Busy Beavers Teacher Guide Book 1

Section 1.
The Busy Beaver Song

Teachers' Tips:
Introduction
Welcome to We are Busy Beavers Textbook 1!
These Teachers Tips contain all of the necessary teaching instructions for We
are Busy Beavers Textbook 1 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.
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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 1?
By the end of Book 1 students should have memorized the 12 Characters names,
the 7 places the textbook teaches, 10 colors, 40 verbs and around 150 nouns.
When the students have completed all of this material they should be able to have
a small conversation about any picture in Textbook 1.
There are Review Tests in Sections 27 - 33 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.
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The 5 Components
1. Song - The Busy Beaver Song is a happy, catchy little jingle that appears often
throughout this series. Simply play the Song Video File and let students listen to
the song and sing along.
2. Interactive Video / Audio File - There is no Interactive Video or Audio File to

help teach this song. It will be learned through simple repetition.
3. Textbook Activities - There is a small textbook activity at the bottom of Page 2.

This activity can be expanded on in a separate notebook or on a separate sheet of
paper. Have students draw a big picture of themselves being "Busy Beavers" and
show their artwork to the class.
4. Classroom Activities - The small dialogue written in the Teachers Tip at the
bottom of Page 2 in the textbook suggests that teachers ask students "Are you
busy?" and students must reply "Yes, I'm busy!" Get this dialogue going with the
students and make sure they understand the concept of being busy. You could
also slowly sing the words to The Busy Beaver Song and encourage students to
sing along.
5. Work Sheets - There are no Work Sheets for this song however, as mentioned
above, there is a small activity on Page 2 of the textbook for students to fill out.
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Section 2. The Alphabet Song
Teachers' Tips:
The 5 Components
1. Song - This catchy song has many useful purposes.
It teaches the alphabet with a melody that is easy to remember and sing along to.
It teaches the sound that each letter makes by beginning every line with that
letter's phonetic sound, for example "A - ah - apple". This should help students
associate the sound of the letter with the icon of the letter itself.
Most importantly this song introduces a basic vocabulary of over 50 nouns. Once
students have learned this song they will know over 50 English words that they
can begin to use in full sentences.
At this point simply introduce this song and encourage students to sing along with
it. Play the song as often as you like. The vocabulary used in the song and the
fundamentals of English that it aims to teach will be the backbone of the next 4
sections.
2. Interactive Video / Audio File - There is an Interactive Video / Audio File to help
teach the 53 nouns in this song, however, that file will not be introduced until
Section 5. For now, help students become familiar with the words and images in
this song by reciting the song and the alphabet.
3. Textbook Activities - Have students open their textbooks to pages 6 and 7.

While you play the song have students sing along with you and point at each
picture.
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You can break the song into small groups and focus on only 2, 4 or 6 letters at one
time.
As students become better at recognizing the objects, have them point at the
smaller pictures on pages 4 and 5 and sing the song.
4. Classroom Activities - Have students begin to make an "Alphabet Picture

Dictionary". Everyday they can draw a picture on a piece of A4 paper. Begin with
the letter A. Have students draw the letter and the two nouns "apple" and "ant"
and color the picture in. Tomorrow, move on to the letter B.
You can even begin to teach the phrase "What's this?" "It's a..." This phrase will be
used in every subsequent section. Hold up the finished picture and ask every
student "What's this?" He/she must reply "It's an A" "It's an apple" and "It's an
ant" as you point at the objects in their picture.
5. Work Sheets - There are no Work Sheets for this song. The 53 nouns are dealt
with extensively from Section 5 onwards. For now it is essential that students
memorize not only reciting the alphabet but also all the names of all of the
objects in The Alphabet Song.
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Section 3. The Alphabet - Capital Letters
Teachers Tips:
We are starting from the very beginning - The Alphabet!
This section will teach the capital or "upper case" letters and the next section will
teach the small or "lower case" letters.
The 5 Components
1. Song - Play The Alphabet Song as often as you like. It is important that students
not only learn the names of all of the objects in The Alphabet Song but also learn
to associate them with the letter they begin with.
Try playing the Audio File for The Alphabet Song (Track 2 on the CD at the back of
Textbook 1) and have students point at the pictures on Pages 6 and 7 in the
textbook and sing along.
2. Interactive Video / Audio File - There is no Interactive Video / Audio File for this
section because we are only learning the letters themselves.
3. Textbook Activities - Point at the pictures on pages 6 and 7. Ask "What's this?"
for not only the objects but the letters as well. Students must respond "It's a B, It's
a C" for the letters you point at.
4. Classroom Activities Continue making your Alphabet Picture Dictionary

with two pictures for every letter in the alphabet.
Hold up Flash Cards and have the students tell you what they are. Make sure they
speak in a full sentence "It's a ball" etc.
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Make Flash Cards of the letters themselves. Lay the first 5 letters of the alphabet
face up on the table and have students put them in the correct order. When the
students have mastered the first 5 you can move on to the next 5 letters in the
alphabet and so on.
5. Work Sheets - This is possibly the first time the students have tried to write in
English. Workbook 1-1 Pages 1 and 2 are helpful for teaching the order in which to
make the strokes for every letter. You may want to photocopy these pages or print
them out from Online Resources and use them several times. Have students
repeat the pages until their writing becomes neat and legible.
The font size of the first several Work Sheets is quite large to make it easier for the
students. Go through the alphabet slowly and take time with each letter. The final
goal is for all students to be able to recognize each letter, say its name and the
sound it makes and even remember the two words from pages 6 and 7 that begin
with that letter.
When you play the Bingo Games remember to let the students take turns calling
out the names of the letters to give them practice saying them.
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Section 4. The Alphabet - Small Letters
Teachers Tips:
It's time to introduce the small letters or "lower case" letters. This should be easy
for students as many small letters look much like the capital ones.
The 5 Components
1. Song - Continue to play The Alphabet Song as often as you like. You are still
helping the students to associate each letter with the sound it makes.
2. Interactive Video / Audio File - There is no Interactive Video / Audio File for this
section because we are only learning the letters themselves.
3. Textbook Activities - Continue to point at the pictures on pages 6 and 7 and ask
"What's this?" for not only the objects but the letters as well.
4. Classroom Activities Students should still be making at least one page

