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Champ Listener 3. TG Unit 1. Describing Things

Target Unit Unit 1. Describing Things

Topic Identifying Shapes & Materials

Objectives

To learn vocabulary related to shapes and materials

To be able to describe the shapes and materials of things through repeated

listening and speaking practice

Materials book, CD, CD player, plane figures (circle, square, rectangle, triangle), a bill,

a coin, pictures of the following objects: cotton pads, a glass, a scarf,

a container, a jar, a paper cup, a key, a pillow

Key Language

A: Can you describe it? What does it look like? B: It’s small and square.

A: What is it made of? B: It’s made of leather.

A: What is it for? B: It’s for keeping money.

A: Can you guess what it is? B: I have no idea! / I got it! It’s a wallet!

Key Vocabulary square, triangular, rectangular, leather, wood, rubber

Duration of Class 50 minutes

1. Greetings - Good morning / Good afternoon, everybody.

- How are you today? (Answer: I am great, thank you. / Not bad. / Pretty good.)

- My name is____________. What’s your name?

2. Review & Warm up

Review

a. Divide the class into two teams. Set up the chairs side by side for each team.

b. Ask questions from the previous lesson (Champ Listener 2, Unit 12).

E.g. ‘What does your father do?’, ‘What do you want to be when you grow up?’

‘Why do you want to be a/an _______.?’

c. Have each student at the back whisper the answer to the student sitting next to him/her

- for example, ‘I want to be a teacher.’

d. When the student at the end of each team hears the answer, have him/her race to write

down the answer on the whiteboard.

e. Award a point to the team with the first student that says the answer correctly.

f. Continue the activity until every sentence has been reviewed. The team with the most

points wins the game.

Warm up

Build up background knowledge for the lesson.

Part.1

a. Prepare plane figures (a circle, a triangle, a rectangle, and a square).

b. Go over each shape by asking, ‘Do you know what shape this is?’ ‘It’s a circle.’

c. Ask the students to describe each shape without mentioning its definite name.

d. Tell students how to describe each shape by saying sentences such as

‘It’s round in shape,’ ‘It’s rectangular in shape,’ ‘It’s triangular in shape,’

e. Put the students into pairs and ask students to describe one of their belongings to the

pair.

Part.2

a. Show a bill to students and say,

- It’s rectangular in shape. It’s made of paper.

b. Show a cup to students and say,

- It’s made of glass.

c. Point to an object in class such as a pencil case or a whiteboard and ask them,

- What is it made of?

d. Have the students describe one of the objects in their backpack to the pair using the

target form,

- It’s made of _______.

3. Presentation

Picture talk

a. Have students look at the first large picture on page 8 and encourage them to say as

much as they can about the picture.

- Who do you see in this picture? (Answer: I see a girl and a boy.)

- Where are they? (Answer: They are in the classroom.)

- What does the girl have? (Answer: She has a gift.)

- What is the boy thinking about? (Answer: He is thinking about a bracelet.)

b. Play the CD (track 2) and have students listen and write the numbers by themselves in

the squares.

c. Play the CD again and check the answers by asking the comprehension questions below:

- Why did the girl buy a gift for the boy? (Answer: Because it’s his birthday.)

- What kind of game are they playing? (Answer: They’re playing a guessing game.)

- How did the girl describe the gift? (Answer: She said it’s small and round.)

- What is the gift made of? (Answer: It’s made of leather.)

- What is the gift, then? (Answer: It is a bracelet.)

Expressions

a. Have students look at the pictures on page 8.

b. Tell students that each picture shows either the shapes or the materials of the things.

c. Play the CD (track 3) and have students listen and repeat.

d. Ask students the question below by using one of the pictures from page 8 and have

them reply in a full sentence.

T. What is the chair made of?

Ss. It is made of wood.

e. Pair up the students and encourage each pair to ask and answer freely by using the

pictures shown on page 8.

Listening Start

a. Play the CD (track 4, 5, 6) and have the students choose the correct answers.

b. Play the CD again and go over the answers. If necessary, pause after each track and have

the students listen and repeat each sentence.

Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about a guessing game.

b. Play the CD (track 7) and have students find the correct answers by themselves.

c. Check the answers as a class by asking comprehension questions. If the students find the

questions difficult, pause the CD after each line and have students listen and repeat.

- How did he describe the gift?

(Answer: He said it’s a little long and thin, kind of round.)

- What is the birthday gift for?

(Answer: It is for studying.)

- What is it made of? (Answer: It’s made of wood.)

Step Up 2

a. Have students look through the questions quickly before doing the listening activity.

b. Play the CD (track 8) and have students try to find the answers by themselves.

c. Tell students that they will hear the same conversation again and ask them to listen for

some expressions and words that are related to shapes and materials.

d. Check the answers as a class by asking comprehension questions.

Reading Time

a. Have students close their books.

b. Explain that students will hear a short monolog and tell them to identify and take notes

on the words related to shapes and materials.

c. Play the CD (track 9).

d. Ask the students the comprehension questions below:

- Whose birthday is it? (Answer: It is Jennifer’s birthday.)

- How did he describe the gift? (Answer: He said it’s small and rectangular. And it’s

kind of flat.)

- What is it made of? (Answer: It is metal and plastic.)

- What color is it? (Answer: It is pink.)

- Can you guess what it is, everyone?

e. Have students open their books and tell them to fill in the blanks while listening to the

CD.

f. Go over the answers by pausing after each sentence and have the students repeat, line

by line.

g. Play the CD (track 9) one more time and then have the students read the completed

story out loud while following the CD.

Talking Together

a. Play the CD (track 10) and ask students to look at the pictures and repeat the words.

b. Demonstrate how to substitute the expressions used in the underlined part of the

conversation for one of the pictures below.

c. Pair up the students and have each pair role-play the conversation by taking turns.

Unit Test

a. Play the CD from track 11 to 16 and have the students choose the correct answers.

b. Check the answers with your students.

- Are you done everyone? Let’s check the answers together.

- How do you spell ‘rectangular’? Can you spell it for me please?

- Do you know the difference between ‘cloth’ and ‘clothes’?

c. Ask the students which questions they found the most difficult and then play the chosen

track again.

4. Reinforcement a. Bring in pictures of the following objects -

cotton pads, a glass, a scarf, a container, a jar, a paper cup, a key, a pillow

b. Place the pictures face down on the table.

c. Have one student sit at the front of the classroom and then ask him/her to choose one of

the pictures on the table.

d. Ask the student to describe the picture and invite the rest of the class to guess the object.

e. If the student guesses correctly, he/she gets a chance to choose a picture card.

f. Continue this activity until all the picture cards have been described.

5. Closing Assign homework and close the lesson.

a. Inform students that they should answer the questions from ‘Unit 1’ for homework.

- This is today’s homework. I want you to do it all by yourself. Can you do that?

- Can you do all the exercises from page 1 to 3 by tomorrow?

b. Praise your students for their participation in the lesson and finish by saying:

- Did you have a good time?

- You’ve done really well today everyone.

- Good bye everyone! Have a nice day!

Champ Listener 3. TG Unit 2. Asking Directions

Target Unit Unit 2. Asking Directions

Topic Identifying Directions

Objectives

To learn words and phrases related to giving directions

To be able to write the names of streets in a proper manner

To develop listening skills

Materials book, CD, CD player, a handkerchief or a scarf, a stopwatch

Key Language

A: Can you tell me where the bank is? B: Sure. Go straight and turn left at

the traffic light.

A: Pardon me? B: Go straight and turn left.

A: It’s on your left. You can’t miss it. B: Thank you very much.

Key Vocabulary turn right, turn left, go straight, on your left, on your right, go one block


1. Greetings - Hello / Hi, everyone.

- How are you doing? (Answer: I am OK. / Not so good. / Bad. / Pretty good.)

- How’s the weather? (Answer: It is raining. / It is snowing. / It is cloudy. / It is foggy.)

- Do you like rainy (sunny, snowy, windy) days?

2. Review & Warm up

Review

a. Review the vocabulary related to shapes and materials from the previous lesson.

b. Tell students that you are thinking of an object.

c. Have the students ask you a question for guessing.

E.g. What is it made of? What shape is it? What is it for?

d. Have the student who guesses the object correctly come up front.

e. Invite the rest of the class to guess the object he/she is thinking of.

Warm up

Build up background knowledge for the lesson

Part.1

a. Go over the key vocabulary for giving directions.

(turn right, turn left, go straight, on your right, on your left)

b. Send one student out of the classroom.

c. Hide an object such as an eraser, a ruler, a piece of chalk, and a pen somewhere out of

sight.

d. Have the student outside return back to the classroom and find the hidden object.

e. Encourage the rest of the class to give directions to him/her.

E.g. Go straight and turn left. Turn right. It’s on your right.

f. Repeat this procedure depending on the time available.

