Section 1. How Are You (Song)?

Teachers' Tips:

Introduction

Welcome to We are Busy Beavers Textbook 2!

These Teachers Tips contain all of the necessary teaching instructions for We are Busy
Beavers Textbook 2 and the corresponding Online Resources.

The first thing that any teacher about to begin teaching the We are Busy Beavers series should
know is that this is a unique system founded on several key principles. Songs, images, questions,
answers, sentence structure, repetition and review are the fundamental elements of this teaching
method.

The 5 Component Teaching Method

Every Section of the Online Resources can be explored through 5 different components. These
are 5 different ways the material can be approached to help students grasp what they are
learning. The 5 Components are Songs, Interactive Video / Audio Files, Textbook Activities,
Classroom Activities and Work Sheets.

A Typical Class Using the We are Busy Beavers Method

Any experienced teacher knows that students minds move very fast and they become bored very
quickly. A great teacher changes the rhythm of a class often to keep learning exciting and fresh.
The We are Busy Beavers 5 Component Teaching Method offers suggestions for teachers to
control the energy of the classroom by switching from one component to the next about every 5
minutes.

For example, a typical 30 - 45 minute English lesson could flow something like this.

Begin with the whole class singing along to a Song by playing a Video or Audio File.
Next the teacher could use Flash Cards to review material from the previous lesson.
Students could perform a role playing activity to demonstrate their mastery of the old
material.
The teacher could introduce a new concept with an Interactive Video File.
Students could then pair up and use the textbook to practice asking and answering
questions with each.
One or two Work Sheets can be completed in class to practice reading and writing or
assigned as homework.
 The entire class can join in a Bingo Game using the new vocabulary taught in todays
lesson
Lastly, the entire class can sing or chant along once more with an Audio or Video File.

What Will Students Know by the End of Book 2?

Book 2 focuses on common everyday English. It contains so many fun songs and great
conversation topics that there is just too much to sum up briefly.

The main things that students should have mastered by the end of Book 2 are - the days of the
week, feelings, the weather, how to write a diary, positive and negative answers to Do you
like? and Do you have? 12 new verbs, 18 new places in the neighborhood and over 90
food & drink names. Actually Book 2 teaches a lot more than that even, but youll have to
explore it yourself and find out!

Like in Book 1 there are Review Tests at the end of Book 2 to check that students have retained
what they have learned. If they cannot answer the questions in the tests nearly perfectly then
more review is needed.

Each new section of the Online Resources contains Teachers Tips about how to explore and
practice the new material using the 5 Components. Are you ready? Lets begin Section 1.

The 5 Components

1. Song The easy "chant-style" melody for the How Are You? (Song) is used later in The Food
Song and again in The Weather Song. Every line in these songs is repeated with an "echo" to
make it easier for students to sing along with.

Try separating the class into 2 groups - boys and girls, left and right sides of the classroom or
beginner students and more advanced. One group sings the first line and the second group sings
the "echo". Then have the groups switch singing parts. You can award prizes for the clearest,
loudest group.

2. Interactive Video / Audio File There is no Interactive Video / Audio File in this section.
The Video / Audio file in the next section (Section 2) teaches the days of the week.

3. Textbook Activities Play the Audio File for this song and have students sing along and
point at the corresponding pictures in the textbook.

Once the students can sing this song very well you can play the Audio File without vocals (Track
5 on the CD in the back of the textbook). Students will have to do all the singing themselves. Try
dividing the class into two groups with one group singing the first line and the other group
singing the "echo".
4. Classroom Activities Write the words on the board and have students copy them into their
notebook.

Use your imagination to come up with fun ways to help students learn the words to this song.

5. Work Sheets The Work Sheet for this section is a Vocabulary Page that teaches the names
of the days of the week. There are a lot of Vocabulary Pages in Book 2. Students should keep
these Vocabulary Pages in a separate binder.

When students complete one of the Vocabulary pages have them place it into their own
"Vocabulary Picture Dictionary" binder. Then they can review these words as often as they need
too. They will be tested on them all at the end of the book.

Section 2. What day is it?

Teachers' Tips:

The first 6 Sections introduce new concepts that students will need to understand in order to
complete the Daily Diary in Section 7. The Daily Diary combines these new concepts - Days of
the Week, Yesterday-Today-Tomorrow (time), How are you today? The Weather and I like/don't
like.

This section teaches a concept that can and should be practiced every single day - What day is it?

The 5 Components

1. Song Continue to play the How Are You? (Song) as often as you like. Students must
memorize the days of the week in any way they can. This is something that will only come with
constant repetition.

2. Interactive Video / Audio File The two aims of this Section are to teach the days of the
week AND to introduce some polite phrases such as "Excuse me Thank you and You're
welcome". Good manners are more important than grammar or pronunciation in any real-life
situation. Students must make it a habit to speak politely and begin practicing NOW.

Once students have mastered the Okay Version introduce the Excellent Version.