everyday for their "Alphabet Book" with 2 pictures for each letter.
How about writing a jumbled up version of the alphabet on the board and have
students "unscramble" it. Have them draw a line from A to B and then to C and so
on.
Try playing a game where two students come up to the board. Have a bunch of
letters written on the board jumbled up in order. You randomly call out the name
of one letter. Both students must find that letter on the board and point at it. The
fastest student wins.
5. Work Sheets You can expand on the Work Sheet material by having students
write out the alphabet several times by themselves in their own notebook for
homework or as a test.
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Section 5. Alphabet Vocabulary - 50 New Words
Teachers' Tips:
The 5 Components
1. Song - The corresponding song for this material is still The Alphabet Song.
Play the song as often as you like.
2. Interactive Video / Audio File - Play this Video File as often as you like. There
are a number of ways students can watch and participate with this video.
They can simply watch and listen. You can pause the video after every "What's
this?" and allow students to answer themselves. Try dividing them into teams and
making a game out of it! You can even turn the sound off and have the students
do all the talking themselves.
3. Textbook Activities - These pages will take some time for the students to learn.
Not only is the goal for them to learn the names of the objects, but to also
eventually be able to spell the words correctly.
Everyday you can hold up the textbook, point to the pictures and ask "What's
this?" for each object. Students must always answer in a full sentence "It's a..."
Have students regularly pair up, point at the pictures and ask each other some
questions.
4. Classroom Activities - The "Alphabet Picture Dictionary" that students began

should still be worked on everyday.
Play a game on the board. Begin to slowly draw the outline of one of the objects
on the board. Ask "What's this?" As your picture becomes more detailed the
students will begin to guess what it is. The first student to correctly guess what
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you are drawing gets a point. Perhaps that student could come up to the board
and draw a picture of his/her own.
Also you can make Flash Cards of every object. Hold them up and ask students
"What's this?" There are a lot more things that can be done with Flash Cards for
these objects as well.
For example: Hold up a card and ask students to tell you what letter it begins with.
Hold up a picture of something and ask students to tell you how it is spelled.
Play a "Memory Game" using 2 of every card. Place several pairs of cards
randomly face down on the table. Students take turns turning over any 2 cards at
a time. Make sure students say out loud "It's a..." whenever they turn a card over.
It the student turns over two matching card that student gets to go again. If the
cards dont match the student to the left gets a turn.
Another version of the Memory Game can be played with two picture cards for
every letter. For example, for the letter A you have the cards apple and ant
and for the letter B you have the cards ball and bat and so on. Play the
Memory Game with the same rules except the object of this game is to turn over
two cards that begin with the same letter. If a student turns over "apple" then
he/she wants to turn over the "ant" because the both begin with the letter A.
Likewise if he/she turns over "ball" then he/she wants to turn over "bat" because
they both begin with the letter B get it? If the two cards they turn over match
than that student can have another turn. If they don't match it's the next
student's turn.
"Go Fish!" is another great game to play with two of every Flash Card. In a small
group of 3 to 6 students deal 5 cards to every player. Students want to make pairs
of each card. Have them ask each other "Do you have an apple?" If the student
who was asked for the apple has that card then he must give it to the student who
asked for it and that student gets to ask again for something else. If he does not
have the card he was asked for than the student who asked for it draws a card
from the top of a pile in the center and the student to his left then gets to ask
someone for a card.
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5. Work Sheets - There are a lot of Work Sheets that correspond to these two
pages in the book. It is very important that students learn the names for all of the
objects on these two pages as they are the building blocks for later lessons.
Until this point students have learned only individual letters. Now they will begin
to combine those letters to make words.
This is a large turning point for students. It is important that they grasp the basics
of phonics. They must learn to combine letters to make sounds. Many students
however will simply write the words on the page without understanding what
they are writing.
If you find students are not grasping phonics you may want to augment these
lessons by preparing your own separate phonics lessons. Begin by focusing on
simple 3 letter words like "bat" "hat" and "jam" to teach the sound that each
letter makes.
Check that the student's writing is decent. If students are rushing through their
work and doing a poor job have them repeat the exercise until their writing is neat
and legible.
As the students ability improves you can have them practice writing in their
notebooks. Give them aural tests. Say some words out loud and have students
spell the words in their notebooks themselves.
* Note: We are skipping over the lesson on Page 3 of the textbook temporarily
until students are familiar with the alphabet and able to read and write some very
basic sentences. We will come back to the lesson on page 3 at a later time.
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Section 6. Alphabet Vocabulary - What's This?
Teachers' Tips:
The 5 Components
1. Song - By now students should be quite familiar with The Alphabet Song. Try
playing the version of the song on the CD with No Vocals (Track 6 on the CD at the
back of the textbook). Have students sing along with the song and point at the
pictures in the textbook on Pages 4 + 5 or Pages 6 + 7. Be careful! The song moves
quickly. Students have to be fast.
2. Interactive Video / Audio File - This is a continuation of Section 5. Now

however, students must speak and write in full sentences. Continue using the
same Interactive Video / Audio Files in the way that you have been but make it
more challenging for students.
Here are some teaching suggestions for the Video / Audio Files.
Turn the sound off so that students must do all the speaking.
Have students not only say the answer "It's a..." but then have them spell out the
objects name for you. For example "It's a ball. B.A.L.L. - Ball"
Have students come up to the front in pairs and talk to each other. One student
asks the questions and the other one answers, then they switch roles.
3. Textbook Activities - Continue with the textbook activities described in Section

