Come On, Everyone! 추천사

Check out messages from the authors of Come On, Everyone!

  • Amy Gradin

    Amy Gradin

    Hello and welcome to Come On. Everyone!

    The other writers and I are excited to present this series to you as a step forward in the design of ESL classroom materials. Not only are we proud of its strong approach to building up students’ speaking confidence,
    we are thrilled about its creative activities, dynamic illustrations, and invaluable supporting materials.
    From my own experience of using Come On, Everyone! in the classroom, it is one of the most useful and enjoyable series to teach with — for me and the students!

    What is your favorite part od Come on, Everyone?

    My favorite part would have to be the two speaking tasks in each unit. They add a level of unique creativity and fun collaboration to the lessons that few other series have. With these speaking tasks, there is always something new for the students to do to practice the vocabulary and sentence structures that they have learned. Sometimes they play a board game; sometimes they draw a picture or make a newspaper article together; and sometimes they do something completely different! This variety of activities energizes everyone
    in the classroom and makes them excited about learning English.

    What is another thing that sets Come On, Everyone apart from other series?

    One brand-new concept that Come On, Everyone! is pioneering is the inclusion of a reader’s theater storybook with each level in the series. Each of these storybooks is tailored to complement its accompanying student book by using the book’s sentence structures in a natural way to give the students more practice with them. In addition, each storybook has two different endings that the students can choose from while they read and, later, perform for you and their parents! Their combination of all these features makes the Come On, Everyone reader’s theater storybooks a powerful supplement to the main material in the student books.

  • Lisa Young

    Lisa Young

    How is the series structured?

    Come On, Everyone! is designed to teach conversation, to keep words in context, and to connect vocabulary to the real world. Rather than presenting lists of isolated words, each vocabulary lesson focuses on a question-and-answer structure and provides at least six phrases that can be used within that structure.
    For example, in one lesson, beginners learn a list of colors along with the structure, ”What color is it? It’s (black).” Thanks to this approach, students have all the information they need to ask and answer questions about real objects immediately after going through the lesson introduction.

    What practice guides are provided to help students apply what they are learning?

    Every unit includes pictures, materials, and instructions for a variety of speaking-based games and activities. The simplest activities are found directly after the keywords and key structures are introduced in the first two lessons. These activities focus on having students ask and answer the key questions about a series of pictures.
    Next, the students use what they have learned to complete a more complex activity such as a board game, information gap, or survey. The third and fourth lessons allow students to combine all the keywords and key structures to personalize a story and then wrap up with a presentation, group project, or group game. Look in the back of the book for stickers and activity cards that add a hands-on element to every unit.

    What does this structure work?

    The Come On, Everyone! series allows students to speak English confidently for two reasons.
    First, each word they learn comes rooted in a natural linguistic context and connected to real-life objects and situations. And second, the series gradually builds up their skills and gives them more opportunities to use English in front of others. From level one, lesson one, students use English in full sentences to exchange infor-
    mation with each other about the world around them. As they progress, they are challenged not only with more complex structures but also with more chances to present their own ideas and the ideas of others.