Professional Documents
Culture Documents
Everybody Up 2e 3 Teachers Book
Everybody Up 2e 3 Teachers Book
2
X
3
Teacher’s Book
Patrick Jackson
Susan Banman Sileci
Table of Contents
Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 YLE Practice Answer Key and Instruction. . . . . . . . 114
Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Video Scripts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Components. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Poster Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Workbook Answer Key. . . . . . . . . . . . . . . . . . . . . . . . . 120
Teaching Techniques. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Picture Card List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Games and Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Plans. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
1
© Copyright Oxford University Press
2 Syllabus
Syllabus 3
4 Syllabus
Syllabus 5
6 Introduction
Everybody Up Icons
Pair or Student Audio CD
group work 03
Math Art Science
Test Audio
Class Audio CD
05 02 Track
Social
Health Studies
Video Poster
School Subject Connection (CLIL)
7
Introduction
8 Introduction
Projects
Projects are featured in the Student Books for Levels
1 to 6 after every two units. Project work encourages
students to collaborate, communicate, and be creative in
real ways with tangible results. The projects in Everybody
Up are designed to be completed in one lesson and with
easy materials that are commonly available. Students use
the language they have learned in the unit in meaningful
communication with their classmates, teachers, and
families. In addition to specific language tips, the
project pages also have a feature for sharing the project
9
Introduction
EU2e_SB_FC_v9.indd 2
2
12/4/15 3:06 PM
Student Audio CD
Included in the Student Book with Audio CD Pack
2 nd Edition • Vocabulary, grammar, and songs
1 for students to review and practice
at home
Workbook
Workbook / Workbook with Online Practice
• Activities reinforce each lesson’s vocabulary and grammar
• Activities are suitable for use in class or as homework
h ec k U p
NE W C re review
mo
with
O n l i ne P r a c t ice
Patrick Jackson
Susan Banman Sileci
• Picture dictionary for vocabulary and writing practice
nce d
En h a
Book
1, 2, 3…
• W
ords are big enough for use in
Count.
Back of Card 3
large classrooms
• U
seful for presenting new vocabulary,
for assessing student knowledge, 2
Everybody Up
2nd Edition
10 Components
NEW
Teacher’s Resource Center CD-ROM DVD
• New Entry Test and Entry Review Worksheets • Starter Level:
• Customizable placement, unit, eight animated
midterm, and final tests stories bring
• Cambridge YLE practice tests universal values
to life
• Test audio and answer keys
• Levels 1–6:
• Photocopiable worksheets eight documentary-
(Starter Level: Values and style videos
Phonics; Levels 1–6: Values and Cross-curricular) enhance and
• New photocopiable resources for projects support the school
(Levels 1–6) subject connection
NEW
iTools Poster Pack (Levels 1–6)
• Classroom presentation • Contains eight posters, one for each
software cross-curricular lesson
• Teachers can project Student • Posters initiate and support classroom
Book and Workbook pages, discussions around the school subject
show answer keys and connection
additional resources, and play
the videos and audio files
• Includes interactive activities and new
grammar animations with every lesson
1. 2. 3. 4. 5. 6.
1 2 3 4 5 6
of the new language
clearly presented
with audio support.
with audio parents grandparents aunt uncle cousin cousin
32 Unit 4 Lesson 1 33
12 Lesson Guide
Lesson Guide 13
1
2 5
Further exposure to
6
3 hers
his
Presentation and mine 4 the new language.
his hers
Look at your
E Make cards. Ask and answer.
of the new Whose plate is this? It’s hers.
friend’s things. Ask
“Whose book is this?”
14 Lesson Guide
Lesson Guide 15
36 Unit 4 Lesson 3 37
Warm up 3. Read the story aloud with the students. Then direct
students’ attention to the value and play the track
1. Greet the class. Sing a song from the previous again. Students listen and read along.
unit or use familiar language to elicit responses
from students.
B Read and circle.
2. Review past vocabulary or other language
related to the Lesson 3 story. 1. Explain that students will read the sentences and
circle Yes if the sentence is correct or No if the
3. Elicit the lesson language or what the Everybody sentence is wrong.
Up Friend says from the previous lesson. Have
students practice the expressions and language 2. Read each sentence aloud with the class. Students
with their classmates. can answer orally and then circle the answers in
their books, or they can do the activity on their
4. If a song, game, or activity is suggested, use it as own, using Activity A as a reference.
additional warm up for Lesson 3.
3. Check answers together.
16 Lesson Guide
Lesson Guide 17
content to a rich
Mexico Japan Russia Turkey
thinking activities.
visual learning C Listen and say. Then listen and read. 62 42
Taran and Leyla Makio and Ria Elena and Anton Natalia and Mateo
experience. our
their
ours
theirs
our
their
ours
theirs
Students use 21st
a. b. c. d.
of the new language. Whose flag is this? It’s theirs. Posters bring real-
G Look at the poster. Talk about it.
world content into
38 Unit 4 Lesson 4 39 the classroom.
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Warm up 2. Play the video again. Pause the video and ask
students questions about the video. Encourage them
1. Greet the class. Use familiar language to elicit to answer in full sentences to practice the grammar
responses from individual students. Then have patterns and new vocabulary.
students practice the language with each other.
2. Elicit the lesson language or what the Everybody
Up Friend says from the previous lesson. Have
students practice the expression with their
classmates or create their own.
3. If a song, game, or activity is suggested, use it as
additional warm up for Lesson 4.
4. Review conversation language from a previous
lesson. Have students practice the language with
their classmates.
18 Lesson Guide
Lesson Guide 19
grammar from
2. Who are they?
A Listen, number, and write.
vocabulary from
64
parents.
3. Whose cup is that? 4
previous two units.
the previous two It’s hers.
units.
4. Who works at the restaurant?
Students practice
The
3
listening, writing,
Students check D Listen and write. Then act. 65
1. 2.
and speaking using
comprehension
Excuse me. How
much is this sweater?
language from
of language and
B Read, circle, and number. Like this.
previous two units.
grammar from 1. The librarian works / work at the library.
previous two units. E What can you do? Read and ✔. 1 OK 2 Good 3 Great
illnesses countries
performance on
4. This is their / our flag.
Value
I can be
Value
I can be
the previous two
40 Check Up 2
thoughtful. helpful.
Units 3 and 4 41
units and identify
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areas for further
Student Book pages 40–41 practice.
20 Lesson Guide
Extra Practice
Workbook
iTools
Online Practice
Lesson Guide 21
Students listen
questions about and number the
the text. illustrations.
Students talk
D When did you help an animal? Talk about it.
about their own
42 Skills 2
experiences.
Student Book page 42
4105989_EU_SB3.indb 42 11/6/15 8:59 AM
22 Lesson Guide
What does
your mother
My mother Students use
likes to read.
Home-School Link
like?
familiar language
gives students to present and
the opportunity Tip talk about their
projects.
Say “Good job!” to
Home-School Link
to share their
your partner.
Lesson Guide 23
24 Teaching Techniques
Teaching Techniques 25
26 Teaching Techniques
Teaching Techniques 27
Buzzers Charades
For this game, divide the class into two teams. Teams Divide the class in half or into four groups. Show one
will compete to earn points by giving correct answers. member of each group a different Picture Card. That
Begin by explaining how the game works and what student returns to his or her group and acts out the
constitutes a correct answer. To play the game, arrange target language without speaking. The group watches
two central desktops with “buzzers.” A player from each and tries to guess what is being acted out.
team stands at a buzzer. Players slap their buzzers as
fast as they can when they think they can give the right Class Survey
response. The first student to slap his or her buzzer gets In this activity, students gather specific information
to give the answer. A correct answer wins a point for about their classmates. They either enter it into charts or
that student’s team. If the answer is incorrect, the other all of the information is gathered into one large chart on
player tries to answer. OPTION: Instead of slapping the board.
buzzers, students can simply raise their hands.
Down the Line
Card Grab
Set Picture Cards in a line on the floor. Place a team of
This game can be played individually or in small groups. students at each end of the line. A student from each
Give a set of cards to each student or group. Students team goes down the line of cards, saying the words.
spread the cards out face-up. Call out one of the words. When the players meet, ask the student who is farthest
Students race to touch the card. In groups, ties can along the line a challenge question. A correct answer
be broken with a quick round of Rock, Paper, Scissors. wins that player’s team a point. If players meet in the
OPTION: When students play the game individually, middle of the line, have them play Rock, Paper, Scissors.
they can simply hold up the card. The winner gets a chance to answer the challenge
question.
Categories
This game is best played with at least two vocabulary
categories. Students sit in a circle. Model the following
percussion rhythm: slap your knees twice, clap your
hands twice, snap your fingers on one hand and then the
other. As you snap your fingers, announce the category
for that round (e.g., food). On the next snap, say a word
in the category (e.g., chicken). Go around the circle, with
individual students saying different words during the
snaps. Change the category when all known words have
been said, or when someone makes a mistake, or after
everyone has had a chance to say a word.
Gaps My Version
This activity requires students to write in missing words In this activity, students take a text that already exists
in sentences. To create a sentence text for this game, and rewrite it in a specific way, usually by personalizing
write out the target grammar pattern(s) on strips of it to their lives.
paper, leaving blanks in place of some words. Provide
one copy for each student or pair. Students write in the
missing words. Students can compare answers to check
them.
Triangle Groups
Divide the class into groups of three or four and have
students in each group count in sequence from one to
three or four (S1, S2, S3, and S4). Stand Picture Cards on
the marker rail for reference. S1 in each group makes a
personal statement about one of the items on the cards:
I like/don’t like (salad). S2 looks at S3 and repeats the
information saying He/She likes/doesn’t like (salad). This
activity can also be used for the question-and-answer
pattern, with S2 looking at S3 and asking a question
about S1, saying What does he/she like?
What’s Missing?
First, show the class a set of Picture Cards and elicit the
words. Then gather the cards and remove one. Set the
remaining cards where everyone can see them. When
students have decided which card is missing, they raise
their hands and identify the missing card.
1.
I’m a student. I’m doing my homework
2.
It’s six thirty in the evening. I’m at home. January March • Asking for the date
in my bedroom. My desk is next to I’m listening to music. We eat dinner April
2nd
second
3rd
third
4th
fourth
5th
fifth
6th
sixth
7th
seventh
8th
eighth
July It’s January 1st.
August
9th 10th 11th 12th 13th 14th 15th
ninth tenth eleventh twelfth thirteenth fourteenth fifteenth
September
16th
sixteenth
17th
seventeenth
18th
eighteenth
19th
nineteenth
20th
twentieth
21st
twenty-first
22nd
twenty-second
October Vocabulary
Julie Mike 23rd
twenty-third
24th
twenty-fourth
25th
twenty-fifth
26th
twenty-sixth
27th
twenty-seventh
28th
twenty-eighth
29th
twenty-ninth
November
December
Classroom Language: Study for a test;
Take a test; Check your homework;
3. 4.
I’m excited! I’m playing my new video Look, purple flowers! They smell good. 30th 31st
game in the living room. I like karate. I My favorite color is purple. I’m wearing a thirtieth thirty-first
go to karate class on Mondays. When purple shirt and a purple skirt. I’m wearing
do you go to English class? purple shoes, too! What are you wearing?
Hand in your homework.
D Listen, point, and say. 05 04
1. 2. 3. 4.
Materials
Picture Cards 01–04; Class CD1
Danny Emma
Study for a test. Take a test. Check your
homework.
Hand in your
homework.
Tracks 03–05
B What about you? Talk with your classmates.
2 Welcome 3
32 Welcome
August, September, October, November, December
first, second, third, fourth, fifth, sixth, seventh,
• Review vocabulary from Levels 1 and 2. Draw
a chart with seven columns on the board. Each
eighth, ninth, tenth, eleventh, twelfth, thirteenth,
fourteenth, fifteenth, sixteenth, seventeenth, column represents a theme. At the top of each
eighteenth, nineteenth, twentieth, twenty-first, column, either write or draw a small picture for
twenty-second, twenty-third, twenty-fourth, the following themes: school subjects, times,
twenty-fifth, twenty-sixth, twenty-seventh,
twenty-eighth, twenty-ninth, thirtieth, thirty-first activities, feelings, meals, rooms of the house,
jobs, clothing, and colors. Students brainstorm
vocabulary for each theme.
4. Practice the pattern with the class. Show the class a
calendar and point to various days, asking What’s • My Version (Teacher’s Book pages 28–31).
Students choose one of the characters’ self-
the date today? Next, invite individual students to
introductions in Activity A and rewrite it using
lead the activity.
their own information. Then students introduce
5. Students practice saying the dates on their own, themselves to the class.
using their books.
