before you play the song again, put the • Complete one example of each for part A and
song lyrics from beginning to end: 1. doctor, 2. • Tell them when they need to complete the
reporter, 3. farmer, 4. teacher, 5. barber, and workbook exercises and have them write it in
6. clerk. their workbook on page 38.
example, point at the flashcard for doctor and • Dictation WS Use your native language if
say: “What does your father do?” “What does he necessary and ask the students what job they
do?” “What does he do?” “My father is a doctor.” would like to do from today’s lesson. Call on a
“He’s a doctor!” “He’s a doctor!” Follow the few students and ask them to say the name of
rhythm and general tempo of the song. Help the job they’d like the most.
them as necessary. Continue on with each • Ask the students to draw, color, and write the
flashcard. name of the job on the back of the dictation
• SB / CD / Dictation WS Ask the students to Students will:
themselves (**Note that if this is too challenging • practice using visual clues to assist in

Unscramble and write, activity in part A and the Review 5 min.
Look and write, activity in part B.
• CD Review the vocabulary and structure by
96
Listening I. Comic Strip 5-10 min. farmer. Ask the students to say: “Number one,
what does your father do?” “Number two, he’s a
• SB / CD Ask students to open their books to farmer.”
page 67. Focus students’ attention on the comic • Direct the students’ attention back to the comic
strip in the Listening section on page 67. Tell strip in part B. Focus on the blank speech
students to look at the images in the text and bubbles in Frame 1 and Frame 3. Ask them how
give them about one minute to do so. many blanks there are. Then explain that the
• As students look at the pictures, ask them what sentences in part A need to be added to part B.
they can see. Encourage different students to Explain to the students that they need to
provide as many words as they can from complete this section by listening and writing
vocabulary set 1 (introduced in lesson 1). the number.
think is happening: e.g. The children play dress and the words in the blank speech bubbles of
up. They are looking through the costumes. They the comic strip. In Frame 1 they should write 1.
dress up to do different jobs. Use your native What does your mother do? In Frame 3 they
language as necessary, and provide support to should write 2. He’s a farmer.
the students when needed. Ask cue questions, • Play track 57 and have students listen and write
such as “What do the children do?” Elicit the to complete the comic strip. Review the correct
appropriate response: “They dress up.” Ask answers as a class.
“What do they dress up as?” “She is a
doctor.” etc. (Responses will vary.) Listening III. Popcorn Reading 5 min.
• Finally, explain to the students that they will now
Script become familiar with the words in the story.
Listen and write.
57 Frame 1. Listening IIII. Role-Play 10-15 min.
Babysitter: What does your mother
do? • FC Explain to students that they will act out the
Rachel: She is a doctor. story. Use the flashcards to assign character
Babysitter: What does your father roles.
do? • Role-play the story.
Rachel: He’s a reporter.
Babysitter: What does your mother 3-5 min.
do?
Louie: She is a florist. • WB Tell students to look at the picture on page
Babysitter: What does your father 39 in the workbook. Explain how to complete the
do? Number the pictures in order. Then choose and
Louie: He’s a teacher. write activity. Explain that it is very similar to what
Frame 3. they did in the student book on page 67.
Rachel: What does your mother • Tell them when they need to complete the
do? workbook exercise and have them write it in their
Anna: She is a clerk. workbook on page 39.
Rachel: What does your father do?
Anna: He’s a famer.
Listening II. Writing 5 min.

67.
Review the sentences with the students. Number
1: What does your father do? Number 2: He’s a
97
Lesson 3
Lesson Objectives
Students will:

the vocabulary

florist web designer
professor pilot
• What does your father do?

He is a florist.
Materials
• Workbook (optional) word for each picture on the flashcards. Help as
needed).

and the students’ preference, role-play the story 1. Point to the florist and ask: “What does she
from the previous lesson to review the do?” Elicit the response: “She is a florist.”
vocabulary and structure. 2. Point to the web designer and ask: “What
does she do?” Elicit the response: “She is a web
Vocabulary+ Introduction 5 min. designer.”
Script Listen and circle.
1. florist 2. web designer
• Show the students the pictures on the flashcards 3. professor 4. pilot
98
illustration at the bottom of page 68. Read
the questions and responses in the illustration
together: “What does your father do?” “He’s a
professor.” and “What does your mother do?”
“She’s a florist.”
answer by pointing at different rooms in the
picture. Hold up a flashcard of one of the jobs
represented by one of the rooms in the
illustration, for example the professor, and ask
the students to point at the room that represents
the job in the illustration in their book. Then ask
them: “What does your father do?” Elicit the
response: “He’s a professor.”
Give them the flashcard for the word pilot. Tell
“What does your father do?” Elicit the response:
“He’s a pilot.” Repeat this a few more times with
other students and with different flashcards.
rooms in the illustration on page 68. Have B

of the new vocabulary items, call on individual homework. 3-5 min.
students and ask them how to spell each • WB Tell students to look at the pictures on page
vocabulary word. 40 in the workbook. Explain how to complete
• (Optional) Level Tip: the Read and circle activity in part D and the
• Higher level: FC Put the flashcards for the Unscramble and write activity in part E.
words florist, web designer, professor, and • Complete one example of each for parts D and
pilot in random order on the board. Ask E so that the students understand how to
students how to spell the words. Have them complete the page independently.
come to the front of the class and write the • Tell them when they need to complete the
words on the board under the corresponding workbook exercises and have them write it in
flashcard. Allow them to bring their student their workbook on page 40.
book with them for reference if necessary.
Lower level: Ask students to read the spelling (If needed) Bonus Activity. Unscramble
of each word from their book. Worksheet: Reading, Speaking, and
Point to the florist and ask: “How do you spell Writing Practice 5-10 min.
‘florist’?” Elicit the response: “f-l-o-r-i-s-t.”
Point to the web designer and ask: “How do • Unscramble WS Put students in pairs.
you spell ‘web designer’?” Elicit the response: Distribute the unscramble worksheet and ask
“w-e-b-(space)-d-e-s-i-g-n-e-r.” students to write their name at the top.
Point to the professor and ask: “How do you • Explain how to complete the unscramble
spell ‘professor’?” Elicit the response: “p-r-o-f- worksheet. Read the question, talk about what
e-s-s-o-r.” the answer is, and write the answer.
Point to the pilot and ask: “How do you spell • After completing a few examples together as a
‘pilot’?” Elicit the response: “p-i-l-o-t.” class, allow the students to finish the worksheet
on their own in class.
• Collect the unscramble worksheet for
assessment and correction. 99
Lesson 4 florist.” Picture 2: “He is a barber.” Picture 3:
“She is a doctor.” Picture 4: “He is a farmer.”
• After the students have properly identified
Lesson Objectives all of the pictures, read each sentence aloud
Students will: the students if they can read the sentence.
• Number 1: “He is a florist.”
• encounter some of the target vocabulary • Tell students to unscramble each word as you
and grammar while learning about an read the sentence. After the students are done
engaging topic writing the words, read sentence 1 and have
• practice using visual clues to assist with students raise their hands and volunteer to
writing read the sentence. Sentence 1: He is a florist.
• develop reading and writing skills • Repeat this for the remaining sentences until
• focus on phonics sounds -ope and -ote the activity is complete.
Materials read the sentence independently in front of
• Big Show Student Book, Flashcards, and CD they read.
after you. Point at the words as you read
Mime Game: Vocabulary, Vocabulary+, them and ask students to do the same.
and Grammar Structure Review
Writing Tip: Synonyms 5 min.
5-10 min.
• SB / CD / FC Ask the students to look at the
• FC Explain to the students that they will play “Tip” cloud on the right side of the page. Read
a game. Mix the flashcards for the vocabulary the contents of the box together: father = dad,
and vocabulary+ from unit 9 together. mother = mom.
• Pick one of the flashcards randomly. Look at it, • Explain to them that these words are
but do not show the students. Explain that you synonyms, which is when two words have the
will act out the job on the flashcard, but you will same meaning. Direct the students’
not speak or write anything on the board. For attention to “father” and “mother,” and explain
example, if the flashcard you selected randomly that these two words are for more formal and
is for the word “florist,” act as if you are respectful use. Direct the students’ attention to
arranging flowers in a vase, stand back and “mom” and “dad,” and explain that these two
observe your work, step forward again, and words are more casual. (Use your native
make some adjustments to the flowers. Smell language to explain this, if necessary. )
the flowers and smile and sigh. Ask the • Ask the students to practice writing “I love my
students: “What do I do?” Elicit the response: dad. / I love my father.” and “I love my mom. /
“You are a florist.” I love my mother.” on page 69.
• After you have demonstrated how the game is
classroom to mime the different vocabulary Phonics: Listen, repeat, and write. (-ope
words on the flashcards. Finish the activity after and –ote) 10 min.
every student has had a chance, or after you • SB / CD / FC Ask the students to look at the
have covered all ten of the vocabulary words. bottom of the page. Direct their attention to
Writing: Look and write. 10 min. recognize any of the pictures or actions
• SB Have students open their book to page 69. happening in the pictures. Point at each one.
• Point to items in the pictures and ask students: Elicit the responses: “He hopes for a toy.” “It’s a
“What does your father do?” if the picture rope.” “It’s a note.” and “She votes.”
depicts a man, or “What does your mother do?” • Focus the students’ attention on the red letters
if the picture depicts a woman. Elicit the of each word. Ask the students: “What sound
appropriate responses: Picture 1: “He is a do the letters ‘-ope’ make?” Elicit the
100
appropriate response: /əʊp/ or, if they don’t “What sound do the letters ‘-ope’ make?” Elicit
know the correct sound, tell the students to the appropriate response: /əʊp/. Turn the
repeat after you and say: “-ope makes the flashcard around and show the picture to the
sound /əʊp/.” Repeat this for letters -ote. students. Say to the students: “What does he
• Tell the students to listen and repeat. Play track do?” Elicit the response: “He hopes for a toy.”
59. Repeat this for the rest of the flashcards.
Rope: Ask the students “What is it?” Elicit the
Script response: “It’s a rope.”
Note: Ask the students “What is it?” Elicit the
59 /əʊ/, /p/, /əʊp/ response: “It’s a note.”
/h/, /əʊp/, hope, hope Vote: Ask the students “What does she do?” Elicit
/r/, /əʊp/, rope, rope the response: “She votes.”
/əʊ/, /t/, /əʊt/ • Repeat this with the second pile of flashcards
/n/, /əʊt/, note, note
/v/, /əʊt/, vote, vote
We hope that the rope is long
enough. She left a note. It’s 3-5 min.
important to vote. • WB Tell students to look at the pictures on the
top of page 41 in the workbook. Explain how to
• After listening to the audio, ask the students complete the Circle and write activity in part F.
again: “What sound do the letters ‘-ope’ make?” • Complete one example of part F.
Elicit the appropriate response: /əʊp/. Repeat • Tell them to circle the correct word. Tell them
this for letters -ote. Then point at one of the when they need to complete the workbook
pictures randomly, and ask them if they can exercise and have them copy it in their
read the word. For example, point at the picture workbook on the top of page 41.
for the word “note.” Ask the students to read it. If
they cannot, ask them to repeat after you and
say: “Note, /n/, /əʊt/, note.”
of the words like “that” as sight words, rather

