Online Teaching Tips – Unit 1



Unit 1. A New School

Warm-Up

Look at the pictures in the unit with your students. Ask your students about the pictures. Some example questions could be: What is this? Where are they? What is he doing? Do you like to do this? After you do that, ask your students to make predictions about the picture. Some example questions could be: psWhat they will do next? What is he thinking?

Extension Activity - Language Skill Focus

Ask each student a question about their best friend. Write their answers on the board, but make one capitalization mistake per sentence (For example, “ Jee-su’s best friend is su-young.” or “Su-young likes to watch Movies.”) Then, put the students in small groups. Each group must find the mistakes and write the correct sentences down their notebooks. When all the groups are finished, ask students to come up to the board and fix the sentences.

Extension Activity – Writing

In this activity, students will write about one of your (the teacher’s) good friends. However, in order to do this, the students must ask you questions about your friend. As the students ask questions about your friend, write the answers on the board (in note form) in a mind map. When there is enough information on the board, have the students start writing the paragraph. If your students need additional help, work together to make a title, introductory sentence, and concluding sentence. After the students have finished, have them exchange papers and check their partner’s paragraph for capitalization mistakes. If you have extra time, ask students to read their paragraphs out loud to the class.

Answer Key

Activity A

1. Kayla and Justin are twins.

2. They go to a new school.

3. They meet new classmates.

4. They make new friends.

5. Justin sits at his desk.

6. The new school is big.

7. The teacher is friendly.

8. The kids have a great day.

Activity B

1. They are outside.

2. He has a baseball bat.

3. Her friend is Jenny.

4. They are Jimmy and Mike.

5. She has a bracelet.

6. They like their new school.

7. The children live in Mainville.

8. The pitcher is Justin.

Unit 2. Do You Have Your Books?

Warm-Up

Write the verbs from the first passage on the board: be finished, have, carry, go, talk, ask, say. Then say different subjects while pointing at one of the verbs. The students must reply with the correct form of the verb (for example, T: “My sister” S: “has”).

Extension Activity – Language Skill Focus

Crazy Sentences: Have students each think of one animal and one action. Write the animals and the actions on the whiteboard. Students flip a coin—“heads” (the picture side of a coin) means singular and “tails” (the number side of a coin) means plural—and choose an animal and action. Students practice making crazy sentences with matching subjects and verbs (for example, “The zebra reads the book.” “The cats listen to music.”).

Extension Activity – Writing

Have the students read the paragraph in Part C. After reading, have students write five or more sentences to finish the story. Sentences must show correct subject -verb agreement. After the students have finished, have them exchange papers and check their partner’s paragraph for mistakes. If you have extra time, ask students to read their paragraphs out loud to the class.

Answer Key

Activity A

1. School is finished.

2. The students have homework.

3. They have many books.

4. They are going home.

5. Kayla and Justin talk.

6. Kayla asks a question.

Activity B

1. Jenny has rollerblades.

2. The man stops the cars.

3. Kayla walks home.

4. Mike is riding a bicycle.

5. Justin carries his backpack.

6. The students look happy.

Unit 3. Dinosaurs Are Awesome!

Warm-Up

Look at the pictures in the unit with your students. Find people or characters that have different expressions on their faces. Ask your students to imagine what each person/character is feeling (i.e. excited, scared, interested, bored, confused). For example, “Look at the first picture. How does the boy with the orange hair feel right now?” After that, have the students guess what each person/character might be saying (e.g. “Wow,” “Oh no,” “What,” “There are many kinds of dinosaurs” ). Ask the students what kind of punctuation matches which feeling. (i.e. exclamation marks for strong feelings, periods for facts and question marks for confusion or wanting information)

Extension Activity - Language Skill Focus

Put the students into small groups. Each group makes up six sentences--two sentences must have exclamation points, two must have question marks, and two must have periods. (For example, “What is your name?” “I see a monster!” “I have a pen.”). A student from each group reads a sentence out loud, and the students from the other group must say/guess what punctuation mark is at the end. (For example, A: “What is your name?” B: “question mark”) . Students/teams who answer first get one point.

