2 At the Market. Materials. Lesson 1 Lesson 2 Lesson 3 Lesson 4 26 UNIT Topic. Listening & Speaking. Reading & Grammar. Writing.

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1 2 At the Market Topic Listening & Speaking Reading & To identify fruit and vegetables To learn how to offer help and accept it politely To talk about what fruit and vegetables someone likes or dislikes To improve oral fluency and build confidence through chant To review the words and sentence patterns while reading a story To improve reading skills by answering comprehension questions To learn third person singular verbs: likes, does To make negative statements with Do To learn the rules for regular plural nouns: -s, -es, -ies To ask about one s likes and dislikes using Does Warm Up Lesson 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 Following the Paths What Is It? Facial Expression LEARN STREET 2 SB pp Vocabulary 2 Sentence Pattern 2 Chant, Fruits and Vegetables Track 30 Reviewing the Chant Picture Talk SB p.22 STORY STREET SB pp Reading and Acting Reading Comprehension Reviewing the Story Quiz Game FUN STREET SB p. 24 Board Game PROJECT SB p. 25 Who Likes Fruit? Presentation Writing Project To know spelling and sentence structures by writing To apply the words and sentence patterns To find out what fruit one s family members like or dislike and write about it To improve writing skills and present his/her work to the class Wrap Up Fruit Basket Find Odd Ones Bingo Spinning Game Perfect Shopping What Does She Like? Reviewing the Chant Class Survey Assessment Vocabulary a peach, an orange, a banana, grapes, a pear, a strawberry, an onion, a carrot, corn, a potato, a tomato, a pepper Sentence Patterns He likes oranges. He doesn t like grapes. She likes oranges. She doesn t like grapes. Does she like carrots? Yes, she does. / No, she doesn t. Third person singular verbs: likes, does Contraction: doesn t = does not Rules for plural nouns: -s, -es, -ies Conversation Can I help you? Yes, thanks. SB: pp WB: pp , : Tracks TG CD: Tracks 05-10, E-book: U2 Test: Unit Test 2 Review Test 1 Picture PPT: U2 Online Fruit Basket Students walk around and pick two or three pictures they like and dislike. Then students stick them on the corresponding basket. Spinning Game Use the spinning board. Students spin a paper clip and make sentences, using the pictures the paper clip points to. Class Survey Students research their partner s preferences for vegetables, using the sentence pattern. Then students write about the result on a piece of paper

2 Lesson 1 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. Who are the speakers? What does the woman have in her hands? To talk about the unit topic Replay the audio. Check the answer, pointing to each speaker. To learn how to offer help and accept it politely Can I help you? Yes, thanks. C Role-play with a partner. Have students read the conversation all together. Check if students pronounce the sentences correctly. To learn types of fruit a peach, an orange, a banana, grapes, a pear, a strawberry Practice C Role-Play Have students practice the conversation in pairs. Switch roles and repeat the activity. Encourage students to practice with partners, using other expressions. May I help you? Thank you so much./thanks a lot. To learn indefinite articles a, an D Listen and say. Student Book pp SB: pp WB: p. 10 Cards: U1, U2 : Tracks PPT: U2_L1 Post-its Reviewing Unit 1 Use picture cards for Unit 1. Show a school subject card and ask What classes do you have today? Have students answer I/We have class today. Then show a school subject card and a day card and ask Do you have class on? Have students look at the cards and answer Yes, we do or No, we don t. Picture Talk Talk about the picture. Where do you think this place is? What do they do at the market? What fruit do you see in the picture? Do you think Harry likes oranges? What does Lisa want to get? What is your favorite fruit? What do you want to buy at the market? Can you find the English Bus? It s on the box the woman is carrying. Say each word, pointing to each picture. Have students listen and repeat. Play Audio CD Track 20 and have students listen and repeat, pointing to each picture. Pause after each word so that students can follow a peach 4. grapes 2. an orange 5. a pear Practice D 3. a banana 6. a strawberry Draw a Word Web on the board and ask students to name fruit they already know. Write the words in the Word Web as the students call out fruit. Read the words all together and check students pronunciation. Review the usage of articles a and an. Explain that the indefinite articles a and an are used in front of nouns and stand for one object. Point out that an is used with words that start with vowel sounds of a, e, i, o, u. an orange, an apple, an egg E Listen, find, and circle in the picture. A Listen and repeat. Play Audio CD Track 19. Have students listen and repeat. 