-ope, -ote -one, -ose, -ipe, -ole, -ive,
-ime, -ide, and –ite 5-10 min.
letters -ope and -ote in the order they appear
in the SB, and another with the -ope, -ote -one,
-ose, -ipe, -ole, -ive, -ime, -ide, and ite in
random order.
• Use the flashcards for the letters -ope and -ote
each letter set, and ask students to tell you
the word for each picture on the flashcard. Do
this first in order. For example, first show the
flashcard for the word “hope.” Ask the students
101
Lesson 5
Lesson Objectives
Students will:

the unit
vocabulary items
Materials
Pre-reading Discussion 5 min. • After playing the track, do choral reading and ask
• FC Show the students the flashcards from unit students to point at each word as they read it.
9 and ask them what they might like to do when Walk around the classroom to ensure the students
they grow up. Give them a few options to think are doing this.
about: a clerk can work in any type of store, a • After doing choral reading, read the text one
farmer grows many things, teachers work in more time by doing popcorn reading. (Have
different types of schools (such as pre-schools students take turns reading one line from the
or elementary schools), barbers cut hair, etc. story. After they read one line, they call on
Elicit the appropriate responses, which will vary. another classmate to read the next line.)
(Use your native language as necessary.) • Read the lines of the story until each student has
reading with an understanding of what different
duties these kinds of jobs entail. Read and circle: Reading Comprehension
5 min.
different types of jobs. 10-15 min. • Read question 1 aloud together as a class.
• SB / CD Tell students to look at part A on page Review the answer choices and ask students to
70. Focus students’ attention on the background look at the text and think for a moment about
picture. Discuss it. what the correct answer is. Ask students to
• Explain to the students that they will listen and volunteer to give the correct answer.
read the story on the page. Ask students to follow • Complete the activity as a class.
Play track 60.
102
story for fun about going to the doctor.

3-5 min.
their workbook on the bottom of page 41.
Teacher’s Note
_______________________________________
_______________________________________
_______________________________________
_______________________________________
• Talk with students about the different jobs they
learned about in unit 9. Take a poll: ask the _______________________________________
students to raise their hands if they would like to: _______________________________________
be a doctor, a farmer, a clerk, a pilot, a teacher,
_______________________________________
or a reporter.
which job sounds like the most fun and to give _______________________________________
2-3 reasons why. Explain that it is OK if they
think of a job that isn’t from unit 9. as long as _______________________________________
it’s a real job and they can talk about it in _______________________________________
English.
etc.
to explain what job sounds fun, and why, in _______________________________________
English.)
• Ask them to draw a small picture of themselves _______________________________________
doing their chosen job. _______________________________________
class about what job sounds fun and some
reasons why they like it.
103
UNIT
10 Where Do You
Work?
Lesson 1
Unit Objectives
• Talk about and identify workplaces

• Ask information questions with where
• Use singular nouns to answer questions
and identify workplaces
Lesson Objectives
• recognize and name different workplaces

• ask where someone works

farm hospital office
shop airport school
Core Structure
• Singular nouns
I work at an airport.
• Ask information questions with where
Q: Where do you work? Listen and number. 5-10 min.
A: I work at a school. • SB / CD Ask students to open their book to
corresponding vocabulary word: “shop.”
1. shop 2. airport
• Ask students to repeat after you as you say the 3. office 4. school
word on each flashcard, and show students the 5. hospital 6. farm
one by one again and ask them to tell you the one,” and have the students respond: “shop.”
words for each picture on the flashcards. Help as Say: “How do you spell ‘shop’?” and have the
needed (e.g. say the first syllable of the word or students respond: “s-h-o-p.” Continue for
tell them what letter the word starts with). each word.
104
“Number one, where do you work?” “I work at
a shop.” “Number two, where do you work?” “I
work at an airport.” Continue until you have

music video.
BigShow.

Lower level: Ask students to sound out each Where do you work? x2
word after checking the answer. Say: “Number 62
I work in an office. x2
one,” and have the students respond: “shop.” What do you do? x2
Say: “Can you sound it out?” and have the I am a reporter.
students respond: “shop.” Have them clap
along with you to the syllables. For example, Where do you work? x2
“shop,” clap. Continue for each word. Say: I work at a shop. x2
“Number two,” and have the students What do you do? x2
respond: “airport.” Say: “Can you sound it I am a clerk.
out?” and have the students respond: Where do you work? x2
“air-port.” Have them clap along with you to I work at an airport. x2
the syllables. For example, “air,” clap “port,” What do you do? x2
clap. Continue for each word. I am a pilot.
Language 5 min. Where do you work? x2
I work at a school. x2
• SB Ask students to focus on the “Language” What do you do? x2
section of the page. Read the examples in the I am a teacher.
grammar structure: “Where do you work?” “I Where do you work? x2
work at a shop.” “Where do you work?” “I work in I work in a hospital. x2
an office.” and “Where do you work?” “I work on What do you do? x2
a farm.” I am a doctor.
• Use the grammar structure to go through each Where do you work? x2
numbered vocabulary item (1-6) in numerical I work on a farm. x2
order. Call on students individually to answer: What do you do? x2
I am a farmer.
105
Song II. Sing along. 5-10 min. (Optional) Assign and explain homework.
• SB / CD Tell the students that you will play the 3-5 min.
song again, and this time they should try to sing • WB Tell students to look at the pictures on page
along. 42 in the workbook. Explain how to complete
• FC Before you play the song again, put the the Look and underline activity in part A and
flashcards on the board in the front of the class, the Look and write activity in part B.
in order from left to right as they appear in the • Complete one example of each for part A and
song lyrics from beginning to end: 1. office, 2. B so that the students understand how to
shop, 3. airport, 4. school, 5. hospital, and 6. complete the page independently.
farm. • Tell them when they need to complete the
• Ask the students to recite some of the lyrics they workbook exercises and have them write it in
heard, while directing their attention to the their workbook on page 42.
example, point at the flashcard for office and (If needed) Bonus Activity 5-10 min.
say: “Where do you work?” “Where do you work?”
“I work in an office.” “I work in an office.” “What • Dictation WS Use your native language if
do you do?” “What do you do?” “I am a reporter.” necessary and ask the students what their
Follow the rhythm and general tempo of the favorite workplace is from today’s lesson. Call
song. Help them as necessary. Continue with on a few students and ask them to say the
each flashcard. name of the workplace they like the most.
• Play the song on track 62 again and sing along • Ask the students to draw, color, and write the
with the students. Ask them to stand, clap, and/ name of the workplace on the back of the
or dance to make this a TPR activity. dictation worksheet.