Extension Activity - Writing

In this activity, students will write about one of their favorite dinosaurs. Dictate these questions: “What is the dinosaur’s name?” “What does it eat?” “Where does it live?” “ How tall is it?” “How long is it?” “Why do you like this dinosaur?” After the students have written down the questions in their notebooks, they write the answers to these questions in a mind map. They may do this for homework (using the Internet to research) or in class, using their own knowledge. When there is enough information, have the students start writing the paragraph. If your students need additional help, work together to make a title, introductory sentence, and concluding sentence. After the students have finished, have them exchange papers and check their partner’s paragraph for punctuation mistakes. If you have extra time, ask students to read their paragraphs out loud to the class.

The writing activity should be kept to the simple present. The research paper can be read to the class and/or posted on the walls of the classroom.

Answer Key

Activity A

1. Miss Brown’s class is going on a field trip.

2. What kind of museum is it?

3. It’s a dinosaur museum!

4. The students learn about them at school.

Activity B

1. Wow, that dinosaur is very tall!

2. Which dinosaur has big teeth?

3. A tree is behind the orange dinosaur.

4. I really love this museum!

Unit 4. I Love Stickers!

Warm-Up

Look at the pictures in the unit with your students. Ask your students about the pictures. Some example questions could be: What is this? Where are they? What is he doing? What are they doing? Do you like to do this? Also, ask your students to make predictions or guesses about the picture. Some example questions could be: ps_______________________________________________________________________________________What they will do next? What is he thinking?

Extension Activity - Language Skill Focus

The Mime Game: Put students in small groups. Each group must make six “-ing” action sentences. When all the groups are finished, one student from each group will “act” a sentence, without speaking. Students from the other groups must guess what the sentence is. The first student to guess the answer correctly gets a point. Students take turns acting and guessing the answers.

For example, student A acts out making cookies:

Student B: You are cooking.

Student A: Yes, that’s right.

Student C: You are cooking noodles.

Student A: No, that’s wrong.

Student D: I know. You are making cookies.

Student A: That’s right. Good job!

Extension Activity - Writing

Bring a picture to class or choose a picture from the textbook. Have students write between six and ten “-ing” sentences about the picture. After the students have finished, have them exchange papers and check their partner’s sentences for mistakes.

Answer Key

Activity A

1. It is Monday.

2. Jenny collects stickers.

3. Jenny is buying stickers.

4. Kayla is frowning.

5. It is time for school.

6. They are late.

Activity B

1. Jenny is holding a sticker.

2. The teacher is standing.

3. A map is hanging on the wall.

4. One student is pointing at them.

5. They are late.

6. Mike is sitting down.

Unit 5. He Has It

Warm-Up

Look at the first picture of the unit with your students. Say sentences about the picture that your students must finish using pronouns (for example, T: “The teacher is talking to ______?” S: “her students”). After a few sentences, have students make their own (for example, T: “Tell me a sentence about this boy.” S: “His shirt is yellow.”) . For extra practice, students can also say sentences about their class/classmates.

Extension Activity - Language Skill Focus

Bring in pictures of objects, actors, sports stars, pop bands, and other famous people. Hold them up and have the students answer quickly with pronouns:

e.g. Teacher holds up a picture of a male soccer player, the students will shout out ‘He’.

Teacher holds up a picture of a singer and a picture of an actor, the students will shout out ‘they’.

Teacher holds up a picture of a dog, the students will shout out ‘it’.

Extension Activity – Writing

Crazy Stories: Tell students to make a list from 1-7. Then for each number, tell them to write down the following:

1. your name

2. name(s) of a person you know or a famous person

3. a place

4. an action

5. an adjective

6. a person

7. an action

After they have finished their lists, have them exchange their list with a partner. Now write the following on the board:

_______ meets ________. _________ go to _______ and _____________. is/are __________. Later, _________ come(s) and ________ ____________.

