2 My Week. Materials. Lesson 1 Lesson 2 Lesson 3 Lesson 4 26 UNIT Topic. Listening & Speaking. Reading & Grammar. Writing.

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1 2 My Week Topic Listening & Speaking Reading & Grammar Writing Project To identify different extra-curricular classes and weekend activities To learn how to ask when someone is feeling ill To ask and answer questions about weekly plans and weekend activities To improve oral fluency and build confidence through chant To review the words and sentence patterns while reading a story To conjugate the verb in third person singular of the present tense To ask yes/no questions with Does To know spelling and sentence structures by writing To apply the words and sentence patterns To talk about a friend s weekly plans and complete the chart To improve writing skills and present his/her work to the class Warm Up Lesson Wrap Up Lesson 1 Lesson 2 Lesson 3 Lesson 4 Reviewing Unit 1 Picture Talk SB pp START STREET SB pp Vocabulary 1 LEARN STREET 1 SB pp Sentence Pattern 1 Sticker Activity Listen and Write Snowball Weekly Plans Detach and Attach LEARN STREET 2 SB pp Vocabulary 2 Sentence Pattern 2 Chant, Busy Week Track 30 Action Relay Triangle Groups Reviewing the Chant Guessing Speech Bubbles STORY STREET SB pp Reading and Acting Reading Comprehension Draw and Guess Sentence Relay Reviewing the Story Flickering Pictures FUN STREET SB p. 24 Board Game PROJECT SB p. 25 My Friend s Week Presentation Reviewing the Chant Scan and Find Assessment Vocabulary taekwondo class, dance class, swimming class, art class, music class, computer class, watch TV, go shopping, play outside, take a nap, play video games, practice the piano Sentence Patterns What does he/she do on Mondays? He/She goes to computer class. Does he go shopping on the weekend? Yes, he does. / No, he doesn t. Grammar The third person singular form of verbs in the simple present tense: -s, -es Yes/No questions with Does: Does he/she ~? Conversation What s the matter? I m sick. That s too bad. SB: pp WB: pp , : Tracks TG CD: Tracks 5-10, E-book: U2 Test: Unit Test 2 Review Test 1 Picture PPT: U2 Online Snowball One student says a word in the sentence pattern and the next student repeats and adds another word. The student who memorizes the most words wins. Action Relay Students act out the picture cards to the rest of the group members. The group that guesses and says the answer the fastest wins. Guessing Speech Bubbles Students guess the picture and fill in the speech bubbles in groups. Then, they share their stories with others

2 Lesson 1 Replay the audio. Check the answer, pointing to each speaker. C Role-play with a partner. Have students read the conversation all together. Check if students pronounce the sentences correctly. d f To talk about the unit topic Have students practice the conversation in pairs. Switch roles and repeat the activity. To learn how to ask when someone is feeling ill What s the matter? I m sick. That s too bad. c b Say each word, pointing to each picture. Have students listen and repeat. a Play Audio CD Track 20. Have students listen and repeat, pointing to each picture. Pause after each word so that students can follow. e 20 Student Book pp WB: p. 10 : Tracks PPT: U2_L1 Introduce more possible responses similar to That s too bad to the question above. I hope you feel better soon. I m sorry to hear that. That s a shame. D Listen and say. To learn the names of extra-curricular classes taekwondo class, dance class, swimming class, art class, music class, computer class SB: pp. 14, Practice C Role-Play Reviewing Unit 1 Show the game board on Student Book page 14. Point to each picture and give students the OX quiz, using the sentence patterns. I have some chalk. O or X? I don t have any magnets. O or X? Picture Talk Take about the picture. Let s look at the picture. What do you see? How many classes are there? What classes are they? What is Harry doing? What are Ron and Lisa playing? Can you find the English bus? It s on the back of the taekwondo uniform. Warm UP Reviewing Unit 1 1. taekwondo class 4. art class 2. dance class 5. music class 3. swimming class 6. computer class Have students practice the target words on their own. within a time limit, reading silently, writing three times saying the words three times E Listen and write the letter in the picture. Play Audio CD Track 21. Have students listen and write the correct letter in the box. Replay the audio and check the answers together. 21 a. swimming class d. computer class b. music class e. art class c. taekwondo class f. dance class F Say your classes today. Have students practice in pairs, talking about what classes they have today. A Listen and repeat. Play Audio CD Track 19. Have students listen and repeat. 