3. Textbook Activities Practice with the textbook. Point at each picture and ask the class
"Excuse me, what day is today?" Go around the room and have students answer in polite
sentences. Pair students up and have them practice with each other. Complete the small activity
in the textbook. The Work Sheets expand on this exercise.
 4. Classroom Activities Play a game! Write the days of the week on the board and have
students draw a line from one day to the next in the correct order.

Make Flash Cards of the days of the week to practice with. Have students make Flash Cards of
their own.

5. Work Sheets Students must memorize the days of the week and how to spell them. If they
need more practice expand on these lessons in a separate notebook.

Section 3. Yesterday, Today, Tomorrow

Teachers' Tips:

The 5 Components

1. Song Continue to play the How Are You (Song) to help study this section.

2. Interactive Video / Audio File There is an "Okay" and an "Excellent" Version of these
activities as well. Once students understand the concepts "Yesterday, Today and Tomorrow" and
can speak the basic phrases it is important to add the polite words. This way the students practice
speaking longer dialogues AND good manners will become a habit!

3. Textbook Activities Have students come up and practice individually with you. Move
through the pictures at the top of Page 7 and ask "What day is today?" "What day is tomorrow?"
and "What day was yesterday?" for each picture - just like in the Video.

Pair up students and have them practice with each other.

4. Classroom Activities As was mentioned before, it is important for the students to memorize
the names of the days of the week, their order, and how to spell them.

There is a good activity at the bottom of page 7. Have students write the names of the days of the
week on small pieces of paper and then jumble them up on the desk in front of them. Then they
must arrange the words into the correct order. You can make a game out of it! Say "GO!" and the
first student to arrange their words correctly wins!

5. Work Sheets The goal of these Work Sheets is to teach the different "tenses". For example,
What day is today? What day is tomorrow? and What day was yesterday?

You can expand on these lessons by making activities of your own on the board and having
students copy them into their notebooks.
 Section 4. How are you today?

Teachers' Tips:

Probably one of the most over-taught English phrases in Korea is "How are you today?" "I'm
fine thank you, and you?" Even when native English speakers are asked "How are you?" most
people often thoughtlessly respond "I'm fine".

The great thing about children is that they almost always respond honestly about how they are
feeling, their likes and dislikes. These all make great subjects for practicing English.

This section teaches 12 states-of-being that are much more interesting and fun to talk about than
just simply being "fine". Once students have learned these words you can discuss them everyday.

This will also help them write much more interesting diaries once they are introduced in Section
7.

The 5 Components

1. Song The How Are You? (Song) is the best song for this section. It reinforces the days of the
week, teaches some of the vocabulary in this section and helps students practice questions and
answers. Play this song as often as you like.

2. Interactive Video / Audio File Play this file as often as you like. There are several different
ways you can use this file.

Play the file first and have students simply watch and listen.

This track alternates between a male voice asking the questions and a female. Have half the
students repeat the male voice and the other half repeat the female voice and then switch. That
way all the students get a chance to practice everything.

Pause the file after every question and have the class say the answer. Then play the file and see if
they were correct.

Have students come up to the front of the class and role play the questions and answers.

Try it with the volume off and the students doing all the speaking.

3. Textbook Activities Hold up the book and point at each picture. Ask the class "How are you
today?" Go around the room and have students answer you one at a time. Pair students up and
have them practice with each other by pointing at the pictures and asking each other the
questions.

4. Classroom Activities You can make some Flash Cards for these pictures and play a
Memory game, a Go-Fish game or just study with them.
How about having students make their own pictures? You can turn it into a listening test and say
"Today I'm angry" and have students draw a picture of someone angry.

5. Work Sheets There are not many Work Sheets for this section. You could expand on these
by having students draw pictures and write in their note books.

There is a Vocabulary Picture Dictionary Page and a Bingo Game for this section.

Section 5. The Weather

Teachers' Tips:

The 5 Components

1. Song The best song to help teach about the weather is The Weather Song! This song
combines all of the concepts learned in Sections 1 - 7 and puts them into one great song with a
melody that the students already know. Fast-forward to Section 15 and begin to introduce The
Weather Song. Although the phrases "Do you like...?" "Yes, I like..." and "No, I don't like..."
have not been introduced yet, students should still be able to sing along with most of The
Weather Song quickly.

2. Interactive Video / Audio File Play this file as often as you like.

This track also alternates between a male voice asking the questions and a female. You can do all
the same things with this file as you did with the "How are you today?" file in Section 4.

Have half the students repeat the male voice and the other half repeat the female voice then
switch.

Pause the file after every question and have the class say the answer. Then play the file and see if
they were correct.

Have students come up to the front of the class and role play the questions and answers.

Try it with the volume off and the students doing all the speaking.

3. Textbook Activities Hold the book up and point at each picture and ask the class "How's the
weather today?" Go around the room and have students answer you one at a time. Pair students
up and have them practice with each other by pointing at the pictures and asking each other the
questions.
4. Classroom Activities Use Flash Cards to teach the weather. Have students make flash cards
of their own. You can ask them questions from The Weather Song like "Do you like cloudy
days?" Make sure they always answer in a sentence.