Partners must complete the paragraph with their partner’s information, including correct pronouns. For example, Jee-su meets Brad Pitt. They go to her home and do homework. It is exciting. Later, his friend comes and they eat breakfast. Students should then read their paragraphs to their partners. If you have extra time, ask students to read their paragraphs out loud to the class.

Answer Key

Activity A

1. She is Miss Brown.

2. It is the test.

3. They are the students.

4. It is the test.

Activity B

1. Jimmy is holding their test.

2. Justin and Kayla shake their heads.

3. They are angry with Jimmy.

4. Kayla says, “Give it to me.”

5. Jimmy says, “I am very sorry.”

6. Justin says his stomach hurts.

Unit 6. He Is Late

Warm-Up

Look at the pictures in the book with your students. Start sentences about things in the picture, which your students must finish using adjectives (for example, T: “The boy’s shirt is ______?” S: “blue” OR T: “The boy is ______?” S: “hungry”). After a few sentences, have students make their own (for example, T: “Tell me a sentence about this boy’s shirt.” S: “His shirt is blue.”) . For extra practice, students can also say sentences about their class/classmates.

Extension Activity - Language Skill Focus

The Speed Game: Bring in some objects or use items found in the classroom. Put students in small groups. Hold up one item and say “Go!” Students in each group have 1 minute to write as many adjectives as they can about that object. The group of students with the most adjectives gets one point. For the last object, write all the adjectives on the board and go over together as a class.

Extension Activity – Writing

Write the following on the board:

I am a *(boy/girl) named ______. I go to *(elementary/middle/high) school. I wear a *uniform to school. I eat *breakfast every day before school. At school, I study *subjects. I have *friends at school. We talk about *things every day.

Have the students write this in their notebook, with their own information. For example, I am a girl named Ji-song. I go to elementary school. I wear a uniform to school… Students now pass their paragraph to a partner. The partner must rewrite their paragraph, putting in adjectives in the marked places. Students write their own ideas for the adjectives for fun or ask their partners for the real answers. Answers may look like this: I am a pretty girl named Ji-song. I go to a small elementary school. I wear a red and blue uniform to school. I eat a delicious breakfast every day before school. At school, I study boring subjects. I have many friends at school. We talk about funny things every day.

Students should then read their paragraphs to their partners.

Answer Key

Activity A

1. Justin is hungry.

2. He is eating a big breakfast.

3. Kayla frowns at her twin brother.

4. She has finished eating.

5. She points at her new watch.

6. She tells Justin to hurry.

Activity B

1. The teacher holds a red book.

2. There is a red cup on the teacher’s desk.

3. Jenny wears a pink shirt.

4. Justin carries a yellow book.

5. Kayla wears pink pants.

6. The desk next to Mike is empty.

Unit 7. A New Game

Warm-Up

Write this down on the board: N O S A S C

Look at the first picture of the unit with your students. Ask one student to say a number related to the picture (i.e. five shirts). Write that number next to the N. Now, ask another student to give their opinion about these five shirts (i.e. nice). Write that next to the O. Continue this with S(ize), A(ge), S(hape) and C(olor) (if possible). At the end, write a descriptive sentence about the object using the correct order, e.g. There are five, nice, big, old, shirts.

A good way to remember the order is: Never Offer Soup And Salad to Cats; where N(ever) is number, O(ffer)is opinion, S(oup) is size, A(nd) is age, S(alad) is shape, and C(ats) is color.

Extension Activity - Language Skill Focus

Have students form a circle. Say a noun (e.g. dog )and go around the circle having each student add adjectives. As each student adds an adjective, they must repeat all of the adjectives and the noun that came before them (For example, T: “Dog” S1: –”Small dog”S2: ”Small, round, dog” S3: ”Small, round, white, dog”). Make sure that the adjectives follow the correct order.

Extension Activity - Writing

Bring in pictures or photos of something or someone that students like. Put the students in small groups and give one picture to each group. When you say ”Go,” each group has one minute (or longer, according to the teacher’s judgment) to write down as many adjectives as they can about that picture. Then have groups exchange lists and pictures. Each group now must make one long sentence describing the picture using the adjectives on the list in correct order.