Extra Practice
D Listen, point, and say.
Workbook pages 2–3
1. Use Picture Cards 01–04 to introduce the activities. Student Audio CD Tracks 03–04
Continue until students can produce the phrases on iTools
their own. Online Practice
2. Play Class CD1 Track 05. Students listen, point, and
say along with the CD.
Welcome 33
34 Unit 1
Unit 1 35
Vegetable
Soup
Grammar
6 carrots
36 Unit 1
C Listen, ask, and answer. 3. Students sing the song again, nodding or shaking
Then practice. their heads as the lyrics dictate.
See Teaching Grammar, Teacher’s Book page 24.
1. Introduce the new pattern. Direct students’ E What do you need? Make a
attention to the grammar and vocabulary boxes list. Then ask and answer.
on page 7. Use the “Vegetable Soup” recipe to
remind students to use a for one item and some Students work in groups of 3 to practice the language
for many items. pattern in the speech bubbles: What do you need? We
2. Play Class CD1 Track 12. Students listen, ask, and need some potatoes. S1 and S2 make a shopping list. S3
answer along with the CD. asks them about their list. Switch roles after a round.
12 What do they need? They need a carrot. Everybody Up 21st Century Skills
What do they need? They need some carrots.
See Teaching 21st Century Skills, Teacher’s Book page 27.
a carrot, an onion, a pepper, a cabbage, a potato,
a tomato Communication/Collaboration: Direct students’
1. What do they need? They need some carrots. attention to the Everybody Up Friend. Students use
2. What do they need? They need some tomatoes. collaboration skills to look at the picture in Activity
3. What do they need? They need a potato. A and determine what they want. Then they use
4. What do they need? They need some peppers. communication skills to take turns asking and
5. What do they need? They need an onion. answering the question.
6. What do they need? They need a cabbage.
Unit 1 37
Really?
Yum! This tastes good.
D Listen and say. Then act. 16
Value
Be healthy.
Yeah, I like What’s for lunch?
vegetables. Soup and salad.
What foods are
good for you?
That sounds good. 2
breakfast: bread and juice
Materials
Picture Cards 05–16; Class CD1
Value 1 3 Tracks 14–16
Be healthy. lunch: soup and salad dinner: steak and
french fries
8 Unit 1 Lesson 3 9
38 Unit 1
Extra Practice
3. Students sing the song again, gesturing as Workbook pages 8–9
appropriate.
Student Audio CD Track 12
4. Divide the class into two groups. One group sings Unit 1, Lesson 3 Worksheet
the statements, the other group sings the questions. iTools
Switch roles.
Online Practice
Unit 1 39
Omar Ella
F Look at E . Talk with your classmates. What do you
want to make?
Materials
3. I want to make a fruit salad. I need 4. I want to make a milkshake. I need
I want to make a salad. What do you need? Picture Cards 17–20; Class CD1
some oranges and some peaches. some milk and some ice cream.
I need some tomatoes, some Tracks 17–18; Unit 1 Video and Poster,
peppers, and some cheese.
Cooking
G Look at the poster. Talk about it.
Lisa Tam
10 Unit 1 Lesson 4 11
School Subject Connection: Health foods in Lesson 4 and how to make them. Encourage
Health students to think about the relationship between the
Lesson 4 is a cross-curricular lesson with a connection foods and why they are healthy choices to eat.
to students’ school subjects. Ask students what they
1. Play the video. See Video Scripts on Teacher’s Book
have learned about healthy eating in their health or
pages 116–118 for reference.
gym class.
2. Play the video again. Pause the video and ask
Warm up students questions about the foods. Encourage
1. Greet the class. Then ask a few individual them to complete the sentences to practice He
students What did you have for dinner last night? needs _____. She’s making a _____.
Next, students greet and ask their classmates
about last night’s dinner.
B Listen, point, and say.
2. Elicit the language from Unit 1, Lesson 3: What’s
See Teaching Vocabulary, Teacher’s Book page 24.
for lunch? Students practice the expression with
their classmates. 1. Use Picture Cards 17–20 to introduce the new
3. Review Unit 1, Lesson 3 conversation language: foods. Continue until students can produce the
What’s for lunch? Soup and salad. That words on their own.
sounds good. 2. Link the language. Use Picture Cards 17–20.
Students practice the conversation with a Ask a student Do you want (an omelet)? If the
classmate, using any foods they know. student replies Yes, I do, hand over the picture
card. Continue until all four cards are distributed.
Then have the students holding the cards ask
the questions.
A Watch the video. 3. Play Class CD1 Track 17. Students listen, point, and
See Teaching with Videos, Teacher’s Book page 26. say along with the CD.
Before you watch: Tell the class they are going to 17 1. omelet 2. smoothie
watch a video about food, cooking, and eating. Ask 3. fruit salad 4. milkshake
students to share what they already know about the
40 Unit 1
Unit 1 41
Unit 2 43
shopping
department store
They’re = They are Grammar
• Present continuous questions with
1 2 3 4 5 6
1. 2. 3.
prepositional phrases
watch a borrow buy kick a
shop
movie books
mail letters
groceries ball
4. 5. 6. What’s he/she doing at the
B Listen, ask, and answer. Then practice. 24 19 department store?
department store shopping D Sing. 26 21 He’s/She’s shopping.
What’s She Doing?
4. 5. 6.
Things to do: shop, watch a movie, borrow
E Act, ask, and answer.
Look at A .
What are they books, mail letters, buy groceries, kick a ball
doing?
What’s she doing? Where is she?
44 Unit 2
Unit 2 45
The school?
and that’s next to the
post office. See?
Excuse me. Where’s
Materials
The post office?
It’s over there!
the post office?
Value 1 3
Be helpful. post office school
16 Unit 2 Lesson 3 17
Warm up 2. Play Class CD1 Track 27. Students listen, point, and
read along with the CD.
1. Greet the class. Then introduce yourself and
say what you’re wearing: I’m (Ms. Jones). I’m 27 It’s Over There!
wearing (a white shirt and a blue skirt). Students The man is lost.
introduce themselves to their classmates and say Young man: Excuse me. Where’s the post office?
what they’re wearing. James: The post office? It’s across from the
library.
2. Sing What’s She Doing? (Class CD1 Track 26).
Young man: Where’s the library?
3. Review vocabulary and grammar from Unit 2, James: Well, it’s between the school and the
Lessons 1 and 2. Hold up Picture Card 30 and restaurant. It’s...
mime watching a movie. Guide a student to ask Young man: The school?
What’s she doing at the movie theater? Elicit the James: Yes. The school is across from the
answer from another student: She’s watching a supermarket, and that’s next to the
movie. Continue with Picture Cards 21–34. post office. See?
Young man: Well...
4. Review the conversation language from Unit 1, Julie: The post office? It’s over there!
Lesson 3: What’s for lunch? Soup and salad. Young man: Ah, I see it. Thank you!
That sounds good. Encourage students to look
for opportunities to use the language pattern
in class today. 3. Read the story aloud with the students. Then direct
students’ attention to the value Be helpful
and play the track again. Students listen and
read along.
A Talk about the story.
Then listen and read. Student Book page 17
See Teaching Stories, Teacher’s Book page 25. B Read and circle.
1. Students look at the pictures and talk about what 1. Students read the sentences and circle Yes if the
they see. sentence is correct or No if the sentence is wrong.
46 Unit 2
3. Students sing the song again, pointing during “It’s Extra Practice
over there.” Workbook pages 16–17
Student Audio CD Track 22
D Listen and say. Then act. Unit 2, Lesson 3 Worksheet
iTools
See Teaching Conversations, Teacher’s Book page 25.
Online Practice
1. Play Class CD1 Track 29. Students listen and say
with the CD.
Unit 2 47
18 Unit 2 Lesson 4 19
School Subject Connection: Art 1. Play the video. See Video Scripts on Teacher’s Book
Art pages 116–118 for reference.
Lesson 4 is a cross-curricular lesson with a connection 2. Play the video again. Pause the video and ask
to students’ school subjects. Ask students to tell you students questions about the process of making
about their art classes. What kind of things have they art. Encourage them to complete the sentences to
made? What materials and tools did they use? What practice They ____ the cotton balls to the paper.
steps did they take? ____, they get paper and draw a picture.
Warm up
1. Greet the class. Then play Identity Swap B Listen, point, and say.
(Teacher’s Book pages 28–31) to practice See Teaching Vocabulary, Teacher’s Book page 24.
introductions.
2. Introduce yourself to S1, saying I’m (Ms. Smith). 1. Use Picture Cards 35–38 to introduce the activities.
I’m happy today. S1 introduces him- or herself Continue until students can produce the words on
to you, saying I’m (Nora). I’m (tired) today. Swap their own.
identities and continue. 2. Say and mime each new activity. Students listen and
3. Sing What’s She Doing? (Class CD1 Track 26). watch. Then have students say the activity when
you mime it. Invite individual students to mime the
activities for the class to say.
3. Play Class CD1 Track 30. Students listen, point, and
A Watch the video. say along with the CD.
See Teaching with Videos, Teacher’s Book page 26.
30 1. color 2. cut
Before you watch: Tell the class they’re going to watch 3. glue 4. fold
a video about making art. Ask students to share what
they already know about the verbs and sequence words 4. Give each student four blank cards and drawing
in Lesson 4. Encourage students to think about how supplies. Students make picture cards for the new
they make an art project. vocabulary words.
48 Unit 2
Unit 2 49
4. 5. 6.
1. 2.
Excuse me. Where’s
the supermarket?
Greet the class. Then greet a student and ask 1. check left picture; post office
Are you hungry? Would you like some (popcorn)? 2. check left picture; omelet
3. check right picture; popcorn
Guide the student to answer either Yes, please or 4. check left picture; glue
No, thank you. Students greet and practice the 5. check left picture; onion
conversation with their classmates. 6. check right picture; kick a ball
50 Check Up 1
Check Up 1 51
Materials
Class CD1 Track 36; Photocopiable
Tip
Home-School Link
Use your hands
to talk about your
Project Template; scissors, markers or
crayons, glue
recipe.
What is your favorite food? Where do
you eat it? Talk about your favorite
D When did you make soup? Talk about it. food with your family.
22 Skills 1 Project 1 23
Answer Key
34 How to Make Soup 1. Play Class CD1 Track 35. Students listen and
Do you want to make soup? First, go to the number the pictures.
supermarket. It’s across from the park. Next, buy
carrots, onions, and tomatoes. Then, go home. Finally, 35 1. I want some soda. She wants some gum.
cook the soup. 2. Where’s the park?
It’s across from the post office.
3. Play the track again. Students listen and read again. 3. What are they doing at the library?
They’re borrowing books.
4. Students read the text on their own.
4. What are they doing at the supermarket?
They’re buying groceries.
B Read and answer. 5. I want some potato chips.
6. What is she doing at the department store?
1. Students look back at Activity A and read the text She’s shopping.
again on their own.
52 Skills 1
Project 1 53
1. 2. 3.
Grammar
1 2 3 4 5 6
• Simple present questions about occupations
postal
supermarket library post office Who works at the supermarket?
cashier librarian salesperson server vet 4. 5. 6.
worker
The cashier works at the supermarket.
B Listen and number. 38
6 department store restaurant animal hospital Where does the cashier work?
D Listen, ask, and answer. Then practice. 40 27
The cashier works at the supermarket.
3
1 supermarket
Vocabulary
1. 2. 3. 4. 5. 6.
Occupations: cashier, librarian, postal worker,
2 salesperson, server, vet
24 Unit 3 Lesson 1 25
54 Unit 3
Unit 3 55
Materials
Does your father
drive buses?
No, he doesn’t.
bus driver pilot firefighter Picture Cards 29–34, 45–50; Class CD1
26 27
Tracks 41–44
Unit 3 Lesson 2
56 Unit 3
Unit 3 57
Conversation
2. The sweater is $30. Yes No
Emma and Ann are
Mom’s Present 3. The shoes are $15. Yes No
It’s $30.
coat
Excuse me. How much is this sweater? $50
It’s $30. They’re $50.
How much? How much? Oh, no!
Happy birthday!
Look at A .
Emma, we don’t
have a present
Excuse me. How
much is this sweater?
What’s your
favorite present? Class CD1 Tracks 45–47
for Mom. 2
bike: $200
They’re beautiful!
Thank you!
We can make
Value
a present! It’s $30.
