Everybody up 4 teacher book 2 nd edition

di

X4

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 . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Workbook Answer Key . . . . . . . . . . . . . . . . . . . . . . . . 119
Teaching Techniques . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Picture Card List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Games and Activities . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Word List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

1

© Copyright Oxford University Press

Syllabus

Welcome Classroom Instructions

• Review of Level 3 There are one thousand Work with your partner. Write your name at the top of the page.
• Talking about measurement. grams in a kilogram. Work with your group. Write your answer on the board.

Unit 1 Fun Outdoors

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Camping: Sports: Reading: The Skating Safety: Health
climb ski Lesson
hike snowboard • Trying something new wear a helmet
canoe ice-skate
fish in-line skate I’m not very good at (ice- put on sunscreen
grill hamburgers skateboard skating).
watch birds surf Don’t worry. I can help you. wear a life jacket
• Questions with what • Simple present statements
with is/isn’t Be brave. fasten your seatbelt
What does he/she like doing? • Time clauses with when
He/She likes climbing. He’s/She’s good at skiing.
• Yes/No questions with do He/She isn’t good at skiing. When you go snowboarding,
Does he/she like climbing? • Yes/No questions with is
Yes, he/she likes it a lot. Is he/she good at skiing? always wear a helmet.
No, he/she doesn’t like it Yes, he’s/she’s very good at it.
at all. No, he’s/she’s not very good Video Poster
at it.

Unit 2 Land and Sea

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Animals and Insects: Sea Creatures: Reading: The Best Cap Weight and Length: Math
hippopotamus • Asking for a specific item lizard
eel using which beetle
gorilla crab
panda seal Which one would you like? octopus

butterfly dolphin I’d like the (longest) one, • Questions with how much
caterpillar squid please.
whale How much does the lizard
bee Be thoughtful. weigh?
• Regular comparatives with shark It weighs 150 kilograms.
• Comparisons with as • Questions with how long
than The hippopotamus is (adjective) as How long is the lizard?
It’s 3 meters long.
bigger than the panda. The eel is/isn’t as long as the
• Regular superlatives Video Poster
seal.
The hippopotamus is the • Yes/No questions with
comparisons
biggest.
• Questions with which and the Is the eel as long as the seal?
superlative
Yes, it is./No, it isn’t. It’s
Which one is the smallest?
shorter.
The bee is the smallest.

✔Check Up 1 Units 1 and 2 Skills Project Outdoor Fun Poster

2 Syllabus

© Copyright Oxford University Press

Unit 3 Appearance Lesson 2 Lesson 3 Lesson 4
Reading: The School Play
Lesson 1 Accessories: • Wishing someone good Camouflage: Science

watch luck stick
What We Look Like: necklace
short hair earrings Good luck with the play. leaf
shoulder-length hair sunglasses Thanks. You, too.
long hair gloves grass
straight hair belt Be kind.
curly hair • Questions with what sand
wavy hair
• Questions with what (3rd What does the watch/do the • Comparisons with the same
person) earrings look like? (color)/(shape) as
It’s/They’re new and black.
What does he/she look like? • Questions with which The caterpillar is the same
He/She has short, black hair Which watch/gloves does
and brown eyes/glasses/a he/she want to wear? color/shape as the stick.
beard. He/She wants to wear the
• Questions with which (3rd black one/ones. Video Poster
person)
Which one is your brother/
sister?
He’s/She’s the one with short,
straight, black hair and
brown
eyes/glasses/a beard.

Unit 4 Last Week Lesson 2 Lesson 3 Lesson 4
Reading: The Baseball
Lesson 1 Activities: Game Ancient Rome: Social
practice the piano • Offering assistance Studies
Sports: use the computer stone
baseball talk on the phone I can’t find my glove. clay

basketball help my parents Don’t worry. You can borrow
volleyball visit my friend mine. glass
golf work on a project
tennis • Simple past questions with Be prepared. metal
table tennis what and time expressions
• Simple past statements (1st person) • Simple past questions with
with known regular verbs what (3rd person plural)
and new nouns What did you do last • The verb use with the
infinitive to make
He/She played baseball weekend?
yesterday. What did they use to make
• Questions with what I practiced the piano.
What did he/she do homes in Rome?
yesterday? Did you practice the piano
He/She played baseball They used stone.
yesterday. on Monday?
Video Poster
Yes, I did./No, I didn’t.

✔Check Up 2 Units 3 and 4 Skills Project Our Book

Syllabus 3

© Copyright Oxford University Press

Unit 5 A Day Out Lesson 2 Lesson 3 Lesson 4

Lesson 1 Things to Do: Reading: The Missing Dinosaurs: Science
Backpack feather
Food and Drink: go bowling • Helping someone find

noodles take a picture something tail
curry see a parade
sushi have a picnic What happened? claw
lemonade get a haircut I lost my backpack.
grape juice buy clothes Let’s look for it together. wing
tea • Questions with what and • Past tense statements
• Known irregular verbs with when + irregular verbs Be helpful. • Some with plural nouns
new foods
What did he/she do Some dinosaurs had
He/She ate noodles. He/She
drank lemonade. yesterday? feathers.
• Verbs with prepositions for
and with He/She went bowling. Video Poster
What did he/she eat for
lunch? When did he/she go
He/she ate noodles.
What did he/she drink with bowling?
lunch?
He/She drank lemonade. He/She went bowling

yesterday.