5. Work Sheets Go through the Work Sheets slowly. If students need more practice have them
use their notebooks to make notes of their own. There is a Vocabulary Page and a Bingo Game at
the end of this section.

Section 6. The Food Song

Teachers' Tips:

Let's introduce The Food Song now. Sections 8 - 13 deal entirely with food. Textbook 2 contains
a large Food Picture Dictionary and several pages of Flash Cards about food. Children love to
talk about food and it's always a fun conversation topic for almost anyone.

The basic conversation model that The Food Song teaches is "Do you like...?" "Yes, I like..." and
"No, I don't like..." This line of questioning can be used for just about anything and is a great
way to get to know people.

The 5 Components

1. Song Play The Food Song video.

2. Interactive Video / Audio File The upcoming Sections 8 - 13 deal entirely with food. It is
broken up into food groups and there is a Video / Audio file for each. For now, simply play The
Food Song and make sure the students understand the concepts "Yes, I like..." and "No, I don't
like..."

3. Textbook Activities Play the Audio File of this song and have students point at the pictures
and sing along with it. When they can sing the song very well play Track 6 on the CD in
Textbook 2. There are no vocals on that track so students will have do all the singing themselves.
Try dividing the class into two groups with one group singing the first part and the other singing
the "echo" and then switch!

4. Classroom Activities Write the words on the board and have students copy them into their
notebook.

Use your imagination to come up with fun ways to help students learn the words to this song.
 5. Work Sheets There are no Work Sheets for this section. Sections 8 - 13 contain plenty of
Work Sheets for students to practice the food names and the phrases "Yes, I like..." and "No, I
don't like..."

Section 7. Daily Diary

Teachers' Tips:

By now students should be able to write short sentences in English. Why not have them write a
short diary everyday?

This will give you, the teacher, a means of monitoring their handwriting ability, comprehension
of what they are studying and an idea of their overall progress. Plus it is a great way for students
to practice writing everyday on their own.

The 5 Components

1. Song There is no song for this section.

2. Interactive Video / Audio File There is no Video / Audio File for this section. This is a
reading and writing activity.

3. Textbook Activities The model for this activity is on Textbook 2 Page 12. Have students
write a short 5 sentence diary everyday following the model in the textbook.

At first you will have to introduce this lesson in class and teach students how to make a proper
diary. The Work Sheets will help you with this. There are 5 sentences the students must
understand. The first 3 sentences are a review of material they have already learned. Sentence 4
however, "Today I ate..." is the first time they have learned the past tense of the verb "to eat".
You will have to explain this to them.

Sentence 5 "Later I will..." is also a new concept for the students. Teach them what the words
"later" and "I will" mean and perhaps give them some examples. It shouldn't take long for them
to grasp these new concepts.

Eventually students should be able to write a diary on their own telling you about their day. This
can be assigned as homework everyday and marked on English class days.

4. Classroom Activities Have students come up to the front of the class and read their diary
out loud. This will help them with reading and writing!
 5. Work Sheets The Daily Diary Template on Workbook 2-1 Page 23 is the same as the
template on Page 12 of Textbook 2, however, the template in the Workbook is larger, black and
white and probably easier to photocopy.

Students may find it very helpful to have a copy of this Page stapled into the back of their
notebooks. That way they can check it when they are writing their diary everyday.

Section 8. Food Picture Dictionary Fruit

Teachers' Tips:

Food is a major topic in Textbook 2. It is always fun and easy to talk about. The "Food Picture
Dictionary" in Sections 8 - 11 introduces a lot of new vocabulary words. Many of the foods have
the same name in English and Korean but the pronunciation is quite different. Make sure that
you listen to students pronunciation and correct them if their speaking sounds less like English
and more like Korean.

Each of the following Sections teaches one or two new groups of food. Fruit is the first, followed
by Vegetables + Meats, Drinks + Condiments and finally Junk Food + Sweets. Section 12 will
even teach the meal names Breakfast, Lunch and Dinner, as well as some specific dishes such as
Spaghetti and Salad.

There are Vocabulary Pages at the end of each section to help students keep track of all the new
food names they are learning. There are even Food Flash Cards beginning on Page 36 of the
textbook to practice with.

The 5 Components

1. Song Continue to play The Food Song to help study this section.

2. Interactive Video / Audio File This Video / Audio File and the ones in the three following
sections practice the concepts of "these" and "those" and also "Do you like...?" "Yes, I like..."
and "No, I don't like..."

In the videos, the characters Billy and Betty Beaver are asked if they like certain foods. It is clear
in each picture whether or not Billy and Betty like the food on the table in front of them. Once
students can correctly say "Yes, I like..." and "No, I don't like...", try pausing the video before
Billy and Betty say their answer and have the students try answering themselves.

3. Textbook Activities Hold up the book in front of the class and ask "What are these?" and
"Do you like...?" for every picture on the page. Go around the room and ask one student at a
time.
 Have students pair up, point at each picture and ask each other the same questions.

