oxford_discover_5_teachers_guide[tienganhedu.com].pdf

Teacher’s
Guide
1
5
Scope and Sequence 2
Intr
oduction
6
Componen
t Overview
8
Supplementary R
esources
10
Unit Tour 12
Teaching with Oxf
ord Discover
24
The Big Question R
esources
28
Wrap Up 30
Dictionary A
ctivities
32
Testing Pr
actice
34
Lesson Plans
Why do we protect animals?
Unit 1
��36
Unit 2��46
What ar
e teeth for?
Unit 3
��56
Unit 4��66
Why ar
e wheels important?
Unit 5
��76
Unit 6��86
Testing Practice 1 96
How do animals communicate? Unit 7
��98
Unit 8��108
Wha
t do different cultures give to the world?
Unit 9
��118
Unit 10��128
Wh
y are mountains important?
Unit 11
��138
Unit 12��148
Testing Practice 2 158
Why do we use money? Unit 13
��160
Unit 14��170
How do w
e express ourselves?
Unit 15
��180
Unit 16��190
Wh
y do we make buildings?
Unit 17
��200
Unit 18��210
Testing Practice 3 220
Audio Scr
ipt
222
Work
book Answer Key
228
4052955 Oxford Discover 2e TG5_PRESS.indb 1 13/12/2018 16:08? Copyright Oxford University Press

UNIT READING GRAMMAR LISTENING SPEAKING WRITING WRAP UP
BIG QUESTION Why do we protect animals? Social Studies: History
1
Page 6
Dreaming of Dodos
Fantasy (Fiction)
Reading Strategy
Author’s Purpose

Reading Text Words dodo, elephant bird, quagga, sea
wolf, woolly mammoth, extinct, survive, exploit, endangered,
habitat, species, sanctuary
Words in Context eventually, existed, mammals, suffered,
atmosphere, rare
Word Study Suffix -able
Present Perfect and Present Perfect
Continuous
Affirmative and negative statements
I have read books about dodos.
I have been reading this book for an hour.
The Goliath Frog A conversation about the
largest frog in the world
Listening Strategy
Listening for main idea
Talking About an Opinion
In my opinion, the most interesting
animal is the Goliath frog.
Sentence Fragments
Zebras on grass, twigs, and leaves.
Zebras survive on grass, twigs, and leaves.
Writing Practice Write about animals (WB)
• Big Question 1
2
Page 16
Save Our Tigers!
Article (Nonfiction)
Reading Strategy
Monitor and Clarify
Reading Text Words diverse, identify, tracker, protect,
naturalist, poaching, damaged, conservation, preservation,
inspire, population, reserve
Words in Context jungles, wildlife, hunter, injuries, mission,
national park
Word Study Synonyms
Review of Tenses
Affirmative and negative statements, has and
have statements
People have cleared forests to grow crops.
The animals’ habitat has suffered .
Panda Bears An interview about pandas
Listening Strategy
Listening for details
Giving Reasons
I think tigers will survive.
Why do you say that?
People will help tigers because ...
Irregular Past Verbs
She caught a cold.
Writing Practice Write about animals you’ve
studied (WB)
• Writing and Presentation
Write a persuasive e-mail (WB)
and share it with the class
• Big Question 1
BIG QUESTION What are teeth for? Life Science
3
Page 26
“The Cavity” and
“Have You Any Idea?”
Poems (Fiction)
Reading Strategy
Looking for Sensory Details
Reading Text Words incisor, canine, molar, carnivore,
herbivore, omnivore, slice, grip, crush, cavity, gums, jaw
Words in Context detective, dental, gravity, filling, treat,
munch
Word Study Prefix in-
Modals of Ability
Past, present, and future statements, negative
statements
I could read by the time I was four.
Next year, I will be able to ride my bike to school.
I won’t be able to drive a car.
Caring for Your Teeth Instructions for brushing your teeth
Listening Strategy
Listening for instructions
Talking About Teeth
I think it is important to take care of
your teeth.
I agree. We should brush our teeth
every day.
Adjective + Preposition
I’m interested in sports.
Writing Practice Write about your interests when
you were little and your interests now (WB)
• Big Question 2
4
Page 36
Teeth: Not Just for Eating
Informational Text (Nonfiction)
Reading Strategy
Using Visuals
Reading Text Words fang, tusk, venom, shelter, dam, prey,
gnaw, pierce, fend off, wear down, lap up, create Words in Context powerful, intruders, supply, seal, toppling,
lodge Word Study Suffix -ment
Modals of Certainty Affirmative and negative statements It must be a prosimian. It has comb-like lower teeth. That can’t be a spider! It only has four legs.
It might be a spider, but I’m not sure.
Killer Whales A radio interview with an expert on
killer whales
Listening Strategy
Listening for details
Comparing Things
I think beavers are more interesting
than walruses because they build
homes.
Parallel Structure with -ing
Wei enjoys playing, singing, and acting .
Writing Practice Write about what you or
someone you know likes to do (WB)
• Writing and Presentation
Write a report (WB) and
share it with the class
• Big Question 2
BIG QUESTION Why are wheels important? Social Studies: History
5
Page 46
A Revolution in History
Informational Text (Nonfiction)
Reading Strategy
Re-reading

Reading Text Words transportation, transfer, haul, axle,
rotate, spoke, rim, traction, gear, grind, technology, rod
Words in Context platform, vehicle, durable, mill,
mechanical, inspiring
Word Study Compound Nouns

Future with Will and Going To
Affirmative statements The sun will rise at 6:05 tomorrow.
I’m going to visit my uncle next week.
The Printing Press
A speaker discusses the importance of
wheels in the creation of books
Listening Strategy
Listening for main idea
Planning a Trip
We’re going to France. First, we’ll
take the bus to the airport.
Verb + Infinitive
I agreed to go with him.
Writing Practice Write about plans with friends
and family (WB)
• Big Question 3
6
Page 56
Planet SinRota
Science Fiction (Fiction)
Reading Strategy
Drawing Conclusions

Reading Text Words obedient, fortunate, tedious, exciting,
fragile, determined, daring, foolish, thrilling, courageous, risky,
fascinated
Words in Context settlement, longed for, blurry, propelling,
adjusted, figures
Word Study Prefix mis-
Future with Present Continuous
Affirmative and negative statements, questions
and short answers
We are meeting our friends at 2:00 on Friday.
The moon will rise at ten o’clock tonight.
I’m going to take a music class next year.
Guessing Game One child describes an object, and the
other guesses what it is
Listening Strategy
Listening for details
Giving Advice
I missed the bus. What should I do?
You should ask your dad to give you
a ride.
More Irregular Verbs
become ➔ became
Writing Practice Write about what you wanted to
be when you were a child and what you want to be
now (WB)
• Writing and Presentation
Write an opinion essay (WB)
and share it with the class
• Big Question 3
BIG QUESTION How do animals communicate? Life Science
7
Page 68
Magdi and the Dolphin
Narrative Fiction (Fiction)
Reading Strategy
Character

Reading Text Words race, drift, glide, wade, paddle, dive,
splash, propel, float, sprint, jog, plod
Words in Context fishing rod, chuckled, hook, beamed,
paddles, grinning
Word Study Letter Combination gh
Reported Speech with Said That
Affirmative and negative statements
“It’s a beautiful day,” said Magdi.
Magdi said that it was a beautiful day
Humpback Whales An interview with an expert on the
singing of humpback whales
Listening Strategy
Listening for details
Asking for Clarification
When I was five, I fell out of a tree.
How did that happen?
Commas and Semicolons
We had a big storm last night, but it cleared up this
morning.
We had a big storm last night; it cleared up this
morning.
Writing Practice Write about how an animal
communicates (WB)
• Big Question 4
8
Page 78
Chatterboxes
Article (Nonfiction)
Reading Strategy
Asking Questions
Reading Text Words communicative, locate, collaborate,
imitate, behave, indicate, attract, threaten, defend, approach,
express, produce
Words in Context underwater, decibels, territory, alarm,
signals, difficulty
Word Study Suffix -ion
Reported Speech with Told or Asked
Affirmative statements
He told us that Kanzi was learning new things
every day.
A classmate asked the scientist what Kanzi was
learning.
Echo the Elephant An interview with an elephant expert
Listening Strategy
Listening for details
Summarizing What You’ve
Learned
What did you learn about bees?
I learned that honeybees
communicate by dancing.
Pronoun Agreement
The girl is watching a movie . She likes it.
Writing Practice Write about a place you have
seen animals (WB)
• Writing and Presentation
Write a descriptive essay (WB)
and share it with the class
• Big Question 4
1
2
3
Testing Practice 1
4
Scope and Sequence
2
4052955 Oxford Discover 2e TG5_PRESS.indb 2 13/12/2018 16:08? Copyright Oxford University Press

UNIT READING GRAMMAR LISTENING SPEAKING WRITING WRAP UP
BIG QUESTION Why do we protect animals? Social Studies: History
1
Page 6
Dreaming of Dodos
Fantasy (Fiction)
Reading Strategy
Author’s Purpose
Reading Text Words dodo, elephant bird, quagga, sea
wolf, woolly mammoth, extinct, survive, exploit, endangered,
habitat, species, sanctuary
Words in Context eventually, existed, mammals, suffered,
atmosphere, rare
Word Study Suffix -able
Present Perfect and Present Perfect
Continuous
Affirmative and negative statements
I have read books about dodos.
I have been reading this book for an hour.
The Goliath Frog
A conversation about the
largest frog in the world
Listening Strategy
Listening for main idea
Talking About an Opinion
In my opinion, the most interesting animal is the Goliath frog.
Sentence Fragments
Zebras on grass, twigs, and leaves.
Zebras survive on grass, twigs, and leaves.
Writing Practice Write about animals (WB)
•
Big Question 1
2
Page 16
Save Our Tigers!
Article (Nonfiction)
Reading Strategy
Monitor and Clarify
Reading Text Words diverse, identify, tracker, protect,
naturalist, poaching, damaged, conservation, preservation,
inspire, population, reserve
Words in Context jungles, wildlife, hunter, injuries, mission,
national park
Word Study Synonyms
Review of Tenses
Affirmative and negative statements, has and
have statements
People have cleared forests to grow crops.
The animals’ habitat has suffered .
Panda Bears
An interview about pandas
Listening Strategy
Listening for details
Giving Reasons
I think tigers will survive.
Why do you say that?
People will help tigers because ...
Irregular Past Verbs
She caught a cold.
Writing Practice Write about animals you’ve
studied (WB)
•
Writing and Presentation
Wr
ite a persuasive e-mail (WB)
and share it with the class
•
Big Question 1
BIG QUESTION What are teeth for? Life Science
3
Page 26
“The Cavity” and
“Have You Any Idea?”
Poems (Fiction)
Reading Strategy
Looking for Sensory Details
Reading Text Words incisor, canine, molar, carnivore,
herbivore, omnivore, slice, grip, crush, cavity, gums, jaw
Words in Context detective, dental, gravity, filling, treat,
munch
Word Study Prefix in-
Modals of Ability
Past, present, and future statements, negative
statements
I could read by the time I was four.
Next year, I will be able to ride my bike to school.
I won’t be able to drive a car.
Caring for Your Teeth Instructions for brushing your teeth
Listening Strategy
Listening for instructions
Talking About Teeth
I think it is important to take care of
your teeth.
I agree. We should brush our teeth
every day.
Adjective + Preposition
I’m interested in sports.
Writing Practice Write about your interests when
you were little and your interests now (WB)
•
Big Question 2
4
Page 36
Teeth: Not Just for Eating
Informational Text (Nonfiction)
Reading Strategy
Using Visuals
Reading Text Words fang, tusk, venom, shelter, dam, prey,
gnaw, pierce, fend off, wear down, lap up, createWords in Context powerful, intruders, supply, seal, toppling,
lodgeWord Study Suffix -ment
Modals of CertaintyAffirmative and negative statementsIt must be a prosimian. It has comb-like lower teeth.That can’t be a spider! It only has four legs.
It might be a spider, but I’m not sure.
Killer Whales A radio interview with an expert on
killer whales
Listening Strategy
Listening for details
Comparing Things
I think beavers are more interesting
than walruses because they build
homes.
Parallel Structure with -ing
Wei enjoys playing, singing, and acting .
Writing Practice Write about what you or
someone you know likes to do (WB)
•
Writing and Presentation
Wr
ite a report (WB) and
share it with the class
•
Big Question 2
BIG QUESTION Why are wheels important? Social Studies: History
5
Page 46
A Revolution in History
Informational Text (Nonfiction)
Reading Strategy
Re-reading
Reading Text Words transportation, transfer, haul, axle,
rotate, spoke, rim, traction, gear, grind, technology, rod
Words in Context platform, vehicle, durable, mill,
mechanical, inspiring
Word Study Compound Nouns
Future with Will and Going To
Affirmative statements
The sun will rise at 6:05 tomorrow.
I’m going to visit my uncle next week.
The Printing Press
A speaker discusses the importance of
wheels in the creation of books
Listening Strategy
Listening for main idea
Planning a Trip
We’re going to France. First, we’ll take the bus to the airport.

Verb + Infinitive
I agreed to go with him.
Writing Practice Write about plans with friends
and family (WB)
• Big Question 3
6
Page 56
Planet SinRota
Science Fiction (Fiction)
Reading Strategy
Drawing Conclusions
Reading Text Words obedient, fortunate, tedious, exciting,
fragile, determined, daring, foolish, thrilling, courageous, risky,
fascinated
Words in Context settlement, longed for, blurry, propelling,
adjusted, figures
Word Study Prefix mis-
Future with Present Continuous
Affirmative and negative statements, questions
and short answers
We are meeting our friends at 2:00 on Friday.
The moon will rise at ten o’clock tonight.
I’m going to take a music class next year.
Guessing Game
One child describes an object, and the
other guesses what it is
Listening Strategy
Listening for details
Giving Advice
I missed the bus. What should I do?
You should ask your dad to give you
a ride.
More Irregular Verbs
become ➔ became
Writing Practice Write about what you wanted to
be when you were a child and what you want to be
now (WB)
• Writing and Presentation
Wr
ite an opinion essay (WB)
and share it with the class
•
Big Question 3
BIG QUESTION How do animals communicate? Life Science
7
Page 68
Magdi and the Dolphin
Narrative Fiction (Fiction)
Reading Strategy
Character
Reading Text Words race, drift, glide, wade, paddle, dive,
splash, propel, float, sprint, jog, plod
Words in Context fishing rod, chuckled, hook, beamed,
paddles, grinning
Word Study Letter Combination gh
Reported Speech with Said That
Affirmative and negative statements
“It’s a beautiful day,” said Magdi.
Magdi said that it was a beautiful day
Humpback Whales
An interview with an expert on the
singing of humpback whales
Listening Strategy
Listening for details
Asking for Clarification
When I was five, I fell out of a tree.
How did that happen?
Commas and Semicolons
We had a big storm last night, but it cleared up this
morning. We had a big storm last night; it cleared up this
morning.
Writing Practice Write about how an animal
communicates (WB)

• Big Question 4
8
Page 78
Chatterboxes
Article (Nonfiction)Reading Strategy
Asking Questions
Reading Text Words communicative, locate, collaborate,
imitate, behave, indicate, attract, threaten, defend, approach,
express, produce
Words in Context underwater, decibels, territory, alarm,
signals, difficulty
Word Study Suffix -ion
Reported Speech with Told or Asked
Affirmative statements
He told us that Kanzi was learning new things
every day.
A classmate asked the scientist what Kanzi was
learning.
Echo the Elephant
An interview with an elephant expert
Listening Strategy
Listening for details
Summarizing What You’ve
Learned
What did you learn about bees?
I learned that honeybees
communicate by dancing.
Pronoun Agreement
The girl is watching a movie . She likes it.
Writing Practice Write about a place you have
seen animals (WB)
•
Writing and Presentation
Wr
ite a descriptive essay (WB)
and share it with the class
•
Big Question 4
1
2
3
Testing Practice 1
4
CharlieFinn April
Scope and Sequence
Sonya
3
4052955 Oxford Discover 2e TG5_PRESS.indb 3 13/12/2018 16:08? Copyright Oxford University Press

UNIT READING VOCABULARY GRAMMAR LISTENING SPEAKING WRITING WRAP UP
BIG QUESTION What do different cultures give to the world? Social Studies: History
9
Page 88
Journey Back in Time

Historical Narrative (Nonfiction)
Reading Strategy
Main Idea and Details
Reading Text Words culture, civilization, contribution,
development, achievement, device, process, tradition, custom,
benefit, ceremony, product
Words in Context trade, tablets, voyage, ancient, advanced,
tools
Word Study Word Roots
Asking Questions
Questions
Who saw Finn?
Who did Finn see?
The Olympic Games
A conversation about Greece and
the Olympics
Listening Strategy
Listening for facts
Using Question Words
What invention do you think is
important?
Using Parentheses
Jorge (Luke’s friend) is coming over to our house
tonight.
Writing Practice Write about an aspect of your
country’s or another country’s culture (WB)
• Big Question 5
10
Page 98
Choco Choco Boom Boom!
Fantasy (Fiction)
Reading Strategy
Visualizing
Reading Text Words delicious, creamy, spicy, nutty, ladle,
sticky, crunchy, runny, smooth, whirring, booming, spot
Words in Context square, skidded, dizzy, sniffing, molds,
winked
Word Study Suffix -ous
Short Answers
Affirmative and negative questions
Is there a chocolate shop near here? Yes, there is.
Do you like my new sneakers? Yes, I do!
The Invention of the Umbrella A conversation about umbrellas
Listening Strategy
Listening for details
Making Suggestions
How about we study for the test
together?
Giving Examples
There are many ways to keep fit, for example,
swimming, jogging, or playing a sport.
Writing Practice Write about some of the things
you learned or did this month (WB)
• Writing and Presentation
Write a travel brochure (WB)
and share it with the class
• Big Question 5
BIG QUESTION Why are mountains important? Earth Science
11
Page 108
What’s So Good About
Mountains?
Informational Text (Nonfiction)
Reading Strategy
Cause and Effect
Reading Text Words glacier, mountain range, peak, altitude,
valley, steep, slope, hill, terrace, effective, water cycle, vapor
Words in Context transformed, condenses, released, flows,
storing, resources
Word Study Prefixes in- and im-
Passive
Affirmative statements and questions
Corn is found in the mountains.
Are potatoes grown in the Andes?
Mountain Climate A lecture about plants, animals, and
weather in the mountains
Listening Strategy
Listening for key words
Interviewing
Where would you like to live?
I’d like to live at the top of the
mountain.
Colons
We bought food for the party: cake, ice cream, chips,
and fruit.
Writing Practice Write about something you’ve
learned this week (WB)
• Big Question 6
12
Page 118
The Lost Explorer

Story (Fiction)
Reading Strategy
The Five Ws
Reading Text Words endless, stammer, awestruck, jagged,
pointy, miniature, stern, arch, mutter, squirm, scowl, stretch
Words in Context silhouette, shielded, teasing, folded,
embarrassed, distant
Word Study More Synonyms
Past Passive
Present and past tense statements
My mom’s favorite vase was broken .
The weather forecasts were shown on TV.
Weather Report A weather reporter gives the forecast
Listening Strategy
Listening for gist
Asking for Advice
I’m going to the mountains. Do you
think I should bring a coat?
Irregular Past Participles
He chose to go out in the snowstorm.
Writing Practice Write about something you’ve
made, written, or drawn (WB)
• Writing and Presentation
Write a story (WB) and
share it with the class
• Big Question 6
BIG QUESTION Why do we use money? Social Studies: History
13
Page 130
The Sound of Money and the
Smell of Soup
Folk tale (Fiction)
Reading Strategy
Summarizing
Reading Text Words terrifying, nervously, rudely, politely,
fierce, aggressively, delicate, bravely, greedy, shyly, wise, calmly
Words in Context muscles, growling, stirring, mouth-
watering, tempting, staring
Word Study Phrasal Verbs
Adjectives and Adverbs
Affirmative statements
A terrifying man with huge muscles opened the door.
“Three gold coins!” repeated the man aggressively .
The Hodja was reading a newspaper, as he often did.
Banking and Money
A conversation about saving,
investing, spending, and donating
Listening Strategy
Listening for details
Future Plans
What do you want right now?
Now, I want to save for a new
soccer ball.
Adverbs of Degree
Pia finished her work extremely quickly.
These noodles are absolutely delicious!
Writing Practice Write about a place you’ve visited
(WB)
• Big Question 7
14
Page 140
The History of Money
Website Article (Nonfiction)
Reading Strategy
Compare and Contrast
Reading Text Words bank, currency, coins, barter, copy, bill,
spend, pay, borrow, exchange, owe, lend
Words in Context crops, shells, valuable, silver, print,
portraits
Word Study Suffix -ive
Unreal Conditional
Affirmative statements
If I had a plane, I would fly to Peru.
If I Had a Lot of Money A survey about how kids would spend
money
Listening Strategy
Listening for speakers
Talking About Money
Who would you help?
I would donate the money to a
hospital.
Similes
It’s as cold as ice in here!
My bedroom is like a nest, all cozy and warm.
Writing Practice Write about your home, family, or
friends (WB)
• Writing and Presentation
Write a summary (WB) and
share it with your group
• Big Question 7
BIG QUESTION How do we express ourselves? The Arts
15
Page 150
One Man’s Self-Expression
Informational Text (Nonfiction)
Reading Strategy
Taking Notes
Reading Text Words design, innovative, remarkable,
ambitious, permanent, settle, emerge, artificial, promote,
enclose, suitable, beneficial
Words in Context cease, magnified, algae, applies, provides,
crustaceans
Word Study Homophones
Sense Verb + Adjective
Affirmative statements
The sculptures look bumpy and rough.
I felt sick this morning, but I’m OK now.
This lemon smells good, but it tastes bitter .
Ramiro the Drummer An interview with a young musician
Listening Strategy
Listening for details
Explaining Your Opinions
I think art is the most important
form of self-expression.
Why do you say that?
I think it’s important because it will
last for many years.
Quantifiers
Most of my friends live in an apartment.
Writing Practice Write about your city or
neighborhood (WB)
• Big Question 8
16
Page 160
The Tempest
Scene from a Play (Fiction)
Reading Strategy
Making Connections
Reading Text Words cabin, advisor, deck, grateful, tempest,
save, break up, react, villain, stage, playwright, set
Words in Context aid, massive, petrified, crew, elderly,
preventing
Word Study Verb + Preposition
Infinitive as Subject
Present and past tense statements, affirmative
and negative statements
It’s difficult to save the passengers and crew.
Dancing A dancer’s description of why she
enjoys dancing
Listening Strategy
Listening for details
Expressing Thanks
Please share this candy with me.
Thanks so much!
Semicolons
I saw an artist on TV; she won a prize.
Writing Practice Write about how you like to
express yourself (WB)
• Writing and Presentation
Write a scene from a play (WB)
and share it with the class
• Big Question 8
BIG QUESTION Why do we make buildings? Social Studies: Technology
17
Page 170
The World’s Most
Extraordinary Buildings
Magazine Article (Nonfiction)
Reading Strategy
Sequence of Events
Reading Text Words stadium, lighthouse, tower, skyscraper,
warehouse, palace, courthouse, theater, concert hall, office, art
gallery, showroom
Words in Context architect, function, steel, construction,
countless, aquatics
Word Study More Phrasal Verbs
A, An, The, and No Article
Affirmative statements
It’s a shark.
It’s in the pool.
I play tennis.
Life in a Lighthouse An interview with a lighthouse keeper
Listening Strategy
Listening for details
Giving Reasons
I’d like to live in an apartment.
Why?
I think it’s because I want to live in
a city.
Run-On Sentences
I don’t like tall buildings they scare me.
I don’t like tall buildings because they scare me.
Writing Practice Write about interesting buildings
you’ve seen (WB)
• Big Question 9
18
Page 180
The Mystery of Peril Castle
Mystery Story (Fiction)
Reading Strategy
Making Predictions
Reading Text Words turrets, stables, gatehouse, moat,
drawbridge, hall, courtyard, ramparts, mumble, stiffen,
missing, tremble
Words in Context solve, surrounded, gazed, padlock,
mysterious, vanished
Word Study Adjectives Ending in -ing
Review of Tenses and Future Forms
Affirmative statements, questions
I needed to find the coin.
I like castles with turrets.
I will see the castles of Wales someday.
Japanese Homes A description of traditional Japanese
homes
Listening Strategy
Listening for details
Accepting or Refusing
Invitations
Let’s play tennis on Thursday, OK?
I’m sorry. I’m busy that day.
Order of Adjectives
Look at that horrible , big, black cloud.
Writing Practice Write about a building, sculpture,
or object from another country (WB)
• Writing and Presentation
Write a magazine article (WB)
and share it with the class
• Big Question 9
Page 192 A Z
Dictionary
5
6
Testing Practice 2
7
8
9
Testing Practice 3
4
4052955 Oxford Discover 2e TG5_PRESS.indb 4 13/12/2018 16:08? Copyright Oxford University Press

UNIT READING VOCABULARY GRAMMAR LISTENING SPEAKING WRITING WRAP UP
BIG QUESTION What do different cultures give to the world? Social Studies: History
9
Page 88
Journey Back in Time

Historical Narrative (Nonfiction)
Reading Strategy
Main Idea and Details
Reading Text Words culture, civilization, contribution,
development, achievement, device, process, tradition, custom,
benefit, ceremony, product
Words in Context trade, tablets, voyage, ancient, advanced,
tools
Word Study Word Roots
Asking Questions
Questions
Who saw Finn?
Who did Finn see?
The Olympic Games
A conversation about Greece and
the Olympics
Listening Strategy
Listening for facts
Using Question Words
What invention do you think is
important?
Using Parentheses
Jorge (Luke’s friend) is coming over to our house
tonight.
Writing Practice Write about an aspect of your
country’s or another country’s culture (WB)
• Big Question 5
10
Page 98
Choco Choco Boom Boom!
Fantasy (Fiction)Reading Strategy
Visualizing
Reading Text Words delicious, creamy, spicy, nutty, ladle,
sticky, crunchy, runny, smooth, whirring, booming, spot
Words in Context square, skidded, dizzy, sniffing, molds,
winked
Word Study Suffix -ous
Short Answers
Affirmative and negative questions
Is there a chocolate shop near here? Yes, there is.
Do you like my new sneakers? Yes, I do!
The Invention of the Umbrella
A conversation about umbrellas
Listening Strategy
Listening for details
Making Suggestions
How about we study for the test
together?
Giving Examples
There are many ways to keep fit, for example,
swimming, jogging, or playing a sport.
Writing Practice Write about some of the things
you learned or did this month (WB)
• Writing and Presentation
Wr
ite a travel brochure (WB)
and share it with the class
•
Big Question 5
BIG QUESTION Why are mountains important? Earth Science
11
Page 108
What’s So Good About
Mountains?
Informational Text (Nonfiction)
Reading Strategy
Cause and Effect
Reading Text Words glacier, mountain range, peak, altitude,
valley, steep, slope, hill, terrace, effective, water cycle, vapor
Words in Context transformed, condenses, released, flows,
storing, resources
Word Study Prefixes in- and im-
Passive
Affirmative statements and questions
Corn is found in the mountains.
Are potatoes grown in the Andes?
Mountain Climate
A lecture about plants, animals, and
weather in the mountains
Listening Strategy
Listening for key words
Interviewing
Where would you like to live?
I’d like to live at the top of the
mountain.
Colons
We bought food for the party: cake, ice cream, chips,
and fruit.
Writing Practice Write about something you’ve
learned this week (WB)
•
Big Question 6
12
Page 118
The Lost Explorer

Story (Fiction)Reading Strategy
The Five Ws
Reading Text Words endless, stammer, awestruck, jagged,
pointy, miniature, stern, arch, mutter, squirm, scowl, stretch
Words in Context silhouette, shielded, teasing, folded,
embarrassed, distant
Word Study More Synonyms
Past Passive
Present and past tense statements
My mom’s favorite vase was broken .
The weather forecasts were shown on TV.
Weather Report
A weather reporter gives the forecast
Listening Strategy
Listening for gist
Asking for Advice
I’m going to the mountains. Do you
think I should bring a coat?
Irregular Past Participles
He chose to go out in the snowstorm.
Writing Practice Write about something you’ve
made, written, or drawn (WB)
• Writing and Presentation
Wr
ite a story (WB) and
share it with the class
•
Big Question 6
BIG QUESTION Why do we use money? Social Studies: History
13
Page 130
The Sound of Money and the
Smell of Soup
Folk tale (Fiction)
Reading Strategy
Summarizing
Reading Text Words terrifying, nervously, rudely, politely,
fierce, aggressively, delicate, bravely, greedy, shyly, wise, calmly
Words in Context muscles, growling, stirring, mouth-
watering, tempting, staring
Word Study Phrasal Verbs
Adjectives and Adverbs
Affirmative statements
A terrifying man with huge muscles opened the door.
“Three gold coins!” repeated the man aggressively .
The Hodja was reading a newspaper, as he often did.
Banking and Money
A conversation about saving,
investing, spending, and donating
Listening Strategy
Listening for details
Future Plans
What do you want right now?
Now, I want to save for a new
soccer ball.
Adverbs of Degree
Pia finished her work extremely quickly.
These noodles are absolutely delicious!
Writing Practice Write about a place you’ve visited
(WB)
• Big Question 7
14
Page 140
The History of Money
Website Article (Nonfiction)
Reading Strategy
Compare and Contrast
Reading Text Words bank, currency, coins, barter, copy, bill,
spend, pay, borrow, exchange, owe, lend
Words in Context crops, shells, valuable, silver, print,
portraits
Word Study Suffix -ive
Unreal Conditional
Affirmative statements
If I had a plane, I would fly to Peru.
If I Had a Lot of Money A survey about how kids would spend
money
Listening Strategy
Listening for speakers
Talking About Money
Who would you help?
I would donate the money to a
hospital.
Similes
It’s as cold as ice in here!
My bedroom is like a nest, all cozy and warm.
Writing Practice Write about your home, family, or
friends (WB)
•
Writing and Presentation
Wr
ite a summary (WB) and
share it with your group
•
Big Question 7
BIG QUESTION How do we express ourselves? The Arts
15
Page 150
One Man’s Self-Expression
Informational Text (Nonfiction)
Reading Strategy
Taking Notes
Reading Text Words design, innovative, remarkable,
ambitious, permanent, settle, emerge, artificial, promote,
enclose, suitable, beneficial
Words in Context cease, magnified, algae, applies, provides,
crustaceans
Word Study Homophones
Sense Verb + Adjective
Affirmative statements
The sculptures look bumpy and rough.
I felt sick this morning, but I’m OK now.
This lemon smells good, but it tastes bitter .
Ramiro the Drummer An interview with a young musician
Listening Strategy
Listening for details
Explaining Your Opinions
I think art is the most important
form of self-expression.
Why do you say that?
I think it’s important because it will
last for many years.
Quantifiers
Most of my friends live in an apartment.
Writing Practice Write about your city or
neighborhood (WB)
•
Big Question 8
16
Page 160
The Tempest
Scene from a Play (Fiction)Reading Strategy
Making Connections
Reading Text Words cabin, advisor, deck, grateful, tempest,
save, break up, react, villain, stage, playwright, set
Words in Context aid, massive, petrified, crew, elderly,
preventing
Word Study Verb + Preposition
Infinitive as Subject
Present and past tense statements, affirmative
and negative statements
It’s difficult to save the passengers and crew.
Dancing
A dancer’s description of why she
enjoys dancing
Listening Strategy
Listening for details
Expressing Thanks
Please share this candy with me.
Thanks so much!
Semicolons
I saw an artist on TV; she won a prize.
Writing Practice Write about how you like to
express yourself (WB)
•
Writing and Presentation
Wr
ite a scene from a play (WB)
and share it with the class
•
Big Question 8
BIG QUESTION Why do we make buildings? Social Studies: Technology
17
Page 170
The World’s Most
Extraordinary Buildings
Magazine Article (Nonfiction)
Reading Strategy
Sequence of Events
Reading Text Words stadium, lighthouse, tower, skyscraper,
warehouse, palace, courthouse, theater, concert hall, office, art
gallery, showroom
Words in Context architect, function, steel, construction,
countless, aquatics
Word Study More Phrasal Verbs
A, An, The, and No Article
Affirmative statements
It’s a shark.
It’s in the pool.
I play tennis.
Life in a Lighthouse An interview with a lighthouse keeper
Listening Strategy
Listening for details
Giving Reasons
I’d like to live in an apartment.
Why?
I think it’s because I want to live in
a city.
Run-On Sentences
I don’t like tall buildings they scare me.
I don’t like tall buildings because they scare me.
Writing Practice Write about interesting buildings
you’ve seen (WB)
•
Big Question 9
18
Page 180
The Mystery of Peril Castle
Mystery Story (Fiction)
Reading Strategy
Making Predictions
Reading Text Words turrets, stables, gatehouse, moat,
drawbridge, hall, courtyard, ramparts, mumble, stiffen,
missing, tremble
Words in Context solve, surrounded, gazed, padlock,
mysterious, vanished
Word Study Adjectives Ending in -ing
Review of Tenses and Future Forms
Affirmative statements, questions
I needed to find the coin.
I like castles with turrets.
I will see the castles of Wales someday.
Japanese Homes A description of traditional Japanese
homes
Listening Strategy
Listening for details
Accepting or Refusing
Invitations
Let’s play tennis on Thursday, OK?
I’m sorry. I’m busy that day.
Order of Adjectives
Look at that horrible , big, black cloud.
Writing Practice Write about a building, sculpture,
or object from another country (WB)
•
Writing and Presentation
Wr
ite a magazine article (WB)
and share it with the class
•
Big Question 9
Page 192 A Z
Dictionary
5
6
Testing Practice 2
7
8
9
Testing Practice 3
5
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Introduction
Welcome to Oxford Discover
Oxford Discover is a six-level course, created to address
the evolving needs of young learners of English in the
21
st
century. Second language acquisition is now much more
than an academic pursuit. It has become an essential skill
for global cooperation and problem solving. Oxford Discover
is centered on the belief that language and literacy skills
are best taught within a framework of critical thinking and
global awareness, and it aims to guide students toward the
broader goals of communication.
Oxford Discover creates a positive and motivating learning
environment by:
•
providing content that is relevant, informative, and academic
• offering multiple perspectives on topics across the curriculum
• allowing students to consider key concept questions that they revisit as they gain more information
• challenging students to think critically about topics, issues, and questions
• developing strategies that help students perform well in tests
• fostering a love of reading and writing.
What’s New for 2
nd
Edition?
• NEW Oxford Discover App reinforces students’ learning
in a fun way, both at home and at school.
•
ENHANCED Big Question Panels in the Workbook
promotes discovery learning and autonomy by posing specific questions on the topic, and asking students to personalize their answers.
•
NEW Classroom Presentation Tool with on-screen
Student Book and Workbook, story animations and new grammar animations, enhanced Big Question videos, and embedded audio facilitates dynamic classes.
•
NEW Assessment for Learning provides more
comprehensive skills and language testing.
•
NEW 21
st
Century Skills Assessments, to be used with
the projects in the Student Book, will measure students’ progress and achievement in the areas of collaboration, communication, creativity and critical thinking.
•
NEW Teaching Strategies videos provide teachers with
practical lesson tips specific to Oxford Discover 2
nd
edition.
•
ENHANCED Reading Comprehension worksheets, to
be used with the Oxford Discover 2
nd
edition Student Book
reading texts, focus on reading strategies and genre, and provide further comprehension activities.
•
ENHANCED teaching notes for the Writing &
Spelling Books and Grammar Books provide teachers with additional support.
•
NEW error correction strategies, and ENHANCED
drafting and editing stages in the Oxford Discover 2
nd
edition Writing & Spelling Books improve students’
techniques in writing and encourage them to reflect on
their work, equipping them with important skills for the 21
st
century.
•
NEW What Do You Know? section in the Oxford Discover 2
nd
edition Grammar Books supports student’s progress by
helping them review learning from the previous year.
Lifelong Learning with the
Oxford Discover Family
Oxford Discover belongs to a family of Oxford courses
which share the same inquiry-based methodology, with
a focus on 21
st
Century Skills. These courses offer schools
a continuous inquiry-based learning path, which evolves
with students as they grow. Each course
provides the right level of cognitive
challenge to support lifelong learning
and success. For more information about
the other courses available, please talk
to your local Oxford representative.
The Oxford Discover Author Team
Lesley Koustaff and Susan Rivers
Lesley is a passionate teacher trainer.
She has conducted educational
workshops all over the world.
Lesley has more than thirty years
of experience in writing and editing
ESL/EFL material to teach children
English.
Susan has over 30 years’ experience
teaching English in Asia and
the United States. Susan is the
author of Tiny Talk and co-author of English Time, as well
as many other ESL/EFL preschool, primary, and secondary
teaching materials.
Kathleen Kampa
and Charles Vilina
Kathleen and Charles are the authors
of Oxford Discover, levels 3 and 4.
They have taught young learners in
Japan for over 25 years, and conduct
workshops for primary teachers
globally. Kathleen and Charles are
also co-authors of Magic Time and
Everybody Up, primary courses
published by Oxford University Press.
Kenna Bourke
Kenna Bourke is the author of Oxford
Discover, levels 5 and 6. Kenna has
also written several grammar, literacy,
and graded reading books for Oxford
University Press, as well as other
publishers. She has a particular interest in grammar and
books for children. Kenna currently lives and works in Oxford.
c
o
m
m
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n
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c
a
t
io
n
• c
o
llaboration
•