Unit 6 Being Creative

Lesson 1 Lesson 2 Lesson 3 Lesson 4

The Arts: Making Things: Reading: Good Neighbors Types of Art: Art
sing songs • Being kind to someone in
make movies cook dinner need of assistance painting
write stories

design clothes bake cookies Could you carry these bags photograph
paint pictures make jewelry for me?
make models make a card Sure. No problem. mosaic
• Simple present questions
with like and infinitive to knit a scarf Be helpful. sculpture
play music • Simple present statements
What does he/she like to • Preposition for + object • Preposition of for subject
do in pronouns
his/her free time? matter
He/She likes to sing songs. He/She cooked dinner for
Does he/she like to sing This is a painting of a
songs in his/her free time? him/her/them.
Yes, he/she does. No, he/she bedroom.
doesn’t. What did he/she cook for
He/She likes to make movies. Video Poster
him/her/them?

He/She cooked dinner for

him/her/them.

✔Check Up 3 Units 5 and 6 Skills Project Group Story

4 Syllabus

© Copyright Oxford University Press

Unit 7 Things to Be

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Reading: Space Museum
Careers: The Future: • Reading and obeying signs In Space: Science
actor go to space space shuttle
artist fly a helicopter What does that sign mean? space station
musician It means you can’t run here. space suit
game designer work with animals
journalist drive a race car Be patient. Earth
scientist explore the jungle
• Future time expression travel the world • Statements with have to/
when + questions with • Future time expressions
what/want + to be when + questions with what don’t have to
• Want + to do
What do you want to be Astronauts have to/don’t
when you grow up? What do you want to do
I want to be an actor. have to take the space
What does he/she want to be when you’re older?
when he/she grows up? shuttle
He/She wants to be an actor. I want to go to space.
to get to the space station.
What does he/she want to do
Astronauts have to/don’t
when he’s/she’s older?
have to wear a space suit in
He/She wants to go to space.
the space station.

Video Poster

Unit 8 On Vacation

Lesson 1 Lesson 2 Lesson 3 Lesson 4

Activities: Things for a Trip: Reading: Vacation Plans Transportation: Social
take a boat ride swimsuit • Talking about vacation taxi Studies
see a show towel plans; saying good-bye
go on a bus tour money ferry
ride a horse tent Bye. Have a great time! subway
swim in the ocean flashlight Thank you. See you next
stay in a hotel sleeping bag month. gondola
• Future questions with going • Future questions with what;
to + do/take going to + take Be thoughtful. • Future questions with how

What’s he/she going to do on What’s he/she going to take + going to + get
vacation? He’s/She’s going to with him/her? He’s/She’s
take a boat ride. going to take a swimsuit. How’s he/she going to get
When is he/she going to take Are they going to take
a boat ride? He’s/She’s going swimsuits with them? Yes, to the department store?
to take a boat ride tomorrow. they are./No, they aren’t.
How are they going to get

to the department store?

He’s/She’s/They’re going

to take a taxi.

Video Poster

✔Check Up 4 Units 7 and 8 Skills Project Dream Island Poster

Syllabus 5

© Copyright Oxford University Press

IInnttrroodduuccttiioonn

Course Description leading them to really use English. To achieve this
goal, the series draws from a variety of methods and
Everybody Up is a seven-level course for children techniques used in teaching English to children.
learning English for the first time. It offers a clear, steady
grammar progression featuring language that students Present, practice, produce, and personalize: This
can immediately use in their daily lives. pattern supports the way that children naturally learn:
first receptively and then productively. In each lesson,
With materials that are easy to understand for both students listen to the new language, then engage in
teachers and students along with lesson plans offering controlled practice, and then actively produce the
detailed support, Everybody Up is suitable for teachers language. Personalization is an essential final step in the
of all levels of teaching experience. The syllabus is process, giving students a chance to fully integrate newly
carefully structured and paced, combining step-by-step learned material by making it relevant to their own lives.
presentation with plenty of opportunity for practice.
Linked Language Learning emphasizes the value of
The course is full of colorful photographs, illustrations, helping students connect new language to what they
and videos that will help your students connect what have already learned and to their own experiences.
they learn to the world outside the classroom. Students Linking and recycling language in this way helps
will meet real children in every lesson—the Everybody students to learn and retain English more effectively and
Up Friends—who will guide and encourage students to use English to talk meaningfully about themselves
to use English, both in and out of the classroom. and their everyday lives.
Your students will identify with Danny, Emma, Julie,
and Mike; characters who appear in every unit and 21st Century Skills: Advances in communication
who grow up through the series, learning from the and technology are part of students’ daily lives. Our
everyday situations that all children experience. Catchy, increasingly interconnected world requires today’s young

