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Unit 1
Nouns and Pronouns

Lesson 1
Alphabet and Numbers
This unit one discusses some basic rules of the

English language. These rules will be referred to
throughout the book, and students may want to
use this unit in the future for personal review.
This lesson discusses the English alphabet and
numbers. Students will learn English capital and
lowercase letters as well as English consonants
and vowels.
1. Look and Learn

A Capital Letters and Small Letters
Have students look at the chart on page 6.
Remind students that each letter can be written in two

different ways.
Read through the chart together asking students if they

can tell you the names of the items in the pictures.
Write both the capital and lowercase form of a letter on

the board and ask students to give you the name of
something that starts with that letter. Allow students
plenty of time to respond and accept any response
starting with that letter.
Warm Up
Greet your students.
Tell them your name and something you like.
T: My name is Miss Jones, and I like blue.

Have individual students recall the information about
the person before them and introduce themselves with
something they like. Allow them to help one another.
B Consonants and Vowels

Tell students that there are five special letters in the

alphabet. Tell them that at least one of these letters will
be in almost every word that they can think of and that
these letters are called vowels.
S2: Youre Miss Jones (pointing to the teacher), and
Write the vowels on the board.
you like blue. Youre Tommy (pointing to Tommy),
Ask students one by one to call out a word they know.

Write this word on the board and circle the vowels.
Allow each student a chance to provide a word.
S1: Youre Miss Jones (pointing to the teacher), and

you like blue. Im Tommy, and I like peanut butter.
and you like peanut butter. Im Lily, and I like

dogs.
Continue until each student has a chance to introduce
themselves, then try to recite the list as a group.
C Numbers
Ask students how high they can count.
Have students play a counting game.
Tell students, Lets pretend were going on a picnic.

What should we bring? Have each student add
something for the trip using the next number in
sequence.
T: (Ill bring) one blanket
2. Look and Practice

A Count and circle.

Ask students to turn to page 8.
Have students look at the picture for this exercise and

talk about what you see.
Read the questions together and allow the students

time to count the items in the picture.
When all students are done counting, ask them as a

group to tell you the answers to how many items they
saw in the picture.
Count the items together after the students have given

their answers.
S1: (Ill bring) one blanket, and two sandwiches.

S2: (Ill bring) one blanket, two sandwiches, and three
apples.
See how high your students can count without
forgetting parts of the list.
Help students make the plural forms of the words for

now.
Use the following exercises to solidify the lesson while

having fun with the students.
B Color the vowels.
Wrap Up
Have students look at the pictures and read the words.
Have students form a circle.
Instead of circling the letters, have students color the

boxes that contain vowels.
Ask the first student in the rotation if they can say a

word that begins with the letter A.
Write the words on the board. Ask students to circle the

vowels on the board.
The following students should provide words following

in alphabetical sequence.
S1: ant
C Look and match.

S2: blue
Have students match the capital and small letter by

drawing a line between the correct pair.
Check your answers together.
D Circle the vowels.

Read each of the words together with your students.
Give students some time to identify and circle the

vowels in each word.
Write each word on the board. Ask students to circle the

vowels on the board.
S3: cat
Pay attention to the words students use to make sure
they keep alphabetical order.
Homework
Workbook 1: pages 6-8
E Circle the consonants.

Read each of the words together with your students.
Give students some time to identify and circle the

consonants in each word.
Write each word on the board. Ask students to circle the

consonants on the board.
Answer Key : Workbook 1 | Unit 1
Lesson 1
f
k
10
six
two
seven
three
eight
four
nine
five
ten
Unit 1
Nouns and Pronouns

Lesson 2
a/an + Noun
This lesson discusses the indefinite articles,

a and an, and their uses with common nouns.
Students will practice using the articles correctly
with singular nouns.
Warm Up
Students take turns providing a word that begins with

the sequential letters of the alphabet. They should try to
remember all the words that other students have said.
S1: ant
S2: ant, bus
S3: ant, bus, cat

See how far through the alphabet your students can go
without forgetting a word.
1. Link and Review

Use the provided cumulative quiz as a review to assess

students understanding.
Have students open their books to page 10.
Read the directions and have students do the example

problem together.
Set a time limit and let students finish the quiz on their
own.
Pair up students. Have them change their books with

their partners and check the answers together.
The chart at the bottom of the page shows which lesson

each of the questions has been taken from. Use the
chart to quickly determine which lessons would benefit
the students in review. Take the time to readdress this
material to assure students understanding.
Kk
Gg
Nn
Ii
Uu
Ss
11
2. Look and Learn

3. Look and Say
Ask your students if they remember the difference

between vowels and consonants. Briefly review this
with them.
Have students open their books to page 11 and look at

the chart for this activity.
Explain that articles are used to tell how many of

something is being discussed. When we only have one
of something, we need to use the article, a or an.
Tell the students that the article, a is used for nouns

that begin with a consonant, while an is used for
nouns that begin with a vowel.
Read through the chart with the students.
Answer any questions they may have.
king
A Nouns
Have students look at the pictures for this activity.
Explain that nouns are the names of people, places and

things.
Read the words with the students.

Extension Ask students if they can think of any other
words that might be nouns.
lake
zebra
school
pen
boy
park
dog
queen
apple
an egg
beach
12
octopus
cap
a cat
an apple
a boy
an umbrella
a pen
an igloo
a fish
an octopus
B a / an
Ask students to look at the pictures for this activity. Ask

them if they recognize the pictures they see.
Remind students that the article a is used for nouns
that begin with a consonant, while an is used for
nouns that begin with a vowel.
B Circle the correct word.

Ask the students if they remember when to use the

article a and when to use an.
If needed, briefly remind them of when each is used.
Give students time to complete the activity.
Ask individual students to read their answers one at a

time. Gently correct mistakes and remind them of their
lesson on consonants and vowels.
Read the words together.
Extension Put students into two groups. Have group 1

say a noun and group 2 add an appropriate article in
front of the noun as they repeat it. Have them take turns.
G1: house
G2: a house / elephant
G1: an elephant
C Choose and write.

Direct the students attention to the box of nouns at the

bottom of this activity.
Ask students to write the words that would require the

article a under the correct column. Have them write
the words that would require an on the corresponding
column.
Write the columns on the board. Give individual

students a word and have them write it under the
correct heading on the board. Repeat until all ten nouns
are correctly written.


A Match and write.

Remind them that nouns can be people, animals, places,

and things.
Have students match the pictures with the correct

category. Tell them to use the word boxes at the bottom
of the activity to help them.
Ask students to write the word for each picture in the

space provided.
Check student work by writing the four category titles on

the board. Ask students which nouns go under each
title.
Wrap Up
Have students point to different items around the room.

Ask them if they know the names for the items.
Ask them which article, a or an, would be needed

for that item.
Repeat so that each student has a chance to participate.
Homework
Workbook 1: pages 9~11
13
Lesson 2
an
a
an
an
an
an umbrella
an apple
a hat
an egg
a cat
a pen
an igloo
14
an octopus
a girl
Unit 1
Nouns and Pronouns

Lesson 3
Noun + ~s/~es
This lesson discusses how to pluralize some of

the nouns. Students will learn to determine
correct plural suffixes, s and es for different
nouns.
1. Link and Review



problem together.
own.


Warm Up
Write several of the nouns from the last lesson on the

board; for example, fish, hat, apple, pen, egg, igloo,
king, octopus, zebra, and umbrella. Be sure to leave
space in front of each word.
Provide at least one word for each student.
Read the words with the students.
Ask individual students to write the correct article, a

or an, in front of each word.
an
an
an
15
2. Look and Learn
3. Look and Say

Ask students to look at the pictures and read the words.

This can be done individually or as a group.
Explain that to make a noun plural, one must add an

ending to the word. Usually we add an s, but
sometimes we use the es ending.
Have students cover the words and say the lines aloud
while looking only at the pictures.
Explain that when the noun ends in s, ch, sh, or

x, we need to use the es ending.
Have students read the chart aloud.
eggs
kings
girls
watches
lions
boxes
cats
dishes
eggs
foxes
four
16
boxes
dishes
pandas
igloos
boxes
apples
rings
watches
buses
two
watches
three
igloos
two
dishes
twelve
eggs


Wrap Up
Have students play a counting game.
Tell students, Lets pretend were at the zoo. What do

we see? Have each student add animals using the next
number in sequence.
A Circle the pictures and write the words.
T: I see one elephant
S1: I see one elephant, and two dogs.
Discuss the example of two buses together.
S2: I see one elephant, two dogs, and three
Ask students to find and circle the same pictures and

count them.
Have them write the plural form of the word in the

correct column, next to the correct number.
Ask students to share their answers and count together.
monkeys.
See how high your students can count without
forgetting parts of the list.
If students dont know the names of the animals they
want to say, have them act like the animal. Have all the
students try to guess. Help them to use the correct
word.
B Write the correct word.