5.
4. Classroom Activities - Continue making the "Alphabet Picture Dictionary" and

using the Flash Cards.
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5. Work Sheets - Here are even more Work Sheets that correspond to these two
pages in the book. Now students will begin to write full sentences with questions
and answers.
Always check that the student's writing is decent. If students are rushing through
their work and doing a poor job have them repeat the exercise until their writing
is neat and legible.
Try assigning one page everyday for homework and make sure students bring it
back next class with their parent's signature at the bottom of it.
Separate from the "Alphabet Picture Dictionary" that students have been making
is a new Vocabulary Picture Dictionary that students will continue adding to
until the end of the book.
Work Sheets from Workbook 1-1 Pages 41 - 44 are intended to be kept in a

separate binder for each student and added to whenever a new Vocabulary Sheet
is introduced.
Make sure that you or the students do not throw out Pages 41 - 44 and keep them
in a separate "Vocabulary Picture Dictionary" book to be studied and reviewed at
any time.
There are several more Vocabulary Pages in the following sections. When students
complete one of these 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 Textbook 1.
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Section 7. Busy Beaver Characters
Teachers' Tips:
The 5 Components
1. Song - The Song entitled "Characters" in the Jukebox section of this website was
designed to help students get a first introduction to the character names and
especially the prefixes Mr. and Mrs. It is very important to teach good manners!
Children can't address an elder by their first name - it's rude! It's important that
students make it a habit right from the very beginning to use the prefix Mr. for
men and Mrs. for women.
2. Interactive Video / Audio File - Play the Interactive Video / Audio Files for this
section and treat them the same way as the Video / Audio Files of the previous
sections. Pause the files after every question and have students answer them.
Eventually play them with the sound off so that students do all of the speaking or
have students stand up in pairs and let one student ask the questions and another
one answer.
3. Textbook Activities - We now will move backwards in the textbook a little to

Page 3. Obviously we could not teach writing "What's his name?" and "His name
is..." until the students had learned the basics of phonics and the alphabet.
Assuming that students have now mastered those skills we can begin to ask and
answer questions about people.
Some of the main objects of this lesson, as written in the "Teachers' Tip" at the
bottom of Page 3 in Textbook 1, are to teach concepts of adding the prefix Mr. or
Mrs. to a man or woman's name and also for students to learn the meaning of his,
her and my.
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Hold up the book and point at each character. Ask students "What's his/her
name?" and make sure that the students answer in a full sentence "His/her name
is..."
Make Flash Cards for every character. Hold them up for the class and ask Whats
his/her name? Have students practice on their own or in front of the class with
the Flash Card pictures.
4. Classroom Activities - The idea is to get a dialogue going between students.

They must be able to ask in a full sentence "What's his/her name?" and also
answer "His/Her name is..."
When students have mastered both the question and answer for all the characters
you can begin to ask them in first person "What's your name?" They of course
must answer in a full sentence "My name is..."
Have students interview each other. They can go around in a circle and say "Hello,
my name is... What's your name" and answer each other. Then you can ask each
student "Johnny what's her name?" while pointing at a girl student. Johnny must
answer in a full sentence "Her name is..."
Use the Flash Cards of these characters to play some of the games from the
previous sections. You can play a Memory Game, Go Fish, or hold up the card and
have the students spell out the character's name for you.
5. Work Sheets - These Work Sheets get more difficult as they continue. They
begin by simply writing the character's name and end with them writing the full
sentence "What's his/her name?" etc.
There is a Vocabulary Page that can be saved and put into each student's
"Vocabulary Picture Dictionary" and a Bingo Game to be played at the end.
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Section 8. What's this? - In the Classroom
Teachers Tips:
There are seven places that this book introduces - The Classroom is the first.
Later we will learn five rooms in the home and finally the park but for now let's
look at the place where we are this very moment - In the Classroom!
The 5 Components
1. Song - After learning all of the objects in The Alphabet Song students should
now be in the habit of responding "It's a..." when asked "What's this?" about
something. They should make it a habit to always respond in a full sentence to
everything!
The next question that will be introduced is "What color is the...?" Although that
concept will not be explored fully until The Color Song in Section 10, you can begin
to introduce The Color Song to students now to prepare them for the upcoming
lessons.
So, even though there is no song that specifically applies to this section and the
next, you can review The Busy Beaver Song, The Alphabet Song or practice The
Color Song as often as you like.
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2. Interactive Video / Audio File - Play the Interactive Video / Audio Files and
pause them after every question. Give the students time to recognize the objects
and answer for themselves.
3. Textbook Activities - Hold up the book and point at the pictures. Ask the class
"What's this?" and have them answer "It's a..." Bring students up to the front of
the class individually and ask them what each object is.
Bring students up to the front of the class two at a time and have them ask each
other what the objects on the page are.
Pair up students around the room and let them practice with each other.
4. Classroom Activities - This is a great exercise because you don't need to make
Flash Cards, all of these objects should already be in the classroom.
Put a number of the objects on the table in front of everyone and ask the class
"What's this?" for each thing.
Play a Game! Students can come up individually and close their eyes. Put one of
the objects in their hand and ask them "What's this?" They will have to guess
what it is.
5. Work Sheets - The following format for the Work Sheets will be carried on from
this point until the introduction of basic verbs in Section 21. Students must
become familiar with how to complete these sheets on their own. Once they can
complete these sheets on their own you can assign one sheet for homework
everyday.
There is a Vocabulary Page for students to add to their "Vocabulary Picture

Dictionary".
Workbook 1-2 Pages 12 and 13 introduce the question "Where is the...?" and the
answer "The...is in the classroom". This line of questioning will be carried on
throughout the entire section on the Home and the Park. It is time to introduce
this concept so students can begin to understand the idea of "where" something
is.
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Section 9. Vowels
Teachers Tips:
The 5 Components
As we all know, it is incorrect to say "It's a apple" because apple begins with an
A. For words that begin with a vowel such as "apple" or "egg" we must use the
word an instead of a. For example "It's an apple" and Its an egg are correct.
The rule is very simple. For words that begin in vowels the word a changes to
"an". We know this, but beginner English students will not.
The purpose of this activity is to teach students to get into the habit of saying "an"
before words that begin with a vowel. This is a difficult habit for beginner students
to get into and they will want to say "a" because of the repetition and practice
they have already had.
1. Song - There is no specific song for this section. Continue to review The
Alphabet Song or begin practicing The Color Song.
2. Interactive Video / Audio File - All of the objects in this Video and on this page
in the textbook begin with vowels. The idea is to help students form a habit of
saying "It's an..." for something that begins with a vowel.
At this point, they are probably in the habit of saying "It's a..." for everything,
which as we know, is incorrect for objects beginning with a vowel.
Listen for students pronunciation and correct their mistakes.