entertaining songs and chants, written and performed students to develop strong skills in critical thinking,
by award-winning musicians, will appeal to all students, global communication, collaboration, and creativity.
making learning with Everybody Up fun and memorable. Practice and development of these skills are found
throughout the course with specific focus on them at the
This second edition of the series has many new or end of each lesson.
updated features, including,
Content and Language Integrated Learning (CLIL)
• Videos uses a cross-curricular approach to allow students to
link what they learn in their English classes to other
• Posters school subjects such as math, science, art, social studies,
and health. Through a School Subject Connection, the
• Projects last lesson of every unit builds on the grammar and
vocabulary of the preceding lessons to teach new real-
• Expanded Check Up reviews and student world content that integrates English with students’
self-assessment other school studies. A documentary-style video and
a poster depicting real-life situations are parts of this
• Online practice lesson that work to connect English to the world
outside class.
• Assessment
The Communicative Approach emphasizes the value of
• More Young Learners Exam practice communication in English language learning. Students
use newly learned language to communicate with each
• Student, teacher, and parent websites other and to talk meaningfully about themselves, thus
reinforcing their learning. Opportunities for individual,
A new Teacher’s Resource Center CD-ROM has pair, and group speaking activities occur in every lesson
printable versions of materials previously found in the and the Teacher’s Book includes multiple suggestions for
back of the Teacher’s Book, expanded to include more interactive games and activities to help students review,
support material than ever before. practice, and consolidate what they have learned. To
further enhance student communication, each lesson
Course Philosophy

Everybody Up aims to develop students’ speaking,
listening, reading, and writing skills through activities
that build students’ independence and confidence,

6 Introduction

© Copyright Oxford University Press

ends with an Everybody Up Friend who demonstrates Lesson 2: This lesson adds six new vocabulary items
essential language from the lesson, offers helpful follow- and a grammar point related to the unit theme, and
up activities to teachers, and prepares students to take to Lesson 1. Language presentation and practice
the language home with them to show their parents. are followed by further practice in a song or chant.
The lesson culminates in a fun activity that allows
Values education allows teachers to bring the wider for personalization or more open production and
world into the English classroom. Funny, engaging meaningful language use.
stories featuring the characters Danny, Emma, Julie, and
Mike and their respective families illustrate values such Lesson 3: The third lesson uses a story to introduce
as “be polite” or “be kind”. In the stories, the characters chunks of functional, communicative language in a
grow and learn from everyday situations just as real conversation, and to demonstrate a global value to help
children do. students become better citizens, both of their classrooms
and their communities. The story centers on the cast of
Scaffolding refers to the support that teachers give continuing characters that students will come to know
students to help them learn new material. By giving and identify with.
a lot of support at the beginning, and then gradually
removing that support, piece by piece, teachers can help Lesson 4: In Levels 1 to 6, the final lesson in each unit
students grow more and more comfortable producing has a CLIL focus, opening with a video. The lesson
language on their own. teaches four new vocabulary items and builds on the
grammar of the previous lesson. Each lesson has a cross-
Student Book Overview and Unit Structure curricular connection to school subjects such as math,

health, social studies, science, and art. Critical thinking
The Student Books consist of eight units. Units have four activities and graphic organizers help students practice
two-page lessons that are designed for a 50-minute class age-appropriate academic skills. Lessons end with a
but which can also fit longer or shorter classes. After poster exercise using vocabulary and language in new,
every two units, there is a Check Up unit review lesson. rich visual contexts.
Additionally, in Levels 1 to 6, there is a Bonus lesson and
a Project. The Bonus lesson in Levels 1 and 2 features In the Starter Level, this final lesson is a phonics lesson
phonics. In Levels 3–6, the Bonus lesson features skills. focusing on introducing the alphabet letters, their
sounds, and vocabulary.
Every unit contains these four lessons:
Check Up: After every two units, a two-page Check
Lesson 1: This lesson introduces the unit topic. Up lesson helps students consolidate the vocabulary,
It presents six new vocabulary items, and then grammar, and conversational language they have
contextualizes them in a large illustrated scene. It also learned. When students have completed the activities
presents the first two grammar points. Exercises are in the lesson, they complete a self-assessment section,
carefully staged to introduce and practice the new rating how well they’ve learned the material and
language, and then lead students into actively producing identifying areas for further practice.
what they have just learned.

Everybody Up Icons

Pair or 03 Student Audio CD Math Art Science
group work
Test Audio Health Social
Class Audio CD Studies
02 Track
05
Poster
Video

School Subject Connection (CLIL)

Introduction 7

© Copyright Oxford University Press

Bonus Lesson and Project: Every two units, after the and further assess your students’ understanding of
Check Up, there is a Bonus lesson and a Project. In specific grammar topics.
Levels 1 and 2, the Bonus lesson features phonics, which
teachers can use to present and review the letters of the Achievement Tests: A unit test after each unit, a
English alphabet and the sounds those letters make. midterm test after Unit 4, and a final test at the end of
In Levels 3 to 6, the Bonus lesson features integrated the level help you assess your students’ mastery of the
skills with activities for reading, writing, listening, vocabulary, grammar, and conversational language.
and speaking. There are also speaking tests that provide a framework
for assessing your students’ progress in this area. In
The Bonus lesson is followed by a Project. These projects addition, every test contains questions and tasks similar
encourage students to collaborate, communicate, and to what your students will encounter in Young Learners
be creative in real ways through creating posters, books, examinations.
artwork, and other tangible items to present and share.
The projects require some basic materials and may also Further information on testing and evaluation can be
utilize photocopiable templates available on the Teacher’s found on the Teacher’s Resource Center CD-ROM.
Resource Center CD-ROM. Each project includes a
Home-School link that encourages students to share Cambridge English: Young Learners
their work and language at home. (YLE) Tests