Be thoughtful. 1 3
sweater: $30 pen: $1
28 Unit 3 Lesson 3 29
A Talk about the story. 3. Read the story aloud with the students. Then direct
Then listen and read. students’ attention to the value Be thoughtful and
See Teaching Stories, Teacher’s Book page 25.
play the track again. Students listen and read along.
58 Unit 3
Unit 3 59
B Listen, point, and say. 48 32 3. Who has a stomachache? Nick Kelly Grammar
• Questions with prepositional phrases
4. Who has a fever? Matt Maggie
1 2 3 4
3
What’s the matter with him/her?
2 4
cold fever stomachache headache 5
He/She has a cold.
C Listen, ask, and answer. Then listen and read. 49 33
cold
he
she
him
her
Vocabulary
1
1. Matt is sick. What’s the matter 2. Maggie is sick. What’s the matter 1 2 3 4 5 6 7 8
7
Illnesses: cold, fever, stomachache,
with him? He has a cold.
He’s eating soup.
with her? She has a fever.
The doctor can help her.
cold
8
headache
stomachache
fever ✓
headache Materials
3. This is Nick. What’s the matter 4. This is Kelly. She’s sleeping. F Look at E . Ask and answer.
Watch the video.
What can help when
you have a cold?
Picture Cards 51–54; Level 2 Picture
with him? He has a stomachache.
He isn’t at school today.
What’s the matter with her?
She has a headache. What’s the matter with him? He has a fever.
Cards 07–16; Class CD1 Tracks 48–49;
Unit 3 Video and Poster, Illnesses
G Look at the poster. Talk about it.
30 Unit 3 Lesson 4 31
School Subject Connection: Health 2. Play the video again. Pause the video and ask
Health students questions about the different illnesses
Lesson 4 is a cross-curricular lesson with a connection and health-related vocabulary. Encourage them to
to students’ school subjects. Ask students to tell you complete the sentences to practice She has a fever
what they have learned in their health class about how and a ____. Nurses work at the _____.
to stay healthy and what to do if they get sick.
Warm up B Listen, point, and say.
1. Review this conversation language from Level 2: See Teaching Vocabulary, Teacher’s Book page 24.
What’s wrong? My leg hurts. Encourage students
to look for ways to use this language in class 1. Use Picture Cards 51–54 to introduce the illnesses.
today. Continue until students can produce the words on
their own.
2. Review feelings. Hold up Picture Cards 07–16
from Level 2 and elicit the words. Encourage 2. Play Guess the Next Card (Teacher’s Book pages
students to include appropriate gestures or facial 28–31). Use Picture Cards 51–54.
expressions. 3. Play Class CD1 Track 48. Students listen, point, and
say along with the CD.
48 1. cold 2. fever
A Watch the video. 3. stomachache 4. headache
60 Unit 3
1. Students read the questions and circle the answers. Games and Activities
2. Students do the activity on their own, using Activity • Listen and Draw (Teacher’s Book pages 28–31).
C as a reference. Using the items in Activity C as a model, prepare
3. Check answers together. descriptions of four people who are sick. Read
the text to the class. Students listen and draw
Answer Key what they hear.
1. Matt 2. Kelly 3. Nick 4. Maggie • Triangle Groups (Teacher’s Book pages 28–31).
Place students in groups of 3. S1 chooses an
illness and acts it out. S2 asks S3 What’s the
E Look at the picture. Fill in the chart. matter with (her)? S3 answers (She) has a
(stomachache). Group members switch roles.
1. Students look at the picture and talk about what
they see.
Extra Practice
2. On their own, students look at the picture and then
Workbook pages 30–31
write a checkmark next to the correct illness.
Student Audio CD Tracks 32–33
3. Check answers together. Unit 3, Lesson 4 Worksheet
Answer Key
Unit 3 Test
iTools
1. fever 2. stomachache 3. headache 4. fever
5. stomachache 6. cold 7. cold 8. headache
Online Practice
Unit 3 61
Grammar
Lesson 1 Family parents cousin
• Statements with possessives
A Listen, point, and say. 34
1. 2. 3. 4. 5. 6.
1 2 3 4 5 6
6 Who’she?
Who’s he? He’s Danny’s cousin.
He likes karate. Materials
32 Unit 4 Lesson 1 33
Picture Cards 55–59; Class CD1
4105989_EU_SB3.indb 32 11/6/15 8:57 AM 4105989_EU_SB3.indb 33
Tracks 50–53
62 Unit 4
C Listen and say. Then practice. 4. Pairs practice the pattern using their books.
See Teaching Grammar, Teacher’s Book page 24.
E Look at B . Point, ask, and
1. Introduce the new pattern: They’re Danny’s parents.
He’s/She’s Danny’s cousin. answer.
2. Direct students’ attention to the first two grammar Student pairs look at the big picture in Activity B,
boxes on page 33. point to the characters, and practice the language
3. Play Class CD1 Track 52. Students listen and say pattern in the speech bubbles: Who’s he? He’s Danny’s
along with the CD. cousin. He likes karate.
Grammar
4
fork knife spoon plate bowl cup 1
6
• Statements with possessives
3
Materials
hers
plate Picture Cards 60–65; Class CD1
Tracks 54–57
34 Unit 4 Lesson 2 35
Warm up 2. Play Class CD1 Track 54. Students listen, point, and
say along with the CD.
1. Greet the class. Then review polite responses.
Ask a student Do you want a peach? Elicit either 54 1. fork 2. knife 3. spoon
Yes, please or No, thank you. Students practice 4. plate 5. bowl 6. cup
the conversation with their classmates.
2. Elicit the review language from Unit 4, Lesson 3. Students practice the words on their own, using
1: How many cousins do you have? Students their books.
practice the expression with their classmates.
4. Play Teacher’s Mistake (Teacher’s Book pages
3. Review quantities. Arrange different numbers 28–31) using Picture Cards 60–65 and making full
of familiar classroom objects where everyone sentences with previously learned grammar patterns
can see them (for example, three erasers, ten (This is a fork./It’s a fork./This is my fork./I can see
pencils, and two notebooks). Ask the class How a fork.). After a round, invite students to take over
many (erasers) are there? Students reply There your role.
are (three erasers). Next, review prepositions
of location. Arrange objects and ask the class
Where’s the eraser? Students reply It’s (between) B Listen and say. Then practice.
the (notebook) and the (ruler).
See Teaching Grammar, Teacher’s Book page 24.
1. Introduce the new pattern: This fork is mine.
2. Introduce the possessive pronouns: mine, yours, his,
A Listen, point, and say. and hers.
See Teaching Vocabulary, Teacher’s Book page 24. 3. Direct students’ attention to the grammar box and
1. Use Picture Cards 60–65 to introduce the new possessive pronouns box on page 34.
words. Continue until students can produce the 4. Play Class CD1 Track 55. Students listen and say
words on their own. along with the CD.
64 Unit 4
Like This
How do you use chopsticks?
How do you use chopsticks?
scissors Like this.
Whose noodles How do you use chopsticks?
are these? They’re mine.
Mmm, they How do you use chopsticks? a knife and fork
look good.
Like this. Like this. Value
Be helpful.
How do you use D Listen and say. Then act. 60
chopsticks?
Like this.
This is fun.
Thanks, Mike!
No
problem!
Materials
How do you use
chopsticks? Like this.
Class CD1 Tracks 43, 58–60
Ask your friend,
2
“Can you use
a ruler chopsticks?”
Value 1 3
Be helpful.
chopsticks a computer
36 Unit 4 Lesson 3 37
66 Unit 4
1. Students read the sentences and circle Yes if the Collaboration/Communication: Direct students’
sentence is correct or No if the sentence is wrong. attention to the Everybody Up Friend. Students
use communication skills to take turns asking
2. Read each sentence aloud with the class. Students and answering the question. Then students use
can answer orally and then circle the answers in collaboration skills to make a class chart showing
their books, or they can do the activity on their who can and can’t use chopsticks. If possible, give
own, using Activity A as a reference. each student a pair of chopsticks to try out.
3. Check answers together.
Unit 4 67
Taran and Leyla Makio and Ria Elena and Anton Natalia and Mateo
Vocabulary
our
their
ours
theirs
our
their
ours
theirs
Countries: Mexico, Japan, Russia, Turkey
a. b. c. d.
1. We’re from Mexico. This is our flag. 2. We’re from Japan. This is our flag.
It’s ours. It’s green, white, and red. It has a red circle. It’s ours. Materials
Picture Cards 66–69; Class CD1
Tracks 61–63; Unit 4 Video and Poster,
3. They’re from Russia. This is their 4. They’re from Turkey. This is their
Watch the video. What
f lag do you like? Countries
flag. Russia’s flag is white, blue, flag. It’s theirs. It’s red and white.
and red. It’s theirs. F Look at the flags. Ask and answer.
S chool Subject Connection: 1. Play the video. See Video Scripts on Teacher’s Book
pages 116–118 for reference.
Social Studies Social
Studies 2. Play the video again. Pause the video and ask
Lesson 4 is a cross-curricular lesson with a connection students questions about the families and countries.
to students’ school subjects. Ask students if they have Encourage them to tell a partner three things they
learned about these countries in their social studies remember from the video.
class and if they can identify these countries on a
world map.
B Listen, point, and say.
Warm up See Teaching Vocabulary, Teacher’s Book page 24.
1. Review the conversation language from Unit 4, 1. Use Picture Cards 66–69 to introduce the four
Lesson 3: How do you (use chopsticks)? Like this. countries. Continue until students can produce the
Encourage students to look for opportunities words on their own.
to ask for help or help another student in class
today. 2. Link the language. Play Teacher’s Mistake
(Teacher’s Book pages 28–31). Hold up Picture
2. Elicit the review language from Unit 4, Lesson Cards 66–69, saying I’m from (Mexico). Students
3: Can you use chopsticks? Students practice the listen carefully and correct you if needed, saying No!
expression with their classmates. You’re from (Japan).
3. Play Class CD1 Track 61. Students listen, point, and
say along with the CD.
A Watch the video.
See Teaching with Videos, Teacher’s Book page 26. 61 1. Mexico 2. Japan
3. Russia 4. Turkey
Before you watch: Tell the class they’re going to watch
a video about countries. Ask students to share what
4. Students practice saying the countries on their own,
they already know about the countries in Lesson 4:
using their books.
Mexico, Japan, Russia, and Turkey.
68 Unit 4
1. 2.
Excuse me. How
much is this sweater?
Like this.
B Read, circle, and number.
1. The librarian works / work at the library.
illnesses countries
4. This is their / our flag.
Value Value
I can be I can be
thoughtful. helpful.
40 Check Up 2 Units 3 and 4 41
1. Greet the class. Then quickly draw a portrait Top row:3, spoon; 5, vet; 6, Mexico
of an extended family on the board and label it Bottom row:4, headache; 2, uncle; 1, fly planes
“Matt’s Family.” Point to family members and
ask Who’s (she)?
B Read, circle, and number.
2. Play Down the Line (Teacher’s Book pages
28–31) with Picture Cards 39–69. 1. Students circle the correct answers. Then they write
the number of the correct picture.
2. Read each sentence aloud with the class. Students
A Listen, number, and write. can answer orally and then circle the answers in
See Teaching Check Ups, Teacher’s Book page 25.
their books, or they can do the activity on their
own.
1. Play Class CD1 Track 64. Students listen, number, 3. Check answers together.
and write the items they hear.
Answer Key
64 1. fly planes 2. uncle
1. works, bottom picture
3. spoon 4. headache
2. They’re, second picture from top
5. vet 6. Mexico 3. has, top picture
4. their, third picture from top
2. Play the track again. Students listen and check their
answers.
3. Check answers together.
70 Check Up 2
Answer Key
• What’s Missing? (Teacher’s Book pages 28–31)
using language from Units 3 and 4. For example,
1. drives buses Occupations, Things on the Table, Family.
2. They’re my
4. server works at the restaurant. • Listen and Draw (Teacher’s Book pages 28–31)
using language from Units 3 and 4. Example: Say
“chopsticks” and students draw chopsticks; say
“grandparents” and students draw grandparents.
D Listen and write. Then act.
• First to Say Z! (Teacher’s Book pages 28–31)
1. Play Class CD1 Track 65. Students listen. Play the using language from Units 3 and 4. Remind
track again and students fill in the blanks with the students about alphabetical order and decide
words they hear. which word will be last in the round.
Check Up 2 71
1. Who is Vicky?
B Listen. Then talk about your flag. 68
2. What does Vicky do?
3. What’s the matter with the cat?
My f lag has a penguin.
I like penguins.
My f lag is yellow.
It has a book.