Remind your students that some words require an s

and others an es to make them plural.
Have students write the correct plural form of the words

in the blanks provided.
Read through the answers together and correct any

mistakes.
Homework
C Look and write.

Ask students to look at the pictures on page 17.
Point to the first picture of books and count them aloud

with your students.
Explain to students that they need to write both the

number and the plural form of the noun.
Have students count the items in the other pictures and

write the number and plural form of the noun.
Read your answers together.
17
Lesson 3
cats
three igloos
five dishes
six lions
four foxes
four
18
eggs
three lions
two
beds
three foxes
two
five
hats
four dishes
buses
a panda
an octopus
a dish
an igloo
a book
an umbrella
a hat
an apple
watches
apples
dogs
pandas
boxes
kings
buses
foxes
tigers
dishes
queens
boxes
hats
foxes
Unit 1
Nouns and Pronouns

Lesson 4
Pronouns
This lesson discusses subject pronouns.

Pronouns are short words that take the place of
nouns. Students will learn that personal pronouns
must correspond to the correct gender and the
number of nouns they indicate.
Warm Up
Have students take out items from their backpacks and

pencil cases. Have them look at all the items on the
table.
Hold up one of the items and begin a dialogue.
T: What is this?
1. Link and Review



problem together.
own.


Ss: (Its) an eraser.

T: How many are on the table?
Ss: (There are) seven erasers.

Repeat with other items on the table and items around
the room.
boys
an
watches
dogs
boxes
buses
an
19
2. Look and Learn
3. Look and Say
Read with students and explain that pronouns are short

words that take the place of nouns.
Look at the pictures for this activity and talk about what
you see.
Give students an example using a student in the room.
Explain that different pronouns are used at different

times. Use the pictures to explain further.
Have students cover the sentences and say the lines

together using only the pictures.
T: I could say, S1 is sitting at the table, but I could

also say, She is sitting at the table.
Have students turn to page 19. Read through the chart
together as they point to an appropriate person or
people.
He
She
I
she
We
They
It
He
It
she
They
She
It
He
He
They
He
ten
ants
five
cats
one
lion
two
boxes
one
umbrella
They
They
You
It
20
two
buses
one
igloo
six
watches
one
zebra


Homework
A Write the correct pronoun under the

picture.
Have students look at the pictures for this activity on

page 20.
Using the pictures and the pronouns provided, have

students write the correct pronoun under each picture.
Read through the activity together and check for

understanding.
B Match and write.

For this activity, have students match the different

columns and write the pronoun in the blank provided.
Have students read their sentences one at a time. This

can be done individually or as a group.
Check for understanding.
C Lets have fun!

Ask students to turn to page 22 and look at the picture.
Use this activity to wrap up Unit 1 as well as this lesson.
Many individual pictures are hidden within the larger

picture.
Together with students, find the pictures that are given

as examples in the chart on page 21.
Ask your students how many pictures they can find.
When they think they have found all of the pictures,

have them write the number and noun next to the
picture on page 21 in the space provided.
Read the chart on page 21 and count on page 22

together.
Variation To make this activity more fun and

challenging, you can set a time limit and have them find
as many pictures as possible.
21
Lesson 4
He
It
They
She
They
He
It
They
We
They
girl
cat
an
egg
book
an
octopus
They
buses
22
She
She
It
He
It
boxes
bears
We
You
You
Unit 2
Be-Verbs ... am/are/is

Lesson 1
Pronoun + Be
This unit discusses the different sentence

structures using the be-verbs, am, are and
is.
This lesson introduces present affirmative
sentences with be-verbs and pronouns. Student
will learn that the subject pronouns and be-verbs
must agree in number.
Warm Up
Divide the class into two groups.
Ask them to take turns and say the plural forms of nouns
that you provide.
1. Link and Review



problem together.
own.


T: watch
G1: watches
T: banana
G2: bananas
It
He
They
She
They
an
eggs
buses
boxes
23
2. Look and Learn

3. Look and Say
Write am, are, and is on the board and draw a

circle around them. Hold up your right hand and say, I.
Hold up your left hand and say a teacher.
Tell the students that you need a word between the

words in your hands to make the sentence flow better.
Have students pick the correct be-verb, am, from

inside the circle.
Do a few more sentences with pronouns such as, we,

you, and she.
Read the sentences together in the chart.
Explain to students I/you/he/she/it refers to one person

(animal, thing or place), and we/you/they refers to more
than one person (animal, thing or place).
Also explain to students that the pronouns I and we

are called first person, you and you are called second
person, and he/she/it and they are called third person.
Ask students to look at the pictures and read the

sentences. Do this individually or as a group.

aloud while looking only at the pictures.
He
is
Hes
They
are
It
Theyre
24
She
is
queen
It
is
an
igloo
She
is
doctor
They
are
buses
They
are
doctors
They
Its
are
It
Theyre
am
Im
are
Were
is
Its
are
Youre
are
Youre
is


Wrap Up
Have a student point to a thing or person in the

classroom, and the other students say what that thing or
person is.
S1: (Pointing to windows)
Ss: They are windows.
A Match.
S2: (Pointing to the teacher)
Have students match the different pronouns to the

appropriate forms of the verb to be by drawing lines.
Ss: He is a teacher.
Have students work individually and check their work

together.
Homework
B Complete the sentence.

Show students how to complete the sentences using the

correct form of the be-verb.
Have individual students share their finished sentences

by reading them aloud or writing them on the board.
C Look and write.

Have students look at the box, and show them how the
pronouns and be-verbs can be shortened into
contractions.
For each picture, have the students first write the

pronoun and be-verb as separate words. Then have
them write the shortened form by using a contraction.
Help the students and check the answers together.
25
Lesson 1
Theyre
Youre
Its
Im
Were
Hes
He is a singer.
They are lions.
She is a girl.
You are a cook.
We are dancers.
It is a jacket.
is
are
dishes
are
are
26
an
am
am
is
lions
are
watches
are
Unit 2

Lesson 2
Pronoun + Be + Not
This lesson introduces negative sentences

with be-verbs and pronouns. Students will learn
that the word, not must come after the be-verb
to make a negative statement.
Warm Up
Write on one half of the board the pronouns I, you

and she. On the other half of the board, write the
verbs is, am and are.
Have students make sentences using each pronoun and

the correct be-verb. The teacher may begin by modeling
the format.
1. Link and Review



problem together.
own.
Pair up students. Have them exchange their books with


is
am
are
are
is
an
watches
socks
singers
27
2. Look and Learn

On one side of the board write the pronoun and verb

combinations, I am, You are and He is. With space
in between, write on the other side of the board a
dinosaur. a puppy. and a bike. Read the sentences
aloud to the students and ask them if they think the
sentences are true.
Have students open their books to page 29. Read the

sentences together in the chart.
Remind students that using the word not means that

the subject is not what is being described.
3. Look and Say

Have students look at the pictures and read the

sentences. This can be done individually or as a group.

aloud while looking only at the pictures.
T: I am a dinosaur. Is that true? Am I a dinosaur?

Ss: No!
Explain to the students that a sentence using a be-verb
needs a single word to make the negative form. Write
the word not in the space on the board. Repeat the
process for the remaining two sentences on the board.
You arent
She isnt
They arent
It isnt
are
not
arent
is
isnt
not
am
are
arent
28
not
Im
not


Wrap Up
Point to an object or person in the classroom. Make a

false statement about that person or item. Repeat
several times. Have fun and laugh with the students.
T: (Pointing to the windows)
They are bananas.
A Match.
S1: No. They are not bananas. They are windows.
Have students complete the negative be-verb sentences

by drawing a line to connect the correct words. Be sure
to check that students match the pronoun with the
correct be-verb.
S2: (Pointing to a student)
Discuss the students work and correct any mistakes

they may have made.
She is a teacher.
S3: No. She is not a teacher. She is a student.
Homework
B Read and write.

Remind students of the previous lesson on contractions

introduced on page 27. Briefly review the process of
changing a pronoun and be-verb to its shortened form.
Explain that for the be-verbs is and are a contraction

can be made with the word not.
Assist students as they work through the activity.
Check the answers as a group.
C Look and write.