Assessment In many areas, students will take the Cambridge
English: Young Learners (YLE) tests. To help prepare
Everybody Up provides all the assessment resources you for this, much of the content of Everybody Up, such as
need to help shape and improve your students’ learning. vocabulary items and grammar structures, serves to
This includes tests for establishing students’ language prepare students for these tests.

level, for evaluating their progress in the course, and
for preparing them for the Cambridge English: Young Each Student Book features eight pages of exercises
Learners (YLE) tests. practicing listening, speaking, reading, and writing as
they are focused on in the YLE tests.
The Teacher’s Resource Center CD-ROM contains the
following tests, most of which are customizable. Testing Additionally, the Teacher’s Resource Center CD-ROM
instructions, audio files, and answer keys are also contains YLE practice tests. These tests provide specific
provided. practice in the style of the actual examinations, enabling
you to choose task types and create practice materials
Placement Test: This test is a quick tool to help you to prepare for these tests. Even if your students aren’t
determine the English Level of new students. Placement preparing for these examinations, you can still use the
Test A matches the syllabus of Everybody Up Starter tests to create extra practice, review tests, or worksheets,
Level to Level 3. Placement Test B matches the syllabus and to provide additional skills practice.
of Everybody Up Levels 4 to 6. Online Young Learners
Placement Tests are available for purchase from Further information on testing and evaluation can be
OxfordEnglishTesting.com. These tests are written by found on the Teacher’s Resource Center CD-ROM.
international young-learner assessment experts and
offer more detailed placement advice for Everybody Up, Other Features in the Second Edition
including CEFR Levels.
The proliferation of technology in our lives makes
Entry Test and Entry Review Worksheets: Each level visual literacy and communication more relevant
has one grammar-focused Entry Test designed to help than ever before. Videos, posters, and illustrations are
you measure your students’ levels as they begin the new great support for language learners. These reinforce
book. The Entry Test allows you – and your students – meaning and provide rich context for language and
to assess their understanding of the key grammar points vocabulary. The second edition of Everybody Up has new
presented in the previous level of Everybody Up. Based illustrations, posters, and videos available throughout
on students’ strengths and weaknesses, you can assign the course.
Entry Review Worksheets to review, support, challenge,

8 Introduction

© Copyright Oxford University Press

Reinforcing language and meaning with videos, posters, at home as part of a Home-School link. Some projects
projects, and online content also gives your students have photocopiable templates that are available on the
more opportunity for engagement. This, in turn, boosts Teacher’s Resource Center CD-ROM.
their motivation. An interesting video or poster can
reinforce and expand on the content of the Student Online Practice
Book, but it also encourages students to use critical
thinking. Ultimately, students are encouraged to connect Students can practice at home using Online Practice.
what they are learning with the experiences they have Activities are automatically graded. A new trophy room
outside the classroom in their daily lives. in the second edition allows you, your students, and
their parents to monitor progress and identify strengths
Video and areas for improvement in different skills areas.
Another new feature allows you and your students to
Lesson 4 of each unit features a lively video that expands message anyone within your online practice class.
the topic and cross-curricular connection in the lesson.
These documentary-style videos with real-world content Online Practice also contains additional resources for
give students a chance to experience how the language students and teachers. The Media Center provides
can be used in the larger world outside the classroom. students and teachers with cross-curricular videos,
animated song videos, and the Student Book audio
Through a sequence of pre- and post-watching activities, program. In the Resources section, students can access
students use language they have learned in meaningful self-study materials and customizable word lists, song
activities. Repeated viewings of the videos are also a lyrics, and video scripts. In addition to these resources,
great way to reinforce pronunciation and intonation. teachers have access to poster descriptions and
information, and an assessment package (also found
Posters on the Teacher’s Resource Center), which includes
instructions, editable tests, test audio, lesson worksheets,
The Everybody Up posters reinforce and extend students’ and Cambridge YLE practice tests.
knowledge of the vocabulary, language patterns, and

concepts covered in the unit’s cross-curricular fourth Online Play
lesson. Posters provide an opportunity for your students
to connect vocabulary to new visual contexts. Posters Online Play gives students an opportunity for fun
also have a conversational feature that can be used practice with a variety of games that appeal to different
for speaking and communication practice between learning styles and interests. With each game, students
classmates or in small groups. select a level of play before they start. They also unlock
new levels as they progress, motivating them to keep
The posters and videos share similar themes and playing and practicing.
vocabulary. They work in tandem to engage students
outside their books with opportunities for critical In addition to games, Online Play has engaging
thinking, communication, and collaboration. They also downloadable resources, videos, and songs that will help
help support the CLIL lessons by bringing more real- students practice language from Everybody Up outside of
world content into the classroom. the classroom.