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Play the Interactive Video / Audio files from Section 5 again and pause them when
objects that begin with a vowel are introduced. Then students can hear clearly
how "It's a..." changes to "It's an..." when talking about object names that begin
with a vowel.
3. Textbook Activities - Have students practice asking each other about the
objects on this sheet and make sure they are saying "It's an..."
Once they have mastered this page have students go back and review the objects
on Pages 6 and 7. Now, make sure that they say "It's a..." for objects that don't
begin with a vowel and "It's an..." for objects that do.
4. Classroom Activities - Have several pictures of random objects drawn on the

board. Make sure that about half of the objects begin in consonants and the other
half begin in vowels. Point at the pictures randomly and ask "What's this?" and
make sure students respond correctly. You can do this with Flash Cards, or just
point at the pictures on Pages 6 and 7 of the textbook.
5. Work Sheets - Have students practice with these two Work Sheets.
You can even have them copy the Work Sheet sentences into a notebook for extra
practice.
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Section 10. The Color Song
Teachers Tips:
Colors are fundamental vocabulary for any language. You can introduce the color
names and warm up to this song by first playing Electric Colors, The Aplle is Red
and The Paint is Pink - available on the "Jukebox" page of this website.
Sections 10, 11 and 12 teach the names of 10 colors and how they are spelled. By
the end of section 12 students should be able to ask and answer "What's this?"
"It's a book?" "What color is the book?" "The book is red".
Not only will students be able to ask and answer what color something is, but
from the Work Sheet activities they should also know how to spell the names of
the colors.
The Color Song introduces the question "What color is the...." and the answer
"The___ is ___." The chorus of the song is also a catchy way of naming 10 colors
very quickly.
Play this video often and make sure students can sing along with it clearly and that
they understand.
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Section 11. The Color Game
Teachers Tips:
The more students are forced to speak only in full sentences, the more automatic
it will become for them.
Eventually, when asked "What color is the____?" they should think "The (object's
name) is (color name).
This method of building grammar lessons into the questions and answers is the
backbone of the Busy Beaver method. Students learn to substitute new words into
phrases that they already know to expand their ability to communicate in English.
The song lyrics are always simple questions and answers that teach the material in
the upcoming sections. The Color Song teaches "What's this?" "It's a book" "What
color is the book?" "The book is red". These two questions and answers are
repeated constantly in the upcoming sections. Students can remember the catchy
words and melody of The Color Song and then plug their own words into those
questions and answers, thus expanding on what they are already capable of
saying.
The 5 Components
1. Song - Continue to play The Color Song as often as you like.
2. Interactive Video / Audio File - This Interactive Video / Audio File can be played
as a game with a lot of different rules and ways of being played.
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Here is one possibility. Divide the class into two teams. The video will ask "What's
this?" At this point, pause the player and ask one student from one group to
answer. After she has answered, un-pause the player to check if she answered
correctly. If she did then that team gets a point.
Then the Video File will ask "What color is the...?" Pause the player before it
shows what color the object is. Have a student from the opposite team say an
answer. Un-pause the player again and check if she was correct. If she was correct
then that team gets a point and the game is tied. Keep playing until the video is
finished.
Of course, you can vary this game in many ways. Have one team answer all the
questions and then switch. Or you can have one student versus the entire class.
You can turn the volume down on the player and nominate one student or team
to be the "Quiz-Master". Use your imagination and vary the difficulty of the game
depending on the students skill level.
Using the Audio File: You can play a very fun game by pausing the Audio File and
having students answer the questions. Apply the principles of the game explained
above.
3. Textbook Activities - This sheet can be reviewed over and over. Students should
now have the names of all of these objects memorized. Simply point to any object
on the page and ask "What's this?" and then "What color is the...?" Of course, the
students must respond in full sentences.
This activity can be used as a speaking warm-up, a game with any rules that you
choose or a practice page for students to pair up and quiz each other.
4. Classroom Activities - The possibilities for Classroom activities are endless.
Have students make their own bingo game. Collectively they decide on the objects
and their colors.
Tell the students what to draw and what color to draw it, then it becomes a
listening exercise as well.
Use your imagination and make up any activity you like.
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5. Work Sheets - These Work Sheets are aimed at teaching the students to
recognize the way the color names are spelled. Have students color in the pictures
on each page as well.
Section 12. What Color is it?