c
r
e
a
t
i
v
i
t
y
•
c
r
itic
a
l thinking •
6
Introduction
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Introduction
1. Critical Thinking
Students in the 21
st
century need to do more than acquire
information. They need to be able to make sense of the
information by thinking about it critically. Critical thinking
skills help students to determine facts, prioritize information,
understand relationships, solve problems, and more.
Oxford Discover encourages students to think deeply and
assess information comprehensively.
2. Communication
Oxford Discover offers students plentiful opportunities to
become effective listeners, speakers, readers, and writers.
Every unit has two pages devoted to communication,
but these skills are also utilized throughout. In addition,
digital resources such as Online Practice promote online
communication and computer literacy, preparing students for
the demands of the new information age.
3. Collaboration
Collaboration requires direct communication between
students, which strengthens listening and speaking skills.
Students who work together well not only achieve better
results, but also gain a sense of team spirit and pride in the
process. Oxford Discover offers opportunities for collaboration
in every lesson.
4. Creativity
Creativity is an essential 21
st
Century Skill. Students who
are able to exercise their creativity are better at making
changes, solving new problems, expressing themselves, and
more. Oxford Discover encourages creativity throughout each
unit by allowing students the freedom to offer ideas and
express themselves without judgment.
III. Language and Literacy Skills
1. Vocabulary
Students need to encounter new words in different
contexts a number of times, before they can recognize the
words and produce them. This is why words are presented
and practiced with a focus on meaning before they
are highlighted in the reading texts. Vocabulary is then
rigorously recycled throughout the entire series, so that
students can feel confident when meeting those words
again in different situations.
2. Grammar
The grammar in Oxford Discover comes from the texts
in each unit. By providing grammar in context, students
are exposed to meaning as well as form. Oxford Discover
integrates structural input into a meaningful syllabus,
utilizing familiar vocabulary and situations. More explicit
grammar practice is provided in the Workbook to help
students apply it in more contexts and to internalize
the rules and forms.
3. Literacy
Oxford Discover teaches essential literacy skills through
the introduction of reading and writing strategies in each
unit. These practical strategies encourage students to
read critically and efficiently through a broad range of fiction
and nonfiction text types and genres.
The Key Principles
of Oxford Discover
I. Inquiry-based Learning
Inquiry-based learning maximizes student involvement,
encourages collaboration and teamwork, and promotes
creative thinking. These guidelines will help you create the
most effective classroom environment for Oxford Discover.
1. Facilitate student-centered learning
Student-centered learning gives students an active role
in class. The teacher acts as facilitator, guiding the learning
and ensuring that everyone has a voice. Students work to
achieve the goals they have set for the lessons. As a result,
student participation and dialogue are maximized.
2. Wonder out loud
Curious students are inquirers, ready to look beyond the
information on a page. As new ideas, stories, or topics are
encountered, encourage students to wonder:
I wonder why / how … I wonder what happens when / if …
3. Let student inquiry lead the lesson
When students are presented with a topic, invite them to
ask their own questions about it. In doing so, they are more
motivated to seek answers to those questions. In addition,
as students find answers, they take on the added role of
teacher to inform others in the class.
4. Take time to reflect
Every Oxford Discover lesson should begin and end with
student reflection. The lesson can begin with the question
What have we learned up to now? and end with What have
we learned today? The answers are not limited to content,
but can also explore methods, strategies, and processes.
As students become more aware of how they learn, they
become more confident and efficient in their learning.
5. Make connections
Deep learning occurs when students can connect new
knowledge with prior knowledge and personal experiences.
Give your students opportunities to make connections.
6. Cooperate instead of compete
Competitive activities may create temporary motivation, but
often leave some students feeling less confident and valued.
By contrast, cooperative activities build teamwork and
class unity while boosting communication skills. Confident
students serve as a support to those who need extra help.
All students learn the value of working together. Cooperative
activities provide win-win opportunities for the entire class.
II. 21
st
Century Skills
We live in an age of rapid change. Advances in
communication and information technology continue
to create new opportunities and challenges for the future.
As our world becomes increasingly interconnected, today’s
young students must develop strong skills in critical
thinking, global communication, collaboration, and
creativity. In addition, students must develop life and
career skills, information and technology skills, as well as
an appreciation and concern for our planet and cross-
cultural understanding. Oxford Discover helps students build
these skills in order to succeed in the 21
st
century.
7
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8
e-Books
The Student Book and
Workbook e-Books allow
students to complete
activities on the page, make
notes, record themselves,
and play the audio and
video materials in context.
Student Book
The Student Book contains 18 units. Each pair of units presents students with a different Big Question, encouraging students to examine the world more critically within an inquiry-based learning environment.
Oxford Discover App
The Oxford Discover App is a fun trivia app based on the Big Questions of the course. It encourages learner autonomy, enhances motivation and supports an inquiry- based methodology. The app can be used in class or at home.
Workbook
The Workbook provides students with extra practice of the language and structures taught in class.
Online Practice
The Online Practice is a blended approach to learning where students can use online, interactive activities to further
practice the language and ideas taught in the Student Book.
Oxford Discover
Writing & Spelling
A six-level companion
series which supports
students throughout
the writing process
and introduces them
to spelling patterns
and strategies.
Oxford
Discover
Grammar
A six-level companion series
which follows and supports
the grammar syllabus and
provides further practice
opportunities.
F
o
r the Stu
d
e
n
t
Component Overview
Posters
The posters initiate and support classroom discussions and act as visual aids, provide support for learning, and document evidence of learning.
Class Audio CDs
The Class Audio CDs support teaching in class and contain recordings of all the listening texts, reading texts, songs, and speaking dialogues from the Student Book.
F
o
r the Tea
c
h
e
r
Component Overview
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9 Component Overview
Teacher’s Website
The Teacher’s Website
provides additional materials
to support the course content.
Teacher’s Resource Center
Teachers have access to a range of resources, including assessment, Online Practice and professional development videos, all in one place.,
Assessment for
Learning
Students’ progress can
be evaluated through
continuous assessment,
self-assessment and more
formal testing.
Additional Teaching Resources
The Teacher’s Resource Center provides additional materials for students and teachers to supplement all the other components available.
Online Practice
Teachers have complete access to students’ Online Practice, with a gradebook that enables instant marking.
Professional
Development Videos
•
Teach 21
st
Century
Skills with Confidence
videos provide tips
to help you develop
your students’ skills
in critical thinking,
communication,
collaboration and
creativity.
•
Teaching Strategies for Oxford Discover videos offer practical lesson demonstrations and course-specific teaching guidance.
Teacher’s Guide
The Teacher’s Guide is a clear guide for the teacher in all aspects of the course.
Classroom
Presentation Tool
The Oxford Discover
Classroom Presentation
Tool is an interactive
classbook with autocorrect
functionality, interactive games,
videos and animations:
The Classroom Presentation
Tool can be downloaded from
Oxford Learner’s Bookshelf and used
offline, online or via a web browser.Grammar Animations
The grammar animations cover each grammar point in the Student Book. They further consolidate students’ understanding of the grammar.
Big Question Videos
The Big Question Videos cover each Big Question in the Student Book. Each pair of units has:
• an Opener video
• a Talking Point video
• a Wrap Up video.
Teacher’s Pack
Component Overview
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Supplementary Resources10
S
u
p
plementary Resources
Oxford Read and Imagine
Oxford Read and Discover
Find readers that match the level, language and
topic of each unit of Oxford Discover.
Using Graded Readers will:
•
Increase contact with English
• Add variety to the course book
• Develop all language skills
Find out more at:
www.oup.com/elt/recommendedreaders
Readers
Oxford Discover
Science
This is a six-level series
that features a balance
of CLIL and 5E science
methodologies, a variety
of hands-on activities
and projects, and English-
language support.
Exam Power
Pack DVD
The Exam Power Pack
DVD provides additional
preparation and practice
for the Cambridge
English Qualifications
for young learners
and Trinity GESE exams.

Oxford Skills
World
Oxford Skills World is
a six-level paired skills
series. With friendly
characters who get young
learners fully involved in
every topic, you can use
the course alongside your
main course book.
Perfect Partners
Every teacher and learner is different and here you will find a range of titles
which best complement Oxford Discover, whether you want additional resources
for your students, or to expand your own knowledge of teaching and learning.
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11Supplementary Resources
Oxford Teacher’s Academy
IDEAS ONLINE TODAY.
INSPIRATION FOR CLASS TOMORROW.
Join a global community of teachers passionate
about making a real difference in the classroom!
Oxford Teachers’ Academy are online,
self-study professional development courses
for English language teachers, developed
by Oxford University Press. Completion of
the courses is certified by Oxford University
Department for Continuing Education.
Online professional development courses include:
•
Teaching English to Young Learners
• Teaching with Technology
• Teaching Learners with Special Education Needs
For a full list of courses, go to:
www.oup.com/elt/oxfordteachersacademy
Teaching Young
Language Learners
BY A. PINTER
This fully updated
second edition provides a
comprehensive and readable
introduction to teaching
young learners. It gives
an accessible overview
of the issues, including child development, L1
and L2 learning, L2 skills, vocabulary and grammar,
learning to learn, materials design, and policy issues.
Integrating theory and practice in an accessible
way, it draws on up-to-date research and classroom
practice that is internationally relevant.
Exploring Psychology
in Language
Learning and
Teaching
BY M. WILLIAMS,
S. MERCER AND S. RYAN
This book explores key
areas of educational and
social psychology, and considers their relevance
to language teaching, using activities and questions
for reflection. Issues discussed include learners’
and teachers’ beliefs about how a subject should
be learned and taught, relationships with others,
and the role of emotions in learning.
Mixed-Ability
Teaching
BY E. DUDLEY
AND E. OSVATH
Mixed-Ability Teaching
shows how collaborative
ways of working can
promote a positive classroom
atmosphere and offer
support and challenge
for every student.
Find out more at:
www.oup.com/elt
Professional Development
Oxford Basic
American
Dictionary
A dictionary that supports
learners making the
transition from picture
to text dictionary. It
explains content area
and vocabulary in simple
English, and gives extra
help with grammar, spelling and pronunciation.
Available in print and e-Book format.
Dictionary
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12 Unit Tour
Big Question
These pages present the theme and objectives of the following two units. The Big Picture acts as an introductory visual
representation of many of the ideas and language that students will go on to discover in the following pages.
Workbook
Students answer specific questions, which help them to express what they already know about the Big Question topic.
Discover
Poster
Students look at the Discover Poster,
brainstorm known vocabulary, and think
about what they know about the topic.
Classroom
Presentation Tool
Show the Big Picture on screen to create
a stronger impact in class.
Unit Tour
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13 Unit Tour
Preview
Students are introduced to the
theme and main objectives of the
Big Question. Students also understand
what they will do and learn throughout
the following two units.
A. Big Question Video (Opener)
Students watch the Opener video about the Big Question, in order to stimulate their thinking about the topic. The video can be used to elicit vocabulary and to introduce the theme of the following two units. This first viewing of the video is silent, as students are encouraged to respond individually to the clips and images. This will also help the teacher determine what students already know and what they want to know.
B. The Big Picture
Students look at the Big Picture. The Big Picture helps students to think about what they already know, and what they want to know about the topic. It can be used to elicit familiar vocabulary and to motivate students about the theme of the following two units.
C. Answer the Questions
Students answer questions that ask about their personal knowledge and life experiences. This helps students to interact personally with the theme of the units and encourages them to make connections to help their learning.
D. The Big Question Chart
Students share what they already know and what they want to know about the Big Question. Their ideas are recorded on the Big Question Chart.
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14 Unit Tour
Get Ready
This page teaches and helps students practice a vocabulary set. It also encourages students to think critically about
the language.
A. Words
Students are introduced to new vocabulary, and have the opportunity to connect the words to the pictures and hear them spoken on the Audio CD.
B. Comprehension
Students complete an activity that tests their understanding of the words presented in Exercise A.
C. Critical Thinking
Students complete a critical thinking activity that measures their understanding of some or all of the words.
Workbook
Students complete a variety of activities that build and test their knowledge of the new vocabulary.
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15 Unit Tour
Before You Read
Students are introduced to a reading strategy, which they will then apply to help them understand the text on the
following pages. They are also introduced to the text type, and information about genre.
Think. Critical Thinking
These questions act as a lead-in to the reading text. Students use their personal knowledge and life experiences to answer. This activates interest in the topic of the text, and immediately connects it to the students’ own lives.
D. Reading Strategy
Students learn and practice a reading strategy that they will apply to the upcoming reading. This helps students to develop reading skills which can be applied to any text, and to learn how to focus on the micro and macro meanings contained, whether in class or at home.
Reading Preview
Students read a preview sidebar about the upcoming reading. This provides information about the text and helps to build interest. Students are introduced to the text genre and begin to understand how texts fulfil different learning needs.
F. Before Reading
Students answer a pre-reading question that builds interest in the upcoming reading. This question also activates students’ existing knowledge about the text’s subject matter, which helps overall understanding of the text.
E. Words in Context
Students are encouraged to understand the link between vocabulary and reading by building a greater understanding of how they can approach difficult or unfamiliar words in a meaningful context.
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16 Unit Tour
Read
The reading texts are either fiction or nonfiction. Students are encouraged to focus on meaning, before focusing on the reading
strategy. This is followed by general comprehension. The vocabulary presented on the Get Ready page is highlighted in yellow,
to help students understand the words in context.
Before Reading
Students are introduced to a text. They engage in pre-reading activities and examine the reading’s features (such as the title) and visuals in order to familiarize themselves with the text before reading it.
During Reading
Students read and listen to the unit’s text. Each unit has either a fiction or a nonfiction reading that helps students find answers to the Big Question. The texts are designed to supplement students’ learning in different subject areas and to help them make connections between other cultures and their own lives. They are graded to an appropriate vocabulary and grammatical level. Students are encouraged to take different approaches to reading the text.
Vocabulary
Students focus on language in context and the meaning of the text by working with the Get Ready vocabulary, which is highlighted in yellow throughout the text.
Classroom
Presentation Tool
Click on specific sections of
text to enlarge them.
Think Boxes
Think boxes apply the reading strategy that students learned to the reading text and help students focus on the micro skills of reading.
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17 Unit Tour
Vocabulary
Students need to feel confident dealing
with a variety of texts and text types
where there are some unfamiliar
words. Some passive vocabulary which
has not been explicitly taught has
been included, but has been carefully
integrated so that it does not impede
understanding of meaning, and is often
part of collocations or common chunks
of language. The texts are also carefully
graded to meet U.S. primary grade
benchmarks.
Workbook
Students read an additional fiction or nonfiction text featuring vocabulary and the reading strategy from the Student Book text.
After Reading
Students can work individually or together to complete an activity that relates to the reading. This will exploit the text in regard to meaning as well as form. It helps students have a deeper understanding of the content, and to engage more actively with the written word.
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18
Understand
This page checks students’ understanding of the text through personal response, application of the reading strategy, general
comprehension and critical thinking.
Unit Tour
Workbook
Students complete activities that build and
test knowledge of the Workbook reading and
the reading strategy. Students also answer a
personalized question that encourages them
to consider their knowledge of the topic within
their own context.
Think. Personal Response
Students answer personal response questions that allow them to discuss their opinions and feelings about the reading.
A. Reading Strategy
Students apply the reading strategy that they learned in an activity about the reading, which helps to connect general reading skills with overall comprehension.
B. Reading Comprehension
Students demonstrate their comprehension of the reading through an additional activity. This will show the teacher and the student the level of understanding gained through reading the text. This exercise may also focus further on the reading strategy.
C. Words in Context
Students complete an activity that helps them to work more closely with the words in context and to develop skills of understanding the meaning of vocabulary from the words, phrases, and structures used around it.
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19 Unit Tour

Students are introduced to a grammar structure through the context of a song or cartoon story, before working with the
structure more closely via a grammar presentation and practice activities that allow them to produce the language in a
collaborative situation.
Grammar Comprehension
Students answer simple questions which focus on meaningful comprehension of the story or song via the target grammatical structure.
Workbook
Students complete extra grammar practice activities, with a grammar table to use as reference.
D. Grammar in Context
Students are introduced to the grammar model in a cartoon story. The aim is to present and teach the grammar model through its meaning and use, and to encourage students to relate to the language in a fun and enjoyable way.
Classroom
Presentation Tool
Play the grammar animation here
to further consolidate students’
understanding of the grammar point.
F. Practice
Students personalize what they have learned. This activity involves the productive skills of writing and speaking, while using the target language to express ideas in the students’ own words.
E. Learn Grammar
Students learn about the unit’s grammar point. The grammar is explained clearly in a Learn Grammar box, using examples from the reading when possible. The focus is on the grammar’s meaning and use. Students then practice what they have learned in an activity.
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20 Unit Tour
Communicate
This page teaches and helps students implement and practice listening strategies, and to practice functional language through
spoken production.
Think. Critical Thinking
Students use their personal knowledge and life experiences to answer these questions, which act as a lead-in to the listening text. This activates interest in the topic of the text, and immediately connects it to the students’ own lives.
C. Speaking
Students develop their functional speaking skills in this section. They can read and understand a dialogue which presents useful chunks of language, before practicing the dialogue by either choosing substitute words or expressing their own ideas.
A. B. Listening
Students listen to a script that continues to help them find answers to the Big Question. They complete activities which encourage them to listen for detail or specific information, in this way helping them to develop the micro skills of listening.
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21 Unit Tour

Students focus on word patterns and writing strategies in order to build greater fluency and accuracy. They then personalize the
learning by writing about something that links back to the Big Question.
D. Word Study
Students complete an activity which requires them to utilize their new understanding of the way words work. Each Word Study section focuses on word patterns. This complements and often provides links between vocabulary and grammar learning.
Workbook
Students complete activities that build and test knowledge of the Word Study and Writing Study, as well as completing activities that focus on writing output.
Write.
Students write about one aspect of the Big Question, using vocabulary and structures taught within the unit.
E. Writing Study
Students learn about different writing strategies. Language prompts help them write fluently and accurately.
A. Big Question Video
(Talking Point)
Students watch the Talking
Point video in order to
refocus their attention on
the Big Question and elicit
responses on what they have
learned about it so far.
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22
Oxford Discover App
Students use the app to
test their knowledge of
and further explore the
Big Question, either in class
or at home.
Wrap Up
These pages always come at the end of the two units which focus on a Big Question. Students are exposed to vocabulary and grammatical structures learned throughout the previous two units, and focus on writing and oral presentations.
Unit Tour
A. Text
Students read a particular genre of
text in order to focus on the layout,
presentation and writing strategies that
this type of text requires.
B. Comprehension
Students check their understanding of the meaning of the text, before they are expected to produce a similar type of text themselves.
Students are guided through writing a particular text type, with a model text, scaffolded activities, and a writing task.
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23 Unit Tour
Students complete a project which recycles the language and ideas of the previous two units and leads
to a productive outcome.
The Big Question, Discover
Poster, Big Question Chart,
and Big Question Video (Wrap Up)
Students return to the Big Question with
new answers in order to describe the
images with newly gained knowledge
and vocabulary. They then complete
the final column in the Big Question
Chart with what they have learned.
This provides a summing up of learning
points throughout the previous units,
and helps students to critically examine
their own learning path.
D. Present
Students are encouraged to present their writing to the class. This is supported by tips which help students prepare and reflect upon what they want to say, and how to say it. This focuses on accuracy and fluency and links writing and speaking production.
21
st
Century Skills Assessment
Evaluate students’ performance in the areas of communication, collaboration, creativity and critical thinking based on the outcomes of this lesson. Rubrics for these assessments are available on the Teacher’s Resource Center.
C. Learn
A Learn box provides step-by-step guidance for students before they write their own text.
Write.
Students are directed to their Workbook to plan and write their own text with guided support.
Workbook
Students do a number of review activities to recycle the language from the previous two units. They are also asked to reflect on the Big Question and what they’ve learned.
Online Practice
Students complete further activities on Online Practice to consolidate their learning and monitor their progress.
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24
Setting up Pairs and Groups
Many activities in this course encourage students to work
in pairs or small groups (three or four students). These
structures maximize speaking time in a classroom. Students
are encouraged to be active rather than passive learners. In
groups, they develop collaborative and cooperative skills.
At the beginning of the class year, consider several ways of
setting up pairs or small groups. Use one type of grouping
for a few classes before changing to a new one. Change
groupings throughout the year, so that students interact
with many different classmates and have a chance to listen
to different vocabulary and structures in different contexts.
Setting up pairs
Side-by-Side Partners
If the classroom is set up with desks in rows, students may
work with a partner next to them. If there is an odd number
of students, make a group of three.
Front and Back Partners
Instead of working with partners next to each other,
students work with the partner in front of (or behind) them.
Diagonal Partners
Students work with a partner located diagonally in front
of (or behind) them. For ease in discussion, a student may
wish to trade seats with the student next to him / her. For
example, students 1 and 8 will be partners. Students 1 and 2
might switch seats.
1 2 3 4 5 6
7 8 9 10 11 12
Setting up small groups
Double Partner Groups
Using the partner groups established in pair work above,
students form groups of four.
Random Groups
Create random groups of four students by dividing the
class size by four, and then having students count off up to
that number. For example, if there are 24 students in class,
24 ÷ 4 = 6. Students count off from 1 to 6, and then begin
again until all have counted off. Point out where each group
will have their discussion in the classroom.
Picture Card Groups
Create a set of picture or word cards. Make five of the same
card. Pass four out to students and put the fifth card in
the location where those students will work. One card per
student will be needed. Use topics from the units, such as
instruments, colors, biomes, and explorers. Topic cards are
fun to use throughout the unit. This grouping is particularly
successful with younger students.
Level Groups
Grouping students of similar ability level to work together is
a strategy for differentiation. Leveled groups can be created
based on teacher assessments from the Assessment Grid
and from your class observations. There are differentiated
Speaking and Listening
Oxford Discover utilizes an inquiry-led approach to learning English. This means that students are encouraged to ask questions and explore answers for themselves. To do this, they need to develop good oral skills that help them formulate discussions and express opinions confidently, and strong listening skills that help them to understand language of discussion and participate effectively.
Promoting Successful Classroom Discussions
Discussions in the classroom can involve student pairs, small
groups, or the entire class.
What makes these class discussions successful? First of
all, the questions should be interesting and engaging for
students. They should relate to their personal experiences.
The teacher needs to act as a moderator, keeping the
discussions on track and ensuring that each student is given
an opportunity to speak.
There are two kinds of questions that are commonly used
in the classroom: close-ended and open-ended questions.
Close-ended questions can be answered with one word or
with a few words. Yes / No questions and multiple-choice
questions are examples of this type of question.
Open-ended questions usually require a longer response
to answer the question. They prompt more discussion time,
allow students to apply new vocabulary, and often lead to
more questions.
Here are some possible open-ended questions you could
ask about the topic of healthy eating:
1.
What was the last thing you ate? Describe it.
2. Does something have to taste good to be good for you?
3. What are some things that you didn’t like to eat, but now
you like?
4. Why is pizza popular?
5. What can students do to improve school lunch?
6. How do you decide if a food is healthy or not?
The above questions not only generate strong discussions,
but encourage students to ask their own questions and
think critically as well.
Here are some discussion starters that can be used to
introduce a variety of topics. Don’t hesitate to bring in
hands-on materials to get students thinking.
What do you think this is, and how would it be used?
What do you think would happen if ____________ ?
How many different ways can you ______?
How are _____ and ________ the same? Different?
How is ___________ similar to something that happened in
the past?
Why is ___________ the way it is?
What should we do to take care of _______?
How do we know this is true?
If you could have a conversation with anyone about
__________, who would it be? What would you ask them?
If you could change one thing about ________, what would
it be?
Teaching with Oxford Discover
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25
The texts have been carefully graded so that they are at an
appropriate reading level for students. The word length,
vocabulary, and structures used gradually increase in
difficulty throughout each level.
Text types
Students need to be exposed to different types of texts. In
its broadest form this is a focus on introducing them to both
fiction and nonfiction. In Oxford Discover each Big Question
has two texts to help students find their own answers to the
question. One text is nonfiction and corresponds to a school
subject such as math, life science or music. The other one
is fiction and is written in a particular genre, encouraging
students to relate to and enjoy the content.
The nonfiction texts are presented through different text
types such as a brochure, magazine article, or website. This
helps students understand not only that writing comes
in many forms in daily life, but also that tone and register
(formal and informal language) change depending on the
way the information is presented.
The fiction texts come from a variety of genres. This includes
fairy tales, fables, historical fiction, and realistic fiction. These
genres reflect the types of stories that students are exposed
to reading in their native language and provide variety
throughout the course.
Authentic texts
In every level of Oxford Discover there is a range of authentic
texts. These have been carefully chosen to add more
information to the Big Question. They come from a variety
of sources and from well-respected writers and authors.
Authentic texts expose
students to real contexts and natural
examples of language. The texts chosen are of an appropriate
language level and encourage
students to read with a focus
on meaning and understanding language in context.
Reading Strategies
Reading strategies help students approach a text, improve
their comprehension of the text, and learn how to read
for specific and detailed information. Strategies such as
prediction, compare and contrast, summarizing, and
focusing on characters can inspire students to not only
master the meaning of unfamiliar concepts but expand their
own vocabulary as well.
Reading strategies tie in closely to critical thinking as they
encourage students to reflect on what they are reading. As
students grow more comfortable using a variety of reading
strategies they learn to make conscious decisions about
their own learning process.
Multimodality
Multimodal texts help to support students’s literacy. Texts
which include words, images, and explicit design are a very
effective way of engaging children in purposeful interactions
with reading and writing.
Multimodal is the use of ‘two or more communication
modes‘ to make meaning; for example, image, gesture,
music, spoken language, and written language.
In everyday life, texts are becoming increasingly visual or
multimodal in nature. Websites, magazines, advertisements,
and informational literature are relying more and more
upon visual stimulation and clear use of design, in headlines,
through different types of fonts, and in stylized images.
Oxford Discover has included multimodality in its use of
videos and posters to support the Student Book, but even
tasks in the Teacher’s Guide to allow all students to work at
their appropriate level.
Teacher’s Role in Setting up Pairs and Groups
1.
Explain the task and form groupings. Write the amount
of time students will have to complete this task on the
board, or set a timer.
2. As students are discussing the prompt or are involved
in the activity, walk around the classroom. First of all, be aware of any groups that may have difficulties. If there are personality conflicts or difficulties, deal with this immediately. Secondly, assess student work. Stop and listen to each group. Are students on task? Can errors be corrected individually? Are there any points that need revision with the entire class?
3.
On the Assessment Grid, note the level the students are
at for this task. Some students may require additional practice.
4.
Take note of points for discussion with the entire class.
5. Keep track of the time. Use a signal, such as a raised hand
‘quiet signal’, to stop small group discussion.
6. Check in with the entire class. Some questions to use:
What was the most interesting thing your partner shared with you?
What was difficult for you, and did you find a solution?
What new questions do you have?
Working in groups may be new for students. The student
poster models some effective ways for students to interact.
Student “agreements” should be created together with
students, but here are some ideas to get started.
Student Agreements
We will. . .
1.
Take turns speaking.
2. Listen to our partner or group members.
3. Stay on task.
4. Raise our hand when we see the ‘quiet signal’ and stop
talking.
5. Treat each member of the class with respect. We are a
class community.
Functional Language Students need to learn how to discuss issues and express
opinions, but they also need to learn the different elements
of functional language. Functional language includes
areas such as apologizing, offering and receiving help,
transactions, and clarification and explanation.
Learning functional language helps students to understand
language ‘chunks’ and that language often has a very
specific purpose. The main function of language is to
help students interact and communicate. Dialogues
provide models through which students can see and hear
authentic communication. Transposition and substitution of
vocabulary then allow students to personalize the dialogues
through meaningful oral production.
Reading
Literacy is the ability to read and write and think critically
about the written word. Oxford Discover promotes greater
literacy through a focus on interesting and engaging texts,
both fiction and nonfiction, about a variety of subjects.
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26
definable product outcomes that can easily be marked
against established criteria.
Brainstorming ideas
Too often, teachers expect students to write without giving
them adequate time to prepare or strategies to help them
develop their ideas. The Oxford Discover team believe that
encouraging students to plan ideas creatively will create
more interest in the process, as well as the final product.
Modelling the writing process
Students are provided with a model text for every writing
task. This text is designed to show how topics can be
approached, but also how discourse markers, paragraph
organization, punctuation, and general textual layout can
help to sew a text together.
Personalization
As much as possible, students should be asked to write
about things that are of personal relevance to them. This
means that although the model in the Student Book or
the Workbook may relate to something that is outside
their everyday world, the writing task itself will be flexible
enough for students to respond using their own ideas and
experience. In this way it becomes authentically
communicative and a more interesting experience overall.
For a further focus on literacy, Oxford Writing and
Spelling provides more textual input and encourages
students to use the reading strategies they have acquired as
they study Oxford Discover.
Assessment for Learning
Overview of the Assessment Program
The Oxford Discover approach to assessment offers teachers
and students the tools needed to help shape and improve
the students’ learning, as well as a means to monitor learning
goals, through a shared ongoing and creative process. The
Oxford Discover assessment program includes seven categories
of tests for each level of Oxford Discover: diagnostic placement
tests, unit progress tests, 21
st
Century Skills assessments, review
tests, final achievement tests, four-skills assessments, and
portfolio self-assessments. The items in these tests have been
reviewed by assessment experts to ensure that each item
measures what it is intended to measure. As a result, each test
provides an accurate assessment of students’ ability in English
and their progress in Oxford Discover.
Oxford Discover levels 1–4 correspond to Cambridge English
Qualifications: Young Learners exams.
Oxford Discover level 5 corresponds to Cambridge English
Qualifications: A2 Key for Schools.
Oxford Discover level 6 corresponds to Cambridge English
Qualifications: B1 Preliminary for Schools.
The assessment audio is found on the Teacher’s
Resource Center.
1. Entry Test and Entry Review Worksheets
•
The four-page Entry Test is administered at the beginning
of each level and is designed to serve as a diagnostic
placement test.
• The test assesses mastery of the key grammar topics from the preceding level that will be reintroduced and expanded on in the new level curriculum. Testing these
within the texts themselves, the use of words, images and design, and the way they interact with each other, helps to keep students stimulated while reading and also helps to exemplify meaning.
Intensive Reading
Intensive reading generally occurs in the classroom and
focuses not only upon meaning and strategies used to
deduce meaning, but language acquisition in the form
of understanding new vocabulary or new grammatical
structures. Texts need to be at the correct level and long
enough to convey enough information or plot to be
interesting, but not so long as to tire the student. Oxford
Discover takes the approach that intensive reading should be
instructional but enjoyable and should encourage students
to do more extensive reading.
Extensive Reading
Extensive reading generally occurs outside the classroom and
is all about reading for pleasure.
Students are encouraged
to choose to read about topics that interest them and to
employ reading strategies explicitly taught through intensive
reading, to help them understand the text more effectively.
Reading the different genres and text types in Oxford Discover
will inspire students to read more in their own time.
Extensive reading is often most effective when students are
reading at a level that is appropriate and comfortable for them.
If
students are reading a book that is too high in level, they
quickly lose interest. It can be helpful to provide
students with
access to a collection of graded readers that they can read at
their own pace. The recommended readers for use with
Oxford Discover are the nonfiction selection of Read and
Disc
over and the fiction selection of Read and Imagine.
Both sets of readers have been developed with similar themes
to those in the Student Book and there is a selection of titles for
each level of Oxford Discover.
Writing
Oxford Discover encourages a joy of reading through a
variety of texts and text types. However, students also
need to be encouraged to produce their own texts and
this requires a step-by-step process, helping students to
graduate from sentence to text-level output.
Oxford Discover provides many opportunities for students
to write. The Word Study and Writing Study sections in
the Student Book present the strategies and language
focus that help students become more successful writers,
and the Workbook provides a four-step writing process
(brainstorming, organizing ideas, writing, editing) which
helps students to create their own writing output.
Process and Product
Writing tasks are often broken down into process or product
from level 3 onwards. The process is all about how students
develop and implement writing strategies such as paragraph
development, focusing on formal or informal language,
and general text layout. The process often includes stages
of input, practice, and reflection. The product is the actual
writing output that students create. It is often said that the
former, process writing, provides a focus on fluency whereas
product writing focuses on accuracy. Students need to have
both to learn to write confidently and correctly.
Oxford Discover has a process approach with clear and
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27
• Portfolio items can include: projects, tests and quizzes,
self-assessment worksheets, writing samples, lists of books
read, audio or video.
• In addition, the Assessment for Learning program contains Self-Assessment worksheets for students to create their own portfolio cover, and to assess their own learning every two units by using can-do statements and responding to Big Question cues.
Answer Keys
•
A simple answer key for all tests is provided.
Differentiation
Differentiation helps to ensure that all students find success in the classroom. There are many ways to differentiate instruction. In Oxford Discover, differentiation strategies are built into the structure of the course to help you instruct your students in the most effective way possible.
The goal is to:
•
offer a clear pathway for students who are at different
levels, with regular checking stages to assess progress
against a list of competences at the end of every unit.
• offer both whole-group work and small-group differentiated activities in the first language tradition to meet the needs of varied teaching styles.
Each lesson spread in the Teacher’s Guide provides an activity to vary the content difficulty for below-level, at-level and above-level students. These differentiated activities build upon each other. The below-level activity provides support and scaffolding for less confident students before moving on to a task that is at-level. The at-level task then provides support for students to deal with the greater challenge of above-level. This is a practical way of dealing with classroom management of mixed abilities. Teachers may choose to teach the whole class with one activity, and then continue with the additional activities. Alternatively, three separate simultaneous activities can be set up, as in L1 classrooms.
To help teachers meet the needs of students with varying
ability levels, differentiation strategies are found consistently
throughout the following strands:
•
An Entry Test, taken at the start of the year and useful for diagnostic and placement testing, will result in a level diagnosis (below-level, at-level, and above-level).
• Review worksheets (grammar and reading) are provided for below-level students to bring them up to the level needed.
• Additional differentiation strategies are found throughout the course. The Wrap Up projects invite students to express their ideas through different learning styles (visual, auditory, kinesthetic). Throughout the course, students have opportunities to work alone, in pairs, and in small groups to support differentiated instruction.
points on entry can help identify each student’s readiness for the new level and thus serve as a baseline for individual student performance as well as class performance.
• There is one Entry Review worksheet for each of the grammar points on the Entry Test.
• The review worksheets can be used to give individualized instruction to students or classes that, based on the Entry Test, have not mastered material from the previous level.
• The worksheets can also be used as additional review and practice throughout the course, even for students or classes that have demonstrated success on the Entry Test.
2. Unit Tests
•
The Unit Tests are language and skills progress tests.
• There is one Unit Test after each unit.
• Each test is two pages long.
3. 21
st
Century Skills Assessments
•
The 21
st
Century Skills Assessments measure students’
achievement in the areas of communication, collaboration, creativity and critical thinking.
•
These assessments should be completed while students are working on their projects in the Student Books.
• Guidance on the assessments is outlined in the Teacher’s Guide in the project sections. Assessment criteria and marking schemes are provided for the teacher.
• There is one 21
st
Century Skills Assessment for each
project (at the end of each module).
4. Review Tests
•
The Review Tests are language and skills accumulative tests.
• There is a Review Test after Unit 6 and Unit 12.
• Each test focuses on the language of the preceding six units.
• Each test is four pages long.
5. Final Test
•
This is a Final Achievement Test for the level.
• It is administered after Unit 18.
• It focuses on the language of the entire level.
• This test is four pages long.
6. Skills Assessments
•
The Skills Assessments are contextualized four-skills tests using the vocabulary, grammatical structures, and themes in the Student Book.
• These assessments measure acquisition of listening, reading and writing, and speaking.
• The assessments are based on the style of the Cambridge English Qualifications: Young Learners exams, A2 Key for Schools and B1 Preliminary for Schools.
• There is a Skills Assessment after Units 6, 12, and 18.
• Each assessment is four pages long.
7. Portfolio Assessment
•
The Portfolio Assessment is a continuous and ongoing formative assessment and self-assessment.
• The purpose is to allow students to be creative, collaborative, communicative, and to be critical thinkers – all 21
st
Century Skills.
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28 Big Question Resources
The videos and posters are key to reinforcing the content
of the Student Book. They stimulate interest in the Big
Question, and they help students to predict, infer, and check
the meaning of the main learning points. The learning points
are about content not language. Students will think critically
and more fully about the process of language when they see
interesting and thought-provoking images.
The images in the videos and posters encourage students
to recall, recognize, and acknowledge new concepts and
vocabulary. Students analyze the images themselves to
understand the meaning. This leads to a greater impact
upon the long-term memory as students continue to make
associations between pictures and language.
Big Question Video
Students watch videos about the Big Question in order to stimulate their thinking about the topic and revise what they have learned. This will help the teacher determine what students already know and what they want to know.
The videos should be used in three places in each pair
of units. Play the Opener video at the beginning of the first
unit to activate background knowledge and encourage
interest in the topic. Play the Talking Point video at the end
of the first unit to refocus their attention on the topic and
review what they’ve learned so far. Play the Wrap Up video at
the end of the second unit to help students summarize their
understanding of the topic and to underscore all the learning
points which have been studied during the two units.
Beginning of First Unit: Opener
•
Explain that students will watch a video about the Big Question, and that it will have pictures but no words. Ask students to write in their notebook one or more things that they find interesting in the video as they watch it. Explain that words and phrases are acceptable and that full sentences are not necessary.
• Play the video.
• Ask students to compare what they wrote with a partner.
• Elicit some of students’ ideas. Write these on the board.
• (Optional) Play the video a second time. Ask students to write down one new thing they see in the video as they watch it. After the video, students talk to their partners and then share their thoughts with the class.
End of First Unit: Talking Point
• Explain that students will see the video again, and that this time it will have pictures and some conversation.
• Play the video.
• Ask students to tell a partner what they have learned so far about the Big Question.
• Elicit some of the students ideas and write this on the Big Question Chart.
• Elicit further questions they have about the topic and add these to the ‘What do you Want to Know?’ section of the Big Question Chart.
End of Second Unit: Wrap Up
• Explain to students that they will now see the video once more, this time with a presenter. Play the video. It can be played more than once.
• Ask students to discuss what they learned from the video with a partner.
• Ask students to share what they learned from the video with the whole class.
• Write this information on the Big Question Chart.
Expansion ideas
• Elicit and write useful chunks of language which students can use in discussions about the learning points. Put students into groups and have them make posters with the language and illustrations to help them understand and remember the meaning. Put the posters on the wall and draw students’ attention to them before future discussions.
• Have students work in small groups to write a list of their own learning points for the units. Tell them to find or draw pictures to represent the learning points visually. Have each group present their ideas to the class, or create a poster to be put on the wall.
• Make a class video based on the Big Question videos, showing images which represent the learning points. Have different students act as the presenter on camera.
Posters
Discover Posters
There is a Discover Poster for every Big Question in the Student Book. They all have the main learning points for two units with accompanying pictures to illustrate the learning points.
Big Question Resources
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29 Big Question Resources
End of First Unit
• Look closely at the middle column; What do you want
to know about the topic? Ask students if they now know
the answer to some of those questions. If they do, this
information can be moved over to the first column.
•
Some ideas can also be elicited to start filling in the third column so that students can see that learning has already taken place around the theme of the Big Question.
End of Second Unit
• Have students look at the middle column and decide if they can answer any more questions they had about the topic. If they have learned about aspects they expressed interest in, this information can be moved over to the column on the right: What did you learn or what have you learned about the topic?
• Elicit more information about what they have learned and add it to the third column.
Talk About It! Poster
This poster should be used when students are having a discussion in pairs or groups. If possible, keep it on the wall so that students can refer to it themselves.
In the Student Book it can be used during the Communicate
reading pages when students are practicing speaking skills,
but also during post-reading discussion tasks and during the
Wrap Up Project section.
Remind students about the language often, and drill the
language and practice the intonation. Students begin to
acquire authentic language, to then help them express their
own ideas and opinions. When introducing it for the first
time, elicit possible ways to substitute different opinions
while using the sentence frames from the poster. Explain
that these prompts can help them to present ideas and to
agree and disagree politely with others.
When students are participating in a discussion, point to the
sentence frames on the poster and ask them to express their
own ideas after using the language indicated.
The Discover Poster should be used at the beginning of each
pair of units to motivate students’ interest in the topic and
to elicit existing knowledge around the Big Question. It can
also be referred to throughout the units to remind students
of the learning points as they come up and to build upon
the knowledge they are gaining. Finally, it should be used at
the end of each pair of units to summarize all of the learning
that has come out of the units and to help students prepare
to fill in the Big Question Chart.
It is a good idea to have a list of questions which help
students to think critically about the images and learning
points. Students can answer individually, or be encouraged
to share their ideas in pairs or small groups before
participating in a general class discussion.
General Discussion Questions
•
What can you see in this picture?
• How many… can you see?
• Where do you think it is?
• What do you think is happening?
• What does it mean?
• What does this learning point mean?
• Can you see the learning point in the picture?
• Do you know about this already?
• What else would you like to know?
Big Question Chart
The Big Question Chart has been designed to follow the
KWL methodology. K = What do you know about the topic?
W = What do you want to know about the topic? L = What
did you learn or what have you learned about the topic?
The Big Question Chart can be written on with board pens
and then wiped clean so that it can be reused. If possible,
keep it up displayed on the classroom wall.
Refer to and update the Big Question Chart with your
students at key points over the course of each pair of units.
Beginning of First Unit
•
Have students brainstorm what they already know about the topic surrounding the Big Question. This can be done individually by writing ideas down, or by setting up pair or small group discussions.
• Elicit the ideas and write them on the poster.
• Ask each student to think about something they would like to know about the topic. These could be grouped into categories or headings to help students learn to classify more effectively.
• Write some of the ideas on the chart.
• Don’t fill in the final column, as this will be completed once learning has taken place.
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30 Wrap Up
How Wrap Up Lessons Help Develop 21
st
Century
Skills
The Wrap Up lessons are a motivating way for students to
demonstrate what they have learned, as well as providing
a concrete outcome which helps them focus on accuracy.
The Wrap Up lessons in Oxford Discover have been designed
to cover the 21
st
Century Skills of creativity, collaboration,
communication and critical thinking. These areas are clearly
referenced in the teaching notes of the Wrap Up lesson
sections so teachers can see the main focus of each stage.
The Wrap Up lessons encourage teaching in which a
student or a group of students conduct a study of a text
and consider how it is written. When this level of instruction
is managed by a teacher, students are effectively engaged
collaboratively and creatively. There is a communicative
element as students negotiate meaning and make decisions
together. Conducting research and presenting conclusions
engages students in critical thinking techniques.
Wrap Up Lessons and Learning Styles
Most primary students enjoy learning kinesthetically.
This means that they learn through doing. Children enjoy
creating their own versions of concrete thing, such as
travel brochures, and displaying images in the classroom.
Creating something helps children to interact more with the
language, helps them to place it more firmly in context, and
ultimately leads to greater recall of the target language.
•
Primary lessons are usually very visual. The texts in the Wrap Up lessons have elements of writing styles clearly
indicated in sections on the page. Many students are visual learners and will remember writing techniques by connecting them to structures and leading questions. Having students produce similar texts, using topics that interest them, will help them apply their knowledge to personal situations, increasing engagement and the effectiveness of the learning.
•
Auditory learners tend to pick up chunks of language very naturally. The Wrap Up Lessons are collaborative and communicative in nature, which means that students have an opportunity to not only produce the target language but listen to it being spoken as well. Presentations are also an important part of the communication and learning process, and this is another opportunity for students to listen to authentic language which focuses directly on the topic being taught.
Variety of Wrap Up Lessons
The Wrap Up Lessons come with a variety of writing texts. These are all related to the subject in the Big Question and encourage further focus into the subjects around that. For example, a travel brochure is used to emphasise a different country’s culture and potential experiences, or the opportunity to write and act in a play is used as an object of expression. When students work with such a wide variety of writing, in content, preparation and presentation they will broaden their creative processes and develop a deeper understanding of how they learn.
Wrap Up
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31 Wrap Up
focus on the target language, as well as other chunks of
language used, again and again.
•
Sometimes it can be a good idea to invite parents to see students’ work. A display allows parents to see a lot of work at once and to understand what their children are studying and how they are working. This can be motivating for both adults and children.
How to Display Presentations?
•
Have a dedicated wall space and have students decide how and where they would like to display their work. In this way students understand the value of their materials and can create a visual space that they enjoy looking at, thereby being exposed to the target language even after the process of creating the work is finished.
• A hanging tree can be a useful way of finding space in a crowded classroom. Put rope across the room above head-height. Use clothes pegs or clips to hang the materials.
• Take photographs of materials and put them on the school’s web page. This allows students and parents to look at all the work and to access them even after they have been taken down in the classroom.
• Make a presentation book of the students’ written texts, such as plays, magazine articles or e-mails. Collating the texts allows students to see their work and read other students’ work easily and is a great way of saving space in a crowded classroom.
Assessment and Learning Outcomes
If students are compiling a learning portfolio, the Wrap Up Lessons are a useful addition as they can demonstrate learning outcomes in a particular area and encourage students to focus on language accuracy as well as creativity. These texts form part of a continuous assessment process, where students are marked on different elements of language output, both individually and as part of a group.
21
st
Century Skills Assessments can be completed while
students do the Wrap Up lessons. They can indicate students’
performance and progress in the areas of communication,
collaboration, creativity and critical thinking. Both Portfolio
Assessments and 21
st
Century Skills Assessments can be
found on the Teacher’s Resource Center.
Setting Up Wrap Up Lessons
Instructions
Sometimes Wrap Up lessons are
very straightforward and students
find it easy to understand not only
what they should be producing,
but how to go about it. However,
the process of understanding a text
and producing their own writing is
where much of the learning takes
place, so it is important to make
sure that students are on-task at
all times and understand not only
what they are doing, but why they
are doing it.
•
It is important to stage instructions. This means not telling students to do too many things at once, or explaining the entire process of the lesson at the beginning. Explain one stage of the writing and then stop. Check that students have followed instructions before moving onto the next stage.
• Sometimes it is not easy to explain a particular process. It can be useful to model the instructions, or ask a confident student to do so. This may mean demonstrating how to do something physically, or setting up the communicative stage of an activity when you expect students to work together in pairs or groups.
• Finally, concept-checking instruction makes sure that students are on the right track. Concept-checking means that once instructions have been given, students are asked questions to check understanding. This may be as simple as asking a student to say what they have to do in their own words, or it may be a series of questions that check overall comprehension. In this way, the next stage of the lesson should proceed smoothly and all students should be on-task, confident that they know what they are supposed to be doing.
Presentations
Why do Presentations?
• Presentations enable the students to share their experiences and can provide effective demonstrations of the learning. The materials produced for the end-of-lesson tasks will brighten up a classroom and provide color and interest. A good learning environment is one that stimulates interest in the subject matter. If children are comfortable in the classroom and enjoy being there, they are much more likely to remember language input and feel confident about producing output.
• It is important to encourage students to focus on accuracy as well as fluency. When students know that their work will be displayed for other people to see, they feel more pride in their work and concentrate on producing the target language accurately.
• Recycling language is an important part of learning and students need to be exposed to target language a number of times before they can be expected to recall and naturally use it. When presentations are placed around the classroom, students can read them and
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32
Dictionary Activities
Dictionary Activities
There is an old proverb which is: Give a man a fish, and
feed him for a day. Teach a man to fish and you feed him for
a lifetime.
Dictionary skills need to be mastered by students learning
English, even in the primary years. When students have
learned how to successfully use a dictionary, they are able
to become more independent and autonomous learners,
able to increase their own vocabulary and read and write at
a higher level.
Dictionary skills are important, not only because the
dictionary itself is important but also because it is an
introduction into the world of reference materials. Learning
how to use common reference materials will help your
students’ research and writing skills.
A dictionary entry has several parts. It lists the syllabic
divisions in a word, the pronunciation, the part of speech,
and of course the definition. Students need to learn how to
identify and work with all of these components.
Learner training and encouraging the habit of using a
monolingual dictionary is an essential element of current
classroom practice. Learner training can focus on various
aspects, from understanding abbreviations to interpreting
symbols, recognizing and understanding syllable indicators
and stress marks to effectively finding a particular meaning
of an item of vocabulary.
Oxford Basic American Dictionary
This dictionary is suggested for students in levels 1-4 of
Oxford Discover. It is written specifically for students who
want to improve their English language skills and has extra
help boxes included with related synonyms, collocations,
and word families.
It is designed to help students transition
from using picture dictionaries by using words that are easy to understand in definitions as well as illustrations. It has a focus on content words from different subject areas such as math, geography and history.