Project Language
4. Can the vet help it?
What does My mother
• Units 3 and 4 grammar and vocabulary
C Listen and number. 67
your mother likes to read.
like?
Materials
Class CD1, Track 68; scissors, markers or
Tip
Home-School Link
Say “Good job!” to
your partner.
crayons, glue
What colors are on your country’s flag?
Where can you see the flag? What shapes
D When did you help an animal? Talk about it. does it have? Talk about flags with your family.
42 Skills 2 Project 2 43
72 Skills 2
tall taller
04
short
44
shorter
• Describing and comparing people
girl tall
Lesson 1 Adjectives taller
old older young younger
Grammar
strong stronger weak weaker
A Listen, point, and say. 02 43
1. 2. 3. 4. 5. 6. • Statements with comparatives
1 2 3 4 5
44 Unit 5 Lesson 1 45
Tracks 02–05
4105989_EU_SB3.indb 44 11/6/15 8:59 AM 4105989_EU_SB3.indb 45 11/6/15 9:00 AM
74 Unit 5
C Listen and say. Then practice. 4. Students practice the pattern in pairs, using their books.
See Teaching Grammar, Teacher’s Book page 24.
1. Introduce the new pattern and the comparatives: E Look at B . Point, ask, and
The girl is tall. The boy is taller; taller, shorter, older, answer.
younger, stronger, weaker.
2. Explain that comparatives are formed by adding Student pairs look at the big picture in Activity B
–er to the end of an adjective. Say each adjective/ and practice with the language pattern in the speech
comparative and have students repeat. bubbles, using all the new vocabulary words: Who’s
older, the man or the girl? The man is older.
3. Direct students’ attention to the first grammar box
and the comparatives box on page 45.
4. Play Class CD2 Track 04. Students listen and say
Everybody Up 21st Century Skills
along with the CD. See Teaching 21st Century Skills, Teacher’s Book page 27.
Communication/Collaboration: Direct students’
04 The girl is tall. The boy is taller. attention to the Everybody Up Friend. In small
tall, taller; short, shorter; old, older; young, younger; groups, students use communication skills to
strong, stronger; weak, weaker
1. The girl is tall. The boy is taller.
take turns asking and answering the question and
2. The man is short. The woman is shorter.
collaboration skills to share answers with the class.
3. The woman is old. The man is older.
4. The boy is young. The girl is younger.
Games and Activities
5. The boy is strong. The girl is stronger.
6. The man is weak. The woman is weaker. • Down the Line (Teacher’s Book pages 28–31).
Use Picture Cards 70–76. For a challenge
question, ask questions about students: Who’s
5. Students practice the pattern using their books. taller, (Mia) or (Ned)?
• Class Survey (Teacher’s Book pages 28–31).
D Listen, ask, and answer. On the board, draw a chart with two columns
Then practice. (Height and Age). Have student pairs find out
each other’s height and birthday and add it to
See Teaching Grammar, Teacher’s Book page 24. the chart. Then, have each student pose one
1. Introduce the new pattern: Who’s taller, Danny or question. For example, a student might ask Who’s
Julie? Danny is taller. older, (Jon) or (Dan)?
2. Direct students’ attention to the second grammar
box on page 45.
Extra Practice
3. Play Class CD2 Track 05. Students listen, ask, and Workbook pages 44–45
answer along with the CD.
Student Audio CD Tracks 43–45
iTools
Online Practice
Unit 5 75
3.
a b
4.
a b
Vocabulary
6
1 Adjectives: thick, thin, clean, dirty, pretty,
a b a b
ugly
2 4 E Look at B . Ask and answer. Look at
the pictures.
What’s dirty? Materials
Is her hat prettier
than his hat?
Yes, it is. Picture Cards 77–82; Class CD2
socks T-shirt hat
Tracks 06–09
46 Unit 5 Lesson 2 47
76 Unit 5
Unit 5 77
Nice Shirt
Materials
I want to
be older.
Nice shirt!
Picture Cards 70–72, 77–82; Class CD2
Thank you.
Me, too!
Value 1 3
Be nice. shirt guitar
48 Unit 5 Lesson 3 49
78 Unit 5
Unit 5 79
50 Unit 5 Lesson 4 51
S chool Subject Connection: 1. Play the video. See Video Scripts on Teacher’s Book
pages 116–118 for reference.
Science
Science 2. Play the video again. Pause the video and ask
Lesson 4 is a cross-curricular lesson with a connection students questions about the different beach items.
to students’ school subjects. Ask students what they’ve Encourage them to complete sentences Which one
learned about how much things weigh in their science is _____, the kite or the surfboard? Danny is _____
class. than his Dad.
Warm up
1. Greet the class, saying Hello and Hi. B Listen, point, and say.
2. Review classroom objects. Pick up objects See Teaching Vocabulary, Teacher’s Book page 24.
around the room and ask What’s this? Students 1. Use Picture Cards 83–86 to introduce the adjectives.
answer using as many details as they can (for Continue until students can produce the words on
example, It’s my eraser. It’s blue. It’s dirty.) their own.
3. Review the Unit 5, Lesson 3 conversation 2. Link the language. Hold up a picture of a hard chair
language: Nice shirt! Thank you. Encourage and say This is hard. Then hold up a picture of a
students to look for opportunities to give rock and say This is harder. Continue with pairs
compliments in class today. of pictures or realia, eliciting sentences from the
students.
3. Play Class CD2 Track 13. Students listen, point, and
say along with the CD.
A Watch the video.
See Teaching with Videos, Teacher’s Book page 26. 13 1. hard 2. soft
3. heavy 4. light
Before you watch: Tell the class they’re going to watch
a video about things at the beach and how they are
different from each other. Encourage students to think 4. Students practice saying the new words on their
about the relationship between different items in terms own, using their books.
of weight, size, and feel.
80 Unit 5
Unit 5 81
Grammar
Lesson 1 Chores before
before school after school
make my clean my do walk the set the wash the D Listen, ask, and answer. Then practice. 18 54
• Questions with prepositional phrases
bed room laundry dog table dishes
3 School
4 laundry, walk the dog, set the table, wash
5
3. 6.
the dishes
My Day
82 Unit 6
Unit 6 83
Grammar
Emily Jake
sweep the take out the clean the wash vacuum water the 1. 4.
• Statements with adverbs
floor garbage bathroom the car the carpet plants
2. 5.
I always sweep the floor.
B Listen and say. Then practice. 20 56
3. 6.
• Questions with adverbs
always sweep the floor
always usually sometimes never
D Sing. 22 58
What are his/her chores?
1. 2. 3.
Always, Usually, Sometimes, Never He/She always sweeps the floor.
What are his chores? What are his chores?
He always vacuums the carpet. He sometimes waters the plants.
What are his chores? But he never, never, never, never
Vocabulary
He usually sweeps the floor. takes out the garbage. Chores: sweep the floor, take out the
garbage, clean the bathroom, wash the car,
4. 5. 6.
her, she your, I
Say “I always
wash the dishes.
vacuum the carpet, water the plants
E What about you? Ask and answer. Do you?”
Unit 6 85
Conversation
2. It’s Mike’s birthday. Yes No
Come Over 3. Mike and Danny help at the party. Yes No
Mike and Danny are at school.
Value
Hi, Leo!
Happy
birthday!
Mike and Danny have a great idea.
D Listen and say. Then act. 25 Be friendly.
Yay!
Ask, “When do
Don’t jump Do you want to come over?
you go to your
Materials
on the sofa! friend’s house?”
Don’t run! Sure. When?
2
at four o’clock Class CD2 Tracks 11, 22–25
Wow!
After school.
Value 1 3
Be friendly. after school on Saturday
56 Unit 6 Lesson 3 57
86 Unit 6
Unit 6 87
milk the cows feed the chickens pick vegetables collect eggs 1. collect eggs
I always milk the cows in the morning/
C Listen and say. Then listen and read. 27 61 2. go to school
before school
morning 3. come home
always milk the cows
before
4. watch TV Vocabulary
1 2
5. pick vegetables Farm chores: milk the cows, feed the
Hi, I’m Vicky. My name is Luke. I always
I always milk
the cows in the
feed the chickens in the
morning and in the evening.
6. go to bed chickens, pick vegetables, collect eggs
morning. Their They’re always hungry!
milk is great! F Look at . Ask and answer. Watch the video.
Materials
4 E
Where are the eggs?
Hello. My name is Brian. I
3 always collect eggs before When does she collect eggs?
S chool Subject Connection: students questions about the farm. Encourage them
to tell a partner about three chores from the video.
Social Studies Social
Studies
88 Unit 6
Unit 6 89
1. 2.
Nice shirt! Do you want to
come over?
B Read and circle.
3. She always / never 4. The notebook / E What can you do? Read and ✔. 1 OK 2 Good 3 Great
vacuums the carpet. book is heavier.
I can talk about... 1 2 3 1 2 3
adjectives farm chores
5. The gray pants are 7:30 A.M. 6. I walk the dog chores
cleaner / dirtier before / after
Value Value
than the blue pants.. school. I can be I can be
nice. friendly.
90 Check Up 3
Answer Key
• Teacher’s Mistake (Teacher’s Book pages
28–31) using language from Units 5 and 6. For
1. makes her bed in the 2. girl is stronger. example, hold up a picture of a clean shirt and
morning. say, “It’s dirty.” Or hold up the picture card of “do
3. waters the plants. 4. sofa is softer. laundry” and say, “clean my room.” Students raise
their hands when they hear a mistake and correct
it. For more of a challenge, as you hold up items,
D Listen and write. Then act. say some correct sentences and some incorrect
ones so that students have to listen carefully.
1. Play Class CD2 Track 30. Students listen. Play the
track again and students fill in the blanks with the
• Finish the Story (Teacher’s Book pages 28–31)
using texts from Units 5 and 6. For example,
words they hear. give students a copy of “Come Over” from Unit
30
6 Lesson 3. Leave some of the speech bubbles
1. Nice shirt!
blank. Then read the story aloud and have
Thank you.
students fill in the blanks.
2. Do you want to come over?
Sure. When? • Card Grab (Teacher’s Book pages 28–31) using
After school. Picture Cards from Units 5 and 6. The game
can also be played using vocabulary index cards
without pictures.
2. Students practice the conversations with a partner.
Check Up 3 91
Materials
C Listen and number. 32
clean your room?
I clean my room
in the morning
before school.
Class CD2, Track 33; Photocopiable
Project Template; scissors, markers or
crayons, glue
Tip
Smile at your
Home-School Link partner.
62 Skills 3 Project 3 63
Answer Key
31 Dear Grandma, 1. Play Class CD2 Track 32. Students listen and
This is my horse. His name is Brave. He’s taller and number the pictures.
stronger than me. In the morning, I feed Brave and
sweep his dirty floor. Sometimes it’s cold and I wear a 32 1. Which one is lighter, the flower or the book? The
thick sweater. I can ride Brave. He’s my friend. flower is lighter than the book.
Love, Amanda. 2. He always feeds the chickens in the evening.
3. The boy is strong. The man is stronger.
4. Are the red socks thicker than the white socks?
3. Play the track again. Students listen and read. Yes, they are.
4. Students read the text on their own. 5. I sometimes take out the trash.
6. She always sets the table after school.
92 Skills 3
Project 3 93
Sunday Monday
Grammar
Lesson 1 Places to Go beach 1 2
yesterday today
• Questions about location with the past tense
A Listen, point, and say. 34 62
1. 2. 3. 4. 5. 6.
of be
1 2 3 4 5 6
Yes, he was. He
Was he/she at the beach yesterday?
was at the aquarium. wasn’t = was not
No, she wasn’t. She
Yes, he/she was./No, he/she wasn’t.
He/She was at the aquarium.
3
Where was
2 your friend
1 1 2
3
yesterday?
Vocabulary
5
4 6 Places to Go: beach, aquarium,
amusement park, museum, hotel, pool
E Look at B . Point, ask, and answer.
6
Where was he? He was at the aquarium. Materials
4
64 Unit 7 5 Lesson 1 65 Picture Cards 22–26, 105–110; Class CD2 Tracks
4105989_EU_SB3.indb 64 11/6/15 9:05 AM 4105989_EU_SB3.indb 65 11/6/15 9:05 AM
34–37
Student Book pages 64–65
Unit 7 95
B Listen, ask, and answer. Then practice. 39 66 They were at the bookstore.
bookstore bookstore pharmacy toy store hair salon coffee shop flower shop
• Yes/No questions with the past tense of be
D Listen and number.
Were they at the bookstore yesterday?
