LESSON 11 • 30 MINUTES

Present Continuous

Today I can: communicate clearly about present continuous.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about present continuous?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about present continuous.

BSure. First, right now.

ACan you tell me about -ing form?

BYes. temporary action.

AWhat should we remember?

BI'm working.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about present continuous.

BSure. First, .

ACan you tell me about -ing form?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about present continuous.

BSure. First, right now.

ACan you tell me about ?

BYes. temporary action.

A should we remember?

BI'm working.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about present continuous.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

right now, be verb,
-ing form — say it clearly.
temporary action, what are you doing,
I'm working — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about present continuous.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about present continuous. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 12 • 30 MINUTES

Simple Past Questions

Today I can: communicate clearly about simple past questions.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about simple past questions?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about simple past questions.

BSure. First, did you.

ACan you tell me about yesterday?

BYes. last weekend.

AWhat should we remember?

Bpast event.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about simple past questions.

BSure. First, .

ACan you tell me about yesterday?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about simple past questions.

BSure. First, did you.

ACan you tell me about ?

BYes. last weekend.

A should we remember?

Bpast event.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about simple past questions.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

did you, base verb,
yesterday — say it clearly.
last weekend, short answer,
past event — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about simple past questions.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about simple past questions. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 13 • 30 MINUTES

Past Continuous

Today I can: communicate clearly about past continuous.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about past continuous?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about past continuous.

BSure. First, was doing.

ACan you tell me about background action?

BYes. interruption.

AWhat should we remember?

Bwhile.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about past continuous.

BSure. First, .

ACan you tell me about background action?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about past continuous.

BSure. First, was doing.

ACan you tell me about ?

BYes. interruption.

A should we remember?

Bwhile.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about past continuous.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

was doing, were doing,
background action — say it clearly.
interruption, at that time,
while — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about past continuous.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about past continuous. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 14 • 30 MINUTES

Present Perfect

Today I can: communicate clearly about present perfect.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about present perfect?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about present perfect.

BSure. First, have done.

ACan you tell me about already?

BYes. yet.

AWhat should we remember?

Bfor.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about present perfect.

BSure. First, .

ACan you tell me about already?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about present perfect.

BSure. First, have done.

ACan you tell me about ?

BYes. yet.

A should we remember?

Bfor.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about present perfect.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

have done, life experience,
already — say it clearly.
yet, since,
for — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about present perfect.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about present perfect. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 15 • 30 MINUTES

Comparatives

Today I can: communicate clearly about comparatives.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about comparatives?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about comparatives.

BSure. First, bigger than.

ACan you tell me about less expensive?

BYes. same as.

AWhat should we remember?

Bwhich is better.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about comparatives.

BSure. First, .

ACan you tell me about less expensive?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about comparatives.

BSure. First, bigger than.

ACan you tell me about ?

BYes. same as.

A should we remember?

Bwhich is better.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about comparatives.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

bigger than, more useful,
less expensive — say it clearly.
same as, compare two things,
which is better — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about comparatives.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about comparatives. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 16 • 30 MINUTES

Superlatives

Today I can: communicate clearly about superlatives.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about superlatives?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about superlatives.

BSure. First, the biggest.

ACan you tell me about the least expensive?

BYes. in the group.

AWhat should we remember?

Bworst result.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about superlatives.

BSure. First, .

ACan you tell me about the least expensive?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about superlatives.

BSure. First, the biggest.

ACan you tell me about ?

BYes. in the group.

A should we remember?

Bworst result.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about superlatives.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

the biggest, the most useful,
the least expensive — say it clearly.
in the group, top choice,
worst result — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about superlatives.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about superlatives. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 17 • 30 MINUTES

Countable Quantifiers

Today I can: communicate clearly about countable quantifiers.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about countable quantifiers?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about countable quantifiers.

BSure. First, many.

ACan you tell me about how many?

BYes. several.

AWhat should we remember?

Btoo many.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about countable quantifiers.

BSure. First, .