Teachers Tips:
Page 15 in the Textbook is very similar to Page 14 but there are a few important
exceptions.
1. It focuses on sounds that are difficult for students to pronounce. The letters
F,L,R,V,Z and the "th" sound are difficult for Korean students to pronounce
correctly when they first learn them. This page contains many words with those
sounds.
2. Many words like radio, violin, fork and piano are the same in both English and
Korean, however, their pronunciation is quite different. This is a great activity to
emphasize the difference in pronunciation. Make sure students learn the English
pronunciation of these words and correct them when they say them Korean-style.
The point of this page is to create a habit of speaking English correctly and to
break the habit of pronouncing English words in Konglish.
3. Some new objects like lamp, bathtub, table and fan are introduced. These
objects will be dealt with in great detail in the following sections on The Home.
This is a good time to introduce these new words as they will prepare them for
upcoming sections.
The 5 Components
1. Song - There is no specific song for this section but you can continue to play The
Color Song as often as you like.
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2. Interactive Video / Audio File The Interactive Video / Audio Files are very
similar to the ones in Section 11, however, as mentioned above, the words are
generally more difficult for Korean students to pronounce and there are quite a
few new vocabulary words introduced.
Play these Video / Audio Files slowly and listen closely for students pronunciation.
Repeat all of the games that you played with the Video / Audio Files in Section 11
with the ones in this section.
3. Textbook Activities - Much like Page 14 this sheet can be reviewed over and
over, and there are many ways to teach with it.
Since the aim of this page is to help students learn to pronounce new and difficult
sounds which don't exist in the Korean language, this page may be best used
between the teacher and the student.
Once students have mastered the vocabulary on this page, have them come up to
you individually and quiz them on the pages contents.
Listen closely for their pronunciation of the letters F,L,R,V,Z and the "th" sound. If
they are calling a fork a "pork-uh" and a fish a "Pee-she" they need more practice.
It is important that bad habits don't become set into their minds now because
they will be more difficult to change later.
Students must recognize the new sounds they are learning and try to make those
sounds with their mouth rather than translating English words through the Korean
alphabet which does not contain sounds for the letters F,L,R,V,Z and the "th"
sound.
4. Classroom Activities - Once again the possibilities for Classroom activities are
endless. Look back at some of the activities you did in the previous section and
apply them to this one.
5. Work Sheets - The Work Sheets in Section 11 covered all of this material. If the
students need more writing practice, have them copy the Workbook 1-2 Pages 19
- 24 into a notebook of their own. You could make up your own writing activity on
the board and have students copy that.
24
Section 13. The House Song
Teachers Tips:
The 5 Components
1. Song - We are jumping quite far ahead in Textbook 1 here to Pages 28 and 29.
This is a good time to introduce The House Song.
The reason for this is that the chorus of this song will help students remember the
names of the rooms in the home which will be dealt with extensively in the
following sections.
Play this song once during every class and make sure students can remember the
names of all the rooms in the home.
25
Section 14. Rooms in the Home
Teachers Tips:
The 5 Components
1. Song - The House Song has a catchy chorus melody to help students remember
the names of the different rooms in the home. Play the song as often as you like.
2. Interactive Video / Audio File - These files are short and very easy. Students
should be able to learn them quickly.
3. Textbook Activities - The House Song introduces not only the names of the
rooms in the home but the concepts "Where is he?" and "What is he doing?"
These will be dealt with extensively in the second half of the textbook.
For now let's focus on learning the rooms in the home. Begin by simply pointing to
each room and asking the students "What's this?" They should reply "It's a
bedroom" etc.
In the following sections we will explore the concept "Where is it?" Students must
learn the names of the rooms in the home so that they can tell you which room
the different items of furniture are in.
4. Classroom Activities - You can make Flash Cards to help teach these rooms.
Draw a house on the board and have students point to each room and tell you
what it is.
Have students draw pictures of their own home and label each room correctly.
26
5. Work Sheets - Complete the simple Work Sheet and remember to save the
Vocabulary Page into their "Vocabulary Picture Dictionary".
Section 15. In the Bedroom

Teachers Tips:
Pages 17 to 23 in Textbook 1 deal with the rooms in the home and the objects in
them. Up until this point, students have practiced asking and answering the
questions "What's this?" "What color is the...?" and "What's his/her name?" It's
now time to introduce the concept of "Where".
Section 14 and The House Song introduced five rooms in the home. This section
and following 4 sections will deal with the whereabouts of all of the furniture in
the home.
The Audio / Video Files are very repetitious. By the time students have completed
each section they should have memorized the names of all of the objects in the
home and be able to state their whereabouts in a full sentence.
The 5 Components
1. Song - Play The House Song
2. Interactive Video / Audio File - These Video / Audio Files have the same format
for all the rooms in the home. First, have students watch them, then have them
repeat each line after it is spoken. Finally they can role play and ask each other the
questions.
3. Textbook Activities - As always begin by pointing at the pictures and asking

students "What's this?" and "Where is the...?" Students must ALWAYS respond in
27
full sentences. As students become better at speaking, put them into groups of
two and have them ask each other questions. You can then bring them up and
interview them individually.
There are a lot of objects in the bedroom that are not in this picture. You can have
students draw in the boxes things that are in their bedroom that are not in this
picture.
4. Classroom Activities - Flash Cards are a great way to introduce the objects in
each room in the home. Repeat the Video File activity with Flash Cards.
Have students draw a picture of their own bedroom and label what everything in
the picture is.
5. Work Sheets - Every room in the home section begins with a coloring exercise.
The purpose of this is not only to teach the students about the objects in the
bedroom but also to help them practice reading the color names. Have students
color in the picture on Workbook 1-2 Page 27 and then tell you or the class about
the picture.
They can stand up in front of the class and say "The blanket is blue" "The dresser
is green" etc.
28
Section 16. In the Bathroom
Teachers Tips:
The 5 Components
1. Song - Continue playing The House Song.
2. Interactive Video / Audio File - By now students should begin to grasp the
rhythm of the Video / Audio File and should understand the concept of "Where"
something is and how to explain where something is in a sentence. Continue to
use the Interactive Video / Audio Files in any way that you can to make it
challenging for students.
3. Textbook Activities - Like the other activities, hold up the book for the class and
ask them "What's this?" and "Where is the...?" for all of the objects in the picture.
Interview students individually and have them practice with each other.
There are boxes at the bottom of this page as well for students to draw in objects
that are not in this picture.
4. Classroom Activities - You can begin to make a series of Things in the Home
Flash Cards. You can play a game with them. Have students pick up a card and tell
you what the object is and where it belongs. If they speak perfectly they can keep
the card. The student with the most cards wins!
Have them draw a picture of their own bathroom. They can tell you what the
things in their bathroom are.
29
5. Work Sheets - Have students color in the bathroom picture on Workbook 1-2
Page 33. Once again they can stand up and tell the class about it. For example
"The towel is blue", "The toilet is blue and white" etc.
There is a Bingo Game for them to play at the end. Have students take turns being
the caller. Don't just let them say the name of the objects when they call them out
- have them say in a full sentence "The toilet is in the bathroom" etc.
Section 17. In the Living Room