Have students come up to the front of the class and role play. One student asks the questions and
the other one answers, then they can switch.

4. Classroom Activities Use the Flash Cards in Textbook 2. First Photocopy or scan the pages
and print them out. Each student can have their own set of Flash Cards to practice with. You can
also print out the Flash Cards from the Teachers Kit and hand out copies to the students. How
about having students make their own Flash Cards? They can draw the pictures and write the
names on them themselves.

There are limitless ways you can study with Flash Cards for the food sections. You could simply
hold up the Flash Cards up and have students tell you what the foods are and whether or not they
like them. You could organize Go Fish and Memory Games (There are instructions for how to
play these games on Page 49 of Textbook 2) You can make up your own games.

5. Work Sheets Have students complete the Work Sheets, the Vocabulary Page and Bingo
Game. How about having a Review Test at the end of each section to make sure that students are
remembering what they are learning?

Section 9. Food Picture Dictionary - Vegetables + Meats

Teachers' Tips:

We are continuing with the "Food Picture Dictionary" using the same question and answer model
as the previous section. This section introduces Vegetables and Meats. Be careful with the
differences between "What's this?" for uncountable objects like broccoli and lettuce and "What
are these?" for countable objects like carrots and potatoes.

You may want to begin this section with a lesson about this/these for countable/uncountable
objects right at the beginning. It is important that students understand the difference now and
start forming correct speaking habits right away.

The 5 Components

1. Song Continue to play The Food Song to help study this section.

2. Interactive Video / Audio File Play the file as often as you like. Pause the video and have
students answer themselves. Make sure to emphasize the differences between countable things
like mushrooms and uncountable things like lettuce.
 3. Textbook Activities Use the same Textbook teaching methods as in Section 8 for every
section in Food Picture Dictionary.

4. Classroom Activities Continue to build a library of Flash Cards for these objects. Use the
Flash Cards to practice, study and play games with.

5. Work Sheets Complete the Work Sheets for this section. If students are having problems
remembering the food names have them do more studying on their own. They can draw their
own pictures into their notebooks. Don't forget to have a Review Test at the end of this section.

Section 10. Food Picture Dictionary - Drinks + Condiments

Teachers' Tips:

All of the objects on this page are either liquids or powders making them uncountable. This will
be easier for the students to study because every question will be "What's this?" Students should
still understand why we are saying "What's this?" and not "What are these?" You may want to try
jumbling some of these objects in with countable objects while you are studying with Flash
Cards.

The 5 Components

1. Song Continue to play The Food Song to help study this section. Play it as often as you like.
You can also play The Weather Song just for fun.

2. Interactive Video / Audio File Use these Audio / Video files the same way you have with
files in the past. Begin by letting students listen and read along. Try pausing the player after each
question and let the students answer. Then have students come up and role play along with the
video. Finally try it with the sound off.

3. Textbook Activities Use the same Textbook teaching methods as in the previous sections.
Hold up the textbook and ask the class "What's this?" and "Do you like...?" Have students
practice in pairs.

4. Classroom Activities Continue to build a library of Flash Cards for these objects. Use the
Flash Cards to practice, study and play games with.

5. Work Sheets Complete the Work Sheets for this section. If students are having problems
remembering the food names have them do more studying on their own. They can draw their
own pictures into their notebooks. Don't forget to have a Review Test at the end of this section.
 Section 11. Food Picture Dictionary - Junk Food + Sweets

Teachers' Tips:

This final section of the Food Picture Dictionary will continue using the same question / answer
method as the previous sections. The objects in the pictures vary between countable and
uncountable so listen carefully for the words this/these/those and make sure students speak
correctly.

Most people like to eat the 2 types of food in this section (Junk Food and Sweets) but sadly, they
are quite unhealthy. The characters in the video don't like to eat many of the junk foods because
we are trying to encourage snacking on healthy foods.

The 5 Components

1. Song Continue to play The Food Song to help study this section. Play it as often as you like.
You can also play The Weather Song just for fun.

2. Interactive Video / Audio File Use these Audio / Video files the same way you have with
files in the past. Begin by letting students listen and read along. Try pausing the player after each
question and let the students answer. Then have students come up and role play along with the
video. Finally try it with the sound off.

3. Textbook Activities Use the same textbook teaching methods as in the previous sections.
Hold up the textbook and ask the class "What's this?" and "Do you like...?" Have students
practice in pairs.

There is an activity at the bottom of Textbook 2 Page 16 to help encourage students to snack on
healthy foods. How about expanding on this and playing a whole Bingo game with healthy
snacks.

Heres a fun thinking game. Put the students into teams. Have each team write their own list of
healthy snacks. The team with the most ideas wins!

4. Classroom Activities Continue to build a library of Flash Cards for these objects. Use the
Flash Cards to practice, study and play games with.

5. Work Sheets Complete the Work Sheets for this section. Don't forget to have a Review Test
at the end of this section.
 Section 12. Breakfast, Lunch, Dinner

Teachers' Tips:

This section introduces a lot of new vocabulary and concepts. Not only are foods like cereal,
soup and spaghetti introduced but so are the meal names breakfast, lunch and dinner AS WELL
AS the concepts of past, present and future tenses.