19 Girl: What s the matter? I m sick. Girl: That s too bad. Explain the usage of the verb have. Have students practice by using have with the words given. Do you know the meaning of the verb have? This verb have can be used in many ways. Today we will talk about its possessive form. You can say I have a dog in my house. This means that you own a dog. You can also say I have art class on Mondays. This means that you attend an art class every Monday. Another example could be I have swimming class every Friday. So, what classes do you have today? Explain that the girl is asking the boy why he doesn t look good. Tell students that we ask What s the matter? when we worry and express concern. Write more expressions similar to What s the matter? on the board. You don t look good. Are you okay? What s wrong? Are you feeling unwell? How are you feeling? Model the conversation. Say What s the matter? with a worried face and have students say I m sick. Then say That s too bad. Switch roles and repeat the conversation. B Find the speakers in the picture. Play Audio CD Track 19. Have students listen and repeat. Have students find the speakers of the conversation in the picture. Where are the speakers? What s wrong with the boy in the taekwondo class? 28 TG L4_2교.indd

3 Lesson 1 Play Audio CD Track 24. Have students listen and repeat. 24 To ask and answer questions about weekly plans What does she do on Mondays? She goes to computer class. C Listen and match. To learn the third person singular form of verbs in the simple present tense -s, -es Play Audio CD Track 25. Have students listen and match the children to their classes. Replay the audio and check the answers together. 25 SB: pp Student Book pp WB: p What does he do on Tuesdays? He goes to swimming class. 2. What does she do on Fridays? She goes to taekwondo class. 3. What does he do on Mondays? He goes to art class. 4. What does she do on Wednesdays? She goes to music class. D Stick and talk with a friend. Help students find the stickers for Unit 2 at the back of the Student Book. : Tracks PPT: U2_L1 A Listen and say. Talk about the picture briefly. Can you name the classes in the picture? What classes does Ann have? She has computer class, dance class, and music class. What about Mike? He has taekwondo class, swimming class, and art class. Practice Grammar 1. What does he do on Mondays? He goes to swimming class. 2. What does she do on Tuesdays? She goes to dance class. 3. What does he do on Wednesdays? He goes to taekwondo class. 4. What does she do on Thursdays? She goes to computer class. 5. What does he do on Fridays? He goes to music class. 6. What does she do on Saturdays? She goes to art class. A Practice D Weekly Plan Have students look and stick the children on the correct place. Then encourage students to talk about it in pairs, using the sentence patterns. Have students write out their own weekly plan on a blank sheet of paper. Once finished, they can talk about it with the class. Play Audio CD Track 22. Have students listen and repeat, pointing to the corresponding picture. Pause after each sentence so that students can follow. 22 What does she do on Mondays? She goes to computer class. 1. What does she do on Mondays? She goes to computer class. 2. What does he do on Tuesdays? He goes to taekwondo class. 3. What does she do on Wednesdays? She goes to dance class. 4. What does he do on Thursdays? He goes to swimming class. Explain that when the subject is third person singular of the present tense like he or she, we add -s or -es to the base form of a verb. Let s take a look at this verb go. All of these sentences are in the third person, and you can notice something a bit irregular. You have to add an extra -es on the end of this verb, even though the subject is singular. The verb becomes goes in the third person singular of the present tense. Listen and Write Have students pass out weekly schedule templates. Describe someone s weekly plan with the sentence pattern He/she goes to on. Have students fill in the blocks with the correct classes while listening. Compare their work and check if they wrote them correctly. Are you ready? She goes to music class on Mondays. She goes to computer class on Thursdays. Snowball One student says the name of a class, using the sentence pattern He/She goes to on Mondays. The next student repeats the sentence and adds another class. The sentence becomes longer as the game goes on. The student who can memorize the most classes mentioned wins. He goes to art class, taekwondo class, and swimming class on Mondays. Play Audio CD Track 23. Have students listen and repeat. 23 What does he do on Mondays? He goes to computer class. What does she do on Mondays? She goes to computer class. B Ask and answer. Divide the class into two groups. Have G1 ask What does he/she do on? and G2 answer He/She goes to. Point to each picture in random order and have them say the question and answer. Switch roles and repeat the activity. Ask students to practice in pairs. As one student asks and points to each picture, the other answers. 30 TG L4_2교.indd