Oxford American Dictionary
This dictionary is suggested for students in levels 5-6 of Oxford Discover. It has more than 350,000 words and phrases, with lots of explanatory notes and more than a thousand illustrations. Unlike in more traditional dictionaries, where meanings are ordered chronologically according to the history of the language, each entry plainly shows the principal meaning or meanings of the word, organized by importance in today’s English. This makes it relevant and easily understood by primary-aged students.
Student Book Dictionary Activities
The Student Books in levels 3-6 of Oxford Discover have dictionary pages referencing the words used throughout the units in the book. This is a good introduction to general dictionary use and students should be encouraged to use these pages as a reference. Additionally there are activities and games which can help students to become more familiar and confident when using the dictionary pages.

Do you know?
• Have students work in pairs and choose a word from the dictionary pages at the back of the Student Book.

• Tell them to write the word and the meaning in their notebook.
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33 Dictionary Activities
reference for students as and when the need arises. Again, it
is useful to help students navigate dictionaries with activities
and tasks which help them feel comfortable with these
reference materials.
Scavenger Hunt
•
Write down ten to twelve questions about using a dictionary. Examples can include: What is the first word in the dictionary? How many pages of words starting with ‘x’ are in the dictionary? Look up the word ‘supermarket.’ How many syllables does it have? Find the first adjective in your dictionary which has three syllables. Find a word which has more than one meaning. Find a word which can be a verb and a noun.
Word Search
• Put students into pairs and give each pair a dictionary.
• Call out a word (preferably a familiar or recognizable word).
• Each pair of students must try to find the word as quickly as possible.
• The first pair to call out the correct page number where the word can be found is the winner.
Mystery Word
• Choose a word in the dictionary that will be familiar to students.
• Give a dictionary to each pair or small group of students in the class.
• Read out a series of clues to help students find the word. Read the clues out one at a time, as students are following the previous clue. For example: I begin with the fourth letter of the alphabet. I have three syllables. My second letter is ‘o.’ I come before ‘dog’ in the dictionary. My last letter is ‘t.’
• Students use the dictionary to follow the clues and find the word.

• The first pair or group of students to find and say the word correctly wins a point.
• Continue with more words.
Words, words, words!
• Give a dictionary to each pair or small group of students in the class.
• Read out (or write on the board) a series of clues at the same time. For example: A word that begins with ‘s.’ It has to have double letters, be two syllables long and be an adjective.
• Students use the dictionary to find the word. There may be more than one answer as more than one word may fit the description.
• Have pairs say their words to the class to check if they are correct.

• Tell students to write two more meanings which they make up, but which look as if they could also match the word.
• Put pairs together and have them read out their word and the three definitions.
• The other pair must guess the correct definition.
• To exploit the game further, keep moving the pairs around so that they work with everyone in the class.
Put it in a Sentence
• Have students open their Student Books to the dictionary pages at the back.
• Tell them to choose one word from the list of words.
• Have students write a sentence using that word, concentrating on understanding the definition as they do so.
• Ask students to read out their sentence to the class.
• Have the class look up that word in the dictionary pages and decide if the sentence matches the definition and if it is used correctly.
Taboo
• Have students open their Student Books to the dictionary pages at the back.
• Tell them to choose one word from the list of words.
• Make sure that students choose a word where they understand the definition.
• Have students write down four words which describe the word they chose, without using the word itself.
• Put students into groups of four or five.
• Have them take turns to read out the words in their notebook.
• The other students try to guess the dictionary word.
• The first student to guess correctly wins a point.
• The winner is the student in the group with the most points.
Picture Words
• Put students into groups for four or five.
• Give each group a large sheet of clean paper, or a few sheets of smaller paper. Make sure each group also has a pencil.
• Ask one person from each group to come to the front of the class.
• Choose one word from the dictionary at the back of the Student Book and show it (with the definition) to the students at the front of the class. Don’t let the rest of the students see or hear the word.
• Each student goes back to their group and draws the word. They cannot speak or write while they are doing this.
• The rest of the group tries to guess the word.
• The first student in the class to guess it correctly wins a point for their team.
• Continue the game by having a different student come out and repeating the activity until each student in the group has had a chance to draw a word.
General Dictionary Activities
General dictionaries are useful to have in the classroom and can be incorporated into many aspects of the lesson. They can be used when directed by the teacher or kept for
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34 Testing Practice
Why Test Practice is Important
There are a variety of reasons why students should be
encouraged to do test practice activities.
Test practice:
•
provides further language practice – this ensures that
vocabulary and structures that have been taught are
recycled, providing more exposure to language.
• identifies gaps in knowledge – test practice helps students to become aware of their strengths and weaknesses. In this way they can focus on particular areas and allocate further study time effectively.
• improves transfer of knowledge to new contexts – repeated practice helps students to retain facts and also helps to increase the transfer of knowledge to new contexts.
• provides feedback for students and teachers – targeted language practice helps teachers better understand what their students know. In this way they can adjust their teaching and plan future lessons more successfully. But it also often improves the students’ own understanding of the learning process. Students will be better able to understand what steps they need to take to close that gap if they are given proper feedback.
• provides familiarity with test questions – students receive better marks on tests when the stress level is decreased. One way of decreasing stress is to make sure that students are familiar with test question types and confident about what is expected. Practice with different test question types, whether formal or informal, should lead to better results in more structured and higher stakes tests.
The test practice pages can be used as formative and summative assessment. Formative assessment takes place while students are still in the process of learning, and they are used to determine how well that learning is progressing. When students complete the test practice pages they can
be seen as a “pit stop” on the way to completing the course and this can help guide subsequent teaching and learning. They also provide information about how much students have learned in the preceding units and assess learner achievement and this forms a summative assessment where evidence of learning is required.
How to Use the Test Practice Pages
•
Make it collaborative: Put students into pairs or small
groups to answer the questions. Set it up as a game or competition so that the process becomes more enjoyable.
•
Review: You don’t necessarily need to have students
complet
e the pages in one sitting. The activities could
be integrated into lessons later in the Student Book so they act as a review and help to recycle vocabulary and structures.
•
Peer correction: Have students correct each other’s
answers before general class feedback. In this way students can learn from each other. Students tend to be stronger or less confident in different areas, so they can help each other find mistakes. If a discussion stage is built in, it is even more useful as students can explain mistakes and corrections to each other and this can be a more meaningful and memorable way of learning and receiving feedback than teacher-centered instruction.
Test Practice Activities
Test Creation
•
Have students work in groups to create more test questions for each section.
• Have groups work together to test each other with their questions.
Group Work
•
Photocopy the pages and cut up the different test type sections.
Testing Practice
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35 Testing Practice
• Put students into groups and hand out the same test part
to each group.
•
Have groups elect a secretary who will write the answers.
• Give a time limit for answering the questions.
• Once the questions have been answered, each group passes their answers to another group.
• Check the answers together in class.
• Hand out the next section and repeat until the groups have answered all parts of the test.
Test Relay
•
Photocopy the page and choose one or two test sections. Make enough copies for a number of teams.
• Cut up each individual question.
• Put students into teams of four or five.
• Put the cut up questions for each team in a particular place in the room, preferably some distance from the team. Make sure each team knows where their questions are located.
• Have each team number themselves from one to four or five.
• Tell them that number ones will go first.
• The first person from each team runs to get a question (it doesn’t matter about the order of the questions) and runs back to their group.
• As a group they answer the question and the first person writes the answer on the piece of paper and takes it to the teacher, who then says whether or not it is correct.
• If it is correct, they run back to their team and the next student runs to get the next question and repeats the procedure until all the questions have been answered correctly.
• If it is not correct, they go back to their team and try to answer it again, and do this until they have the correct answer.
• The first team to finish all of the questions correctly is the winner.
Test Practice Outcomes
• If assessment feedback is to be helpful to students and improve their learning, then the goals and reasons behind the assessment need to be clearly defined. Feedback needs to help students compare their current performance against the target performance and help them to close the gap between them. It also needs to be clear if the results of this assessment are to be included in any mid-year or end-of-year report, or if it is an informal procedure, designed to help them develop their own learning and test-taking techniques.
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36 Units 1 and 2 • Big Question
Reading Strategies
Students will practice:
•
Identifying author’s purpose
• Monitoring and clarifying
Wrap Up Students will review the language
and Big Question learning points
of Units 1 and 2 through:
• Writing and presenting a persuasive e-mail
Writing Study
Students will understand:
•
How to fix sentence fragments
• How to use irregular past verbs
Speaking Students will
understand and use
expressions for:
• Talking about an opinion
• Giving reasons
Listening
Students will practice:
•
Listening to the
main idea
•
Listening for details
Grammar
Students will practice:
•
Present perfect and
present perfect
continuous
• Reviewing tenses
Word Study
Students will understand and use:
•
Words with suffix -able
• Synonyms
Vocabulary Students will understand and use words
about:
•
Animals, extinct animals, endangered animals, and protecting animals
Units 1 and 2
Why do we protect animals?
Students will understand the Big
Question learning points:
•
When animals are extinct, they are gone forever.
• It’s cruel to hurt animals.
• Animals are sources of food.
• The environment and the food chain depend on animals.
• Animals are beautiful.
Units 1 and 2
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37
Units 1 and 2 Big Question page 6
Summary
Objectives: To activate students’ existing knowledge of
endangered animals and identify what they would like to
learn about the topic.
Materials: Big Question Video, Discover Poster 1,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask What are some reasons for protecting animals? Write individual responses on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What did you see in the video? What were the animals doing? What parts of the video did you find interesting?
• Have individual students share their answers with the class.
DIFFERENTIATION
Below level:
•
After watching, have students work in pairs. Have them tell each other one thing they noticed in the video. Then have them each write what their partner said. Ask them to read the sentences to the class.
At level:
•
After watching, have students work in a group of four or six. Ask them to each write two things they saw in the video, using full sentences.
• Have pairs within the group trade papers and read their partner’s sentences to the group.
Above level:
•
After watching, have each student write four things they saw in the video. Have them describe what they saw in detail using multiple sentences for each one.
• Have students form a line and pass their paper to the next student who reads it to the class. The last student passes his / her paper to the first student in line.
B Look at the picture and discuss it with your class.
• Talk about the big picture. Ask What do you see?
ANSWERS
Possible answers: 1 The man is feeding grass to an
elephant at an elephant reserve. 2 They’re elephants.
They’re not afraid. They’re happy and relaxed.
C
Think and answer the questions.
CRITICAL THINKING
• Ask students to think about the first two questions, naming animals they know that are in danger and saying what they know about the animal. Prompt if necessary with an example: Polar bears are in danger. Polar bears need ice.
• Look at the third question. Ask them to explain why the animals are in danger. List the reasons as phrases next to the animal. For example: polar bears – danger of melting ice.
• Discuss the last question: Why is it important to help these animals? List students’ ideas on the board.
Expanding the topic
COLLABORATIVE LEARNING
• Display Discover Poster 1. Ask Which picture shows us about extinction? (dinosaur bones) Is this seal in its natural habitat? (yes) What different kinds of animals do you see? (bird, mammal, amphibian)
• Put students into small groups of three or four. Have each group choose a picture that they find interesting.
• Ask each group to describe what they can see in their picture. Have the group write several sentences describing what they see.
• Have one person from each group stand up and read aloud the sentences they wrote about the picture.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about endangered animals?
• Write endangered animals on the board and ask students to tell what they know about endangered animals. List their ideas.
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
DIFFERENTIATION
Below level:
•
Elicit sentences from students about what they know about animals.
• Point to the animals in the big picture and then the poster and ask Where is the elephant? Where is the seal? Write their responses on the board.
At level:
•
Elicit longer descriptions about what students know about the animals.
• Ask them to tell where the animals are and what they are doing. Have them write their responses. Ask volunteers to read the sentences to the class.
Above level:
•
Pair students and ask them to write descriptions of the animals they see in the poster. Then have them describe any animals like these that they have seen in their lives. Ask them to tell where they saw them and what they looked like. Have them read the sentences to the class.
Discover Poster 1
1 Dinosaur skeleton in a museum; 2 White harp baby seal in Canada, 12 days old; 3 Chickens with eggs and farmer on a farm in Ireland; 4 Frog about to catch an insect; 5 A colorful bird called European Bee-eater Merops apiaster
Further Practice
Workbook Unit 1 page 2 Online practice • Big Question 1 Classroom Presentation Tool • Big Question 1
Units 1 and 2 • Big Question
Units 1 and 2
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38
Summary
Objectives: To understand words about extinct and
endangered animals; to apply own experience and a
reading strategy to help comprehend a text.
Vocabulary: dodo, elephant bird, quagga, sea wolf, woolly
mammoth, extinct, survive, exploit, endangered, habitat,
species, sanctuary
Words in context: existed, eventually, mammals, suffered,
atmosphere, rare
Reading strategy: Author’s purpose
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•02
• Play the audio of the words and have students repeat
them. Pause the audio after the words to practice the
pronunciation. For words with more than two syllables
(endangered, sanctuary) or two words (elephant bird, woolly
mammoth), draw attention to the number of syllables,
which one gets the stress, and how the intonation of the
voice changes with the syllables. (For example, “el/e/phant/
bird” has the stress and higher intonation on the “el”. Clap
and say them together, practicing the stress and intonation.
•
Play the audio a second time. This time continue and have students read along with the sentences.
COLLABORATIVE LEARNING
• Have students work in pairs to practice saying the words to each other with correct intonation and stress.
Unit 1 • Get Ready
• Have pairs re-read the sentences aloud to each other, alternating sentences. Then have each partner take six words and write what they think each word means.
• Have students look up each word in the dictionary pages and read aloud the meaning they wrote followed by the one in the dictionary.
• Partners then write each word in their notebook. They underline the syllable that gets the stress. Then they write its definition from the dictionary.
CRITICAL THINKING
• Ask the following questions to check understanding: Were elephant birds a kind of elephant or a kind of bird? (a kind of bird) Which animals are no longer living, elephants or woolly mammoths? (woolly mammoths) Are polar bears extinct? How do you know? (No, they aren’t. There are still polar bears in the world.) Which word means in danger? (endangered) What helps tell the meaning? (The word has danger in it.)
B Circle the one that doesn’t belong.
• Read the four words in number 1 together. Ask which ones belong together and why (three are extinct). Have students circle the one that doesn’t belong (human).
• Have students work in pairs to complete the exercise.
ANSWERS
1 human 2 die 3 alive 4 respect 5 safe
6 quagga
Unit 1 Get Ready page 8
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39Unit 1 • Get Ready
the cards. For example, the word help for take action, or
information for the learn card.
•
Ask partners to read the first paragraph. Have them look at each card to determine which choice matches and check the box. Repeat for paragraphs 2 and 3.
At level:
•
Have students work in pairs. One reads the first paragraph and the other reads the choices. Have them discuss which choice of author’s purpose is best. Repeat for the other two paragraphs.
Above level:
•
Have students work in pairs. Have them read the paragraphs and choose the correct author’s purpose.
• Have students discuss the reasons for their choices and write a sentence for each one describing why they think their choice was the author’s purpose.
E Words in Context: Scan the story on pages 10–11
and cir
cle these words. As you read, try to guess
what the words mean.
COLLABORATIVE LEARNING
•
Have students work in groups of six. Have each student in each group choose one of the six words and scan the story to find it. Alternatively they can work together in pairs within the group to find two of the words.
• Have students in the group show the others where they found their word so they can all circle it.
• Ask all students to underline the sentence that contains the word and to read it aloud.
• Remind students that when they read the text, they will be figuring out the meanings of these words from the context of the sentence and paragraph.
F Turn to pages 10–11 again. Look at the pictures
and the title
. What do you think the story is about?
Could it happen in real life?
COMMUNICATION
•
Have students look at the reading pages.
• Ask students to recall what they know about dodos. Ask Are dodos living or extinct? (extinct)
• Point to the animals and ask students to recall the vocabulary words they learned for extinct animals. Have them name the animals they recognize.
• Ask What is this story about?
• Write their ideas on the board and leave them there to return to after reading, to see if those ideas were covered in the passage.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (fantasy) Ask What is a fantasy? Write students’ answers. Then have them re-read the description about fantasy to see if they were right.
Further Practice
Workbook Unit 1 pages 2–3 Online practice Unit 1 • Get Ready Classroom Presentation Tool Unit 1 • Get Ready
C Circle the correct answer.
• Have students circle the answer for each question. They may look up words again or refer to the sentences above.
ANSWERS
1 elephant bird 2 woolly mammoth 3 quagga
COLLABORATION
• Have students work in groups. Assign each group one extinct animal and two other vocabulary words.
• Using the sentences on the page and the dictionary definitions, ask them to write about the animal. Have students in the group draw the animal, using the picture to encourage them to add written details.
• For the non-animal words, have students re-read the sentences and dictionary definition of the words and write two sentences about each word.
• Have each group present their sentences, using their picture to back up their written descriptions.
Before You Read
Discuss the topic
• Have students re-read the sentence for extinct on page 8. Point out that the animals in the vocabulary are all extinct. Have students name them again. Ask If they are extinct, do any of them live today? (no) Then discuss the word endangered. Read the sentence about polar bears on page 8. Ask What can happen to an endangered animal? (It can become extinct.)
Think
• For the first question, discuss the reasons that animals are important to us. Point out that we need the same things animals need. Ask students to name some of the things animals and people need (clean air, food supply). Discuss that protecting animals also means protecting ourselves.
• Ask the second question. Discuss the sea turtle on pages 6 and 7. Explain that sea turtles are endangered. One of the big dangers is getting caught in fishermen’s nets.
• Point out that another important reason to protect animals is that they depend on each other. We need all the species of animals to maintain balance. Give an example. Frogs eat mosquitoes. What would happen without frogs? (There would be too many mosquitoes.)
• Review the list of endangered animals you made in the opener and the reasons they are in danger.
D Learn: Author’s Purpose
• Ask What does purpose mean? (It is why we do something.) Explain that authors have different reasons, or purposes when writing. Have volunteers read aloud the three questions in the Learn box that help us find out why the author wrote the story.
Read the paragraphs. Check (✓) what the author
wants you to do.
DIFFERENTIATION

Below level:
•
Have students work in pairs. Give three cards, each with
one choice for author’s purpose: have fun, take action,
learn. Supply students with other words or examples on
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40Unit 1 • Read
Summary
Objectives: To read, understand, and discuss a fantasy; to
apply a reading strategy to improve comprehension.
School subject: Social Studies: History
Text type: Fantasy (fiction)
Reading strategy: Author’s purpose
Big Question learning points: When animals are extinct,
they are gone forever. Animals are sources of food. Animals are
beautiful. The environment and food chain depend on animals.
Materials: Audio CD
Before Reading
• Have students point to the girl, Mina. Ask What was she
reading? (A book about extinct animals.)
•
Ask students to find Mina in the animal picture. Ask Is this a picture of real life or her dream? (her dream) What did she dream about? (extinct animals)
• Ask students to tell you about the animals in the pictures. Ask Is this an elephant or a woolly mammoth? (a woolly mammoth) How do you know? (It has long tusks like a woolly mammoth.) Do you think all of the animals pictured here are living or extinct? (extinct)
• Have students review the sentences about those animals on page 8, reading them aloud again.
During Reading $ 1•03
• Ask a gist question to check overall understanding of the text, and allow students a few minutes to skim the text. For example, What do each of the animals talk about? (How long ago they lived, and why they became extinct.)
• Remind students they will be reading information told by each of the extinct animals in Mina’s dream.
• Play the audio. Students listen as they read along. Play the audio a second time if necessary.
• After reading through the text a first time, have them read again, marking the paragraphs in which each new animal enters the scene and tells its story about extinction.
DIFFERENTIATION
Below level:
• Work with a group of seven students. Play the audio and have students read along silently. As they read, have them circle the names of each character in the story: Mina, the dodo, the quagga, the sea wolf, the woolly mammoth, the elephant bird, the tiger.
• Assign each character to a student. Narrate the story. Each student reads aloud their character’s dialogue.
Unit 1 Read page 10
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41Unit 1 • Read
DIFFERENTIATION
Below level:
•
Have students work in small groups to write an outline of
a fantasy based on the story. Provide a structure for them
to fill in words and phrases. For example, Setting (place):
the school. Events (what happens): Extinct animals come to
school.
•
Have each member of the group draw a picture of an event in the story. Encourage students to use the pictures to get more ideas for writing details of the story. For example, The mammoth is teaching. It has to hold a marker in its trunk to write on the board.
At level:
•
Have students work in small groups to write ideas for their own fantasy based on the story. Provide a structure for an outline as above. Have them choose a different setting for their story, for example, a school or a beach.
• Have students each write a paragraph about what the animals would do and illustrate the descriptions.
Above level:
•
Have students work in small groups to write their own fantasy based on the story. Ask them to choose a new setting and to use the same extinct animals or others they know. Have them include ideas about what happens when the extinct animals arrive.
• Have each student write a paragraph about one of the extinct animals in the new setting. Have the groups combine their paragraphs to make a short story with illustrations. Ask them to present it to the class.
CULTURE NOTE
The animals in this story came from different parts of the
world. The dodo lived on Mauritius in the Indian Ocean. The quaggas lived in South Africa, mammoths lived in Africa, Europe, and Asia, and elephant birds lived in Madagascar. All parts of the world still have animals that are endangered and could become extinct.
Further Practice
Workbook Unit 1 page 4 Online practice Unit 1 • Read Classroom Presentation Tool Unit 1 • Read
At level:
• Form a group of eight students. As above, they read silently as they listen and circle the character names.
• Assign each student a character and one student the part of the narrator. Have them scan the reading and each circle the lines that their character says.
• Have the narrator start reading aloud. Each of the other students reads the part of their character. Encourage them to read with expression and feeling.
Above level:
•
Form a group of four students. Assign each group of three students two animal characters, and the fourth the part of Mina and the narrator. Have students read the story aloud, changing their voices for their different characters and reading with expression and feeling.
• Have them perform the dramatic reading for the class.
CRITICAL THINKING
• Ask the following questions to initiate discussion: How do you know from the story that Mina is dreaming? Each of the animals says how long ago it existed. Did they all exist at the same time? Did the animals become extinct for the same reasons? What were a few of the reasons? What is one good thing the tiger tells everyone?
After Reading
• As a group, discuss the story. Ask students to describe in a few sentences what happened. Then ask them to talk about what made this story a fantasy. Ask them to recall the definition of a fantasy: a story that could not happen in real life. Ask Which part at the beginning could happen? (A girl reading a book and falling asleep.) What is the first thing that happens that could not happen in real life? (A dodo flies into the window.) Why couldn’t this happen? Birds can fly into windows, can’t they? (It can’t happen in real life because dodos have been extinct for 400 years.)
• Continue taking examples of the things in the story that could not happen in real life.
COMMUNICATION
• Point out that fantasy is based on reality. Ask What true events are part of this fantasy? (Those animals did become extinct.) Ask students to list reasons given in the story for why each animal became extinct, for example, Dodos became extinct because they had nothing to eat. Cats also killed the dodos.
COLLABORATIVE LEARNING
• Pair students and have them write summaries of the story. Write questions for the groups to use when summarizing. For example, How does the story begin? Which animal does Mina see first in her dream? What does the animal tell her? What is the second animal that comes in?
• Have students write two to three sentences about each animal that enters the story.
• Ask volunteers to read their summaries to the class.
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42Unit 1 • Understand
B Circle the correct answer.
• Have students complete the activity individually, then
compare answers in pairs.
ANSWERS

1 c 2 a 3 a 4 b
• Ask follow-up questions, for example, Why did hunters want to kill quaggas? Why does the tiger say that tigers are lucky? Why does Mina think sanctuaries are a great idea?
DIFFERENTIATION
Below level:
•
Have students work in pairs. Ask each pair to focus on two animals in the reading. Have the students each write a question for their partner to answer about one animal. Have students tell each other the answers.
At level:
•
Have students work in pairs. Have each partner write a question about each of the animals in the story for their partner to answer. Have the partners write the answers to the questions.
Above level:
•
Have students work in pairs. Have partners work together to write two questions about each of the animals. Have them trade questions with another pair and work together to write the answers.
Unit 1 Understand page 12
Summary
Objectives: To demonstrate understanding of a fantasy text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Present Perfect and Present Perfect
Continuous
Grammar practice: Workbook exercises
Grammar production: Writing personal information
Materials: Audio CD
Comprehension
Think
• Have students tell two things they liked about the story.
Then have students each tell the class what their partner
liked. Encourage them to give details about why they
liked that part of the story.
A
As a class, discuss the author’s purpose for
writing
“Dreaming of Dodos”. Did the author want
you to have fun, take action, or learn something?
•
Ask students to recall the possible reasons for an author to write. Ask Was this author’s purpose to have fun, take action, or learn something?
• Have students write which purpose they think it was. Then ask volunteers to tell the class which one they think is the author’s purpose and why.
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43Unit 1 • Understand
ANSWERS
1, 4, 6
COLLABORATIVE LEARNING
• Form a circle. Pass a ball around. The student with the
ball says a sentence in the present perfect, choosing
something they have done in their life, for example I have
traveled in a plane. Then they pass the ball.
•
Make a list of students’ present perfect sentences.
• Go around the circle again to practice the present perfect continuous. Have each student describe an action and a length of time. She has been reading for an hour. We have been studying animals for a week.
• Write the statements. Keep the two lists displayed for reference during the differentiation activity below.
F Work with your partner. Take turns stating two
fac
ts about you using the present perfect and the
present perfect continuous.
•
Have partners read the dialogue and the directions. Then have them write and practice a new dialogue with present perfect continuous and present perfect.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
DIFFERENTIATION
Below level:
•
Have students form groups. Provide categories, such as schoolwork, chores, or sports. Provide sentences with blanks and ask them to complete the sentences with present perfect continuous. She ___
___ playing baseball
___ one hour.
Have them refer to the list you made in the
collaborative activity in E.
At level:
•
Have students form groups. Provide categories as above. For each category, ask the group to write three sentences in present perfect continuous, for example She has been playing baseball for an hour.
Above level:
•
Have students form groups, and provide categories as above. Have the group write a paragraph for each category using at least three sentences with present perfect continuous.
Further Practice
Workbook pages 5–7 Online practice Unit 1 • Understand Classroom Presentation Tool Unit 1 • Understand
C Words in Context: Look again at the words you
cir
cled in the story. Write them in the correct places
in the paragraph.
•
Have students look at the words in context from page 9 that they circled in the story. Have them fill in the blanks with these words. Ask volunteers to read each sentence of the paragraph aloud.
• Have students work in pairs to use each of the words in a new sentence. Ask them to write their sentences. Have volunteers read their sentences to the class.
ANSWERS
1 mammals 2 existed 3 Eventually 4 rare
5 suffered 6 atmosphere
Grammar in Use
D
Listen and read along. Then circle Yes
or
No.
$ 1•04
CREATIVITY
• Listen once. Then divide the class into two groups. Listen again and have each group read the part of one character along with the recording.
• In the same groups, practice reading the characters’ parts without the recording.
• Have students answer the questions.
ANSWERS
1 Yes 2 Yes
CRITICAL THINKING
• Ask the following questions to encourage students to think about the cartoon: What part of the first sentence tells you that Finn is still painting? (been painting) What part of that sentence tells you how long Finn has been painting? (all day) What is Finn trying to find out when he asks Charlie the question? (if he knows how to paint)
E Learn Grammar: Present Perfect and Present
P
erfect Continuous

• Make two columns on the board. Write Present Perfect and Present Perfect Continuous.
• Write I have read books in the first column. In the second, write I have been reading books. Explain the difference: when you say have been reading you are continuing to read the book right now.
• Point out that when we use the present perfect continuous, we often tell how long we have been doing something, for example, I’ve been waiting for an hour.
Read the sentences. Which sentences say that the
action is still happening?
•
Read the sentences beneath the Learn Grammar box and
ask students to identify the tense for each. Then ask them
to list those which are in the present perfect continuous.
• Point out that we form both tenses using have. In the present perfect, have is followed by a verb in the past. In the present perfect continuous, have is followed by the continuous – a verb with -ing.
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44Unit 1 • Communicate
A Listen. What is the main idea the speaker wants
y
ou to learn about Goliath frogs?
$ 1•05
• Have students listen to the text about Goliath frogs.
• Ask the question in A. Take ideas about what the speaker
wants students to learn about Goliath frogs.
ANSWERS
Students’ own answers but should include that Goliath
frogs are endangered.
B Listen again. Then check (✓) the correct box.
$ 1•06
• Play the audio again and ask children to listen and check the correct answer for each numbered item.
ANSWERS
1 33 centimeters 2 baby 3 Africa
4 250 million years 5 food 6 as pets
Speaking
C Learn: Talking About an Opinion $ 1•07
COMMUNICATION
• Ask students to describe what an opinion is. Discuss that an opinion is what someone thinks.
• Have students listen to the explanation of what we say when we give opinions or ask people about opinions.
• Show the Talk About It! Poster and have volunteers read the ways to talk about opinions.
Unit 1 Communicate page 14
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for main idea
Speaking: Talking about an opinion
Word Study: Suffix -able: dependable, excitable, preventable,
adjustable, adorable, solvable, avoidable
Writing Study: Sentence fragments
Big Question learning point: When animals are extinct,
they are gone forever. Animals are beautiful. Animals are
sources of food.
Materials: Talk About It! Poster, Big Question Video,
Discover Poster 1, Big Question Chart, Audio CD
Listening
Think
CRITICAL THINKING