There is a lot to study in this section so move through it slowly.

The 5 Components

1. Song Continue to play The Food Song to help study this section. Play it as often as you like.

2. Interactive Video / Audio File As mentioned earlier this section teaches the concepts of
past, present and future tenses. The Video / Audio Files clearly show this. By now students
should be familiar with the past tense because they have been writing it in their diary for some
time now.

The video follows the same method to teach all three tenses (past, present and future). Make sure
that students understand the difference between these tenses and that when asked a question in
future tense, they answer in future tense etc.

Play the video as often as you need to or until students have mastered the material.

3. Textbook Activities Point at 2 or 3 breakfast items and ask "What did you eat for
breakfast?" Then do the same for the lunch and dinner foods. When students have mastered
answering in past tense switch to future tense and do it again. Pair up students and have them
practice together. Lastly, bring students up to the front of the class and role play.

4. Classroom Activities Print out Flash Cards from the Teachers Kit or make up your own.
Play Go Fish and Memory with all the Food Flash Cards together.

Act out the Video at the front of the class. Have several foods drawn on the board. Have students
come up and tell the class what they ate for breakfast, lunch and dinner based on the pictures on
the board. Don't forget to change tenses!

5. Work Sheets Complete the Work Sheets. Have a Review Test to check if students
remember the names of the new foods.
 Section 13. What do you like?

Teachers' Tips:

Page 18 of Textbook 2 has very little writing on it but can be used for an incredible amount of
speaking! Look at all of the objects on the page. Each object can be talked about one last time to
review the entire Food Picture Dictionary while having a conversation.

The 5 Components

1. Song Continue to play The Food Song with this Section.

2. Interactive Video / Audio File There is no Video / Audio File for this section. Simply use
the textbook and the Work Sheets to study with.

3. Textbook Activities The pictures are quite small so it may be difficult to quiz the whole
class at once with this page. We suggest you bring students up to the front of the class and teach
them in groups of two. Then have them go back to their seats and quiz each other.

The idea with this page is to keep a constant flow of conversation going so that students do a
maximum amount of speaking. Point at the first picture in the Fruit category and ask "Do you
like apples?" if the student answers "Yes, I like apples" continue to the next picture and ask "Do
you like bananas?" if the student says "No, I don't like bananas" then you ask "What do you
like?". The student must then point to another fruit that he/she does like and say "I like_____!"
and so on.

Pair up students and have them work together. Alternate between who asks and who answers.
There is a lot of speaking on this page. Finally have the pairs come up to the front and role play
for the class.

4. Classroom Activities Follow the Textbook activities outlined above.

5. Work Sheets There are 8 fairly repetitive Work Sheets to complete. Hopefully by the end
students can complete them without checking back to the original. How about having a test at the
end to make sure they have memorized these phrases.
 Section 14. What do they like?

Teachers' Tips:

There are two pictures for "He" "She" and "They". In each example the characters don't like the
first food but they like the second. The purpose of this is to practice a dialogue that goes "Does
he like (eggs)?" "No, he doesn't like (eggs)." "What does he like?" "He likes (cereal)."

The 5 Components

1. Song Continue to play The Food Song to help study this section. The Weather Song is
coming up in the next section so you can practice it now as well.

2. Interactive Video / Audio File The Interactive Video / Audio File uses all of the same
examples as the book. First play the Video File and let the students listen and read along. Then
pause the video after every question and give students a chance to answer. Finally have students
come up to the front of the class and role play the video - try it with the volume off.

When students are quite good at speaking along with the video you can play the Audio File.
Have students point at the pictures in the textbook and speak along with the Audio file.

3. Textbook Activities Use the same textbook teaching methods as in the previous sections.
Hold up the textbook and ask the class "Does he like eggs?" and "What does he like?" Have
students practice together in pairs.

4. Classroom Activities You can use Flash Cards or pictures drawn on the board to help create
a conversation about students in the class. Follow the activity described at the bottom of
Textbook 2 Page 20. Have students come up to the front of the class and tell the rest of the class
about foods that they like and don't like.

5. Work Sheets Complete the 4 Work Sheets for this section.

 Section 15. The Weather Song

Teachers' Tips:

By now students should be quite familiar with The Weather Song. This song reviews all of the
concepts learned up until this point. The students should understand the meaning of every line
and be able to sing along with it clearly and easily.

The 5 Components

1. Song Play The Weather Song Video File or Audio File.

2. Interactive Video / Audio File There is no Interactive Video / Audio File for this section.

3. Textbook Activities Play the Audio File for this song and have students sing along with it
and point at the pictures in the textbook.

4. Classroom Activities Have students make their own Weather Song. Divide them into
groups. Each group draws 7 pictures - one for each day of the week. They can choose any kind
of weather they want for each picture. For example in Mondays picture its snowy and in
Tuesdays picture its rainy. Then they can present their song to the class by holding up their
pictures and singing their own version of the song to everyone!