Answer Key

Activity A

1. The children play a fun card game.

2. The cards are red, green, and yellow.

3. Kayla and Mike are bad.

4. Miss Brown is disappointed.

5. She puts the cards in her top drawer.

6. Kayla and Mike are very sorry.

Activity B

1. Justin wears a nice, short-sleeved, yellow shirt.

2. Jenny has long, curly, black hair.

3. The students are playing a long, difficult card game.

4. Not all the students are happy and glad.

Unit 8. They Are Very Glad

Warm-Up

Look at the first picture of the unit with your students. First, ask questions about the activities each person is doing (for example, T: “What is the first boy doing?” S: “He is washing the car.”). After that, ask questions about how/in what way the person is doing the activity. You may need to give options at first so the students get the right idea (for example, T: “How is he washing the car? Is he washing it well or badly?”). You may also do some actions yourself that students must guess (e.g. walk) and then change the method of your action so that they must also guess the different adverbs (e.g. walk quickly, walk slowly, walk happily etc).

Extension Activity – Language Skill Focus

The Mime Game 2: Put students into medium-sized groups. Give a group of cards face-down to each group. Each of the cards contains a different verb-adverb phrase (e.g. run quickly). One student in each group takes a card and looks at the phrase (without showing their group members). Then the student must “act” the phrase. The first student to guess the phrase correctly gets one point, and now must do the “acting.”

Extension Activity – Writing

Make a list of fifteen verbs on the board. Then make a list of fifteen adjectives on the board. Have the class practice adding “–ly” to the adjectives where appropriate (remember that hard is used as an adverb) to make adverbs. Have students write an imaginary story that uses at least five of the nouns and five of the verbs listed on the board.

Answer Key

Activity A

1. Mark is working hard.

2. Kayla is holding her nose tightly.

3. The trash is very stinky.

4. The dogs are running quickly.

5. They are also barking loudly.

6. He is slowly mowing the lawn.

Activity B

1. Jenny is drinking slowly.

2. Justin is sweating heavily.

3. Justin smells very bad.

4. Justin drank quickly.

5. Kayla is smiling happily.

6. Jenny isn’t smiling brightly.

Unit 9. Their Sleepover

Warm-Up

Write a few students’ names on the board. Take one item from each student and write that on the board next to their name. Hold up an item and ask the class whose it is. Have the students use the possessive correctly when answering.

(for example, T: “Whose bag is this?”

S: “Su-jin’s”

T: “Whose bag?”

S: “Su-jin’s bag”).

Extension Activity – Language Skill Focus

Put the students into pairs or small groups. Give cards that have pictures of different objects and things to each group (e.g. different pictures of cars, houses, and other identifiable things). One student in the group will pick a picture and ask whose it is. Their partner must answer in a complete sentence, using the possessive (for example, S1: “Whose treasure is this?” S2: “This is my father’s treasure.”). If they use the possessive correctly, they get to keep the picture and that is considered one point.

Activity 2: Divide class into teams or groups. Call out a noun (person, place, or thing) and have the teams call out “before” if they think the apostrophe comes before the “s,” or “after” if they think the apostrophe comes after the “s.” After the class has done this for a while, change the goal. Now call out “before” and the first group that can think of a word that has apostrophe + “s” gets a point. Call out “after” and the first group that can think of a word that has “s” + apostrophe gets a point.

Extension Activity - Writing

Write these questions on the board: What is your ______’s name? What is his/her hobby or favorite thing? Why does he/she like this? How many ______ does he/she have? Have students interview each other about either their brother, sister, or a good friend. As students ask the questions, they must make notes of the answers in their notebooks. After the interview, the students must write a paragraph about their partner’s sibling or friend. If there is extra time, students could read their paragraphs out loud to the class.

Answer Key

Activity A

1. They are having their lunch break.

2. Mike is trying to look at Jenny’s cards.

3. Kayla is smiling at her friend.

4. A sandwich is sitting on the boys’ table.

5. Justin is holding Mike’s lunch bag.

6. His stomach feels empty.

Activity B

1. Justin is looking at Kayla’s sandwich.

2. Mike is sitting on Jenny’s bike.

3. The children’s day is going well.

4. Jenny’s bike is red.

Unit 10. Volcanoes Can Erupt!