name at the top of the worksheet. (Available for Students will:
books. This time they must write the lyrics • be able to recognize and name
themselves. (**Note that if this is too challenging key vocabulary items in the context of a
for lower-level students, they may view the lyrics in story
the back of the book or on the TV screen to help • practice using visual clues to assist in
them write the words on the dictation worksheet.) comprehension
• Play the song on track 62 again and ask the • be able to ask and answer information
students to write the words from the song on the questions with what
dictation worksheet. • prepare for and participate in a
• Review the answers for the dictation worksheet communicative activity with other students
• Collect the dictation worksheet for assessment
Materials
and correction (unless you plan to complete the • Big Show Student Book, Flashcards, and
bonus activity below). CD with A/V equipment (if available)
106
Vocabulary Review 5 min. Listening II. Writing 5 min.
• FC Use the flashcards to review the vocabulary. • SB / CD Have students look at part A on page
73.
Song: Vocabulary and Grammar Structure Review the sentences with the students. Number 1:
I work at a school. Number 2: I work in an office.
Review 5 min. Ask the students to say: “Number one, I work at a
• CD Review the vocabulary and structure by school.” “Number two, I work in an office.”
singing the song from the previous lesson. • Direct the students’ attention back to the comic
Listening I. Comic Strip 5-10 min. bubbles in Frame 1 and Frame 3. Ask them how
• SB / CD Ask students to open their books to many blanks there are. Then explain that the
page 73. Focus students’ attention on the comic sentences in part A need to be added to part B.
strip in the Listening section on page 73. Tell Explain to the students that they need to
students to look at the images in the text and complete this section by listening and writing
give them about one minute to do so. the number.
• As students look at the pictures, ask them what • (Optional) Level Tip:
they can see. Encourage different students to Higher level: Ask students to write the number
provide as many words as they can from and the words in the blank speech bubbles of
vocabulary set 1 (introduced in lesson 1). the comic strip. In Frame 1 they should write
• Next, ask students questions about the plot, 2. I work in an office. In Frame 3 they should
setting, characters in the story, and what they write 1. I work at a school.
think is happening: e.g. The children are at a bus • Play track 63 and have students listen and write
stop. They are waiting for the bus. They talk to to complete the comic strip. Review the correct
a business man. They are dressed for different answers as a class.
jobs. Use your native language as necessary,
and provide support to the students when Listening III. Popcorn Reading 5 min.
needed. Ask cue questions, such as “Where are • SB Have students take turns reading one line
the children?” Elicit the appropriate response, from the story. After they read one line, they call
“They are at a bus stop.” Ask “What is Jeff on another classmate to read the next line.
dressed up as?” “He is a teacher.” etc. • Read the lines of the story until each student has
• Finally, explain to the students that they will now had a chance to read and the students have
listen to the story, and that they should read become familiar with the words in the story.
along and point at the words with their finger
while they listen. Role-play the story. 10-15 min.
• FC Explain to students that they will act out the
Script story. Use the flashcards to assign character
Listen and write. roles.
63
Business man: Where do you work?
Rachel: I work in an office. (Optional) Assign and explain homework.
Business man: What do you do? 3-5 min.
Rachel: I am a web designer.
Business man: Where do you work? 43 in the workbook. Explain how to complete the
Louie: I work in a hospital. Number the pictures in order. Then choose and
Business man: What do you do? write activity. Explain that it is very similar to what
Louie: I am a doctor. they did in the student book on page 73.
Frame 3.
Rachel: What do you do? workbook exercise and have them write it in their
Jeff: I am a teacher. workbook on page 43.
Rachel: Where do you work?
Jeff: I work at a school.
107
Lesson 3
Lesson Objectives
Students will:

the vocabulary

salon college
shopping mall city

I work in the college.
Materials
• Workbook (optional) needed (e.g. say the first syllable of the word or

Review 5 min. page 74. Direct their attention to the four
lesson. Alternatively, depending on your own 1. Point to the salon and ask: “Where do you
and the students’ preference, role-play the story work?” Elicit the response: “I work in the salon.”
from the previous lesson to review the 2. Point to the college and ask: “Where do you
vocabulary and structure. work?” Elicit the response: “I work in the college.”
Vocabulary+ Introduction 5 min. correct word after each word they hear. Pause
word on each flashcard. Show students the Script Listen and circle.
picture first and then the word on each 1. salon 2. college
flashcard. Show each card one by one until you 64
3. shopping mall 4. city
words for each picture on the flashcards. Help as • After the students have finished circling all four
of the new vocabulary items, call on individual
108
question in the illustration together: “Where do
you work?” Read the response together: “I work
in the city.”
answer by pointing at different buildings in the
buildings in the illustration, for example the
salon, and ask the students to point at this
building in the illustration in their book. Then ask
them: “Where do you work?” Elicit the response:
“I work in the salon.”
Give them the flashcard for the words shopping
mall. Tell the student to ask their classmates
the question: “Where do you work?” Elicit the
response: “I work in the shopping mall.” Repeat
this a few more times with other students and
with different flashcards.
buildings in the illustration on page 74. Have B

homework. 3-5 min.
the Look, read, and match activity in part D
students and ask them how to spell each and the Unscramble and write activity in part E.
vocabulary word. • Complete one example of each for parts D and
• (Optional) Level Tip: E so that the students understand how to
Higher level: FC Put the flashcards for the complete the page independently.
words salon, college, shopping mall, and city • Tell them when they need to complete the
in random order on the board. Ask students workbook exercises and have them write it in
how to spell the words. Have them come to their workbook on page 44.
the front of the class and write the word on
the board under the corresponding flashcard. (If needed) Bonus Activity. Unscramble
Allow them to bring their student book with Worksheet: Reading, Speaking, and
them for reference if necessary.
Lower level: Ask students to read the spelling Writing Practice 5-10 min.
Point to the salon and ask: “How do you spell Distribute the unscramble worksheet and ask
‘salon’?” Elicit the response: “s-a-l-o-n.” students to write their name at the top.
Point to the college and ask: “How do you spell • Explain how to complete the unscramble
‘college’?” Elicit the response: “c-o-l-l-e-g-e.” worksheet. Read the question, talk about what
Point to the shopping mall and ask: “How do the answer is, and write the answer.
you spell ‘shopping mall’?” Elicit the response: • After completing a few examples together as a
“s-h-o-p-p-i-n-g-(space)-m-a-l-l.” class, allow the students to finish the worksheet
Point to the city and ask: “How do you spell on their own in class.
‘city’?” Elicit the response: “c-i-t-y.” • Collect the unscramble worksheet for assessment
and correction.
109
Lesson 4 as a class. Point to number 1 and ask the
students if they can read the sentences.
• Number 1: “Where do you work? I work in an
Lesson Objectives office.”
Students will: write the answers, according to the pictures,
shown above. After they have completed the
• encounter some of the target vocabulary written exercise, ask the students how to spell
and grammar while learning about an the unscrambled word. Have the students raise
engaging topic their hands and volunteer to answer the
• practice using visual clues to assist with question: Number 1: office, o-f-f-i-c-e.
writing • Repeat this for the remaining sentences until
• develop reading and writing skills the activity is complete.
• focus on phonics sounds -ome and -une • (Optional) Level Tip:
Materials the class and support them as needed while
they read.
• Big Show Student Book, Flashcards, and CD Lower level: Do choral reading. Read each
with A/V equipment (if available) sentence aloud and ask students to repeat
• Workbook (optional) after you. Point at the words as you read
Ask and Answer Game: Vocabulary,
Vocabulary+, and Grammar Structure Phonics: Listen, repeat, and write. (-ome
Review 5-10 min. and -une) 10 min.
• FC Explain to the students that they will play • SB / CD / FC Ask the students to look at the
a game. Mix the flashcards for the vocabulary bottom of the page. Direct their attention to
and vocabulary+ from unit 10 together. the pictures in the box. Ask the students if they
• Pick one of the flashcards randomly. Look at it recognize any of the pictures. Point at each
and show the students. Ask the students a one. Elicit the responses: “It’s a dome.” “It’s a
question using the associated job. For example, home.” “It’s a dune.” and “It’s June.”
if the flashcard is “office” ask the students: “I am • Focus the students’ attention on the red letters
a web designer. Where do I work?” Elicit the of each word. Ask the students: “What sound
response: “You work in an office.” If the do the letters ‘-ome’ make?” Elicit the
flashcard is “airport”, ask the students: “I am a appropriate response: /əʊm/ or, if they don’t
pilot. Where do I work?” Elicit the response: “You know the correct sound, tell the students to
work in an airport.” repeat after you and say: “-ome makes the
• After you have demonstrated how the game is sound /əʊm/.” Repeat this for
played, call students up to the front of the letters -une.
classroom to show the different vocabulary • Tell the students to listen and repeat. Play track
words on the flashcards. Finish the activity after 65.
have covered all ten of the vocabulary words. Script Listen, repeat, and write.
track 65.
Writing: Look and write. 10 min. 65 /əʊ/, /m/, /əʊm/
• SB Have students open their book to page 75. /d/, /əʊm/, dome, dome
• Point to items in the pictures and ask students: /h/, /əʊm/, home, home
“Where do you work?” Elicit the appropriate /juː/, /n/, /juːn/
responses: Picture 1 “I work in an office.” Picture /d/, /juːn/, dune, dune
2 “I work in a shop.” Picture 3 “I work in a /j/, /juːn/, June, June
hospital.” Picture 4 “I work in a salon.” Let’s go home. It’s a big dome.
• After the students have properly identified all of Look, a sand dune. The month is
the pictures, read each sentence aloud together June.
110
again: “What sound do the letters ‘-ome’ 3-5 min.
make?” Elicit the appropriate response: /əʊm/.
Repeat this for letters -une. Then point at one of • WB Tell students to look at the pictures on the
the pictures randomly and ask them if they can top of page 45 in the workbook. Explain how to
for the word “dune.” Ask the students to read it. • Complete one example of part F.
If they cannot, ask them to repeat after you and • Tell them to circle the correct word. Tell them
say: “Dune, /d/, /juːn/, dune.” when they need to complete the workbook
• Finally, read the sentences at the bottom of the exercises and have them copy it in their
and assist as needed.