5. Work Sheets There are no Work Sheets for this section.

Section 16. Do You Have It? (Song)

Teachers' Tips:

Until now we have focused on the questions "Do you like? Does he like? Does she like? Do they
like?" Now we are going to teach another very common verb - "to have".

The Do You Have It? (Song) is a catchy melody that contains many of the words and concepts
that students will learn in the following 3 sections.

The words to the Do You Have It? (Song) are once again in a question/answer format so that
students can practice singing the phrases they are learning. This will help them associate their
new grammar with a catchy melody.

The 5 Components
 1. Song Play the Do You Have It? (Song) as often as you like, especially at the beginning of
every new section.

2. Interactive Video / Audio File There is no Interactive Video / Audio File in this section.
The Video / Audio Files in the next 3 sections expand on the material in this song.

3. Textbook Activities Play the Audio File for this song and have students sing along with it
and point at the pictures in the textbook.

Once the students can sing this song very well you can play the Audio File for this song with No
Vocals (Track 7 on the CD in the back of the textbook). Students will have to do all the singing
themselves.

4. Classroom Activities Write the words on the board and have students copy them into their
notebook.

Use your imagination to come up with fun ways to help students learn the words to this song.

5. Work Sheets There are no Work Sheets for this section.

Section 17. Do you have...? (Positive)

Teachers' Tips:

This section teaches the positive answers to the questions "Does he/she have...?" and "Do they
have...?" There is 1 example something that is countable (a) and 2 examples of something that
is uncountable ("some"). Thus reinforcing the difference between a/some or countable and
uncountable.

The final part of the video and the bottom of Textbook 2 Page 24 practice the positive answers to
the questions "Do you have...?" for many of the objects in the classroom.

The goal of this exercise is it to promote English speaking in classroom situations. Students will
constantly need to borrow each other's color pencils, erasers, scissors etc. Often times when
students ask to borrow these things from each other they automatically revert to speaking in their
native language. These next several sections will teach students the vocabulary they need to ask
to borrow things IN ENGLISH!

The 5 Components

1. Song Continue to play the Do You Have It? (Song).

2. Interactive Video / Audio File Play the Video file and let students watch and read along
with it. Try pausing the video after each question and let the students answer themselves. Bring
students up in pairs to the front of the class and have them role play. Finally turn off the sound
and have the students do all of the speaking themselves.

The Audio File follows the examples in book so you can try just playing the Audio File and
having students point at the pictures in the book and speaking along with it.

3. Textbook Activities Use the same Textbook teaching methods as in the previous sections.
Hold up the textbook and ask the class "Does he have a sandwich?" Have students practice
together in pairs.

They should use the words "He" "She" and "They" for the Billy and Betty Beaver examples in
the book. The "Try These" section at the bottom of the page should be practiced in first person.
One student will point at the picture and ask "Do you have a pencil?" and the other student will
reply with a positive answer "Yes, I have a pencil" and then they can switch.

4. Classroom Activities Try the activity at the bottom of the page with real objects. Lay
several things out on the table in front of you and have students ask "Do you have some tape?"

You can make a game out of this by giving two objects or pictures of objects to each student in
the class. The students don't show anyone what they have. See how many guesses it takes to
figure out what each student has.

5. Work Sheets Complete the three Work Sheets for this section.

Section 18. Do you have..? (Negative)

Teachers' Tips:

This section expands on the concepts learned in the previous section. The examples use the
words "He" "She" "They" "a" and "some" but this time the answers are negative.

Every example follows the 2 question model at the top of Textbook 2 Page 25.

Q: Do you have a (pencil)?

A: No, I don't have a (pencil).

Q: Oh, what do you have?

A: I have a (pen).
 The 5 Components

1. Song Continue to play the Do You Have It? (Song).

2. Interactive Video / Audio File The Video / Audio File for this section is very similar to the
one in the last section so you can teach it in exactly the same way. First let students watch and
read along with the video. Then try pausing the video after each question and let the students
answer. Bring students up in pairs to the front of the class and have them role play. Finally turn
off the sound and have the students do all of the speaking themselves.

The Audio File follows the examples in book so you can try just playing the Audio File and
having students point at the pictures in the book and speaking along with it.

3. Textbook Activities Use the same textbook teaching methods as in the previous sections.

Hold up the textbook and ask the class "Does he have a newspaper?" This time the students have
to answer negatively "No, he doesn't have a newspaper" and you will ask "So, what does he
have?" they of course should answer "He has a notebook!" Once the students are able understand
the activity and are able to answer correctly themselves have them practice together in pairs.

4. Classroom Activities Try using real examples of this activity in the classroom. Bring some
boys and girls up to the front of the class and give them each a classroom object to hold. Then
ask the class "Does Johnny have a marker?" or "Does Jenny have a notebook?" or "Do they have
some color pencils?" Make sure that students answer correctly to negative questions in full
sentences.

You can have volunteers come up and ask the questions. Try making a game out of it.