This activity provides additional practice with the use of

contractions.
For each picture, students first complete the sentence

with the correct be-verb and use of the word not.
Students then complete the second sentence with the

shortened form of the words as a contraction.
Assist the students through this activity.

they may have made.
29
Lesson 2
5
3
2
Im not a singer.
5
3
1
4
You arent a doctor.
3
1
2
5
We are not nurses.
You arent
isnt
They arent
She isnt
arent
It isnt
Im not
isnt
We arent
an ant
two books
a cat
two buses
is
isnt
are
30
are
am not
isnt
are
Unit 2

Lesson 3
Am/Are/Is...?
This lesson introduces how to use be-verbs to

form yes/no questions. Students will practice
making yes/no questions and answering them
correctly.
Warm Up
Write on one side of the board I and on the other side

with space in between a teacher. Ask students to
provide the missing word am to complete the
sentence.
Write on one side of the board I and on the other with

space in between an octopus. Ask students to provide
the missing words am not to complete the sentence.
Repeat with sentences of your own.
1. Link and Review



problem together.
own.


am
is
are
dishes
are
tents
not
am
are
is
not
not
not
31
2. Look and Learn

3. Look and Say
Begin by writing the sentence You are a student. on

the board. Read the sentence aloud with the students.
Underneath the first sentence, write the sentence Are
you a student? Read the sentence aloud with the
students while raising your hands in a questioning
manner.
Read the two sentences in succession paying careful

attention to your intonation. Make your voice firm and
defining, while reading You are a student. While
reading Are you a student? raise your voice in the
form of a question and hold your hands in a questioning
manner.
Read through the chart together.
Explain that to make a question, the be-verb must be

moved to the front of the pronoun.
Have the students ask some questions of their own.
Put students into two groups.
Ask students to look at the pictures. Have one group

read the question and the other the answer. Then switch
their roles.
When students become familiar with the questions and

answers, pair them up. Have them cover the sentences
and ask each other the questions while looking only at
the pictures.
Is
Is
Is
Are
Are
Is
Am
Are
Are
Is
She
2
Are you
Are you
4
32
isnt
Im
not
Yes
am


Wrap Up
Divide students into pairs.
Have students take turns asking questions using the

format discussed in todays lesson. They can invent their
own, or use questions they remember from the days
lesson.
Ask students a few questions of your own.
Be sure that they are responding correctly.
A Number and circle the correct answer.

Ask students to turn to page 34. Have them organize the

words in the scrambled sentence by writing numbers in
the space provided in the order the words should be
read.
By looking at the pictures, students should be able to
answer the unscrambled questions by circling the
correct response.
Homework

they may have made.
B Read and write Am, Is or Are.

Ask students to turn to page 35. Students will need to

rely on the previous lessons to pair the provided
pronouns with the correct be-verb.
Help students if they have difficulties.

they may have made.
C Look and write.

Have students fill in the blanks according to the

information given in the pictures.
When checking students work, put students into two

groups and have one group ask the question and the
other answer.

they may have made.
33
Lesson 3
Is
Are
Is
Are
Are
Is
Are
Are
Are
No
we arent
Yes
he is
Yes
it is
No
they arent
No
Im not
ostriches
is
34
isnt
is
an
arent
are
he is
they arent
it is
Im not
they are
she isnt
we are
they arent
I am
Unit 2

Lesson 4
What + Be...?
This lesson discusses how to make information

questions with a question word, what, and beverbs. Students will practice asking and
answering these questions.
Warm Up
Have students take turns asking yes/no questions.
Begin by asking the first student a question. That

student would answer and then ask the next student in
order a question.
T: Are you a student?
S1: Yes I am. Is he an artist?
1. Link and Review



problem together.
own.


S2: No, he isnt. Are you a singer?

Continue until the last student asks a question of the
teacher.
Are
Is
Am
Are
an
is
isnt
foxes
are
arent
35
2. Look and Learn
3. Look and Say
Draw a picture of a house on the board.
Put students into two groups.
Ask the following questions and allow for student

response.
Ask students to look at the pictures. Have one group

read the question and the other the answer. Then switch
their roles.
When students become familiar with the questions and

answers, pair them up. Have them cover the sentences
and ask each other while looking only at the pictures.
T: Is it a bus?
Ss: No, it isnt
T: Is it a dog?
Ss: No, it isnt
T: What is it?
Ask students to look at the chart on page 37.
Have them read the chart aloud.
Explain that what is a question word that asks about

things.
Point back to the drawing on the board and ask again,

What is it? Allow students to answer.
It
is
They are
It
is
They are
What is
It is an
36
it
What are they

They are buses


A Circle the correct question and answer.

Ask students to turn to page 38. Using the pictures as a

guide, have students select the correct question and
answer from the options provided.
other answer.
Discuss any questions or mistakes the students may
have.
D Lets have fun!


Students will find fun pictures as they go through the

maze making correct sentences.
Allow students to have fun as they review the concepts

covered in this unit.
Set a time limit. Ask students to find as many sentences

as possible within the time given.
Read through the sentences together.
Answer Key
1. I am an artist.
2. You are a dog.
3. She is not a singer.
B Match and write.

Ask students to turn to page 39. Students decide from

the pictures which question is correct. They draw a line
from the question to the picture and then to the correct
answer, filling in the missing words with the correct
pronoun and be-verb.
they may have made.
C Look and write.

Have students use the pictures to fill in the missing

words.

they may have made.
4. He isnt a painter.
5. What is it? It is an apple.
6. We are not singers.
7. What are they? They are books.
8. Are you a student? No, Im not.
9. Is it a cat? Yes, it is.
Homework
37
Lesson 4
What is it?
Its
What is it
What are they

They are
It is
2
4
What is it?
Its
1
4
What are they?
Theyre
2
1
What are they?
They are
4
2
What is it?
It is
Its an octopus.
What are they
What is it
What are they
Theyre hats.
Theyre
Its
Theyre
Its a frog.
are
arent
boxes
is
am not
an
38
Unit 3
This/That and These/Those

Lesson 1
This/That
This unit discusses demonstrative pronouns in

English. Students will learn that demonstrative
pronouns stand for people, places, things or
objects that must be pointed to.
This lesson discusses uses of the
demonstrative pronouns this and that.
Students will practice using these pronouns
appropriately.
Warm Up
Divide students into pairs. Have students take turns

asking and answering questions using the word what.
Ask one student to point to an item in the room and ask

What is it?
The next student should respond with the answer and

ask a what question of his or her own.
1. Link and Review



problem together.
own.


What
are
they
What
is
it
What
are
they
What
is
it
dishes
is
isnt
arent
Is
Are
39
2. Look and Learn
3. Look and Say
Have students look at the chart for this activity on page

43.
Explain that depending upon the distance from the

speaker, a sentence will require a specific
demonstrative pronoun.
Read the chart together.
Demonstrate by standing next to the board. Point to it

and say, This is the board. Walk to the far side of the
room and point to the board again. This time say, That
is the board. Repeat with a few other items in the
room.
Explain and demonstrate that questions can be formed

using these demonstrative pronouns as well.
Use the pictures in this activity to further demonstrate

the uses of the different demonstrative pronouns being
discussed.
Read through the activity with the students.

aloud using only the pictures as a prompt.
This
This
That
This
That
Is this
2
it
Is
is
that
it
isnt
Yes, it is.
4
3
No, it isnt.
Is
2
4
Yes, it is.
40
that
it
Is
isnt
this
it
Is
is
that
it
isnt


A Read and draw.

Ask students to turn to page 44. Have them read the

sentences and look at the pictures.
Look at the sample question together and notice how

the fingers are positioned. The pronoun this has a
finger pictured close to the ant, while the pronoun
that has a finger pictured far away from the bird.
Ask students to draw their own pictures in the

remaining boxes based on whether the demonstrative
pronoun, this or that is used.
Check answers by having students show and discuss

their drawings.
D Look and write.

Using the pictures as a guide, have students complete

the questions and answers for this activity.
Encourage students to look back into the lesson if they

need help.
Divide students into two groups.
Have one group read the question and the other the
answer. Then have them switch roles.
Wrap Up
Have them take turns asking and answering questions

about their classroom using the demonstrative pronouns
this and that.
Travel among your students to listen and make sure they

are using the demonstrative pronouns correctly.
B Number and write the answer.

After looking at the jumbled words, students are asked

to reorganize the scrambled sentences.
In the space provided under each word, have students

write numbers in the order of how the sentence should
read.
Using the pictures as a guide, have students answer the

questions.

other answer. Write the questions on the board as
students read them.
Homework
C Look and write This or That.

Using the pictures as a guide, have students fill in the

blanks using the correct demonstrative pronouns.
Read through the answers together or individually.
41
Lesson 1
that
it isnt
this
this
it is
it isnt
that
That
This
That
That
are
Is
they
she
is
Are
it
they
That
isnt
This
foxes
42
This
an
That
is
it is
This is an egg.
That is a gorilla.
This is a frog.
That is a hat.
This is a nest.
That is a pen.
This is a bus.
That is a school.
Unit 3

Lesson 2
These/Those
This lesson discusses the plural forms of the

demonstrative pronouns, these and those,
and their correct use. Students will practice using
the plural demonstrative pronouns correctly.
Warm Up
Have students ask and answer questions about the

items in their classroom using the demonstrative
pronouns this and that.
S1: (holding up a pencil case)
What is this?
1. Link and Review



problem together.
own.