41
Vocabulary
Places to Go: bookstore, pharmacy, toy store,
Where were
hair salon, coffee shop, flower shop
5
4 6 E What about you? Ask and answer. you on Friday?
96 Unit 7
Unit 7 97
Conversation
2. Mike and Danny want ice cream. Yes No
Value
1 3
Be on time.
five o’clock six forty-five
68 Unit 7 Lesson 3 69
98 Unit 7
1. Students read the sentences and circle Yes if the 1. Play Class CD2 Track 44. Students listen and say
sentence is correct or No if the sentence is wrong. with the CD.
2. Read each sentence aloud with the class. Students 44 1. Let’s meet here at five o’clock.
can answer orally and then circle the answers in
OK. See you then.
their books, or they can do the activity on their
2. Let’s meet here at twelve thirty.
own, using Activity A as a reference.
OK. See you then.
3. Check answers together. 3. Let’s meet here at six forty-five.
OK. See you then.
Answer Key
1. No 2. Yes
3. No 4. Yes 2. Students rehearse and act out the conversations,
using facial expressions and gestures related to the
situations in the three pictures.
C Sing.
See Teaching Songs, Teacher’s Book page 24. Everybody Up 21st Century Skills
See Teaching 21st Century Skills, Teacher’s Book page 27.
1. Read the song lyrics with the students.
2. Play Class CD2 Track 43. Students listen and sing Critical Thinking/Communication: Direct students’
along with the CD. attention to the Everybody Up Friend. Students
use critical thinking skills to determine their daily
43 See You Then schedule and whether they are always on time. Then
Let’s meet here before school. they use communication skills to take turns asking
OK. See you then. and answering the question.
See you at seven fifteen.
OK.
Be on time.
Games and Activities
Let’s meet here in the afternoon. • Listen and Draw (Teacher’s Book pages 28–31).
OK. See you then. Student pairs perform their own versions of
See you at one o’clock. the Lesson 3 conversation in front of the class:
OK. Let’s meet here at (two-fifteen). OK. See you then.
Be on time. The rest of the class listens and then draws the
Let’s meet here at five o’clock.
appropriate clock face (analog or digital). Check
OK. See you then.
drawings together.
See you at five o’clock. • Read the story aloud. Divide the class into four
OK. groups. Group 1 reads the narrator, Group 2
Be on time. reads the teacher, Group 3 reads Danny, and
Group 4 reads Mike.
3. Students sing the song again. A student can write
the time on the board for each verse. Extra Practice
Workbook pages 68–69
Student Audio CD Track 68
Unit 7, Lesson 3 Worksheet
Unit 7 Test
iTools
Online Practice
Unit 7 99
C Listen, ask, and answer. Then listen and read. 46 70 Sunday Monday Tuesday Wednesday Thursday Friday Saturday
How’s the weather today?
sunny How’s = How is
It’s sunny.
How was the weather yesterday/on
Monday?
sunny
Monday
1.
Hello! We’re at the beach
2.
Hi, Lucy! How’s Turkey?
It was sunny.
in Mexico. How’s the weather?
Materials
How was the weather?
Hi, Cam! I’m great. How
are you? It’s windy in It was cold.
School Subject Connection: Science 2. Play the video again. Ask students what places they
Science liked in the video and whether they would like to
Lesson 4 is a cross-curricular lesson with a connection experience the kinds of weather in each place.
to students’ school subjects. Ask students what they
have learned in their science class about why and how
the weather changes. B Listen, point, and say.
See Teaching Vocabulary, Teacher’s Book page 24.
Warm up
1. Use Picture Cards 119–124 to introduce the
1. Greet the class. Then start a question chain:
different types of weather. Continue until students
Ask a student Where were you yesterday? That
can produce the words on their own.
student replies then turns to a classmate and
asks the same question. Continue the chain 2. Play Guess the Next Card (Teacher’s Book pages
around the room. 28–31) using Picture Cards 119–124.
2. Sing See You Then (Class CD2 Track 43). 3. Play Class CD2 Track 45. Students listen, point, and
say along with the CD.
3. Review the conversation language from Unit 7,
Lesson 3: Let’s meet here at five o’clock. OK. See 45 1. sunny 2. rainy 3. cloudy
you then. Encourage students to look for ways 4. windy 5. stormy 6. snowy
to use the conversation language in class today.
Before you watch: Tell the class they’re going to watch C Listen, ask, and answer.
a video about weather. As a warm-up, ask students Then listen and read.
what weather they like best and what kinds of weather See Teaching Grammar, Teacher’s Book page 24.
they think they might see in the video.
1. Play the video. See Video Scripts on Teacher’s Book 1. Introduce the new pattern: How’s the weather today?
pages 116–118 for reference. It’s sunny.
100 Unit 7
Extra Practice
E Make a weather chart. Workbook pages 70–71
Draw and write. Student Audio CD Tracks 69–70
Student pairs work together to complete the weather Unit 7, Lesson 4 Worksheet
chart. They draw pictures and write in the weather for Unit 7 Test
each day on the chart, based on the actual weather for iTools
the seven previous days in the area where they live. Online Practice
Unit 7 101
After
• Asking and answering about school
supplies
Where was the folder? It was on the table.
Lesson 1 School Supplies
A Listen, point, and say. 47 71
Before Grammar
• Questions with the past tense of be
1 2 3 4 5 6 2
4 6
3
1 5
Where was the folder?
folder lunchbox water bottle dictionary calculator stapler
It was on the table.
B Listen and number. D Listen, ask, and answer. Then practice.
What was on the table?
48 50 73
Yesterday Morning
What was on the table? A folder was on the table.
desk
Vocabulary
6 4
6
School Supplies: folder, lunchbox, water
1
sofa table 2 5 bottle, dictionary, calculator, stapler
chair
2
4 E Look at B . Point, ask, and answer.
What was on
your table
Materials
Picture Cards 105–130; Class CD2
this morning?
1. Use Picture Cards 125–130 to introduce the school 48 1. Emma: Good morning, Mom. Hi, Dad.
supplies. Continue until students can produce the Dad: Good morning.
words on their own. Ann: Is that my new lunchbox?
2. Link the language. Hold up Picture Cards 125–130, Mom: Yes, it is. Do you like it?
saying This is my (folder). Students reply It’s your Ann: Yes! Thanks, Mom.
(folder). It’s yours. 2. Emma: Dad, can I borrow the stapler?
Dad: Sure, Emma.
3. Play Class CD2 Track 47. Students listen, point, and
3. Emma: Where’s my water bottle?
say along with the CD.
Dad: It’s in your backpack. See?
47 1. folder 2. lunchbox 3. water bottle 4. Tommy: Where’s my calculator?
4. dictionary 5. calculator 6. stapler Mom: I don’t know.
102 Unit 8
3. Invite students to talk about what else they see 4. Pairs practice the pattern, using their books.
in the picture. They may use previously learned 5. If time permits, link the past tense to the present
vocabulary and language. tense. Continue the group work with Where was the
dictionary?/On the sofa. and Where is the dictionary
Student Book page 73 now?/Under the sofa.
C Listen, ask, and answer.
Then practice. E Look at. Point, ask,
B
4. Pairs practice the pattern, using their books. Games and Activities
• Telephone (Teacher’s Book pages 28–31). Use
D Listen, ask, and answer. sentences such as A folder was on the table and A
lunchbox was in the backpack.
Then practice.
See Teaching Grammar, Teacher’s Book page 24.
• Distribute paper and art supplies. Students draw
a picture of their table, desk, bed, or other surface
1. Introduce the new pattern: What was on the table? at home. Then students swap drawings with a
A folder was on the table. partner, and ask and answer questions about
2. Direct students’ attention to the second grammar them using the Lesson 1 grammar patterns.
box on page 73.
3. Play Class CD2 Track 50. Students listen, ask, and Extra Practice
answer along with the CD.
Workbook pages 72–73
50 What was on the table? Student Audio CD Tracks 71–73
A folder was on the table. iTools
Online Practice
Unit 8 103
Grammar
Yes, were.
Were there any magazines on the table? there
1 2 3 4 5 6 No, weren’t.
1. 2. 3.
• Statements with the past tense of be
magazine poster
pencil
sharpener
paintbrush glue stick scissors There were some/weren’t any magazines
table computer table
on the table.
B Listen and say. Then practice. 52 75 4. 5. 6.
were some
magazines posters • Yes/No questions with the past tense of be
There magazines on the table. pencil sharpeners paintbrushes
weren’t any
Were there any magazines on the table?
chair wall desk
glue sticks scissors
6
Were There Any? Yes, there were. / No, there weren’t.
e
Scienc Were there any glue sticks on the bookshelf?
scissors
Boats 4
Yes, there were some glue sticks on the bookshelf.
Vocabulary
desk
1 Were there any glue sticks on the wall?
ses
104 Unit 8
See Teaching Grammar, Teacher’s Book page 24. Were there any paintbrushes on the wall?
No, there weren’t any paintbrushes on the wall.
1. Introduce the new pattern. Direct students’ They were on the table.
attention to the grammar box on page 75.
2. Play Class CD2 Track 53. Students listen, ask, and
3. Students sing the song again, nodding or shaking
answer along with the CD.
their heads with the lyrics.
53 Were there any magazines on the table?
Yes, there were.
E Ask and answer about
Were there any magazines on the table?
No, there weren’t. your bedroom.
1. Were there any magazines on the table? Student pairs ask and answer questions about the state
Yes, there were. of their bedrooms, using the language pattern in the
2. Were there any scissors on the computer? speech bubbles: Were there any scissors on the table?
No, there weren’t. Yes, there were.
3. Were there any paintbrushes on the table?
Yes, there were.
4. Were there any glue sticks on the chair? Everybody Up 21st Century Skills
No, there weren’t. See Teaching 21st Century Skills, Teacher’s Book page 27.
5. Were there any posters on the wall?
Critical Thinking/Communication: Direct students’
Yes, there were.
attention to the Everybody Up Friend. Students use
6. Were there any pencil sharpeners on the desk?
critical thinking skills to look at the pictures and
Yes, there were.
count the paintbrushes in Activities A, B, and C. In
pairs, students then use communication skills to take
3. Pairs practice the pattern, using their books. turns asking and answering the question.
Unit 8 105
Conversation
2. The river was dirty. Yes No
Value
S-A-T-U-R-D-A-Y.
S-A-T-U-R-D-A-Y.
Is your town
dirty? What can
Materials
Class CD2 Tracks 55–57
you do?
2
Great job,
everybody!
Value
1 3
Be helpful.
76 Unit 8 Lesson 3 77
1. Students look at the pictures and talk about what B Read and circle.
they see.
1. Students read the sentences and circle Yes if the
2. Play Class CD2 Track 55. Students listen, point, and
sentence is correct or No if the sentence is wrong.
read along with the CD.
106 Unit 8
Unit 8 107
Grammar
2. Computers were bigger and noisier in 1960. Yes No
B Listen, point, and say. 58 79
3. There were TVs in 1955. Yes No
1 2 3 4 4. Cameras were faster and smaller in 1915. Yes No
• Statements with the past tense of be
E Look at
D C . Fill in the timeline.
There weren’t any cell phones in 1940. There were phones like this. cell phones digital TVs
Vocabulary
1. There weren’t any cell phones 2. There weren’t any
Technology: cell phone, laptop,
in 1940. Phones were bigger
and heavier.
laptops in 1960.
Computers F Look at E .
E digital TV, digital camera
There were were bigger and Ask and answer.
phones like noisier. There
Watch the video.
Materials
this. were computers Were there laptops before 2000? What technology
like this. do you see?
Yes, there were.
3. There weren’t any digital TVs
in 1955. TVs
4. There weren’t any
digital cameras in
Picture Cards 137–140; Class CD2
Tracks 58–59; Unit 8, Video and Poster,
Were there laptops in 1960?
were smaller. The 1915. Cameras
pictures were in were slower and
No, there weren’t.
Technology
black and white. bigger. There
There were TVs were cameras
like this. like this.
108 Unit 8
See Teaching Grammar, Teacher’s Book page 24. cameras, phones, TVs, computers
Unit 8 109
B Read, circle, and number. E What can you do? Check. 1 OK 2 Good 3 Great
technology
Value Value
I can be I can be
on time. helpful.
Answer Key
Top row:2, lunchbox; 6, rainy; 4, coffee shop
Bottom row:5, beach; 3, glue stick; 1, laptop
110 Check Up 4
Answer Key
• Buzzers (Teacher’s Book pages 28–31) using
language from Units 7 and 8. For example
1. was sunny. “Where do you buy toys?” (“The toy store!”)