19 Man: Can I help you? Woman: Yes, thanks. Explain that the man if offering help to the woman by saying Can I help you? When we want to offer help to someone who needs help, we can say Can I help you? or May I help you? The usual response to this is Yes, thanks or Thank you so much. Play Audio CD Track 21. Have students listen, find, and circle the corresponding fruit they hear. Replay the audio and check the answers together. Make sure that students circle the singular form of each fruit grapes 4. an orange 2. a pear 5. a strawberry 3. a peach 6. a banana F Show. Guess and say. Practice F Guess and Say Use the picture cards. Cover up a part of a picture cards with Post-its. Show a partial image of each fruit and have students guess what fruit it is. Please look at this partial image of a fruit. What do you see? Can you guess what it is? What color is this fruit? Model the conversation. Say Can I help you? and have students say Yes, thanks. Switch roles and repeat the conversation. Encourage students to practice the conversation in pairs, using various responses. 28 L3_TG_(12~117).indd

3 Lesson 1 23 He likes oranges. She likes oranges. He doesn t like grapes. She doesn t like grapes. doesn t, does not peaches oranges bananas grapes pears strawberries To express what one likes and dislikes He likes oranges. He doesn t like oranges. She likes oranges. She doesn t like grapes. To learn third person singular verbs To make negative sentences with Do To understand the contraction doesn t = does not To learn forms of plural nouns peaches, oranges, bananas, grapes, pears, strawberries SB: pp WB: p. 11 : Tracks PPT: U2_L1 Fruit Pictures, Sheets of Paper Practice A A Listen and say. Talk about the picture briefly and go over the names of fruit in the picture. Where are the children? What kind of fruit are on the kitchen table? What does Ron have? What about Lisa? Do you think she likes grapes? How about you? Do you like grapes? 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 bananas He likes oranges. She doesn t like grapes. 1. He likes oranges. 2. She doesn t like grapes. 3. She likes strawberries. 4. He doesn t like peaches. Explain that we add -s or -es to verbs with singular nouns or pronouns He, She, and It. I like oranges. She likes oranges. I don t like peaches. She doesn t like peaches. Explain that doesn t is a short form of does not, and we use doesn t by adding -es to don t. Explain that doesn t is used to make a negative sentence when the subject is He, She, or It. Review the usage of don t used with I, You, and We. Explain that we use like instead of likes after the helping verb, doesn t. If you use doesn t in a sentence, you need to drop -s at the end of the verb like. You have to say, She doesn t like, not She doesn t likes. Explain the rules for plural nouns. Most singular nouns form the plural by adding -s. When words end in -ch, we form the plural by adding -es. When words end in -y, we form the plural by dropping the y and adding -ies. -s (bananas, apples, pencils)/-es (peaches, churches)/-ies (strawberries, babies) Explain that nouns ending in -s, -ss, -o, -x, -ch, -sh add -es to form the plural. buses, glasses, potatoes, boxes, churches, dishes Play Audio CD Track 23. Have students listen and repeat. pears strawberries grapes Student Book pp B Look and say. Divide the class into two groups. Have G1 say He/She likes and G2 say He/ She doesn t like. Point to each picture in random order and have them say the sentence. Switch roles and repeat the activity. Ask students to practice in pairs. As one student points to each picture, the other makes a sentence. Play Audio CD Track 24. Have students listen and repeat She doesn t like grapes. 2. He doesn t like bananas. 3. She likes pears. 4. He likes oranges. 5. She likes peaches. 6. She doesn t like strawberries. C Listen and match. Have students look at each child s face and fruit. Make sure students notice that happy face and sad face respectively show likes and dislikes. Play Audio CD Track 25. Have students listen and match which fruit the child likes and dislikes. Replay the audio and check the answers together She likes strawberries. She doesn t like peaches. 2. He likes pears. He doesn t like grapes. 3. He likes grapes. He doesn t like oranges. 