4 Lesson 2 To learn weekend activities watch TV, go shopping, play outside, take a nap, play video games, practice the piano To ask and answer questions about weekend activities Does he go shopping on the weekend? Yes, he does. / No, he doesn t. To make yes/no questions with Does To reinforce the target language and build confidence through chant SB: pp WB: pp : Tracks PPT: U2_L2 Weekly Plans Weekly Plans Show a picture of any weekly schedule that is full. Point to each day in random order and ask What does he/she do on? Have students answer in the sentence pattern He/She goes to. T: This is Lisa s weekly schedule. What does she do on Mondays? Ss: She goes to dance class. Detach and Attach Use the picture cards and word cards for six extra-curricular classes. Divide the class into two groups. Stick the word cards at the back of the class. Show the picture cards in random order and have students find out the corresponding word cards and attach them to the board. Have students line up and get ready to attach the cards as fast as they can. The group with the most points wins. A Listen and say. Say each word, showing the picture cards. Play Audio CD Track 26. Have students listen and repeat, pointing to each picture. Pause after each word so that students can follow watch TV 2. go shopping 3. play outside 4. take a nap 5. play video games 6. practice the piano B Listen and say. Student Book pp Talk about the picture briefly. What do you see in the picture? There are six photos on the bulletin board. Look at picture 3. What is the girl doing? What about picture 4? Play Audio CD Track 27. Have students listen and repeat, pointing to the corresponding picture. Pause after each sentence so that students can follow. 27 Does he go shopping on the weekend? Yes, he does. 1. Does he go shopping on the weekend? Yes, he does. 2. Does she play video games on the weekend? Yes, she does. 3. Does she watch TV on the weekend? Yes, she does. 4. Does he take a nap on the weekend? Yes, he does. 5. Does she practice the piano on the weekend? Yes, she does. 6. Does he play outside on the weekend? Yes, he does. Explain that when we make a yes/no question in simple present tense, if the subject is third person singular like he or she, we put Does before the subject and use the base form of the verb. Remind students that doesn t is a short form of does not. Play Audio CD Track 28. Have students listen and repeat. 28 Does he go shopping on the weekend? Yes, he does. Does he go shopping on the weekend? No, he doesn t. doesn t, does not weekend C Listen and check ( ). Play Audio CD Track 29. Have students listen and check the correct pictures. Replay the audio and check the answers together Does she watch TV on the weekend? No, she doesn t. She plays video games. 2. Does he go shopping on the weekend? No, he doesn t. He practices the piano. 3. Does he take a nap on the weekend? Yes, he does. 4. Does she play outside on the weekend? Yes, she does. D Look at C. Talk with a friend. Have students look at pictures in Practice C. Have them practice asking and answering questions in pairs. Switch roles and repeat the activity. E Listen and chant along. Play Audio CD Track 30. Have students listen and read the lyrics silently. Replay the audio and have students chant along together. 30 Busy Week See the lyrics on Teacher s Guide page 118. Action Relay Divide the class into two groups. Have each group form a line. Show S1 (the first student in each line) a picture card. Have S1 act out the word to S2. Then have S2 do the same to S3 and so on down the line. The last student should guess what the word is. Whichever group answers correctly first gets a point. Triangle Groups Divide the class into groups of three. Place the six picture cards for the target phrases on the desk. S1 chooses a card and makes a personal statement using the phrase. S2 looks at S3 and asks a question about S1. S3 answers the question. S1: I go shopping on the weekend. S2: Does he go shopping on the weekend? S3: Yes, he does