-ome, -une -ope, -ote -one, -ose, -ipe,
-ole, -ive, and -ime 5-10 min.
letters -ome and -une in the order they appear
in the SB, and another with the -ome, -une
-ope, -ote -one, -ose, -ipe, -ole, -ive, and -ime
in random order.
• Use the flashcards for the letters -ome and -une
first in order. For example, first, show the
flashcard for the word “dome.” Ask the students
“What sound do the letters ‘-ome’ make?” Elicit
the appropriate response: /əʊm/. Turn the
the response: “It’s a dome.” Repeat this for the
Home: Ask the students “What is it?” Elicit the
response: “It’s a home.”
Dune: Ask the students “What is it?” Elicit the
response: “It’s a dune.”
June: Ask the students “What month is it?” Elicit
the response: “It’s June.”
111
Lesson 5
Lesson Objectives
Students will:

the unit
vocabulary items
Materials
Pre-reading Discussion 5 min. • Explain to the students that they will listen and
• FC Show the students the flashcards from unit along and point at the words as they hear them.
10 and ask them where they would like to work Play track 66.
and what they would like to do. Give them a few • After playing the track, do choral reading and ask
options to think about: farmers work on a farm, the students to repeat after you. Ask the
clerks work in shopping malls, doctors work students to point at each word as they read it.
in hospitals. Elicit the appropriate responses, Walk around the classroom to ensure the students
which will vary. are doing this.
• Ask students if they know what a city is, if they • After doing choral reading, read the text one
have ever been to a city, or if you are currently more time by doing popcorn reading. (Have
in a city, what the name of their city is. Ask them students take turns reading one line from the
what kinds of workplaces can be found in the story. After they read one line, they call on
city, and which are found in the country. (Use another classmate to read the next line.)
your native language as necessary). • Read the lines of the story until each student has
reading with an understanding of what a college
and university are. Read and circle: Reading Comprehension
5 min.
different workplaces. 10-15 min. • Read question 1 aloud together as a class.
• SB / CD Tell students to look at part A on page Review the answer choices and ask students to
76. Focus students’ attention on the background look at the text and think for a moment about
112
story for fun about being careful in different
places of the city.

3-5 min.
yes or no activity in part H
Teacher’s Note
_______________________________________
_______________________________________
what the correct answer is. Ask students to
volunteer to give the correct answer. _______________________________________
• Complete the activity as a class. _______________________________________
_______________________________________
_______________________________________
the city and the country. Make a list of _______________________________________
workplaces in each category. _______________________________________
different jobs, and have them each think of at _______________________________________
least 4-5. Explain that it is OK if they think of a _______________________________________
job that isn’t from unit 10 as long as they can
say it in English. _______________________________________
etc. _______________________________________
to list the jobs they thought of in English.)
• Ask them to draw a small picture of a city. _______________________________________
_______________________________________
Presentation 5 min.
_______________________________________
class and list the jobs they thought of.
113
UNIT
11 What Are You

Going to Do?
Lesson 1
Unit Objectives
• Talk about and identify activities, actions,
and locations
• Ask information questions with what and
where
• Use short phrases to describe activities
• Use singular nouns to identify locations
Lesson Objectives
and locations
• ask what someone is going to do
• ask where someone is going

buy butter see the paintings mail a letter
buy a shirt read a book save money
Core Structure
• Descriptive phrases needed (e.g. say the first syllable of the word or
I’m going to buy butter. tell them what letter the word starts with).
Q: What are you going to do? Listen and number. 5-10 min.
A: I’m going to read a book.
corresponding vocabulary words: “see the
Vocabulary Introduction 5 min. paintings.”
vocabulary items that are on page 78. Script Listen and number.
word on each flashcard. Show students the 67
1. see the paintings 2. read a book
picture first and then the word on each 3. buy a shirt 4. mail a letter
flashcard. Show each card one by one until you 5. save money 6. buy butter
• Show the students the pictures on the flashcards • (Optional) Level Tip:
one by one again, and ask them to tell you the Higher level: Ask students to spell each word
word for each picture on the flashcards. Help as after checking the answer. Say: “Number one,”
and have the students respond: “see the
114
music video.
BigShow.

68
What are you going to do? x2
I’m going to the museum.
I’m going to see the paintings.
See the paintings.
What are you going to do? x2
paintings.” Say: “How do you spell ‘ I’m going to the bank.
paintings’?” and have the students respond: I’m going to save money.
“p-a-i-n-t-i-n-g-s.” Continue for each word. Save money.
Lower level: Ask students to identify the verb What are you going to do? x2
in each after checking the answer. Say: I’m going to the post office.
“Number one,” and have the students I’m going to mail a letter.
respond: “see the paintings.” Point to the verb Mail a letter.
and say: “What do you do?” and have the What are you going to do? x2
students respond: “see.” Continue for each I’m going to the library.
word. I’m going to read a book.
Read a book.
Language 5 min. What are you going to do? x2
I’m going to the shopping mall.
• SB Ask students to focus on the “Language” I’m going to buy a shirt.
section of the page. Read the examples in the Buy a shirt.
book together as a class to highlight the What are you going to do? x2
grammar structure: “What are you going to do?” I’m going to the shop.
“I’m going to see the paintings.” I’m going to buy butter.
• Use the grammar structure to go through each Buy butter.
“Number one, what are you going to do?” “I am
going to see the paintings.” “Number two, what Song II. Sing along. 5-10 min.
are you going to do?” “I am going to read a • SB / CD Tell the students that you will play the
book.” Continue until you have covered all six song again, and this time they should try to sing
vocabulary items using the target pattern along.
sentence structure.
115
song lyrics from beginning to end: 1. see the • Tell them when they need to complete the
paintings, 2. save money, 3. mail a letter, 4. read workbook exercises and have them write it in
a book, 5. buy a shirt, and 6. buy butter. their workbook on page 46.
example, point at the flashcard for see the • Dictation WS Use your native language if
paintings and say: “What are you going to do?” necessary and ask the students what activity
“What are you going to do?” “I’m going to the they’ve done recently that they learned about
museum.” “I’m going to see the paintings.” “See in today’s lesson. Call on a few students and
the paintings.” Follow the rhythm and general ask them to say the name of the activity they’ve
tempo of the song. Help them as necessary. done recently.
Continue with each flashcard. • Ask the students to draw, color, and write the
• Play the song on track 68 again and sing along name of the activity on the back of the dictation
with the students. Ask them to stand, clap, and/ worksheet.
Lesson 2
Students will:
name at the top of the worksheet. (Available for
books. This time they must write the lyrics • be able to recognize and name key
vocabulary items in the context of a story