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

Introduction 9

© Copyright Oxford University Press

Components

di Student Book / Student Book with Student Audio CD

1 • Eight units with four lessons per unit
• Check Ups and Bonus lessons after every two units
Student Book
(Levels Starter–2: Phonics; Levels 3–6: Skills)
Patrick Jackson • Projects get students working together to activate
Susan Banman Sileci
new language
2 • Includes Cambridge YLE practice

di Student Audio CD

1 Included in the Student Book with Audio CD Pack
• Vocabulary, grammar, and songs

for students to review and practice
at home

Workbook Workbook / Workbook with Online Practice

p with Patrick Jackson • Activities reinforce each lesson’s vocabulary and grammar
view Susan Banman Sileci • Activities are suitable for use in class or as homework
• Picture dictionary for vocabulary and writing practice
ne Practice 2 • Check Up pages support the Student

Book

1, 2, 3…

Picture Cards (Levels Starter–4)

• Pictures on one side and vocabulary 3 Level 1, Welcome
words on the other
Count.
• Words are big enough for use in
large classrooms 2 Everybody Up
2nd Edition
• Useful for presenting new vocabulary, for assessing
student knowledge, and for playing games

Class Audio CDs

• Contains the complete audio
track for the Student Book

• Useful for modeling new language
• Includes stories, songs, and chants

Online Play

• Fun and engaging reinforcement of learning points
at home for students

• Contains games, video, audio, and activities
• www.oup.com/elt/student/everybodyup

10 Components

© Copyright Oxford University Press

Unless noted, the components listed here are available for all levels.

Teacher’s Book Pack Also included:
• Workbook answer key
Teacher’s Book with Online Practice
• Video scripts
• Course description and teaching methodology (Levels 1–6)
• Overview of games and activities
• Detailed lesson plans that support teachers of • Picture Card list
(Levels Starter–4)
all levels
• Extension activities and 21st century skills • Word list

instruction

Teacher’s Resource Center CD-ROM DVD

• New Entry Test and Entry Review Worksheets • Starter Level:
eight animated
• Customizable placement, unit, stories bring
midterm, and final tests universal values
to life
• Cambridge YLE practice tests
• Levels 1–6:
• Test audio and answer keys eight documentary-
style videos

• Photocopiable worksheets enhance and
(Starter Level: Values and support the school
Phonics; Levels 1–6: Values and Cross-curricular) subject connection

• New photocopiable resources for projects
(Levels 1–6)

Online Practice for Students and Teachers

Access codes included in the Workbook with Online Practice and the Teacher’s
Book Pack. Visit www.eu2onlinepractice.com.
• Interactive activities for every lesson • New email and discussion tools

• Automatic scoring and gradebook • Assessment, video, audio, and other
• New trophy room motivates students classroom resources

Classroom Presentation Tool Poster Pack (Levels 1–6)

• Engage your students in a blended learning classroom • Contains eight posters, one for each
with digital features that can be used on your tablet or cross-curricular lesson
computer and connected to an interactive whiteboard
or projector • Posters initiate and support classroom
discussions around the school subject
• Complete activities as a class, and grade the answers connection
as you go

• Take your Classroom Presentation Tool with you, and
plan your lessons online or offline, across your devices.
Save your weblinks and notes directly on the page — all
with one account

Additional Online Resources

• For Teachers: />
• For Parents: />
Components 11

© Copyright Oxford University Press

LLeessssoonn GGuuiiddee Lesson 1

4 Last Week C Listen and say. Then practice. 54 34

Lesson 1 Sports play played Presentation and
structured practice
New words are A Listen, point, and say. 52 33 of the new language
clearly presented with audio support.
with audio 1 2 3 4 5 6 1. 2. 3. 4. 5. 6.
support.
baseball basketball volleyball golf tennis table
Students listen tennis
to the characters
and find the new D Listen, ask, and answer. Then practice. 55 35 Students practice
words in the big speaking by asking and
picture. B Listen and number. 53 answering questions
about the big picture.
baseball
Using 21st century
1. 2. 3. skills, students
personalize what they

4. 5. 6. What did you have learned with the
play yesterday? help of their Everybody
Tell your friend. Up Friend.

E Look at B . Point, ask, and answer.
What did Mike do yesterday? He played baseball.

32 Unit 4 Lesson 1 33

Student Book pages 32–33

Warm up 3. Link the language. Combine previously learned
grammar patterns with the new vocabulary. Use
1. Greet the class. Sing a song from the previous Picture Cards or classroom items to elicit responses
unit. Use language from the previous unit to from the students. If a game or activity is suggested,
elicit responses from individual students. Then use it to further practice the vocabulary.
have students practice the language in pairs.
4. Play the Class CD track for this exercise. Students
2. Review the language from the previous unit, listen, point, and say along with the CD.
using a game, activity, or Picture Cards to elicit
student responses. 5. Have students practice the words by pointing to
items they can see around them or by displaying the
3. Elicit the unit language or what the Everybody Picture Cards around the classroom.
Up Friend says from Lesson 4 of the previous
unit. Use Picture Cards or classroom items B Listen and number.
to elicit vocabulary related to the expression
or language. Have students practice the unit See Using the Big Picture, Teacher’s Book page 24.
language with their classmates.
1. Read a short passage about the picture while
A Listen, point, and say. pointing to the people and items mentioned in it.

See Teaching Vocabulary, Teacher’s Book page 24. 2. Play the Class CD track for this exercise. Students
listen, find the items in the picture, and number
1. Use Picture Cards to introduce the new vocabulary. them.
Continue until students can produce the words on
their own. 3. Invite students to talk about what else they see in
the picture, using previously learned language.
2. If a game or activity is suggested, use it to practice
the new vocabulary.