S2: It is a pencil case.

(pointing to the board)
What is that?
S1: It is the board.
Give students a few minutes to practice in this manner.
are
Is
they
she
is
it
are
an
isnt
boxes
This
That
That
43
2. Look and Learn
3. Look and Say
Remind students that different demonstrative pronouns

are used for the different location of items.
Review this idea by holding one pencil in your hand. Say,

This is a pencil.
Put the pencil on the nearest table or desk and walk

away from it. Point back at it and say, That is a pencil.
Return to the position of the first pencil and add two

others to your hand. Hold up the three pencils saying,
These are pencils. Stress the new demonstrative
pronoun and the s at the end of pencils.
Put these pencils on the nearest table or desk and walk

away from them. Point back at them saying, Those are
pencils. Again, stress the new demonstrative pronoun
and the s on the end of pencils.
Have students look at the chart for this activity on page

47. Read through the chart together explaining that
questions can be made as in the last lesson.
Use the pictures in this activity to further demonstrate

the uses of the different demonstrative pronouns being
discussed.
Read through the activity with the students.

aloud using only the pictures as a prompt.
These
Those
This
is
These
are
These
are
these
these
these
These
are
are
are
Are
those
they
Are
these
they
44
Are
are
arent
these
they
are


D Look and write.


the sentences.
When checking the answers, divide students into two

groups. Have them take turns asking and answering the
questions aloud. Check for understanding.
A Point and say.

Ask students to turn to page 48. This exercise is to help

students recognize when the different demonstrative
pronouns are to be used.
Have students look at the pictures in this activity. As
they read the words under each picture, have them point
to their corresponding body part.
>> Write This is or These are.

Using This is or These are, have students fill in

the blanks in the exercise below the pictures.
Have students read their finished sentences aloud either

individually or as a group. Check for understanding.
Extension Put students in pairs. Have them cover the

sentences and ask each other using only the pictures as
a guide.
Wrap Up
Have them take turns asking and answering questions

about their classroom using the demonstrative pronouns
this, that, these, and those.
Travel among your students to listen and make sure they

are using the demonstrative pronouns correctly.
B Look and circle.

Using the pictures as a guide, have students select and

circle the correct demonstrative pronouns and be-verbs.
Homework

C Look and write These or Those.

Using the pictures as a guide, have students select and

write the correct demonstrative pronouns and be-verbs.

45
Lesson 2
That is a robot.
This is a vase.
That is a flower.
These are cats.
Those are benches.
These are boxes.
Those are trees.
Are those
That
they are
they are
This
These
Are those
Those
Is
he
are
they
is
it
they are
Im not
Those
That
These
46
they arent
Are these
they arent
Unit 3

Lesson 3
Using My/Your/Her/His
This lesson discusses the possessive

adjectives, my, your, our, her, his, its,
and their. Students will learn that possessive
adjectives come before nouns and show
ownership.
Warm Up
Have students ask and answer questions about the

items in their classroom using the demonstrative
pronouns this, that, these, and those.
S1: (holding up his eraser)
What is this?
S2: It is an eraser.
1. Link and Review



problem together.
own.


(pointing to the windows)

What are those?
S1: They are windows...
Give students a few minutes to practice in this manner.
Are
are
they
is
it
we
they
she
These
arent
isnt
Those
This
That
Those
47
2. Look and Learn
Hold up your book and say, This is my book.
Point to a students pencil and say to that student, This

is your pencil. Addressing the rest of the class say,
This is her pencil.
Ask students to turn to page 51 and read the chart for

this exercise together.
Explain that each pronoun has its own possessive

adjective.

A Look, choose and write.

Have students use the pictures as a guide to select the

correct word to complete the sentences.

3. Look and Say

Use the pictures to see how the different possessive

adjectives are used.
Read through the activity with your students and answer

any questions that may come up.
Have students cover the words and recite the sentences

under the pictures.
B Look and write.


the sentences.

C Lets Have Fun!

Ask students to turn to pages 53 and 54.
Read the comics together and check for students

understanding.
Homework
her
its
his
your
my
their
48
car
our
his
balls
Lesson 3
That is its house.

Those are their umbrellas.
These are our cups.
This is her pen.
its
your
your
their
his
our
her
its
49
Unit 3

Lesson 4
Progress Test 1
This lesson presents a progress test which can

be used to assess students understanding and
mastery of the lessons learned so far. There are
fifty questions on the test and each is worth two
points.
Progress Test 1
Read through all the directions together with your

students and explain the example questions.
After making sure that students understand the

directions, give them a time limit and allow them to
work on the test on their own.

Homework
tigers
an
apples
boxes
an
alligators
an
umbrellas
Im
arent
Hes
isnt
Theyre
arent
50
For Your Information

The chart provided tells from which lesson each of the

progress test questions was taken. If students have had
difficulty understanding any of the lessons that have
been taught, their test performance should reflect this.
Use the chart to determine which lessons should be
reviewed with the students.
Make sure that students understand the prior material
before moving on to next lessons.
U1 - L2
18
U2 - L3
35
U3 - L1
U1 - L2
19
U1 - L1
36
U3 - L2
U1 - L2
20
U1 - L4
37
U2 - L4
U1 - L2
21
U2 - L3
38
U2 - L1
U1 - L2
22
U2 - L4
39
U1 - L2
U1 - L3
23
U3 - L1
40
U3 - L2
U1 - L3
24
U3 - L3
41
U3 - L3
U1 - L3
25
U1 - L1
42
U2 - L2
U1 - L3
26
U2 - L2
43
U2 - L3
10
U1 - L3
27
U3 - L3
44
U2 - L1
11
U2 - L1
28
U3 - L3
45
U2 - L1
12
U2 - L2
29
U3 - L1
46
U2 - L1
13
U2 - L1
30
U3 - L1
47
U2 - L1
14
U2 - L2
31
U3 - L2
48
U2 - L4
15
U2 - L1
32
U2 - L1
49
U2 - L4
16
U2 - L2
33
U2 - L1
50
U2 - L4
17
U2 - L2
34
U2 - L1
*U - Unit, L - Lesson
her
This
that
Hes a teacher.
is
am
singer
they
her
arent
Is
their
Those
They are students.
It is a
They are
They are
Its a
Its an
She is a doctor.
That is a school.
These are hats.
They are
Its a
51
Lesson 4
They
a melon
an ant
a book
an umbrella
a cup
an elephant
a jacket
an apple
bats
It
You
He
They
They
She
dishes
eggs
boxes
hands
watches
nuts
benches
is
it
it
are
they
They
This is a lamp.
That is a nest.
These are apples.
This is a ring.
my
his
52
her
is
are
Unit 4
More on Be-Verbs
Lesson 1
a/an/the + Noun
This unit introduces the definite article the,

prepositions, and adjectives. Students will learn
how to modify nouns and give details as to where
things are.
This lesson discusses the differences between
the indefinite articles, a/an and the definite
article, the. Students will learn to determine
which articles to use depending on the situation.
Warm Up
Put students into two groups. Have group 1 say a noun

and group 2 add an appropriate article in front of the
noun as they repeat it. Have them take turns.
1. Link and Review



problem together.
own.


G1: house
G2: a house / elephant
G1: an elephant
are
Is
they
it
they
arent
we
arent
their
her
his
That
Those
These
53
2. Look and Learn
3. Look and Say
Remind students that the articles a and an are used

when referring to one object.
Look at the pictures and read through the sentences

together.
Tell them that now we will be introducing another

article that is used a little differently. Explain that the
article the is used when something is specific or one
of a kind.
In the first four pictures, help students to recognize that

the article a or an is used to refer to one thing,
while the article the is referring to a specific thing.
The second three pictures explain that the article the

is used because there is only one specific item pictured.
Ask students to turn to page 61 and read the chart

together.
an orange
the
moon
star
the
the
the
sun
desk
the
an
the
the
the
the
an
an
The
the
an
an
54
the
the
the
The


Wrap Up
Throughout this activity, the teacher should be sure to

emphasize the articles used while speaking.
Play a game by pretending to work in an imaginary pet

shop.
A Look and complete the sentence(s) with a,

an or the.
T: I have an imaginary pet shop. Would you like to

see the animals? Here I have a hamster. (holding
out your hand) Over there I have a dog. (pointing to
Using the pictures and words as a guide, have students

select the appropriate article to complete the sentences.
one side of the room) There I have a cat. (pointing
Notice that the first pictures show one item requiring

the article a or an, while the second larger picture
refers to specific items requiring the article, the.
have an elephant. They all cost an imaginary
to the other side of the room) And back there I

dollar. S1, would you like to buy an animal?
S1: I want to buy an elephant.
T: I only have one. Would you like it?
B Write a, an or the.
Have students write the correct article in the blank

provided for each picture.
C Look, choose and write.