Teachers Tips:
The 5 Components
2. Interactive Video / Audio File - By now students should begin to grasp the
rhythm of the Video / Audio File and should understand the concept of "Where"
something is and how to explain where something is in a sentence. Continue to
use the Interactive Video / Audio Files in any way that you can to make it
3. Textbook Activities - Like the other activities, hold up the book for the class and
ask them "What's this?" and "Where is the...?" for all of the objects in the picture.
Interview students individually and have them practice with each other.
There are boxes at the bottom of this page as well for students to draw in objects
that are not in this picture.
4. Classroom Activities - You can begin to make a series of Things in the Home
Flash Cards. You can play a game with them. Have students pick up a card and tell
you what the object is and where it belongs. If they speak perfectly they can keep
the card. The student with the most cards wins!
30
Have them draw a picture of their own bathroom. They can tell you what the
things in their bathroom are.
5. Work Sheets - Have students color in the bathroom picture on Workbook 1-2
Page 33. Once again they can stand up and tell the class about it. For example
"The towel is blue", "The toilet is blue and white" etc.
There is a Bingo Game for them to play at the end. Have students take turns being
the caller. Don't just let them say the name of the objects when they call them out
- have them say in a full sentence "The toilet is in the bathroom" etc.
31
Section 18. In the Dining Room
Teachers Tips:
The concept of the "Dining Room" is often difficult for Korean students to
understand because there isn't a perfect translation for that word in the Korean
language. You must explain to them that a dining room is a fancy room with the
family's best furniture and silverware in it. We use these rooms on special
occasions for eating together and celebrating. Often there are nice curtains,
candles, a clock, books, a piano and a rug in a dining room.
The 5 Components
2. Interactive Video / Audio File - This page in the textbook introduces the
concept of "these" and "those". Until this point we have only dealt with the
singular "What's this?" Now we are dealing with multiple objects such as candles,
flowers etc. The difference between "these/ those" and "this" can be expanded on
in classroom activities, but first make sure that students grasp the concept of
these/those in the Video / Audio Files and act it out in some role playing activities.
Continue to use the Video / Audio Files in any way that you can to make it
3. Textbook Activities - As in all of the other activities, hold up the book for the
class and ask them "What's this?" and also "What are these?" for all of the objects
in the picture. Interview them individually and have them practice with each
other.
4. Classroom Activities - Continue to use Flash Cards and play Flash Card games to
teach the objects and the rooms they are in.
32
You can expand on the "these/those" vs "this" lesson by having several objects on
a table. Hold up one object and ask "What's this?" then hold up several objects
and ask "What are these?" Have students come up one at a time and ask the
questions.
5. Work Sheets - There is a coloring page as well as a Bingo Game for this section.
Section 19. In the Kitchen

Teachers' Tips:
Introduction

33
Audio File.
lesson.

in todays lesson
Video File.
34
The 5 Components


sing along.
35
Section 20. In the Park
Teachers Tips:
There are seven places that Textbook 1 introduces - The Park is the seventh. We
have studied the Classroom and five rooms in the home. Now we will look at the
last place to be introduced and probably your students favorite - The Park.
The 5 Components
1. Song - There is no specific song for this Section but you could continue playing
The House Song.
2. Interactive Video / Audio File - Have students speak along with this file and
role play.
3. Textbook Activities As you have for the other activities, hold up the book for
the class and ask them "What's this?" and "Where is the...?" for all of the objects
in the picture. Interview them individually and have them practice with each
other.
4. Classroom Activities - You can make more Flash Cards for these objects or have
students make their own.
5. Work Sheets - In this section there are a number of Work Sheets to fill out and
a Vocabulary Page.
36
There is a Bingo Game as well. Have students take turns being the caller. Don't just
let them say the name of the objects when they call them out - have them say in a
full sentence "The baseball glove is in the park" etc.
Section 21. Playing Games

Teachers Tips:
Page 26 of Textbook 1 begins to introduce simple Verbs. This model of Questions

and Answers continues for the rest of the book.
We have taught 7 places and 12 Character's names. Now we will combine those
words with some simple Verbs to discuss where the characters are in each picture
and what they are doing.
The first question is "Where is Billy Beaver?" Students have previously learned
how to say where an object is, so now they simply substitute the object's name
for the persons name. Instead of "The baseball is in the park" the words "The
baseball" are substituted for the name "Billy Beaver".
The second question "What is Billy Beaver doing?" is not completely new to them
because they've been listening to a similar phrase in The House Song for some
time now. To teach students to answer correctly they must first grasp the idea of
"doing".
For Sections 21 and 22 (which relate to pages 26 and 27 in Textbook 1) you should
demand that students state the full character's name and not substitute it for the
pronouns "he" and "she". In later sections the characters names will be
37
substituted for pronouns but for now it is important that the students speak as
much as possible.
Soon it will become automatic for the students to speak in sentences. When asked
"What is ____ doing?" they should think "(Character's name) is playing (game
name). Building correct sentences will become a habit through repetition.
This method of building grammar lessons into the questions and answers is the
backbone of the Busy Beaver method. Students learn to substitute new words into
phrases that they already know to expand their ability to communicate in English.
The House Song provides a catchy melody to help them easily remember the flow
of the sentences.
The 5 Components
1. Song - The House Song is the song that applies to the final sections of the
Textbook 1 Online Resources. Until this point we've dealt more with the chorus of
this song Bedroom, Bathroom, Living Room etc. Now we will teach the
students what the verses mean. The concept of the two questions is really quite
simple - "Where is he/she?" and "What is he/she doing?" Make sure that students
understand what every word in the song means and they will grasp the
grammatical structure of building sentences.
2. Interactive Video / Audio File - Use this file the same way you have used the
other files in the past. Pause the file and make the students say the answer before
they hear it. Bring them up in pairs to interview each other etc.
3. Textbook Activities - In this exercise students will get into the habit of saying
"(Character's name) is playing (game name)". The following section will encourage
this habit even more as they talk about the characters playing instruments.
Eventually, they will have to break this habit as many different verbs are
introduced but for now, encourage them to speak loudly, clearly and as much as
they like to build confidence in what they are doing.
Just like in the previous lessons, hold up the book to the class and ask the
students questions about each picture. When they can both ask and answer the
questions clearly, pair students up and have them interview each other. Bring the
groups up to the front of the class and have them role play for everyone.
38
4. Classroom Activities - You can photocopy these pages and make your own Flash
Cards or print out the Flash Cards from the Teachers Kit. You can also have
students make their own Flash Cards to practice with.
How about a game of Charades? Have students get up and mime what sport they
are playing. The other students have to guess it. For example, "Johnny is playing
soccer!"
5. Work Sheets - There are two types of Work Sheets here. The first 3 are quite
simple. They contain 3 words to fill into 3 blank spaces and the words are clearly
in order. The second 3 sheets are more challenging.
They contain several blank spaces and a jumbled pile of words in a text box.
Students must cross out the correct word from the text box and write it onto the
correct line. You may want to save Workbook 1-3 Pages 24 - 26 to help students
complete Workbook 1-3 Pages 17 29 correctly.
39
Section 22. Playing Instruments
Teachers Tips:
This section is very similar to the previous one. Students will already be in the
habit of saying "(Character's name) is playing (game name)".
Now however, they will be referring to playing an instrument rather than a game.
In this situation they must remember to include the word the before the
instrument's name. For example "(Character's name) is playing the (instrument's
name)".
The 5 Components
1. Song - The House Song also applies to this section.
2. Interactive Video / Audio File - Use this file the same way you used the
previous Interactive Video / Audio File.
3. Textbook Activities - The textbook activities for this section are the same as in
the last section, however, you must listen very carefully to make sure that
students say the word the before each instrument's name.
40
How about a game of Charades? Have students get up and do the action for the
pictures in this Section and Section 21. The other students can guess what they
are doing but they must speak perfectly in a sentence. For example, "Johnny is
playing the guitar!"
5. Work Sheets - Like in the previous section there are two types of Work Sheets.
The first 3 are quite simple and the following 3 are more difficult. There is also a
Vocabulary Page and a Bingo Game to enjoy.
Section 23. One Word Answers