12 Lesson Guide

© Copyright Oxford University Press

C Listen and say. Then practice. E Look at B . Point, ask,
and answer.
See Teaching Grammar, Teacher’s Book page 24.
Student pairs look at the big picture in Activity B
1. Introduce the new grammar pattern. and practice asking and answering with the language
pattern in the speech bubbles, using all the new
2. If there is a tip box associated with the grammar, vocabulary words.
present that language to the students.
Everybody Up 21st Century Skills
3. Direct students’ attention to the first grammar box
in Lesson 1. See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication/Collaboration/
4. Play the Class CD track for this exercise. Students or Creativity: Direct students’ attention to the
listen and say along with the CD. Everybody Up Friend. Students answer the questions
and use 21st century skills to do the task alone or
5. Practice the grammar pattern with the students. with a classmate.

Hold up Picture Cards for the Lesson 1 vocabulary
and practice the pattern for each card. Games and Activities

D Listen, ask, and answer. • Use the suggested games or activities to further
Then practice.
practice the new vocabulary and grammar
See Teaching Grammar, Teacher’s Book page 24. patterns.

1. Introduce the new grammar pattern. Extra Practice

2. If there is a tip box associated with the grammar, Workbook
present that language to the students. Student Audio CD
iTools
3. Direct students’ attention to the second grammar Online Practice
box in Lesson 1.

4. Play the Class CD track for this exercise. Students
listen, ask, and answer along with the CD.

5. If a game or activity is suggested, use it to further
practice the grammar pattern.

6. Student pairs practice the pattern, using their
books.

Lesson Guide 13

© Copyright Oxford University Press

Lesson 2

Lesson 2 Activities C Listen, ask, and answer. Then practice. 58 38

A Listen, point, and say. 56 36 Presentation and
structured practice
New words are 1 2 3 4 5 6 practice the piano didn’t = did not of the new language
clearly presented with audio support.
with audio practice use the talk on the help my visit my work on a 1 3 5
support. the piano computer phone parents friend project Monday ✔ Thursday ✔ Further exposure to
Tuesday ✔ the new language.
Presentation and B Listen, ask, and answer. Then practice. 57 37 2 6
structured practice ✘ 4 ✘ Using 21st century
of the new practice practiced use used ✘ skills, students
language with personalize what they
audio support. practiced the piano talk talked help helped have learned with the
help of their Everybody
visit visited work worked Up Friend.

SSMTWTF D Sing. 59 39

weekend What Did You Do on Monday?

What did you do on Monday? I used the computer.

1 What did you do on Tuesday? I played my guitar.
What did you do on Wednesday? I worked on a project.
2
3 4 What did you do on Thursday? I helped wash the car.
6
What did you do on Friday? I visited my cousin.

5
On Saturday and Sunday, I played baseball in the park.

E What about you? Ask and answer.

What did you do I visited my friend. Look at B . What
last weekend? What about you? did the girl and boy

34 Unit 4 do last weekend?

Lesson 2 35

Fun personalization activities Student Book pages 34–35
offer more speaking practice.

Warm up 4. Play the Class CD track for this exercise. Students
listen, point, and say along with the CD.
1. Greet the class. Use familiar language to elicit
responses from individual students. Then have 5. Students practice the words by pointing to items
students practice the language with each other. around the classroom or in their books.

2. Review the language from the previous lesson to B Listen and say.
elicit student responses. Then practice.

3. Elicit the lesson language or what the Everybody See Teaching Grammar, Teacher’s Book page 24.
Up Friend says from the previous lesson. Have
students practice the expressions and language 1. Introduce the new grammar pattern.
with their classmates.
2. If there is a tip box associated with the grammar,
A Listen, point, and say. present that language to the students.

See Teaching Vocabulary, Teacher’s Book page 24. 3. Direct students’ attention to the first grammar box
in Lesson 2.
1. Use Picture Cards to introduce the new vocabulary.
Continue until students can produce the words on 4. Play the Class CD track for this exercise. Students
their own. listen, ask, and answer along with the CD.

2. To reinforce the meaning of the new vocabulary, use 5. Practice the grammar pattern with the students.
miming or acting as suggested. Hold up Picture Cards for the Lesson 2 vocabulary
and practice the pattern for each card.
3. Link the language. Combine previously learned
grammar patterns with the new vocabulary. Use
Picture Cards or classroom items to elicit responses
from the students.

14 Lesson Guide

© Copyright Oxford University Press

C Listen, ask, and answer. Everybody Up 21st Century Skills
Then practice.
See Teaching 21st Century Skills, Teacher’s Book page 27.
See Teaching Grammar, Teacher’s Book page 24. Critical Thinking/Communication/Collaboration/
or Creativity: Direct students’ attention to the
1. Introduce the new grammar pattern. Everybody Up Friend. Students answer the questions
and use 21st century skills to do the task alone or
2. If there is a tip box associated with the grammar, with a classmate.
present that language to the students.
Games and Activities
3. Direct students’ attention to the second grammar

box in Lesson 2. • Use the suggested games or activities to further

4. Play the Class CD track for this exercise. Students practice the new vocabulary and grammar
listen, ask, and answer along with the CD. patterns.

D Exercise varies. Extra Practice

1. Steps for this exercise will vary. See individual units. Workbook
Student Audio CD
2. Students use the completed exercise to practice the Classroom Presentation Tool
language by interacting. Online Practice

E Exercise varies.

Student pairs use the book or other items as directed
and practice using the language pattern in the speech
bubbles. Encourage students to use all the language in
this lesson, as well as previously learned language.