Using the pictures as a guide, determine the correct

article and noun to complete the sentences.
Have students use the vocabulary box below to help

them.
S1: Yes
T: She wants the elephant.

Divide the students into pairs and allow them to pretend
together.
Check to see that they use the articles correctly.
Homework
D Look and write a, an or the.

Have students complete the sentences by filling in the

blanks with the correct articles.
Use the pictures for help.
55
Lesson 1
an
The
the
The
the
the
an
It is the earth.
Its an ant.
It is an octopus.
Its a bed.
the
Its the sea.
am
What are
56
arent
This
Is
it
Those
Unit 4
More on Be-Verbs
Lesson 2
Be + Preposition + Noun
This lesson discusses how to properly use beverbs with prepositions of place. Students will
learn the meanings of different prepositions and
practice using them in sentences.
Note: Before class, place an eraser in your pocket to use
1. Link and Review



problem together.
own.


as an example in activity 2.
Warm Up
Draw a picture of the moon on the board. Ask students

to guess what it is.
Ask until a student says, the moon.
Allow that student to draw a picture on the board. Have

students guess until the correct article is used.
Allow each student a turn.
57
2. Look and Learn

3. Look and Say
Announce to the class that you have an eraser in your

pocket. Take the eraser out and place it on the desk.
Explain that now it is on the desk. Pick up the eraser
and hold it under the desk. Tell them that now the eraser
is under the desk.
Give the eraser to a student and have him/her place it
in, on or under an object. Encourage the other students
to say where the eraser is.
Ask students to turn to page 65 and look at the chart for

this activity.
Look at the pictures and read the sentences together.
Have students look at the picture together.
Read together the first sentence, Look at the bear.

Ask students to find the bear in the picture and point to
it.
Ask them where the bear is. Have students answer as

the response is written.
Continue in this way through the other provided

sentences.
Ask students to talk more about the picture.
under
on
on
in
the girl.
in the house.
on
the boy.
Hes on the tent.
58
in
the snake.
Its under the leaf.
under
in
the ants.
under the bag.
on
under the table
the frogs.
They are on the igloo.
it
isnt
in the cup
it
isnt
under the chair


Wrap Up
Have students move to various positions around the

room. Be sure students do not put themselves or any
classroom equipment in danger.
Ask one of your students to say where another is

located. Have them take turns until everyone has been
located.
A Choose a preposition and a number.

Draw and write.
Have students choose a letter of an animal or a person

from the first column, a preposition, and a number of an
item from the second column.
Students put these words together to create a sentence.
Have students draw a picture for the sentence that they

create.
T: S1, where is S2?

S1: He is under the table. S2, where is S3?
S2: She is in the closet. S3, where is ?
Homework
Extension Have students act out as they read the

sentences they created.
B Look and write the correct preposition.

Have students use the picture to determine the correct

preposition to fill in the blank.
Read through the answers together and correct any

mistakes.
C Look and write.

Use the pictures to answer the questions and fill in the

blanks.

groups. Have one group read the question and the other
read the answer.
59
Lesson 2
They are on the rug.
Its on the melon.
Hes in the igloo.
They are in the basket.
She
under
They
in
He
under
they
the
they
Are
are
you
Those
These
a
The
is
60
are in
on
it
isnt
under the jacket
it
isnt
in the glass
on
They
are
on the horse
his
is under
her
Unit 4
More on Be-Verbs
Lesson 3
Be + Adjective + Noun
This lesson discusses how to describe nouns

with adjectives. Adjectives describing color, shape
and size are introduced. Students will learn how
to correctly use these adjectives in sentences.
Warm Up
Write in, on and under on the board.
Divide students into pairs. Have students ask each other

quick questions based upon the location of items in the
room.
S1: Where is the clock?
S2: Its on the wall. Where is your book?
1. Link and Review



problem together.
own.


S1: Its in my backpack. Where is ?

Challenge students to find items in all three locations.
the
the
are
Is
they
she
These
That
in
his
under
on
61
2. Look and Learn

3. Look and Say
Ask students if they have a favorite toy. Ask them

questions about it. Encourage them to use adjectives.
Have students look at the pictures for this activity and

read the sentences together.
T: Whats your favorite toy, S1?
Divide the students into pairs.
S1: I have a motorcycle.
Ask them to cover the sentences while one asks the

question, What is it? or What are they? and the
other answers with the response from memory.
T: What color is your motorcycle?

S1: Red
T: Really!? Its a red motorcycle.

Ask students to turn to page 69 and look at the pictures
and sentences for this activity.
Explain that adjectives are words that describe color,

shape and size.
Ask students if they know any other adjectives.
They are big dogs.

long
short
the
It is a square plate.
long
round
They are short pencils.
square
the
round
orange
green
the
green
big
small
the
they arent
small
No
red caps
round
they arent
are short socks
square
the
round
big
small
the
62
big
Yes
it
is
Yes they are
Yes
it
is


Wrap Up
Point to an object in the classroom and say a sentence

using an incorrect adjective. Get a student to correct
your mistake.
Then ask the student to point to a different item and

repeat the same procedure.
A Circle and write.

Using the pictures as a guide, fill in the blanks with the

correct adjective.
T: (pointing to a blue backpack)

Its a red backpack.
S1: No, its a blue backpack.
(pointing to a long pencil)
Have students decide which of the two items they like

better and circle the picture. Then, have students
complete the last sentence.
Taking turns, have each student read their answers.
Its a short pencil.

B Write the sentence in the right order.

Draw the picture.
Have students rearrange the jumbled words to create a

sentence that uses an adjective.
Students write that sentence in the space provided.
Ask students to draw a picture of what the sentence

describes.
S2: Its a long pencil.

Continue until each student has had a turn.
Do not worry if a student says a sentence using a
correct adjective. If that happens, the next student can
simply agree with her/him and continue with the game.
Homework
C Look and write.

Using the pictures as a guide, students complete the

questions and answers.
Put students into two groups. Have one group read the
question and the other answer. Have them take turns as
you check for understanding.
63
Lesson 3
it
isnt
it
tall
Yes
is
it
my
They
is
it
her
the
That
Those
round
in
on
64
big
under
it
is
Yes
it
isnt
round
is
Yes
they are
It is a long mop.
It is a big fish.
They are small ants.
Unit 4
More on Be-Verbs
Lesson 4
Noun/Pronoun + Be
This lesson students will learn how to form

noun phrases using articles or possessive
adjectives. They will also learn the
interchangeable roles of nouns and pronouns.
Warm Up
Begin by pointing to an item in the room. Ask students,

What is it?
Encourage students to provide at least three adjectives

to describe the item.
Repeat until students are able to provide a few

adjectives about the various items.
Divide students into small groups and have them ask

and answer in this way on their own.
1. Link and Review



problem together.
own.


your
round
short
big
This
These
The
under
in
is
it
65
2. Look and Learn
3. Look and Say
Hold up a pencil in your left hand and say, It is in my

left hand.
Hold up a book in right hand and say, It is in my right

hand.
Have students look at the pictures and read the

sentences together for this activity. Draw students
attentions to the nouns and pronouns used as subjects.
Ask students, What is in my left hand? Encourage

students to say, The pencil is in your left hand.
Pointing toward the first picture, ask students, Who is

in the room? Accept the answers provided.
Have students cover the sentences and read through the

activity relying on the pictures and their memory to
recite the sentences.
Ask students, What is in my right hand? Encourage

students to say, The book is in your right hand.
Look at the pictures and read the chart together. Point

out the interchangeable roles of nouns and pronouns in
the sentences.
*Answers may vary.
are
The
mouse
apples
under
in
the
tree
The
frogs
on
the
turtle
The
snakes
on
the
tent
The
dog
The
cat
The
turtles
The
rabbit
is
on
is
on
they
on
is
The
66
rabbit
The
under
The
The
The
on
under
is
arent
They are on the bed.
under
it
isnt
Its in the bed.
it
isnt
Its under the bed.


A Look and write.

Using the picture on page 74 as a guide, have students

fill in the blanks with the correct words.
Be sure students select the correct noun from the list

provided and remember to use the correct be-verb and
preposition.
Either alone or as a group, have students read their

sentences aloud and check for understanding.
B Choose and write. Draw the picture.