3-5 min. Vocabulary Review 5 min.
the Look and cross out activity in part A and the Song: Vocabulary and Grammar Structure
116
singing the song from the previous lesson. Review the sentences with the students. Number
1: I’m going to buy butter. Number 2: Where are
Listening I. Comic Strip 5-10 min. you going? Ask the students to say “Number
• SB / CD Ask students to open their books to one, I’m going to buy butter.” “Number two,
page 79. Focus students’ attention on the comic where are you going?”
strip in the Listening section on page 79. Tell • Direct the students’ attention back to the comic
students to look at the images in the text and strip in part B. Focus on the blank speech
give them about one minute to do so. bubbles in Frame 2 and Frame 3. Ask them how
• As students look at the pictures, ask them what many blanks there are. Then explain that the
they can see. Encourage different students to sentences in part A need to be added to part B.
provide as many words as they can from Explain to the students that they need to
vocabulary set 1 (introduced in lesson 1). complete this section by listening and writing
• Next, ask students questions about the plot, the number.
setting, characters in the story, and what they • (Optional) Level Tip:
think is happening: e.g. The children are in the Higher level: Ask students to write the number
city. They are visiting different places. The and the words in the blank speech bubbles of
crossing guard is helping them cross the street. the comic strip. In Frame 2 they should write
Use your native language as necessary, and 1. I’m going to buy butter. In Frame 3 they
provide support to the students when needed. should write 2. Where are you going?
Ask cue questions, such as “Where are the Lower level: Ask students to draw a small
children?” Elicit the appropriate response, “They picture of a stick of butter next to number 1 in
are in the city.” Ask “What places do you see?” “I part A and a question mark next to number
see a library.” etc. (Responses will vary.) 2 in part A. Ask them to write the number
• Finally, explain to the students that they will now and the small picture into the comic strip. In
listen to the story, and that they should read Frame 2 they should write 1. and draw a stick
along and point at the words with their finger of butter. In Frame 3 they should write 2. ?
while they listen. • Play track 69 and have students listen and write
to complete the comic strip. Review the correct
answers as a class.
Script
Listen and write.
69 Frame 1.
Crossing guard: Where are you • SB Have students take turns reading one line
going? from the story. After they read one line, they call
Anna: I’m going to the museum. on another classmate to read the next line.
Crossing guard: What are you • Read the lines of the story until each student has
going to do? had a chance to read and the students have
Anna: I’m going to see the become familiar with the words in the story.
paintings.
Frame 2. Listening IIII. Role-Play 10-15 min.
Crossing guard: Where are you • FC Explain to students that they will act out the
going? story. Use the flashcards to assign character
Jeff: I’m going to the shop. roles.
Crossing guard: What are you • Role-play the story.
going to do?
Jeff: I’m going to buy butter.
Frame 3.
Jeff: Where are you going? 3-5 min.
Rachel: I’m going to the library. I’m • WB Tell students to look at the picture on page
going to read a book. 47 in the workbook. Explain how to complete
Jeff: OK! Bye! the Number the pictures in order. Then choose
and write activity. Explain that it is very similar to
Listening II. Writing 5 min. • Tell them when they need to complete the
• SB / CD Have students look at part A on page workbook exercise and have them write it in their
79. workbook on page 47.
117
Lesson 3
Lesson Objectives
Students will:

the vocabulary

post office museum
bank library
• Where are you going?

I’m going to the bank.
Materials
• Workbook (optional) word for each picture on the flashcards. Help as
needed).

lesson. Alternatively, depending on your own 1. Point to the post office and ask: “Where are
and the students’ preference, role-play the story you going?” Elicit the response: “I’m going to the
from the previous lesson to review the post office.”
vocabulary and structure. 2. Point to the museum and ask: “Where are you
going?” Elicit the response: “I’m going to the
Vocabulary+ Introduction 5 min. museum.”
• FC Show students the flashcards for the • Play track 70, and ask the students to circle the
vocabulary items that are on page 80. correct word after each word they hear. Pause
• Ask students to repeat after you as you say the the audio after each word in order to give the
word on each flashcard. Show students the students enough time to circle.
flashcard. Show each card one by one until you Script Listen and circle.
have shown all of them
• Show the students the pictures on the flashcards 70
1. post office 2. museum
one by one again and ask them to tell you the 3. bank 4. library
118
question in the illustration together: “Where are
you going?” Read the response together: “I’m
going to the library.”
answer by pointing at different pictures in the
illustration or in the exercise above. Hold up
a flashcard of one of the words, for example
museum, and ask the students to point at this
illustration in their book. Then ask them: “Where
are you going?” Elicit the response: “I’m going to
the museum.”
Give them the flashcard for the word bank. Tell
“Where are you going?” Elicit the response: “I’m
going to the bank.” Repeat this a few more times
with other students and with different flashcards.
places in the illustration or exercise above it, on
page 80. Have B answer. Then have them switch.

homework. 3-5 min.
• After the students have finished circling all four • WB Tell students to look at the pictures on page
of the new vocabulary items, call on individual 48 in the workbook. Explain how to complete
students and ask them how to spell each the Read and circle activity in part D and the
vocabulary word. Unscramble and write activity in part E.
• (Optional) Level Tip: • Complete one example of each for parts D and
Higher level: FC Put the flashcards for the E so that the students understand how to
words post office, museum, bank, and library in complete the page independently.
random order on the board. Ask students how • Tell them when they need to complete the
to spell the words. Have them come to the front workbook exercises and have them write it in
of the class and write the word on the board their workbook on page 48.
under the corresponding flashcard. Allow them
to bring their student book with them for refer- (If needed) Bonus Activity. Unscramble
ence if necessary. Worksheet: Reading, Speaking, and
Lower level: Ask students to read the spelling of Writing Practice 5-10 min.
each word from their book.
Point to the post office and ask: “How do you • Unscramble WS Put students in pairs.
spell ‘post office’?” Elicit the response: “p-o-s-t- Distribute the unscramble worksheet and ask
(space)-o-f-f-i-c-e.” students to write their name at the top.
Point to the museum and ask: “How do you spell • Explain how to complete the unscramble
‘museum’?” Elicit the response: “m-u-s-e-u-m.” worksheet. Read the question, talk about what
Point to the bank and ask: “How do you spell the answer is, and write the answer.
‘bank’?” Elicit the response: “b-a-n-k.” • After completing a few examples together as a
Point to the library and ask: “How do you spell class, allow the students to finish the worksheet
‘library’?” Elicit the response: “l-i-b-r-a-r-y.” on their own in class.
• Collect the unscramble worksheet for assessment
and correction.
119
Lesson 4 going to the post office.” Picture 3 “I’m
going to read a book.” Picture 4 “I’m going to
the museum.”
Lesson Objectives • After the students have properly identified all
of the pictures, read each sentence aloud
Students will: together as a class. Point to picture 1 and ask
the students if they can read the sentences.
• encounter some of the target vocabulary • Picture 1: “What are you going to do?” “I’m
and grammar while learning about an going to buy a shirt.”
engaging topic • Tell students to read each of the questions and
• practice using visual clues to assist with write the answers, according to the pictures,
writing shown beside it. After they have completed the
• develop reading and writing skills written exercise, ask the students which phrase
• focus on phonics sounds -ule and -ube matches with which sentence. Have the
students raise their hands and volunteer to
answer the question. Picture 1 matches with
Materials buy a shirt.
• Big Show Student Book, Flashcards, and CD the activity is complete.
with A/V equipment (if available) • (Optional) Level Tip:
• Workbook (optional) Higher level: Call on individual students to
Ask and Answer Game: Vocabulary, the class and support them as needed while
they read.
Vocabulary+, and Grammar Structure Lower level: Do choral reading. Read each
Review 5-10 min. sentence aloud and ask students to repeat
• FC Explain to the students that they will play a after you. Point at the words as you read them
game. Keep the flashcards for unit 11 and ask students to do the same.
vocabulary and vocabulary+ separate, but mix
each pile into a random order. Phonics: Listen, repeat, and write. (-ule
• Pick one of the flashcards from the vocabulary and –ube) 10 min.
set randomly. Don’t show the students. Ask the
students a question. For example, if the • SB / CD / FC Ask the students to look at the
flashcard is buy butter, ask the students: “You bottom of the page. Direct their attention to
are going to the shop. What are you going to the pictures in the box. Ask the students if they
do?” Elicit the response: “I’m going to buy recognize any of the pictures. Point at each
butter.” Or if the flashcard is library, ask the one. Elicit the responses: “It’s a mule.” “It’s a
students: “You are going to read a book. Where rule.” “It’s a cube.” and “It’s a tube.”
are you going?” Elicit the response: “I am going • Focus the students’ attention on the red letters
to the library.” of each word. Ask the students: “What sound
• After you have demonstrated how the game is do the letters ‘-ule’ make?” Elicit the
played, call students up to the front of the class- appropriate response: /juːl/ or, if they don’t
room to show the different vocabulary words know the correct sound, tell the students to
on the flashcards. Finish the activity after every repeat after you and say: “-ule makes the
student has had a chance, or after you have sound /juːl/.” Repeat this for letters -ube.
covered all ten of the vocabulary words. • Tell the students to listen and repeat. Play track
71.
Writing: Circle and write. 10 min.
For pictures 1 and 3: “What are you going to
do?” For pictures 2 and 4: “Where are you
going?” Elicit the appropriate responses:
Picture 1 “I’m going to buy a shirt.” Picture 2 “I’m
120
Script Rule: Ask the students “What is it?” Elicit the
Listen, repeat, and write. response: “It’s a rule.”
71 /juː/, /l/, /juːl/ Cube: Ask the students “What is it?” Elicit the
/m/, /juːl/, mule, mule response: “It’s a cube.”
Tube: Ask the students “What is it?” Elicit the
/r/, /uːl/, rule, rule
response: “It’s a tube.”
/juː/, /b/, /juːb/ • Repeat this with the second pile of flashcards
/k/, /juːb/, cube, cube that is in random order.
/t/, /uːb/, tube, tube
The animal is a mule. Read each (Optional) Assign and explain homework.
rule. Here is a cube. This shape is a
tube.
3-5 min.
again: “What sound do the letters ‘-ule’ make?” complete the Circle and write activity in part F.
Elicit the appropriate response: /juːl/. Repeat • Complete one example of part F.
this for letters -ube. Then point at one of the • Tell them to circle the correct word. Tell them
pictures randomly, and ask them if they can when they need to complete the workbook
read the word. For example, point at the picture exercises and have them copy it in their
for the word “cube.” Ask the students to read workbook on the top of page 49.
it. If they cannot, ask them to repeat after you,
and say: “Cube, /c/, /juːb/, cube.”
of the words like “here” as sight words, rather