Part.2

a. Remind the students about prepositions we often use when giving directions.

b. Draw a simple map of your neighborhood on the board and write the following places on

the map: bank, bookshop, car park, supermarket, café

c. Invite the students to ask you about each of the places.

- Excuse me, where’s the bank?

d. Provide an answer to the students using the following words and phrases.

- It’s on 4th Avenue.

- The bank is next to the car park.

- It’s across from the café.

- It’s on the corner of Pine Street and Hudson Avenue.

3. Presentation

Picture talk



- What do you see in this picture? (Answer: I see a man and a girl.)

- Where are they? (Answer: They are on the street.)

- What do you see on the street besides people? (Answer: I see a café, a traffic

light, and crosswalks.)

b. Play the CD (track 17) and have students listen and write the numbers in the squares on

their own.

c. Play the CD again and check the answers by asking the following comprehension

questions below:

- Did you hear what she said before asking directions? (Answer: She said ‘Pardon

me.’)

- Where does she want to go? (Answer: She wants to go to a post office.)

- Which street is the post office on? (Answer: It’s on 2nd Avenue.)

Expressions

a. Have the students look at the pictures on page 14.

b. Play the CD (track 18) and have students listen and repeat.

c. Ask students the question below and have them answer by using the pictures from page

14.

T. Can you tell me where the coffee shop is?

Ss. Just go straight and turn right.

d. Pair up the students and encourage each pair to ask and answer freely by using the


Listening Start




Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about the directions to the hospital.




- Which street are they on? (Answer: They are on Bay Street.)

- Where does the boy want to go? (Answer: He wants to go to the hospital.)

- Which street is the hospital on? (Answer: It is on Harbor Street.)

- How can he get to the hospital from Bay Street? (Answer: Walk straight for two

blocks and turn left.)

Step Up 2

a. Have students look through the questions quickly before listening.

b. Play the CD (track 23) and let students try to find the answers by themselves.


some expressions and words that are related to directions.


Reading Time

a. Have the students close their books.


of the places mentioned.

- How many different places did she (the girl?) mention?

(Answer: She mentioned three.)

- What are they? Do you remember?

(Answer: They are the police station, the pharmacy, and the bookstore.)


d. Ask the students the following comprehension questions below:

- Where is the speaker? (Answer: She is on Lake Avenue.)

- Which place did she (the girl?) mention first? (Answer: It’s the police station.)

- Do you remember how to get to the police station? (Answer: Go straight on Lake

Avenue for one block. Then turn left.)

- What is next to the police station? (Answer: The pharmacy is next to the police

station.)


CD.


by line.

g. Play the CD (track 24) one more time and then have the students read the completed

story out loud while following the CD.

Talking Together





Unit Test




- How do you spell ‘straight’? Can you spell it for me?

Tip! Tell the students that there is no definite article ‘the’ before the name of the street

and the first letter of the street should be capitalized.


track again.

4. Reinforcement a. Bring in a handkerchief or scarf and a stopwatch.

b. You need to create a maze in your classroom. Use the chairs for this. Ask students to help

you when making it.

c. Divide the class into pairs or groups of no more than five depending on the number of

students.

d. Choose one student from each group and cover their eyes.

e. Teammates will guide the “it” students.

f. Inform the students that they should use the key expressions from the lesson when

guiding their teammate.

g. Check the time and the team that took the least time wins the game.

You can change the maze slightly for the next team.






- You guys have done a great job.

- Bye-bye everyone! Have a good day!

Champ Listener 3. TG Unit 3. Feelings

Target Unit Unit 3. Feelings

Topic Identifying Feelings & Giving Advice

Objectives

To practice asking and answering questions about feelings

To learn adjectives related to feelings

To be able to distinguish between pleasant and unpleasant feelings

Materials book, CD, CD player, two fly swatters

Key Language

A: How are you feeling today? B: I’m really worried.

A: What’s wrong with you? What’s the problem? B: I failed my math exam.

A: Cheer up and study harder next time. B: Thank you for your advice.

Key Vocabulary tired, angry, nervous, sad, sick, disappointed


1. Greetings - Good morning/ Good afternoon everyone? (Answer: Good morning/ Good afternoon.)

- What’s new? (Answer: A new teacher came to my school.)

31st.)

2. Review & Warm up

a worksheet for unscrambling sentences. for, then, walk, two, for

ry?)

2nd street.)

xt to

dents unscramble the sentences on their own.

ackground knowledge for the lesson

feelings.

sify the adjectives into

- How’s the weather today? (Answer: It is mild.)

- What’s the date today? (Answer: It’s December

Review a. Prepare

1. blocks, minutes, right, then, Walk, and, 5, turn,

(Walk for 5 minutes then turn right and walk for two blocks.)

2. where, me, is, Excuse, bakery, the (Excuse me where is the bake

3. 1st and 2nd street, It’s, of, the corner, on (It’s on the corner of 1st and

b. bank, the, is, next, to, café, the (The café is next to the bank. / The bank is ne

the café.)

c. Have the stu

d. Read out the completed sentences as a class.

Warm up

Build up b

a. Invite the students to brainstorm the adjectives related to

b. Write down the answers on the board and ask the students to clas

groups as unpleasant and pleasant feelings.

- What about ‘disappointed’?

- Can you give me more examples of unpleasant feelings?

f feelings to students such as terrified, bored, guilty, and

3. Presentation

nts look at the first large picture on page 20 and encourage them to say as

(Answer: I see a boy and a girl.)

: She feels worried.)

squares on

gain and check the answers by asking the comprehension questions below:

ly late last night.)

s look at the pictures on page 20.

d repeat.

nswer by using one of the

What’s wrong?

angry?

y model airplane.

d. air up the students and encourage each pair to ask and answer freely by using the

ck 34, 35, 36) and have the students choose the correct answers.

have

c. After classification, go over each adjective by asking,

- When do you feel nervous?

- When do you get angry?

d. Introduce more examples o

pleased.

Picture talk

a. Have stude


- Who do you see in this picture?

- Where are they? (Answer: They are in the classroom.)

- How does he feel? (Answer: He seems tired.)

- What about the girl? How does she feel? (Answer

b. Play the CD (track 32) and have students listen and write the numbers in the

their own.

c. Play the CD a

- How does Alex feel today? (Answer: He doesn’t feel so good.)

- What’s wrong with him? (Answer: He’s really tired.)

- Why does he feel tired? (Answer: He went to bed real

Expressions

a. Have student

b. Play the CD (track 33) and have students listen an

c. Ask students the question below and have the students a

pictures from page 20 and have them reply in a full sentence.

T.

Ss. I’m angry.

T. Why are you

Ss. My brother broke m

P


Listening Start

a. Play the CD (tra

b. Play the CD again and go over the answers. If necessary, pause after each track and


Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about feelings.

n their own.

s find the

eel so good.)

- is really nervous about the science exam

s advice? (Answer: She asks Alex to study with her.)

b. Play the CD (track 37) and have students find the correct answers o

c. Check the answers as a class by asking comprehension questions. If the student


- How does Alex feel?

(Answer: He doesn’t f

What’s the problem? (Answer: He

tomorrow.)

- What is Erica’

- Does Erica find the science exam difficult too?

(Answer: No, she said it’s easy for her.)

Step Up

nts look through the questions quickly before listening.

themselves.

listen for

estions.

2

a. Have stude

b. Play the CD (track 38) and have students try to find the answers by

c. Tell students that they will hear the same conversation again and ask them to

some expressions and words that are related to feelings.

d. Check the answers as a class by asking comprehension qu

Reading Time


t monolog and tell them to identify and take notes

ac’s good day or bad day?

- Mac? (Answer: Two.)

lowing comprehension questions below:

idn’t make his school’s

es the speaker give to him? (Answer: The speaker advises him

last night.)

st a year.)

ver the answers by pausing after each sentence and have the students repeat, line

b. Tell students that they will hear a shor

on what happened to Mac.

- Is this monolog about M

(Answer: It’s about Mac’s bad day.)

How many bad things happened to


d. Ask the students the fol

- Why is Mac really disappointed? (Answer: Because he d

soccer team.)

- What advice do

that he should practice harder and try again next year.)

- Why is he so sad? (Answer: Because his pet goldfish died

- How long did Mac have that goldfish for? (Answer: He had it for almo


CD.

f. Go o

by line.

g. Play the CD (track 39) one more time then have the students read the completed story

out loud while following the CD.

Talking Together


-play the conversation by taking turns.

Unit Test

CD from track 41 to 46 and have students choose the correct answers.

k the answers together.

und the most difficult and then play the chosen

. Reinforcement to class.

y vocabulary related to feelings.

come to the front of the class, with their back to the

ents have to turn around, look over the words on

ic rules.

b. Demonstrate how to substitute the expressions used in the underlined part in the


c. Pair up the students and have each pair role

a. Play the


- Are you done everyone? Let’s chec

- How do you spell ‘nervous’? Can you spell it for me?