Warm-Up

Write a list of different activities on the board (e.g. swim, ride a bike, do taekwondo, play baseball, ride a horse, drive a car). Ask students in the class if they can do these things (for example, T: “Chul-su, can you drive a car?” “S1: “No, I can’t.”). Afterwards, put the students in pairs and they can ask and answer the same questions.

Can and can’t are not too difficult to distinguish when they are written, but sometimes they can be hard to hear when spoken. Remind the students to listen to the /a/ sound. In can, the /a/ is often very soft – can often sounds like /cn/. In the word can’t, the /a/ is often easier to hear and pronounced more clearly.

Extension Activity – Language Skill Focus

True / False: Have students work in pairs. Each student secretly makes a list of five things they can do and five things they can’t do. Then the students read their lists to their partners, who try and guess if the sentences are true or false. For example, Student A, “I can play piano.” Student B, “Yes, you can play the piano.” Student A, “Yes I can / No I can’t play the piano.” See which students can guess the most true statements about their partners.

Extension Activity – Writing

Write these questions on the board: What can you do well? How did you learn this? What is something you can’t do but want to learn? How will you learn this? Have students interview each other. As students ask the questions, they must make notes of the answers in their notebooks. After the interview, the students must write a paragraph about their partner. If there is extra time, students could read their paragraphs out loud to the class.

Answer Key

Activity A

1. The students are watching a movie.

2. It is a movie about volcanoes.

3. Suddenly, there is an explosion.

4. Lava is coming from the volcano.

5. It can travel very fast.

6. The students enjoy the movie.

Activity B

1. Justin can see the volcano.

2. But he can’t go near it.

3. Volcanoes can erupt.

4. The lava can move quickly.

5. Animals can’t stay in the forest.

6. Lava can hurt animals.

Unit 11. Grandfather’s Birthday

Warm-Up

Look at the first picture of the unit with your students. Tell them that this event happened yesterday. Ask them questions and have them answer in the past tense (for example, T: “What did they eat?”

S: “They ate cake.”).

Extension Activity – Language Skill Focus

Time Machine: First, brainstorm various verbs with the students and write them on the whiteboard. Next, ask students to imagine they have a time machine and can go back to any time in the past. Students then work together in pairs and discuss where they would like to go and why. Students imagine going back in time and discuss where they went, what they did there (saw, ate etc). After talking with their partners, invite a few pairs to tell the rest of the class about their “time travel trip.” Remind the students to use verbs from the whiteboard, and to use the simple past tense.

Extension Activity - Writing

Students work with partners or in small groups. Students interview their partners about how their life was last year. What did they do? What did they study? Did they go on any trips or vacations? After students interview their partners, they will use that information to write about what their partners did last year.

Answer Key

Activity A

1. The twins had a birthday party yesterday.

2. Their friends came.

3. They brought birthday presents.

4. Everybody wore party hats.

5. They also played games.

6. The party was very fun.

Activity B

1. The party was yesterday.

2. Their friends came to it.

3. Justin ate a lot of cake.

4. Everyone had fun.

5. The twins opened gifts.

6. Justin waved goodbye.

Unit 12. Where Are They?

Warm-Up

Look at the first picture in the unit with your students. Ask location questions about items in the picture to elicit prepositions (for example, T: “Where is the lunch bag? Is it on the table or under the table?” “S: On the table.”). Continue with objects in the classroom (for example, T: “Where is Jeesun’s bag?” “S1: Behind her chair.”).

Extension Activity - Language Skill Focus

I Spy: Put the students in pairs or small groups. One student picks something in the room but does not tell their group. Instead, the student must give a hint as to its color (for example, S1: “I spy with my little eye. I see something blue.).The other students have to guess what that item is by using prepositions of location. Students may ask things like “Is it on the desk?” or “Is it above the white board?” Once another student guesses correctly, it is that student’s turn to pick something in the room.