Have students look at the background picture on page

75 and talk about it. Point to the turtle and ask them
where it is.
Encourage students to choose the animals or things

from the word box and draw them in different places in
the big picture.
Have students write the sentences according to their

drawing.
Ask for volunteers to share their pictures as they read

their sentences.
C Look and write.


questions below by filling in the blanks.
Either in pairs or as two groups, have one party read the

questions and the other read the answer. Have them
take turns and check for understanding.
D Lets have fun!

Ask students to turn to page 76 and play the board

game. Use this activity to wrap up Unit 4 as well as this
lesson.
Divide students into pairs and lend them each a coin.
Students take turns tossing the coin. When the head

shows up, they can move their counter two spaces
forward. When the tail shows up, they can move their
counter one space forward.
As they move their counters around the board, have the

students complete the sentences by filling in blanks
with correct words.
Move among students to help them.
Homework
The bee
The ducks
The dog
the
short
round
long
square
red
on
in
black
67
Lesson 4
Yes
The
cups
The
insect
on
The
octopus
on
they
The
girl
in
the
Those
her
on
The bananas
68
pens
The dog
arent
are on the box
The
it
is
under
it
isnt
is on the turtle
Unit 5
Have/Has
Lesson 1
Have/Has
This unit introduces the verb, have, and its

third person singular form, has. It also reviews
possessive adjectives in connection with the
verbs, have and has.
This lesson introduces affirmative statements
with verbs, have and has. Students will
practice making sentences using correct form of
the verb, have.
Warm Up
Divide the class into pairs.
Have students play a guessing game by trying to say

what their partner is thinking.
The first student will choose an item and give a clue to

his/her partner by saying a sentence using a pronoun.
The second student will try and guess by changing the
pronoun to a noun.
1. Link and Review



problem together.
own.


S1: It is white.
S2: The table is white.
S1: Nope. It is round.
This
Those
S2: The clock is round.

her
S1: Yes!
the
in
yellow
long
The
clock
The
rabbits
The
cat
69
2. Look and Learn

Hold up your book so that the class can see it. Tell them,
I have a book putting emphasis on the word have.
3. Look and Say

Have students look at the picture for this activity.
Point to a male student and say, He has a book. Point

to a female student and say She has a book.
Ask them to find the portions of the pictures that show

what the sentences below the picture describe.
Point back to yourself and say again, I have a book.

Point back to your student and say He has a book. Ask
students if they hear the difference.
Read through the sentences together and have students

point to the places in the picture that correspond to
each.
Ask students if they can make any other sentences from

what they see in the picture. Ask volunteers to share.
Have students turn to page 79 and look at the chart for

this activity.
Explain that has is used when the subject is a singular

noun or he/she/it.
It
It
They
He
They
She
has
She
has
It
has
have
have
have
have
70
has
has
It
has
have
They
have
have
We
have


Wrap Up
Have students talk about the items they have in their

backpacks.
After they have talked about all the things they have,
ask them to talk about the items their partners have.
Finally, ask them to tell their partners about the items

other students in the class have.
Walk among your students listening for the correct

usage of the verb have.
A Match and write.

Using the pictures as a guide, have students write the

appropriate pronoun in the blank in the first column of
this activity.
Have students draw a line to match the pronoun to the

correct form of the verb have in the middle column.
Students should then select an adjective and noun from

the final column to complete the sentence.
Homework
Ask students to act out as they read the complete

sentences.
B Circle and check Yes or No.

Read the example sentence together.
Ask students to read the sentences to themselves and

select the correct form of the verb have by circling it.
Then have students determine whether the sentence is

true or false by checking the box for yes or no.
Take turns reading and answering the sentences

individually.
C Look and write.

Have students look at the picture on page 81.
Read the example sentence together and point to the

girl with long brown hair wearing the black boots.
Ask students to determine the correct pronoun and form

of the verb have and write them in the blanks.
Either individually or as a group, have students read the

finished sentences while locating the sections of the
picture described.
71
Lesson 1
She
has
It
has
They
have
have
We
*Answers may vary.

a bike
a car
has a compter
has an MP3 player
has long hair
friends have comic books
teacher has a pet
have
have
has
The frogs
72
The
cat
have
Unit 5
Have/Has
Lesson 2
Dont/Doesnt + Have
This lesson describes how to make negative

statements with the verb, have. Students will
learn the uses of the negative contraction forms,
dont + have and doesnt + have.
1. Link and Review



problem together.
own.
Warm Up
Have each student take an item out of his/her backpack

and place it on the desk.

Go around the room asking students what they have.

They should respond with the sentence I have
______.
After each student has had a chance to speak, ask

him/her what item his/her neighbor has. Students
should respond with the sentence, He/She has
_____.

Those
our
the
on
square
The
cake
The
boxes
has
have
have
73
2. Look and Learn

3. Look and Say
Hold up your pencil and tell the class, I have a pencil.

Put down the pencil and look at your empty hands and
say, I dont have a pen.
Ask your students about the things they have. Encourage
them to use complete sentences.
T: S1, do you have an eraser?
Students will notice that something in the pictures is

missing. Ask them what is missing from each picture as
you read the sentences together.
Have students cover the pictures and say the lines

together using only the pictures and their memory.
S1: Yes, I have an eraser.

T: Do you have an alligator?
S1: No, I dont have an alligator.

Read through the chart together and explain that dont
is a contraction of do and not and doesnt is a
contraction of does and not.
doesnt have
dont
have
dont have
The clock doesnt have hands.
*Answers may vary.
74
dont have
have
dont have
have
The plate doesnt have food.

The buses dont have windows.


Wrap Up
Ask students about the things they are wearing. Look for
colors and styles that are similar and different.
Ask the first student if he/she has a red shirt. Continue

around the room until all students have been asked this
question. Students should respond Yes, I have a red
shirt, or No, I dont have a red shirt.
After all students have had a chance to answer, repeat

the same procedure with similiar guestions
Make sure students use the correct verbs in their

responses.
If time allows, let students ask questions of their own.
A Look and compare. Circle the correct verb.

Look at the pictures on page 84 and read the names of

items used on a camping trip together.
Have students look at the pictures of the girl and the
twins getting ready to go camping. Talk a little about the
pictures together.
Have students read the sentences below and choose the

correct verb to complete it.
Either individually or as a group, read the sentences

together while checking for understanding.
Ask the students, Are you ready to go camping? Have

them finish the last four sentences for themselves using
the correct verbs.
Share the answers.
Homework
B Look and write doesnt have or dont have.

Read the sample sentence for this activity together on

page 85.

the sentence by filling in the missing verbs.
Write the sentences on the board and ask volunteers to

fill in the blanks.
C Write the sentence in the right order.

Draw the picture.
Read the sample sentence together.
Have students arrange the words so that the sentence

makes sense.
Students should then draw a picture to represent the

sentence in the space provided.
Read the sentences together and ask if any volunteers

would like to share their pictures.
75
Lesson 2
He doesnt have
It doesnt have
They dont have
*Answers may vary.

dont have
has
doesnt have
have
has
doesnt have
have
doesnt have
doesnt have
doesnt have
friend has
the
round
under
an
The compurter
dont have
have
have
doesnt have
dont have
76
Unit 5
Have/Has
Lesson 3
Do/Does + Have ?
This lesson introduces how to form yes/no

questions and answers with the verb, have.
Students will learn the usage of the helping verb
do in forming questions and answers.
1. Link and Review



problem together.
own.


Warm Up
Invite three students to stand in the front of the room.

Tell one student that he or she is going to pretend to be
a police officer. Tell the other two students that they are
both going to pretend to be firefighters.
Tell the rest of the class that these students use

equipment to do their jobs. Suggest some items that
may or may not be used for the specified jobs.
Ask the class if it is something a police officer or a

firefighter would have.
T: What do these people use to do their jobs? I have
a paintbrush here. Does a police officer have a
paintbrush?
S: No. A police officer doesnt have a paintbrush.
T: Do the firefighters have a paintbrush?
S: No. The firefighters dont have a paintbrush.
their
T: What about a hose

Be sure that students use the correct form of the verbs
learned in the last lesson. The two firefighters will
have an item while the single police officer has an
item.
the
on
red
The
dogs
have
has
dont
have
doesnt
have
doesnt
have
77
2. Look and Learn
3. Look and Say
Have students turn to the chart on page 87.
Read the sentences aloud together.
Help students to recognize that do and does are

used for the corresponding pronouns in both the
question and the answer.
Pair up students and have them ask each other the

questions.
Explain that the difference between questions and

complete answers is that the words are rearranged.
Ask some questions of your students using the question

format presented.
Divide students into pairs and have them ask questions

of each other.
Does
Does
have
have
doesnt
doesnt
2
No, they dont.