- How do you spell ‘disappointed’?

c. Ask the students which questions they fo

track again.

4a. Bring two fly swatters

b. Write on the whiteboard the ke

c. Divide the class into two teams.

d. Have one student from each team

board. Give each student a fly swatter.

e. When the teacher says a word, the stud

the board, and touch the correct word with the fly swatter. The first one to touch the

word gets a point for their team.

f. Tell the students the following bas

Rules of the game

1. You may not hit or throw the fly swatter at anyone.

r body to prevent them from 2. You may not block another player with your arm o

getting to a word.

Variations for the advanced learners

xample; I felt like this when I failed my exam-

5. Closing

Give a clue instead of a word for e

‘disappointed’.

Assign homework and close the lesson.

er the questions from ‘Unit 3’ for homework. a. Inform students that they should answ


y saying:

excellent job today.


b. Praise your students for their participation in the lesson and finish b

- Let’s wrap it up today.

- You guys have done an

- Keep up the good work!

Champ Listener 3. TG Unit 4. Restaurants

1. Greetings . / Good afternoon. (Answer: Good morning. / Good afternoon.)

you again.)

. Review & Warm up

he class into two teams. Set up chairs for each team side by side.

you so worried?

b. dent sitting next to him/her,

im/her race to write

student that writes down the answer correctly.

most

Target Unit Unit 4. Restaurants

Topic Ordering Dishes at Restaurants

Objectives

To become familiar with language for ordering food at a restaurant

To reinforce knowledge of grammar (a unit of measurement for uncountable

noun) through listening and speaking practice


Materials book, CD, CD player, pictures of food

Key Language

A: Are you ready to order? B: Yes, please. / Not yet.

A: What would you like to have? B: I’d like to have the shrimp.

A: Do you need anything else? B: No, thank you.

Key Vocabulary the ribs, the pork chops, the turkey, French fries, the grilled fish, a baked

potato


- Good morning

- Welcome to class. (Answer: Hello, teacher!)

- Good to see you again. (Answer: Happy to see

- How’s the weather today? (Answer: It is really cold outside.)th- What’s the date today? (Answer: It’s October 5 .)

2

Review

a. Divide t

Ask questions from the previous lesson.

E.g. How are you feeling today? Why are

Have each student at the back whisper the answer to the stu

for example, ‘I’m really sad.’ ‘Because I have a math test tomorrow.’

c. When the student at the end of each team hears the answer, have h

down the answer on the whiteboard.

d. Award a point to the team of the first

e. Continue the activity until every sentence has been reviewed. The team with the

points wins the game.

Warm up

ackground knowledge for the lesson Build up b

Part.1

a. Ask the following questions:

estaurant?

taurant?

eople say when they give and take orders in

arget form, ‘what would you like to have?’ ‘I’d like to have ______.’

?’ and

he dialog while taking turns.

- How often do you go to a r

- Do you like eating out or at home?

- Have you ever been to a Western res

- What is your favorite menu item there?

b. Encourage the students to brainstorm what p

restaurants.

c. Teach them the t

d. Show a picture of French fries to students and ask, ‘What would you like to have

guide them answer, ‘I’d like to have French fries.’

e. Pair up the students and have each pair practice t

Tip! Inform that I’d is the spoken form of ‘I would’.

Part.2

rm the students that we do not use the indefinite article ‘a/an’ with uncountable

p of coffee, a slice of pizza

3. Presentation


ture? (Answer: They are in the restaurant.)

food.)

e squares on

gain and check the answers by asking the comprehension questions below:

e too.)


a. Info

nouns. However, we can treat uncountable nouns as countable nouns by placing a unit of

measurement in front of noun.

E.g. a glass of orange juice, a cu

Two glasses of juice, five cups of tea, three slices of pizza

Picture talk

a. Have stude


- Where are the people in the pic

- How many people are there? (Answer: There are five people.)

- What is the man wearing a cap doing? (Answer: He is ordering

- What are the other people having? (Answer: They are having steak.)

b. Play the CD (track 54) and have students listen and write the numbers in th

their own.

c. Play the CD a

- What did he order? (Answer: He ordered the ribs and a baked potato.)

- Did he order any drinks? (Answer: Yes, he ordered a glass of orange juic

Expressions

a. Have student


er using one of the pictures

What would you like to have?

c. Ask students the question below and have the students answ

from page 30 and have them reply in a full sentence.

T.

Ss. I’d like to have French fries.



have

P


Listening Start

a. Play the CD (tra



Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about ordering at the restaurant.

s find the

- for? (Answer: She asked for some water.)

Who is the man? (Answer: He is a waiter.)

ind? (Answer: She ordered

k chops.)

b. Play the CD (track 59) and have students find the correct answers on their own.



- Where are the people in this conversation?

(Answer: They are in the restaurant.)

What kind of drink did the woman ask

-

- What did the woman order first before changing her m

the grilled fish first but she changed to por

- What did the woman finally order? (Answer: She ordered the pork chops and

French fries.)

Step Up 2


CD (track 60) and let students try to find the answers by themselves.

ask them to listen for

b. Play the

c. Tell students that they will hear the same conversation again and

some expressions that are related to ordering food at the restaurant.


Reading Time



estions below:

of food that the boy’s family ordered.

c. Play the CD (track 61)

d. Ask the students the comprehension qu

- What did the boy’s father order? (Answer: He ordered salad, pasta, and a glass of

id the boy mention about his food? (Answer: He said the amount was

ollowing the CD.

apple juice.)

- What about the boy’s mother? (Answer: She ordered BBQ chicken and French

fries.)

- What did the speaker order? (Answer: He ordered a bacon double cheeseburger.)

- What d

huge but it really delicious.)

- What did the speaker have for dessert? (Answer: He had vanilla ice cream and

chocolate cake.)

e. Have the students open their books and tell them to fill in the blanks while listening to

the CD.


by line.


out loud f

Talking Together


to substitute the underlined part in the conversation for one of the b. Demonstrate how

pictures below.

c. Pair up the students and let each pair role-play the conversation by taking turns.

Tip! Introduce other common restaurant dishes to students.

Play the CD from track 63 to 68 and have students choose the correct answers.

e answers with your students.

spell it for me?’

d then play the chosen

ent

et of paper to each student.

b. Go over the different categories that are usually found in menus such as drinks,

list the

ents to do a role-play as both a waiter and a customer.

Unit Test

a.

b. Check th


- How do you spell ‘dessert’? Can you

c. Ask the students which questions they found the most difficult an

track again.

4. Reinforcem

a. Distribute a blank she

appetizers, entrees and desserts beforehand.

c. Invite students to create their own menu. They should draw on their menus and

items with a price.

d. When the menus are ready, put the students into pairs.

e. Encourage the stud

5. Closing Assign homework and close the lesson

nts that they should answer the questions from ‘Unit 4’ for homework.

today’s homework. I want you to do it all by yourself. Can you do that?

page 10 to 12 by tomorrow?

a. Inform stude

- This is

- Can you do all the exercises from


- I like the way you’re working on English. Well done, everyone!

- That was quite an improvement.

- Have a nice day!

Champ Listener 3. TG Unit 5. World Tours

1. Greetings everyone.

e? (It’s cloudy and windy today.)

cial.)

tball with my

2. Review & Warm up

own key sentences from the previous lesson on the whiteboard, replacing some

_______?

ou like to have?

______________?

b. e two students come up front for a role play and let each student choose a role.

replace them.

Target Unit Unit 5. World Tours

Topic Identifying Cities & Their Landmarks

Objectives

To learn world famous landmarks through listening practice

To be able to write proper nouns in a correct form

To develop listening and speaking skills

Materials book, CD, CD player, pictures of landmarks, word cards

Key Language

A: Did you have a nice vacation? B: Yes, I went to Paris.

A: What’s the city famous for? B: It’s famous for the Eiffel Tower.

A: What a beautiful tower it is! B: Yes, it really is.

Key Vocabulary Coliseum, Big Ben, Eiffel Tower, Opera House, Forbidden City, Hollywood


- Hi / Hello

- What’s the weather lik

- How was your weekend? (Answer: It was great. / Nothing spe

- What did you do? (Answer: I just stayed at home. / I played baske

friends.)

Review a. Write d

key words with blanks.

A: Are you ready to _____

B: Yes, please.

A: _____________ would y

B: I’d like to have _________________.

A: What would you like to have for _

B: I’d like to have ___________________ for dessert.

A: Do you need anything else?

B: Sure, I’ll have _______________.

Hav

c. Tell the students to use the sentences on the whiteboard.

d. After the role play, each student chooses a new student to

e. Continue this activity until all the students have participated.

Tip! If the number of students in your class is big, put the students into pairs and have each


pair do a role-play.