• Ask a volunteer to read the Think question at the top of the page. Ask students to think about reasons for hunting animals (to use them for food, for fur, for sport). Prompt with these questions: What animals do people eat? Where do fur coats come from?
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45Unit 1 • Communicate
Writing Study
E Learn: Sentence Fragments
• Read the explanation about sentence fragments. Then
have a volunteer read the example. Explain how to fix a
fragment. Have another volunteer read the sentence.
• Ask students to identify the verb that was added, survive. Point out the subject of the sentence, zebras.
Write S for sentence or F for fragment.
• Have students do the exercise in pairs, reading the fragments or sentences to each other and labeling them with S or F.
ANSWERS
1 F 2 S 3 F 4 S
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 8–9 for further practice of the Word Study and Writing Study.
Big Question 1 Review
Why do we protect animals?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster.
• Refer to the learning points covered in Unit 1 which are written on the poster and have students explain how they relate to the different pictures.
• Return to Big Question Chart.
• Ask students what they have learned about endangered animals while studying this unit.
• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 8–9 Online practice Unit 1 • Communicate Classroom Presentation Tool Unit 1 • Communicate
• Play the dialogue and ask students to listen as they read along. Then play it again and have two volunteers say the dialogue.
DIFFERENTIATION
Below level:
• Pair students and ask them to practice the dialogue. Then, model how to change the animal to alter the first speech bubble.
• Say the new first line again and ask the partners to choral read the second. Then do the exchange the same way, changing the third line.
• Have the partners try the new dialogue. Then, have them give their own opinion, replacing the animal and the reason.
At level:
•
Pair students and ask them to practice the dialogue, giving their own opinions about one of the topics listed, taking turns to speak the two different roles.
• Have three different pairs stand up and conduct their short dialogue for the class.
Above level:
•
Pair students and have the partners practice the dialogue as above, giving their own opinions.
• Have pairs stand up and conduct their short dialogue for the class.
• Have partners write two more versions of the dialogue, using all of the possible responses they have learned.
Word Study
D Learn: Suffix -able $ 1•08
• Read the explanation in the Learn box. Ask two volunteers to read the two example sentences.
Listen and say the words. Look them up in the
dictionary. Write the words by adding -able. If a
noun or verb ends in an e cross out the last letter.
• Have students listen to the words and repeat them. Then
have them complete the exercise individually, writing the
words with the suffixes.
ANSWERS
1 dependable 2 excitable 3 preventable
4 comfortable 5 adjustable 6 adorable 7 solvable
8 avoidable
COLLABORATIVE LEARNING

• Divide students into groups of four. Assign two verbs from the page to each group. Have two of the students each write one of the verbs on an index card, for example depend, predict. On the back of the cards have them write verb. Have the other two students use two more cards to write the same words, adding the suffix -able. On the back have them write adjective.
• Collect all the cards from the groups and mix them up. Distribute the cards to the groups. Have students in each group sort their cards to find matches of verbs and adjectives, for example depend / dependable.
• Have groups trade cards to make all the matches.
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46Unit 2 • Get Ready
• Ask students to say four of the two-syllable words with
you that have stress on the second syllable (diverse,
protect, inspire, reserve). Say the others with stress on the
first syllable (tracker, damaged, poaching). Have them clap
louder on the syllable with the stress.
•
Play the audio a second time. This time continue and have students read along with the sentences.
COLLABORATIVE LEARNING
• Have students work in groups of four. Ask them to re-read the sentences and talk about the meanings of the words that they can understand from the sentences. Have each student in the group write the meanings for three words.
• Then have each student look up the words in the dictionary pages. Have them put a check next to the meaning they wrote if it is correct. The wording does not have to be exactly the same. If the meaning was not correct, have them write the correct one.
• Using large index cards, have students make cards for each word. Have them write the word and underline the syllable with the stress. Then ask them to write the correct definition beneath the word.
• Have students each read their words and definitions aloud. Then have each student copy the other words and definitions onto cards so that each has a full set.
Unit 2 Get Ready page 16
Summary
Objectives: To understand words about conservation; to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: diverse, identify, tracker, protect, naturalist,
poaching, damaged, conservation, preservation, inspire,
population, reserve
Words in context: jungles, wildlife, hunter, injuries, mission,
national park
Reading strategy: Monitor and clarify
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: Why do we protect
animals? Say In the last unit, we learned about endangered
and extinct animals. Now we are going to learn more about
how we protect animals.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•09
• Play the audio of the words. Pause the audio after the words to practice the pronunciation. With students, clap the number of syllables.
• Point out that the four-syllable words conservation, preservation, population have the same stress and intonation. Have students repeat them, noticing the stress on the third syllable. Then point out that the word identify has the stress on the second syllable.
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47Unit 2 • Get Ready
At level:
• Have students work in pairs as above. Have them take
turns reading each sentence and asking each other
questions, for example, How long have sloths existed?
• Have students write simple sentences summarizing as they go. For example, for the third sentence, Sloths live in trees. Sloths hang upside down.
Above level:
•
As above, have students work in pairs. Have students take turns reading the sentences. Have them ask each other questions, rephrase what they read, and write sentences clarifying the meanings.
• After the exercise, ask the pair to write sentences explaining their process of practicing the strategy. For example, First we took turns reading each sentence. We took notes. We checked what species meant.
E Words in Context: Scan the article on pages
18–19 and cir
cle these words. As you read, try to
guess what the words mean.
COLLABORATIVE LEARNING

• Have students work in groups of three. Have each student in each group choose two of the six words and scan the reading to find them.
• Have students in the group show the others where they found their word so they can all circle it.
• Ask all of the students to underline the sentence that the word is in and to read it aloud. As they read they will be trying to understand the meanings of these words.
F Look at the article on pages 18–19.
• Have students look at the pictures and headings on the reading pages and answer the two questions on page 17.
• Write their ideas on the board to return to after reading.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (biographical) What is a biographical text? Have a volunteer read the description beneath the summary. Ask Is biographical information fiction or nonfiction? (nonfiction)
Further Practice
Workbook Unit 2 pages 10–11 Online practice Unit 2 • Get Ready Classroom Presentation Tool Unit 2 • Get Ready
CRITICAL THINKING
• Ask the following questions to check understanding: Does the word diverse mean a large number of animals, or many kinds of animals? (many kinds) In the last unit we learned the word ‘sanctuary’. Which new word has a similar meaning? (reserve) Which word is a verb that is something important to do to endangered animals? (protect)
B Write each word in the correct column.
• Ask a volunteer to read the three list headings. Explain that each of the words in the box can go into one of these categories. Point out that for actions they will be looking for the verbs in the set of words.
• Have students work in pairs to write the words under the appropriate headings.
ANSWERS
People’s Jobs: tracker, naturalist
Good Ideas: preservation, conservation
Actions: protect, identify, inspire
C
Work with your partner to complete the
sen
tences.
COMMUNICATION
•
Have students work in pairs. Ask them to take turns reading each sentence aloud and choosing the correct word to complete the sentence.
ANSWERS
1 population 2 damaged 3 reserve 4 diverse
Before You Read
Think
• Ask students what they know about tigers. Write their ideas on chart paper. Then ask them to recall their discussion in the previous unit about why it is important to protect animals. Ask What do you think is the most important reason for protecting tigers?
D Learn: Monitor and Clarify
• Have a volunteer read the name of the strategy. Discuss the meaning of the two words: “To monitor” means to observe and check something over time. “To clarify” means to make something clear.
• Have volunteers read each sentence of the Learn box. Then follow the steps below to practice the strategy.
Read the paragraph about sloths. Answer the
questions.
DIFFERENTIATION
Below level:
•
Have students work in pairs to practice monitoring and
clarifying as they read the paragraph.
•
Have them take turns reading each sentence. Model how to ask questions to check understanding. For example, What is a sloth?
• Ask students to take simple notes. For example, Sloths eat insects. Encourage students to circle sentences they don’t understand.
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48Unit 2 • Read
COLLABORATIVE LEARNING
• After listening to the text with the audio, divide the class
into groups of six. In each group, have one of the six
students re-read one section under a subtitle in the text.
They should read the sections silently.
•
When all six students are finished reading, have them each say one interesting thing and one thing they liked in the text.
DIFFERENTIATION
Below level:
•
After listening to the entire reading several times, assign students just the section called The Foothills of the Himalayas. Have pairs alternate lines, reading the paragraph several times aloud to practice making their reading sound fluid. Have them circle words that are difficult to pronounce.
At level:
•
After listening to the entire reading, assign pairs of students two sections of the reading: Man-Eaters and Saving the Tiger. Have each student read aloud one of the two sections to the other student.
• Have pairs repeat the reading, concentrating on the flow of the paragraph.
Above level:
•
Divide students into groups of three. After reading the entire passage with the audio, assign students in pairs the section on Jim Corbett. Have each of the three students read one subsection aloud.
Unit 2 Read page 18
Summary
Objectives: To read, understand, and discuss a biographical text; to apply a reading strategy to improve comprehension.
School subject: Social Studies: History
Text type: Biographical text (nonfiction)
Reading strategy: Monitor and clarify
Big Question learning point: It’s cruel to hurt animals.
When animals are extinct, they are gone forever.
Materials: Audio CD
Before Reading
• Have volunteers read the title and each of the section
titles. Ask What do those titles tell us about tigers? (They
live in the Himalayas, they can eat people, and people are
trying to save them.) Ask students if they know where the
Himalayas are. Remind them that the preview told them
they would learn about India.
•
Ask them to look at the picture of Jim Corbett. Explain that as they learned in the summary, he was a man who helped to save tigers.
During Reading $ 1•10
• Play the audio. Have students listen as they read along. Play the audio a second time if necessary.
• After each section, pause so that students can monitor and clarify their understanding of the information. Use the Think questions on the page to help with this.
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49Unit 2 • Read
CULTURE NOTE
Approximately 55 percent of the world’s wild tigers live in
India. Less than 100 years ago, tigers lived all across Asia.
Today, they live in isolated populations and their range
has been cut by 93 percent.
Tigers can still be found in Myanmar, China, Malaysia, and
other countries in Asia, but they are rarely sighted so it is
difficult to know exactly how many are left.
Further Practice
Workbook Unit 2 page 12
Online practice Unit 2 • Read
Classroom Presentation Tool Unit 2 • Read
• Have them trade parts two more times so that each of them reads all three sections.
• Have them repeat to perfect their pronunciation and the flow and cadence of the paragraphs.
CRITICAL THINKING
• Ask the following questions to generate discussion: What does the description of the Himalayas in the first paragraph tell you about the habitat that tigers need? Why were the tigers eating people? How did Jim Corbett discover the reason? Why does saving the tiger mean preserving the entire food chain?
After Reading
• As a group, discuss the different sections. Ask students to describe in a few sentences the information which the reading covers in each of the sections. Ask Which section of the reading is the biographical text?
COLLABORATIVE LEARNING
• Put students into groups. Give each group index cards. Ask each student in the group to write a short phrase or sentence telling what they thought was the most interesting thing about the selection, or the part they enjoyed the most.
• Assign one person in the group the task of reporter. This should be a more confident speaker. Ask the reporter for each group to tell what their group members found most interesting.
DIFFERENTIATION
Belo
w level:
•
Have students work in groups to make a poster about tigers. At the top they write Tigers are …
• Ask students in each group to make a list of words and phrases that could end the sentence. Then they list them on the poster. For example, Tigers are … beautiful and interesting. Tigers are … endangered animals. Provide suggestions as needed.
• Have groups illustrate their posters and present them to the class, reading each of the phrases as a full sentence.
At level:
•
As above, have students work in small groups to make a poster with the heading Tigers are …
• Have them list longer phrases to make sentences, for example, Tigers are … beautiful animals with stripes / the most interesting animals / endangered animals in India.
• Have students illustrate their posters and present them to the class, reading each idea as a full sentence.
Above level:
•
Have groups make posters as described above. Have them complete the sentence Tigers are … with multiple phrases. After each one, have them add additional sentences. For example, Tigers are … beautiful. They are endangered animals that live in the Himalayas.
• Have students present their posters to the class, reading all the sentences.
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50Unit 2 • Understand
• Have students work in groups to answer the questions, re-
reading the selection if necessary.
B
Match the statements to the headings in the
ar
ticle. Look back at the article if you need to.
•
Explain that each of the sentences comes from one section of the reading. The choices a–d are the names of the sections. Have students do the matching individually, checking the reading as necessary.
ANSWERS
1 a 2 c 3 d 4 b
CRITICAL THINKING
• Ask the following questions to check understanding: What does the first section of the reading tell you about?
• What does the biographical part of the reading explain about the section called Man-Eaters?
• Why were the tigers eating people? How did Jim Corbett find out the reason?
DIFFERENTIATION
Below level:
•
Have pairs of students summarize facts from one section of the reading by writing three sentences. For example, The Himalayas are a high mountain range. Many animals lived there. Now animals have disappeared. Ask them to use their own words and not to copy sentences.
• Provide questions as prompts. For example, Where are the Himalayas? Do many animals live there now?
Unit 2 Understand page 20
Summary
Objectives: To demonstrate understanding of a biographical text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Review of tenses
Grammar practice: Workbook exercises
Grammar production: Writing personal information
Materials: Audio CD
Comprehension
Think
COLLABORATIVE LEARNING
•
Form a circle. Have each student say one fact they
remember from the reading, about tigers or biographical
information about Jim Corbett. Start by asking one
student What do you remember from “Save Our Tigers”?
Have that student ask another student in the circle the
same question.
•
Pairs of students then work together to identify three things they learnt.
A Work in groups. Re-read the article and look at
the pic
tures to help you answer the questions. As
you read, monitor your understanding.
•
Ask Who can tell us what Monitor and Clarify means? (checking and observing, making things clear to make sure you understand).
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51Unit 2 • Understand
COLLABORATIVE LEARNING
• Form a circle. Say a sentence in present tense: I live in
the city. Then ask the next student to change to present
continuous (I’m living in the city). The next student changes
to past (I lived in the city), and the next to present perfect
(I have lived in the city).
•
After four students, start another sentence and repeat.
F Talk with your partner. Make statements using
the f
our tenses.
•
Have partners read the speech bubble. Have them say and then write their own examples for each tense.
DIFFERENTIATION
Below level:
•
Have students work in groups. In each group, have them make a chart with four columns to review tenses. They will name the columns Present, Present Continuous, Past, Present Perfect.
• Provide a list of regular verbs. For each verb, ask them to write it in the chart with She or He, for example, She talks. She is talking. She talked. She has talked.
• Have the group choose two verbs and write a sentence for each tense.
At level:
•
As above, have students work in groups to make a chart to review tenses. Have students generate their own lists of common verbs, both regular and irregular. Have them vary I, You , He, She, They , We.
• Students write sentences for each verb in each tense.
Above level:
•
As above, have students work in groups to make a chart to review tenses. Have students generate their own list of regular and irregular verbs and fill out the chart, varying I, You, He, She, They , We.
• Have the group write a paragraph using as many of the verbs and tenses as they can.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 13–15 Online practice Unit 2 • Understand Classroom Presentation Tool Unit 2 • Understand
At level:
• Have pairs summarize facts from two sections of the reading. Encourage each student to write multiple sentences in their summary. Remind students to write their own words rather than copying sentences.
• Then have partners trade papers and read each other’s work. Ask them to comment on each other’s work. Then they may add more information if needed.
Above level:
•
Have pairs of students work together to write a summary of each section of the reading, including several facts from each section.
• Ask partners to present their summaries to the class.
C Words in Context: Look again at the words you
cir
cled in the article. Write them in the correct
sentences.
•
Have students look at the words in context from page 17 that they circled. Ask them to read the sentences and fill in the blanks. Then have volunteers read each sentence aloud.
ANSWERS
1 National Park 2 Jungles 3 hunter 4 injuries
5 mission 6 wildlife
Grammar in Use
D Listen and read along. Then circle True or
F
alse.
$ 1•11
• Have students listen once. Then divide the class into two groups. Listen again and have each group read the part of one character along with the recording.
• Have two volunteers read the dialogue aloud.
• Have students answer the true / false questions.
ANSWERS
1 True 2 False
E Learn Grammar: Review of Tenses
• Have volunteers read the sentences at the top of the Learn Grammar box. Ask students to underline the verbs go, are going, and went. Ask Which verb tells what happened in the past? (went) Which verb tells what the tigers are doing now? (are going) Which verb tells what the tigers do every day? (do)
• Read the first example of the present perfect. The sentence tells what has happened up to now. People have cleared forests. (Now the forests are clear.)
• Discuss the second example showing an effect in the present. The animal’s habitat has suffered. (The harm to the habitat is affecting it now.)
• Discuss the third example. They have always lived there. (They are still living there.)
Identify and write the correct tense.
• Have students write the correct tenses by the four sentences on the page.
ANSWERS
1 present perfect 2 present continuous 3 simple past
4 simple present
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52Unit 2 • Communicate
ANSWERS
2 The giant panda is a member of the bear family.
3 There are 1,600 pandas.
5 A panda spends 12 hours a day eating bamboo.
8 There are 40 panda reserves in China.
CREATIVITY
•
Put students into small groups of three or four.
• Ask them to think about the different things that pandas
would need in a panda reserve.
•
Have each group design a panda reserve. They need to decide the type of food and other wildlife they would include. They also need to consider the size and amount of pandas that could live there.
• Have each group present their ideas to the class.
Speaking
C Think of possible answers to these
questions
.
$ 1•14
COMMUNICATION
• Talk about some of the language students need to ask questions and give information about a topic.
• Ask students to tell you the question words they know to start a question. List them on the board: what, when, why, where, who, how , will.
• List these questions and phrases for reference: Why do you say that? I think … It’s because …
Unit 2 Communicate page 22
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Giving reasons
Word Study: Synonyms: bright, error, injure, preserve, provide,
starving, tale, timid
Writing Study: Irregular past verbs
Big Question learning point: Animals are beautiful. It’s cruel
to hurt animals.
Materials: Audio CD
Listening
Think
•
Ask a volunteer to read the Think question. Ask students
what they know about pandas and what they want to know.
A
Listen to the conversation. Circle True or
F
alse.
$ 1•12
• Have students listen to the information about giant pandas and mark if each is true or false.
ANSWERS
1 True 2 False 3 False 4 True 5 False
6 True 7 True 8 False
B Listen again. Correct the false answers in exercise
A.
Then compare with a partner.
$ 1•13
• Play the audio again. Have students work with a partner to write the correct information for each of the false items.
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53Unit 2 • Communicate
Writing Study
F Learn: Irregular Past Verbs
• Read the explanation about irregular verbs and have two
students read the examples and the past and present
verbs in the box.
• Make a list, with students’ help, of some other common irregular verbs they know, for example make, write, come, have, do. Write the present tense and have volunteers come up to the board and write the past.
Complete each sentence with the correct verb
form.
•
Have students do the exercise in pairs, filling in the correct
verb form.
ANSWERS
1
felt 2 left 3 sell 4 stood 5 hear
Workbook
Word Study and Writing Study Practice
• Direct students to Workbook pages 16–17 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 16–17 Online practice Unit 2 • Communicate Classroom Presentation Tool Unit 2 • Communicate
DIFFERENTIATION
Below level:
•
Have two students practice the first question, Will tigers survive? Draw attention to the answer started in the first speech bubble, I think tigers will / won’t survive. Ask pairs of students to practice the exchange, giving the positive and then the negative answer, I think tigers will survive. I think tigers won’t survive.
At level:
•
Have pairs practice the first question of the dialogue, answering it with a positive or negative statement, I think tigers will / won’t survive. Then have them do it again, adding the question Why do you think that? Discuss ways to answer that question, providing a way to start the sentence: I think that because ___________.
Above level:
•
Have pairs practice more complex exchanges, following the dialogue model and inserting their own answers. For example, Will tigers survive? I think they will survive. Why do you think that? I think that because people are trying to save tigers.
Word Study
D Learn: Synonyms
• Have a volunteer read the explanation in the Learn box. Have them underline the definition of a synonym given in the box.
• Ask two volunteers to read the two example sentences.
Listen, say, and number the words. Then look them
up in the dictionary. $ 1•15
• Have students listen to the words and repeat them. Then
have them listen again, numbering the words as they hear
them.
• Refer students to the dictionary pages to check meanings.
ANSWERS
1 bright 2 error 3 injure 4 preserve 5 provide
6 starving 7 tale 8 timid
E Work with your partner. Take turns saying a
synon
ym for each word in D.
COLLABORATIVE LEARNING

• Have students work in groups of four to look up each of the words in D in the dictionary pages. Have them look for definitions that are synonyms – one word that means the same thing (smart, mistake, hurt, save, give, hungry, story, shy).
• Have two students within the group each make eight index cards – four with one word on each, and another four with each of the synonyms for those words. The other two students do cards for the other four words and their synonyms.
• Pairs play a matching game with the cards. Turn the cards face down. Each student turns over two cards to try to make a synonym match. If no match is made, they turn the cards back over. If a match is made, they take the cards.
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54Units 1 and 2 • Wrap Up
board earlier. Ask What was Nidia trying to persuade the
sanctuary to do? Now can anyone tell me what persuade
and a persuasive e-mail mean? (to convince someone to do
something, an e-mail written to convince).
CRITICAL THINKING

• Discuss the information in the e-mail. Ask the following questions to check understanding: Why is it a problem that people want parakeets as pets? How does damage to rainforests hurt parakeets? Why does Nidia mention dodo and elephant bird populations in her e-mail? How would sanctuaries help the parakeets?
21ST CENTURY SKILLS
B Answer the questions.
• Discuss the sections of the e-mail – the salutation / greeting, the body, the closing and the signature.
COMMUNICATION
• Ask Where is most of the information in the e-mail? (the body) Which sections give the names of the people who are writing and receiving the e-mail? (the From and To lines, and the salutation and closing).
CRITICAL THINKING
• Have students answer the three questions about the sections of the e-mail.
C Learn: Writing a Persuasive E-mail
• Review the meaning of persuasive.
• Have volunteers read the directions for writing an e-mail. Check understanding after each one. For example, ask
Units 1 and 2 Wrap Up page 24
Summary
Objectives: To show what students have learned about the language and learning points of Units 1 and 2.
Reading: Comprehension of a reading text
Writing: Write a persuasive e-mail
Materials: Big Question Video, Talk About It! Poster,
Discover Poster 1, Big Question Chart
Writing
A Read this persuasive e-mail.
• Talk about the word persuasive. Write the word persuade on the board and then the word persuasive. Ask What does it mean to persuade someone to do something? What is a persuasive e-mail? Let’s read the e-mail to see if we can find out.
• Ask three volunteers to read the From , To, and Subject lines
of the e-mail. Ask Why is Nidia writing to the sanctuary?
COLLABORATIVE LEARNING

• Divide the class into groups of three.
• In each group, have students read the e-mail aloud. Ask them to divide the parts so that each student reads one of the top lines (From , To, Subject). Each should also read
one of the paragraphs, and each should read either the salutation, closing, or signature lines.
•
After reading through one time, have students change parts two more times so that everyone gets to read each part.
• Come together again as a class and point to the words persuade and persuasive that you wrote on the
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55Units 1 and 2 • Wrap Up
Units 1 and 2 Big Question Review
Why do we protect animals?
A Watch the video. What endangered animals do
you see?
• Play the video. When it is finished, ask students what
endangered animals they saw. Ask what they know about
endangered animals and conservation now.

• Have students share ideas with the class.
B What are some answers to the Big Question? Talk
about them with y
our partner.
COMMUNICATION

• Display Discover Poster 1.
• Refer to all of the learning points written on the poster and have students explain how they relate to the different pictures.
• Ask What does this learning point mean? Elicit answers from individual students.
• Display the Talk about it! Poster to help students with sentence frames for discussion of the learning points and for expressing their opinions.
C Complete the Big Question Chart. Then discuss it
with the class
.
COLLABORATIVE LEARNING

• Ask students what they have learned about extinct and endangered animals while studying this unit.

• Put students into pairs or small groups to say two new things they have learned.
• Have students share their ideas with the class. Add their ideas to the Big Question chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 18–19 Online practice • Wrap Up 1 Classroom Presentation Tool • Wrap Up 1
students to point to and say the salutation in the e-mail model (Dear Bird Sanctuary).
COMMUNICATION
CRITICAL THINKING
Write: Now go the Workbook to plan and write
your own e-mail.
DIFFERENTIATION

Below level:
•
Divide students into groups of three or four to work on
making outlines for writing. Provide a simple step-by-step
list of what they will need and how to start the sections or
sentences.
COLLABORATION
• Have students list these sentence starters in their notebook for reference. For example, Dear ________, I’m writing to you about ________. _______ are endangered. They need your help because _____ Best wishes, ____.
• Have students re-read the e-mail on page 24, and then read the e-mail model on Workbook page 18.
• Have students use the planning chart on Workbook page 19 to brainstorm a list of animals. The students in each group should write about the same animal so that they can help each other with the information.
COLLABORATION CRITICAL THINKING
• Have students work together to complete the outline in the Workbook and write a draft.
COLLABORATION
CREATIVITY COMMUNICATION
• Students at this level do not have to write an e-mail as long as the one in the Student Book or the Workbook. The most important thing is that the body contains the name of the animal, what they are asking to be done, and one or two reasons why.
At level:
•
Follow the guidelines listed above for Below level.
• For this level, students do not all need to choose the same animal.
• For this level, students can write longer explanations, but they may still need to follow some of the model sentences listed above along with additional sentences.
Above level:
•
Follow the basic procedure listed above in Below level. At this more advanced level, students may not need as much prompting with sentence frames, and they do not need to all choose the same animal. They should be able to write an e-mail the length of the model e-mails in the Student Book and Workbook.
D Present your e-mail to the class.
• Divide students into groups of four or five to share their e-mails. Ask them to follow the procedure list, telling their group who they wrote to, why, and what they are persuading them to do.
COLLABORATION COMMUNICATION
• Have each member of the group read the e-mail aloud, with gestures and expression. Ask the other members of the group to give them comments about their e-mail and how they read it.
CREATIVITY COMMUNICATION
• After students have presented to their groups, have volunteers present their e-mails to the entire class.
CREATIVITY COMMUNICATION
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56 Units 3 and 4 • Big Question
Writing Study
Students will understand:
•
Adjective preposition
• Parallel sentence structure
with -ing
Speaking
Students will understand and
use expressions for:
•
Talking about the importance of taking care of teeth
• Comparing things
Listening
Students will practice:
•
Listening for instructions
• Listening for details
Grammar Students will understand and
use:
•
Past and future modals of ability (could, couldn’t, will be able to, won’t be able to)
• Modals of certainty (can’t be, must be, has to be, might be)
Word Study
Students will understand and use:
•
Words with prefix in-
• Words with suffix -ment
Vocabulary Students will understand and use
words about:
•
Animal and human teeth, animal eating habits
Units 3 and 4
What are teeth for?
Students will understand the Big
Question learning points:
•
Teeth help people and animals eat.
• Our teeth help us form words.
• Teeth are important for healthy bodies.
• Animals use teeth in many different ways.
Wrap Up
Students will review the
language and Big Question
learning points of Units 3 and
4 through:
• Writing and presenting a report
Reading Strategies
Students will practice:
•
Looking for sensory details
• Using visuals to
understand text
Units 3 an
d 4
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57
Units 3 and 4 Big Question page 26
Summary
Objectives: To activate students’ existing knowledge of
what teeth are for and identify what they would like to learn
about the topic.
Materials: Big Question Video, Discover Poster 2,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask What are some ways people and animals use teeth? Write individual responses on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What did you see in the video? What were the people doing? What parts of the video did you find interesting?
• Have individual students share their answers with the class.
DIFFERENTIATION
Below level:
•
After watching, have students act out something they saw in the video.

• Other students try to guess what they are acting out. Have the students say what they were doing.
At level:
•
After watching, have students act out something they saw in the video, and write one sentence describing it. Have them hide the description.
• The other students try to guess what was acted out. Then they look at the written description and read it aloud to see if they were correct.
Above level:
•
After watching, have students act out something they saw in the video and write down three sentences describing it, without showing anyone the description.
• Have other students try to guess, and then look at the description.
• Have students read the description to the class, adding a fourth sentence about it.
B Look at the picture and discuss it with your class.
• Talk about the big picture. Ask What is the family doing? How are teeth being used?
POSSIBLE ANSWERS
They are eating together, laughing, and smiling. They are using teeth for biting, chewing, and smiling.
C Think and answer the questions.
CRITICAL THINKING
• Ask students to think about the questions on the page. Ask how many teeth they have and how they use them. Encourage them to be specific. For example, We eat with our teeth. We bite food and we chew food. Prompt with other questions as necessary, for example, Can you see teeth when we smile or laugh?
• Look at the third and fourth questions about animal teeth. Ask Do animals use teeth the same way people do? Do they bite and chew food? Do they smile? What else do they do that we don’t do? (bite)
Expanding the topic
COLLABORATIVE LEARNING
• Display Discover Poster 2 and give students enough time
to look at the pictures.
• Ask students to describe three different uses of teeth shown in the pictures (the boy is using teeth to bite, the girl is using teeth to talk, the lion is using teeth to carry its baby).
• Put students into small groups of three or four. Have each group choose a picture that they find interesting.
• Ask each group to write simple descriptions of the pictures.
• Have one person from each group read the descriptions that the group wrote.

D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
COMMUNICATION
•
Display the Big Question Chart.
• Ask the class What do you know about teeth?
• Draw a mind map on the board, putting teeth in the middle and adding ideas from students about human teeth and animal teeth – what they look like, how they are different, and how we take care of them.
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
DIFFERENTIATION
Below level:
• Elicit simple sentences from students about what they know about teeth. For example, ask them to describe their daily routines for cleaning teeth.
• Point to the people in the big picture and then the animals and people in the poster and ask Who uses teeth? Write the answers on the board.
At level:
•
Elicit longer descriptions about what students know about teeth. For example, ask for descriptions of a trip to a dentist, or a description of what animal teeth look like.
• Write some of their ideas on the board.
Above level:
•
Elicit longer descriptions from students about what they know about teeth. Ask them multiple questions, including care of their own teeth, their trips to the dentist, and what they know about how animal teeth and human teeth are different.
Discover Poster 2
1 A koala in a eucalyptus tree; 2 A girl talking on a phone and smiling; 3 A boy picking an apple; 4 A mother lion carries a cub in her mouth
Further Practice
Workbook Unit 3 page 22 Online practice • Big Question 2 Classroom Presentation Tool • Big Question 2
Units 3 and 4 • Big Question
Units 3 an
d 4
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58
Summary
Objectives: To understand words about teeth and types of
animals; to apply own experience and a reading strategy to
help comprehend a text.
Vocabulary: incisor, canine, molar, carnivore, herbivore,
omnivore, slice, grip, crush, cavity, gums, jaw
Words in context: detective, dental, gravity, filling, treat,
munch
Reading strategy: Looking for sensory details
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•16
• Ask students to look at the twelve words and circle the
ones they know already. If they know any of the words for
types of teeth or parts of the mouth, (jaw, gums, incisor,
canine, molar) have them indicate and describe where
they are on their own mouths.
•
Play the audio of the words and sentences. Ask students to point to the words as they hear them and read along with the sentences.

• Play the audio a second time and have students repeat the words. Clap and say the words together, practicing the stress and intonation. Point out the similar stress and intonation of carnivore, herbivore, omnivore.
• Write two phrases on the board: Ways that animals eat and Teeth and mouths. Ask students to list which of the vocabulary words they could add to either list. Some of
Unit 3 • Get Ready
the words might go in both lists. Explain that in this topic, students will be learning information about teeth, and also how different animals eat.
COLLABORATIVE LEARNING
• Have students work in pairs to practice saying the words to each other with correct intonation and stress.
• Have partners re-read the sentences and talk about the meanings of the words. Then have them look each one up in the dictionary pages and compare the meanings to the ones they described.
CRITICAL THINKING
• Ask the following questions to check understanding: What do the words carnivore, omnivore, herbivore tell you about animals? (what kind of food they eat) Which words describe kinds of teeth? (incisor, canine, molar) Which word is something that no one wants? (cavity) Why not? Which three words are verbs, describing an action? (slice, grip, crush)
B Look at the picture and number the words.
• Have a volunteer read the six words. Then have them work individually to label the picture.