5 Lesson 3 Does Julie play outside on the weekend? (pointing to picture 5) Divide the class into two groups. Have G1 take the role of Mom and G2 take the roles of Boy and Julie. Then act the story out. Switch roles and repeat the activity. Have students practice in pairs. Have a few pairs volunteer to present their role-play. To review the sentence patterns through a story B Read and check ( ). Have students read the questions and check the correct pictures. Check the answers together. To read and comprehend a story C Read and check ( ). To improve reading skills by answering comprehension questions dance music Tuesdays Have students read the sentences and check True or False. Check the answers together. Thursdays Have students correct the false sentences. T: What s wrong with number 2? Ss: Julie goes to dance class on Tuesdays. T: Good. Then what does she do on Fridays? Ss: She goes to swimming class on Fridays. T: Very nice! D Look and write. SB: pp Student Book pp WB: pp : Tracks PPT: U2_L3 Reviewing the Chant Reviewing the Chant Play Audio CD Track 30. Have students chant along with actions corresponding to the lyrics. Guessing Speech Bubbles This activity should be done without looking at the book. Copy the story, leaving entire speech bubbles blank. Divide the class into small groups. Distribute the story with blanks to each group and have students guess the whole story and fill in the speech bubbles. Then share what they wrote down with other groups. The teacher may help students by providing phrases so they can try to be creative when writing. A Listen and read. Then act it out. Guessing Speech Bubbles Practice A Story Comprehension Play Audio CD Track 31. Have students listen and read silently. Replay the audio and have students listen and repeat. Pause at the end of each frame so that students can follow. 31 Julie: Have students look at the pictures and complete the sentences. Check the answers together by reading the sentences aloud. What about you? Do you play outside on the weekend? Have students answer the given question in pairs or groups. Encourage them to answer with the sentence patterns Yes, I do or No, I don t. Have students change the weekend activities in the question and practice with their partners. Draw and Guess Assign a word card to each student. Have students take turns drawing what their cards show on the board. Have the rest of the class guess and say what it is. The first student to answer correctly gets a point. Sentence Relay Sentence Relay Prepare the two sets of the story frames without the lines and sentence strips from the story. Place the sentence strips on a desk and display each set of the story frames on both sides of the board. Divide the class into two groups and have students line up. Students take turns picking up the sentences and putting them on the board to match the frames. The group that puts all the sentence strips the fastest wins the game. Where s Julie? She s very busy. She goes to swimming class on Mondays, Wednesdays, and Fridays. What does she do on Tuesdays? She goes to dance class. Does she play outside on Thursdays? No, she doesn t. She goes to music class. Does she play outside on the weekend? Yes, she does. Today is Saturday. Let s play ball, Julie. OK. Ask students some comprehension questions after listening. Where does Julie go on Mondays? (pointing to picture 2) What does Julie do on Tuesdays? (pointing to picture 3) 34 TG L4_2교.indd

6 Lesson 4 PROJECT Step 1 Draw your friend. Ask and check ( To build up speaking skills through playing a board game Lisa SB: pp. 22, WB: pp : Track 30 TG CD: Tracks Student Book pp PPT: U2_L4 Reviewing the Story To talk about a friend s weekly plans and complete the chart To improve writing skills and present his/her work to the class Step 2 Look at Step 1 and write about your friend. dance art music computer taekwondo practices the piano A Coin ) about your friend s Have students work in pairs. Have students draw their partner s face and talk about their weekly plans, using the sentence patterns What do you do on? and Do you on the weekend? Write the sentence patterns on the board to help students discuss. Lisa week. To practice the words and sentence patterns Test: Unit Test 2 My Friend s Week Reviewing the Story Have students read the story together on Student Book page 22. Prepare the story frames without the lines. Divide the class into two groups. Show every frame in random order and have G1 guess the missing lines by acting it out. If the group acts out the scene incorrectly, G2 gets a chance. Have students write the missing lines on a piece of paper and raise the answer above their head. Flickering Pictures Show someone s weekly schedule. Keep it up on the screen for a limited time. Once the image is gone, have students speak about the schedule, using the sentence patterns He/She goes to on or He/She on the weekend. See how much they can remember. Have students fill in the blanks based on Step 1. Walk around and check if they need help. Each pair reports shortly to the teacher to get some feedback. Step 3 Share your writing with the class. Have volunteers present their writing from Step 2. Guide them to introduce themselves first and then present their writing. Give praise for sharing their writing. T: What s your name? Whose weekly schedule did you write about? S1: I m. I wrote about s weekly schedule. (showing his/her drawing) This is my friend,. He/ She goes to art class on Mondays. He/She plays video games on the weekend. T: Thank you for sharing your writing. Good job! Reviewing the Chant Have