Warm up

Build up b

Part.1

a. Prepare the flashcards of tourist attractions: Coliseum, Big Ben, the Eiffel Tower, the

before?

is in?

y.

Sydney Opera House, Forbidden City and Hollywood.

b. Introduce each place to the students.

- Have you been to the Eiffel tower

- Do you know which city or country Big Ben

c. Show each flashcard again and have students say,

- It is the Eiffel tower. It is in Rome.

- It is the Opera House. It is in Sydne

Tip! Inform students that a proper noun (e.g. Coliseum, Big Ben, Eiffel Tower, Opera House,

Forbidden City and Hollywood) should start with a capital letter.

Part.2

a. Ask students by using one of the tourist attractions in your country.

Answer: It’s famous for Hollywood.)

- We are from Seoul. What is the city famous for?

b. Lead students to answer using the target form.

- It’s famous for ____________.

c. Go over each city by asking,

- What’s Los Angeles famous for? (

- What’s Rome famous for? (Answer: It is famous for the Coliseum.)

Tip! Make sure each student pronounces ‘Coliseum’ correctly.

3. Presentation


besides people? (Answer: I see photos, a bed, a

girl? (Answer: They are in the room.)

e talking about

rack 69) and have students listen and write the numbers by themselves in

ain and check the answers by asking the comprehension questions below:

Picture talk

a. Have stude


- What do you see in the picture

desk, a chair, and books.)

- Where are the boy and the

- What do you think they are talking about? (Answer: They ar

photos.)

b. Play the CD (t

the squares.

c. Play the CD ag

- Who went travelling, a boy or a girl? (Answer: The boy went to New York with his

the boy say about New York? (Answer: He said the city is especially

n about the Statue of Liberty? (Answer: The


d repeat.

res from page 36 and have

What’s Beijing famous for?

en City.

family.)

- What did

famous for the Statue of Liberty.)

- Did you hear any more informatio

boy said it’s a gift from France.)

Expressions

a. Have student


c. Ask students the question below by using one of the pictu


T.

Ss. It is famous for the Forbidd



have

P


Listening Start

a. Play the CD (tra



Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about cities and their landmarks.

s find the

-

Ben.)

- (Answer: He went to Rome.)

or the Coliseum.)




- Where did Jessica go to on vacation?

(Answer: She went to London.)

What’s the city famous for?

(Answer: It is famous for Big

Where did Nick go to on vacation?

- Which country is Rome in? (Answer: It’s in Italy.)

- What’s the city famous for? (Answer: It’s famous f

Step Up 2


their own.

listen for

b. Play the CD (track 60) and have students try to find the answers on


some expressions that are related to cities and their landmarks.


Reading Time


ort monolog and tell them to identify and take notes

llowing comprehension questions below:

e Coliseum.)

its beautiful beaches.)

ig Ben and London Bridge.)


D (track 76) one more time then have the students read the completed story

b. Explain that students will hear a sh

on cities and their landmarks.


d. Ask the students the fo

- Which city did John visit? (Answer: He visited Rome.)

- What’s the city famous for? (Answer: It’s famous for th

- Where did Liz go to? (Answer: She went to Miami.)

- What’s the city famous for? (Answer: It’s famous for

- Where did Robert go? (Answer: He went to London.)

- What’s the city famous for? (Answer: It’s famous for B


CD.

f. Go o

by line.

g. Play the C


Talking Together


lay the conversation by taking turns.



c. Pair up the students and let each pair role-p

Tip! Ask students to talk about the countries shown on page 39.

- What do you know about the country Argentina?

- What’s the country famous for?

- Have you been to Japan before?

Unit Test

a. Play the CD from track 78 to 83 and have students choose the correct answers.





- How do you read ‘climbing’? The ‘b’ in climbing is silent.


track again.

4. Reinforcement a. Bring two sets of word cards. One set should contain 10 words of cities and on the other

set, write the names of their famous tourist attractions. (e.g. Rome-Coliseum, London-Big

Ben, Paris-Eiffel Tower)

b. Place the cards face down on the desk in random order.


d. Have a student from each team select two cards and encourage the teammates to say

out loud each word that is shown. If he/she has selected two cards that match, he/she

gets a point for his/her team.

e. Continue this activity until all the cards have been matched.






- You’ve done very well today.

- It’s time to go home.

- Good bye, everyone.

Champ Listener 3. TG Unit 6. Making Appointments

Target Unit Unit 6. Making Appointments

Topic Making Appointments

Objectives

To learn how to make and respond to suggestions


To be able to make suggestions using diverse expressions

Materials book, CD, CD player, a big dice, pictures of landmarks, two identical sets of

word cards

Key Language

A: How about going to the theater together? B: That’s a great idea.

A: What time does the show start? B: It starts at 7 p.m.

A: What time is good for you? B: How about 6:30?

A: Where should we meet? B: Let’s meet at the bus stop.

Key Vocabulary movies, art exhibit, play, ballet, concert, baseball game


1. Greetings - Good morning. / Good afternoon. (Answer: Good morning. / Good afternoon.)

- How’s the weather today? (Answer: There is lightning.)

- What’s the date today? (Answer: It’s July 7th.)

- What does it mean to wave your hands? (Answer: It means ‘hi’ or ‘bye’.)

2. Review & Warm up

Review

a. Divide the class into two teams.

b. Prepare six pictures of famous landmarks (Coliseum, Big Ben, Eiffel Tower, Opera House,

Forbidden City and Hollywood) and a big dice. Write down each landmark’s city below

each picture (Rome, London, Paris, Sydney, Beijing and Los Angeles)

c. Stick six pictures on sides of a dice.

d. Have a student from each team roll the dice. If the dice lands on ‘Coliseum (Rome)’ his /

her teammates should ask ‘What’s Rome famous for?’ and the student of a turn should

answer, ‘It’s famous for the Coliseum.’

e. If the student answers correctly, he/she gets a point for his/her team.

f. Continue until all the students have had a turn.

Warm up


Part.1

a. Ask students the following question.

- Where do you usually go with your friends?

- What is your favorite place for spending time together with your friends?

b. Show a picture of a concert to students and ask,

- How about going to the concert together?

c. Repeat this procedure with different pictures (gym, party, amusement park).

d. Show a picture of a ballet to students and guide them to say,

- How about going to the ballet together?

e. Inform them how to answer by saying,

- That’s a great idea or Sure! Great idea.

f. Pair up the students and have each pair ask and answer the question below, taking turn.

A. How about going to the concert together?

B. That’s a great idea.

Part.2

a. Write down the following dialog on the board.

A. Where should we meet?

B. Let’s meet at the bus stop.

A. What time is good for you?

B. How about 4.30?

b. Divide the class into two groups and have each team role-play the conversation chorally.

c. Have the students find the expressions for making suggestions in the dialog.

d. Explain that the following phrases are used to make suggestions in English.

- Let’s meet outside the theater.

- How about going to the movies?

- Shall we meet at the clock tower?

- What about going to the party tonight?

3. Presentation

Picture talk



- Where are the girl and the boy? (Answer: They are at the park.)

- What does the girl have? (Answer: She has a dog.)

- What is the boy doing? (Answer: He is jogging.)

- What do you think the boy is talking about? (Answer: I think he is taking about

the movies.)


the squares.


- What will Alex and Erica do later? (Answer: They will go to the movies together.)

- What are they going to watch? (They’re going to watch Batman 5.)

- What time does the movie start? (Answer: It starts at 5 p.m.)

- Where will they meet? (Answer: They will meet in front of the cinema at the box

office.)

Expressions

a. Have the students look at the pictures on page 42.

b. Play the CD (track 85) and have the students listen and repeat.

c. Ask students the question below and have them reply in a full sentence by using one of

the pictures from page 42.

T. Where should we meet?

Ss. Let’s meet outside the theater.



Listening Start




Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about making and responding to

suggestions.




- What are Sally and Marc going to do later?

(Answer: They are going to the concert tonight.)

- What time does the concert start?

(Answer: It starts at 8 p.m.)

- Where will they meet? (Answer: They will meet at the bus stop.)

- What was their first idea for a meeting place? (Answer: It was in front of a

concert hall.)

- Why did they change the meeting place? (Answer: Because it would be too

crowded.)

- What time will they meet? (Answer: They will meet at 7.)

Step Up 2


b. Play the CD (track 90) and have students try to find the answers on their own.


some expressions that are related to making appointments.


Reading Time


b. Explain that students will hear a short monolog, and tell them to identify and take notes

of the things that people do and the time they do them.


d. Ask the students the comprehension questions below:

- How many friends did the speaker meet yesterday? (Answer: She met two of her

friends.)

- What are their names? (Answer: They are Jennifer and Summer.)

- Did they go to a play all together? (Answer: No, just the speaker and Jennifer

went to see a play together.)

- Where did Jennifer and the speaker meet before the play? (Answer: They met at

the ice cream shop.)