4. She likes bananas. She doesn t like strawberries. D Follow the paths. Then talk with a friend. Have students follow the paths and find out which fruit the boys and girls like or dislike. Encourage students to share their findings in pairs, using the sentence patterns they ve learned. Fruit Basket Spread out fruit pictures on the desk and have students walk around and pick two or three pictures they like and dislike. Hand out a blank paper and have students draw two fruit baskets with a happy face and a sad face. Then have students stick what fruit they like and dislike in each basket. Have a volunteer show his/her basket and let other students talk about the fruit baskets, using the sentences He/She likes or He/She doesn t like. Find Odd Ones Divide the class into two groups. Write three words on the board. Make sure that one of them has a different plural ending. Have the first student of each group run to the board and point to the odd word. I ll write three different words on the board. You need to choose a word that has a different plural ending to the other two words. Let s practice first. a banana, an orange, a strawberry Which one has a different rule for the plural noun? Yes, a strawberry takes -ies to form the plural while a banana and an orange take -s. Use some new words such as cherry, story, apple, church, beach, witch, etc. Find Odd Ones 30 31

4 Lesson 2 27 Explain how to make a yes/no question with Does, using the pronouns She and He. Write She likes carrots on the board. If you want to make a question, you should add Does in front of the sentence and erase s in likes. To ask and answer about vegetables someone likes or dislikes Does she like carrots? Yes, she does. / No, she doesn t. Play Audio CD Track 28. Have students listen and repeat. 28 To review the rules for plural nouns To make yes/no questions with Does SB: pp WB: pp : Tracks peppers Play Audio CD Track 29. Have students listen and draw O and X to the corresponding picture they hear. Replay the audio and check the answers together. What Is It? Prepare fruit word cards and cover some letters. Show the cards and have students guess the words. Have students fill in the missing letters after guessing the words. Use both singular and plural nouns students previously learned. ra es (grapes), a p ch (a peach), s ra berr s (strawberries) Facial Expression Prepare fruit picture cards. Have some volunteers come up to the front and pick a picture card. Then ask the volunteers to make a smiley face or a frowning face while holding their cards up. T: (pointing to a student with smiley face) What does she like? Ss: She likes oranges. T: (pointing to a student with frowning face) What doesn t he like? Ss: He doesn t like grapes Does she like carrots? Yes, she does. Does she like peppers? No, she doesn t. 2. Does he like onions? No, he doesn t. Does he like corn? Yes, he does. 3. Does he like peppers? No, he doesn t. Does he like onions? Yes, he does. 4. Does she like tomatoes? Yes, she does. Does she like potatoes? No, she doesn t. D Look at C. Talk with a friend. Have students look at the pictures in Practice C. Have them practice asking and answering questions in pairs. Switch roles and repeat the activity. E Listen and chant along. PPT: U2_L2 What Is It? Does she like carrots? Yes, she does. Does she like carrots? No, she doesn t. onions carrots corn potatoes tomatoes C Listen and draw O and X. Student Book pp Practice B Explain that when words end in -o, add -es to form the plural (e.g. tomato, potato). Review the rules for plural nouns that add -s, -es, -ies. To learn types of vegetables an onion, a carrot, corn, a potato, a tomato, a pepper To reinforce the target language and build confidence through chant Does she like carrots? Yes, she does. 1. Does she like carrots? Yes, she does. 2. Does she like onions? No, she doesn t. 3. Does she like peppers? Yes, she does. 4. Does he like corn? Yes, he does. 5. Does he like tomatoes? Yes, he does. 6. Does he like potatoes? No, he doesn t. Play Audio CD Track 30. Have students listen and read the lyrics silently. Replay the audio and have students chant along together. A Listen and say. 30 Fruits and Vegetables Bingo See the lyrics on Teacher s Guide page 118. 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 an onion 2. a carrot 3. corn 4. a potato 5. a tomato 6. a pepper Distribute the cards in random order. Call out the words and have students raise up the corresponding cards. B Listen and say. Talk about the picture briefly. Name each vegetable in the picture together. Where are the kids? What vegetables do you see in the picture? What else do you see in the picture? Yes, there is milk and cheese. Bingo Hand out 3x3 grids to everyone and have students write the singular and plural forms of the target words in each grid. Students take turns calling out one of the words. They cross out all called words. The first student who makes three lines in a horizontal, vertical, or diagonal row and says Bingo! wins. Spinning Game Use the spinning template with pictures. Pair up students. Have pairs take turns spinning a paper clip. Then have them ask and answer, using the picture that the paper clip points at. If they say it correctly, they get a point. The pair with the most points wins. T: Spin the paper clip. Okay, ask and answer by using the picture. S1: Does she like peppers? S2: No, she doesn t. Spinning Game Play Audio CD Track 27. Have students listen and repeat, pointing to the corresponding picture. Pause after each sentence so that students can follow. 32 L3_TG_(12~117).indd