Teachers' Tips:
Introduction

41
Audio File.
lesson.

in todays lesson
Video File.
42
The 5 Components


sing along.
43
Section 24. Eating and Drinking
Teachers Tips:
Often Korean beginners to English make the mistake of forgetting about the word
"drinking". When they should reply "She's drinking juice" they often say "She's
eating juice".
This section provides plenty of practice for students to distinguish between

"eating" and "drinking". Each picture alternates between eating and drinking.
Make sure students respond with the correct answer for each example.
The 5 Components
1. Song - The House Song also applies to this section.
the previous sections.
44
A game of Charades with all of these new verbs can be fun!
5. Work Sheets - As in the previous sections there are two types of Work Sheets.
The earlier ones are quite simple and the later ones are more difficult. There is
also a Vocabulary Page and a Bingo Game for all of these new words.
Section 25. Playing Review

Teachers Tips:
In this Section, a lot of the "Playing Games" and "Playing Instruments" examples
are reused with different characters. This will help students review earlier
material.
There are two new verbs added "in-line skating" and "swimming". One mistake
that is often made by beginners to English is that they feel inclined to say the
word "playing" before certain verbs when it is not necessary or correct. For
example, "She's playing in-line skating" or "She's playing swimming" are both
incorrect.
Watch out for the finer details in the answers to this section. If the character is
playing a game than simply "He's playing (game name)" is correct. However if the
character is playing an instrument than the word the will come before the
instrument's name. For example, "She's playing the (instrument's name). Lastly,
for the examples "in-line skating" and "swimming" the word playing should not be
spoken at all. Simply "She's in-line skating" and "She's swimming" are correct.
45
Make sure that students can understand all of these details and answer correctly.
The 5 Components
1. Song - The House Song still applies to this section. Try singing the questions to
the students and have them sing the answers back to you. The melody will help
them remember the correct sentence structure.
3. Textbook Activities - The textbook activities for this Section are the same as in
the previous sections.
A game of Charades with all of these new verbs can be fun!
The earlier ones are quite simple and the later ones are more difficult.
46
Section 26. Everyday Activities
Teachers Tips:
There is a lot of new vocabulary on this page to study. Unlike the "Playing Games /
Instruments" Sections or the "One Word Answers" Section, this Section does not
have a common theme linking all the pictures together.
We have already studied a lot of really common verbs in the English language such
as "playing, walking, talking" etc. Now we will look at some more very common
verbs that we use in everyday life such as "reading, studying, writing, taking a
shower".
This section will take several classes for students to master and we recommend
you review it often as well. There is a big difference between "writing" and
"painting" or "reading" and "studying" so it is very important that students answer
with the correct words. However, this is a lot of new vocabulary to memorize and
students may become confused. Move slowly through this material making sure
that students understand it thoroughly.
This is the final Section of new material that will be introduced. The remaining
Sections 27 - 33 are Review Tests of all the material we have covered up until this
point. Students should now have memorized the 12 Character names, the 7 places
47
we have looked at and 40 verbs (as well as 10 colors and around 150 nouns).
When they have completed this section they should be able to have a small
conversation about any picture in Textbook 1.
The 5 Components
1. Song - The House Song still applies to this section. Try singing the questions to
the students and have them sing the answers back to you. The melody will help
them remember the correct sentence structure.
previous Interactive Video / Audio Files.
the previous sections. Work through them slowly and listen for the correct
answers.
students make their own flash cards to practice with.
A game of Charades with all of these new verbs and using all the verbs we have
looked at can be fun!
The earlier ones are quite simple and the later ones are more difficult. There is
also a Vocabulary Page and a Bingo Game at the end.
48
Section 27. Bedroom Test
Teachers Tips:
As was mentioned before We are Busy Beavers method is a "picture-based" one.