- Did Jennifer like the play? (Answer: Yes, she said it was really funny.)

- What time did the movie start? (Answer: It started at 8.)


CD.


by line.



Talking Together


b. Demonstrate how to substitute the words used in the underlined part in the conversation

for one of the pictures below.


Unit Test




- Do you know what ‘entrance’ means? Can you tell me about it?


track again.

4. Reinforcement a. Bring in two identical sets of word cards, enough for every group. Each set should contain

ten cards. Write down the word on each card. (E.g. music festival, party, department store,

gym, theater, museum, art exhibit, ballet, baseball game, and concert.)

b. Spread two sets of cards on the table facing down in a random order.

c. Divide the class into groups of no more than three.

d. Have the students take turns drawing two cards at a time from the spread. If the cards

match, the student can take the matching pair. Tell the students that they need to make a

sentence with the word in the matching pair before taking the cards. (E.g. How about

going to the museum together?)

e. The student who has taken the most cards wins the game.





b. Give your students suitable praises for their participation in the lesson and finish by

saying:

- You’ve done very well today.

- It’s time to go home.

- Bye-bye, everyone.

Champ Listener 3 TG Unit 7. Fun Cooking

Target Unit Unit 7. Fun Cooking

Topic Identifying Ways of Cooking & Ingredients

Objectives


To learn language for cooking through listening and speaking practice.

To be able to use ‘there is~/ there are~’ in a proper manner with countable

and uncountable nous.

Materials book, CD, CD player, paper balls, flashcards of ingredients for cooking

Key Language

A: Is there any flour? B: Yes, there is. / No, there isn’t.

A: Are there any eggs? B: Yes there are. / No, there aren’t.

A: What else do we need? B: We need more flour.

A: What should we do first? B: Slice the cheese and boil some water.

Key Vocabulary fry, boil, chop, slice, bake, cut


1. Greetings - Hello everyone. - How are you feeling today? (Answer: Great. / Pretty good. / Not bad.)

- What are you going to do after school? (Answer: I am going to study with my

friends. / I am going to go shopping.)

2. Review & Warm up

Review

a. Pair up the students and give each pair a ball.

Tip! It would be handy if the students use paper balls (crumble several pieces of paper).

b. Write down the key sentences from the previous lesson on the board.

A: _______ _______ going to the _____________ together?

B: That’s a _______ idea.

A: What time does the _______ start?

B: It starts at _______.

A: Where _______ we meet?

B: _______ meet _______________.

c. Have a student ask his/her partner one of the questions above and pass the ball and

other student answers to the question.

d. The student who answers the question asks his/her partner a different question and

passes the ball.

Warm up


Part.1

a. Ask students,

- Are you good at cooking?

- Are you bad at cooking?

- Who usually cooks at home?

b. Show a picture of grilled fish to the students and say,

- I made this meal last night. I prepared some fish, a lemon, a carrot, some salt and

pepper and some basil for cooking. They are called ingredients.

- ‘Ingredients’ are the things that you use when you make a particular dish.

- I fry the fish in a pan first and I peel off the skin of a carrot and then boil it in hot

water.

- I slice a lemon and put the pieces on a plate.

Part.2

Prepare both the pictures of onions and carrots and the pictures of seasonings such as

pepper, oil, salt, and soy sauce.

a. Put the pictures on the whiteboard and write down uncountable nouns and countable

nouns on the top of the board.

b. Ask students where each picture belongs to.

- What do you think about ‘salt’? Do you think this belongs to countable nouns or

uncountable nouns?

c. Explain that we should use ‘there are~’ for countable nouns as we can count each of

them. However, for uncountable noun, we should use ‘there is ~’.

d. Have the students practice the dialogue below.

A: Is there any pepper?

B: Yes, there is. / No, there isn’t.

A: Are there any apples?

B: Yes, there are. / No, there aren’t.

3. Presentation

Picture talk



- Where are the girl and the boy? (Answer: They are in the kitchen.)

- What are they doing? (Answer: They are cooking.)

- What do you see on the table? (Answer: I see cheese, eggs, and mushrooms.)

- Do you know the thing the boy is holding? It’s is called a chopping board.

b. Play the CD (track 106) and have students listen and write the numbers in the squares on

their own.


- Who gave Martina a new recipe? (Answer: Her mom gave it to her.)

- Is there any cheese? (Answer: Yes, there is.)

- Where is the cheese? (Answer: It’s in the refrigerator.)

- What did Martina ask Ross to do first? (Answer: She asked him to chop the

mushrooms.)

- Are they going to boil the eggs? (Answer: No, they aren’t.)

- What are they going to do with the eggs then? (Answer: They are going to fry

them.)

Expressions



c. Ask students the question below and have them reply by using one of the pictures from

page 52 in a full sentence.

T. What should we do first?

Ss. Chop the mushrooms for me.



Listening Start




Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about cooking.




- Who is cooking? (Answer: Cathy and Robert are cooking.)

- What ingredients do they need for cooking?

(Answer: They need butter, carrots, cheese, and some meat.)

- Is there any butter? (Answer: No, there isn’t.)

- Are there any carrots? (Answer: Yes, there are.)

- What about the cheese? (Answer: There is some cheese.)

- What should they do first? (Answer: They need to slice the carrots and cheese.)

Step Up 2


b. Play the CD (track 112) and let students try to find the answers by themselves.


some expressions and words that are related to cooking and ingredients.


Reading Time



of ways of cooking and ingredients.



- What ingredients does the speaker have? (Answer: The speaker has some cheese,

some eggs, and meat.)

- What does he need to get? (Answer: He needs to get some onions.)

- What should he do first? (Answer: He needs to boil water.)

- What does he need to do next? (Answer: He needs to cut the onions and put

them in the water.)

- What does he do with the meat and cheese? (Answer: He slices the meat and

cheese.

- Did you hear the last step? (Answer: He needs to fry the meat and melt the

cheese.)


CD.


by line.



Talking Together


b. Demonstrate how to substitute expressions used in the underlined part in the


c. Pair up the students and let each pair role-play the conversation by taking turns.

Tip! Tell the students about more ingredients for cooking.

Unit Test




- How do you spell ‘ingredients’? Can you spell it for me?


track again.

4. Reinforcement a. Prepare the flashcards of ingredients for cooking such as different kinds of vegetables

and meat as well as seasoning.

b. Categorize the flashcards into three types: vegetables, meat, and seasoning.

c. Divide the class into groups.

d. Ask a student from each group to come up front and select the cards from each category.

e. Tell the students that each group needs to create their own recipe with the ingredients

they have selected.

f. Provide a blank sheet of A3 paper to each group.

g. After they have completed the recipe, encourage them to present their own recipe to the

class.





b. Praise students for their participation in the lesson and finish by saying:

Champ Listener 3. TG Unit 8. Climates

Target Unit Unit 8. Climates

Topic Identifying Climates & Saying Goodbyes

Objectives


To practice asking and answering questions about climates

To learn how to say goodbyes

Materials book, CD, CD player, flashcards of weather

Key Language

A: How’s the weather there? B: It’s pouring outside.

A: I have to go now. B: Okay. Don’t forget your umbrella!

A: Say hello to your family!

A: Take care!

Key Vocabulary mild, hot, scorching, cool, cold, freezing


1. Greetings - Good morning. / Good afternoon. (Answer: Good morning. / Good afternoon.)

- How do you feel today? (Answer: I feel great today, what about you?)

- You look down today. What happened? (Answer: I’m not feeling well, I got a cold.)

2. Review & Warm up

Review

a. Write down key sentences from the previous lesson on the whiteboard, replacing some

key words with blanks.

A: Is there any ?

B: Yes, there .

A: Are any ?

B: , there aren’t.

A: What else do we ?

B: We need more .

A: What we do first?

B: We should the cheese and some water.

b. Have two students come up front for a role play and let each student choose a role.

c. Tell the students to use the sentences on the whiteboard.

d. After the role play, each student chooses a new student to replace them.

e. Continue this activity until all the students have participated.

Warm up


Part.1

Go over the vocabulary for weather by using flashcards.

- How’s the weather? (Answer: It’s mild.)

- Do you know what ‘mild’ means? It means the weather is neither extremely hot nor

extremely cold.

- Do you know what ‘scorching’ means? It means the temperatures are very hot.

- Have you ever experienced ‘hail’ before?

- Do you know what a ‘blizzard’ is? It is a very bad snowstorm with strong winds.

Part.2

a. Prepare flashcards related to weather (e.g. rainy, snowy, scorching, freezing)

b. Show a flashcard to the students and ask,

- What do we need on a rainy day? (We need to take an umbrella.)

- What do we need when the weather is scorching hot? (Answer: We need sunglasses

and sunscreen.)

c. Write down the following dialog on the board and have them repeat each sentence.

A: How’s the weather?