X
Yes, she does.

Do
4
No
have
they
Do
dont
Yes
have
they
Yes, she does.

X
No, they dont.

Yes, it does.
5
No, they dont.
Yes, it does.
Yes, it does.
4
No, I dont. *
No, I dont. *
*Answer may vary.
78
Yes, I do. *
*Answers may vary.
do


Wrap Up
Have them ask and answer questions of their own about

each other using the verb do.
Listen to make sure students are using the words

properly. Offer them suggestions if they seem to have
difficulties.
A Put the question in the right order.

Write the answer.
Have students turn to page 88.
After looking at the jumbled words, students are asked

to reorganize the scrambled sentences.
In the space provided under each word, have students

write numbers in the order of how the sentence should
read. Inform students that there is one extra word that is
not needed for the question.

questions.

other answer. Write the questions on the board as
students read them.
Homework
B Look and write.

Using the pictures as a guide, have students fill in the

blanks using the correct verbs.
Read through the answers together or individually while

checking for understanding.
C Read and answer.

Read through the sample question together.
Ask students to read and consider each sentence on

their own.
Have them answer each question using the format that

has been discussed in class.
Read through your answers as a group.
79
Lesson 3
Does she have flowers?
Do they have trumpets?
Yes
Yes
they
do
he
does
Do
No, they dont.
Do
No, they dont.
Does
Yes, it does.
Do
Yes, they do.
Does
Yes, it does.
Do
Yes, I do. *
Do
No
it
doesnt
*Answers may vary.
in
small
The lemons
doesnt
have
has
dont
Do they have lemons?

Does she have many brothers?
Are you a student?
Is he a singer?
80
have
Does it have a hat?
Yes
do *
Unit 5
Have/Has
Lesson 4
Using My/Your/Her/His
This lesson reviews how to use the possessive

adjectives, my, our, your, their, her,
his, and its in connection with the verbs
have and has.
1. Link and Review



problem together.
own.


Note: Prepare in advance paperclips to use as game

spinners as described in exercise 4A.
Warm Up
Have students play a guessing game to review the

previous lesson.
Have one student select a person from the classroom.
The second student should ask questions to try and

guess the identity of the student. These questions
should use the verb does.
S2: She or He?
S1: She.
S2: Does she have a blue dress?
in
S1: No, she doesnt.

S2: Dose she have glasses?
yellow
S1: Yes, she does.

S2: I think its Sandy!
The
dont
cake
have
has
doesnt
have
Does she have long hair?

Do they have sandwiches?
Is she a student?
Does he have many friends?
81
2. Look and Learn

3. Look and Say
Modify the following examples based upon wardrobe

variations.
Tell students, I have a shirt. Continue by saying My

shirt is white.
Point to one of your students saying, She has a dress.

Her dress is blue.
Be sure to stress the pronouns that will be the focus of

this lesson.
Have students turn to page 91 and read the chart for this
activity.
Answer any questions students may have.
Have students look at the picture for this activity.
Read the sentences together and have students point to

the section of the picture being talked about as you
read.
Have students look at and discuss the picture more

using the possessive pronouns for this activity.
Your
82
Their
small
Its
round
Its
big
Her
long
Her
orange
His
green
Their
short
Her
coat
Its
tail
Their
house
The
tables


C Lets have fun!

Put students into two groups and have them carry out
the example dialogue on page 93.

Choose a Santa and have students guess which one you
have chosen by asking questions, Does he have ?
Have a student take your role. Let the others take turns
guessing which Santa was chosen by asking questions.
Continue until each student has had a chance, or as time

permits.
A Spin and say. Look and write.

Prepare in advance enough paperclips to supply half

your class by bending out one side as shown in the
illustration provided.
Variation If students understand how to play this game

well, you can have them play in pairs.
Divide the class into pairs and give each pair a paperclip
prepared as described.
Have students place the point of a pencil in inside the

remaining loop on one side of the paperclip. They can
now spin the paperclip so that it points to one of the
boxes.
As the paperclip pointer lands on different pictures,

have the students discuss what they see.
Direct students to write about the pictures by filling in

the blanks for this activity.
After a set time, have students read the sentences they

completed either individually or as a group.
Homework
B Read and write.

Have students read the statements in the first column of

this activity.
Have them fill in the blank with the correct possessive

adjectives and nouns.
After students have finished writing, ask them to read

their sentences either individually or as a group.
83
Lesson 4
have
My
has
Her
has
Its
have
Our
Your
Our house is big.

Its tail is long.
Their
Your bags are yellow.

His
Their school is great.
has
Her
have
Their
Do
Does
84
have
have
Unit 6
Helping Verbs and Questions

Lesson 1
Can/Cant
This unit introduces some additional helping

verbs and their proper usage. It also discusses
how to form information questions and responses
with the question words, what and how.
This lesson addresses the proper usage of the
helping verbs, can and cant. Students will
learn to use these words to describe ability.
Warm Up
Play a repetition game.
Have each student say something about him or herself

using the word my. The following student repeats this
sentence with the correct possessive pronoun and adds
his or her own comment.
1. Link and Review



problem together.
own.


S1: My shirt is green.

S2: His shirt is green. My book is red.
S3: His shirt is green. Her book is red. My homework
is all done.
Continue until students begin to forget parts of the
sequence.
85
2. Look and Learn

Tell students, I can walk. (take a few steps) I can

jump. (take a couple of small hops) I cant fly. (flutter
your hands like wings)
Have students turn to page 97 and look at the chart for

this activity.
Read the chart together and answer any questions

students may have.
3. Look and Say

Read through the sentences together.
Explain that either a pronoun or a noun can be the

subject of a sentence using cant.
Have students cover the sentences and read through the

activity together using the pictures and their memories
to guide them.
Extension Have each student say and act out one thing
that they can and cant do.
can
can
paint
play
can play
can
sing
can
cant
cant play
cant play
cant
paint
sing
climb
cant
can
read
cant
can
stand
cant
stand
can
dance
cant
dance
cant
walk
can
*Answers may vary.
86
climb
read


Wrap Up
Have students play a repetition game.
Ask the first student to say something that they can or

cant do. The second student will repeat this response
while adding one of their own.
A Look, compare and say.
S1: I can sing.
Have students look at the two pictures on page 98.
S2: She can sing. I cant play the piano.
Ask them to find the differences between the two

pictures and comment as to what is going on.
S3: She can sing. He cant play the piano. I can bake
Take turns pointing out differences between the two

pictures.
Have students use the provided vocabulary to facilitate

their discussion.
cookies.
Homework
B Look, compare and write.

Using the pictures on the previous page, have students

complete the sentences by filling in the blanks.
Be sure that students add the letter corresponding to the

picture in the spaces provided.
Read through the answers aloud either individually or as

a group.
C Read and circle about you.

Have students think about the things that they can do.
Looking at the pictures, have students consider their

abilities and circle can if they can do the portrayed
action, or cant if they cant.
Ask for volunteers to read their responses to the class.
87
Lesson 1
can ride a bike
cant play the guitar
can jump
can play the piano
cant swim
* Answers may vary.
ride a bike
can play the piano
can swim
can
cant fly kites
cant
can
cant
can
cant
can
can
round
The
jacket
has
doesnt have
have
Our
Does
have
has
Her
88
play the guitar
Unit 6

Lesson 2
Can ?
This lesson discusses how to form yes/no

questions using the helping verb, can. Students
will practice asking these questions and
answering them correctly.
Warm Up
Ask the first student to say a sentence that uses the

word can or cant. The second student will repeat
this response while adding one of his/her own.
S1: Birds can fly.
S2: Birds can fly. I cant fly.
S3: Birds can fly. He cant fly. Rabbits can jump.

Continue until all students have had a turn, or until
students cant remember the sentences.
1. Link and Review



problem together.
own.


can
cant
can
blue
The
books
has
doesnt
Do
do
Their
His
89
2. Look and Learn

3. Look and Say
Get your students attention and say, I can swim. Can

you swim?
Ask a few more questions of your own.
Answer any questions the students may have.
Look at the pictures and play a guessing game.
Divide the class into pairs or small groups. Have one

student select a picture from those provided.
Instruct students to ask questions using the word can

to determine the person or animal.
Allow each student a chance to pick a person or an

animal for the others to guess.
Walk among students as they play to check for

understanding.
Can
Yes
Can
play the violin
Can
ride a horse
Can
swim
Can
No
Can
he
can
No
they
can
Yes
cant
Yes
*Answers may vary.

Yes, it can.
Yes, it can.
run.
No, they cant.
No, they cant.
90
No, they cant.
Yes, they can.
Yes, it can.
cant
it
can
Can
Can
it
they
fly.
I can swim.
I can read.
I can dance.
I can write.
I cant climb a tree.
I cant sing.