Lesson Guide 15

© Copyright Oxford University Press

Lesson 3

Lesson 3 Reading B Read and circle. Comprehension
activity builds reading
A Talk about the story. Then listen and read. 60 1. Danny is playing volleyball with his friends. True False and listening skills.
False
Stories about The Baseball 2. Danny can’t find his glove. True False Fun songs practice

the characters Game False the new language
build students’ It’s Saturday morning. 3. Mike has an extra glove. True and reinforce natural
reading skills and Danny’s friends are pronunciation and
present useful ready to play baseball. 4. Mike catches the ball. True intonation.
conversational
language. I can’t find What’s wrong? Oh, no! This is C Sing. 61 40 Role plays in different
my glove. my sister’s bag! contexts help
The story students practice the
highlights a I Can’t Find It! conversation.
universal value.
OK, everybody! Using 21st century
Let’s start! skills, students
personalize what they
Come on, Danny. I can’t find my glove. I can’t find my cell phone. have learned with the
Hurry up. I can’t find my glove. I can’t find my cell phone. help of their Everybody
Up Friend.
That’s OK. That’s OK. That’s OK. That’s OK.
You can borrow mine. You can borrow mine.

Nice catch, Danny! calculator

D Listen and say. Then act. 62 What did you do
last Saturday
Don’t worry. You can Good job! I can’t find my glove. morning?
borrow mine. I have
Nice glove. Don’t worry. You can
an extra one. Thanks, Mike! borrow mine.

Great!

2
cell phone

e 1 3
Be prepared. glove calculator

36 Unit 4 Lesson 3 37

Student Book pages 36–37

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 1. Explain that students will read the sentences and
related to the Lesson 3 story. circle Yes if the sentence is correct or No if the
sentence is wrong.
3. Elicit the lesson language or what the Everybody
Up Friend says from the previous lesson. Have 2. Read each sentence aloud with the class. Students
students practice the expressions and language can answer orally and then circle the answers in
with their classmates. their books, or they can do the activity on their
own, using Activity A as a reference.
4. If a song, game, or activity is suggested, use it as
additional warm up for Lesson 3. 3. Check answers together.

A Talk about the pictures.
Then listen and read.

See Teaching Stories, Teacher’s Book page 25.

1. Students look at the pictures and talk about what
they see.

2. Play the Class CD track for this exercise. Students
listen, point, and read along with the CD.

16 Lesson Guide

© Copyright Oxford University Press

C Sing. Everybody Up 21st Century Skills

See Teaching Songs, Teacher’s Book page 24. See Teaching 21st Century Skills, Teacher’s Book page 27.
Critical Thinking/Communication/Collaboration/
1. Students look at the art and talk about what or Creativity: Direct students’ attention to the
they see. Everybody Up Friend. Students answer the questions
and use 21st century skills to do the task alone or
2. Read the song lyrics with the students. with a classmate.

3. Play the Class CD track for the song. Students listen Games and Activities
and then sing along with the CD.
• Use the suggested games or activities to further
4. Students sing the song again, turning to partners
and using gestures, props, or facial expressions review the story.
related to the song.
Extra Practice
D Listen and say. Then act.
Workbook

See Teaching Conversations, Teacher’s Book page 25. Student Audio CD
Lesson 3 Worksheet
1. Play the Class CD track for this exercise. Student Classroom Presentation Tool
pairs listen and say along with the CD. Online Practice

2. Students rehearse and act out the conversations,
using props and gestures related to the situations in
the three pictures.

Lesson Guide 17

© Copyright Oxford University Press

Lesson 4

The lesson links Lesson 4 Ancient Rome Social D Read and circle.
English to other Studies
school subjects, A Watch the video.
like social studies. 1. Some people in Rome used stone to make homes. True False
False
Video links the 2. People used clay to make bowls. True False Students practice
content to a rich False the language and
visual learning B Listen, point, and say. 63 41 3. People used metal to make homes. True concepts with critical
experience. thinking activities.
1 2 3 4 4. People used wood to make cups. True
Words are clearly
presented with E Listen and match. 65
audio support.
stone clay glass metal
Structured practice

of the new language. C Listen, ask, and answer. Then listen and read. 64 42

stone

People in ancient Rome used stone, clay, metal, 1. 2. 3. 4. Students use 21st
and glass to make the things they needed. metal glass stone clay century skills to
respond to questions or
1 Some people in Rome had big homes F Look at E . Ask and answer. Watch the video. directions posed by the
with beautiful walls. What did they use What do we use Everybody Up Friend.
to make their homes? They used stone. today to make things?
Make a chart. Posters bring real-
2 People cooked meals at home. They used world content into
bowls like this one. What did they use to What did they use They used glass. the classroom.
make bowls? They used clay. to make the cup?

3 People made beautiful cups for
drinking. What did they use to
make cups? They used glass.

4 Men and women wore jewelry
in ancient Rome. What
did they use to
make necklaces?
They used metal.

G Look at the poster. Talk about it.

38 Unit 4 Lesson 4 39

Student Book pages 38–39

School Subject Connection Social A Watch the video.
Studies
See Teaching with Videos, Teacher’s Book page 26.
Lesson 4 is a cross-curricular lesson with a connection
Before you watch: Tell the class they’re going to watch
to students’ school subjects. The lesson includes a a video. Specific School Subject Connection activities
will vary. See individual units. Ask students what they
video. Before watching the video, ask students to share might see in the video.

what they already know about the subject. Bring in 1. Play the video. See Video Scripts on Teacher’s Book
pages 116–117 for reference.
materials related to the topic or have students explore
2. Play the video again. Pause the video and ask
it outside of the classroom. For further suggestions students questions about the video. Encourage them
to answer in full sentences to practice the grammar
on how to expand on this connection, see individual patterns and new vocabulary.

units.