B: It’s raining,

A: Don’t forget your umbrella.

B: Okay, I won’t.

d. Pair up the students and have each pair role-play the conversation.

3. Presentation

Picture talk



- What are the girl and the boy doing? (Answer: They are talking on the phone.)

- How’s the weather where the boy is? (Answer: It’s cold and rainy.)

- How’s the weather where the girl is? (Answer: It’s sunny.)


the squares.


- What are they talking about on the phone? (Answer: They are talking about the

weather.)

- Who lives in Europe? (Answer: Dan lives in Europe.)

- How’s the weather in Europe? (Answer: It’s cold and rainy.)

- How was the weather in Europe yesterday? (Answer: It was freezing.)

- How’s the weather where the girl is? (Answer: It’s mild and sunny.)

Expressions


b. Play the CD (track 122) and have the students listen and repeat.

c. Ask students the question below and have them reply in a full sentence by using one of


T. How’s the weather there?

Ss. It’s freezing.



Listening Start




Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about the weather.

b. Play the CD (track 126) and have the students find the correct answers on their own.


questions difficult, pause the CD after each line and have the students listen and repeat.

- How is the weather where he is? (Answer: It is sunny and clear.)

- Is he going to the beach?

(Answer: No, he isn’t. He has to study.)

- How is the weather where she is? (Answer: It’s kind of cool and really cloudy.)

- How was the weather yesterday? (Answer: It was really bad. It rained all day long.)

- What did he tell her to take? (Answer: He told her to take a raincoat.)

Step

nts look through the questions quickly before listening.

hemselves.

listen for

ons.

Up 2

a. Have stude

b. Play the CD (track 127) and let students try to find the answers by t


some expressions and words that are related to the weather.

d. Check the answers as a class by asking comprehension questi

Reading Time


ort monolog and tell them to identify and take notes b. Explain that students will hear a sh

on the weather.


wing comprehension questions below:

(Answer: He thinks it’s really

s the weather in Chicago on Wednesday? (Answer: It was freezing and

s the weather in Las Vegas on Thursday? (Answer: It was hot in the

lando on Friday? (Answer: It was rainy and sunny at

r in San Francisco today? (Answer: It’s really stormy.)

to the

er the answers by pausing after each sentence and have the students repeat, line


d. Ask the students the follo

- Which country is he in? (Answer: He’s in America.)

- What does he think of the weather in America?

weird.)

- How wa

windy.)

- How wa

daytime and cold at night.)

- How was the weather in Or

the same time.)

- How’s the weathe

e. Have students open their books and tell them to fill in the blanks while listening

CD.

f. Go ov

by line.

g. Play the C

out loud following the CD.

Talking Together

a. Play the CD (track 129) and ask students look at the pictures and repeat the words.

the


est



ns?

d the most difficult and then play the chosen

4. Reinforcement id (3x3) on the whiteboard. Write the numbers one to nine in

eam.

b. Demonstrate how to substitute expressions used in the underlined part of



Unit T

a. Play the



- How do you spell ‘scorching’?

- Do you know what ‘humid’ mea

c. Ask the students which questions they foun

track again.

a. Draw a Tic-Tac-Toe gr

ascending order in the boxes on the grid.

b. Divide the class into two teams.

c. Designate an “O” or “X” to each t

d. Ask a student from one of the teams to choose a number on the grid.

key language they

today.

f. is/her team’s symbol in one of the boxes.

g. three of their symbol in a row horizontally, vertically,

5. Closing

e. Ask him/her a question and tell them that they should answer with

have learned from the lesson.

E.g. it’s clear and mild. / We had hail

If he/she answers the question correctly, draw h

(The students in the same team are allowed to help their team mate.) Repeat the process

with a student from the other team.

Continue the game until a team has

or diagonally.

Assign homework and close the lesson

er the questions from ‘Unit 8’ for homework.

?

son and finish by

ave done an excellent job today.

.

a. Inform students that they should answ

- This is today’s homework. I want you to do it all by yourself. Can you do that


b. Give your students suitable praises for their participation in the les

saying:

- You h

- Take care, everyone. See you next week

Champ Listener 3. TG Unit 9. Holidays


.)

2. Review & Warm up

class, prepare a worksheet with 5~10 key sentences from the previous lesson. For

ces into words and put them in an envelope.

tribute an envelope to each

tudents to unscramble the sentences. Set a time limit of 3 minutes.


Target Unit Unit 9. Holidays

Topic Various National Holidays around the World

Objectives


To learn various holiday traditions around the world through listening and

speaking practice

Materials book, CD, CD player, 5~10 sentence strips, a number of pairs of word cards

Key Language

A: You look excited! What’s up? B: Christmas is coming! I can’t wait.

A: What are you going to do on Christmas? B: I’m going to visit my

grandparents’ house.

A: What do you usually do on Christmas? B: We have a big meal with the

whole family.

Key Vocabulary Thanksgiving, Lunar New Year, St. Patrick’s Day, Independence Day, Boxing

Day, Canada Day


- Good morning

- How’s the weather today? (Answer: It’s freezing.) th- What’s the date today? (Answer: It’s November 12

Review a. Prior to

example, ‘How’s the weather there?’ ‘It’s pouring outside.’ ‘I have to go now’ ‘Don’t forget

your umbrella!’ ‘Say hello to your family!’ Then make enough copies for each group of

students.

b. Cut the senten

c. Divide the students with groups of no more than 5 and dis

group.

d. Tell the s

e. After the activity, review the answers as a class.

Warm up

Build up b

Part.1

a. Invite the students to talk about a traditional holiday from their native culture.

- When is the national holiday in Korea?

- What do people do on that day?

- What is your favorite Chuseok (Korean Thanksgiving Day) food?

- Where do you go for Chuseok?

- What are some Chuseok traditions?

b. Put the students into pairs and have each pair give information about the holiday as well

as national and family traditions.

Part. 2

a. Prepare sentence strips with the main holiday traditions around the world.

sentence strip should include one tradition.)

c. ad out the holiday tradition.

which holiday tradition it belongs to.

rink and

been drawn.

h holiday to the students.

Picture talk at the first large picture on page 64 and encourage them to say as

can about the picture.

esides people?

s tree.)

d write the numbers in the squares on

the

s Martina look excited? (Answer: Because Christmas is coming.)

al. All of

hristmas dinner.)

(Each

b. Put the sentence strips into the hat.

Ask a student come up front to draw a strip and re

d. Invite the rest of the students to guess

S. People wear green clothes and there is a parade in the city. People d

dance in the streets. Can you guess what it is?

Ss. Is it Saint Patrick’s’ day?

e. Repeat this procedure until all the sentence strips have

f. Give more information about eac

3. Presentation

a. Have students look

much as they

- Which season is it? (Answer: It is winter.)

- What do you see in the picture b

(Answer: I see a snowman and a Christma

- What do you think they are talking about?

(Answer: I think they are talking about Christmas.)


ir own.


- Why doe

- How many days left till Christmas day? (Answer: Two days.)

- What does she usually do on Christmas Day? (Answer: She has a big me

her relatives come over.)

- What is Ross going to do this Christmas? (Answer: He always goes to his

grandparents’ house for C

Expressions


(track 137) and have students listen and repeat.

reply in a full sentence by using one of

o on Lunar New Year?

s. We have a family reunion.

ge each pair to ask and answer freely by using the


and have the students choose the correct answers.

in and go over the answers. If necessary, pause after each track and have

b. Play the CD

c. Ask students the question below and have them


T. What do you usually d

S

d. Pair up the students and encoura

Listening Start

a. Play the CD (track 138, 139, 140)

b. Play the CD aga


Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about Boxing Day.

CD (track 126) and have students find the correct answers on their own.

he students find the

at.

with

come shopping with her.)

b. Play the

c. Check the answers as a class by asking comprehension questions. If t

questions difficult, pause the CD after each line and have students listen and repe

- Why does she look so happy and excited? (Answer: Because it’s Christmas.)

- What about tomorrow? (Answer: Tomorrow is Boxing Day.)

- What does the girl usually do on Boxing Day? (Answer: She goes shopping

her friends.)

- Does the boy have any plans for Boxing Day? (Answer: No, he doesn’t, so Kelly

invited him to

Step Up 2




b. Play the


some expressions and words that are related to Thanksgiving.


Reading Time



ce Day. on what people do on Independen



r’s favorite American holiday? (Answer: He likes Independence

usually do on Independence Day? (Answer: They spend the day

n their books and tell them to fill in the blanks while listening to the

e.

ollowing the CD.

- What is the speake

Day the most.)

- When is Independence Day? (Answer: It is July 4th.)

- What do people

with their friends and families.)

- What do they do in the daytime? (Answer: People do outdoor activities like BBQs

and picnics.