ANSWERS
3 jaw, 6 canine, 2 incisor, 5 molar, 1 gums, 4 cavity
Unit 3 Get Ready page 28
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59Unit 3 • Get Ready
Above level:
• Have students work in pairs. Have them generate lists of
sense words as above, in present and past.
•
Have partners each take a turn to read the entire passage with good expression and feeling. The other partner circles sense words. When they switch, the first partner checks the circled words.
• Ask them to fill in the chart with phrases from the passage. Then have them write two more phrases for each of the senses.
E Words in Context: Scan the poems on pages
30–31 and cir
cle these words. As you read, try to
guess what the words mean.
COLLABORATIVE LEARNING
•
Have students work in pairs. Have each student scan the reading for three of the words.
• Have partners describe to each other where they found their three words. For example, In the fourth line at the end. Ask students to underline the sentence that the word is in and to read it aloud.
• Have the partners discuss if they know any of these words. Remind them that as they read the text they will be trying to understand the words in the context of the poems.
F Look at the poem on page 30 and read the first
stanza.
What do you think the poem is about?
•
Have students look at the reading pages.
• Ask What is this reading about?
• Ask Do the pictures tell you that this will be a serious and sad poem, or a funny poem?
Reading Preview
• Read the two titles of the unit’s reading texts.
• Have students silently read the content of the preview bar.
• Ask What type of texts are they? (poems)
• Ask Do you think the poems are nonfiction or fiction? (fiction)
How do you know?
Further Practice
Workbook Unit 3 pages 22–23 Online practice Unit 3 • Get Ready Classroom Presentation Tool Unit 3 • Get Ready
C Work with your partner to complete the
sen
tences.
•
Have students fill in the missing word for each sentence. Have partners check each other’s work and read the sentences aloud.
ANSWERS
1 Carnivores 2 Herbivores 3 grip 4 Crush
5 slice 6 Omnivores
Before You Read
Think
•
Ask volunteers to describe their last trip to the dentist. What did the dentist do? What was the reason for going? Did they have any cavities, or did they just get their teeth cleaned? How did they feel? Did they feel nervous, bored, interested?
D Learn: Looking for Sensory Details
• Ask What does the word ‘sensory’ mean? Explain that sensory means having to do with the senses. Ask students to name the senses (hearing, sight, taste, smell, touch). Ask What are sensory details? Have volunteers read aloud the explanation in the Learn box.
Read the passage. What details do you notice
about the five senses? Fill in the chart.
DIFFERENTIATION
Below level:
•
Review the words for senses in both present and past
tense: see – saw and look – looked, hear – heard and
listen – listened, feel – felt and touch – touched, smell –
smelled, taste – tasted.
•
Write the words and have students copy them.
• Have students dictate a list of other related words, for example, noise, eat. Add these words to the list.
• Pair students and have them take turns reading sentences from the passage. Ask them to circle any words having to do with the senses.
• Have students take turns re-reading the sentences with sense words. Point out that these are sensory details.
• Have students fill in the chart together, writing a phrase from the passage in each box.
At level:
•
Have students work in pairs. Ask students to make a list of all the verbs they know about the senses in present and past tense (see list above). Check their work to see if the list is complete. Remind them of multiple words for seeing, hearing, feeling (touch / feel, hear / listen, see / look).
• Then ask them to list other related words, e.g. noise, eat, warm, cold. Prompt by suggesting categories such as temperature or sounds.
• Have partners read the passage, taking turns reading three sentences each and circling any words having to do with the senses.
• Have them read the sentences with sensory details to each other. Then have them choose a phrase to write in each box of the chart.
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60Unit 3 • Read
Summary
Objectives: To read, understand, and discuss a poem and a
rap; to apply a reading strategy to improve comprehension.
School subject: Life Science
Text type: Poetry (fiction)
Reading strategy: Looking for sensory details
Big Question learning points: Teeth help people and
animals eat.
Materials: Audio CD
Before Reading
•
Ask students to look at the picture of the dentist and to
tell what familiar things they see in the picture. Ask What
is the dentist doing? How does the boy feel? How do you feel
when the dentist is looking at your teeth or working on them?
•
Then turn to the second poem. Ask What do the pictures tell you about what these animals eat?
• Have students look for the highlighted vocabulary words in the poems and read the whole lines in which they appear.
During Reading $ 1•17
• Play the audio of each poem. Have students listen as they read along silently.
• Have a volunteer read the first verse of the poem. Ask the class what rhyming words they hear (night – bite, ache – cake).
• Point out that in a poem, the rhymes follow the same pattern throughout the poem. Ask a volunteer to explain where they will see rhymes in this poem. (The last words of the first and third lines rhyme, and the last words of the second and fourth lines also rhyme.)
• Turn to the second poem and ask a volunteer to read the first verse. Ask students if the rhyming scheme is the same in this rap as in the poem. (No, it isn’t.) Ask Which words rhyme in this poem? (The last words of the third and fifth lines of every verse.)
• Point out that this poem also has two other patterns. There are two lines after every two verses. In the first of these two lines, the last word is always the same as the third line in the stanza above. Have students circle prey ,
stray, prey in the 8th, 10th, and 11th lines.
•
Ask volunteers to read the fourth lines of every verse and to describe what they notice. (The fourth line of every two verses rhyme with each other.)
• Ask How does the first line of every verse start? (Have you any idea)
• Play the audio a second time and have students read the poems chorally with the recording.
Unit 3 Read page 30
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61Unit 3 • Read
• Have students each write sentences ending with rhyming
words. Then have them individually write poems based on
those sentences.
• Have students read their poems to the other members of the group.
CULTURE NOTE
All animals can be classified as carnivores (meat eaters), herbivores (plant eaters), or omnivores (animals that eat both meat and plants). Carnivores are often animals higher on the food chain, for example lions, tigers, or wolves. But some insects are also carnivores, like mosquitoes, or beetles that eat tiny aphids. Some examples of herbivores are mice, rabbits, horses, sheep, goats, cows, giraffes, and elephants. Examples of omnivores include people, some apes, and many birds and fish.
Further Practice
Workbook Unit 3 page 24 Online practice Unit 3 • Read Classroom Presentation Tool Unit 3 • Read
COLLABORATIVE LEARNING
• Have students work in groups of three. After listening to the audio and reading along with it, have them try reading each poem without the audio.
• For The Cavity, have each of the three students read three verses in a row, and then have all three read the last two verses together.
• For Have You Any Idea?, have each of the three students read two verses, and all three of them read the two lines between the verses together.
• Have students pay attention to the cadence and rhythm of the poem, and read with expression.
• Have students circle all the rhyming words in each poem. Ask students in each group to read the rhyming words chorally.
CRITICAL THINKING
• Ask the following question to elicit discussion about the reading: Why is the boy hoping that his Dad is wrong?
After Reading
COLLABORATIVE LEARNING
• Form a large circle. Start with a rhyming word for the poem, for example bite. The student to your left has to come up with a rhyming word, for example light. Continue around the circle to see how many words students can make that rhyme with the first word. When students can’t think of any more words that rhyme, have them start a new word for the next student to rhyme.
DIFFERENTIATION
Below level:
•
Have students work in small groups to write rhyming sentences.
• First have students make a list of all the rhyming words they circled in the poems. Have them circle the pairs of words that rhyme.
• Have students make up two sentences that end with a pair of rhyming words. For example, It was a starry night. I took a little bite.
At level:
•
Have students work in small groups to write rhyming sentences and a short poem.
• First have students make a list of all the rhyming words they circled in the poems. Then have them write additional words that rhyme with those words. For example, night, bite, fright, light.
• Have each of the students in the group write two rhyming sentences. Then have the group take one of the sentence pairs and try to make it into a short poem of four or eight lines.
Above level:
•
Have students work in small groups to write their own poems using rhyming words from the poems or any other rhyming words they can think of.
• First have students make a list of rhyming words from the poems. Have them add other words to the list that rhyme with those words.
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62Unit 3 • Understand
first verse (a nasty ache), an adjective about food in the first
verse (yummy), and a sound word in the tenth verse (buzz).
•
Have students list these words and write if they are about seeing, hearing, feeling, tasting, or smelling.
At level:
•
Have students work in pairs. Have them list the five senses. Ask them to find words about each sense. If they need help, give them part of the clues provided in Below level. For example Find a color word.
• Have them write the phrases with these words and mark which senses they tell about.
Above level:
•
Ask students to work in pairs to find phrases with sensory details in the poem, and to write them. For each phrase, have them also write a sentence describing why they think it is a sensory detail.
B Answer the questions.
• Have students work in groups of four to answer the questions. For each question, one student looks in the reading and tells the others where they found the answer.
ANSWERS
1 canines, molars, incisors 2 yes 3 a filling
4 yes (thrilled) 5 carnivore 6 herbivore 7 omnivore
CRITICAL THINKING
•
Ask the following questions to check understanding: The Cavity Why couldn’t the boy chew? Why wasn’t the boy worried?
Unit 3 Understand page 32
Summary
Objectives: To demonstrate understanding of poetry; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Modals of ability
Grammar practice: Workbook exercises
Grammar production: Write sentences with modals of
ability
Materials: Audio CD
Comprehension
Think
COLLABORATIVE LEARNING
• Have students tell partners three things they liked about
the poems. Ask them to say which one they liked the best,
and to explain why.
A What sensory details are in the poems? Fill in the
char
t.
•
Have pairs of students do the following differentiated activity before filling in the chart.
DIFFERENTIATION
Below level:
• Have students work in pairs. Ask students to find the following words in the first poem: a color word in the third verse (white), adjectives to describe teeth in the third and fourth verses (bright, shiny), what the boy felt in the
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63Unit 3 • Understand
DIFFERENTIATION
Below level:
•
Have students work in groups to make charts of past,
present, and future modals of ability. Have them leave
room in the rows.
• For each word in the chart, ask each student in the group to write a simple sentence. They may use the same verbs in more than one sentence. Sentences can be as short as three words. For example, I couldn’t walk. I can swim. I will be able to drive.
• Have students add the examples to the chart, using a different color marker for the examples.
At level:
•
As described in Below level, have students work in groups to make a chart. Have them leave room in each box for multiple examples and longer sentences.
• For this level, have each student write two examples for each word. Sentences at this level can be more complex, for example I could walk when I was two.
• Have them add the examples to the chart and share them with the class.
Above level:
•
As described in Below level, have students work in groups to make a chart, leaving room in each box for more complex examples.
• For this level, have each student write three or four examples for each word, using complex sentences, such as When I was two, I couldn’t walk, but I could talk.
• Have them add the examples to the chart and share them with the class.
F Look at the times below. Talk with your partner
about wha
t you could or couldn’t do in the past
and what you will be able to do in the future.
•
Have pairs of students follow the model in the speech bubble and form sentences using the words in the box.
• Ask two or more pairs to say their dialogue in front of the class.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 25–27 Online practice Unit 3 • Understand Classroom Presentation Tool Unit 3 • Understand
Have You Any Idea? What was the “treat” that the herbivore saw? Why did the herbivore say “no meat”?
C Words in Context: Look again at the words you
cir
cled in the poems. Then use them to complete
the sentences.
•
Have students look at the words from page 29 that they circled in the poems and tell the meanings.
• Have students read the paragraph, fill in the blanks, and read the sentences aloud. Remind them they may need to change tenses.
ANSWERS
1 detective 2 treat 3 dental 4 munch
5 gravity 6 filling
Grammar in Use
D Listen and read along. Then circle Yes or
No
.
$ 1•18
CREATIVITY
• Listen to the dialogue all the way through.
• Listen a second time and have pairs read each part along with the recording. Then have partners read aloud without the recording.
• Have students answer the question.
ANSWERS
Yes
E Learn Grammar: Modals of Ability
• Ask a volunteer to read the first two lines in the Learn box and the examples with could. Ask Are ‘could’ and ‘couldn’t’ words in the past or the present? (past) What is the word in the present tense? (can / can’t)
• Have a volunteer read the sentence about the future.
• Have students repeat could, can , will be able to and then
couldn’t, can’t , won’t be able to.
Match the two halves of each sentence.
COLLABORATIVE LEARNING

• Have students work in pairs to complete the matching exercise. Have them look for clues and mark each item past, present, or future. For example, for number 1 they circle I’ll and make a note future. The words Last year in
item 4 are a clue for past.
•
After matching, ask partners to read the completed sentences aloud to each other. Then have volunteers read them to the class.
ANSWERS
1 e 2 c 3 d 4 a 5 b
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64Unit 3 • Communicate
CRITICAL THINKING
• Ask the following questions to check understanding:
Why does the woman say teeth are important for smiling?
(they help show your happiness)
Why is it important to brush toward the gums? (this is where
you get the most plaque)
Why does she suggest listening to a favorite song? (so that
you can brush for 2–3 minutes)
B
Listen again. Then number the steps in the
c
orrect order.
$ 1•20
• Play the audio again and ask students to listen and check the correct answer for each numbered item.
ANSWERS
4, 1, 3, 2
Speaking
C Think about these questions. Then discuss them
with a par
tner.
$ 1•21
COMMUNICATION
• Play the dialogue and ask students to listen as they read along. Then play it again.
• Say each line of the dialogue with students echoing chorally.
Unit 3 Communicate page 34
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for instructions
Speaking: Talking about the importance of teeth
Word Study: Prefix in-: inadequate, invisible, incomplete,
inaccurate, incredible
Writing Study: Adjective + Preposition
Big Question learning point: Teeth are important for
healthy bodies. Our teeth help us form words.
Materials: Big Question Video, Discover Poster 2,
Big Question Chart, Audio CD
Listening
Think

• Ask for ideas from the class about different times when they need to follow instructions, and why it is important in each instance.
A Learn: Listening for Instructions
• Ask a volunteer to read the statement in the Learn box.
Listen. What kind of instruction is the woman
giving? $ 1•19
• Have students listen to the instructions that the woman is
giving for tooth care.
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65Unit 3 • Communicate
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each student
write each adjective + preposition on two cards. For
example, one card with excited, and another with about.
Each student will end up with 10 cards.
•
Have the group mix everyone’s cards together. Then have them use the deck of cards to play Go Fish. Each student gets five cards, and the rest are placed face down in the middle as the pool of fish. Students ask each other for the matches they need, for example if they have good, they will need at. The goal of the game is to get the most matches.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 28–29 for further practice of the Word Study and Writing Study.
Big Question 2 Review
What are teeth for?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 2.
• Refer to the learning points covered in Unit 3 which are written on the poster and have students explain how they relate to the different pictures.
• Return to the Big Question Chart.
• Ask students what they have learned about teeth while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 28–29 Online practice Unit 3 • Communicate Classroom Presentation Tool Unit 3 • Communicate
Word Study
D Learn: Prefix in-
• Read the explanation in the Learn box. Ask a volunteer to read the example sentence. Ask If ‘inadequate’ means not enough, what does ‘adequate’ mean? (enough)
Listen and say the words. Write the opposites by
adding in-.
•
Have students listen to the words and repeat them. Then
have them complete the exercise by writing the opposites
with the prefix in-.
ANSWERS
1 invisible 2 incomplete 3 inaccurate 4 incredible
E Work with your partner. Write a sentence for
each w
ord above and its opposite.
DIFFERENTIATION

Belo
w level:
•
Pair students and have them use the dictionary pages to look up each of the words with the prefix in-. Have them copy the definitions.
• Then have them look up the words without the prefix. Have each partner read the word with its definition followed by its opposite. For example, visible: able to be seen. invisible: not visible, not able to be seen.
At level:
•
Pair students and ask them to use the dictionary pages to look up each of the base words and the words with prefix in-. Have them write the definitions.
• Have students write a sentence for each of the words.
Above level:
•
Pair students and have partners use the dictionary pages to look up each of the base words and the words with prefix in-. Have them write the definitions.
• Ask partners to write a paragraph using as many of the words as possible. Ask them to read the paragraphs to the class.
Writing Study
F Learn: Adjective + Preposition
• Read the explanation about prepositions. Have a volunteer read the three sentences. For each one have the students identify which word is the adjective (interested, afraid, good).
• Write the prepositions in, of, at, with, about on the board. Ask students to say them together. Then write the words excited, interested, careful, afraid, good, bad. See if students know which preposition goes with which word.
• Write phrases and have students copy them: interested in, excited about, careful with, afraid of, good at.
Write sentences about you.
• Ask students to work in pairs to complete the sentences, using personal information.
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66Unit 4 • Get Ready
• Read the sentence for lap up: The cat lapped up the milk.
Show how the past is formed for that verb, with a double
consonant.
COLLABORATIVE LEARNING
• Have partners re-read the sentences and talk about what they think the words mean. Ask them to write their ideas about the meanings of the words.
• Then have them look each one up in the dictionary pages and compare the meanings to the ones they wrote.
B Circle the one that doesn’t belong.
• Have partners review the meanings they looked up for the words. Have them read each set of four words and decide which one does not belong. Ask them to explain why that word does not go with the others.
ANSWERS
1 lip 2 yard 3 drink 4 attack
C Circle True or False.
• Have students work in pairs. Ask them to take turns reading each sentence aloud and deciding if the statement is true or false. For the false answers, they should say what they think a true statement would be.
ANSWERS
1 True 2 False 3 True 4 False 5 True
6 False 7 True
Unit 4 Get Ready page 36
Summary
Objectives: To understand words about predators and prey; to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: fang, tusk, venom, shelter, dam, prey, gnaw,
pierce, fend off, wear down, lap up, create
Words in context: powerful, intruders, supply, seal, toppling,
lodge
Reading strategy: Using visuals
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: What are teeth for?
Say In the last unit, we learned the names of types of teeth,
and words for grouping animals by the foods they eat. Now
we are going to learn more about how animals use their teeth.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•23
• Play the audio of the words and sentences. Ask students to say the words as they hear them and read along with the sentences.

• Play the audio a second time and have students repeat the words.
• Point out the three verbs that are made up of two words: fend off, wear down, lap up. Have students repeat them,
noticing that the intonation of the two words is different from the intonation of two syllables in a two-syllable word.
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67Unit 4 • Get Ready
• Have students work together to scan each paragraph of
the reading and help each other find each of the six words
to circle.
• Ask them to read the sentences that have each of the words.
F Look at the visuals on pages 38–39. What
animals will y
ou learn about in this text?
•
Have students look at the pictures on the reading pages.
• Ask What animals will you learn about? Have them name all the animals they see.
• Ask what they know about these animals and write their ideas on the board.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (informational text) Ask Is an informational text fiction or nonfiction? (nonfiction)
• Ask What does an informational text mostly give us? (information and facts) Have a volunteer read the description beneath the title.
Further Practice
Workbook Unit 4 pages 30–31 Online practice Unit 4 • Get Ready Classroom Presentation Tool Unit 4 • Get Ready
Before You Read
Think
• Have volunteers read each of the three questions. Ask additional questions to prompt answers.
CRITICAL THINKING
• Ask the following questions to promote discussion: Why would a herbivore need different kinds of teeth than a carnivore? (It takes different kinds of teeth to bite into and chew plants than it does to chew meat.) A snake and a lion both have fangs. What could that tell you about what they do with their teeth? (maybe they both have to kill other animals) Which of our vocabulary words describes what fangs do? (pierce)
D Learn: Using Visuals
• Have a volunteer read the name of the strategy. Discuss the meaning of visual. Ask Is a visual something we see or something we read? (something we see) What does it mean to use visuals? (to look at the pictures in a text)
• Have volunteers read each sentence of the Learn box.
Read the paragraph and look at the diagram. Talk
with your classmates about how the visual helps
you understand the text.
DIFFERENTIATION
Below level:
• Have students work in pairs to read the text and look at
the visual of the horse’s mouth.
•
Have students take turns reading line by line. With each line, ask them if there is information they can get from the text. Have them circle the number of premolars and molars. Ask What does the visual show us about where the horse’s premolars and molars are located? Are they on the long side of its mouth or in the front? (on the side) Ask them to count the molars. (There are 12.) Are all the molars shown in the picture? (No, half of them are on the other side of the horse.)
At level:
•
Have students work in pairs as above. Have them each read half of the paragraph. Ask them to write two sentences explaining what they see in the picture that is explained in the text. Ask them to also tell what information they can only get from the picture, for example, the location of the teeth.
Above level:
•
As above, have students work in pairs to analyze the visual and text. Have them write sentences describing what information they got from the text, and what they could see in the visual. Then have them write what other information would be helpful from the visual that is not there, for example, a close-up picture of a tooth.
E Words in Context: Scan the text on pages 38–39
and cir
cle these words. As you read, try to guess
what the words mean.
COLLABORATIVE LEARNING

• Have students work in pairs. Have them read the six words and discuss if they know what any of them mean.
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68Unit 4 • Read
• Draw attention to the conclusion, which summarizes the
different uses of teeth with more detail. Ask students to
say these uses of teeth. (building shelters, digging holes,
warning off predators, catching and killing prey, fighting and
keeping clean)
•
Play the audio a second time. After each section, pause and ask questions to check understanding.
CRITICAL THINKING
• Ask the following questions to generate discussion: How does having two sets of teeth help a shark? (Missing teeth are replaced.) How does having tusks help an elephant? (It can use them to fend off a lion.) How do snakes and bats use fangs? (A snake pushes venom through its fangs. A vampire bat pierces its prey.) How does a baboon frighten intruders? (It screams and shows its huge pointed teeth.)
COLLABORATIVE LEARNING
• After listening to the audio, divide the class into groups of four. In each group, have one of the four students re-read two of the paragraphs aloud.
• When all four students are finished reading, have each one say one interesting fact from the text and one interesting thing they noticed in the pictures.
Unit 4 Read page 38
Summary
Objectives: To read, understand, and discuss an informational text; to apply a reading strategy to improve comprehension.
School subject: Life Science
Text type: Informational text (nonfiction)
Reading strategy: Using visuals
Big Question learning points: Animals use teeth in many
ways. Teeth help people and animals eat.
Materials: Audio CD, Discover Poster 2
Before Reading
• Have students name the animals they recognize in the
pictures. Have them make a list of the animals.
•
For animals they don’t recognize, ask them to read the first line of each paragraph to identify the name of the animal. Have them circle the name of the animal and add it to their list.
• Have a volunteer read the names of the seven animals in the informational text. (shark, walrus, alligator, snake, horse, naked mole rat, lemur).
During Reading $ 1•24
• Play the audio. Have students listen and read along.
• Ask a confident reader to read aloud the introductory paragraph. Point out that the last sentence tells the three main uses for teeth besides eating. Ask students to name the uses of teeth (eating, fighting, communicating, building a home).
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69Unit 4 • Read
extended phrases. For example Animals use teeth to fight
with other animals / to build shelters to live in.
Above level:
•
Have students work in pairs to write more complex sentences or paragraphs about how animals use teeth, based on information in the reading, for example, Alligators use teeth to seize their prey and swallow it whole.
CULTURE NOTE
Different kinds of animals have many different kinds of teeth. The type of teeth they have helps them to eat what they eat and use their teeth in many ways. Carnivores, like lions, tigers, and wolves, have long sharp canines that help them to grip and kill animals. Herbivores, like sheep and horses, do not have sharp canines. They have a lot of molars, and their molars are flat. This helps them to grind and crush plant foods.
Further Practice
Workbook Unit 4 page 32 Online practice Unit 4 • Read Classroom Presentation Tool Unit 4 • Read
DIFFERENTIATION
Below level:
•
After listening to the entire reading, ask students to work in pairs and have them choose one or two sections to re-read.
• Have partners alternate lines, reading the paragraph several times. Have them circle difficult words.
• Ask students to review the meanings of the highlighted vocabulary and to discuss the meanings of the words in context that they circled.
At level:
•
After listening to the entire reading, have students work in pairs and choose four of the sections to re-read. Partners each read a paragraph aloud.
• Have partners remind each other of the meanings of the highlighted vocabulary and guess the meanings of the words in context that they circled before. Ask them to write the meanings of these words.
Above level:
•
After listening to the entire reading, have students work in pairs to re-read aloud, alternating paragraphs.
• Have them discuss the meanings of the words in context that they circled and write the meanings.
• Have each student write two sentences about what they found most interesting in the reading.
After Reading
COMMUNICATION
• As a group, discuss the selection. Ask students to recall the uses of teeth that were mentioned in the reading, which they noticed earlier in the introduction, and which appeared in the conclusion of the reading.
• Have volunteers name each use. Ask other students to look back at the introduction and conclusion to see if any uses were not mentioned.
• Ask students to refer to the text to make a list of all the uses of teeth named in the reading. (eating, fighting, communicating, building a home, digging holes, warning off predators, catching and killing prey, keeping clean)
COLLABORATIVE LEARNING
• Display Discover Poster 2 and the uses of teeth that are shown there. Pair students and ask them to talk about which uses of teeth are shown in the poster.
• Ask them to describe each visual and find information in the reading that tells a similar use of teeth for another animal.
DIFFERENTIATION
Belo
w level:
•
Have students work in pairs to write six simple sentences based on the lists they made of how animals use teeth. Have them structure all the sentences starting with Animals use teeth to _____. Have them add the infinitive verb (build, fight, clean, etc.)
At level:
•
Have students work in pairs to write six sentences based on the lists of how animals use teeth. Have them start with the structure Animals use teeth to _____, but have them fill in the blank with both infinitive verbs plus
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70Unit 4 • Understand
• Have students read their sentences to the class.
CRITICAL THINKING
• Ask students what other information would need to be
added to sections of the reading if the visuals were not
there. For example, the sections on naked mole rats or
prosimians might need to include descriptions of these
animals explaining what they looked like.
B
Circle T (F (False).
• Have students work individually to do the exercise. Then pair students to check each other’s answers.
ANSWERS
1 T 2 F 3 T 4 T 5 F 6 T
DIFFERENTIATION
Below level:
•
Have pairs of students work together to write facts about teeth from two sections of the reading. Have them write simple sentences for each section about how the animal uses its teeth, and describing what is in the picture. For example, Walruses fight each other with their tusks. The picture shows two walruses fighting. Remind them that they should use their own words and not copy sentences.
At level:
•
Have students work in pairs to write facts from four sections of the reading. Remind them that they should use their own words.
• Have students write what they learned from the text and what they see in the visuals. Encourage them to use longer sentences to describe what they see and read.
Unit 4 Understand page 40
Summary
Objectives: To demonstrate understanding of an informational text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Modals of certainty Can’t , Must, Have to,
Might
Grammar practice: Workbook exercises
Grammar production: Write sentences with modals of
certainty
Materials: Audio CD
Comprehension
Think
•
Have partners say three things they learned about teeth
and tell the most interesting fact they learned.
A
Write three sentences describing the ways the
visuals helped y
ou to understand the text. Then
compare your sentences with your partner’s.
COMMUNICATION
•
Model a description of how the visuals help you to understand the text, for example, The picture of the walruses helps me to understand what its tusks look like and how long they are.
• Pair students and have them choose three visuals. Have them first talk about how the pictures help them. Then have them write the three sentences on the page.
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71Unit 4 • Understand
• Provide another clue, for example It has tusks. Have them
use It can’t be a ____. When they guess the animal, have
them use It must be a _____.
At level:
•
As above, provide clues for students to guess an animal. For this level, encourage them to write more language after they fill in the sentences. For example It can’t be a horse. Horses don’t have tusks, they have teeth.
Above level:
•
For this level, do the same guessing game, but have the students write both the clues and the responses.
F Take turns describing an animal. Guess what
animal it is
. Use might, has to, must, and can’t .
COLLABORATIVE LEARNING
•
Have students work in pairs. First have them each write the name of an animal, and keep this secret from each other. Have them describe the animal for their partner to guess. Ask students to use It must be or It has to be, It might be, and It can’t be.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 33–35 Online practice Unit 4 • Understand Classroom Presentation Tool Unit 4 • Understand
Above level:
• Have students work in pairs to write facts from all sections of the reading. Have them tell something they read, and something they noticed in the visuals. Encourage them to use multiple sentences. Remind them to use their own words.
C Words in Context: Look again at the words you
cir
cled in the text. Then match the two halves of
each sentence.
COLLABORATIVE LEARNING
•
Have students work in pairs. Ask them to look at the words in context from page 37 that they circled in the reading. Then have them find the words in the matching exercise and circle them.
• Ask students to tell each other the meanings of the words and to check the meanings in the dictionary pages.
• Have students work together to complete the matching exercise.
ANSWERS
1 b 2 f 3 e 4 c 5 d 6 a
Grammar in Use
D Listen and read along. Then circle the correct
answ
ers.
$ 1•25
CREATIVITY
• Listen to the dialogue once. Then divide the class into two groups. Listen again and have each group read the part of one character along with the recording.
• Have two volunteers read the dialogue.
• Have students answer the questions.
ANSWERS
1 a long neck 2 feathers
E Learn Grammar: Modals of Certainty
• Have volunteers read the sentences and examples in the Learn box for must / has to, can’t , and might.
• On the board, write It’s true, It isn’t true, Not sure. Ask a volunteer to come up and write must be under the appropriate phrase (It’s true). Then have another volunteer come up to write has to be (also under It’s true), and one more to write can’t be (It isn’t true) and might be (not sure).
Read the descriptions. Write what you think each
animal must be.
•
Have students read the descriptions and write what the
animal must be, then compare ideas around the class.
ANSWERS
1
It must be an elephant. 2 It must be a snake.
3 It must be a prosimian. 4 It must be a porcupine.
DIFFERENTIATION

Below level:
•
Have students work in pairs. Write clues about an animal and give them to the pair one at a time. For example, the first clue could be It is a large animal.
• Provide the sentence frame, It might be a ____. Have students fill it in based on your clue.
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72Unit 4 • Communicate
B Listen again and circle the correct answer. There
ma
y be more than one correct answer.
$ 1•27
• Play the audio again. Have students circle all the answers
that are correct.
ANSWERS
1
a, b 2 b, c 3 c, d 4 b, c
Speaking
C Learn: Comparing Things $ 1•28
COMMUNICATION
• Draw two circles on the board, a big one and a small one. Ask What words can I use to compare these circles? (big, bigger than or small, smaller than)
• Write the adjectives dangerous, interesting. Ask if anyone knows what words to add to compare with these adjectives. Have students read the Learn box. Write more
_____ than. This picture is more interesting than that picture.
•
Ask two students to practice the exchange on the page. Then write the following sentence frame and ask students to copy it: I think _____ are more _____ than _____. Why? Because _____.
• Pair students and have partners make up a dialogue using that sentence structure.
• Have volunteers present their dialogue to the class.
Unit 4 Communicate page 42
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Comparing things
Word Study: Suffix -ment: assessment, treatment,
improvement, agreement, encouragement, government,
measurement, punishment
Writing Study: Parallel structure with -ing
Big Question learning point: Teeth help people and
animals eat.
Materials: Audio CD
Listening
Think
•
Ask a student to read the Think question. Ask what
students know about whales and what they eat. What
possible foods could whales eat in the ocean?
A Listen to the conversation. Are killer whales
carniv
ores or omnivores?
$ 1•26
• Have students listen to the information to find out the information about killer whales.
ANSWER
carnivores
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73Unit 4 • Communicate
Write sentences about you.
COLLABORATIVE LEARNING
• Have students work in pairs to complete the exercise. For
the first sentence, have them list things they like to do,
such as dancing, drawing, cooking. The second sentence
needs active verbs like swimming, biking, skating. The
third could be chores such as cleaning, dusting, and the
fourth could be actions at school like reading, writing,
talking.
ANSWERS
Students’ own answers, but all should be verbs ending
in -ing.
Workbook
Word Study and Writing Study Practice
•
Direct students to the Workbook pages 36–37 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 36–37 Online practice Unit 4 • Communicate Classroom Presentation Tool Unit 4 • Communicate
Word Study
D Learn: Suffix -ment
• Have a volunteer read the explanation in the Learn box. Have students point to achieve. Ask What part of speech is this? (a verb) What part of speech is achievement? (a noun)
Listen and say the words. Write the words adding
-ment. $ 1•29
• Have students say each of the verbs listed. Then have
them listen to the words and repeat them. Have them
listen again and add -ment to form the nouns.
• Refer them to the dictionary pages for help if necessary.
ANSWERS
1 assessment 2 treatment 3 improvement
4 agreement 5 encouragement 6 government
7 measurement 8 punishment
E Work with your partner. Use each verb in a
sen
tence. Then use each noun you made by
adding -ment.
•
Pair students. Have pairs write sentences for the verbs and nouns, following the guidelines for each level outlined below.
DIFFERENTIATION
Belo
w level:
•
Pair students. Have one student write four of the verbs on index cards, with the word verb on the other side of each card. Have the other student write four of the nouns, with the word noun on the other side. Have them put the verbs in one pile, and the nouns in another.
• Have students look up the words in the dictionary pages and write the definition under the words.
• Provide cards with written sentences for each of the nouns or verbs, with the noun or verb missing. For example, I ____ with your opinion. Give the sentence cards to the pair. For each sentence, have students take turns picking a noun or an adjective to complete the sentence. The partners then decide if their sentence makes sense, asking for help as needed.
At level:
•
Follow the procedure above. For this level, have students make cards for all eight nouns and verbs.
Above level:
•
Follow the procedure above. For this level, have students make up the sentences.
Writing Study
F Learn: Parallel Structure with -ing
• Read the explanation and example. Ask What is the same about the way these words are written? What do they all end in? (they all have -ing)
• Write the sentence Carlos likes singing, dancing, and to do karate. Ask What’s the problem with this sentence? (to do karate is not parallel with singing, dancing) How can I fix it? (change to do to doing)
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74Units 3 and 4 • Wrap Up
CRITICAL THINKING
• Encourage discussion about each section of the report:
Ask What clues does the title give you about the content of
the report?
 Have students re-read the introduction. Ask
What is the purpose of the introduction of the report?
•
Have a volunteer read the headings. Ask How do the headings help to organize the report?
• Ask What illustrations did this writer include? What is another word for illustrations that we talked about? (visuals) How do these visuals and captions help you to understand the information about tiger’s teeth?
21ST CENTURY SKILLS
B Answer the questions.
• After discussion of the sections outlined above, have students work independently to answer the three questions about the sections of the report.
CRITICAL THINKING
• Pair students and ask them to discuss their answers. Then ask volunteers to tell the class their answers.
COLLABORATION COMMUNICATION
C Learn: Writing a Report
• Have volunteers read the directions for writing a report. Discuss each one to check understanding and generate ideas.
COMMUNICATION CRITICAL THINKING
• Ask What makes something a good title? Why did this writer choose this title instead of just calling it Tiger’s Teeth?
• Ask How will you decide on your headings? What does a heading tell you?
Units 3 and 4 Wrap Up page 44
Summary
Objectives: To show what students have learned about the language and learning points of Units 3 and 4.
Reading: Comprehension of a reading text
Writing: Write a report
Materials: Big Question Video, Discover Poster 2,
Big Question Chart
Writing
A Read this report.
• Say In the last writing project, we learned to write a persuasive
e-mail. What was the purpose of that kind of writing? (to persuade, or convince someone to do something)
•
Explain that this unit’s writing project is to write a report. Ask What is the main purpose of a report? Elicit that the purpose of a report is to provide clear, factual information about a topic. Remind students of the term informational text that was used to describe the reading selection. A
report is also a type of informational text.
•
Have students silently read the model report. Then divide them into groups to discuss it.
COLLABORATIVE LEARNING
• Divide the class into groups of three.
• In each group, have students re-read the report aloud, taking turns reading the different sections. Before reading each section, students should also read the word on the left describing the section (title, introduction, heading, illustration, caption).
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75Units 3 and 4 • Wrap Up
D Present your report to the class.
• Divide students into groups of four or five to share their
reports. Have them first explain their topic and why they
chose it, and what they find most interesting about it.
CREATIVITY COMMUNICATION
• Have each member of the group read the report aloud and present accompanying illustrations to the group.
CREATIVITY COMMUNICATION
• After each student in the group reads the report, others may ask questions about it.
CRITICAL THINKING CREATIVITY
COMMUNICATION
• After students have practiced reading to the small groups, have them present their reports to the class.
COLLABORATION COMMUNICATION
Units 3 and 4 Big Question Review
What are teeth for?
A Watch the video. What kinds of teeth do you
see?
• Play the video. When it is finished, ask students what kinds
of teeth they saw in it.
• Have students share ideas with the class.
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 2.
• Ask students to talk about the learning point Animals use their teeth in many different ways. Have students describe some of the different ways animals use their teeth, referring to the photos on the poster.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students what they have learned about teeth and how animals use them while studying this unit.

• Put students into pairs or small groups to say three new things they have learned.
• Have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 38–41 Online practice • Wrap Up 2 Classroom Presentation Tool • Wrap Up 2
Write: Now practice writing in the Workbook.
DIFFERENTIATION
Below level:
•
Provide a choice of two or three topics for students to choose for their reports. These should be related to the nonfiction readings from Units 1–4 in the Student Book or Workbook.
• Provide guidance to help students come up with the headings they will need. For example, if the topic is extinct animals, the heading may be Dodos, Mammoths, Elephant birds.
CRITICAL THINKING CREATIVITY COMMUNICATION
• Pair students. Ask them to write their simple sentences to tell what they know about their topic under each heading. Have them read their sentences to each other.
COLLABORATION CRITICAL THINKING COMMUNICATION
• Students may help each other with their titles. They may also work together on the illustrations and captions for their reports.
CREATIVITY COLLABORATION
• Ask students to include two to three sentences in each section.
CRITICAL THINKING
At level:
• Provide a list of topics for students to choose from to write their reports. This list should include nonfiction topics that students already know something about or topics that are part of the Student Book or Workbook nonfiction reading selections from Units 1–4, for example Extinct Animals, Dodos, Woolly Mammoths, Tigers, African Lions, Animal Teeth.
• Have students work in pairs to brainstorm their ideas, using the chart in the Workbook. Encourage them to write sentences about what they know about their topic, and to think of headings for each section of their report.
COLLABORATION CRITICAL THINKING CREATIVITY
• Ask students to read aloud their sentences to one another and to group them in order to decide on the headings for each section.
COLLABORATION COMMUNICATION
CRITICAL THINKING
• Ask students to include three to five sentences in each section.
CRITICAL THINKING
• Have students choose or draw illustrations to go with the report.
CREATIVITY CRITICAL THINKING
Above level:
• Have students work in groups to brainstorm topics to choose from. They may choose a topic they know something about, or nonfiction topics they have just explored in the readings in the Student Book or Workbook.
COLLABORATION CRITICAL THINKING CREATIVITY
COMMUNICATION
• Have students use the Workbook chart to brainstorm ideas for their reports, writing sentences about what they know about the topic.
CRITICAL THINKING CREATIVITY
• Have students read their ideas to the group to help decide on the necessary headings and organization for their reports.
COLLABORATION COMMUNICATION
• Have students individually complete their writing and choose illustrations to go with the report.
CRITICAL THINKING CREATIVITY
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76 Units 5 and 6 • Big Question
Speaking
Students will understand
and use expressions for:
•
Planning a trip
• Giving advice
Listening Strategies
Students will practice:
•
Listening for the main
idea
•
Listening for details
Grammar
Students will understand
and use:
•
Future with will and going to
• Future with present continuous
Word Study
Students will understand and use:
•
Compound nouns
• Words with prefix mis-
Vocabulary Students will understand and use words about:
• Wheels and transportation
• Adjectives
Units 5 and 6 Why are wheels important? Students will understand the Big Question
learning points:
•
Wheels make transporting things and people easier.
• Watches and other machines all use wheels.
• Getting around on wheels can be fun!
• We use wheels when we exercise.
Writing Study
Students will understand
and use:
•
Verb + infinitive
• Irregular verbs
Wrap Up
Students will review the
language and Big Question
learning points of Units
5 and 6 through:
• Writing and presenting an opinion essay
Reading Strategies
Students will practice:
•
Reading for
understanding
•
Drawing conclusions
Units 5 an
d 6
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77
Units 5 and 6 Big Question page 46
Summary
Objectives: To activate students’ existing knowledge of
why wheels are important and identify what they would
like to learn about the topic.
Materials: Big Question Video, Discover Poster 3,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask What are some things we use every day that have wheels? List individual responses on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What did you see in the video? What were the people doing? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students make a list of all the items they saw in the video. Have them read the list to the class.
At level:
•
After watching, have students describe what they saw in the video. Encourage them to use details in their explanations.
Above level:
•
After watching, have students each write a paragraph about what they saw in the video and read it to the class. Ask them to tell what they thought the most interesting thing in the video was.
B Look at the picture and discuss it with your class.
• Talk about the big picture. Ask Where do you think this scene is? How are people using wheels in this picture?
POSSIBLE ANSWERS
It takes place in a city. People are traveling from one place to another, doing errands, enjoying riding around the city.
• Discuss the answers to the two questions.
C Think and answer the questions.
CRITICAL THINKING
• Ask students to think about the questions on the page. Ask volunteers to give a definition of a wheel. Then have students look up the definition of a wheel in a dictionary. (A circular object that revolves on an axle and is fixed below a vehicle or other object to enable it to move over the ground.) Which parts of the dictionary definition did they say in their own definitions?
• Have students work with partners to answer questions 2–4. They should list everything they can think of that has wheels, then circle which of those vehicles or machines they use. Then have them draw a square around the ones that are used for fun.
• Have volunteers read their lists to the class.
Expanding the topic
COLLABORATIVE LEARNING
• Display Discover Poster 3. Ask students to describe the four different uses of wheels shown in the pictures. Encourage them to talk about not only the specific item shown, but also the category of use (machines, travel, fun, for work).
• Put students into small groups of three or four. Have each group choose one of the pictures. Ask each group to write a description of how the wheel makes it possible for this item to work.
• Have one person from each group read the descriptions that the group wrote.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about wheels?
• Draw a mind map on the board, putting wheels in the middle and adding the words from students around this word.
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
DIFFERENTIATION
Below level:
•
Elicit simple descriptions of items with wheels.
• Ask about the big picture and then the poster and ask What do you use that has wheels? Write the answers on the board, e.g. We use many things with wheels. We use bicycles, trains, cars, trucks, taxis.
At level:
•
Elicit descriptions of items with wheels. Encourage students to expand on their answers and provide details. For example, We use wheels for transportation and also for carrying things.
Above level:
•
Elicit more complex sentences from students about what they know about wheels. Ask students to expand on their answers with comparisons. For example, A car uses wheels all the time, but a plane only uses wheels when it takes off or lands.
Discover Poster 3
1 A house being carried on a truck; 2 Inside of a wrist watch; 3 Two teen boys rollerblading outside; 4 Two men biking
Further Practice
Workbook Unit 5 page 42 Online practice • Big Question 3 Classroom Presentation Tool • Big Question 3
Units 5 and 6 • Big Question
Units 5 an
d 6
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78
Summary
Objectives: To understand words about wheels and
transportation; to apply own experience and a reading
strategy to help comprehend a text.
Vocabulary: transportation, transfer, haul, axle, rotate, spoke,
rim, traction, gear, grind, technology, rod
Words in context: platform, vehicle, durable, mill,
mechanical, inspiring
Reading strategy: Re-reading
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•30
• Ask students to look at the twelve words and circle the
ones they know already. Have volunteers describe the
familiar words.
• Play the audio of the words. Ask students to point to the words as they hear them and read along with the sentences.
• Play the audio a second time and have students repeat the words and listen to the sentences as they read along.
COLLABORATIVE LEARNING
• Have partners re-read the sentences and talk about the meanings of the words. Then have them look each one up in the dictionary pages and compare the meanings to the ones they described. Have them write the dictionary definitions for each word.
Unit 5 • Get Ready
CRITICAL THINKING
• Draw two columns on the board, labeled Nouns and Verbs. Ask volunteers to take turns coming to the board and writing one vocabulary word in the appropriate column. (Verbs: grind, transfer, haul, rotate; the rest are nouns.) Ask the class each time if they agree with the placement of the word.
• After dividing words into nouns and verbs, ask another volunteer to circle the nouns that are parts of wheels or machines (axle, spoke, rim, gear, rod ).
• Point out that the remaining three nouns (transportation, technology, traction) are abstract nouns – they describe ideas or concepts that you cannot see with the five senses.
• Ask the following questions to check understanding: How is hauling the same or different from carrying? (Hauling usually means something heavy.) How is rotating the same or different from turning? (Rotating is around an axis. Turning can mean turning in a different direction.)
B Look at the pictures and number the words.
• Have a volunteer read the five words. Then have students work individually to write the correct numbers from the picture next to the words.
ANSWERS
1 gear 2 rim 3 rod 4 spoke 5 axle
Unit 5 Get Ready page 48
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79Unit 5 • Get Ready
• Have partners discuss whether they already know the
meaning of any of these words. Remind them that as they
read the selection they will be trying to understand the
words in the context of the narrative.
F
Look at the pictures on pages 50–51. What
things with wheels do y
ou recognize?
•
Have students look at the reading pages.
• Ask them to look at the pictures. Ask Do you think this is fiction or nonfiction? Why? Do you think this reading tells about something in the past, something in the present, or both? (both) What clues do you see in the visuals that tell you whether it is about the past or the present? (There are photos of modern things, and there are illustrations of things that look like they are from a long time ago.)
Reading Preview
• Read the title of the unit’s reading text in the preview bar.
• Have students silently read the content of the preview bar.
• Ask What type of text is this? (informational) Ask What does an informational text do? (It presents facts about a subject.)
• Ask What is this text about? (how the wheel was invented and developed over time)
Further Practice
Workbook Unit 5 pages 42–43 Online practice Unit 5 • Get Ready Classroom Presentation Tool Unit 5 • Get Ready
C Write the words in the correct columns.
• Have students work individually to write the words in the correct column of the table.
ANSWERS
Verbs: haul, grind, rotate, transfer Nouns: transportation, technology, traction
Before You Read
Think
• Ask students to consider the first question – how long ago they think the wheel was invented. Write down their guesses. Ask them if they think it is possible to find out. Ask students to try to look it up on the Internet when they get home to see if the answer is known.
• Ask students why they think people invented wheels.
D Learn: Re-reading
• Discuss the word re-reading. Ask What does the prefix re- mean? (again) Explain that re-read is to read again.
• Have a volunteer read the explanation. Ask Why is it important to re-read? (to make sure you understand)
Read the passage. Re-read anything you don’t
understand. Write notes in your notebook
identifying the sections you re-read.
DIFFERENTIATION
Below level:
•
Have students work in pairs to read the passage. Have
one student read two lines. Ask them to tell their partner
what they understood from the lines. Then have the same
partner re-read the two lines, circling words they do not
understand.
•
Have the second partner read the third and fourth lines, following the same process.
• Ask the pair to look up words they don’t know in the dictionary, or to ask another pair of students for help understanding unfamiliar words.
At level:

• Have students work in pairs. Have each partner read half the passage to the other. Have them discuss what they understood from the passage. Then have them each re-read silently the parts that they need to understand better. Ask them to circle sentences that they re-read.
Above level:
•
Have students work in pairs. Have both partners read the selection silently. Ask them to discuss what they understood from the passage and what they need to re-read. Have the pairs re-read the lines they need to understand and to take notes about which lines they re-read.
E Words in Context: Scan the text on pages 50-51
and cir
cle these words. As you read, try to guess
what the words mean.
COLLABORATIVE LEARNING
•
Have students work in pairs. Have each student scan the reading for three of the words and circle them.
• Have students underline the sentences that the words are in and read them aloud.
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80Unit 5 • Read
Summary
Objectives: To read, understand, and discuss a historical
narrative; to apply a reading strategy to improve
comprehension.
School subject: Social Studies: History
Text type: Information text (nonfiction)
Reading strategy: Re-reading
Big Question learning points: Wheels make transporting
things and people easier. Watches and other machines all
use wheels.
Materials: Audio CD
Before Reading
•
Ask volunteers to describe what they see in each of the
illustrations or photos. Discuss the meaning of the word
revolution. This word has many meanings. Students may
know its meaning in terms of a change or overhaul of a
government, but it also can mean a change in the way of
thinking or working, which is the meaning it has in this
reading. Ask What do you think is the revolution, or change,
that this reading is talking about? (The invention of the
wheel.)
•
Have students review the meanings of the vocabulary words that are highlighted in the text.
• Have students look at the words in context from page 49 that they circled in the reading. For each word, have one student read the sentence with the word in it. Ask volunteers to explain the meaning of the word.
During Reading $ 1•31
CREATIVITY
• Play the audio of the reading text. Have students listen as they read along silently. Then play the recording again and ask students to underline any parts of the reading that were hard to understand.
• Break students into groups by ability level to re-read parts of the text, as described below.
DIFFERENTIATION
Below level:
•
After listening to the entire reading, assign pairs of students two paragraphs each of the reading to practice reading aloud. Have one partner read the paragraph and the second one read the same paragraph again. Ask them if there are any parts they did not understand. They should re-read those lines, circling any words they need to look up.
At level:
•
Have students form groups of four or five students to read the selection. Have them alternate paragraphs. As each reader is reading, the others in the group listen and circle any words they don’t understand.
• Have students discuss the meanings of the unknown words in their groups.
Above level:
•
Have students work in pairs. Have each partner read aloud half of the selection. Then have partners spend time silently reading the entire selection, circling any sections that they want to go back and re-read.
Unit 5 Read page 50
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81Unit 5 • Read
CULTURE NOTE
The oldest actual wheel and axle ever to have been
discovered was found in Mesopotamia in 2002. It was
excavated from a marsh in Slovenia. Archaeologists dated
this wheel to about the year 3500 B.C. The wheel has a
radius of 70 centimeters and is now in the City Museum of
Ljubljana, the capital of Slovenia.
During the Roman Empire the wheel experienced a lot
of improvements and modifications. The Romans started
producing chariots, farm carts, covered carriages, freight
wagons, and passenger coaches, all of which are still in
existence – in a modern form – today.
Further Practice
Workbook Unit 5 page 44
Online practice Unit 5 • Read
Classroom Presentation Tool Unit 5 • Read

• Have partners discuss which sections they needed to re-read, and what they understood the second time.
CRITICAL THINKING
• Ask the following questions to generate discussion: How did people haul things before the wheel was invented? (They used a platform rolled on top of logs.) What problems did people have moving things this way? (It was hard work and it took a long time.) How does the wheel help with new technology today? (There’s an electric unicycle, an automatic suitcase, and a new wheel for vehicles exploring Mars.)
After Reading
COLLABORATIVE LEARNING
• Ask a volunteer to read the sentences that contain the vocabulary words rotates and transportation. Ask another volunteer to say the meanings of the two words. Have two more students each say a new sentence with one of these words.
• Divide students into groups to continue reading each sentence with a vocabulary word. Have students in the group take turns saying the definition. Then each student in the group writes a sentence for the word.
• Do the same with each of the words in context that students circled in the reading.
• Have volunteers read their sentences to the class.
DIFFERENTIATION
Below level:
•
Have students work in groups. Ask them to re-read the first paragraph.
• Ask students to imagine going through a day without wheels. First have them list all of their daily activities: getting up, brushing teeth, eating breakfast, going to school. Have them circle all the activities that involve wheels in some way. Ask them to write sentences describing each of the things they would not be able to do without wheels. For example, Without wheels, I would not be able to take the bus to school.
At level:
•
Have students work in groups. Ask them to re-read the first paragraph. Have them list the activities they do every day.
• Then have them write a paragraph describing their day. For example, I would not be able to get a ride to school. I would walk to school. Walking to school would take two hours. I would get to school at ten o’clock.
Above level:
•
Have students work in groups and re-read the first paragraph. Then have them write descriptions of each of the possibilities mentioned in those lines. Each member of the group can choose one part of the sentence to elaborate on, for example having fun on skateboards: In the parks, the kids would not be having fun on skateboards or bikes, so everyone would be running around instead. There would be more people playing soccer.
• Have students in each group share their paragraphs with the class.
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82Unit 5 • Understand
DIFFERENTIATION
Below level:
•
Have students work in pairs. As they re-read the last
paragraph on page 51, have them circle the inventions
that are named. Have them take turns reading the names.
Then have them choose which of the words are the
correct answers. Have them describe the answers using
full sentences.
At level:
•
Have students work in pairs, re-reading the paragraph as above. Have them use full sentences and write something about each answer based on their experience, for example wearing or using a watch, or riding a bicycle.
Above level:
•
Have students work in pairs, re-reading the paragraph on page 51. Have them answer the questions and then write a fact they know about each of the items, and something they know about it
B Read the questions and discuss them in small
g
roups. Compare your answers with the other
groups.
COMMUNICATION
•
Have students work in groups of four to answer the questions. Students may help each other find the section of the reading that has the answer.
Unit 5 Understand page 52
Summary
Objectives: To demonstrate understanding of an informational text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Future with Will and Going to
Grammar practice: Workbook exercises
Grammar production: Write predictions about the future
Materials: Audio CD
Comprehension
Think
•
Have students tell partners three new things they learned
from the text, and something that they already knew.
A
Re-read the last paragraph on page 51. Answer
the questions
.
•
Have pairs of students fill in the chart based on the last paragraph of page 51. Gear the exercise to students at different ability levels as outlined below.
ANSWERS
1 a watch, a car engine, a bicycle, a printing press
2 energy
3 an electric unicycle, an automatic suitcase
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83Unit 5 • Understand
Ask students to read the last sentence of the reading,
where will is used to express a belief about wheels.
•
Remind students that it is not necessarily wrong to use going to or will interchangeably, but it will sound better to use them in the ways we just described.
Read the sentences. Write prediction (seen),
prediction (belief), future fact, or future plan.
COLLABORATIVE LEARNING

• Have students work in pairs to complete the exercise. For
each item, have them discuss and write prediction (belief),
prediction (seen), future fact, or future plan.
ANSWERS
1 future fact 2 prediction (seen) 3 future plan
4 prediction (belief)
DIFFERENTIATION

Below level:
•
Have students work in groups to make a chart called Future, with examples of the best uses of will and going to. Have them draw four squares on chart paper. In the
top left they write going to / plans. In the top right they write going to / predictions you can see. In the bottom two squares they write will / facts and will / predictions (belief). Have students leave space on the bottom of the chart (they will add to it in Unit 6).
•
Give students a paper with two sentences for each use of going to or will. Ask them to copy the sentences in the appropriate squares on the chart.
At level:
•
As described in Below level, have students make a chart of going to and will. Give the students one sentence example to copy in each square. Then have them write one more example of their own for each box. Have them read the sentences to the class.
Above level:
•
As described in Below level, have students work in groups to make a chart of going to and will.
• Have students write two sentences for each box. Have them present their sentences to the class. Ask them to explain why they used going to or will for each one.
F Choose a topic below and discuss it with your
par
tner. Use will and going to to talk about the
future.
•
Have students in pairs follow the model to form sentences with will or going to. For age, they should use will. For weather, vacation, jobs, and university the best choice is going to. For technology, the sentences may be best with will.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 45–47 Online practice Unit 5 • Understand Classroom Presentation Tool Unit 5 • Understand
ANSWERS
1 Possible answer: A potter’s wheel shapes clay to make
things such as bo
wls, plates, and vases.
2 Sumer
3 They made ring-shaped wheels. They added metal to
the rim. They attached rods called spokes to the center of the wheel.

4 People used the running water of a river to turn large
water wheels. The wheel created the power to operate the mill.
5 Students’ own answers.
CRITICAL THINKING
•
Ask the following questions to generate discussion: Why is it hard to know who invented the wheel and exactly when and where? Why is this passage called “A Revolution in History”? Why does the author say that wheels will always be a central part of life?
C Words in Context: Look again at the words you
cir
cled in the text. Then write them in the correct
sentences.
•
Have students review the meanings of the words in context from page 49 that they circled in the reading.
• Have students read the sentences, fill in the blanks, and read the sentences aloud.
ANSWERS
1 inspiring 2 durable 3 vehicle 4 mechanical
5 mill 6 platform
Grammar in Use
D
Listen and read along. Then circle the correct
answ
er.
$ 1•32
• Listen to the dialogue and have pairs read each part along with the recording. Then have two groups read aloud without the recording.
• Ask students to circle the words I’m going to, I’ll , and I
won’t. Ask Are they using these words to talk about the
present, the past, or the future? (the future)
•
Have students answer the question.
ANSWERS
Charlie
E Learn Grammar: Future with Will and Going to
• Write Will and Going to on the board. Say These are two ways of talking about the future. You can use either one, but let’s talk about when it’s better to use one than the other.
• Ask a volunteer to read the beginning of the Learn Grammar box. Under Will on the board, write Predictions, Facts. Ask What is a fact? (something we know is true). Explain that for facts in the future, we usually use will.
• Have another volunteer read the explanation about Going to and the two going to examples. Under Going to on the board, write Predictions, Plans.
• Point out that we use both going to and will for predictions. Ask students to re-read the explanation to find the two kinds of predictions. (One is something you can see, and the other is about what you believe.) Explain that more often, we use will for a belief, and we use going to based on what we can see, like dark clouds in the sky.
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84Unit 5 • Communicate
A Listen to someone speak about the printing
pr
ess. Then check (✓) the main idea
$ 1•33
• Tell students they will be listening to someone speak
about a printing press. Before listening, have them read
the choices on the page.
• Remind them that they might hear more than one of these ideas, but they are listening for the one they think is the most important point – the reason the speaker is telling us about the printing press.
• Have them listen to the passage and check which sentence they think is the main idea of the passage.
ANSWERS
There would be no books and no education without wheels.
CRITICAL THINKING
• Discuss the listening choices and the answer: We heard in the listening that the printing press is a machine. We also heard that is gives us cheap books. Why aren’t those choices the right ones for the main idea of the listening? How do we know that the third one is the right choice?
• Elicit that the third choice is the main idea because it is the most important idea that includes the other ideas. It is the first thing that the speaker says to start the passage, and the passage also ends with a similar idea, that people began to read because of the wheel.
Unit 5 Communicate page 54
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for the main idea
Speaking: Planning a trip
Word Study: Compound Nouns: spaceship, wheelchair,
handwriting, daytime, earring, doorbell, suitcase, footprint
Writing Study: Verb + Infinitive
Big Question learning point: Watches and other machines
all use wheels.
Materials: Big Question Video, Discover Poster 3,
Big Question Chart, Audio CD
Listening
Think

• Ask for ideas about the most important use of wheels. Ask students to explain how their choice affects them in their daily life. For example, if it is transportation, ask them to explain how their life would be different if they did not get to places the way they do now.
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85Unit 5 • Communicate
• Have students list other compound nouns they know.
Ask students each to write a paragraph using as many
compound nouns as they can, from their page and their
own list. Ask them to share their paragraphs.
Writing Study
F
Learn: Verb + Infinitive
• Have a student read the explanation of verb + infinitive. Ask students to list some verbs that are followed by infinitives (agree, decide, hope, want).
Complete the sentences with your own ideas. Use
an infinitive after the verb.
•
Have students complete the sentences on the page.
ANSWERS
Students’ own answers but must use infinitives.
COLLABORATIVE LEARNING
• Provide students with a longer list of verbs that are
followed by infinitives. Have them add them to their
notebook: plan, hope, promise, like, remember, forget,
continue, choose, begin, start, try.
•
Ask students to work in pairs to write sentences for each of the words, using personal information. They may use the verbs in present, past, or future, with infinitives.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 48–49 for further practice of the Word Study and Writing Study.
Big Question 3 Review
Why are wheels important?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 3.
• Refer to the learning points covered in Unit 5 and have students explain how they relate to the pictures of the truck, the machine, the skates, and the bikes.
• Return to the Big Question Chart.
• Ask students what they have learned about wheels while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 48–49 Online practice Unit 5 • Communicate Classroom Presentation Tool Unit 5 • Communicate
B Listen again. Then tell your partner two facts you
hear
d while you were listening.
$ 1•34
• Play the audio again. Then pair students and ask them to tell each other two facts they remember from what they heard. These can be any facts in the passage.
Speaking
C Plan two trips with your partner. Talk about
wher
e you are going and how you will get
there.
$ 1•35
COMMUNICATION
• Play the dialogue and ask students to listen as they read along. Then play it again.
• Write the sentence frames First, we’ll take ____. Then we’ll take ____. Have students build their own dialogues by using those sentences and filling in the transportation choices.
Word Study
D Learn: Compound Nouns
• Ask a volunteer to read the Learn box. Present other compound nouns. For example, write rain and ask What compound nouns start with rain? (raindrop, rainstorm, rainfall) Point out that the two words that make up a compound noun often tell us the meaning. (A raindrop is a drop of rain.)
Listen and say the words. Then match the words to
make compound nouns. $ 1•36
• Have students listen to the words and work with partners
to match the words to form compound nouns.
ANSWERS
1
d spaceship 2 a wheelchair 3 b handwriting
4 c daytime 5 h earring 6 g doorbell 7 f suitcase
8 e footprint
E
Work with your partner. Make a list of the
c
ompound words you matched above.
DIFFERENTIATION

Belo
w level:
•
Pair students and have them list the eight compound nouns they formed in the matching exercises. Ask them to work together to write definitions for each of the words, based on the two words that form them. Then ask them to look up the words in the dictionary pages and compare the definitions.
• Have students write a sentence for each of the words.
At level:
•
Pair students and ask them to write definitions for the compound words and then compare them to the definitions in the dictionary pages.
• Have students write a paragraph using as many of the words as they can.
Above level:
•
Pair students and ask them to write definitions for the compound words and then compare them to the definitions in the dictionary pages.
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86Unit 6 • Get Ready
• Ask What kind of words are these? Are they nouns, adjectives,
or verbs? (adjectives) What do adjectives do? (They describe
nouns).
• Point out that some of the words describe people’s behavior. Have students help you list the words that describe people (obedient, determined, courageous fascinated, daring, foolish, fortunate). Some of these words can also describe ideas or situations (foolish, fortunate).
B Circle the correct word in each sentence.
COLLABORATIVE LEARNING
• Have partners read the sentences and talk about what they think the words mean. Then have them look each one up in the dictionary pages and compare the meanings.
• Have partners complete the exercise, choosing the correct word for each sentence.
ANSWERS
1 determined 2 fortunate 3 thrilling 4 courageous
5 obedient 6 daring 7 fascinated
C
Match. Then work with your partner to think of
other answ
ers to the questions.
CRITICAL THINKING

• Have students work in pairs. For each numbered question they will need to read through the choices to decide if that choice is risky, exciting, etc.
• When students have completed the matching, have them make a list of the five adjectives. For each one, ask them to think of two more situations that match that adjective.
Unit 6 Get Ready page 56
Summary
Objectives: To understand words for descriptions (adjectives); to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: obedient, fortunate, tedious, exciting, fragile,
determined, daring, foolish, thrilling, courageous, risky,
fascinated
Words in context: settlement, longed for, blurry, propelling,
adjusted, figures
Reading strategy: Drawing conclusions
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: Why are wheels
important? Say In the last unit, we learned words about
wheels and transportation. Now we are going to learn
descriptive words used in a story about wheels.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 1•37
COMMUNICATION
• Play the audio of the words and sentences. Ask students to say the words as they hear them and read along with the sentences.

• Play the audio a second time and have students repeat the words and read the sentences aloud with the recording.
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87Unit 6 • Get Ready
• Have students write their conclusions. Encourage multiple
detailed sentences. For example, Jeff knows he should slow
down. He is already running really fast down the hill. On a
mountain, you can easily fall or trip over rocks. My conclusion
is that he will fall.
POSSIBLE ANSWERS
What has happened so far? Jeff wants to swim. The hill is
steep. Jeff ran fast down the hill.
What do I know from my own life? It’s dangerous to run
fast downhill.
What will happen next? Jeff is going to get hurt.
E
Words in Context: Scan the story on pages 58-59
and cir
cle these words. As you read, try to guess
what the words mean.
COLLABORATIVE LEARNING

• Have students work in pairs. Have them read the six words and discuss any meanings they know.
• Have students scan each paragraph of the reading and help each other find the words to circle. Ask them to read the sentences with each of the words.
F Look at the pictures on page 58 and find the
pogo stick
. What’s it for?
•
Have students look at the pictures on the reading pages. Ask Has anyone ever used a pogo stick? How do you move on a pogo stick? (you jump) Does it have wheels or a spring? (a spring) Do you think it is fun? How easy is it to get around on?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (science fiction) Ask if students have ever read a science fiction story. Explain that this one takes place on another planet. Ask What is the name of the planet? (SinRota)
Further Practice
Workbook Unit 6 pages 50–51 Online practice Unit 6 • Get Ready Classroom Presentation Tool Unit 6 • Get Ready
Ask them to try to choose situations from their personal experience. For example, things they have done that were exciting, foolish, or tedious. Have them write the answers.
• Have students share their answers with the class.
ANSWERS
1 a 2 e 3 d 4 b 5 c
Before You Read
Think
• Ask students to talk about one aspect of daily life that would be different without wheels.
D Learn: Drawing Conclusions
• Have a volunteer read the name of the strategy and the content of the Learn box. Discuss the meaning of drawing in this context (to infer an idea). They may know a conclusion as an ending. Discuss that drawing a conclusion is not always about an ending, but it can mean the idea you arrive at, about any part of a story.
Read the story and then fill in the chart.
• Follow the differentiated procedures below to have students fill out the chart.
DIFFERENTIATION
Below level:
• Have students work in pairs to read the text. Have them alternate paragraphs.
• Ask questions about each section of the text to help them find text clues to write in the chart. For example, Where are Jeff and his family going? (They are going to the mountains.) What does Jeff want to do? (He wants to dive into the water.) How is Jeff running? (He is running fast.)
• To help them write in the What do I know from my own life? box, ask Is it dangerous or safe to run fast down a hill? (It is dangerous to run down a hill.) Ask What do you think will happen? Have students write in the last box.
At level:

• Have students work in pairs to read the text, alternating paragraphs. Ask them to write two sentences for each paragraph, summarizing what the text tells them about Jeff’s situation. Then, ask questions to lead them to complete the What do I know …? box: What do you know about running down a hill fast?
• Have students write one or two sentences about their conclusions in the last box.
Above level:
•
Have students work in pairs to read the text, each reading half of it. Ask them to write sentences about each paragraph. Have them write several sentences for the text clues box. They may use a separate paper to write more.
• Have students write sentences about what they know about mountains and running fast downhill.
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88Unit 6 • Read
• Have a student read the six words in context that students
circled. Remind students they will be looking for these word
meanings in the context of the sentences as they read.
During Reading $ 1•38
CREATIVITY
• Play the audio. Have students listen and read along.
• After listening once, ask the discussion questions below. Then as a class, form a large circle to read the story again.
• Assign individual students the parts of Zoog and his father. Those people will read the character’s dialogue. Assign several students the role of doing sound effects. For example, they can make boing boing noises when Zoog is on the pogo stick, or make screeching sled noises when the text describes him dragging the sled from the store.
• Have each student read one sentence around the circle.
CRITICAL THINKING
• Ask the following discussion questions: What is the most important thing to know about Planet SinRota? (There are no wheels.) What clues does the author provide? (Zoog uses a pogo stick to get around, and there are no books, clocks, computers, or TV there.) In the third paragraph, Zoog spots a planet. What planet is it? (Earth) What clues does the author give that it is Earth? (It’s called “The Blue Planet” and Zoog sees mountains, water, and small figures with wheels.) On page 59, in the fifth line, the author refers to “animoogs.”
Unit 6 Read page 58
Summary
Objectives: To read, understand, and discuss a science fiction text; to apply a reading strategy to improve comprehension.
School subject: Social Studies: History
Text type: Science fiction (fiction)
Reading strategy: Drawing conclusions
Big Question learning points: Wheels make transporting
things and people easier. Getting around on wheels can be fun!
Materials: Audio CD
Before Reading
• Ask students to recall the type of text they are about
to read (science fiction). Remind them that a science
fiction story, like other kinds of fiction stories, has a plot,
characters, and a setting. Ask What does the title tell you
about the setting? (It’s on another planet.)
•
Have a volunteer read just the first line. Ask Who is the main character? (Zoog) What other characters are there? (Zoog’s dad, Zoog’s grandmother)
• Explain that there is something very different about the planet in the story, something they do not have there. Students will be looking for clues at the beginning of the story to draw conclusions about what is different about Planet SinRota.
• Have volunteers take turns reading the highlighted vocabulary words aloud and reviewing the meanings for the class.
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89Unit 6 • Read
CULTURE NOTE
The modern pogo stick was invented in 1920 by two
German inventors, Pohlig and Gottschall. Some people
think the name “Pogo” comes from the first two letters of
each of the inventors’ names. The first pogo sticks started
as stilts with springs, and the pogo stick was improved
over the years, with changes made to give it two handles
and improved springs. New springs made it possible to
use not just for jumping, but also for back flips and other
tricks. Today, the pogo stick is used for sport around the
world, and is even used for extreme sport competitions.
Further Practice
Workbook Unit 6 page 52
Online practice Unit 6 • Read
Classroom Presentation Tool Unit 6 • Read
What are they, and why does the author use this word? (animals; She wants to give animals a funny name that goes with the idea of being on a different planet.) What is the meaning of “the history of SinRota changed completely and forever”? (They started making things with wheels, and that changed how they did everything.)
DIFFERENTIATION
Below level:
•
During the circle reading, arrange students so that those who are below level are beside those at a higher level. Allow two students to read lines chorally instead of reading alone.
• After the circle reading, have students practice reading in smaller groups. In the small group, have the students concentrate on a short portion of the reading and take turns reading lines aloud. Have them repeat the portion several times, concentrating on reading fluidly and with expression.
At level:
•
After doing the circle reading, have students practice reading in smaller groups. Have the group choose several readers to be the characters, and one reader to do sound effects.
• Have them read aloud two paragraphs at a time, alternating readers. Then have them repeat those two paragraphs, with more attention to reading expressively. Then have them move to the next two paragraphs, with different students reading.
Above level:
•
After listening to the entire reading, have students work in groups to re-read aloud, alternating paragraphs and choosing readers to be the characters and to do sound effects.
After Reading
• Ask students to look at the six words in context from page 57 that they circled in the reading. Have a different volunteer read each of the sentences containing one of the words. Discuss the meaning of each word and ask students how they arrived at that meaning.
• Have students look up the six words to check the meanings.
COLLABORATIVE LEARNING
• Have students work in small groups of mixed abilities to write a continuation of the story Planet SinRota. Have them re-read the last two paragraphs and talk about what they see in the pictures that shows how the planet has changed.
• Encourage students to include as many details as possible in their stories. Ask Does Zoog still drag a heavy sled of groceries? How did he do the shopping after the planet had wheels? Did he still use his pogo stick for going places, or did he use it just for fun?
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90Unit 6 • Understand
Students write these two answers as full sentences in the
What has happened so far? column.
•
Then guide them to fill in the next box. Ask What do you know about pogo sticks and bicycles? How is a bicycle different from a pogo stick? (A pogo stick doesn’t have wheels. A bicycle has wheels.)
• Ask questions to help students draw a conclusion for the third box, e.g. Why are there no bicycles on Planet SinRota? (There are no wheels on the planet.)
At level:
•
As above, have students re-read the first half of the story and ask questions to guide them to fill in the chart on page 60. Ask more open-ended questions and allow more independent work for them to fill in the boxes. Ask questions to encourage expanded answers.
• Have students write multiple clues, facts they know, and conclusions, using a separate paper if necessary. For example, they may write clues about the pogo stick, the books, and the use of a sled.
Above level:
•
Have students re-read both the beginning section of the story and the ending. Have them use a separate page to make two charts like the one on page 60 – one for each of the two sections.
• For the first chart, they will write clues about how we know the planet has no wheels. For the second chart, they will write about the changes that will take place on the planet after wheels are discovered.
Unit 6 Understand page 60
Summary
Objectives: To demonstrate understanding of a science fiction story; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Future with Present Continuous
Grammar practice: Workbook exercises
Grammar production: Write about future plans
Materials: Audio CD
Comprehension
Think
•
Pair students and have them say two things about the
story. Ask them to tell something funny, silly, or surprising.
A
What conclusions did you draw about “Planet
SinR
ota”? Work with your partner to fill in the
chart.
•
Follow the differentiated plan below to have partners at different levels complete the chart.
DIFFERENTIATION
Below level:
•
Have students complete the chart about Planet SinRota in pairs. Have them re-read the first page of the story.
• Provide questions that will guide what they write in the boxes. For example, How does Zoog get around? (He uses a pogo stick.) How does he haul groceries? (He uses a sled.)
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91Unit 6 • Understand
At level:
• As above, have pairs of students review the charts for
future with will and going to, re-read the examples, and
add a section for Future with Present Continuous.
• Have students write a short dialogue about their plans for the week, using the present continuous. Have them share their dialogues with the class.
Above level:
•
As above, have students review the chart from Unit 5 and add a section of Future with Present Continuous.
• Have students write a paragraph including their plans for the week, their predictions, and future facts. For example, they might discuss their age, the weather, and what they plan to do. Have them share their paragraphs with the class.
F Take turns asking and answering the questions
with the pr
esent continuous, will, and going to.
COMMUNICATION
•
Have students work with partners to answer the questions, using present continuous, will, and going to. (The first should be with present continuous, the second with will, and the third with going to.)
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 53–55 Online practice Unit 6 • Understand Classroom Presentation Tool Unit 6 • Understand
B Circle the correct answer.
• Have students work individually to do the exercise. Then pair students to check each other’s answers.
ANSWERS
1 c 2 d 3 a 4 b
CRITICAL THINKING
• Ask the following questions to generate discussion: Why do you think the author does not tell us there are no wheels on SinRota? (She wants us to draw conclusions from the clues.) Why aren’t there any books on Planet SinRota? (For books, you need a printing press, and a printing press needs wheels and gears.)
C Words in Context: Look again at the words
y
ou circled in the story. Match each word to its
definition.
•
Have students look at the words they circled in the reading. Ask volunteers to tell the meanings.
• Have students complete the matching individually.
ANSWERS
1 b 2 f 3 a 4 e 5 d 6 c
Grammar in Use
D Listen and read along. Then circle the correct
answ
er.
$ 1•39
COLLABORATIVE LEARNING
• Pair students. Have them listen to the dialogue as they read along silently. Then have them listen again, reading the parts aloud along with the recording.
• Have partners read again without the recording, each as one character. Then have them switch roles.
• Have students answer the question.
ANSWERS
future
E Learn Grammar: Future with Present Continuous
• Have volunteers read the explanation and example for the present continuous. Say What other ways did we learn to talk about the future? (will and going to)
• Review the uses of will and going to, as outlined in the Learn Grammar box, with volunteers reading each sentence.
Circle the best choice for each sentence.
• Have students read the sentences and choose the best answer.
ANSWERS
1 are meeting 2 will be 3 will 4 are going to
5 is going to
DIFFERENTIATION
Below level:
•
Have pairs of students review the charts for future with will and going to that they made in Unit 5. Have them re-read the examples they wrote in the chart.
• Have them add a section for Future with Present Continuous and write two examples.
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92Unit 6 • Communicate
B Listen again. Write a sentence that tells what the
objec
t is used for.
$ 1•41
• Play the audio again. Have students write about the
object. Ask What is it used for? Why do you think people
invented a wheel for hamsters to use?
Speaking
C Learn: Giving Advice $ 1•42
COMMUNICATION
• Ask What does it mean to give advice? ( To tell someone what
you think they should do or what’s a good idea.) Have a volunteer read the explanation in the Learn box to the class. Write on the board You should and Why don’t you …?
DIFFERENTIATION

Belo
w level:
•
Work with students in small groups to practice the dialogue. Start by having them practice the first situation on the list, You missed the bus. Have two students read aloud the first two speech bubbles of the dialogue on the page.
• Write You should ____. Ask students to help you finish the sentence with other ways to solve the problem. Write ideas on the board and have students copy them, for example: You should walk. You should take your bike. You should wait for the next bus. Have two students practice the exchange again with a new answer.
Unit 6 Communicate page 62
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Giving advice
Word Study: Prefix mis-: mistreat, mistrust, miscommunicate,
misdirect, misread, misremember, miscalculate, misjudge
Writing Study: More irregular verbs
Big Question learning point: We use wheels when we
exercise.
Materials: Audio CD
Listening
Think
•
Ask a student to read the Think question and to look at the
picture. Ask them to talk about the difference between
animals and people. A wheel is a tool that people have
invented, but animals don’t use tools – unless we give
them tools, like this hamster wheel.
A
Listen to the conversation. Circle the correct
answ
er.
$ 1•40
• Have students read through the questions and the answer options silently.
• Have students listen to the conversation about a hamster wheel and circle the best answer.
ANSWERS
1 c 2 a 3 c 4 b
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93Unit 6 • Communicate
E Work with your partner. Write sentences with
each w
ord above and the word you made by
adding the prefix mis-.
COLLABORATIVE LEARNING

• Have students work with partners to write a sentence with
each word and the word they made by adding mis-. Have
them write each sentence on a card.
• Then combine three pairs to make groups of six. Have them mix the cards each pair made. In a circle, have the students take turns reading a sentence from a card, and explaining what it means in their own words.
Writing Study
F Learn: More Irregular Verbs
• Have students work individually to read the irregular verbs.
Write the correct form of the verb in parentheses.
• Ask students to use the words from the Learn box to complete the sentences. Then play the game below to practice irregular verbs.
ANSWERS
1 drew 2 became 3 felt 4 dug 5 lit
COLLABORATIVE LEARNING
• Review the irregular verbs that students learned and listed in Unit 2. On chart paper, make a new list of the verbs from Unit 2 plus the five verbs from the Learn box. Ask students to suggest any others they know and add them to the list. Write The Present in one column and The Past in another. Have the class say all the verbs. Then cover the past tense with a sheet of paper.
• Divide the class into two teams. Say each present tense verb and have students in each team take turns saying the past tense of the verb. Each correct verb is one point for the team. If they do not know the verb, they do not get the point, but they should still look under the paper and say the verb.
Workbook
Word Study and Writing Study Practice
• Direct students to Workbook pages 56–57 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 56–57 Online practice Unit 6 • Communicate Classroom Presentation Tool Unit 6 • Communicate
• Have students do the same exchange a third time, replacing You should with Why don’t you …? and asking it as a question instead of a statement.
At level:
•
Pair students to practice the dialogue. First, have them practice the first exchange.
• Then have students write possible solutions to give as advice for each problem listed on the page. Have them do an exchange for each problem, filling in the new solutions. For example, I’m late for school and it’s too far to walk. Why don’t you take the bus?
Above level:
•
Follow the procedure above. For this level, have students write three different solutions for each problem. Have them practice the dialogue with each solution, alternating You should and Why don’t you …?
CRITICAL THINKING
• Have volunteers tell the class about a time when they either gave advice or asked for advice. Say Why is it important to ask for advice?
• Ask students if they have ever been in a situation in which someone gave them advice that they didn’t ask for. Ask How does it feel to get advice if you don’t want advice?
• Point out that the best time to give advice and use You should or Why don’t you …? is if someone asks for advice or seems to want your advice. Point out that saying You should or Why don’t you …? can seem rude if the person is not asking for advice.
Word Study
D Learn: Prefix mis-
• Ask students to recall another prefix they learned in Unit 3, the prefix in-. Ask What did that prefix do to the words? (It made them opposites.)
• Have a volunteer read the explanation of mis-. Point out that the suffixes students learned, like -able or -ment, changed the part of speech. The prefix mis- changes the meaning, but not the part of speech. Ask What parts of speech are behave and misbehave? (verbs) What about communication and miscommunication? (nouns)
Listen and say the words. Write the words by
adding mis-. $ 1•43
• Have students listen and say each of the words. Have
them listen again and write mis- to form new words.
ANSWERS
1
mistreat 2 mistrust 3 miscommunicate
4 misdirect 5 misread 6 misremember
7 miscalculate 8 misjudge
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94Units 5 and 6 • Wrap Up
CRITICAL THINKING
• Ask the following questions to encourage discussion
about each section of the opinion essay:
What is the purpose of the opening statement? Why does
this writer think that cars will be exciting? (People will be
passengers; the car will guide itself.)
How does the writer of this essay support the idea that it
will be good for cars to be bigger? (The cars can carry more
passengers and we won’t have as much pollution.)
What is this writer’s feeling about the car of the future? How do
you know? Where does she tell her opinion? (The writer likes
the car of the future. She says in the introduction that it will be
exciting, and in the conclusion that it will be thrilling.)
21ST CENTURY SKILLS
B
Answer the questions.
• After discussion of the sections outlined above, have students work independently to answer the three questions about the sections of the report.
CRITICAL THINKING
• Pair students to read their answers to each other. Then ask volunteers to say the answers to the class.
COLLABORATION COMMUNICATION
C Learn: Writing an Opinion Essay
• Have volunteers read the elements that the opinion essay should contain.
COMMUNICATION
• Ask students to individually re-read the essay model and circle the words In my opinion, I think, or I believe. Have them underline the sentence giving the opinion in the
Units 5 and 6 Wrap Up page 64
Summary
Objectives: To show what students have learned about the language and learning points of Units 5 and 6.
Reading: Comprehension of a reading text
Writing: Write an opinion essay
Materials: Big Question Video, Discover Poster 3,
Big Question Chart
Writing
A Read this opinion essay.
• Say In the last writing project, we learned to write a report. What was the purpose of that kind of writing? (To give factual information.)
• Explain that this unit’s writing project is to write an opinion essay. Ask What are opinions? How do you think an opinion essay is different from a report? (Opinions are what people think or believe. A report has facts, but an opinion essay has personal beliefs.)
• Have students silently read the model opinion essay. Then divide them into groups to discuss it.
COLLABORATIVE LEARNING
• Divide the class into groups of three.
• In each group, have students re-read the report aloud, taking turns reading the different sections. Before reading each section, students should also read the word on the left describing the section (Opening statement and opinion, Second paragraph, Conclusion).
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95Units 5 and 6 • Wrap Up
• Have students provide detailed descriptions of any
accompanying illustrations. CRITICAL THINKING CREATIVITY
• Encourage students to write multiple descriptive sentences in the first sections, and multiple pieces of information supporting the opinions.
CRITICAL THINKING
CREATIVITY
D Present your opinion essay to the class.
• Have volunteers each read aloud the presentation suggestions.
COMMUNICATION
• Model how students should introduce themselves and explain their topic: Hi, I’m ____. I’m going to talk about _____.
• Ask a volunteer to read aloud the first paragraph of Cars of the Future, making sure to smile, look up at the reader, and use gestures.
COMMUNICATION CREATIVITY
• Divide the class into groups and have students practice reading their essays aloud in the group. Then have them take turns reading to the class.
COLLABORATION
COMMUNICATION
Unit 5 and 6 Big Question Review
Why are wheels important?
A Watch the video. What kind of wheels do you
see?
• Play the video. When it is finished, ask students what they
know about wheels and transportation now.
• Have students share ideas with the class.
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 3.
• Divide students into groups. Assign one learning point from the poster to each group. Have each group list some examples they have learned related to that point. Have a student from each group read the ideas to the class.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students what they have learned about wheels and transportation while studying this unit.