These tests are a prime example of how much language can be drawn out of one
picture.
Each test depicts several characters in different places doing different actions. A
tremendous amount of English can be gleaned from these pictures by simply
asking questions and answering them in full sentences.
If the material in the previous sections was presented properly over a long enough
period of time, and with sufficient repetition, then these tests should pose no
problems for students. After all, the tests are repetition of material studied earlier.
Some of the material on these tests goes all the way back to Section 7, such as
"What's his/her name?" However, students should be reminded of it quickly and
without too much difficulty.
By now the students should have memorized the 12 Character names, the 7
places in Textbook 1 and the 40 verbs covered between Sections 21 and 26. They
should also know the names of 10 colors and around 150 different nouns. This is a
substantial amount of vocabulary to have memorized but it was all covered quite
thoroughly in the previous sections.
49
If students find the material on this test foreign to them or too difficult it may be
beneficial to go back and review the sections that are giving them problems.
The 5 Components
1. Song - There are no songs to accompany the Test Sections, but the Interactive
Video / Audio File will be very helpful.
2. Interactive Video / Audio File - Play this Video / Audio File as often as you like
to prepare students for the aural portion of the test.
Pause the player after every question and let the students answer. Then check
their answer with the Video / Audio File.
Students should be able to ask and answer every question. Bring them to the front
of the class and have them interview each other. You can make a game out of it!
Divide the class in half. One side asks the questions and the other side answers,
then switch.
3. Textbook Activities - This test is meant to be taken aurally. Once the students
have practiced sufficiently along with the Interactive Video / Audio Files they need
to be checked individually by the teacher.
Call students up to you one at a time and ask them all the questions that the
Video / Audio File asks while you point at the black and white picture in the
textbook. Make sure to cover up the answers below so the students can't read
them. Finally, award the student a grade. How you grade them is up to you -
perhaps a score out of 10, a percentage out of 100 or a letter grade like A+ or B-. It
is up to you, the teacher, to decide the scoring system.
While students are being tested the other students can study quietly by
themselves or color in the black and white picture.
5. Work Sheets - The corresponding Work Sheets are for a written portion of the
test.
The pages are self-explanatory. Have students fill in the correct answers on the
lines and color in the picture if they finish early.
50
Section 28. Bathroom Test
Teachers Tips:
All of the tests are to be approached in the same manner as the first one
"Bedroom Test".
Use the Interactive Video / Audio File for studying, role playing and preparation.
When students are ready, interview them individually following the model set out
in the Interactive Video / Audio File. Award them a final grade based on how well
you think they know the material.
There is a written portion of the test that they can also complete from the Work
Sheets.
Section 29. Living Room Test

Teachers Tips:
"Bedroom Test".
51
Sheets.
Section 30. Dining Room Test

Teachers Tips:
"Bedroom Test".
Sheets.
Section 31. Kitchen Test

Teachers Tips:
"Bedroom Test".
52
Sheets.
Section 32. Classroom Test

Teachers Tips:
"Bedroom Test".
Sheets.
Section 33. Park Test

Teachers Tips:
"Bedroom Test".
53
Sheets.
Congratulations! This is the final test in the We are Busy Beavers Textbook 1
program. Good luck to your students. See you in Book 2!
54

Busy Beavers Teacher Guide Book 1

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Busy Beavers Teacher Guide Book 1

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Section 1.

The Busy Beaver Song

Welcome to We are Busy Beavers Textbook 1!

The 5 Component Teaching Method

Every Section of the Online Resources can be explored through 5 different

A Typical Class Using the We are Busy Beavers Method

Students could perform a role playing activity to demonstrate their mastery

What Will Students Know by the End of Book 1?

2. Interactive Video / Audio File - There is no Interactive Video or Audio File to

3. Textbook Activities - There is a small textbook activity at the bottom of Page 2.

1. Song - This catchy song has many useful purposes.

3. Textbook Activities - Have students open their textbooks to pages 6 and 7.

4. Classroom Activities - Have students begin to make an "Alphabet Picture

We are starting from the very beginning - The Alphabet!

4. Classroom Activities Continue making your Alphabet Picture Dictionary

4. Classroom Activities Students should still be making at least one page

4. Classroom Activities - The "Alphabet Picture Dictionary" that students began

2. Interactive Video / Audio File - This is a continuation of Section 5. Now

3. Textbook Activities - Continue with the textbook activities described in Section

4. Classroom Activities - Continue making the "Alphabet Picture Dictionary" and

Work Sheets from Workbook 1-1 Pages 41 - 44 are intended to be kept in a

3. Textbook Activities - We now will move backwards in the textbook a little to

4. Classroom Activities - The idea is to get a dialogue going between students.

There is a Vocabulary Page for students to add to their "Vocabulary Picture

Listen for students pronunciation and correct their mistakes.

4. Classroom Activities - Have several pictures of random objects drawn on the

1. Song - Continue to play The Color Song as often as you like.

4. Classroom Activities - The possibilities for Classroom activities are endless.

Use your imagination and make up any activity you like.

Section 12. What Color is it?

Section 15. In the Bedroom

1. Song - Play The House Song

3. Textbook Activities - As always begin by pointing at the pictures and asking

1. Song - Continue playing The House Song.

Section 17. In the Living Room

1. Song - Continue playing The House Song.

1. Song - Continue playing The House Song.

Section 19. In the Kitchen

Welcome to We are Busy Beavers Textbook 1!

The 5 Component Teaching Method

Every Section of the Online Resources can be explored through 5 different

A Typical Class Using the We are Busy Beavers Method

Students could perform a role playing activity to demonstrate their mastery

What Will Students Know by the End of Book 1?

2. Interactive Video / Audio File - There is no Interactive Video or Audio File to

3. Textbook Activities - There is a small textbook activity at the bottom of Page 2.

Section 21. Playing Games

Page 26 of Textbook 1 begins to introduce simple Verbs. This model of Questions

1. Song - The House Song also applies to this section.

Section 23. One Word Answers

Welcome to We are Busy Beavers Textbook 1!

The 5 Component Teaching Method

Every Section of the Online Resources can be explored through 5 different

A Typical Class Using the We are Busy Beavers Method

Students could perform a role playing activity to demonstrate their mastery

What Will Students Know by the End of Book 1?

2. Interactive Video / Audio File - There is no Interactive Video or Audio File to

3. Textbook Activities - There is a small textbook activity at the bottom of Page 2.

This section provides plenty of practice for students to distinguish between

1. Song - The House Song also applies to this section.

A game of Charades with all of these new verbs can be fun!

Section 25. Playing Review

A game of Charades with all of these new verbs can be fun!