- Are there any night-time activities? (Answer: There’s always a fireworks show.)

e. Have students ope

CD.


by lin


out loud f

Talking Together


to substitute the underlined part in the conversation for one of the



y? Can you spell it for me?


b. Demonstrate how

pictures below.


Unit Test

a.

b. Check th


- How do you spell ‘Independence Da


track again.

Tip! Inform the students that the names of national holidays should start with capital

letters.

orcement a. Prepare a number of pairs of word cards prior to class.

4. Reinf

Variation

You could prepare two sets of cards. One set should contain the names of holidays and

should contain the major activity that people do on each holiday.

the other set

E.g. Thanksgiving – have a big meal

Valentine’s Day – give candies to friends

Halloween- go trick or treating

b. Place the cards face down on the desk in random order.

rd out loud and the activity that is shown.

she gets a point for their team.


d. Have a student from a team select two cards.

e. Have the teammates say each wo

f. If he/she has selected two cards that match, he/

g. Continue this game until all the cards have been matched.


dents that they should answer the questions from ‘Unit 9’ for homework.

you to do it all by yourself. Can you do that?

a. Inform stu

- This is today’s homework. I want



- Thank you for your great participation today.

- You’ve done great work!

- Good job everyone!

- Have a nice day!

Champ Listener 3. TG Unit 10. Street Tours


2. Review & Warm up

students into groups.

tions about New Year’s Day.

ey?

interview the students from

eturn to their groups to share and talk about what they found out.

B ckground knowledge for the lesson.

Target Unit Unit 10. Street Tours

Topic Identifying Superlative Expressions & Years

Objectives

To learn how to form superlatives and reinforce the concept of target

grammar through listening practice

To become familiar with ‘years’ in English through repeated listening practice

To develop both listening and speaking skills

Materials book, CD, CD player, worksheet

Key Language

A: What’s special about this building? B: It’s the tallest building in the city.

A: How old is this building? B: It was built in 2001.

A: Would you take a picture of us? B: Sure.

Key Vocabulary the oldest, the biggest, the tallest, the newest, the smallest, the shortest


- Good morning

- Did you do your homework? (Answer: Yes, most of it. One question was too difficult.)

- How’s the weather today? (Answer: It’s sunny and clear.) th- What’s the date today? (Answer: It’s April, 20 .)

Review a. Put the

b. Ask each group to write five ques

E.g. What time do you usually get up on New Year’s Day?

Have you ever made New Year’s resolutions? What are th

What do you usually have for lunch on New Year’s Day?

c. Have the students walk around the classroom freely and

other groups.

d. Have the students r

Warm up

uild up ba

Part.1

a. Ask three students to stand up and say,

r than Paul, Tracy is tallest of the three. - Paul is taller than Sue, but Tracy is talle

b. Write down ‘the tallest’ on the whiteboard.

c. Show three pencils of different length to the students and point to the longest one and

one is the longest? Can you make a sentence?

s, we should place ‘the’ before the adjective and

ld place ‘the most’

say,

- Which

d. Give more details about superlatives.

- In the case of one syllable adjective

add ‘-est’ to the end of the adjective however if the final consonant is preceded by a

vowel, we need to double the final consonant. (E.g. the biggest)

- In the case of two, three, or more syllable adjectives, we shou

before the adjective. (E.g. the most interesting, the most famous)

Part.2

a. Write down the following sentences shown below.

.

the correct sentence among the examples.

012)

3. Presentation


(Answer: They are in front of a building.)

g about the

ack 158) and have students listen and write the numbers by themselves in

ain and check the answers by asking the comprehension questions below:

sked her to take a photo of him in


and repeat.

ll sentence by using one of

- It is built in 2002.

- It was built at 1997

- It was built in 1985.

b. Ask students to choose

c. Explain that we use ‘in’ for months and years. (E.g. in September, in 2

Picture talk

a. Have stude


- Where are the boy and the girl?

- What does the building look like? (Answer: It looks like a museum.)

- What do you think they are talking about? (Answer: They are talkin

building.)

b. Play the CD (tr

the squares.

c. Play the CD ag

- Who takes the boy around the city? (Answer: Erica takes him around the city.)

- What’s special about the building? (Answer: It’s the city’s oldest museum.)

- How old is it? (Answer: It was built in 1650.)

- What did Dan ask Erica to do? (Answer: He a

front of the museum.)

Expressions

a. Have student

b. Play the CD (track 159) and have students listen

c. Ask students the question below and have them reply in a fu


T. Which building is the oldest?

oldest.



ave

Ss. The building on the left is the

P


Listening Start

a. Play the CD (tra

b. Play the CD again and go over the answers. If necessary, pause after each track and h


Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about buildings.

n their own.

find the

city.)

s special about the library? (Answer: It’s the oldest building in the city.)

b. Play the CD (track 163) and have students find the correct answers o

c. Check the answers as a class by asking comprehension questions. If the students


- What’s special about the Silver Tower? (Answer: It’s the tallest building in the


- What’


Step Up 2




b. Play the


information related to buildings.


Reading Time



n questions below:

t the lawyer’s office? (Answer: It’s the smallest building in the

he oldest in the city? (Answer: The apartment building in front

ar the reason why there is the black on the outside wall? (Answer: It’s

on when the buildings were built.


d. Ask the students the comprehensio

- What’s special abou

downtown area.)


- What building is t

of them.)


- Did you he

because of a fire.)

- When did it happen? (Answer: It happened last year.)


e.

hile following the CD.

CD.


by lin


out loud w

Talking Together


to substitute expressions used the underlined part in the conversation



in English?


ment a. Put the students into pairs.

hat includes the adjectives shown below.

tive sentences using the adjectives given.

ong

b. Demonstrate how

for one of the pictures below.


Unit Test

a.

b. Check th


- Do you know how to read ‘years’


track again.

4. Reinforce

b. Provide a worksheet t

c. Have each pair make superla

- fast, old, tall, short, interesting, famous, beautiful, big, hot, str

d. Ask each pair to present their work to another pair.


dents that they should answer the questions from ‘Unit 10’ for homework.

you to do it all by yourself. Can you do that?

a. Inform stu

- This is today’s homework. I want



- Great work everyone!

- Have a nice day!

Champ Listener 3. TG Unit 11. Problems & Solutions


. Review & Warm up

a ll to a student and call out an adjective (small).

tive form of the adjective called

B ckground knowledge for the lesson.

Target Unit Unit 11. Problems & Solutions

Topic Talking about Current Issues & Their Solutions

Objectives


To realize the environmental problems and solutions through listening and

speaking activities

Materials book, CD, CD player, a ball, photos related to environmental problems

(or news article)

Key Language

A: What do you think of air pollution?

B: I think it’s really bad for our health.

A: Why do you think so? B: Because …

A: I think … I agree… / I don’t think so.

A: What can we do? B: We’d better use public transportation.

Key Vocabulary global warming, air pollution, water shortages, use less electricity, use public

transportation, save the water


- Good morning

- Are you feeling better today, Carolyn? (Answer: Yes, I feel great, thank you.)

- Who is absent today? (Answer: Mike is absent today.)

2

Review

. Toss a ba

b. Have the student who catches the ball say the superla

(smallest) and call out a different adjective while tossing the ball to another student.

c. Let the student who catches the ball make the superlative form of the adjective.

d. Repeat this activity until every student has had a turn.

Warm up

uild up ba

Part.1

a. Prepare the photos of global warming, air pollution, and water shortages.

Tip! It would be effective if you could show a news article related to the environmental

b. Sho flashcard to the students and ask what they think of each problem.

problems.

w each

c. Put the students into groups of five.

d. Invite the students to brainstorm ideas how to solve the problem and write their ideas on

make mini-presentations to the other groups on their ideas.

a piece of paper.

e. Have each group

Part.2

a. Collect one or two solutions from each group and write them down on the board.

o about global warming?

ideas on the board.

b. Ask students,

- What can we d

c. Guide them to say using a target form with

- We’d better ‘hang dry’ the clothes outside.

- We’d better refuse to use plastic bottles.

3. Presentation

udents look at the first large picture on page 80 and encourage them to say

nswer: I see a boy and a girl.)

lar bears and ice.)

uares on

again and check the answers by asking the following comprehension

versation about? (Answer: It’s about global warming.)

id we’d better

Expre


and repeat.

es from page 80 and have

What can we do for water shortages?


Picture talk

a. Have the st

as much as they can about the picture.

- Who do you see in this picture? (A

- How do they look? (Answer: They both look worried.)

- What do you see in this picture? (Answer: I see two po

b. Play the CD (track 173) and have students listen and write the numbers in the sq

their own.

c. Play the CD

questions below:

- What is the con

- What’s the solution to global warming from Martina? (Answer: She sa

use less electricity.)

ssions

a. Have student


c. Ask students the question below by using one of the pictur


T.

Ss. We’d better save the water.