-ule, -ube -ope, -ote -one, -ose, -ipe,
and –ole. 5-10 min.
letters -ule and -ube in the order they appear
in the SB, and another with the letters -ule, -ube
-ope, -ote -one, -ose, -ipe, and -ole in
random order.
• Use the flashcards for the letters -ule and -ube
flashcard for the word “mule.” Ask the students
“What sound do the letters ‘-ule’ make?” Elicit
the appropriate response: /juːl/. Turn the
the response: “It’s a mule.” Repeat this for the
121
Lesson 5
Lesson Objectives
Students will:

the unit
vocabulary items
Materials
Play track 72.
• FC Show the students the flashcards from unit • After playing the track, do choral reading and ask
11 and ask them which places they’ve visited and the students to repeat after you. Ask the
what activities they’ve done before. Give them students to point at each word as they read it.
a few options to think about: Have you been to Walk around the classroom to ensure the students
the bank? Do you save money? Have you been are doing this.
to a post office? Have you mailed a letter? Elicit • After doing choral reading, read the text one
the appropriate responses, which will vary. (Use more time by doing popcorn reading. (Have
your native language as necessary). students take turns reading one line from the
• Ask students if they recall the days of the week, story. After they read one line, they call on
have them recite them in order if possible. Say another classmate to read the next line.)
them once, and then recite them together as a • Read the lines of the story until each student has
class: Sunday, Monday, Tuesday, Wednesday, had a chance to read and the students have
Thursday, Friday, Saturday. become familiar with the words in the story.
CLIL Reading: Social Studies: Identifying Read and circle: Reading Comprehension
places and activities. 10-15 min. 5 min.
• Explain to the students that they will listen and at the text and think for a moment about what
read the story on the page. Ask students to follow the correct answer is. Ask students to volunteer
122
story for fun about the supermarket.

3-5 min.
Teacher’s Note
_______________________________________
_______________________________________
• Talk with students about the different places
_______________________________________
they’ve been recently and the activities that they
did at those places. _______________________________________
which is their favorite place to go and what
activity they do when they go there. Explain that _______________________________________
it is OK if they think of a place that isn’t from _______________________________________
unit 11 as long as they did one of the activities
that they learned. _______________________________________
etc. _______________________________________
to explain what activity they did, and where, in
English.) _______________________________________
• Ask them to draw a small picture of the activity _______________________________________
or place.
_______________________________________
class and talk about where they would like to go
today, and what they would do there. _______________________________________
123
UNIT
12 What Did You

Do Yesterday?
Lesson 1
Unit Objectives
• Talk about and identify activities
• Use short phrases to answer questions
about different activities
Lesson Objectives

• ask what someone did yesterday

helped my watched planted
mother cartoons flowers
cleaned my practiced
fixed my toy
room the guitar
Core Structure
• Informative phrases as needed (e.g. say the first syllable of the word,
I cleaned my room. or tell them what letter the word starts with, if
• Ask information questions with what needed)
Q: What did you do yesterday?
A: I practiced the guitar.
Listen and number. 5-10 min.
Materials • SB / CD Ask students to open their book to
• Big Show Student Book, Flashcards, CD page 84. Direct their attention to the
with A/V equipment (if available), and vocabulary items on the page. Ask the students
dictation worksheet to get a pencil. Tell them to number the
• Workbook (optional) vocabulary items in their book according to the
• Bonus activity (if needed): crayons / audio for the Listen and number part. Play track
colored pencils 73. After playing track 73, check the answers
together as a class by calling out the number:
Vocabulary Introduction 5 min. corresponding vocabulary words: “cleaned my
• FC Show students the flashcards for the room.”
• Ask students to repeat after you as you say the Script Listen and number.
picture first and then the word on each 73 1. cleaned my room
flashcard. Show each card one by one until you 2. watched cartoons
have shown all of them 3. practiced the guitar
• Show the students the pictures on the flashcards 4. planted flowers
one by one again and ask them to tell you the 5. helped my mother
word for each picture on the flashcards. Help 6. fixed my toy
124
using the target pattern sentence structure.

99, to view the complete song lyrics, especially
if your classroom does not have a TV to view the
music video.
BigShow.

74
Yesterday! x2
What did you do yesterday?
I watched, watched, watched.
I watched cartoons.
• (Optional) Level Tip: Yesterday! x2
Higher level: Ask students to spell each word What did you do yesterday?
after checking the answer. Say: “Number one,” I cleaned, cleaned, cleaned.
and have the students respond: “cleaned my I cleaned my room.
room.” Say: “How do you spell ‘cleaned’?” Yesterday! x2
and have the students respond: “c-l-e-a-n- What did you do yesterday?
e-d.” Continue for each word. I practiced, practiced, practiced.
Lower level: Ask students to repeat the verb I practiced the guitar.
after checking the answer. Say: “Number one,” Yesterday! x2
and have the students respond: “cleaned my What did you do yesterday?
room.” Say: “What did you do? and have the I planted, planted, planted.
students respond: “cleaned.” Continue for I planted flowers.
each phrase. Yesterday! x2
What did you do yesterday?
Language 5 min. I helped, helped, helped.
I helped my mother.
• SB Ask students to focus on the “Language” Yesterday! x2
section of the page. Read the examples in the What did you do yesterday?
book together as a class to highlight the I fixed, fixed, fixed.
grammar structure: “What did you do yesterday?” I fixed my toy.
“I fixed my toy.”
order. Call on students individually to answer: Song II. Sing along. 5-10 min.
“Number one, what did you do yesterday?” “I • SB / CD Tell the students that you will play the
cleaned my room.” “Number two, what did you song again, and this time they should try to sing
do yesterday?” “I watched cartoons.” Continue along.
until you have covered all six vocabulary items
125
• FC Before you play the song again, put the Look and write activity in part B.
flashcards on the board in the front of the class, • Complete one example of each for parts A and
in order from left to right as they appear in the B so that the students understand how to
song lyrics from beginning to end: 1. watched complete the page independently.
cartoons, 2. cleaned my room, 3. practiced the • Tell them when they need to complete the
guitar, 4. planted flowers, 5. helped my mother, workbook exercises and have them write it in
and 6. fixed my toy. their workbook on page 50.
example, point at the flashcard for watched • Dictation WS Use your native language if
cartoons and say: “Yesterday!” “Yesterday!” necessary and ask the students what their
“What did you do yesterday?” “I watched, favorite activity is from today’s lesson. Call on a
watched, watched.” “I watched cartoons.” Follow few students and ask them to say the name of
the rhythm and general tempo of the song. Help the activity they like the most.
them as necessary. Continue with each • Ask the students to draw, color, and write the
flashcard. name of the activity on the back of the dictation
Students will:
(Optional) Assign and explain homework. • FC Use the flashcards to review the vocabulary.
3-5 min.
• WB Tell students to look at the pictures on page Song: Vocabulary and Grammar Structure
50 in the workbook. Explain how to complete Review 5 min.
the Look and cross out activity in part A and the
126
Listening I. Comic Strip 5-10 min. “Number one, what did you do yesterday?”
“Number two, I fixed my toy.”
• SB / CD Ask students to open their books to • Direct the students’ attention back to the comic
page 85. Focus students’ attention on the comic strip in part B. Focus on the blank speech
strip in the Listening section on page 85. Tell bubbles in Frame 2. Ask them how many blanks
students to look at the images in the text and there are. Then explain that the sentences in
give them about one minute to do so. part A need to be added to part B. Explain to
• As students look at the pictures, ask them what the students that they need to complete this
they can see. Encourage different students to section by listening and writing the number.
provide as many words as they can from • (Optional) Level Tip:
vocabulary set 1 (introduced in lesson 1). Higher level: Ask students to write the number
• Next, ask students questions about the plot, and the words in the blank speech bubbles of
setting, characters in the story, and what they the comic strip. In Frame 2, in the top blank,
think is happening: e.g. The children are at they should write 1. What did you do
school. They are painting pictures. The teacher yesterday? In Frame 2, in the bottom blank,
asks them about their paintings. Use your they should write. I fixed my toy.
native language as necessary, and provide Lower level: Ask students to draw a question
support to the students when needed. Ask cue mark next to number 1 in part A and a small
questions, such as “What do the children do?” picture of a toy next to number 2 in part A.
Elicit the appropriate response, “They paint Ask them to write the number and the small
pictures.” Ask “What pictures do you see?” “I see picture into the comic strip. In Frame 2, in the
a bike.” etc. (Responses will vary.) top blank, they should write 1.? In Frame 2, in
• Finally, explain to the students that they will now the bottom blank, they should write 2. and
listen to the story, and that they should read draw a toy.
along and point at the words with their finger • Play track 75 and have students listen and write
while they listen. to complete the comic strip. Review the correct
answers as a class.
Frame 1.
75 • SB Have students take turns reading one line
Teacher: What did you do
from the story. After they read one line, they call
yesterday? on another classmate to read the next line.
Rachel: I helped my mother. • Read the lines of the story until each student has
Teacher: How did you help? had a chance to read and the students have
Rachel: I cleaned my room. become familiar with the words in the story.
Frame 2.
Teacher: What did you do Listening IIII. Role-Play 10-15 min.
yesterday? • FC Explain to students that they will act out the
Jeff: I fixed my toy. story. Use the flashcards to assign character
Teacher: What did you do? roles.
Jeff: I fixed my bike. • Role-play the story.
Frame 3.
Jeff: What did you do yesterday? (Optional) Assign and explain homework.
Anna: I watched cartoons. What
did you do yesterday?
3-5 min.
Jeff: I planted flowers. • WB Tell students to look at the picture on page
Number the pictures in order. Then choose and
write activity. Explain that it is very similar to what
Listening II. Writing 5 min. they did in the student book on page 85.
• SB / CD Have students look at part A on page • Tell them when they need to complete the
85. workbook exercise and have them write it in their
Review the sentences with the students. workbook on page 51.
Number 1: What did you do yesterday? Number
2: I fixed my toy. Ask the students to say
127
Lesson 3
Lesson Objectives
Students will:

the vocabulary

washed my bike hiked up a mountain
played a card game cooked dinner
• What did you do yesterday?

I played a card game.
Materials
• Workbook (optional) needed (e.g. say the first syllable of the word or

lesson. Alternatively, depending on your own 1. Point to washed my bike and ask: “What
and the students’ preference, role-play the story did you do yesterday?” Elicit the response: “I
from the previous lesson to review the washed my bike.”
vocabulary and structure. 2. Point to the hiked up a mountain and ask:
“What did you do yesterday?” Elicit the
Vocabulary+ Introduction 5 min. response: “I hiked up a mountain.”
• FC Show students the flashcards for the • Play track 76, and ask the students to circle the
vocabulary items that are on page 86. words under the correct picture after
• Ask students to repeat after you as you say the each word they hear. Pause the audio after
word on each flashcard. Show students the each word in order to give the students enough
picture first and then the word on each time to circle.
have shown all of them. Script Listen and circle.
• Show the students the pictures on the flashcards 1. washed my bike
76
one by one again and ask them to tell you the 2. hiked up a mountain
word for each picture on the flashcards. Help as 3. played a card game
4. cooked dinner
128
question in the illustration together: “What did
you do yesterday?” Read the response together:
“I cooked dinner.”
answer by pointing at different images in the
activities in the illustration, for example hiked up
a mountain, and ask the students to point at this
image in the illustration in their book. Then ask
them: “What did you do yesterday?” Elicit the
response: “I hiked up a mountain.”
Give them the flashcard for the words cooked
dinner. Tell the student to ask their classmates
the question: “What did you do yesterday?” Elicit
the response: “I cooked dinner.” Repeat this a
few more times with other students and with
images in the illustration on page 86. Have B

• After the students have finished circling all four homework. 3-5 min.
students and ask them how to spell each 52 in the workbook. Explain how to complete
vocabulary word. the Look, read, and match activity in part D
• (Optional) Level Tip: and the Unscramble and write activity in part E.
words washed my bike, hiked up a mountain, E so that the students understand how to com-
played a card game, and cooked dinner in plete the page independently.
random order on the board. Ask students how • Tell them when they need to complete the
to spell the words. Have them come to the workbook exercises and have them write it in
front of the class and write the word on the their workbook on page 52.
board under the corresponding flashcard.
Allow them to bring their student book with (If needed) Bonus Activity. Unscramble
them for reference if necessary.
Lower level: Ask students to read the spelling Worksheet: Reading, Speaking, and
of each word from their book. Writing Practice 5-10 min.
Point to washed my bike and ask: “How do you • Unscramble WS Put students in pairs.
spell ‘washed’?” Elicit the response: “w-a-s-h- Distribute the unscramble worksheet and ask
e-d.” students to write their name at the top.
Point to hiked up a mountain and ask: “How • Explain how to complete the unscramble
do you spell ‘hiked’?” Elicit the response: “h-i- worksheet. Read the question, talk about what
k-e-d.” the answer is, and write the answer.
Point to played a card game and ask: “How • After completing a few examples together as a
do you spell ‘played’?” Elicit the response: “p- class, allow the students to finish the
l-a-y-e-d.” worksheet on their own in class.
Point to cooked dinner and ask: “How do you • Collect the unscramble worksheet for
spell ‘cooked’?” Elicit the response: “c-o-o-k- assessment and correction.
e-d.” 129
Lesson 4 appropriate responses: Picture 1, Monday: “I
cooked dinner.” Picture 2, Tuesday: “I helped
my mother.” Picture 3, Wednesday: “I practiced
Lesson Objectives the guitar.” Picture 4, Thursday: “I fixed my toy.”
Picture 5, Friday: “I hiked up a mountain.”
Students will: • After the students have properly identified
• encounter some of the target vocabulary together as a class. Point to number 1 and ask
and grammar while learning about an the students if they can read the sentences.
engaging topic • Sentences 1: “What did you do on Thursday?”
• practice using visual clues to assist with “I fixed my toy.”
writing • Tell students to read each of the questions and
• develop reading and writing skills write the answers, according to the pictures,
• focus on phonics sounds -ute and -use shown above. After they have completed the
written exercise, ask the students which
picture matches with which sentence. Have
Materials the students raise their hands and volunteer to
answer the question. Sentence 1 matches with
• Big Show Student Book, Flashcards, and CD Picture: Thursday, I fixed my toy.
Mime Game: Vocabulary, Vocabulary+, Higher level: Call on individual students to
and Grammar Structure Review the class and support them as needed while
5-10 min. they read.
• FC Explain to the students that they will play Lower level: Do choral reading. Read each
a game. Mix the flashcards for the vocabulary sentence aloud and ask students to repeat
and vocabulary+ from unit 12 together. after you. Point at the words as you read
• Pick one of the flashcards randomly. Look at it, them and ask students to do the same.
but do not show the students. Explain that you
will act out the activity on the flashcard, but you Writing Tip: Past tense 5 min.
will not speak or write anything on the board. • SB Ask the students to look at the “Tip” cloud
For example, if the flashcard you on the right side of the page. Read the
selected randomly is for the word “washed my contents of the box together.
bike,” act as if you are pointing a hose, and clean cleaned, help helped,
move your arm back and forth as though you cook cooked, play played
are spraying off different parts of the bike. Make • Focus the students’ attention on the letters -ed.
the hissing sound of the water spraying. Ask the Explain to them that adding these letters
students: “What did you do yesterday?” Elicit the changes the verb into the past tense. For
response: “I washed my bike.” (If students example, to say: “I clean” means the action is
require further help to get the right answer, happening in the present, or in the now. With
prompt them by saying: “Yesterday, I washed the addition of -ed, “I cleaned,” means the
______.” action has already happened. It has been
• After you have demonstrated how the game is completed in the past. Ask the students to
played, call students up to the front of the practice writing
classroom to mime the different vocabulary “clean cleaned,” “help helped,” etc.
words on the flashcards. Finish the activity after under the “Tip” box.
every student has had a chance, or after you • Point out to the students that they have already
have covered all ten of the vocabulary words. learned this in the grammar structure for this
unit. For example: “Yesterday, I cleaned my
Writing: Look and write. 10 min. room.”
“What did you do yesterday?” Elicit the
130
Phonics: Listen, repeat, and write. (-ute Phonics Review: Multiple letter sounds
and -use) 10 min. -ute, -use, -ule, -ube -ope, -ote -one,
• SB / CD / FC Ask the students to look at the and –ose. 5-10 min.
bottom of the page. Direct their attention to • SB / FC There are two phonics flashcards per
the pictures in the box. Ask the students if they letter. Divide them into two piles, one with the
recognize any of the pictures or actions letters -ute and -use in the order they appear in
happening in the pictures. Point at each one. the SB, and another with the letters -ute, -use,
Elicit the responses: “She’s cute.” “The TV is on -ule, -ube -ope, -ote -one, and -ose in
mute.” “He uses the knife.” and “It’s fused.” random order.
• Focus the students’ attention on the red letters • Use the flashcards for the letters -ute and -use
of each word. Ask the students: “What sound do in the order they appear in the SB first. Ask the
the letters ‘-ute’ make?” Elicit the appropriate students if they remember what sound each
response: /juːt/ or, if they don’t know the correct letter set makes. Elicit the correct sound for
sound, tell the students to repeat after you and each letter set, and ask students to tell you the
say: “-ute makes the sound /juːt/.” Repeat this word for each picture on the flashcard. Do this
for letters -use. first in order. For example, first show the
• Tell the students to listen and repeat. Play track flashcard for the word “cute.” Ask the students
77. “What sound do the letters ‘-ute’ make?” Elicit
the appropriate response: /juːt/. Turn the
Script Listen, repeat, and write. flashcard around and show the picture to the
students. Say to the students: “What does she
77 /juː/, /t/, /juːt/ look like?” Elicit the response: “She’s cute.”
/k/, /juːt/, cute, cute Repeat this for the rest of the flashcards.
/m/, /juːt/, mute, mute Mute: Ask the students “The TV is on _____?”
/juː/, /z/, /juːz/ Elicit the response: “mute.”
/juː/, /z/, use, use Use: Ask the students “What does he do?” Elicit
/f/, /juːz/, fuse, fuse the response: “He uses the knife.”
Fuse: Ask the students “What do they do?” Elicit
The baby is cute. Put the television the response: “They fuse.”
on mute, please. Let’s use this. • Repeat this with the second pile of flashcards
Watch it fuse. that is in random order.
again: “What sound do the letters ‘-ute’ make?”
Elicit the appropriate response: /juːt/ Repeat this 3-5 min.
for letter -use. Then point at one of the • WB Tell students to look at the pictures on the
pictures randomly and ask them if they can read top of page 53 in the workbook. Explain how to
the word. For example, point at the picture for complete the Circle and write activity in part F.
the word “mute.” Ask the students to read it. If • Tell them to circle the correct word. Tell them
they cannot, ask them to repeat after you and when they need to complete the workbook
say: “Mute, /m/, /juːt/, mute.” exercises and have them copy it in their
• Finally, read the sentences at the bottom of the workbook on the top of page 53.
of the words like “let” as sight words, rather than
phonics words.)
131
Lesson 5
Lesson Objectives
Students will:
home economics text linked to the theme
of the unit
vocabulary items
Materials