2. were at the amusement park. “What do you use to cut paper?” (“Scissors!”)
3. was on the table.
4. No, there weren’t. • Down the Line (Teacher’s Book pages 28–31)
using Picture Cards from Units 7 and 8. For
example, practice vocabulary for places to go,
school supplies, and art supplies.
D Listen and write. Then act.
• Triangle Groups (Teacher’s Book pages 28–31)
1. Play Class CD2 Track 61. Students listen. Play the using language from Units 7 and 8. (places to go,
track again and students fill in the blanks with the weather, technology, etc.). For example, S1 says
words they hear. “I like the amusement park.” S2 says “S1 likes the
amusement park.” To extend the activity, S3 can
61 1. Let’s meet here at two o’clock. then ask “What does S1 like?” or “Does S1 like
OK. See you then. the amusement park?”
2. How do you spell ‘Saturday’?
S-A-T-U-R-D-A-Y.
Extra Practice
2. Students practice the conversations with a partner. Workbook pages 80–82
Provide classroom objects for them to use as they iTools
act out the conversations. Online Practice
Check Up 4 111
Materials
C Listen and number. 63
any fast cars like this in 1950.
in 1950. They were slower.
82 Skills 4 Project 4 83
1. Students look at the picture and talk about what 1. They were at a big 2. They cleaned up the
amusement park. garbage.
they see.
3. Yes, there were. 4. Yes, it was.
2. Play Class CD2 Track 62. Students listen and read
with the CD.
112 Skills 4
Project Brochure
Student Book page 83 3. Student pairs practice the pattern, using their books.
A Make a brochure for 4. Volunteer pairs or groups present their projects to
the class, using language from the speech bubbles.
your town in 1950.
See Teaching Projects, Teacher’s Book page 27.
Home-School Link
1. Make copies of the Photocopiable Project Template
from the Teacher’s Resource Center CD-ROM and 1. Students share what they’ve learned in class at home.
distribute them to the class. Explain to students
that they will make their own brochures. Review 2. Role-play with a few stronger students to
technology words and write them on the board. demonstrate sample language to the class.
2. Students cut out their brochures, think of place in 3. Students tell the class what their families taught
their town, draw and write about things that were them about their towns in 1950.
there in the 1950s, and then fold. Games and Activities
3. Students make their brochures. Remind students
to write their names and their towns on the front • Skills: Teacher’s Mistake (Teacher’s Book pages
28–31) with sentences about Jenny’s article.
of the brochure. Circulate and help students as
Example: “The kids were at school yesterday”;
necessary.
“There wasn’t a lot of garbage.”
• Projects: Five Questions (Teacher’s Book pages
B Listen. Then talk 28–31) with the brochures. One student thinks of
about your town. another student’s brochure but does not tell the
group which one it is. Group members ask five
See Teaching Projects, Teacher’s Book page 27.
Yes/No questions to identify the correct one.
1. Play Class CD2 Track 64. Students listen, point to
the speech bubbles, and say along with the CD.
• Projects: Class Survey (Teacher’s Book pages
28–31) with sentences about the brochures, e.g.,
64
“S1’s town has a lot of taxis”; “S2’s town has a lot
What was in your town in 1950?
of people.”
There was a school in 1950.
There weren’t any fast cars in 1950.
There were cars like this in 1950. They were slower.
Extra Practice
Workbook page 83
2. Tip: Direct students’ attention to the tip: Practice Final Test
saying the year. Say “nineteen fifty.” Call on two iTools
students with strong speaking skills to say a year. Online Practice
Help with pronunciation as necessary.
Project 4 113
Poster 3 – Illnesses
Image Descriptions
1. Girl holding her head
2. Girl holding her stomach
3. Boy lying down and a nurse checking his
temperature
4. Boy using tissue to blow his nose
Poster 4 – Countries
Image Descriptions
1. Girl with pancakes during Shrovetide in Russia
2. Family walking under cherry blossoms in Japan
3. Dancers performing in traditional clothes in Mexico
4. People shopping at a bazaar in Turkey
New Word
pancakes
Poster 5 – Adjectives
Image Descriptions
1. Girl holding a hard book with soft teddy bear
2. A light egret standing on a heavy elephant in
Tanzania
3. Girl in soft sweater holding a hard cup at the beach
4. Light balloons tied to a heavy bike
Students look at the pictures and circle the answers. 5. Do you needfoldcut
any cabbages? z u we
s g c r e e x No, i don’t.
6. Do you needglueany peppers?
e l y c o l o No,r m wew don’t.
Answers 5. e cabbages?
u d o y g s r t f
1. potato chips 2. peanuts 3. gum C. What do they need? Circle. b e a s c e o a e o
2. TheyLesson
need4a Illnesses
potato.
First, the paper.
1. popcorn 2. chocolate 3. gum 3. They need an onion.
4. soda 5. potato chips 6. peanuts 4. They
A Look at the pictures. Circle.
p28
need some peppers.
2. 1. 2.
5. They need some tomatoes.
6. They need a cabbage. z b b t e i u n q x a
4
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5. 6.
D. Write. C. What do you need? Write.
Students look at the pictures and write the sentences. Students look at the pictures and write the sentences.
Answers Answers
1. What do they need? They need a carrot. 1. I need some bananas and some yogurt.
2. What do they need? They need some potatoes. 2. I need some eggs and some milk.
3. What do they need? They need some cabbages. 3. I need some milk and some ice cream.
4. What do they need? They need a tomato. 4. I need some oranges and some peaches.
5. What do they need? They need a pepper.
6. What do they need? They need some onions. D. Look at C . Write.
Students look at exercise C and complete or write
the sentences.
Lesson 3, Story, pages 8–9 Answers
1. I want to make a smoothie.
A. Number. 2. I want to make an omelet.
Students number the pictures in the correct order. 3. I want to make a milkshake.
Answers 4. I want to make a fruit salad.
1. What’s for lunch? 2. Soup and salad.
3. That sounds good. 4. Yum! This tastes good.
Unit 2, Around Town
B. Find and write.
Students complete or write the sentences, using the key, and
Lesson 1, Places to Go, pages 12–13
then draw lines, matching the sentences to the pictures. A. Match.
Answers Students draw lines, matching the words to the pictures.
1. What’s for dinner? 2. What’s for lunch?
Answers
Steak and french fries. Salad and soup.
1. f
That sounds good. That sounds good.
2. d
3. What’s for dinner? 4. What’s for lunch?
3. e
Bread and spaghetti. Bread and soup.
4. a
That sounds good. That sounds good.
5. b
C. Write. 6. c
Students complete the sentences by using the key. B. Unscramble.
Answers Students unscramble the letters and write the words.
1. Vegetables are very good for you.
Answers
2. Yum! This tastes good.
1. department store 2. library
3. Just try it.
3. movie theater 4. post office
4. I want some french fries.
5. supermarket 6. park
D. What about you? Write. C. Circle.
Students write sentences about themselves.
Students look at the pictures and circle the correct answers.
Answers
Lesson 4, Cooking, pages 10–11 1. Where’s the post office?
It’s across from the library.
A. Write. 2. Where’s the park?
Students look at the pictures and write the answers. It’s across from the supermarket.
3. Where’s the department store?
Answers It’s across from the movie theater.
1. smoothie 2. omelet
3. milkshake 4. fruit salad D. Write.
Students look at the pictures and complete or write the
B. Unscramble. questions and answers.
Students unscramble the words and write the sentences.
Answers
Answers 1. Where’s the department store?
1. I want to make a fruit salad. It’s between the park and the supermarket.
2. I want to make a smoothie. 2. Where’s the movie theater?
3. I want to make a milkshake. It’s between the post office and the library.
4. I want to make an omelet. 3. Where’s the post office?
It’s between the supermarket and the movie theater.
D. Read andtnaunumber.
Unit 2
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Answers
1. Excuse me. Students number
5.
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4103589_EU_WB3_U02.indd 18 Circle and in the correct order.
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1/30/11 10:56 PM
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2. Where’s the library? AnswersWhat’s the matter with him?
He has a stomachache.
3. The library? It’s over there.
B Do the 1. puzzle.
1. First, fold the paper. her? p28
4. Ah! I see it. Thank you. [1st 1column, 1st picture] 2.
him? c
2. Next,2. cut
What’sthe paper.
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Check Up 1, pages 20–22 Skills Bonus 1, page 23
A. Number. A. Read and circle.
Students use the key to number the pictures. Students read the passage and circle the correct answers.
Answers Answers
1. fold [bottom row, fourth picture] 1. Yes 2. No 3. Yes 4. No
2. shop [top row, third picture]
3. milkshake [top row, fifth picture] B. What about you? Look at A . Write.
4. gum [bottom row, first picture] Students look at exercise A as an example and complete
5. move theater [bottom row, third picture] the sentences, writing about themselves.
6. pepper [top row, first picture]
7. peanuts [bottom row, fifth picture]
8. post office [top row, fourth picture] Unit 3, People in Town
9. borrow books [top row, second picture]
10. onion [bottom row, second picture] Lesson 1, Occupations, pages 24–25
B. Read, check, and match. A. Write.
Students complete the sentences by looking at the pictures Students look at the pictures and write the answers.
and using the key. Answers
Answers 1. postal worker 2. salesperson 3. vet
1. Glue, d 4. cashier 5. server 6. librarian
2. want to make, c
3. between, b B. Read and circle.
4. They’re, a Students look at the pictures and circle the correct
answers.
C. Write. Answers
Students look at the pictures and complete the sentences. 1. Yes, he is. 2. No, she isn’t 3. Yes, he is.
Answers 4. No, she isn’t. 5. No, they aren’t. 6. Yes, they are.
1. What do they need?
They need carrots. C. Write and number.
2. Where is the supermarket? Students write sentences and number the pictures.
It’s across from the park. Answers
3. What does he want? 1. Who works at the post office?
He wants popcorn. The postal worker works at the post office.
4. What does he do at the park? [2nd picture]
He plays soccer. 2. Who works at the library?
The librarian works at the library.
D. Look at the pictures. Write. [1st picture]
Students fill in the correct answers. 3. Who works at the supermarket?
Answers The cashier works at the supermarket.
1. What’s for dinner? [4th picture]
Spaghetti and salad. 4. Who works at the restaurant?
That sounds good. The server works at the restaurant.
2. Excuse me. [3rd picture]
Where’s the movie theater?
It’s over there. D. Match and write.
Students draw lines, matching the sentences to the
E. Write. picture, and then write the answers.
Students write about themselves. Answers
1. [2nd column, 2nd picture] animal hospital
F. Unscramble the food words. Do the puzzle. Write. 2. [1st column, 2nd picture] department store
Students unscramble the words and fill in the puzzle. 3. [2nd column, 1st picture] restaurant
4. [1st column, 1st picture] library
Answers
1. s o d a
2. t o m a t o
3. o m e l e t
4. c a r r o t
5. p o t a t o
6. c h o c o l a t e
7. o n i o n
8. p e a n u t s
1. c g g c a b b a g e d
B. Unscramble. Then answer. 2. d
f l n u n o e w a n
Students draw lines, connecting the two halves of the Lesson 4 Illnesses
First, the paper.
questions, given the answers. A. Look at the pictures. Find and circle.
A Look
Answers Students
2. find
p28 Circle.
at the pictures.
1. and circle the words in the word search.
2.
1. Does the cook – make food? Yes, she does. Answers
2. Does the salesperson – fight fires? No, she doesn’t. z b b t e i u n q x a
4
s t o m a c h a c h e
3. Does the pilot – fly planes? Yes, he does.
4. Does the bus driver – help sick animals?
3.
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3. There were posters on the wall.
106474_EU2e_TB3_BM_WBAK.indd 124 any 7/14/16 9:51 AM
p r n w a o c x m r F R J U C V P Y R Q
onion Canada South Korea
p o d k n e s t o o M E X I C O A R K Z
carrot
e l p o t a t o z t B N I S H E N A E T
potato
r o r t d g i k l t F E G Y P T O Y Y S
g g c a b b a g e d G T N U F S G W A D
f l n u n o e w a n S O U T H K O R E A
B Write. B Circle.
C. Write.
1. Do you need any carrots?
D. Write. 1.
Students look at the , wepictures
do. and write the sentences.
Shopping List
Students look at the pictures and complete or writeWe’re the from Mexico.
This
flag is
o
7
w r e s m p a l d e
Students look at the chart and write the sentences.
6 Unit 1
AnswersWrite.
B A. Write. Out and About
Students write the words, using the key.
B Unit
36
1.
Circle.