Warm up

1. Greet the class. Use familiar language to elicit
responses from individual students. Then have
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

© Copyright Oxford University Press

B Listen, point, and say. E Exercise varies.

See Teaching Vocabulary, Teacher’s Book page 24. 1. Steps for this exercise will vary. See individual units.

1. Use Picture Cards to introduce the new vocabulary. 2. If the exercise requires writing, have students check
Continue until students can produce the words on their answers.
their own.
F Exercise varies.
2. Link the language. Combine previously learned
grammar patterns with the new vocabulary. Use Students use the book or other items as directed and
Picture Cards, miming, or the students’ books to practice using the language pattern in the speech
elicit responses. bubbles. Encourage students to use previously learned
language, as well.
3. Play the Class CD track for this exercise. Students
listen, point, and say along with the CD. G Look at the poster.
Talk about it.
4. If a game or activity is suggested, use it to practice
the new vocabulary. See Teaching with Posters, Teacher’s Book page 26.

C Listen and say. 1. Students identify familiar objects in the poster
Then listen and read. images. See Teacher’s Book page 118 for poster
information.
See Teaching Grammar, Teacher’s Book page 24.
2. Students talk about the poster using the speech
1. Introduce the new grammar pattern. bubbles as a model.

2. If there is a tip box associated with the grammar, Everybody Up 21st Century Skills
present that language to the students.
See Teaching 21st Century Skills, Teacher’s Book page 27.
3. Direct students’ attention to the grammar box. Critical Thinking/Communication/Collaboration/
or Creativity: Direct students’ attention to the
4. Play the Class CD track for this exercise. Students Everybody Up Friend. Students answer the questions
listen and say along with the CD. and use 21st century skills to do the task alone or
with a classmate.
5. Play the track again. Students listen and read along.
Games and Activities
6. Students read the passages on their own.
• Use the suggested games or activities to further
7. Divide the class into groups. Group 1 reads the first
passage, Group 2 reads the second passage, and so practice the new vocabulary and grammar
on. patterns.

D Read and circle. Extra Practice

1. Students read the sentences and circle the correct Workbook
answer. Student Audio CD
Lesson 4 Worksheet
2. Read each sentence aloud with the class. Students Unit Test

can answer orally and then circle the answers in Classroom Presentation Tool
their books, or they can do the activity on their Online Practice
own, using Activity B as a reference.

3. Check answers together.

Lesson Guide 19

© Copyright Oxford University Press

✔ Check Up

✔ Check Up 2 C Write. Students practice
writing using
Units 3 and 4 1 2 3 4 language and
grammar from
Students identify A Listen, check, and write. 66 previous two units.
vocabulary from
the previous two 1. 2. 3. Students practice
units. listening, writing,
✔ 1. What does he look like? 2. What did she do yesterday? and speaking using
Students check 4. Did he play baseball yesterday? language from
comprehension curly hair He has short, black hair previous two units.
of language and and blue eyes.
grammar from Students evaluate
previous two units. 3. What do the sunglasses look like? their own
performance on
4. 5. 6. the previous two
units and identify
D Listen and write. Then act. 67 areas for further

practice.
1. 2.
Good luck with the play. I can’t find my ball.

B Read and number. Don’t worry.
1. The snake is the same color
4. What did you do last weekend? E What can you do? Read and ✔. 1 OK 2 Good 3 Great
and shape as the grass. I used the computer.
I can talk about... 1 2 3 123
2. What did they use to make 5. Which one is your sister?
bowls in Rome? She’s the one with long, wavy, brown what we look like sports
They used clay. hair.

3. What did he do yesterday? 6. Which necklace does she want to wear?
He played basketball. She wants to wear the white one.

accessories activities

1 camouflage ancient Rome

40 Check Up 2 e e
I can be I can be
kind. prepared.

Units 3 and 4 41

Student Book pages 40–41

Warm up B Read and circle (or Read, circle,
and number).

1. Greet the class and sing a song with students.
1. Review key language from the previous two units.
2. If a game or activity is suggested, use it to review Use picture cards or cue vocabulary or play a
vocabulary from the previous two units. short game.

3. Elicit the lesson language or what the Everybody 2. Students look at the pictures, read the sentences and
Up Friend says from the previous lesson. identify the correct answer by circling the text.
Students practice the unit language with their
classmates. 3. If the exercise included numbering, students
number the items in the boxes and check their
A Listen, number (or ✔), and write. answers.

See Teaching Check Ups, Teacher’s Book page 25. C Write.

1. Review key vocabulary from the previous two units. 1. Review key language from the previous two units.
Use picture cards or cue vocabulary or play Use picture cards or cue vocabulary or play a
a short game. short game.

2. Play the Class CD track for this exercise. Students 2. Students look at the picture and write short answers
to either complete the sentences or answer the
listen and number the vocabulary or • the correct questions.

item.

3. Students write the correct word under the picture.
Students check their answers.

20 Lesson Guide

© Copyright Oxford University Press