• FC Show the students the flashcards from unit
12 and ask them which activities they have done
recently. Give them a few options to think about:
Play track 78.
Have you helped your mother? Have you played
a card game? Elicit the appropriate responses,
which will vary.
students to point at each word as they read it.
• Ask students if they know what yesterday is. (Let
Walk around the classroom to ensure the students
them use native language, as necessary, but
are doing this.
they should be able to say “yesterday” in
English).
reading with an understanding of what a family
is.
CLIL Reading: Home Economics: become familiar with the words in the story.
Identifying activities that happened in
the past. 10-15 min. Read and circle: Reading Comprehension
• SB / CD Tell students to look at part A on page 5 min.
88. Focus students’ attention on the background • SB Tell students to look at activity B on page 89.
picture. Discuss it. • Read question 1 aloud together as a class.
Review the answer choices. Ask students to look
132
Presentation 5 min.
class about what activity they did yesterday,
and who they did it with.

story for fun about a family vacation.

3-5 min.

to give the correct answer. Teacher’s Note
• Complete the activity as a class. _______________________________________
• Talk with students about the different activities _______________________________________
they did yesterday. Talk about the difference _______________________________________
between helpful activities and fun activities.
Make a list of activities in each category. (Some _______________________________________
activities could be considered helpful and fun.) _______________________________________
which activities they did yesterday and who they _______________________________________
did the activities with. Explain that it is OK if they _______________________________________
think of an activity that isn’t from unit 12 in the
_______________________________________
as long as they can explain it in English.
etc.
• (**Note: You may allow students to discuss this _______________________________________
in their native language, but they should be _______________________________________
able to explain what activity they did, and with
whom, in English.) _______________________________________
• Ask them to draw a small picture of the activity. _______________________________________
133
REVIEW
3 Units 9 - 12

page 90.
the word and have students repeat (1. farm, 2.
city, 3. florist, 4. planted flowers, 5. post office, 6.
helped my mother, 7. hospital, 8. barber, 9. buy
butter, 10. mail a letter, 11. museum, 12. hiked up
a mountain).
with.
• Point to picture 1. (farm) and ask students what
it is. Write the word farm on the board. Tell
students to write the word.
words.
words for them.

• SB Tell students to look at the pictures in B on
page 91.
what they can see.
should circle the correct answer choice which
answers.
“Where do you work?” “I work in an office.”
C Think of your hobby. Then tell a friend

about it. 5 min.
91.
• Put students in pairs. Tell students to think about
what they did yesterday. Ask them to tell their
partner about it.
134
• Student A asks B:“Student A, ask your partner
‘What did you do yesterday?’ Student B, answer
the question. Then change.” Student B responds.
activity.

92.
• Point to the picture of the rope and ask students
what it is. Encourage all students in the class to
say the word. Then tell students to trace the lines
from -ope to the picture, to the letter r.
• Tell the students to write the letters -ope after r.
E Play the game.

• SB Direct students’ attention to part E on page
93. Follow the instructions to play the game.
1. Divide the class into teams of three or four
students each.
2. Give each team a die and markers to use on
their gameboard.
3. Tell students they will take turns rolling the die
and moving their marker along the board.
4. Each time a student rolls a die, ask the
student to say what word they’ve landed on.
(Give between 1 to 3 chances to guess the
word or phrase depending on the student’s
level).
5. Next, have the student use the word or phrase
in a sentence.
6. If the student is correct, they may stay on the
square. If not, they must start over at the
beginning.
7. The player who gets to the Finish first is the
winner.
135
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© 2018 Compass Publishing

Project Developer: Jade Lee

This is made with nontoxic materials.

Scope and Sequence 4

Sample Lesson Plan 6

UNIT 1 How’s the Weather Today? 10

UNIT 2 What Does She Look Like? 20

UNIT 3 Who Is Taller? 30

UNIT 4 What Is Your Hobby? 40

UNIT 5 Let’s Go to the Restaurant! 52

UNIT 6 What Do You Want? 62

UNIT 7 What Do You Do After School? 72

UNIT 8 What Are the Days of the Week? 82

UNIT 9 What Do Your Parents Do? 94

UNIT 10 Where Do You Work? 104

UNIT 11 What Are You Going to Do? 114

UNIT 12 What Did You Do Yesterday? 124

• Modal auxiliary: would

• Adjectives (1) • What does he/she look like? • Describing someone or

• Adjectives (2) • Who is taller?

• Information questions • Asking about and giving

• Verb: want • Let’s go to the Italian restaurant.

• Do you want cheesecake or apple pie?

• What do you do on Sunday?

• What does your father do?

• Where do you work?

Review seasons and prepositions

cold, cool, dry, hot, warm, wet

handsome, pretty, short, strong, tall, weak -ave & -ane

older, shorter, stronger, taller, weaker, younger

go camping, go see movies, go skating, listen to music,

Chinese, German, Indian, Italian, Japanese, Mexican

apple pie, cereal, cheesecake, pasta, salad, soup

go jogging, go to the library, paint pictures,

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday

barber, clerk, doctor, farmer, reporter, teacher

airport, farm, hospital, office, school, shop

buy a shirt, buy butter, mail a letter, read a book,

cleaned my room, fixed my toy, helped my mother,

Vocabulary Introduction 5 min. FC

Vocabulary Review 5 min. FC

Vocabulary and Grammar Structure Review 5 min. SB / CD

Vocabulary+ Introduction 5 min. FC

Writing: Look and write. 10 min. SB

Pre-reading Discussion 5 min. FC

Additional Reading 5-10 min.

Assign and explain homework. (Optional) 3-5 min. WB

A Look, write, and read.

B Trace, listen, and count.

C Look and write.

D Read and circle.

E Trace, listen, and number.

F Listen and write. Say and act.

Vocabulary (Key words 1)

Script Listen and sing along.

Song III. Writing 5-10 min. Lesson 2

• be able to recognize and name the

Vocabulary+ (Key words 2)

Phonics Review: Multiple letter sounds