Monster English

Monster English is here! Our newest curriculum, designed for for elementary school students (grades 2-4) and their families. We focus on English that can be used daily in a family setting. Everyday English that can be used every day! We believe a key to successful English learning is for children to use English in their homes with their parents and siblings.

Level: Upper-beginner (If you are familiar with other curriculum, this book begins at about the same level as Let’s Go 2.)

Theme: English that is conversation-focused and can easily be applied in the home. Everyday English that can be used every day!

Content: 14 chapters! 45 individual lessons! 9 cue card sets! Interview sheets! Worksheets! Games! Classroom tips! Activity ideas!

To succeed: Have fun! Get parents involved!

Resources: Each unit is available as a downloadable PDF file. Additional resources, such as cue cards, are available depending on the unit.

Tips for using Monster English.

The lessons are best printed on A4 size paper. (B5 also works well.) We recommend using a thicker paper, that will hold up to the energy of children.
Need to review a lesson? Just print it out again! So easy to use!
Print the cue cards on photo cards that can be purchased anywhere. Print multiple copies for games.
Use learning games in the classroom. Have a ton of fun!
Encourage students to talk with each other, not just the teacher.
The writing is meant to reinforce the language functions. We are exposing students to writing and spelling, but not over-emphasizing it.

Monster English Book 1 – Free to download and use

(Each unit focuses on one main language function. Units are not always the same length. Generally, we take one lesson (60 minutes) to cover one page.)

Unit 1: My Name’s Tomoko.
Printable Handouts (A4 size)

Unit 1 Language Goals

Say your name.
“My name’s _____.” “I’m _____.”
Ask for someone’s name.
“What’s your name?”
Tell someone your age.
“I’m _____ years old.”
Say two things that you like.
“I like _____ and _____.”
Ask someone their age.
“How old are you?”
Say how many brothers and/or sisters you have.
“I have two sisters.” “I have one brother and one sister.”
Introduce a friend.
“This is my friend, Peter.”
Say where you attend school.
“I go to Monster Elementary School.”

Unit 2: That’s my pencil.
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 2 Language Goals

Say what you have.
“I have a/an _____.”
Ask if someone has something.
“Do you have a/an _____.”
Use ‘this’ as a pronoun to display physical closeness.
“This is my _____.”
Learn first person possessive form.
“I have my ____.”
Learn second person possessive form.
“Do you have your ____.”
Learn third person possessive form.
“I have Peter’s _____.”
Ask to who an object belongs.
“Whose ____ is this?
Use ‘that’ as a pronoun to display physical distance.
“Whose _____ is that?” “That’s Peter’s _____.”

Unit 3: Can I borrow your eraser?
Printable Handouts (A4 size)

Unit 3 Language Goals

Get someone’s attention.
“Excuse me.”
Ask to borrow something.
“Can I borrow your _____?”
Use ‘it’ as a pronoun.
“Can I borrow it?”
Learn how to decline a request to borrow something.
“I’m sorry. I’m using it.”
Practice thanking a person.
“Thank you.” “Sure.”

Unit 4: How’s the weather today?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 4 Language Goals

Learn weather vocabulary.
windy, sunny, rainy, cloudy, snowy, hot, warm, cool, cold
Ask and tell about the weather.
“How’s the weather today?”, “It’s sunny today.”
Ask about the weather by looking outside.
“How does the weather look?” “It looks sunny today.”

Unit 5: What’s for lunch?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 5 Language Goals

Ask about what’s for lunch, or for another meal.
“What’s for lunch?” “What’s for dessert?”
Talk about food that you think is delicious.
“Popcorn is delicious!”
Ask someone what they want for a meal.
“What do you want for lunch?”
Start a meal.
“Let’s eat.”
Ask for an item.
“Please pass me a fork.” “Sure, here you are.”
Learn phrases to use at mealtimes.
“Please wash your hands.” etc
Check and make sure someone did something.
“Did you wash your hands.”

Unit 6: What are we doing today?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 6 Language Goals

Ask what the plans are for the day.
“What’ are we doing today?”
Make a suggestion.
“Let’s play soccer.”
Ask someone what they want to do.
“What do you want to do?”
Make an alternative suggestion.
“I don’t like soccer. Let’s paint.”
Learn the infinitive verb form. (to+verb)
“I like to sing.”

Unit 7: Who’s she?
Printable Handouts (A4 Size)
Cue Cards (L Size)

Unit 7 Language Goals

Learn for vocabulary for occupations.
astronaut, farmer, vet, fisherman, chef, dentist, scientist, doctor, police officer, fire fighter, office worker, shop keeper, mechanic, singer, teacher, barber
Learn third person pronouns.
he, she
Ask and say who some is.
“Who’s he?” “He’s Peter. He’s a teacher.”
Learn vocabulary for family members.
mother, father, big sister, little brother, grandfather, grandmother, uncle, aunt, cousin, friend
Practice the possessive adjective ‘my’.
“She’s my dentist.”
Practice writing the particles ‘a’ and ‘an’.