students spread out the picture cards for Unit 2 on the desk. Play Audio CD Track 30. Have them hold up the picture cards corresponding to the lyrics and chant along together. Scan and Find Scan and Find Print the game board on Student Book page 24 and put it on the wall. And on the other wall, put the sentence strips. Some are true sentence strips matching the pictures on the game board and some are false sentence strips. Divide the class into two groups. Have students find the true sentence strips and leave a check mark on them by running and scanning the game board. The group that finds all the true sentence strips the fastest wins. Assessment Evaluate if students understand the target words, sentence patterns, grammar points, and story. Use Unit Test 2 at the back of the Teacher s Guide. Unit Test 2 A Play a game. Flickering Pictures Briefly review the images on the game board with students. Divide the class into two groups. Have each group flip a coin to move its marker. Explain to students that Heads moves one space and Tails moves two spaces. Have groups play Rock-Paper-Scissors to decide who starts first. When G1 flips a coin and moves its marker, have S1 and S2 of G1 ask and answer, using the picture on each space. Depending on which color space it lands on, its sentence patterns change. If they perform the dialogue correctly, the marker stays on the space. If not, the marker returns to the prior space. The first group to reach the finish line wins. 36 TG L4_2교.indd

7 Review 1 To review the words, sentence patterns, stories, and conversation C Listen and circle. Have students look at the pictures and ask what each picture is. Play Audio CD Track 33. Have students listen and circle the correct pictures Do you have any markers? No, I don t. I have some paint. 2. Do you have any staplers? Yes, I do. 3. Do you have any magnets? No, I don t. I have some chalk. 4. Do you have any tape? Yes, I do. Replay the audio. Pause after each number and check the answers together. SB: pp Cards: U1, U2 : Tracks 17, 30, TG CD: Tracks PPT: Review 1 Test: Review Test 1 Reviewing the Chant Student Book pp Reviewing the Chant Play Audio CD Track 17. Students look at the lyrics and chant along. Play Audio CD Track 30. Students look at the lyrics and chant along. Reviewing the Story Show the story of Unit 1 with texts hidden in the speech bubbles. Have students guess the speech bubbles and tell the story. Help them say it correctly. Then show the story with texts in the speech bubbles and read it aloud together. Repeat this with the story of Unit 2. D Listen and circle. Talk about the picture briefly. Look at number 1. What are the two students doing? What does the boy want? Yes, he wants scissors. He is borrowing scissors from the girl. What would the girl say? Look at number 2. The girl doesn t look good. How does the boy ask? Play Audio CD Track 34. Have students listen and circle the correct answer May I borrow your scissors? Girl: Thanks. a. Sure. Here you are. b. Yes, I do. 2. What s the matter? Girl: I m sick. a. It smells good. b. That s too bad. Replay the audio. Pause after each number and check the answers together. Can You Reviewing the Story A Say the words. Use the picture cards from Unit 1 and Unit 2. Review each word, showing the corresponding picture card one by one. If possible, use real images instead of picture cards. Have students repeat after you. Call out vocabulary words in random order. Have students repeat and point to the correct pictures. Ask students the following questions. If students can answer each question, have them circle the smiley face. Unit 1 Can you say the school supplies you have? Unit 2 Can you talk about your week? Help students find the medal stickers at the back of the Student Book. Tell students that they have finished Unit 1 and Unit 2. Have students put one of the stickers in their book. Jeopardy Game B Listen and match. Have students look at the pictures and ask what each picture is. Play Audio CD Track 32. Have students listen and match each calendar with the correct picture. Jeopardy Game Prepare a Jeopardy board containing five categories and twentyfive quiz problems. Divide the class into two groups. Allow each group to choose the category and score in turns. If they answer correctly, they can gain the score they choose. The group with the most points wins. Review Test What does she do on Mondays? She goes to taekwondo class. 2. What does he do on Saturdays? He goes to swimming class. 3. Does he practice the piano on Thursdays? Yes, he does. 4. Does she go shopping on Sundays? Yes, she does. Assessment Evaluate if students understand the target words, sentence patterns, grammar points, and stories of Unit 1 and Unit 2. Use Review Test 1 at the back of the Teacher s Guide. Replay the audio. Pause after each number and check the answers together. 38 REVIEW 1 39