5 Lesson 3 the plate? (pointing to picture 2) What do they use a carrot for? (pointing to picture 3) What do they use for a mouth? (pointing to picture 5) How many fruit do they put on the plate? Can you name them? Divide the class into two groups. Have G1 take the role of Girl and G2 take the roles of Boy and Dad. Then act the story out. Switch roles and repeat the activity. To review the sentence patterns through a story Have students practice in groups of three students. Have each group member take each role. Have a few groups volunteer to present their role-play. To read and comprehend a story B Read and match. Have students recall the story and match the phrases to the correct pictures. To improve reading skills by answering comprehension questions potatoes carrots corn grapes SB: pp Student Book pp WB: pp D Look and write. TG CD: Track 50 PPT: U2_L3 Two Paper Bags Practice A Story Comprehension C Look and check ( ) the right face. Have students recall the story and choose the correct picture for the dad s fruit face. Check the answer together and say what Dad likes. Which one is the correct face for the story? What does Dad like? : Tracks Check the answers together by reading each phrase. Dad likes oranges. Dad doesn t like strawberries. Reviewing the Chant Write the chant lyrics on the board. Play Audio CD Track 30 and have students chant along. Erase the target words on the board and have students write different words instead. Play the instrumental version (TG CD Track 50) and have students chant along with the new lyrics. Picture Talk Have students look at the pictures and talk about what they see. What do you see? Where are the children? What are they doing? What do they have on the table? (pointing to picture 2) What is the girl putting on the plate? What is the boy holding? (pointing to picture 5) What do you see in the green bowl? A Listen and read. Then act it out. 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 Dad: Girl & Does Dad like tomatoes? Yes, he does. Does he like potatoes? No, he doesn t. He likes carrots. Does he like strawberries? No, he doesn t. He likes bananas. Does he like corn? No, he doesn t. He likes grapes. Does he like oranges? Yes, he does. What is it? Dad, it s you! Have students look at the pictures, choose the appropriate words, and complete the sentences. Check the answers together by reading the sentences aloud. Look at number 1. What is the boy holding in his hand? Does his dad like potatoes? What does Dad like? Look at number 2. What is the girl holding in her hand? Does Dad like grapes? What about you? Does your dad like tomatoes? Have students answer the given question in pairs or groups. Encourage them to answer with the sentence patterns Yes, he does or No, he doesn t. Have students change the family members and fruit in the question and practice with their partners. Perfect Shopping Prepare picture cards for Unit 2. Divide the class into two groups. Distribute a paper bag to each group and name G1 Fruit and G2 Vegetable. Have each group write Fruit or Vegetable on their bags. Shuffle the cards and put them face down on the desk. Have a student from each group pick a card and put it in their shopping bags only if the card belongs to the bag. If not, the student needs to put the card back on the desk, and the teacher shuffles the cards again. Each group flips a card six times in turn. The group with the most cards in the bag wins the game. What Does She Like? Divide the class into two groups. Have a volunteer from each group come up to the front. Whisper I like to the volunteers. Have each group ask the volunteers a question, taking turns and guess the sentence you whispered. If one group succeeds in drawing the Yes answer, it gets a point. Repeat the activity several times. The group with the most points wins. (whispering to the volunteers) T: I like strawberries. G1: Does she like peaches? V1: No, she doesn t. G2: Does she like strawberries? V2: Yes, She likes strawberries. Ask students some comprehension questions after listening. What are they making on 34 L3_TG_(12~117).indd