Unit 8: Where’s my toy rocket?
Printable Handouts (A4 Size)
Cue Cards (L size)

Unit 8 Language Goals

Say what you have.
“I have a toy rocket.”
Use the third person to say what someone has.
“He has a toy rocket.”
Ask if someone has something, using the first and second person.
“Do you have a toy rocket?” “Yes, I do.”
Use the third person to ask if another person has something.
“Does she have a toy rocket?” “No, she doesn’t.”
Ask where something is.
“Where’s my toy rocket?”
Ask someone if they have seen what you are looking for.
“Have you seen my toy rocket?” “Yes, I have. / No, I haven’t.”
Ask what something looks like.
“What does it look like?”
Use adjectives to describe objects.
“It’s yellow. It’s long.”

Unit 9: It’s on the table.
Printable Handouts (A4 size)

Unit 9 Language Goals

Ask if someone has seen what you are looking for.
“Have you seen my doll?”
Review and learn prepositions.
in, on, under, next to, in front of, behind
Say where something is.
“It’s on the table.” “It’s in the box.”
Ask where something is.
“Where’s the remote?”
Learn some vocabulary for common items in a home.
sofa, bookshelf, lamp, cabinet, remote, table, shelf, etc.
Confirm where something is.
“Is it on the table?” “No, it’s under the table.”
Say where your items are.
“My pencil is in my backpack.”

Unit 10: Where are you going?
Printable Handouts (A4 size)

Unit 10 Language Goals

Learn vocabulary for locations at school.
the library, the gym, the teachers’ room, etc.
Ask where someone is going.
“Where are you going?”
Say where you are going.
“I’m going to the library.”
Confirm with someone where they are going.
“Are you going to the library?” “Yes, I am. / No, I’m not.”
Ask if you can go with someone.
“Can I go with you?”
Identify locations in a student’s neighborhood.
“I’m going to the park.”

Unit 11: Can I borrow it?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 11 Language Goals

Learn vocabulary for stationary.
pencil, sharpener, compass, eraser, color pencil, ruler, glue, triangle, paintbrush
Ask and answer if an item belongs to another person.
“Is this your pencil?” “Yes, it is./No, it isn’t.”
Ask to borrow an item.
“Can I borrow it?” “Can I borrow a pencil?”
Tell someone they can use an item of yours.
“Sure, go ahead.”
Say what you have in your pencil case. (Or back-pack, purse, bag, etc.)
“I have a pencil in my pencil case.”
Clarify that something is not yours.
“Is this your pencil?” “No, it’s Taro’s.”
Tell someone to ask another person a question.
“I don’t know. Ask Taro.”
Say thank you even when someone can not help you.
“Okay. Thanks anyway.”

Unit 12: What are you doing?
Printable Handouts (A4 size)

Unit 12 Language Goals

Learn vocabulary for everyday activities.
reading email, doing homework, watching TV, etc.
Ask and answer what someone is doing.
“What are you doing?” “I’m brushing my teeth.”
Ask if someone is doing something.
“Are you eating an apple?”
Clarify what you are doing.
“Yes, I am.” “No, I’m eating an orange.”
Practice asking about activities using the third person.
“Is Taro eating an apple.”
“Yes, he is.” “No, he’s eating a banana.”

Unit 13: What’s the matter?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 13 Language Goals

Learn vocabulary for illnesses.
headache, cough, runny nose, sore throat, stomachache, fever
Check with someone when they don’t look well.
“What’s the matter?”
Say how you are feeling.
“I have a stomachache.”
Express sympathy.
“That’s too bad. Get well soon.”
Ask about a friend using the third person.
“What’s the matter with Carlos.” “He has a headache.”

Unit 14: Can I go to Taro’s?
Printable Handouts (A4 size)
Cue Cards (L size)

Unit 14 Langauge Goals

Ask to go somewhere.
“Can I go to Taro’s house.”
Say with whom you want to go.
“Can I go to Taro’s house with Sayaka.”
Say by when someone should be home.
“Be home by 5:00.”
Ask the time.
“What time is it?”
Learn vocabulary for daily activities.
wake up, eat breakfast, brush your/my teeth, go to school, eat lunch, watch TV, take a bath, go to bed
Ask about daily activities.
“What time do you wake up?”

Educators have permission to print copies for their students. These worksheets may not be sold. These worksheets may not be repackaged or redistributed in any form without prior consent from the publisher.