Extension Activity – Writing

Bring in pictures of different rooms in houses (from magazines, for example) or have students bring in their own pictures. Give a picture to each student. Students must write a paragraph describing their picture, using prepositions of location. If there is extra time, students can read their paragraphs out loud to the class.

Answer Key

Activity A

1. Kayla is in the cafeteria.

2. Her backpack is under her chair.

3. Her lunch is on the table.

4. A juice box is in front of her lunch tray.

5. An empty chair is next to her.

6. Students are in the hallway behind her.

Activity B

1. The clock is on the wall.

2. Justin is sitting next to Jimmy.

3. The children are sitting in chairs.

4. They are in the classroom.

5. Miss Brown stands in front of the board.

6. There are numbers on the board.

Unit 13. He Was Busy

Warm-Up

Ask your students questions about when routine events happen in their lives. Be sure to correct their answers to include the right prepositions. This activity may go like this:

T: “What day is our English class?”

S: “Monday.”

T: “On Monday. “

“S: “On Monday.”

T: “What time does our class finish?”

S: “2:00 pm.”

T: “At 2:00 pm.”

S: “At 2:00 pm.”

Extension Activity – Language Skill Focus

Write the following prepositions on the board: at, in, on, during, after, for, from...to. Put the students in pairs or small groups. Students must ask each other and answer questions using a different preposition for each question (for example, S1: “What do you do at 3 p.m.?” S2: “I study math at 3 p.m. Who will you see in ten minutes?” S1: “I will see you in ten minutes. Where do you go on the weekend?” etc).”

Extension Activity – Writing

Have students plan a class party and prepare invitations for the party. Have students think about the following – What is the party for? Where is it going to be held? When will the party be? What will happen at the party? Students must make invitations using the following prepositions: at, in, on, during, after, for, and from…to. Students can read their invitations to the class.

Answer Key

Activity A

1. Jenny went to the library.

2. She studied for a science test.

3. Mike played basketball at the park.

4. His team won two games.

5. Justin did his chores on Saturday morning.

6. He vacuumed and took out the trash.

Activity B

1. Jenny and Kayla eat cookies during the basketball game.

2. Mike and Justin play basketball for two hours.

3. They play from one o’clock to three o’clock.

4. All the kids like to spend time outside in summer.

Unit 14. Our Family

Warm-Up

On the whiteboard, write the following adjectives: tall, short, big, small. Look at the first picture of the unit with your students. Ask questions such as ”Who is big?” “Who is small?” Point to the pictures again. Now, ask comparative and superlative questions (for example, “Who is taller than Kayla?” “Who is the tallest?”).Later, students can ask each other about people in class (for example, S1: “Who is taller than Jee-Su?” S2: “I am taller than Jee-Su!”).

Extension Activity – Language Skill Focus

Making Connections: Ask your students to think of different things. They can be anything – animals, plants, technology, etc—and write the words on the board. Choose three different things (e.g. cat, train, vacuum cleaner). Ask the students as a class to make comparative and superlative sentences about (for example, A train is the fastest. A cat is cuter than a vacuum cleaner. The vacuum is the most useful for cleaning.). Now put the students into pairs to practice it for themselves.

Extension Activity - Writing

My Superhero : Have students think of a new superhero with five special powers. Students must write sentences with comparatives and superlatives to describe their new hero (for example, “My superhero is faster than a train.” “My superhero is the strongest woman in the world.”). Have a few students introduce their hero to the class. If there is time, students may draw a picture of their hero to show the class when they talk

Answer Key

Activity A

1. Kayla and Justin’s father is the oldest.

2. Their baby sister is the youngest.

3. Justin is taller than Kayla.

4. Their dog is bigger than their cat.

Activity B

1. The black dog is bigger than the white dog.

2. The brown dog is the biggest of the three dogs.

3. The purple house is nicer than the yellow house.

4. Mike is the best dog owner in the whole neighborhood.

Unit 15. Funny Animals

Warm-Up

Ask your students what they do before class. Write their answers on the board (e.g. wake up, eat breakfast, take a shower, catch the bus, drink milk, talk to friends). Next, draw a long line on the whiteboard. Ask the students which activity should go first. Together, make a timeline of the activities from first to last. Above each activity, add a transition: first, then, next, finally.