5. Work Sheets Follow the models to complete the Work Sheets. There are 3 A/Some Review
Pages and 2 A/Some Bingo games to further help students practice the difference between
countable and uncountable things.

Section 19. May I borrow your pen?

Teachers' Tips:

Finally we will practice asking each other to borrow things. The Video / Audio file practices
borrowing 12 classroom objects by using polite words. Follow that model and have students
practice the dialogue themselves by using the pictures in the textbook, Flash Cards or real
classroom objects.
The second portion of the Video / Audio File relates to the "Whose pencil is this?" section at the
bottom of Textbook 2 Page 26. That portion of the Video / Audio File teaches the concepts
"Mine" "Yours" "His" "Hers" "Ours" and "Theirs". These concepts are expanded upon in the
Work Sheets.

The 5 Components

1. Song Continue to play the Do You Have It? (Song).

2. Interactive Video / Audio File The first portion of this Video / Audio file is entirely first
person. Play the file and let students read along with it. Then have them answer the questions
themselves, role play and finally read the words out loud themselves with the volume off. (There
is no Excellent Version of the conversation included in the Video / Audio File. If you want to
practice the Excellent Version you will have to make up your own examples).

The second portion of the Video / Audio file focuses on the concepts mine, yours, his, hers, ours
and theirs. These common words are important for beginners to learn. Repeat this section of the
file until students can answer the questions perfectly before seeing the answers.

3. Textbook Activities Follow the instructions in the Teachers' Tip at the bottom of Textbook
2 Page 26.

4. Classroom Activities The goal of the lesson at the top of Textbook 2 Page 26 is teach
students to politely ask to borrow things from their friends. You can expand on this lesson by
using objects in the classroom. Have students sit in a circle and give one classroom object to
each student. Then have the students ask to borrow each other's things.

The goal of the "Whose pencil is this?" lesson at the bottom of Textbook 2 Page 26 is to
understand and memorize the words and concepts for mine, yours, his, hers, ours and theirs. Try
the activity in the Teachers' Tip at the bottom of the page. Use your imagination to come up with
your own ways to practice speaking "It's mine, It's yours, It's his, It's hers" etc.

5. Work Sheets There are 12 Work Sheets relating to the exercise at the top of the page. By
the end of them students should be able to write the dialogue into the word bubbles without
copying from another page.

Workbook 2-3 Pages 13 - 19 focus on the "Whose pencil is this?" lesson at the bottom of
Textbook 2 Page 26. If students still have a hard time remembering these words once they have
finished all the Work Sheets have them write additional notes in their notebooks.
 Section 20. Places in you neighborhood

Teachers' Tips:

There is a lot to learn in this section and this material will continue on until the Test Sections at
the end of the Book 2 Online Resources.

Textbook 1 taught 7 places Bedroom, Bathroom, Living Room, Dining Room, Kitchen, The
Classroom and The Park. We used these places to ask the questions "Where is he/she?" and
"What is he/she doing?" Now we will introduce a lot of new "Places in your Neighborhood" and
continue that model of questions and answers in later sections.

First, we will begin by introducing these new places. Then we will ask "Do you like (Toy
Stores)?" Finally, we will ask "Do you have a (Toy Store) in your neighborhood?"

Students must understand what each place is. They must tell you whether or not they like that
place and lastly whether or not they have one of those places in their neighborhood. Follow the
Teachers' Tip at the bottom of Textbook 2 Page 27 and begin by teaching the concept of a
"neighborhood".

You could do this by drawing a picture of a typical neighborhood on the board (similar to the
ones of Billy and Betty Beavers neighborhoods in the video). Draw Billy in the center
surrounded by stores and academies. Explain that Billy has a Cell Phone Store in his
neighborhood but he doesn't have a Violin Academy.

The 5 Components

1. Song Begin to introduce The Shopping Song from Section 21. The melody for this song is
exactly the same as The House Song from Textbook 1 so students should recognize it.

2. Interactive Video / Audio File This is the largest Video / Audio File in the Online
Resources. The phrases are quite challenging to say. Introduce this file slowly over several
classes and have students participate by speaking along with it as much as possible.

The purpose of the video is to teach the phrases "Yes, I have a ____ in my neighborhood" and
"No, I don't have a ____ in my neighborhood". Students should take this information and apply it
to themselves. Then they can have conversations with you and other students about their own
neighborhoods.

3. Textbook Activities Follow the Teachers' Tips at the bottom of Textbook 2 Page 27. Begin
by pointing at each picture and asking "What's this?" As students become more confident with
the place names ask them "Do you like___?" Finally ask them "Do you have a ____ in your
neighborhood?"

When students are capable of answering these questions pair them up and let them practice with
each other.
 4. Classroom Activities After practicing in pairs you can have students stand up and tell you
about their friends. For example, Johnny can stand up and say "My friend Sam likes toy stores.
He has a toy store in his neighborhood. Sam doesn't like shoe stores. He doesn't have a shoe store
in his neighborhood".

Use Flash Cards to help practice the names of these new places. Play games with Flash Cards.
There are game instructions on Page 49 of the textbook.