Wrap Up
Have students play a game by making a question chain.
Have the first student ask a question to the second

student. The second student should then answer that
question while asking a question of their own to the
third student.
This should continue until a question is asked of the first

student.
Try to move around the class as quickly as possible.
A Look and write the question.


the questions using the word can.
B Look and write the answer.

S1: Can you ride a bike?
Either in pairs or two groups, have one party read the

question and the other read the answer. Check for
understanding.
Using the pictures as a guide, have students respond to

the questions provided in this activity.
S2: Yes, I can. Can you swim?

S3: No, I cant. Can you ride a horse?
Homework
Either in pairs or two groups, have one party read the

question and the other read the answer. Check for
understanding.
C Look and write.

Using the pictures as a guide and the question and

answer format discussed so far, have students fill in the
blanks with the correct words.
Divide students into pairs. Have one ask the question

while the other responds.
Walk among students and listen for understanding.
D Choose and write about you.

For this exercise, have students write some sentences

describing something they can do and some sentences
describing something they cant do.
Students should select activities from the box at the

bottom of this activity, but if they need additional
prompts, they can ask for help determining the word
they are looking for.
Ask volunteers to share their responses.
91
Lesson 2
Can she ride a bike

Can you dance
Can they write
Can you fly
Can it walk
can
Can
Can
No
it
cant
No
cant
can
Can
Yes
Can
he
can
Can
A
E
B
Yes
climb
can
talk
Can
they
can
No
it
cant
she
No
Can
it
Yes
it can
Can
they
Yes
they can
Can
he
No
he cant
have
Your
has
His
Does
doesnt
92
teach
have
have
she cant
cant
swim
can
snowboard
Unit 6

Lesson 3
What/How + Be ?
This lesson discusses how to use the question

words what and how to form a question using
a be-verb. Students will be instructed on question
formation and appropriate answers.
Warm Up
Write the names of three kinds of animals on the board.

You may use your own animals or those used in the
activity, Look and Say on page 101.
Have students ask questions using the word can to

determine which of the three animals you are thinking
of.
1. Link and Review



problem together.
own.


S1: Can the animal fly?

S2: No, it cant fly.
S1: Can the animal swim?
S2: Yes, it can swim.
S1: I think its the fish!
S2: Yes. You got it!
Can
they
can
cant
she
Does
cant
can
The
apples
has
dont
have
Her
93
2. Look and Learn

3. Look and Say
Point to an item in the room and ask students what it is

or what they are.
T: (points to a backpack) What is it?
Have students look at the pictures for this activity and

read through the sentences.
Read the sentences aloud together and answer any

questions students may have.
Divide students into pairs. Have one student ask the

questions for the first picture, and the other student
answer them. Switch roles and ask and answer about
the next picture.
S: It is a backpack.
If students have difficulty understanding your question,
encourage them to ask the question and you provide the
answer.
Point to an item in the room and ask students what color
it is.
T: (points to a backpack) What color is it?
S: It is blue.
If students have difficulty understanding your question,

encourage them to ask the question and you provide the
answer.
Answer any questions that students may have.
A Color and write the question.

Have students complete the questions by filling in the

blanks.
Ask them to read the answers and color the clothes

accordingly.
Divide the class in half and have them alternate in

asking the questions and providing the answers aloud.
Check for understanding.
B Write the answers about you.

What
What
is
color
What
What
is
are
color
are
color
Have students answer the personal questions by filling

in the blanks with their own information.
Walk among your students and check for understanding.
Divide students into pairs and have them ask and

answer the questions together.
Ask for volunteers to share their information aloud with

the class.
it
they
are
What
What
it
they
they
are
they
C Lets have fun!

*Answers may vary.
Im fine
Have students turn to pages 107 and 108.
Read the comics together and check for students

understanding.
Im 10
Its black
They are brown
Its blue
They are green
Homework
94
How
How
is
old
What
is
is
are
What
color
he
old
is
it
are
it
cant
on
short
What
they
are
they
What
are
What
color
What
is
What
they
are
they
it
color
is
it
she
is
What color
Lesson 3
can
under
The
books
They
are
He
is
Unit 6

Lesson 4
Progress Test 2
This lesson presents a progress test which can

be used to assess students understanding and
mastery of the lessons learned so far. There are
fifty questions on the test and each is worth two
points.
Progress Test 2
Read through all the directions together with your

students and explain the example questions.
After making sure that students understand the

directions, give them a time limit and allow them to
work on the test on their own.

Homework
under
on
the
the
on
in
watches
an
have
The
the
Do
has
can
Does
dont
96
long
doesnt
These
For Your Information

The chart provided tells from which lesson each of the

progress test questions was taken. If students have had
difficulty understanding any of the lessons that have
been taught, their test performance should reflect this.
Use the chart to determine which lessons should be
reviewed with the students.
Make sure that students understand the prior material
before moving on to next lessons.
U1 - L2
18
U4 - L3
35
U4 - L4
U4 - L2
19
U5 - L2
36
U6 - L3
U4 - L1
20
U3 - L2
37
U6 - L3
U4 - L2
21
U4 - L3
38
U6 - L3
U1 - L2
22
U4 - L3
39
U6 - L2
U4 - L2
23
U4 - L4
40
U2 - L3
U4 - L1
24
U5 - L3
41
U3 - L3
U4 - L2
25
U6 - L2
42
U4 - L1
U1 - L3
26
U2 - L4
43
U5 - L2
10
U4 - L1
27
U3 - L3
44
U6 - L1
11
U5 - L1
28
U3 - L1
45
U6 - L3
12
U4 - L4
29
U5 - L2
46
U6 - L3
13
U6 - L1
30
U5 - L1
47
U6 - L3
14
U5 - L3
31
U6 - L2
48
U5 - L1
15
U5 - L2
32
U5 - L3
49
U6 - L1
16
U5 - L3
33
U5 - L3
50
U6 - L3
17
U5 - L1
34
U2 - L3
*U - Unit, L - Lesson
Can
he
Do
does
How
play
it
her
the
dont
swim
have
it
isnt
*Answers may vary.

The cats are on the box.
Im happy.
Im ten.
They are brown.
I have books.
What color are they
How old is she
I can dance.
Hes 40.
97
Lesson 4
doesnt
a computer
an egg
the earth
an umbrella
the sea
Do
have
have
have
His
under
he
small
round
What
How
How
The
98
dishes
color
What
old
cant

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??

Nouns and Pronouns

Alphabet and Numbers

This unit one discusses some basic rules of the

1. Look and Learn

Have students look at the chart on page 6.

Remind students that each letter can be written in two

Read through the chart together asking students if they

Write both the capital and lowercase form of a letter on

Greet your students.

Tell them your name and something you like.

T: My name is Miss Jones, and I like blue.

B Consonants and Vowels

Have students look at the chart on page 7.

Tell students that there are five special letters in the

S2: Youre Miss Jones (pointing to the teacher), and

Write the vowels on the board.

you like blue. Youre Tommy (pointing to Tommy),

Ask students one by one to call out a word they know.

S1: Youre Miss Jones (pointing to the teacher), and

and you like peanut butter. Im Lily, and I like

Ask students how high they can count.

Have students play a counting game.

Tell students, Lets pretend were going on a picnic.

2. Look and Practice

A Count and circle.

Ask students to turn to page 8.

Have students look at the picture for this exercise and

Read the questions together and allow the students

When all students are done counting, ask them as a

Count the items together after the students have given

S1: (Ill bring) one blanket, and two sandwiches.

Help students make the plural forms of the words for

Use the following exercises to solidify the lesson while

B Color the vowels.

Have students look at the pictures and read the words.

Have students form a circle.

Instead of circling the letters, have students color the

Ask the first student in the rotation if they can say a

Write the words on the board. Ask students to circle the

The following students should provide words following

C Look and match.

Ask students to turn to page 9.

Have students match the capital and small letter by

Check your answers together.

D Circle the vowels.

Read each of the words together with your students.

Give students some time to identify and circle the

Write each word on the board. Ask students to circle the

Workbook 1: pages 6-8

E Circle the consonants.

Read each of the words together with your students.

Give students some time to identify and circle the

Write each word on the board. Ask students to circle the

Answer Key : Workbook 1 | Unit 1

Nouns and Pronouns

This lesson discusses the indefinite articles,

Students take turns providing a word that begins with

S3: ant, bus, cat

1. Link and Review

Use the provided cumulative quiz as a review to assess

Have students open their books to page 10.

Read the directions and have students do the example

My First Grammar Teacher's Manual 1

My First Grammar Teacher's Manual 1