6 Lesson 4 PROJECT Step 1 Draw Have students draw a smiley face in the chart if the family member likes the fruit and draw a frowning face if the family member doesn t like the fruit. grapes cherries brother strawberries peaches blueberries oranges mom SB: pp. 22, WB: pp TG CD: Tracks Student Book pp PPT: U2_L4 Reviewing the Story Quiz Game To complete the chart about what fruit one s family members like or dislike and write about it To improve writing skills and present his/her work to the class Step 2 Look at Step 1 and write. Have students look at the chart in Step 1 and fill in the blanks with appropriate family members and fruit. Step 3 Share your writing with the class. Encourage students to share their writing from Step 2 with their partners or the class. : Track 30 A Coin, A Research Paper in the chart. Have students look at the chart and think about fruit their family members like and dislike. To build up speaking skills through playing a board game or Talk about the chart briefly and name the fruit together. To practice the words and sentence patterns Test: Unit Test 2 Who Likes Fruit? 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. Quiz Game Divide the class into groups. Hand out blank paper to each group. Call out several key words that describe each fruit or vegetable and have students look at the picture cards. Then have each group guess and write the fruit or vegetable. The group that writes an answer correctly gets a point. Listen to the key words carefully and guess which vegetable this is! It s yellow and green. It s long. It s a vegetable. Please write your answer on the paper! Write some opening and closing sentences on the board to help students present their writing. Opening sentences: Hello/Good morning/good afternoon, everyone. I m. I will tell you about what fruit my family members like and don t like. Closing sentences: Thank you!/thank you very much!/thank you for listening. Have some volunteers present their writing. Praise them after the presentation. 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. Unit Test 2 Class Survey Divide the class into pairs. Distribute a research paper to each student and have students find out their partner s preferences for vegetables. Encourage students to ask Do you like? and answer I like/don t like. Then have students write about their partner s preferences on a piece of paper. 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. A Play a game. 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 and it lands on a yellow or pink circle, have S1 of G1 make a sentence, using the picture on each space. If it lands on a blue circle, have S1 and S2 of G1 ask and answer. 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 L3_TG_(12~117).indd

7 Review 1 To review the words, sentence patterns, stories, and conversation SB: pp Cards: U1, U2 : Tracks 17, 30, TG CD: Tracks PPT: Review 1 Tests: Review Test 1 Student Book pp C Listen and circle. Have students look at the pictures and ask what each picture is. T: Look at number 1. What s the girl eating? Ss: She s eating grapes and pears. T: How about number 4? What s she holding in her plate? Ss: They re onions and peppers. Have students use the plural forms of fruits and vegetables when they answer the questions. Play Audio CD Track 33. Have students listen and circle the correct pictures Does she like grapes? Yes, she does. 2. Does he like corn? No, he doesn t. He likes tomatoes. 3. Does he like bananas? Yes, he does. 4. Does she like onions? No, she doesn t. She likes peppers. Replay the audio. Pause after each number and check the answers together. D Listen and circle. Talk about the pictures briefly. Look at number1. The boy is late for class. He says, Sorry I m late. What would the teacher say to the boy? Look at number 2. The girl is carrying big boxes. She probably needs some help. The boy wants to help her so he says, Can I help you? What would she say? Play Audio CD Track 34. Have students listen and circle the correct answer. Reviewing the Story 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 Sorry I m late. Man: a. You re welcome. b. Don t be late next time. 2. Can I help you? a. Yes, thanks. b. I m sorry. 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 the target words in random order. Have students repeat and point to the correct pictures. B Listen and match. Have students look at the pictures and ask students what each picture is. Play Audio CD Track 32. Have students listen and match each class picture with the correct picture Do you have music class on Tuesdays? Yes, we do. 2. Do you have art class on Fridays? No, I don t. I have art class on Thursdays. 3. Do you have science class on Tuesdays? No, we don t. We have science class on Mondays. 4. Do you have social studies class on Fridays? Yes, I do. Replay the audio. Pause after each number and check the answers together. Replay the audio. Pause after each number and check the answers together. Can You Ask students the following questions. If students can answer each question, have them circle the smiley face. Unit 1 Can you say the school subjects? Unit 2 Can you say the names of fruits and vegetables? 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 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. What does the man say to help the woman? (Man: Woman: Yes, thanks.) What classes do you have today? 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. Jeopardy Game Review Test 1 38 REVIEW 1 39