Have students draw a picture of each of these places and tell you what ones they have or don't
have in their neighborhood.

Have students draw a small "map" of their own neighborhood and where their house is. Make
sure they label the different stores, academies and buildings.

Use your imagination and come up with your own activities to expand on this material.

5. Work Sheets There are a lot of Work Sheets in this section. They begin with Vocabulary
Pages to help students remember the names of all of the new places. They carry on with several
different exercises to help reinforce these new words and further understand the concept of "In
your Neighborhood".

Section 21. The Shopping Song

Teachers' Tips:

The 5 Components

1. Song The Shopping Song has the exact same melody as The House Song from Textbook 1.
Students should remember this melody and be able to sing along with this song almost
immediately.

2. Interactive Video / Audio File There is no Interactive Video / Audio File for this section.

3. Textbook Activities Once the students can sing this song very well you can play the Audio
File for this song with no vocals (Track 8 on the CD in the back of the textbook) Students will
have to do all the singing themselves.

4. Classroom Activities In Textbook 2 at the bottom of Page 49 there are instructions for a
"Shopping Song Project". This is a great activity that students can do at any time once they are
familiar with The Shopping Song and many of the new verbs and places in Textbook 2. The
instructions for this project as written on Page 49 of Textbook 2 are as follows -
 Just like at the end of Book 1 students can make a song about themselves. They can
each draw themselves doing something fun in one of the new places we have studied.
Have the class sing the song but this time go around the room and get every student
to hold up their picture. Then sing; Wheres Johnny? Hes in the toy store Whats
he doing? Hes riding a skateboard.
You can also have them sing the song in the first person. The class will take turns
asking each other questions about their pictures. For example the class will sing;
Wheres Johnny? (Johnny sings) Im in toy store (class sings) Whats he doing?
(Johnny sings) Im riding a skateboard.

Another suggestion for a classroom activity is to write the words of this song on the board and
have students copy them into their notebook.

Use your imagination to come up with fun ways to help students learn the words to this song.

5. Work Sheets There are no Work Sheets for this section.

Section 22. Buying things, playing with...

Teachers' Tips:

There are several things that this section aims to teach. The first is to practice the names of the
new places. The second is to introduce and practice new verbs "Shopping" "Buying" and
"Playing with..." The third is to continue practicing "a" and "some". For example - Billy Beaver
is buying a T shirt - while - Mrs. Pig is buying some medicine.

The 5 Components

1. Song Play The Shopping Song as often as you like for this section. Try playing just the
Audio File with No Vocals (Track 8 on the CD in the back the textbook). Have students do all of
the singing themselves.

Try dividing the class into two parts. Have one half sing the questions and the other half sing the
answers and then switch!

2. Interactive Video / Audio File Use these Audio / Video files the same way you have with
files in the past. Begin by letting students listen and read along. Then pause the player after each
question and have the students say the answer themselves. Then have students come up and role
play along with the video. Finally try it with the sound off.

3. Textbook Activities Use the same textbook teaching methods as in the previous sections.
Hold up the textbook and ask the class "Where is Mrs. Kangaroo?" and "What is Mrs. Kangaroo
doing?" Have students practice in pairs and role play in front of the class.
One more way to expand on this activity is to substitute the pronouns "he" and "she" for "I". Try
having students ask and answer the questions in first person. For example "Where are you?" "I'm
in the supermarket" "What are you doing?" "I'm shopping"

4. Classroom Activities There are Flash Cards for all of these places in Textbook 2 beginning
on Page 40. Photocopy or scan these pages and print them out for yourself for students to
practice with. Have students make Flash Cards of their own for each of these pictures or print out
the Flash Cards from the Teachers' Kit.

5. Work Sheets Complete the Work Sheets for this section. We recommend making your own
Review Test for the end of each Section 22 - 24. This will help ensure that students are
remembering what they are learning and they are prepared for the Test Sections at the end of the
Online Resources.

Section 23. Practicing, Studying, Reading, Writing...

Teachers' Tips:

This section aims to teach the names of the new places and the difference between in and at. For
example with places like schools and academies we don't say "He's in school" or "He's in piano
academy" we say "He's at school" and "He's at piano academy". It's a small difference but an
important one. Listen carefully and make sure that students answer correctly.

This section also aims to teach the difference between the verbs "Practicing" "Studying"
"Reading" "Writing" and "Painting". Although they may all seem like similar actions they are
quite different.

The 5 Components

1. Song Play The Shopping Song as often as you like for this section.

2. Interactive Video / Audio File Use these Audio / Video files the same way you have with
files in the past.

3. Textbook Activities Use the same textbook teaching methods as in the previous sections.
Also try having students ask and answer the questions in first person.

4. Classroom Activities You can use all of the same classroom activities from the previous
section for this section.

5. Work Sheets Complete the Work Sheets for this section. We recommend making your own
Review Test for the end of this section as well. This will help ensure that students are
remembering what they are learning and they are prepared for the Test Sections at the end of the
Online Resources.