(for example, first next … finally ).

wake up eat breakfast … take the bus

Extension Activity - Language Skill Focus

Story Chain: Give each student a sheet of paper. Dictate sentence starters, one by one. The students write their own ending to each sentence. After each sentence, the students fold the paper over to cover the sentence and pass it to another student. 1. “Every day, Jane goes to ______. “ Students complete the sentence with the name of a place. Students fold the paper and pass it to another student who does not read the first sentence on the paper.

2. Dictate, “First, she ….” (activity) Students complete the sentence with an activity. Students fold the paper and pass it to another student who does not read the previous sentences.

3. “Second, she meets …” (person’s name) Students add a person’s name. Continue as above.

4. “Next, Jane buys…” (kind of vegetable). Students add a kind of vegetable. Continue as above.

5. “Then, she buys…” (kind of animal). Students add a kind of animal. Continue as above.

6. “Finally, she makes…” (kind of food). Students add a kind of food. Continue as above.

7. “It is…” (adjective). Students add an adjective. Now, the students unroll the paper they have and read the story. Have some students to read their story to the class.

Extension Activity – Writing

How To: Students will write instructions describing how to do something. Give each student a card with a different process written on it (i.e. how to make ramyun, how to peel an orange. Students must write instructions on how to do this using at least five transition words. The instructions must not directly mention what kind process it is (for example, “First, put some water in a pot. Next, put the pot on the stove. After that, …... Then, ……. Finally, …..” ).After the students have finished their instructions, put them in small groups. Students take turns reading their instructions while the other members of the group guess what the process is.

Answer Key

Activity A

1. The children are at the zoo.

2. First, they want to see the gorillas.

3. Jenny wants to visit the fish.

4. Kayla wants to see the beavers.

5. Then they can eat lunch.

6. Finally, they will go back to school.

Activity B

1. The children go to the zoo.

2. First, they see a gorilla eating bamboo.

3. Next, they look at some tropical fish.

4. After the fish, they see a beaver.

5. But the beaver does not see the children.

6. Finally, the children take the bus back to school.

Unit 16. Mike’s Future

Warm-Up

Look at the first picture of the unit with your students. Ask the students questions about it. Questions could include: “Where is she?“ “What is she wearing?“ “What is she thinking about?“ “Why is she thinking about that?“ “Is she a businesswoman now?“ Try to elicit the idea that she is thinking about the future. Next, hold up a picture of a lot of money or expensive items like a luxury car. Tell the students, “I hope to be rich. I hope to buy a Ferrari.” Ask the students: “What do I hope? Is it possible right now?” Try to elicit the idea that it is something you want, but not possible right now. Next, say “I’m going to study English tonight.” Ask ,”What am I going to do? Is it possible tonight?” Try to have the students understand the difference between hope to and going to. Ask a few students what they hope to do and what they are going to do.

Extension Activity - Language Skill Focus

Write these prompts on the board: this evening, tomorrow, next month, next year, in five years. Students ask each other and answer questions about their future, using the correct verbs (for example, What are you going to do this evening? What are you going to study tomorrow? What grade do you hope to get next month? Where are you going to live in 2050? What do you hope to study in five years? ).

Extension Activity - Writing

Students write a letter about their future. Students imagine what they will be doing in twenty years. Have them think about where they will live, what their job will be, what their family will be like. Students should use both “hope to” / “want to” and “be going to” in their writing.

Answer Key

Activity A

1. Jenny hopes to be a businesswoman someday.

2. She hopes to work for a big company.

3. Her teachers tell her she will need to work hard.

4. She hopes her hard work will pay off.

Activity B

1. Kayla hopes to be a teacher someday.

2. Justin is going to learn how to cook at school.

3. Justin hopes to be a chef someday.

4. Jenny is going to take many classes to be a businesswoman.

5. Mike hopes to be a baseball player.

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