ACan you tell me about how many?

BYes. .

AWhat should we remember?

Btoo .

PART B

Teacher reads B • Student completes and speaks A

A talk about countable quantifiers.

BSure. First, many.

ACan you tell me about how ?

BYes. several.

A should we remember?

Btoo many.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about countable quantifiers.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

many, a few,
how many — say it clearly.
several, not enough,
too many — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about countable quantifiers.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about countable quantifiers. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 18 • 30 MINUTES

Modals for Advice

Today I can: communicate clearly about modals for advice.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about modals for advice?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about modals for advice.

BSure. First, should.

ACan you tell me about could?

BYes. had better.

AWhat should we remember?

Bgive advice.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about modals for advice.

BSure. First, .

ACan you tell me about could?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about modals for advice.

BSure. First, should.

ACan you tell me about ?

BYes. had better.

AWhat we remember?

Bgive advice.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about modals for advice.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

should, shouldn't,
could — say it clearly.
had better, if I were you,
give advice — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about modals for advice.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about modals for advice. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 19 • 30 MINUTES

First Conditional

Today I can: communicate clearly about first conditional.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about first conditional?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about first conditional.

BSure. First, if clause.

ACan you tell me about real possibility?

BYes. future plan.

AWhat should we remember?

Bwhat will happen.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about first conditional.

BSure. First, .

ACan you tell me about real possibility?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about first conditional.

BSure. First, if clause.

ACan you tell me about ?

BYes. future plan.

A should we remember?

Bwhat will happen.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about first conditional.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

if clause, will result,
real possibility — say it clearly.
future plan, unless,
what will happen — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about first conditional.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about first conditional. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score

LESSON 20 • 30 MINUTES

Relative Clauses

Today I can: communicate clearly about relative clauses.

1 Start · 2m2 Picture Words · 5m3 Listen · 4m4 A/B Gaps · 5m5 English · 3m6 Chant · 3m7 Role-play · 5m8 Check · 3m

1LET'S START

STUDENT INSTRUCTIONLook at the main picture. Guess what today's lesson is about, then say one sentence.

What do you already know about relative clauses?

2PICTURE WORDS

STUDENT INSTRUCTIONTap each speaker, listen, and repeat the phrase two times.

3LISTEN & SAY

STUDENT INSTRUCTIONListen once. Play it again and repeat each line. Then read it with your teacher.

ALet's talk about relative clauses.

BSure. First, who.

ACan you tell me about that?

BYes. describe a person.

AWhat should we remember?

Bcombine sentences.

4FILL THE GAPS & SWITCH

STUDENT INSTRUCTIONComplete Part A as Speaker B. Then switch: complete Part B as Speaker A. Speak every completed line aloud.

PART A

Teacher reads A • Student completes and speaks B

ALet's talk about relative clauses.

BSure. First, .

ACan you tell me about that?

BYes. .

AWhat should we remember?

B.

PART B

Teacher reads B • Student completes and speaks A

A talk about relative clauses.

BSure. First, who.

ACan you tell me about ?

BYes. describe a person.

A should we remember?

Bcombine sentences.

5EASY ENGLISH

STUDENT INSTRUCTIONUse the model to make your own clear sentence.

Easy rule

Start with a clear topic, add one useful detail, and finish with a confirmation.

Model: Let's talk about relative clauses.

My sentence

6CHANT TOGETHER

STUDENT INSTRUCTIONTap the beat and repeat all four lines.

who, which,
that — say it clearly.
describe a person, describe a thing,
combine sentences — speak with me!

7FREE ROLE-PLAY

STUDENT INSTRUCTIONUse at least three picture words. Switch roles after one round.

STUDENT A

Start the conversation and ask two questions about relative clauses.

STUDENT B

Answer with details and use three key phrases from this lesson.

8QUICK CHECK

STUDENT INSTRUCTIONComplete all four checks.

I can talk about relative clauses. I can use six picture words. I completed the gap practice. I can say one chant line from memory.

My score