4
1. Mark
1.
has a stomachache.
4103589_EU_WB3_U01.indd 6 1/30/11 10:56 PM
Lesson 1 Places to Go
4103589_EU_WB3_U04.indd 36
We’re
from Mexico.
This
flag is
o
4
a q u a r i um 1.
Unit 4, Getting Together s t o m a c h a c h e
Students look at the pictures and
3. complete or write the
Getting
3.
e g o Together
f c l n h k y o l l p
4103589_EU_WB3_U02.indd 18 D
B Look at A . Circle and write. 1/30/11 10:56 PM
pictures, and write the sentences.
B. Do the puzzle. snouci
him?
nscuoi
D
B Look at A . Write.
Students use
B Do the 1.
pictures to write p28
What’s the matter with
puzzle. He has a stomachache.
her? the words in the puzzle.
Answers
Answers1 2.
1. Is this an aquarium?
1. Whose plate is that? [2nd picture] It’s
Yes, it is. Lesson 4 Weather p64
2. Is this a beach?
mine.
him? c
2. What’s the matter with
2. Whose fork is that? [1st picture] It’s4.hers.
3. Is this an amusement park? Is this a pool?
o u s i n 3.
c
her? 3. Whose knife is that? [3rdApicture] It’s yours.
5 u 5. p68
4. Whose bowl is 5.that?
Do the puzzle.
Is this a hotel?[4th picture] It’s 6. his.
e i s t
Is thisy a museum?
t u s
o
u
h
n
e
n
g
y
a r
b o
him? s p 6.Lesson 2 School Supplies sunny
w b g n t s n i e i
3. What’s the matter with
her? i
a u windy
6 4
1. g r a n d p a r e nA t Do s the puzzle. D.
4.
Write.
5.
p 58 Unit 7 stormy
i r h
n r a
i
e
c
r
o
y
c
r m o
o s e
y
him?
e cAcross Down Students
m e look at the pictures and complete or write rainy
d the
i d i e d o m t n
4. What’s the matter with n l
1. 4. 1. p a i n t b r u s h snowy
her? 4. sentences. y n i 4103589_EU_WB3_U07.indd 58 s n p h u y b
1/30/11 10:58 PM
2 3 a u n t e g c cloudy
c l o u d y k y x e
28 Unit 3
s aAnswersi r t a t w r i k g a
z1. Whose
l cap is this? It’s my cap. b s q p e s n o w y
i
C. Look at B . Read and number.
4103589_EU_WB3_U03.indd 28 1/30/11 10:57 PM
n2.2.Whose ruler
s o isr this? It’s her ruler.
2. 5.
s c i s s
B Write and match.
Students look at the pictures in exercise B and number e 3. Whose
h 6.coat is this? It’s his coat.
a p 1. How was the weather
the sentences. Dean
4. Whose
r obook is this? It’s my book. It w
p s on ?
Answers
30 Unit 4 3. 6.
3. g l u e huryadts Rob
Monday
s t i c k ots
were
6. There some calculators on the desk.
weren’t 4103589_EU_WB3_U07.indd 64
68 Unit 8
Students find
Lesson
2. and circle the words in the word search.
4 Countries C. Write and match.
Answers
A Do the puzzle.
We’re
K I C AfromR Japan.
This
U S S I Aflag is
ours. Students match the sentences with the pictures, then fill
They’re
C A N A D A T
That
I I P
theirs. in the answers.
Mexico Russia
3.Brazil Turkey
R B J N D U J K T G
Answers
B R A Z I L A Z U I
Egypt Japan We’re
F R J UfromC Turkey.
This
V P Y R Qflag is
ours. 1. She has a headache. d
Canada South Korea They’re
M E X I C O A R K Z
That theirs. 2. The salesperson works at the department store. c
4.
B N I S H E N A E T 3. The pilot flies planes. b
F E G Y P T O Y Y S
4. The vet helps sick animals. a
GWe’re S G WThisA Dflag is
T N UfromF Russia. ours.
SThey’re
O U T H K O RThat E A theirs.
D. Look at the pictures. Write.
7 Out
B. Circle. and About
B Circle.
36 Unit 4
3. us
C. Match and write. We’rees This flag is ours. E. Write.
from Turkey.
2. 5.
Students look at the pictures, m completee or
They’re That write the
5. theirs. Students write about themselves.
2. u
sentences, and then match b the
e a pictures
c h to the sentences.
4. n o m
Answers We’ret t This ours.
3. a.
We’re from Mexico. Answers
B Look at
D This
A . Write. flag is ours. 1. No 2. Yes 3. No 4. Yes
4. c. They’re from
2. Is thisTurkey.
1. Is this an aquarium?
Yes, it is. Lesson That flag
p64
is theirs.
a beach?
B. What about you? Write.
4 Weather
3. Is this an amusement park? 4. Is this a pool? Students answer the questions, writing sentences about
A Do the puzzle. e i s t o h e g a r
themselves.
5. Is this a hotel? 6. Is thisy a museum?
t u s u n n y b o
sunny
w b g n t s n i e i
windy
i r h i c o c o s e
58 Unit 7 126 stormy
Workbook Answer Key y
rainy
n r a e r r m o y
d i d i e d o m t n
snowy
b r u s h
4103589_EU_WB3_U07.indd 58 y n i s n p h u y b
1/30/11 10:58 PM
cloudy
c l o u d y k y x e
r t a t w r i k g a © Copyright Oxford University Press
b s q p e s n o w y
i s s o r106474_EU2e_TB3_BM_WBAK.indd
s 126 7/14/16 9:51 AM
Unit 5, Fun in the Park B. Look at A . Write.
Students look at the pictures in exercise A, write the
Lesson 1, Adjectives, pages 44–45 sentences, and then draw lines, matching the words to the
A. Write. sentences.
Students look at the pictures and write the words, using the key. Answers
1. The bus is dirtier than the car.
Answers
2. The cat is prettier than the dog.
1. young 2. old 3. tall
3. The car is cleaner than the bus.
4. short 5. strong 6. weak
4. The dog is uglier than the cat.
B. Look at the circles in A . Unscramble. 5. The magazine is thinner than the book.
6. The book is thicker than the magazine.
Students look at the circled letters in exercise A,
unscramble the letters, and then write the word. C. Write and circle.
Answer Students look at the pictures, complete the sentences, and
Great work! then circle the answers.
C. Match. Answers
1. Is the shirt thinner than the sweater? Yes, it is.
Students look at the pictures and draw lines, connecting
2. Is the shirt thicker than the sweater? No, it isn’t.
the pictures to the words.
3. Is the hat dirtier than the T-shirt? No, it isn’t.
Answers 4. Is the T-shirt dirtier than the hat? Yes, it is.
1. d, b 5. Is the dress prettier than the skirt? Yes, it is.
2. c, a 6. Is the skirt uglier than the dress? Yes, it is.
3. b, d
4. a, c
Lesson 3, Story, pages 48–49
D. Circle.
Students look at the pictures and circle the correct words, A. Number.
completing the sentences. Students number the sentences in the correct order.
Answers Answers
1. The boy is tall. The girl is taller. 1. I like his shirt. It’s so cool.
2. The girl is young. The boy is younger. 2. We can wear cool clothes, too.
3. The woman is weak. The man is weaker. 3. I want to be older. Me, too.
4. The man is short. The woman is shorter. 4. I like your shirts. Thank you.
E. Write. B. Write.
Students look at the pictures and complete or write the Students look at the pictures and write the sentences,
sentences. using the key.
Answers Answers
1. Who’s stronger, Ella or Keiko? Ella is stronger 1. I want to be older. 2. I want to be faster.
than Keiko. 3. I want to be stronger. 4. I want to be taller.
2. Who is older, Rob or Sam? Sam is older than Rob.
3. Who is taller, May or Eva? Eva is taller than May. C. Connect.
Students look at the pictures and draw lines, connecting
the words to form sentences.
Lesson 2, Adjectives, pages 46–47 Answers
A. Look and write. 1. I – like – your – shirt.
2. I – like – that – skirt.
Students look at the pictures and write the answers, using
3. Look – at – her – boots.
the key.
Answers D. Connect and write.
1. a clean car 2. a dirty bus 3. a pretty cat Students look at the pictures, complete or write the
4. an ugly dog 5. a thick book 6. a thin magazine sentences, and then draw lines, connecting the sentences
and completing the conversation.
Answers
1. Nice shoes! – Thank you. [3rd picture]
2. Nice bike! – Thank you. [4th picture]
3. Nice dress! – Thank you. [1st picture]
4. Nice guitar! – Thank you. [2nd picture]
➔
v 4. No, it isn’t. 5. Yes, it is. 6. Yes, it is.
2.
➔
t a l l
c C. Circle.
u Students look at the pictures and circle the correct words,
u completing the sentences.
m Answers
1. Where was he yesterday? He was at the hotel.
4.
3.
s h o r t 2. Where is she today? She is at the amusement park.
➔
A Do the puzzle.
o K Ic C A R U S S I A
Mexico Russia l
7. C A N A D A T I
m a k e m y
I P
b e d
Students look at the pictures and complete or write the
R B J N D U J K T G
sentences.
➔
8.
Brazil Turkey
➔
➔
h a n d B Rr A Z I L A Z U I
Egypt Japan
Canadae South Korea
F Rp J U C V P Y R Q Answers
9.
w a l k t
M E X
h e
I C O A R K Z
d o g 1. Was she at the museum yesterday? Yes, she was.
➔ B N I S H E N A E T
v F Et G Y P T O Y Y S
2. Was he at the museum yesterday? No, he wasn’t. He
y G T N U F S G W A D was at the pool.
S O U T H K O R E A 3. Was she at the pool yesterday? No, she wasn’t. She
B Circle.
was at the beach.
4. Were they at the amusement park yesterday? Yes,
Skills1. Bonus 3, page 63
We’re This ours. they were.
from Mexico. flag is
A. Circle. p36
They’re That theirs.
Students
2. read4the
Lesson passage and circle the correct answers.
Countries Lesson 2, Places to Go, pages 66–67
Answers
A Do the puzzle.
We’re
K I C AfromR Japan.
This
U S S I Aflag is
ours.
1. Yes 2. No 3. No They’re
4. Yes
C A N A D A T I I P
That theirs.
A. Circle.
Mexico
3.Brazil
Russia
R B J N D U J K T G Students look at the pictures and circle the correct
B. What about you? Look at
B R A A . Write.
We’re
Egypt
Z I L A
Turkey
Japan
Z U I
This ours. answers.
F R J UfromC Turkey.
V P Y R Qflag is
Students look at exercise A as an example and then theirs.
Canada South Korea They’re
M E X I C O A R K Z
That
Answers
complete the sentences, writing
B N I about
S H E themselves.
N A E T 1. pharmacy 2. flower shop 3. hair salon
4.
F E G Y P T O Y Y S
GWe’re S G WThisA Dflag is
T N UfromF Russia. ours. 4. bookstore 5. toy store 6. coffee shop
SThey’re
O U T H K O RThat E A theirs.
Unit 7, Out and About
7
B. Where were they? Read and match.
Out 36
Lesson
1. 1, and
Places toAbout
B Circle. Unit 4
Go, pages 64–65 Students draw lines, matching the sentences to the pictures.
Lesson 1 Places to Go
4103589_EU_WB3_U04.indd 36
We’re This ours. 1/30/11 10:57 PM Answers
A. Do the puzzle. p58 They’re
from Mexico.
That
flag is
theirs. 1. e
Students
A Do use
the puzzle. pictures to write words in the puzzle. 2. d
Across
Answers
2. Down
4. 3. b
1. 4. We’re This ours.
a from Japan. flag is 4. f
m
They’re
6.
That theirs.
5. c
1. a q u a r i u m
3. s u 6. a
We’ree s This ours.
2. 5.
2.
m
They’re
from Turkey.
5. e That
flag is
theirs. C. Write.
b e a c h u Students look at the pictures and complete or write the
4. n o m
We’ret t This ours.
sentences.
from Russia. flag is
3. 6. They’re e That theirs. Answers
3. p o o l
a 1. Were they at the toy store yesterday? No, they
36
weren’t. They were at the pharmacy.
Unit 4
r
4103589_EU_WB3_U04.indd 36
k 1/30/11 10:57 PM
2. Were they at the coffee shop yesterday? No, they
weren’t. They were at the toy store.
D
B Look at A . Write. 3. Were they at the pharmacy yesterday? No, they
weren’t. They were at the hair salon.