• Put students into pairs or small groups to say three new things they have learned.
• Display the Big Question Chart.
• Have students share their ideas with the class and add their ideas to the chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 58–61 Online practice • Wrap Up 3 Classroom Presentation Tool • Wrap Up 3
opening and restating it in the conclusion.
CRITICAL THINKING
• Ask volunteers to say where they found these words, and to read the sentences to the class.
COMMUNICATION
Write: Now go to the Workbook to plan and write
you own opinion essay.
DIFFERENTIATION

Below level:
•
Have students work in pairs to brainstorm their topics,
using the Workbook page. Provide a choice of topics that
are similar to those in the Student Book and Workbook
essays so that students can write closely based on the
models. For example, a topic could be Bikes of the future,
or Trains of the future.
COLLABORATION CRITICAL THINKING
CREATIVITY
• As students write, circulate and ask questions to encourage them to include language about the details. How big will the bicycle be? What will look different? How fast will it go?
CRITICAL THINKING CREATIVITY
• Have students illustrate their vehicle of the future in order to generate details to write about it.
CRITICAL THINKING CREATIVITY
• Provide support for the structures that students will use in each section. For example, it will start with In my opinion, the _____ of the future will be ______. It will end with Finally, I think ________.
• Remind students that when they are writing about something they believe, the future with will is the best choice.
• Have students include at least two descriptive sentences in the first section, and at least two pieces of information supporting their opinion.
CRITICAL THINKING CREATIVITY
At level:
• Have students work in pairs to brainstorm their topics, using the Workbook page. Provide a list of topics related to wheels and transportation of the future.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students work in pairs to brainstorm their ideas, using the chart in the Workbook.
COLLABORATION
CRITICAL THINKING CREATIVITY
• At this level, you will not need to provide as much step- by-step guidance of questions. Instead, provide a list of elements that students should include in their writing, for example: size, shape, what the vehicle will do differently.
• Have students do detailed illustrations and be sure to describe the details in their essays.
CRITICAL THINKING
CREATIVITY
• Have students include at least three descriptive sentences in the first section, and at least three pieces of information supporting their opinion.
CRITICAL THINKING CREATIVITY
Above level:
• Have students work in groups to brainstorm topics, using the Workbook page. Ask them to choose topics related to wheels and transportation.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Encourage students to include a lot of details, for example about types of vehicles, what they do, their size, shape, and purpose.
COLLABORATION CRITICAL THINKING CREATIVITY
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96Testing Practice 1
Testing Practice 1 pages 66-67
• Ask How does an email start and end? Elicit Date, salutation,
closing, your name.
POSSIBLE ANSWER
Date:
January 5
H
i Matt,
This weekend I am going to my grandma’s house. She is
63 and she is very sweet. She bakes delicious cakes. I like
birds very much, but I prefer horses. They are my favourite
animals!
Bye!
(Name)
Listening
C You will hear two short conversations. You
will hear each c
onversation twice. There are two
questions for each conversation. Put a check (✓) by
each right answer.
$ 1•44, 1•45
• Give students time to look at the pictures, before they
listen to the text.
•
Have students work in pairs and discuss what they see in the pictures.
• Have students discuss the questions in small groups, and then with the class.
• Read the Tip box with the class. Ask students When will you
mark your answers? (After the second listening.)
Reading and Writing
A Read Anna’s letter. Circle the best word (a, b, or c)
t
o complete each sentence.
•
Read the instructions with the class and explain that students will choose one of three words to complete each space in the text.
• Read the Tip box with the class.
• Remind students these words will be words that they have studied.
• Have students complete the activity individually.
ANSWERS
1 b 2 c 3 a 4 b
B Read this e-mail from your friend Matt.
• Have students read the email individually.
• Ask What questions did Matt ask you in the email? (What are you going to do this weekend? Do you like birds? What’s your favorite animal?)
Write an e-mail to Matt. Answer his questions in
your notebook. Write 25–30 words.
•
Explain that students should write an email to Matt.
• Ask What will you write about? Elicit Answer his questions
about the weekend and about animals.
Testing Pra
ctice
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97Testing Practice 1
ANSWERS
1 a 2 b 3 c 4 b
• After the listening is finished, discuss with students why
they decided upon the answers they marked and what
information they used to help them decide.
Speaking
Part 1 Work with a partner. Ask and answer
questions about school
.

• Read the instructions with the class.
• Elicit possible answers to the questions.
• Put students into pairs to have the conversation.
• Go around the class and monitor the activity.
• Regroup the students so they work with a different partner and do the activity again.
• Continue monitoring. Make a note of any consistent mistakes that you hear.
• Write sentence errors on the board, without identifying who made the mistake.
• Ask students to help you correct the sentences and to explain why the sentences were wrong.
DIFFERENTIATION
Below level:
•
Write sentence frames on the board for students to use to do the activity: Q: What school do you go to? A: I go to ( ____ ). Q: What grade are you in? A: I’m in grade ( ____ ). Q: What’s your favorite subject? A: I really like ( _____ ). Q: Why is it your favorite subject?

A: I like it because ( ____ ).
At level:
•
Have students do the activity.
Above level:
•
Tell students to ask more questions, such as What time do you get to school? Do you do after school activities?
Part 2 Your teacher will give you a sheet of paper
with some inf
ormation on it. One of you will get
questions and one of you will get answers. Ask and
answer with your partner.

(Please refer to the Assessment for Learning CD-ROM for the
cards).
•
Speak with the students in the class. First ask them what they like to do in their free time.
• Continue the conversation with questions such as Have you ever been bird watching? / Have you ever been on a hike? / Do you like being outdoors?
• Put students into pairs. Give one student in the pair Card 1A, and one student, Card 1B.
• Tell students to read their cards carefully and to think about the questions and answers they will need to provide.
• Tell students to have a conversation based upon the information on the cards.
• Go around the class and monitor the activity.
• Regroup the students so they work with a different partner and do the activity again.
• Check questions and answers with the whole class.
Testing Pra
ctice
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98 Units 7 and 8 • Big Question
Speaking
Students will
understand and use
expressions for:
•
Asking for clarification
• Summarizing what you’ve learned
Listening
Students will practice:
•
Listening for details
Grammar Students will
understand and use:
•
Reported speech with said that
• Reported speech with told or asked
Word Study
Students will understand and use:
•
Letter combination -gh
• Words with suffix -ion
Vocabulary Students will understand and use words
about:
•
Animal movement and communication
Units 7 and 8
How do animals communicate?
Students will understand the Big Question
learning points:
•
Animals can listen and tell when there is trouble.
• Whales sing to communicate.
• Some animals grunt and bellow to defend their territory.
• Bees dance to tell the other bees where nectar is.
• Animals use their bodies to communicate.
Wrap Up
Students will review the
language and Big Question
learning points of Units
7 and 8 through:
• Writing and presenting a descriptive essay
Writing Study
Students will understand:
•
Commas and semicolons
• Pronoun agreement
Reading Strategies Students will practice:
• Understanding characters
• Asking questions
Units 7 and 8
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99
Units 7 and 8 Big Question page 68
Summary
Objectives: To activate students’ existing knowledge of
how animals communicate and identify what they would
like to learn about the topic.
Materials: Big Question Video, Discover Poster 4,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask What are some forms of animal communication you have seen or heard? List individual responses on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What did you see in the video? What were the animals doing? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students write several sentences describing one or more of the animals shown in the video. Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the animals in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the animals they saw in the video and read it to the class. Ask them to tell what they thought the most interesting thing in the video was.
B Look at the picture and discuss it with your class.
• Talk about the big picture and focus on the two questions. Ask Do you think this is a friendly or unfriendly communication between the penguin and the other bird? Why?
POSSIBLE ANSWERS
It is unfriendly; it is telling the bird to get out of the penguins’ territory.
C Think and answer the questions.
CRITICAL THINKING
• Ask a volunteer to describe what communication means. Students might start out defining it by the ways people communicate. Encourage a broader answer by asking leading questions: Does communication always involve talking? What else can it include? Elicit that it can include any kind of exchange of information with speech, visuals, signals, or behavior.
• Have students suggest answers for questions 1–4. List all of their ideas on chart paper.
Expanding the topic
COLLABORATIVE LEARNING
• Display Discover Poster 4. Ask students to describe the different animals shown in the pictures and what they are doing. Encourage them to tell details about the animals’ behavior rather than just the names of the animals.
• Put students into small groups of three or four. Have each group choose one of the pictures. Ask each group to write a description of what this animal might need to communicate.
• Have one person from each group read the descriptions to the class.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about animal communication?
• Draw a mind map on the board, putting Animal communication in the middle and adding students’ ideas about what animals do to communicate.
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
DIFFERENTIATION
Below level:
•
Elicit descriptions of several animals in the big picture and the poster.
• Ask about the big picture and then the poster and ask What forms of animal communication have you seen? Have students tell a partner one form of communication they have seen and then describe it in writing. For example, I saw a dog barking at a motorcycle.
At level:
•
Elicit descriptions of the animals seen in the big picture and the poster. Encourage students to provide details about what the animals are doing.
• Have students write about one form of animal communication they have seen. Encourage them to write details about what the animal was doing and what it seemed to be trying to communicate to whom.
Above level:
•
Elicit more complex sentences from students about what the animals in the big picture and the poster are doing.
• Ask students to write about a form of animal communication they have seen. Ask them to read their description to the class and to answer questions about what they saw.
Discover Poster 4
1 Two meerkats in Kalahari; 2 Humpback whale mother and calf in Tonga; 3 A baboon calling to others; 4 Bees on a honeycomb; 5 Two horses touching noses
Further Practice
Workbook Unit 7 page 62 Online practice • Big Question 4 Classroom Presentation Tool • Big Question 4
Units 7 and 8 • Big Question
Units 7 and 8
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100
Summary
Objectives: To understand words for movement; to
apply own experience and a reading strategy to help
comprehend a text.
Vocabulary: race , drift, glide, wade, paddle, dive, splash,
propel, float, sprint, jog, plod
Words in context: fishing rod, chuckled, hook, beamed,
paddles, grinning
Reading strategy: Character
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 2•02
• Play the audio of the words. Ask students to repeat the
words as they hear them. Pause the audio after the words
and ask students if any of these words are familiar. Have
volunteers give the meanings of any of the words they
know.
•
Ask students to tell the part of speech of each word. All can be verbs, but some of them, (race , paddle, dive, splash
and float) can also be used as nouns. Remind students that when they listen to the sentences they will need to listen to the context – how they are used – to find out if they are nouns or verbs.
•
Play the words again and continue this time to the sentences. Have students read along silently.
• Ask again if the words are nouns or verbs. (They are verbs.)
Unit 7 • Get Ready
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each student in the group make a vocabulary web for each of three words. For each word, have them list the word in a rectangle at the top of a page. Then they draw lines down to three more rectangles. In one, they write the part of speech, in another, the definition, and in a third, a sentence using the word.
• Have groups read their sentences to the class.
B Write the words in the correct columns. Use
some w
ords more than once.
CRITICAL THINKING

• Divide the class into three groups. Assign each group one of the three categories from the chart: On a Path, In the Air, or In the Water. Each group must decide which of the verbs can be done in that location, and then plan how to act out and give clues for each verb. For example, for the word jog, a group might run in place and then give the clue We do this for exercise every day. For drift they might draw a cloud and say This word describes a cloud moving slowly across the sky.
• When groups have finished, have students complete the exercise, writing the appropriate words from the box in each column of the chart.
ANSWERS
On a Path: race, jog, sprint In the Air: race, float, drift, dive In the Water: wade, race, paddle, float, drift, splash, dive
Unit 7 Get Ready page 70
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101Unit 7 • Get Ready
E Words in Context: Scan the story on pages 72–73
and cir
cle these words. As you read, try to guess
what the words mean.
COLLABORATIVE LEARNING
•
Ask pairs of students to look at the six words. Have them
write down any meanings they know.
•
Have students work together to find the six words and circle them in the reading. Have them underline the sentences that contain the words and read them aloud.
F Answer the questions before you read.
• Read the two questions to the class and elicit answers.
• Have students look at the reading pages. Ask them to look at the title. Ask What clue does the title give you that this story is fiction? (It has the name of a character.)
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is this? (narrative fiction) Elicit or explain that narrate means to tell a story, and a narrative is a story.
• Have students read the paragraph telling the elements of narrative fiction: characters, plot, and setting.
Further Practice
Workbook Unit 7 pages 62–63 Online practice Unit 7 • Get Ready Classroom Presentation Tool Unit 7 • Get Ready
C Choose the best word to complete each
sen
tence.
•
Have students review the meanings of the three words in the box. Then have them work individually to complete the sentences.
ANSWERS
1 plodded 2 propel 3 glides
Before You Read
Think
• Explain that students will be reading a story about an ocean animal. Ask students to answer the questions. For the second question, ask them to make a list of ocean stories, and to write one thing they remember about each one.
D Learn: Character
• Have a volunteer read the Learn box. List the elements students will be looking for in the passage. Write Character – looks like, feels, says and does.
Read the story and fill in the character web.
DIFFERENTIATION
Below level:
•
Talk with students about the types of words they might find to identify what a character looks like: words for hair color, eye color, skin color, clothing, boy or girl, nationality.
• Then generate a list of words for how a character might feel: sad, happy, excited, interested, shy, disappointed, proud.
• Have partners circle the character’s name in the story. Then have them take turns reading each line and underlining phrases about the character’s appearance or feelings. They might find feeling words that also relate to other characters, but they only need to circle the ones related to that character.
• Have students look for words in quotations for what the character says, and for verbs that tell what the character does.
• Have partners work together to complete the chart.
At level:
•
Have students work in pairs. Have them each read the passage silently. Have one partner look for phrases and sentences that tell the character’s appearance, while the other partner reads looking for descriptions of the character’s feelings.
• Have partners tell each other what sentences or phrases they found about appearance and feelings. Have them write those in their charts.
• Then ask partners to re-read the passage looking for verbs that describe the character’s actions, or quotations that tell what the character says.
Above level:
•
Have students work in pairs. Have both partners read the selection silently, each circling phrases they find about appearance, feelings, actions, and quotes. Then ask them to tell each other what they circled.
• Have students each fill out the chart and read their answers to the class.
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102Unit 7 • Read
Summary
Objectives: To read, understand, and discuss a
narrative story; to apply a reading strategy to improve
comprehension.
School subject: Life Science
Text type: Narrative fiction (fiction)
Reading strategy: Character
Big Question learning points: Animals can listen and tell
when there is trouble.
Materials: Audio CD
Before Reading
CRITICAL THINKING
• Ask students to recall the set of vocabulary words, and
what part of speech they were (verbs). Have a volunteer
read these highlighted words aloud. Say This story has a lot
of action words in it. What does that tell you about the plot?
(There is a lot of action in the plot.)
•
Ask another volunteer to read the words in context from page 71 that they circled in the story. Ask them which three might tell something about a character’s feelings. (chuckled, beamed, grinning) Remind students that they will be looking for the meanings of these words as they see them in the context of the story.
• Ask students to read the title and say the name of the main character, Magdi. Then ask them to silently scan the first paragraph of each page and to look at the pictures. Ask Who are some other characters in this story? (a dolphin, a father, a sister, and two friends)
• Ask students about the setting of the narrative fiction. Where does the story take place? (at a beach, in the ocean)
During Reading $ 2•03
CREATIVITY
• Play the audio of the selection. Have students listen as they read along silently. Then play the recording again and ask students to underline any parts of the reading that were hard to understand.
• Divide the class into groups by ability level to re-read parts of the text, as described below.
DIFFERENTIATION
Below level:
•
After listening to the entire reading, divide students into groups of four or five to practice reading sections of the text. Select sections of the text that contain lines of dialogue. Have the students practice each short section several times, with students switching roles each time so that each student gets a chance to read each character’s lines.
At level:
•
After listening to the entire reading, divide students into groups of six. Assign five students in the group the characters Magdi, the sister, the father, Malik, and Ali. Assign the sixth student the part of the dolphin and the role of sound effects.
• Before reading aloud, have the group listen again and read silently, circling the part of their character.
Unit 7 Read page 72
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103Unit 7 • Read
CULTURE NOTE
Although this story is fiction, there are many accounts
of dolphins saving the lives of people and other animals.
In 1983 in New Zealand, a group of dolphins saved the
lives of about 80 whales that were stranded in shallow
water. The dolphins surrounded them and herded them
back into the deep waters. In the Sinai Peninsula, a British
tourist bitten by a shark was saved by dolphins who put
themselves between the man and the sharks, slapping the
water and driving the sharks away. In 2004 in the Red Sea,
twelve lost divers were surrounded by a pod of dolphins
that drove away sharks and kept the divers safe for 13
hours. When a rescue boat came, the dolphins leaped in
the air as though to show the boat where to find the lost
divers.
Further Practice
Workbook Unit 7 page 64
Online practice Unit 7 • Read
Classroom Presentation Tool Unit 7 • Read
• Have students take turns reading the story. If their character speaks during the part they are reading, they should change their voice for the character.
• Have students read portions of the story again, practicing reading with expression.
Above level:
•
Follow the procedure described above in At level. Have students practice the entire reading within their group, concentrating on reading with expression and feeling.
• Then have the group perform the reading for the class.
After Reading
COMMUNICATION
• Ask several students to tell the class what they liked about the story – what they found exciting, scary, or interesting.
• Have students review the words in context that they circled in the story. Ask volunteers to tell the meaning of each one, and how they figured out what it meant from the context.
CRITICAL THINKING
• Ask further questions to generate discussion, for example: What mistake did Magdi make that put him in danger? (He fell asleep in the boat.)
• Ask What different feelings did Magdi have throughout the story? How does the author tell you how the character is feeling in each part of the story? Have students scan the different parts of the story to find words that indicate Magdi’s feelings. For example, He was so excited …, He beamed with delight, Uh-oh, thought Magdi, “Thank you, my friend” whispered Magdi.
COLLABORATIVE LEARNING
• Form groups with mixed abilities. Have students make up a story similar to Magdi and the Dolphin by keeping a similar plot, but changing the character and the setting. They will decide as a group on character names, using the names of real students in the class.
• Offer a choice of settings for the groups to choose from. They should be places students know that are near where they live. If students live near an ocean, they could use the name of the actual beach. Or, they may change the setting to a jungle, mountain, or desert.
• Have them choose an animal to save the main character. They can use a dolphin as in the story, another animal such as a whale, or a land animal such as a bear or a gorilla.
• Have students choose a similar plot of the character leaving home excited, falling asleep and getting caught in a storm at night, and being saved by an animal.
• Have students write their stories as a group and then read the story to the class.
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104Unit 7 • Understand
• Have partners refer to the lists they made for that page
or make new lists of words to look for, such as gender,
nationality, hair, eyes, age, feeling words.
• Have partners take turns scanning paragraphs and circling words. They may also use the pictures in the story to describe the appearance of the character.
At level:
•
Have students work in pairs. Have them each read the first page silently, looking for phrases or sentences to circle about the character’s appearance, feelings, and actions. Remind them also to look at the pictures.
Above level:
•
Have students work in pairs. Have them each write what they remember about the character’s appearance, feelings, and actions. Then have each partner re-read the story silently, circling sentences to add.
• Have partners trade papers. Ask them to compare papers to decide which items to write in the chart.
ANSWERS
Possible answers: Magdi; a boy, about 12 years old, black hair; excited, happy, scared, relieved, thankful; goes out in a fishing boat, falls asleep, gets caught in a storm, returns to shore saved by dolphin
B Answer the questions.
• Have students work in groups of four to answer the questions. Students may help each other to find the section of the reading that has the answer.
Unit 7 Understand page 74
Summary
Objectives: To demonstrate understanding of narrative fiction; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Reported speech with said that
Grammar practice: Workbook exercises
Grammar production: Write sentences using reported
speech
Materials: Audio CD
Comprehension
Think
• Have students tell partners what they liked about the
story. Encourage them to include details about the
characters, the setting, or the plot.
A Complete the character web with information
about M
agdi. Then discuss it with your partner.
•
Have students work in groups to complete the chart. Provide support at different ability levels as outlined below.
DIFFERENTIATION
Below level:
•
Have students work in pairs. Remind them about the work they did on the model story on page 71 to identify the character’s appearance, feelings, and actions.
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105Unit 7 • Understand
DIFFERENTIATION
Below level:
•
Have students work in groups of four to make cards with
direct speech on one side and reported speech on the
other.
• Each student writes an animal they like on a card, e.g. I like dogs. Then they turn the card over and write She said that she (or He for a boy). They change the verb phrase (like dogs) to the past to complete the sentence: She said that she liked dogs.
• Students read their direct speech to each other. Then they turn their cards over, trade cards, and each read the reported speech aloud.
• Have students make cards with other sentences using I want, I like, I’m going, I have (or the negatives).
At level:
•
Have students work in groups of six or eight. Have them write pairs of cards, with the direct speech on one card and the reported speech on another.
• Have each student hand the reported speech cards to the next student. Each student reads a direct speech card and the next student finds the matching reported speech card in the set to read to the class.
• Have students use a variety of verbs.
Above level:
•
Follow the procedure for At level. For this level, have them write more cards with longer and more complex sentences. Have them mix the entire group of cards and then sort the matching cards.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 65–67 Online practice Unit 7 • Understand Classroom Presentation Tool Unit 7 • Understand
ANSWERS
1 It was a beautiful day. 2 A storm was coming.
3 The dolphin saved Magdi. 4–5 Students’ own answers.
CRITICAL THINKING
•
Discuss the character’s feelings. Then ask questions to help students personalize the experience. Ask them to write down their answers. Magdi was so excited about going fishing. What activities make you feel that way? Magdi was in a boat in a storm, unable to get back. How did he feel? When have you felt scared? At the end of the story, how does Magdi feel? Write about a time when you have felt thankful or relieved.
• Have volunteers read their responses to the class.
C Words in Context: Look again at the words you
cir
cled in the story. Write them in the correct
sentences.
•
Have students review the meanings of the words from page 71 that they circled in the reading. Have students fill in the blanks, and read the sentences aloud.
ANSWERS
1 fishing rod 2 paddles 3 chuckled 4 grinning
5 beamed 6 hook
Grammar in Use
D Listen and read along. Then check (✓) the correct
answ
er.
$ 2•04
• Listen to the dialogue and have pairs read each part along with the recording. Then have partners read aloud without the recording. Ask students to circle the words I’m going fishing and He said that he was going fishing. Have students answer the questions.
ANSWERS
1 Finn 2 Charlie
E Learn Grammar : Reported Speech with Said That
• Ask two students to read aloud the lines you asked them to circle in the cartoon. Have a student read aloud the explanation in the Learn Grammar box, and the direct speech and reported speech examples.
• On the board, write the verbs from the examples that changed from present in the direct speech to past in the reported speech. (I’m to He was in the cartoon, and It’s to
It was in the Learn Grammar box.)
Work in groups of three to practice reported
speech.
COLLABORATIVE LEARNING

• Have students work in groups of three to practice the
exercise on the page. Then do a variation with a large
group or the whole class. Form a circle. One student
whispers to the next. The next reports the opinion to the
class (She said that she liked …) and whispers their own
opinion to the next student in the circle.
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106Unit 7 • Communicate
they change “50 minutes and an hour” to “8 and 15 minutes”.
In item 5 they cross out “and female”.)
ANSWERS
1
True 2 True 3 False 4 True 5 False 6 True
CRITICAL THINKING
• Point out that the passage has details about whales, and also details about their songs. Have students write the following headings in their notebook with room to write under each: About whales and About whale songs.
• Have students look at the true statements and the false ones that they corrected. Have them work with partners and list each fact under one of the two categories of information. Students may also add any other details they remember from the listening.
• Discuss where they listed the information as a class. Some statements may make sense under either category. Have students explain their choices.
Unit 7 Communicate page 76
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Asking for clarification
Word Study: words with -gh endings: cough, tough, though,
through, fought, rough, enough, high
Writing Study: Commas and semicolons
Big Question learning point: Whales sing to communicate.
Materials: Big Question Video, Discover Poster 4, Big
Question Chart, Audio CD
Listening
Think

• Read out the question and encourage a range of responses.
A Listen and circle the words you hear. Compare
y
our answers with a partner.
$ 2•05
• Ask students to read the words aloud. Then have them listen and circle the words they hear.
ANSWERS
fifteen, Atlantic Ocean, 50 years, eight
B Listen again. Circle True or False. $ 2•06
• Have students read the six statements. Play the audio again and have them circle True or False.
• Review the answers as a class. For the two false statements, ask them to correct the answers. (In item 3
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107Unit 7 • Communicate
E Work with your partner. Make lists of the words
with silen
t gh and gh with the f sound. Then try to
find three more words to add to each list.
•
Have students work with a partner to make the two lists.
To find more words for their lists, suggest that they look
for rhyming words, like night, fright, light.
ANSWERS
Silent gh: though through, high, fought (possible night,
fright, light, sight) gh like f:
cough, tough, rough, enough (possible laugh,
trough, slough)
Writing Study
F
Learn: Commas and Semicolons
• Have volunteers read the examples in the Learn box.
Rewrite these sentences in your notebook by
joining them in two different ways.
•
Have students write the joined sentence.
ANSWERS
Students should combine the two sentences either with
a comma plus the word “but” between them, or with no
comma but just a semicolon between them.
COLLABORATIVE LEARNING
• Divide students into groups. Have each student write two related sentences on a card. Have them each pass their cards to another student who writes a combined sentence on the back of the card. Have students read their combined sentences to the class.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 68–69 for further practice of the Word Study and Writing Study.
Big Question 4 Review
How do animals communicate?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 4.
• Refer to the learning points covered in Unit 7 and have students explain how they relate to the pictures of the animals.
• Return to the Big Question Chart.
• Ask students what they have learned about animal communication while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 68–69 Online practice Unit 7 • Communicate Classroom Presentation Tool Unit 7 • Communicate
Speaking
C Learn: Asking for Clarification $ 2•07
COMMUNICATION
• Have a volunteer read the Learn box explanation aloud. Play the dialogue and ask students to listen as they read along silently.
• Ask students to write the four clarifying questions listed in the Learn box. Explain the difference between each one: We use “What do you mean?” or “Can you explain that?” if we don’t understand what the speaker meant. We use “What happened?” or “How did that happen?” if we want more information about the event itself – the actions and how they occurred.
DIFFERENTIATION
Below level:
• Work with a group of four. Ask students to each read aloud one of the four clarifying questions.
• Give several examples and ask students to choose the most appropriate response. For example for a statement like I fell off my bike, they can use How did that happen? because the meaning is clear and they just want more information.
• Have students write something that happened and how it happened. Have the two pairs in the group practice a dialogue with clarifying questions.
At level:
•
Pair students and ask them to review the four clarifying questions from the Learn box.
• Ask partners each to write an event that happened. Have them circle the part they will start telling and draw a box around the part with more information.
• Have students practice the dialogue with each event, asking clarifying questions and adding responses.
Above level:
•
Pair students and ask them to review the four clarifying questions from the Learn box.
• Ask partners to write about several events that happened. Have them practice different dialogues, using the four ways to ask clarifying questions.
Word Study
D Learn: Letter Combination gh
• Ask a volunteer to read the Learn box.
Listen and say these words. Underline the silent gh
sounds. $ 2•08
• Have students listen to the audio and do the activity. Then
have the class read the words chorally. Have them raise
their hand if they hear the f sound at the end of the word,
and put their hand on their head if the gh is silent.

ANSWERS
1 cough 2 tough 3 though 4 through 5 fought
6 rough 7 enough 8 high
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108Unit 8 • Get Ready
express, produce. Have them clap on each syllable with a
louder clap on the second one.
•
Then practice the two-syllable words with stress on the first syllable: locate, threaten.
• Practice the three- and four-syllable words that end in -ate: collaborate, imitate, indicate. Do three claps for the
three-syllable words, with a stronger clap on the first clap. For collaborate do four claps with a stronger second clap.
•
For the word communicative, clap the second and last syllables: co-MUN-i-ca-TIVE. (Note that MUN-i-ca go faster, in a triplet rhythm.)
• Play the audio a second time with students clapping along with the words.
• Have students listen to the sentences and read along silently. Say Eleven of these words are one part of speech and one is a different part of speech. What are most of the words? (verbs) Which one is not a verb, and what is it? (‘communicative’ is an adjective.) What verb is that adjective from? (communicate)
COLLABORATIVE LEARNING
• Have students work in small groups to write words, definitions, and sentences. Have students use the dictionary pages to look up each word. Each student in the group writes one word with its definition on a piece of paper and reads it aloud. Students in the group make up a sentence for the word. The first student writes the sentence on the paper.
• When all words are done, students pass the papers around so that each student can copy the words, definitions, and sentences in their notebook.
Unit 8 Get Ready page 78
Summary
Objectives: To understand words about animal communication; to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: communicative, locate, collaborate, imitate,
behave, indicate, attract, threaten, defend, approach, express,
produce
Words in context: underwater, decibels, territory, alarm,
signals, difficulty
Reading strategy: Asking questions
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: How do animals
communicate? Say In the last unit, we learned words
about movement. Now we are going to learn words that
describe animal behavior, which is another way animals
communicate.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 2•09
CREATIVITY
• Play the audio. Ask students to listen and repeat each word. Pause the audio after the words.
• Ask students to clap with you to practice pronunciation of the words. First do all the two-syllable words with stress on the second syllable: behave, attract, defend, approach,
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109Unit 8 • Get Ready
• For the third paragraph, ask students to write the
questions without help.
At level:
• Have students work in pairs to read the text and formulate questions about it. Have them each read aloud a paragraph of the text. After each paragraph, have them work together to write three questions, with What, Why, and How . Check their work and provide suggestions as
necessary.
Above level:
•
Have students work in pairs to read the text and formulate questions about it. Have both partners read through the entire text silently. Then have each of them write a What, Why, and How question for each paragraph. Have them
read their questions aloud.
E
Words in Context: Scan the article on pages
80–81 and cir
cle these words. As you read, try to
guess what the words mean.
COLLABORATIVE LEARNING

• Divide students into groups of three. Have them read the six words and discuss any meanings they know. Point out that one of the words is a compound word (underwater), so they might be able to tell the meaning from the two words within it.
• Have each student in the group scan one of the three sections of the reading looking for the words to circle.
F Look at the pictures on pages 80–81. Make a list
of the animals y
ou already know. Say what other
animals you think you will learn about.
•
Have students look at the pictures on the reading pages. Ask students to say the names of the animals in the reading and anything they know about them.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (an article) Where do you find articles? (magazines and newspapers)
Further Practice
Workbook Unit 8 pages 70–71 Online practice Unit 8 • Get Ready Classroom Presentation Tool Unit 8 • Get Ready
B Match. What other answers can you think of?
CRITICAL THINKING
• Have volunteers read the questions aloud. Discuss the answers together. Ask additional questions after each one to encourage discussion and check understanding: Why are lions dangerous to approach? Have you ever lost anything? How did you locate it? How is it different communicating with a baby?
• Compare how you need to behave when you are at home, at school, at a restaurant, or at the doctor.
• Pair students. Have them complete the matching. Then, for each of the six questions, have them write an alternative answer. Have partners read aloud their alternative answers to the class.
ANSWERS
1 b 2 d 3 f 4 c 5 a 6 e
C Work with your partner to complete the
sen
tences.
•
Have partners work together to complete the exercise. First have them review the definition of each of the words in the box. Then have them choose and write the correct word for each sentence.
ANSWERS
1 collaborate 2 indicate 3 attracted 4 express
5 defend 6 produces
Before You Read
Think
•
Ask students to recall the animals they learned about in the last unit and how they communicate. Ask questions to prompt students to describe the movements or sounds the animals make, such as dolphins splashing and diving, or whales singing.
D Learn: Asking Questions
• Have a volunteer read out the strategy in the Learn box and another volunteer read the questions.
Read the text and ask questions about it. Use why ,
what, and how .
•
Have students read the text silently, then go through the process of asking questions following the differentiated model below.
DIFFERENTIATION
Below level:
• Guide students through the process of formulating questions. Work with them in a small group. Write the words Why, What, How on chart paper with a lot of room
beneath each one to write questions. Have a student read the first three sentences. Ask students to re-read the questions in the Learn box and to form similar questions. Help them as necessary by starting the questions. Write What is the main idea? Why do people communicate? How do people communicate?
•
Have another student read the next paragraph. Start the questions and ask students to finish them. Why do people ___ (use gestures)? How do people use __ (their hands)?
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110Unit 8 • Read
During Reading $ 2•10
• Play the audio. Have students listen and read along.
• After listening once through, have students re-read each
section silently at their own pace. At the end of each
section, discuss the section they just read before moving
on to the next one.
•
Ask these questions for each section: What are some reasons the animals in the same species communicate? (To warn each other of danger, to defend their territory, to help each other find food.) What are reasons animals in different species communicate? (To scare away predators, to collaborate to find food, to attract animals.) What are reasons for communication between humans and animals? (People try to teach animals how to communicate with them.)
CRITICAL THINKING
• Discuss with students the ways in which the three kinds of communication described in the article are similar or different from each other.
• Have students name some of the communication reasons in the different sections. For example, the first section tells us that animals of the same species communicate to defend territory and warn about danger. The second section says a common type of communication between species is a warning noise.
Unit 8 Read page 80
Summary
Objectives: To read, understand, and discuss an article; to apply a reading strategy to improve comprehension.
School subject: Life Science
Text type: Article (nonfiction)
Reading strategy: Asking questions
Big Question learning points: Animals use their bodies to
communicate. Some animals grunt and bellow to defend their
territory. Bees dance to tell the other bees where nectar is.
Materials: Audio CD
Before Reading
•
Ask students to recall the type of text they are about
to read (an article). Ask Is an article fiction or nonfiction?
(nonfiction) What is the purpose of an article? (to give
information)
•
Have a volunteer read just the introduction. Ask What does this tell us about what we will be reading? (We will be reading about three types of communication.) Have another volunteer read the three headings in the article, each of which is about one of the three types of communication covered in the article.
• Have volunteers take turns reading the highlighted vocabulary words aloud reviewing the meanings for the class.
• Have another volunteer read the six words in context that students circled. Remind students that they will be looking for these word meanings in the context of the sentences as they read.
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111Unit 8 • Read
COLLABORATIVE LEARNING
• Have students work in small groups of mixed abilities
to write a few sentences or a paragraph based on
information from the text and pictures. Have them include
something they found interesting, and something they
want to know more about.
•
Remind students to use their own words and not to copy sentences. For example, Rattlesnakes shake a rattle on their body. They use it to scare off other animals. I wonder how big the rattle is and what it looks like.
• Encourage more advanced students to write longer paragraphs and more details.
CULTURE NOTE
• Hippos live all over Africa. They are the third largest land mammal after elephants and rhinos.
• Vervet monkeys also live in Africa. Many studies have been done on vervet monkeys, mostly based upon their communication and alarm calls.
• Geckos and treehoppers live in warm countries. They don’t like the cold! They can be found throughout Asia, Australia, Africa, and both North and South America.
• Most honeyguides live in Africa, with two species in Asia. Sometimes they also show humans where the bees live so that they can feed on the honey left behind.
• Honey badgers also live in Africa and Asia. Although it is called a badger, it doesn’t actually look like other badgers. It looks much more like a weasel!
Further Practice
Workbook Unit 8 page 72 Online practice Unit 8 • Read Classroom Presentation Tool Unit 8 • Read
• Ask How are the warnings between animals of the same species different from warnings between animals of different species? What is the purpose of each? (In the same species the warnings are to tell others so they can work together; in different species it could be to scare the predator away.)
DIFFERENTIATION
Below level:
•
After listening to the entire reading, have students work in small groups to re-read. Assign each group one of the three sections of the article.