P


Listening Start


ave

a. Play the CD (tra



Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about air pollution.

heir own.

find the

hink so? (Answer: Because air pollution makes it too hot on Earth.

er: Yes, she did.)

to school by

b. Play the CD (track 178) and have students find the correct answers on t

c. Check the answers as a class by asking comprehension questions. If the students

questions difficult, pause the CD after each line and have the students listen and repeat.

- What does Amy think of air pollution? (Answer: She thinks it’s terrible for the

environment.)

- Why does she t

So the hot climate can hurt the environment.)

- So, did Amy come up with any solutions? (Answ

- Can you tell me what they are? (Answer: Amy said we should go

bicycle in order to use cars less often and we should also use public

transportation.)

Step Up 2


hemselves.

listen for



some expressions and words that are related to the water shortage problems.


Reading Time


ort monolog and tell them to identify and take notes

prehension questions below:

tion come from?

e of the big

the ocean.)

y drill for oil

he blanks while listening to the


b. Explain that students will hear a sh

on the problems and solutions about water pollution.


d. Ask the students the com

- According to the speaker, where does water pollu

- What are the main sources of water pollution? (Answer: Som

companies and also oil companies pollute the water.)

- What do they do? (Answer: They throw the trash into

- What about the oil companies? What do they do? (Answer: The

under the ocean so it causes water pollution too.)

e. Have students open their books and tell them to fill in t

CD.

f. Go o

by line.



Talking Together


e


est



found the most difficult and then play the chosen

. Reinforcement n I do to stop global warming?’ on the board.

opic and make a mini-poster.

ster to the class.

b. Demonstrate how to substitute the expressions used in the underlined part of th



Unit T

a. Play the



- Do you know what ‘flooding’ is?

c. Ask the students which questions they

track again.

4a. Write down ‘What ca

b. Put the students into groups.

c. Have each group discuss the t

d. After completion, encourage the students to present their po

Tip! Tell the groups that they could get a point for every sentence including ‘we’d better~’.

. Closing

5Assign homework and close the lesson


e lesson and finish by

ve done really well today everyone.



- Can you do all exercises from page 31 to 33 by tomorrow?

b. Give your students suitable praises for their participation in th

saying:

- You’

- It’s time to go home. Line up please.

- Good bye everyone! Have a nice day!

Champ Listener 3. TG Unit 12. Various Cultures


23 .)

am going to the pool with my

2. Review & Warm up

Tic-Tac-Toe grid (3x3) on the whiteboard. Write the numbers one to nine in

team.

choose a number.

?

his/her team’s symbol in one of the boxes.

g. in a row horizontally, vertically,

Target Unit Unit 12. Various Cultures

Topic Talking about Various Countries and Their Cultures

Objectives

To be able to distinguish country names and nationalities

To become familiar with target forms; ‘Have you ever~?’ ‘Yes, I have. /

No, I’ve never been to~.’ through listening and speaking practice

Materials book, CD, CD player, sets of word cards, sentence strips

Key Language

A: Have you ever been to India? B: Yes, I have. / No, I haven’t.

A: Do you know anything about India?

B: Well, you don’t need spoons and forks there.

A: What do you mean? B: They eat food with their hands.

Key Vocabulary Scottish, Indian, Japanese, Greek, Saudi Arabian, Indonesian


- Good morning

- What’s the day today? (Answer: It’s Thursday.) rd- What’s the date today? (Answer: It’s September

- What are you going to do after school? (Answer: I

friends. / I am going to play soccer.)

Review

a. Draw a

ascending order in the boxes on the grid.

b. Divide the class into two teams.

c. Designate an “O” or “X” to each

d. Ask a student from one of the teams to

e. Ask him/her a question regarding the previous lesson.

- What can we do about global warming?

- What do you think about game addiction

f. If he/she answers the question correctly, draw

(The students in the same team are allowed to help their team mate.)

Repeat the process with a student from the other team.

Continue the game until a team has three of their symbols

or diagonally.

Warm up


Part.1

a. Divide the class into groups.

o each group. Each set should contain ten cards. One set

any, India, Ireland, Scotland, Mexico, Switzerland, Turkey,

2 ne, Canadian, German, Indian, Irish, Scottish, Mexican, Swiss, Turkish, Greek

c.

.

b. Provide sets of word cards t

should contain 10 names of the countries and the other set should include 10

corresponding nationalities.

1. Argentina, Canada, Germ

Greece

. Argenti

Ask each group to mingle the word cards and place them on the table.

d. Have the students classify the cards by country and nationality respectively

Part.2

a. Show a picture of the national flag of India to students and say,

ndia?

ag of Greece to students and ask,

get form.

- I have been to India.

- Have you ever been to I

b. Show a picture of the national fl

- Have you ever been to Greece?’

c. Encourage them to answer in the tar

- I have been to Greece.

d. Inform the students how to give negative responses to the question.

. Presentation


(Answer: They are in the classroom.)

the United

ck 188) and have students listen and write the numbers by themselves in

again and check the answers by asking the following comprehension

been to Scotland before? (Answer: Yes, she has.)

utiful country.)

- No. I haven’t. / No, I’ve never been to China.

3

Picture talk

a. Have stude


- Where are the boy and the girl?

- What are they looking at? (Answer: They are looking at the map of

Kingdom.)

b. Play the CD (tra

the squares.

c. Play the CD

questions below:

- Has Martina ever

- What does Martina think of Scotland? (Answer: She thinks it’s a bea

- What is a kilt? (Answer: Kilts are traditional Scottish clothing for men.)

- What do kilts look like? (Answer: They look like women’s skirts.)

Exp


and repeat.

es from page 80 and have

Have you ever been to Japan?

o, I’ve never been to Japan.



ave

ressions

a. Have student


c. Ask students the question below by using one of the pictur


T.

Ss. Yes, I have. / No, I haven’t. / N

P


Listening Start

a. Play the CD (tra



Listening Close-up

Step Up 1

a. Tell students that they will listen to a conversation about Greece.

s by themselves.

nd the

knows the customs

e know? (Answer: He knows that the Greeks throw the teeth on the

b. Play the CD (track 193) and have students find the correct answer

c. Check the answers as a class by asking comprehension questions. If the students fi


- Has Heather ever been to Greece? (Answer: No, she hasn’t.)

- Does the boy know anything about Greece? (Answer: Yes, he

of Greece.)

- What does h

roofs of the houses when children lose their teeth.)

Step Up 2


hemselves.

listen for

class by asking comprehension questions.



the customs of Japan.

d. Check the answers as a

Reading Time


monolog and tell them to identify and take notes

prehension questions below:

b. Explain that students will hear a short

on the customs of Indonesia and Saudi Arabia.


d. Ask the students the com

- Where did the speaker go to last summer? (Answer: He went to Indonesia.)

nesia

ext year? (Answer: He is going to Saudi Arabia.)

t

en? (Answer: They kiss each other on

en their books and tell them to fill in the blanks while listening to the



- What is one custom of Indonesia? (Answer: Finger-pointing is rude in Indo

so you must use your thumb.)

- Where is the speaker going to n

- What does he know about Saudi Arabia? (Answer: He knows that men do no

shake hands in Saudi Arabia to say hello.)

- How do people in Saudi Arabia say hello th

the cheek.)

e. Have students op

CD.

f. Go o

by line.

g. Play the C

out loud following the CD.

Talking Together


e


est



b. Demonstrate how to substitute expressions used in the underlined part in th



Unit T

a. Play the



- How do you spell ‘Indonesian’?

Tip! Make sure that students need to write the first letter of both a country and the

ult and then play the chosen

4. Reinforcement strips. Each strip should include a key sentence from the lesson in

ce strips outside of the classroom.

depending on the size of your class.

nationality with a capital letter. (E.g. Argentina, Argentine)

c. Ask the students which questions they found the most diffic

track again.

a. Prepare 5~7 sentence

the textbook.

b. Place the senten

c. Divide the students into groups of no more than five

d. Assign a role to one student in each group to be a writer and tell the other members of

the group to be the runners. Inform them that the writer will remain in their seat and

write down the sentences dictated by the runners as accurately as possible. The runners

will move around the classroom to find and memorize the text in the sentence strips and

then return to the group to dictate what they have remembered to the others in the

group. When a person running and reading comes to the end of what they have

remembered, the next person in the group leaves to find another sentence strip.

e. Set a time limit or proceed until most of the groups have finished writing.

f. Tell the students the rules.

Rules of this game

not allowed to take the strips back to the group.

in if they forget a part of the

of this game is the group that completed the most sentences accurately.

5. Closing

The runners are

The runners should not shout the sentence to the group.

The runners can go back to the paper and read it aga

sentence.

The winner

Assign homework and close the lesson.


:

.




b. Praise students for their participation in the lesson and finish by saying

- Great work everyone!

- It’s almost time to stop

- Pack up your books.

- Any questions?

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