1. Is this an aquarium?
Yes, it is. p64
2. Is this a beach?
4. Were they at the toy store yesterday? No, they
Lesson 4 Weather
3. Is this an amusement park? 4. Is this a pool? weren’t. They were at the bookstore.
A Do the puzzle. e i s t o h e g a r
5. Is this a hotel? 6. Is thisy a museum?
t u s u n n y b o
sunny
w b g n t s n i e i
windy
i r h i c o c o s e
58 130
Unit 7 stormy
Workbook Answer Key r
rainy
n r a e y r m o y
d i d i e d o m t n
snowy
t b r u s h
4103589_EU_WB3_U07.indd 58 y n i s n p h u y b
1/30/11 10:58 PM
cloudy
c l o u d y k y x e
r t a t w r i k g a © Copyright Oxford University Press
b s q p e s n o w y
c i s s o106474_EU2e_TB3_BM_WBAK.indd
r s 130 7/14/16 9:51 AM
3. r s w t a n u a a c h 4. 4. n o m
nscramble.
4.
a q u a c i t w g y o We’ret t This ours.
from Russia. flag is
s r 2.o d h v n e c p j 3. 6. They’re e That theirs.
3. p o o l
rgdtsanpnare f k z e e h stranep
p l x r m
4. 36 Unit 4 a
18 Unit 2
tnau celnu
r
k
6. 4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
WB3_U02.indd 18 D
B Look at
snouci D. What about
A
nscuoi you? Write.
. Circle and write. 1/30/11 10:56 PM
c l o u d y k y x e
1/30/11 10:58 PM
28 Unit 3
1. Let’s meet here at 3:30. OK?
s a i r t a t w r i k g a
2. OK. See you then. z l b s q p e s n o w y
4103589_EU_WB3_U03.indd 28
i 1/30/11 10:57 PM
3. g l u e
Rob
Monday
Students write the sentences, using the key. s t i c k other sentences.
ots
e 2.
n
Answers
1/30/11 10:57 PM
1. Let’s meet here at two o’clock. r ywdedsena Tuesday 1. How was the weather on Thursday?
2. OK. See you then. D
B Circle.
some
3.
[4th picture] It was cloudy.
3. You’re late. 1. There weren’t any scissors on the table. 2. How was the weather on Wednesday?
It was snowy.
onamyd
4. Where were you? were [3rd
4.
picture] It was windy. Wednesday
2. There some magazines on the chair.
5. We’re sorry. weren’t 3. How was the weather on Monday? It was stormy.
6. It’s time for a 3.new
There watch.
were
some
posters on the wall. [1st picture]fyirad
It was snowy.
any Thursday
4. H5.ow was the weather on Friday?
C. Match. 4. There
were
weren’t
any glue sticks on the chair.
[5th picture] It was stormy. It was sunny.
Students draw lines, matchingsome
EU_TB3_WBAK_wordsearch_samp.indd 1
the sentences to the 5. How was the weather on Tuesday?
udestay Friday 1/31/11 11:23 AM
5. There weren’t dictionaries on the bookshelf.
pictures and words. any [2nd picture] It was sunny.
64 Unit 7
were
Answers 6. There some calculators on the desk.
weren’t
C. Circle.
4103589_EU_WB3_U07.indd 64 1/30/11 10:58 PM
B Circle.
? Shopping List
1.
We’re This ours.
B. What is it? Write. C. Write.
They’re
from Mexico.
That
flag is
theirs.
atoes? Students look at the pictures and complete or write the p36 write the sentences.
Students
sentences. Lesson
2. 4 Countries
Answers
We’re This ours.
atoes? Answers A Do the puzzle. 1. KWIere C they
They’re
anyS pencil
AfromR Japan.
U S I Aflagsharpeners
That
is
theirs.
on the desk?
c
u
a
t
s
a
c
l
b f e l
t m i a
1. It’s a water bottle. 2. It’s a calculator. Mexico Russia
CYes,A Nthere
A D were.A T I I P
R B J N D U J K T G
onions?
j n q o l u v g 3. It’s a folder. 4. It’s a lunchbox. 3.Brazil Turkey 2. BWRereA there any posters on the wall?
Z I L A Z U I
c r e e x z u i 5. It’s a dictionary. 6. It’s a stapler. Egypt Japan No,
We’re
there weren’t.
F R J UfromC Turkey.
This
V P Y R Qflag is
ours.
Canada South Korea
y c o l o r m w 3. MWEereX there
They’re
I C Oany A Rcalculators
That
K Z on the desk?
theirs.
bages?
d o y
a s c
g
e
s r t f
o a e o
C. Circle. 4. Yes, there
B N I S H E N A E T
were.
F E G Y P T O Y Y S
p x e n k y x Students
l look at the pictures and circle the correct answers. 4. GW ere thereSany
We’re
T N UfromF Russia.
scissors on the sofa?
G WThisA Dflag is ours.
ppers? Yes, there were.
n m r e e w z d
Answers S They’re
O U T H K O RThat
E A theirs.
5. W
ere there
7 any magazines on the bed?
e s m p a l d e
1. Where was the dictionary? It was on the table.
2. Where was the lunchbox? It was next to the folder.1.
B Unit
36 Circle.
4
6. W
Yes, there were.
ere there any This
Out and About
glue sticks on the chair?
3. Where was the stapler? It was under theLesson chair. 1 Places to Go
1/30/11 10:56 PM
We’re ours.
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
4. Where was the water bottle? It was on the folder. No, there weren’t.
from Mexico. flag is
the paper. p58 They’re That
A Do the puzzle.
theirs.
s. Circle.
D. Look at C . Write. Across 2. Down
2.
Students look at the pictures in exercise C and complete
1. 4.
Lesson
We’re 3, Story,
a from Japan. Thispages
4.
flag is
ours.76–77
t e i u n q x or
a write the sentences. m
They’re
6.
That theirs.
m a c h a c h e A. Number.
a
1. q u a r i u m
Together l p Answers s u
3.
n h k y o l
t u 1. What was on the table? A dictionary and
Students
We’reenumber the sentencesours.
s This in the correct order.
z e c r q h 2. a 5. from Turkey. flag is
l a z v e w u c
calculator were on the table. Answers
2.
m
They’re 5. e That theirs.
b e a c h u
r d e a y c h j
1. We can’t play here.
t a n u a a c h 2.4.What was under the chair? A stapler was under 4. n o m
a c i t w g y o the chair. 2. What
We’ret can twe do? This ours.
d h v n e c p j 3. What was on the folder? A water bottle 3.was on 6.
3. How
They’re do you e spell
from Russia.
That “clean”?
flag is
C-L-E-A-N.
theirs.
3. p o o l
e e h stranep
p l x r m
the folder. 4. Now it’s clean!
a
4. What was next to the calculator? A dictionary was36
Unit 4
r
celnu
next to the calculator. B. Read and k match.
Students draw lines, matching the pictures and the
4103589_EU_WB3_U04.indd 36 1/30/11 10:57 PM
nscuoi
? D
B Look at A . Write. sentences.
He has a stomachache.
Lesson 2, Art Supplies, pages 74–75 1. Is this an aquarium? 2. IsAnswers
p64
this a beach?
2. Yes, it is. Lesson 4 Weather 1. b
? c
c o u s i n
A. Do the puzzle. 3. Is this an amusement park? 4. Is2.
thisaa pool?
n e 1/30/11 10:57 PM
2.
4. How do you spell scissors?
e r [4th unscramble] scissors It was windy.
r ywdedsena Tuesday
D 3.
B Circle.
B. Circle. some D. Look at the circles in C . Unscramble.
It was snowy.
1. There weren’t scissors on the table.
Students circle the correct words, completing the sentences.
any Students look at Wednesday
onamyd the circled letters in exercise C,
were
4. unscramble the letters, and then write the sentence.
Answers
2. There
weren’t
some magazines on the chair.
1. There weren’t
some any scissors on the table. Answer It was stormy.
3. There were
2. There any
posters on the wall.
were some magazines on the chair.
fyirad
Good job! Thursday
5.
were
3. There
4. There were
any gluesome
sticks on posters
the chair. on the wall.
weren’t
4. There some weren’t any glue sticks on the chair. E. Write.
udestay
It was sunny.
Friday
arch_samp.indd 1
5. There any
5. There weren’t
weren’t any dictionaries on the bookshelf.
dictionaries on the bookshelf.
64 Unit 7 Students write sentences about themselves.
1/31/11 11:23 AM
6. There were
6. There
were some calculators on the desk.
some calculators on the desk.
weren’t 4103589_EU_WB3_U07.indd 64 1/30/11 10:58 PM
68 Unit 8
B. Circle. E. Write.
Students look at the timeline and circle the correct answers. Students write sentences about themselves.
Answers
1. Yes 2. Yes 3. No 4. No F. Write.
Students look at the pictures and fill in the answers.
C. Look at B . Write.
Answers
Students look at the timeline in exercise B and complete 1. Were they at the hair salon?
the sentences. No, they weren’t.
Answers 2. Were they at the aquarium?
1. Were there cell phones in 1998? Yes, there were. No, they weren’t.
2. Were there laptops in 1930? No, there weren’t. 3. Were they at the hotel?
3. Were there digital TVs in 2005? Yes, there were. No, they weren’t.
4. Were there digital cameras in 1957? 3. Were they at the bookstore?
No, there weren’t. No, they weren’t.
4. Were they at the pharmacy?
D. Circle. No, they weren’t.
Students look at the chart and circle the correct answers. 5. Were they at the toy store?
Answers No, they weren’t.
1. Yes 2. No 3. Yes 4. Yes 5. No.
G. Look at F . Solve the puzzle.
Students use the letters from F to solve the puzzle.
Check Up 4, pages 80–82 Answer
They were at the amusement park.
A. Check.
Students look at the pictures and ✓ the correct answer.
Answers Skills Bonus 4, page 83
1. digital TV
2. pencil sharpener A. Read and circle.
3. amusement park Students read the passage and circle the correct answers.
4. calculator Answers
5. snowy 1. No 2. Yes 3. Yes 4. No
6. pharmacy
B. Look at A . What about you? Write.
B. Read and write. Students look at exercise A as an example and
Students read the prompts and answer the questions. complete the sentences, writing about themselves.
Answers
1. No, there weren’t.
2. It’s windy.
3. Yes, there were.
4. No, they weren’t.
Printed in China
This book is printed on paper from certified and well-managed sources
acknowledgments
Cover Illustration: Fernando Volken Togni
The publisher is grateful to those who have given permission to reproduce the illustrations
for the Teacher’s Resource Center CD-ROM, illustrations by:
Valentina Belloni; Virginia Allyn; Hector Borlasca; Daniel Griffo; Ian Joven; Anthony
Lewis; Stephen Lewis; Colleen Madden; Jamie Smith; Jomike Tejido.
We would also like to thank the following for permission to reproduce the following
photographs on the Everybody Up Posters:
Unit 1: tshortell/istock photo, Stockbroker/Purestock/Superstock, Brian Kuhlmann/
Masterfile, alvarez/Getty Images; Unit 2: karma_pema/istock photo, Dragon Images/
Shutterstock, Menna/Shutterstock, Wavebreakmedia Ltd PH35/Alamy Stock Photo;
Unit 3: Phanie/Alamy Stock Photo, Imcsike/Shutterstock, Photographee.eu/Shutterstock,
KidStock/Getty Images; Unit 4: Iakov Filimonov/Alamy Stock Photo, Julinzy/
Shutterstock, Air Rabbit/Getty Images, Globe Turner/Shutterstock, Craig Lovell/Corbis,
admin_design/Shutterstock, Scott R Barbour/Getty Images, charnsitr/Shutterstock;
Unit 5: Paul Bradbury/Getty Images, David DesRochers Photography/Animals Animals/
AGE fotostock, Blend Images/Superstock, maradon 333/Shutterstock; Unit 6: altrendo
images/Getty Images, Sharon Vos-Arnold/Getty Images, Sue Barr/Getty Images,
imageBROKER/Alamy Stock Photo, Andrew Scherbackov/Shutterstock (clocks);
Unit 7: Helena Inkeri/Getty Images, PeopleImages/istock photo, PhotoAlto sas/Alamy
Stock Photo, Noel Hendrickson/Getty Images, Ryan McVay/Getty Images, Danita
Delimont/Getty Images; Unit 8: Tetra Images/Corbis, Tetra Images/Alamy Stock Photo,
Luis Castaneda/AGF RM/AGE fotostock, 2/Adam Hester/Ocean/Corbis. Additional
photography by Richard Hutchings/Digital Light Source.
DVD Label Photo: Helena Inkeri/Getty Images