• Have them take turns reading aloud sentences. Have other students in the group help with difficult words.
• Ask each student to say one of the highlighted vocabulary words in that section and say its meaning, asking others for help if they don’t remember.
• After reading, have each student in the group tell the others one fact that they just read that they found interesting.
At level:
•
After listening to the entire reading, have students work in pairs to re-read the entire text. Have partners each read a paragraph aloud.
• Have the partner who is not reading underline any words or sentences they need to clarify.
• After the end of each section, have the students look at each other’s pages for the parts they circled, and see if they can clarify those sentences for each other.
Above level:
•
After listening to the entire reading, have students work in groups of three to re-read. Have each of them read one entire section aloud.
• After reading, have students each ask the others two questions about the section that they read to check each other’s understanding.
After Reading
• Ask students to look at the six words in context from page 79 that they circled. Have a different volunteer read each of the sentences containing one of the words. Discuss the meaning of each word and ask students how they arrived at that meaning.
• Have students look up the words to check meanings. For example underwater is a compound word made up of under and water. In the sentence it is contrasted with on land. Some, like territory are defined within the sentence.
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112Unit 8 • Understand
DIFFERENTIATION
Below level:
•
Have students work in pairs. Ask them to choose one
animal from the article to work on together.
•
Have them start by each writing What, Why, and How
in their notebook, leaving space below each. Then one partner reads the section on their animal aloud. They should also read any captions about their animal.
•
Have each partner write one question with What, Why, and How , and write the answer for each one.
• Have them read aloud their answers to each other.
At level:
•
Have students work in pairs. Have each of them choose a different animal from the article. Have each partner read aloud the information to the other partner including captions about the animal.
• Have each of them write a What, Why, and How question
about their animal. Have them trade papers and answer each other’s questions.
•
Have partners read aloud their answers to the class.
Above level:
•
Have students work in groups of four. Have each of the students choose a different animal from the article.
• Have them each read the information silently and write a How, Why, and What question about the animal. Then
have them pass their paper to another student in the group who writes the answer.
•
Have students read their information to the class.
Unit 8 Understand page 82
Summary
Objectives: To demonstrate understanding of an article; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Reported speech with told or asked
Grammar practice: Workbook exercises
Grammar production: Write sentences using reported
speech
Materials: Audio CD
Comprehension
Think
COMMUNICATION
• Pair students and ask them what surprising things they
learned from the article.
•
Have them explain why they were surprised. For example, I didn’t know that bees could communicate by moving their bodies.
A Choose an animal from the article. Use the chart
t
o answer questions about it.
•
Follow the differentiated plan to have partners at different levels write questions about the article and present their answers.
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113Unit 8 • Understand
3 He told me he was studying about crocodiles in school.
4 “What time is it?” I asked my father.
COLLABORATIVE LEARNING

• Form a circle with the class. Whisper to a student
something about animals that you want to know more
about, followed by a question for the next student: I want
to know how a rattlesnake sounds. What do you want to
know more about?
•
The student you whispered to uses reported speech with told me and asked me to tell the class what you said: She told me she wanted to know how a rattlesnake sounds. She asked me what I wanted to know more about. The student who just spoke whispers to the next student what he wants to know more about, and asks the same question.
• Continue around the circle. Remind students to use the present tense when they whisper their direct speech, and the past tense for reported speech.
F Follow the instructions and write each person’s
name
.
COMMUNICATION
•
Have students work with partners to make lists of preferences and experiences to ask their classmates about, following the model on the page.
• Have students ask their classmates about the items. (Do you like snakes?) Students should respond with full sentences in the present. (Yes, I like snakes.)
G Use reported speech to share what you learned
with y
our partner.
•
Ask students to read their lists and use reported speech to tell the class the results. When students report the speech they will change the verb to the past tense. (Ali told me that he liked snakes.)
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 73–75 Online practice Unit 8 • Understand Classroom Presentation Tool Unit 8 • Understand
B Circle the correct answer.
• Have students work individually to do the exercise. Then pair students to check each other’s answers.
ANSWERS
1 a 2 c 3 d 4 b
CRITICAL THINKING
• Ask additional questions to encourage discussion and check understanding: How is communication between people and parrots or apes similar to communication of people with each other? How is it different? Describe what rabbits, beavers, rattlesnakes, and wolves do when they are in danger. How are the responses similar? (Rabbits thump their paws, beavers slap their tails, rattlesnakes shake their rattles, and wolves growl. All of them make warning noises.)
C Words in Context: Look again at the words you
cir
cled in the article. Then match the words to the
definitions.
•
Have students look at the words they circled in the reading. Ask volunteers to tell the meanings.
• Have students complete the matching individually.
ANSWERS
1 a 2 f 3 c 4 e 5 b 6 d
Grammar in Use
D Listen and read along. Then write the letter of
the c
orrect answer.
$ 2•11
• Have students listen to the audio as they read along silently. Then divide the class into two groups. Play the audio a second time and have each group read along with one of the characters.
• Then have the groups read the parts chorally without the audio. Switch parts and read chorally again.
• Discuss the questions. Remind students that if direct speech is in the present, reported speech is in the past. Have them underline the verb phrases in the present and past. (Kanzi was learning, Is Kanzi learning?)
ANSWERS
1 b 2 a
E Learn Grammar: Reported Speech with Told or
As
ked
•
Have a volunteer read the explanation for reported speech with told or asked. Have students find the object pronoun and names used in the two examples after told or asked (told us, asked the scientist).
Rewrite the sentences in your notebook. Change
direct speech to reported speech. Change reported
speech to direct speech.
• Ask students to say the direct speech for each of the
examples. (Kanzi is learning new things every day. What is
Kanzi learning?)
• Have students complete the exercise.
ANSWERS
1 “I’m learning about animal communication,” she said.
2 She said she was going to the park.
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114Unit 8 • Communicate
B Listen again and circle the correct answers. There
is mor
e than one correct answer for each question.
$ 2•13
•
Play the audio again for students to use to answer the
questions. If they have trouble, play it again and have
them raise their hands when they hear the first mention
of trunk or ears. Point out which questions they should
listen for in that section, and resume the audio. Remind
them that there is more than one right answer for each
question.
ANSWERS
1
c, d 2 a, c 3 b, d
Speaking
C Summarize what you’ve learned. $ 2•14
COMMUNICATION
• Write on the board I learned that and I learned about. Talk about the difference. Explain that I learned about is used before one animal. I learned that is used before an entire sentence describing what they learned about the animal: I learned about bees. I learned that bees make honey.
Unit 8 Communicate page 84
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Summarizing
Word Study: Suffix -ion: connection, location, prevention,
education, decoration, collaboration, migration, protection
Writing Study: Prounoun agreement
Big Question learning point: Animals use their bodies to
communicate.
Materials: Audio CD
Listening
Think
•
Ask students to name as many mammals as they know.
Write their responses. Ask Which is the biggest mammal?
A
Listen. What animal do you think makes this
sound? $ 2•12
• Have students listen to the audio. Pause after the elephant call to ask what they think it is. Then continue playing the audio of the interview.
ANSWERS
elephants
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115Unit 8 • Communicate
Complete these sentences. Use the correct form
of the verb in parentheses.
•
Have students read and complete the sentences, then
check in pairs.
ANSWERS
1
Does 2 likes 3 wants
COLLABORATIVE LEARNING
• Have students work in small groups. Have them write the words Everybody, Somebody, Nobody each on one index card and put them face down in a pile. Then ask the students to make cards with the verbs likes, wants, needs, does, practices, and goes, and put them in a pile.
• Students take turns picking a card from each pile and finishing the sentence. Encourage them to make funny sentences. For example, Everybody wants to eat chocolate for lunch. Nobody does homework today.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 76–77 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 76–77 Online practice Unit 8 • Communicate Classroom Presentation Tool Unit 8 • Communicate
DIFFERENTIATION
Below level:
•
Have partners make lists of three or four animal names and facts about them. Simplify the dialogue for them to practice. What did you learn about? I learned about bees. What did you learn about bees? I learned that bees do a dance.
At level:
•
Have partners make lists of five or six facts about animals from the unit. Have them practice the dialogue on the page, replacing the animal name and information.
Above level:
•
Have partners list eight or nine facts about animals from the unit. Have them do a longer dialogue, filling in their information and practicing more exchanges.
Word Study
D Learn: Suffix -ion
• Have a volunteer read the explanation of the suffix -ion.
• Draw attention to the spelling of communicate and communication in the Learn box. What do we change when we add -ion? (If there is an e, we delete it before adding -ion.)
• Have students listen to the pronunciation as you say communicate, communication. Ask How are the letters t-i- o-n pronounced? (“shun”)
Listen and say the words. Write the words by
adding -ion. If a verb ends in an e, cross out the last
letter.
$ 2•15
• Have students listen to the audio and write the suffix -ion
to form the nouns next to each verb. Remind them to first
delete the e if there is one.
ANSWERS
1 connection 2 location 3 prevention 4 education
5 decoration 6 collaboration 7 migration
8 protection
E
Work with your partner. Write a sentence using
each v
erb above. Then write a sentence with each
noun you made by adding the suffix -ion.
CRITICAL THINKING
•
Ask students to recall two other suffixes they learned, in Unit 1 (-able) and in Unit 4 (-ment). How did each suffix change the part of speech? (-able changed verbs to adjectives, -ment changed verbs to nouns.)

• Ask Is the suffix -ion more like the suffix -able or the suffix -ment? Why? (-ment, because it changes the word from a verb to a noun.)
• Have students work with partners to write sentences with the verbs and the nouns they formed.
Writing Study
F Learn: Pronoun Agreement
• Have volunteers read the explanation in the Learn box and the examples aloud. Point out that girl is replaced by she and boys is replaced by they. Ask What verb is used for girl and she? (is) What verb is used for boys and they? (are )
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116Units 7 and 8 • Wrap Up
COLLABORATIVE LEARNING
• Divide the class into groups of four. In each group, have
students re-read the essay aloud, taking turns reading
the paragraphs, including the word on the left describing
the section (Interesting starting sentence, Introduction with
descriptive adjectives, Body, Conclusion).
CRITICAL THINKING

• Discuss the sections of the report. Encourage discussion about each section by asking questions: Why is it important to have an interesting starting sentence? (So people will want to read your essay.) How do descriptive adjectives help the reader? (They describe what things look or sound like so that you can know more about them and imagine them.) How is the body of this essay different from the introduction? (It has more information and less description.)
21ST CENTURY SKILLS
B Answer the questions.
• After discussion of the sections outlined above, have students work independently to answer the three questions about the sections of the report.
CRITICAL THINKING
• For the third question, have students re-read the introduction and circle the adjectives (huge, large, long, round, brown, white, pink, intelligent).
• Pair students to read their answers to each other. Then ask volunteers to read them to the class.
COLLABORATION
COMMUNICATION
Units 7 and 8 Wrap Up page 86
Summary
Objectives: To show what students have learned about the language and learning points of Units 7 and 8.
Reading: Comprehension of a reading text
Writing: Write a descriptive essay
Materials: Big Question Video, Discover Poster 4,
Big Question Chart
Writing
A Read this descriptive essay.
CRITICAL THINKING
• Talk about the types of writing students have learned so far, and ask questions to encourage discussion and comparison of the types of writing.
• Say In the last writing project, we learned to write an opinion essay. What was the purpose of that kind of writing? (To give your opinion.) What do you think a descriptive essay is? What word does descriptive comes from? (Describe) So what does a descriptive essay do? (It describes something.)
• Do you think a descriptive essay is most like a report, an opinion essay, or a persuasive e-mail? Why? (It’s more like a report because it tells facts.)
• Point out that in a descriptive essay there are descriptive adjectives that help us form a picture of what we are reading about.
• Have students silently read the model descriptive essay. Then divide them into groups to discuss it.
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117Units 7 and 8 • Wrap Up
D Present your descriptive essay to the class.
• Have volunteers each read aloud one presentation
suggestion. Ask a volunteer to read a few lines of
the model essay, showing what it means to “read
with energy” or to “make your descriptions come to
life”.
COMMUNICATION CRITICAL THINKING CREATIVITY
• Divide the class into groups and have students practice reading their essays aloud in the group. Then have them take turns reading to the class.
COLLABORATION
COMMUNICATION
Units 7 and 8 Big Question Review
How do animals communicate?
A Watch the video. How do you see animals
communicating?
• Play the video. When it is finished, ask students what they
know about animal communication now.
• Have students share ideas with the class.
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 4. Have students work in groups. Assign one learning point to each group. Have each group list some examples they have learned related to that point and read aloud their ideas.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about animal communication while studying this unit.
• Then have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 78–81 Online practice • Wrap Up 4 Classroom Presentation Tool • Wrap Up 4
C Learn: Writing a Descriptive Essay
• Have volunteers read the elements that the descriptive essay should contain.
COMMUNICATION
• Ask students to individually re-read the essay model. Have them underline the first sentence (Last year I saw a huge octopus in a tank at the zoo.) and then the sentence in the conclusion that reminds the reader of the way it began (I want to go back to the zoo to see the octopus again.)
CRITICAL THINKING
Write: Now go to the Workbook to plan and write
your own descriptive essay.
DIFFERENTIATION

Below level:
•
Have students work in pairs to brainstorm their topics,
using Workbook page 79. Suggest that they choose one
animal they learned about. Their essays will be different,
but writing about the same animal will allow them to help
each other.
COLLABORATION CRITICAL THINKING CREATIVITY
• Students will write the name of the animal in the middle of the web. In the outside circles, have them write descriptive words and information notes.
CRITICAL THINKING CREATIVITY
• In the outline in the Workbook have them write an idea for a starting sentence, and more details about each piece of information. The conclusion needs to remind the reader of the starting statement.
CRITICAL THINKING CREATIVITY
• Have students write their essays and illustrate them. Remind them that the visuals do not take the place of written descriptions. Have them include at least three descriptive sentences and three sentences with information in their essays.
CRITICAL THINKING CREATIVITY
At level:
•
Have students work in pairs to brainstorm their topics, using the Workbook page. Have them each choose a different animal from the last two units.
COLLABORATION CRITICAL THINKING CREATIVITY
• Remind students to include both descriptive words and notes about information in their webs. In their outlines they should add descriptive sentences and more details about the information.
CRITICAL THINKING CREATIVITY
• Have students make detailed illustrations. Remind them they can use the illustration to help with ideas for more detailed written descriptions.
CRITICAL THINKING CREATIVITY
• Have students include at least five descriptive sentences in the introduction and six with information in the body.
CRITICAL THINKING CREATIVITY
Above level:
•
Have students work in groups to brainstorm topics and write outlines, using the Workbook page. Ask them each to choose different animals.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Encourage students to include a lot of descriptive adjectives in their introduction and details in the body of their essays.
CRITICAL THINKING CREATIVITY
• Have students provide detailed descriptions of accompanying illustrations.
CRITICAL THINKING CREATIVITY
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118 Units 9 and 10 • Big Question
Reading Strategies
Students will practice:
•
Identifying main idea
and details
•
Visualizing
Writing Study
Students will understand
and use:
•
Using parentheses
• Giving examples
Speaking
Students will
understand and use
expressions for:
•
Using question words
• Making suggestions
Listening
Students will practice:
•
Listening for facts
• Listening for details
Grammar Students will
understand and use:
•
Asking questions
• Short Answers
Word Study
Students will understand and use:
•
Word roots
• Words with suffix -ous
Vocabulary Students will understand and use words about:
• Cultures and customs, adjectives
Units 9 and 10 What do different cultures give to the world? Students will understand the Big Question
learning points:
•
Mesopotamia gave writing tablets, sailboats, and wheels to the world.
• Things like paper made from papyrus came from Egypt.
• China gave the umbrella and the compass to the world.
• Early Mexican people gave cocoa, cloth, jewelry, and tools.
• The Olympics came from Greece.
• Belgium gave us chocolate
Wrap Up
Students will review the
language and Big Question
learning points of Units
9 and 10 through:
• Writing and presenting a travel brochure
Units 9 and 10
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119
Units 9 and 10 Big Question page 88
Summary
Objectives: To activate students’ existing knowledge of
other cultures and customs and identify what they would
like to learn about the topic.
Materials: Big Question Video, Discover Poster 5,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask What does “different cultures” mean? Can there be more than one culture in a country? Can more than one country share the same culture? List individual responses on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What are some places we saw in the video? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students write several sentences describing one or more of the cultural images shown in the video. Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the cultural images in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the cultural images they saw in the video and read it to the class. Ask them to tell what the most interesting thing in the video was.
B Look at the picture and discuss it with your class.
• Talk about the big picture. Ask Is this a modern place or a very old one? How can you tell? What do you think this is? What do you think it was used for? How old do you think the building is?
POSSIBLE ANSWERS
It is a very old amphitheater. It looks like it’s made from old stone. Pieces look a little broken. It may have been used for performances or sports. It could be 2,000 years old.
C Think and answer the questions.
CRITICAL THINKING
• Ask students to talk about countries and culture. Ask What are some different parts of culture? What kinds of things make one culture different from another? (Possible answers: holidays, foods, language, religion, rituals, arts, music, clothing, sports, game.)
• Ask students to talk about the four questions. List your own country and all the countries different students have lived in or visited.
• Talk about your own country and what aspects of culture your country is famous for. Write their ideas.
• Have students suggest items they use from other countries and list them on the board.
Expanding the topic
COLLABORATIVE LEARNING
• Display Discover Poster 5. Ask students to describe the four different images shown in the pictures and to tell where they have seen them.
• Put students into groups of four. Have each group choose one of the pictures. Ask each group to write a description of what the item is used for and why it is important.
• Have one person from each group read the descriptions to the class.

D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart. Ask the class What do you know about things that come from other parts of the world?
• Draw a mind map on the board, putting Things from other parts of the world in the middle and adding students’ ideas.
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
DIFFERENTIATION
Below level:
•
Have students help you to list categories of elements of culture, such as art, music, language, sports, holidays. Ask students to write a list and write a sentence or two giving one example of each cultural element from where you live. For example, under Sports, they may write the name of a sport that is played in your country and the name of a local team.
At level:
•
Have students list elements of culture as above. Have them write two or three sentences for each one, telling about one aspect of that element where you live and what they have experienced. For example, they may tell about what arts are popular and what they have seen.
Above level:
•
As above, have students list elements of culture. Have them write a paragraph describing two or three aspects, including their own experience. For example, they may tell what they know about music, art, and sports in their country and games or performances they have seen.
Discover Poster 5
1 Sumerian writing tablet; 2 Egyptian sharecropping contract on papyrus in Demotic script; 3 Umbrellas in different colors; 4 Early Mexican gold pendants; 5 Winning gymnasts at 2004 Olympic Games in Athens, Greece.
Further Practice
Workbook Unit 9 page 82 Online practice • Big Question 5 Classroom Presentation Tool • Big Question 5
Units 9 and 10 • Big Question
Units 9 and 10
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120
Summary
Objectives: To understand words for culture and customs;
to apply own experience and a reading strategy to help
comprehend a text.
Vocabulary: culture, civilization, contribution, development,
achievement, device, process, tradition, custom, benefit,
ceremony, product
Words in context: trade, tablets, voyage, ancient, advanced,
tools
Reading strategy: Main idea and details
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 2•16
• Play the audio of the words. Ask students to repeat the
words as they hear them. Pause the audio and ask if any
of these words are familiar. Have volunteers give the
meanings of any of the words they know.
•
Ask students to find four words out of the set that have familiar suffixes and originate from verbs. (-ion, and -ment in civilization, contribution, development, achievement) Ask What do you know about words with these two suffixes? (They are nouns.) What verbs do they come from? (civilize, contribute, develop, achieve) Point out that -ion in tradition is not a suffix, because this word does not come from a verb.
Unit 9 • Get Ready
• Practice the pronunciation of words with four and five syllables: civilization, development, contribution. Point out which syllable gets the stress and have students clap with you emphasizing that syllable
• Play the audio of the words again and continue on to the sentences, with students reading along silently.
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each student in the group make vocabulary cards for three words. Have them write each word, highlighting the syllable that gets the stress. If the word has a suffix, have them underline it and write the verb that it comes from. Have them use the dictionary pages to write a definition for the word.
• Have students in each group review all the cards and write sentences as a group for each word. Have groups read their sentences to the class.
CRITICAL THINKING
• Encourage discussion of vocabulary words by asking questions about the difference between words with similar meanings. For example, What is the difference between a contribution and an achievement? (Contribution is about the value something has for giving – contributing. Achievement is about what someone achieves, their accomplishment.)
• Ask What is the difference between a custom and a tradition? (A custom is a way of doing things in a culture. A tradition is something we do that is passed down.)
Unit 9 Get Ready page 90
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121Unit 9 • Get Ready
• Have them tell you what they found and why they chose
them as the main idea or details.
•
After discussing and correcting if necessary, have students fill out the organizer.
Above level:
•
Have students work in pairs independently. Have each partner read the passage silently, underlining what they think is the main idea, and circling the sentences that are the details.
• Have students compare their choices. If they answered differently, ask them to discuss with you which is the main idea, which are details and why.
• Have students each fill out the organzier and read their answers to the class.
ANSWERS
Main Idea: The third sentence (This simple device …)
Details: The fourth, fifth, and sixth sentences.
E
Words in Context: Scan the narrative on pages
93–93 and cir
cle these words. As you read, try to
guess what the words mean.
•
Ask students to look at the six words. Have them tell the class any meanings they know. Then have students work in pairs. Have each student scan half the reading, looking for three words. Ask them to show each other where they found the words.
F Answer these questions before you read.
• Have students look at the reading pages. Ask what clues they see from pictures and headings that tell them the information for the two questions.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is this? (historical narrative)
• Ask Are historical narratives fiction or nonfiction? Why? (Nonfiction because they tell about things that really happened.)
Further Practice
Workbook Unit 9 pages 82–83 Online practice Unit 9 • Get Ready Classroom Presentation Tool Unit 9 • Get Ready
B Choose the best word to complete each
sen
tence.
•
Have students review the meanings of the words and work individually to complete the sentences.
ANSWERS
1 achievement 2 traditions 3 ceremony 4 product
5 device 6 benefit 7 process
C
Circle the one that doesn’t belong.
• Discuss the first set of words as a group. Ask students to explain why ocean does not belong.

• Have students work in pairs to complete the exercise. For each set, have them also write the reason why they chose the words that don’t belong.
ANSWERS
1 ocean 2 device 3 process 4 decrease
5 product 6 custom 7 Earth 8 source
Before You Read
Think
•
Ask students to tell some reasons why people might invent things. (They have a need for a new way to do something; they have an interesting idea to try; they want to do something faster or more efficiently.)
D Learn: Main Idea and Details
• Have a volunteer read the Learn box. Ask Where do you think you will find the main idea in something you read? Point out that usually it is early in the piece you are reading, and it is then supported by the details.
Read the paragraph. Then fill in the organizer.
COMMUNICATION
• Divide students into groups by ability level and use the ideas below to have them work together to identify the main idea and details.
DIFFERENTIATION
Below level:
•
Have students work in pairs. Guide them through the process of identifying the main idea and details. Ask them to each read half the paragraph aloud. Ask What is this paragraph about? (whiteboards)
• Have partners read the passage again silently. Ask them to underline the third and fourth sentences and to decide which is the main idea (the first) and which is a detail (the second). Point out that the first of those two sentences tells about the whole topic. The second gives a smaller piece of information, a detail.
• Ask partners to find two more details. Then have students fill out the organizer on the page.
At level:
•
Have students work in pairs more independently. One partner should read the whole passage aloud while the other underlines sentences that might be the main idea. Then the second student reads aloud while the first circles sentences that might be details.
• Ask them to look at the underlined and circled sentences together to see if they agree which is the main idea and which are details.
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122Unit 9 • Read
Summary
Objectives: To read, understand, and discuss a historical
narrative; to apply a reading strategy to improve
comprehension.
School subject: Social Studies: History
Text type: Historical narrative (nonfiction)
Reading strategy: Main idea and details
Big Question learning points: Mesopotamia gave writing
tablets, and sailboats to the world. Things like paper made from
papyrus came from Egypt. China gave the umbrella and the
compass to the world. Early Mexican people gave cocoa, cloth,
jewelry, and tools.
Materials: Audio CD
Before Reading
•
Have a volunteer read the introduction. Then have
another read the headings that tell the places that the
selection is about.
• Ask students to look at the map on the page and to locate each of the four places. Then have groups of students take turns looking at modern maps and a globe to locate the same places. Ask Which of these four names will you not find on a modern map? (Mesopotamia). Tell students they will need to find out from the reading what we now call Mesopotamia.
During Reading $ 2•17
CREATIVITY
• Play the audio and have students listen as they read along silently. Then play the recording again and ask students to underline any parts of the reading that were hard to understand.
• Divide the class into groups by ability level to re-read parts of the text, as described below.
DIFFERENTIATION
Below level:
•
After listening to the entire reading, divide students into groups of four. Have students alternate reading aloud, each reading several sentences. Have the students who are listening circle any sentences they don’t understand. Help explain any difficult words or phrases.
• Have students take turns reading the highlighted vocabulary words and saying the definition, looking them up again if necessary, or asking for help from the other students.
• Then have students take turns reading aloud the sentences that contain the words in context that they circled before. Have a volunteer from the group say what they think the word means, based on the context of the sentence or paragraph.
• Guide students to figure out each word meaning. For example, for ancient, the sentence it is in does not define it, but the next one says a place we now call Iraq, and the sentence after that says Mesopotamia was … so it must mean a place that existed in the past.
Unit 9 Read page 92
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123Unit 9 • Read
CULTURE NOTE
• Papyrus is a water reed plant that was used by the
Egyptians to make a thick paper-like material. It was
also used for making mattresses, chairs, and boats,
but it was most popular for making papyrus paper to
use for writing with reed pens. Papyrus was made by
soaking the plant and pressing it. The juice of the plant
made it stick together into a sheet.
•
Hieroglyphics began in Egypt over 5,000 years ago. Egyptian hieroglyphs were a system of writing based on pictures of people, objects, and animals.

• Mayan hieroglyphs don’t look like the Egyptian form of writing. The Mayans used about 700 symbols, which could be used to represent a word, a syllable, or even a sound. It is quite a complicated system and even today, scholars can only read about 80 percent of Mayan writing.
Further Practice
Workbook Unit 9 page 84 Online practice Unit 9 • Read Classroom Presentation Tool Unit 9 • Read
At level:
• After listening to the entire reading, divide students into groups of four or five to practice reading sections of the text. Assign one or two to Mesopotamia, one to Egypt, one to China, and two to Mexico.
• Have each student read their part of the selection aloud to the others.
• Have students read aloud the highlighted vocabulary words in the sections and say aloud their definitions.
• Then have each student read aloud any sentences that contain words in context they circled before. Have each student write what they think the words mean, and then check the meanings in the dictionary.
Above level:
•
After listening to the entire reading, divide students into groups of four. Have each student read aloud one section of the text.
• Have students write each of the words in context and the meanings they figured out from the context. Have them also write an explanation about how they figured out the meaning. Have them check meanings in the dictionary.
After Reading
• Ask students to write one interesting thing they remember from each section of the reading. Then ask volunteers to read their sentences aloud to the class.
CRITICAL THINKING
• Ask further questions to generate discussion. Ask students if they remember in what reading text they heard something about Sumer. (A Revolution in History) Ask students to look back at that Unit 5 reading text and find the sentence that mentions Sumer. (In the third paragraph, starting “However, about five thousand years ago”, the sentence says “someone living in Sumer, which is the place we now call southern Iraq, had a great idea.”)
• Ask How do you think we know where things like wheels and writing were first invented or used? (Archaeologists find pictures depicting the use of objects, and sometimes find the
actual objects.)
COLLABORATIVE LEARNING
•
Divide students into groups. Assign each group one of
the places discussed in the reading: Mesopotamia, Egypt,
China, or Mexico. Have the students in each group write a
paragraph together about what life would be like if they
lived in that ancient place.
•
Have students each take a turn saying a sentence for the paragraph. For example: Student 1: If I lived in ancient Mexico, I would be an excellent astronomer. Student 2: If I lived in ancient Mexico, I would use hieroglyphs for written language.
• After each student says their line, they write it to make the group paragraph.
• Have students in the group draw a picture to go with the paragraph.
• Have one student from each group read the paragraph to the class and show the picture.
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124Unit 9 • Understand
DIFFERENTIATION
Below level:
•
Guide groups of students to find the main idea and details
for the organizer. Ask them to re-read the introduction
of the article silently. Ask each student to underline the
sentence they think is the main idea.
•
Discuss their choices. Ask Why aren’t the first two lines good choices for the main idea? (They are questions, so they don’t tell ideas.) Discuss why the third line is a better choice than the last line. (It is a more general idea that includes the other one.)
• Have students recall the meaning of contribution. Then have them take turns re-reading the first page aloud. Ask them to raise their hand when they hear about a contribution. In the seventh line they will find the first example of a detail supporting the main idea. (The Mesopotamians invented a new type of sailboat.)
• Have them write the main idea and the first detail in the organizer. Ask them to read the other sections to find a contribution from each country to add to the chart.
At level:
•
Have students work in groups of four. Guide them to find the main idea, following the procedure above.
• Ask each student to re-read one section of the reading, looking for a detail that supports the main idea – a contribution from that country. Have each student circle sentences and read their choices to the group.
• Have students fill out the chart with the main idea and the details they have found.
Unit 9 Understand page 94
Summary
Objectives: To demonstrate understanding of a historical narrative; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Asking questions
Grammar practice: Workbook exercises
Grammar production: Writing personalized questions
Materials: Audio CD
Comprehension
Think
•
Have students tell their partner things they already knew
about each country and which new things they learned
about.
• Discuss students’ answers as a class.
A Fill in the organizer with information from the
hist
orical narrative. Then discuss what you wrote
with your partner.
•
Have students work in groups to complete the organizer. Provide differentiated support as outlined below.
ANSWERS
Main idea: (Third line of introduction:) Many countries have
made c
ontributions to our modern life.
Details:
Students’ own answers. Possible answers could
include one invention described in each country section.
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125Unit 9 • Understand
Draw lines away from the mom. Say Finn didn’t see his
mom.
Read the situations. Check (✓) the best question to
ask the person.
•
Divide students into groups by ability level to talk about
who as subject and object, as outlined below.
DIFFERENTIATION

Below level:
•
For the four questions in E, have students circle the subject and verb in each answer: you write, who wrote / who’s watching, you watching / you help, who helped. Work with the group to answer each question.
At level:
•
Ask partners to circle the subject and the verb in each answer choice. Have them answer the questions independently. Then talk about the answers together.
Above level:
•
Have partners answer the four questions. Then have partners write two more questions and answers, using who as the subject and as the object.
ANSWERS
1 Who did you write to? 2 What are you watching?
3 Who helped you? 4 Where are you going?
F
Work with your partner. Take turns asking
and answ
ering questions about what you did
yesterday. Use all of the question words.
•
Have students do the exercise with a partner. Then work in groups for the following activity:
COLLABORATIVE LEARNING
• Have each group of students write each of the seven question words on a separate card and put the cards on the table. Each student picks a card and uses that question word to ask the student on their left a question about what he or she did yesterday.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 85–87 Online practice Unit 9 • Understand Classroom Presentation Tool Unit 9 • Understand
Above level:
• Have students work in groups of four. Ask each student to read the introduction silently and circle the main idea. Ask them each to explain their choice. Offer guidance if they do not agree on the main idea.
• Have each student silently re-read about one country. Have them each write all the contributions from that place to add to the chart. They may copy the chart on a separate sheet of paper in order to write longer answers.
B Answer the questions.
• Have students work in groups of four to answer the questions, helping each other locate the answers.
ANSWERS
1 sailboats and writing 2 Egypt
3 It helps you find your way on land or sea.
4 cocoa beans, spices, water, and chilies
5 Students’ own answers.
CRITICAL THINKING
•
Ask questions to check comprehension and encourage discussion: Describe why paper is easier to use than clay tablets. How did the invention of paper help with modern communication?
C Words in Context: Look again at the words you
cir
cled in the narrative. Then write them in the
correct sentences.
•
Have students review the meanings of the words, fill in the blanks, and read the sentences aloud.
ANSWERS
1 tools 2 ancient 3 voyage 4 tablets 5 trade
6 advanced
Grammar in Use
D
Listen and read along. Then circle the correct
answ
er.
$ 2•18
• Have pairs read each part along with the recording. Then have partners read aloud without the recording. Have students answer the questions.
ANSWERS
1 a 2 b
E Learn Grammar: Asking Questions
• Have students chorally say all the question words. Write them on the board. Ask seven volunteers to take turns going up to the board and writing these words next to the appropriate question word: person (who), place (where), time (when), reason (why), thing (what), choice (which), the way (how).
• Ask a student to read the Who questions. Point out that the subject is the person who sees. Have students circle Who saw in the first sentence and Finn see in the second. Explain that Who is the subject in the first. The answer to who is the person who did the seeing, Finn’s mom. Draw a face and label it Finn’s mom. Draw lines coming from her eyes. Say Who saw? Finn’s mom saw.
• Explain that in the second sentence, Finn is the subject. Finn is the one who did or didn’t see. Add a face for Finn.
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126Unit 9 • Communicate
B Listen again. Circle Yes or No. $ 2•20
• Have students read the six statements. Play the audio
again. Have them circle Yes or No for each one.
•
Review the answers as a class. For the three false statements, ask students to correct the answers. (For item 1 they change “Athens” to “Olympia”. For item 3 they change “1,000” to “over 2,700”. For item 5 they change “wore” to “didn’t wear” or they change “wore shoes” to “ran in their bare feet”.)
ANSWERS
1 No 2 Yes 3 No 4 Yes 5 No 6 Yes
CRITICAL THINKING
• After listening to the reading, ask for facts students remember about differences between the original Olympic games and those in the present. Write facts in two columns, Olympic Games Then and Now .
• Have students listen to the passage again to listen for more comparisons. (Then: only one game, race of 170 meters, added a few sports, ran in bare feet; Now: many games, races of different lengths, more than 20 sports, run in sneakers.)
Speaking
C Take turns asking and telling about an invention
y
ou think is important. Remember to ask using all
of the question words.
$ 2•21
COMMUNICATION
• Have a volunteer read the directions aloud. Play the dialogue and ask them to read along silently.
Unit 9 Communicate page 96
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for facts
Speaking: Using question words
Word Study: Word roots: centipede, centigrade, antibiotic,
telecommunication, centimeter, biologist, circumstance,
telephone
Writing Study: Using parentheses
Big Question learning point: The Olympics came from
Greece.
Materials: Big Question Video, Discover Poster 5,
Big Question Chart, Audio CD
Listening
Think

• Ask the Think question and write students’ responses. Ask how they know information about the Olympics.
A Learn: Listening for Facts
• Ask a volunteer to read the information in the Learn box.
Listen. What country does the girl come
from? $ 2•19
• Have students listen to the recording. Ask where the girl
comes from.
ANSWER
Greece
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127Unit 9 • Communicate
Writing Study
E Learn: Using Parentheses
• Have a student read aloud the explanation and example.
Put parentheses in the correct places in the
sentences.
•
Ask students to do the exercise in pairs. After putting in
the parentheses, have partners read the sentences to each
other leaving out the section in parentheses to see if the
sentence still makes sense.
ANSWERS
1
Beethoven (1770−1827) was a famous German c
omposer.
2 We saw the black vehicle (a truck) leaving at high speed.
3 Mr. Sonn (my math teacher) lives near my house.
4 Madrid (the capital of Spain) is a beautiful city.
Workbook
Word Study and Writing Study Practice
•
Direct students to the Workbook pages 88–89 for further practice of the Word Study and Writing Study.
Big Question 5 Review
What do different cultures give to the world?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 5.
• Refer to the learning points covered in Unit 9 and have students explain how they relate to the pictures of the countries.
• Return to the Big Question Chart.
• Ask students what they have learned about countries and culture while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 88–89 Online practice Unit 9 • Communicate Classroom Presentation Tool Unit 9 • Communicate
• Review the seven question words and what each is used for (person, place, time, etc) that students listed in the previous lesson.
DIFFERENTIATION
Belo
w level:
•
Work with a small group. Have the group choose an invention. Practice the first exchange on the page with each student filling in the name of the invention. Then move on to the next exchange with Who. (Look up the information for the inventor.)
• Continue with each question word, with each student answering. Then have students ask each other the questions.
At level:
•
Have students work in pairs. Have them choose an invention and look up the information about who invented it and when it was invented.
• Have them practice the exchange, adding a question for each question word.
Above level:
•
Have students work in pairs to practice the full dialogue on the page, adding questions to use all the question words. Have them switch roles and do it with a different invention. Have them write both dialogues.
Word Study
D Learn: Word Roots
• Read each root in the chart and have students chorally read the meaning and the example. Ask If cent means one hundred, how many cents are in an American dollar? (100) What is the word for measuring the distance around a circle? (circumference)
COMMUNICATION
Listen and say the words. Circle the word roots.
Then work with a partner to use each word in a
sentence.
$ 2•22
• Have students listen to the audio and do the activity. Have
partners work together to make sentences. Then do the
group activity below.
ANSWERS
1 centipede 2 centigrade 3 antibiotic
4 telecommunication 5 centimeter 6 biologist
7 circumstance 8 telephone
COLLABORATIVE LEARNING
• Divide students into groups. Have students in each group make a word card for each of the eight words, plus the words biology, circumference, television, telescope. Then have them make root cards: four cards with tele, three with
cent, two with circum, and three with bio.
•
Have students put the cards in two piles of 12, shuffling each pile separately. They each take a turn picking a word and a root card. If there is a match, the student keeps the cards. If not, the cards are mixed back in. Students play until all matches are made.
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128Unit 10 • Get Ready
time to help students practice saying the words fluidly.
Make a game of seeing how fast students can say the
list perfectly.
• Talk about the parts of speech of the words. Say Ten of these words are the same part of speech. What are they? (adjectives) Which two are not adjectives? (spot, ladle) Point out that spot and ladle can be either nouns or verbs. Students will need to listen to the context in the sentences to find out which they are.
• Have students listen to the sentences and read along. Then ask them to re-read the fifth and last sentences. Ask Are spot and ladle used as nouns or verbs? (verbs)
• Point out that the verb ladle comes from the noun. To ladle (verb) is to pour something with a ladle (noun). For spot, the noun and the verb are not related.
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each student look up three definitions in the dictionary pages and write each word and definition on a card.
• Then have students use a thesaurus to find synonyms for each of the three words to add to the cards.
• Have students pass their three cards to the student next to them. That student adds a sentence to the card.
• Come back together as a class. Have each group read three sentences from the cards.
B Write the words in the correct sentences.
• Have partners work together to complete the exercise. First have them review the definitions of each of the
Unit 10 Get Ready page 98
Summary
Objectives: To understand words for descriptions
(adjectives); to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: delicious, creamy, spicy, nutty, ladle, sticky,
crunchy, runny, smooth, whirring, booming, spot
Words in context: square, skidded, dizzy, sniffing, molds,
winked
Reading strategy: Visualizing
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: What do different
cultures give to the world? Say In the last unit, we learned
about cultures and customs. Now we are going to learn
descriptive words for foods, which are part of cultures.

Words
A Listen and say the words. Then read and listen to
the sen
tences.
$ 2•23
CREATIVITY
• Play the audio. Ask students to listen and repeat each word. Pause the audio after the words.
• Ask students to say all the words with you in rhythm. Almost all are two-syllable words with the same stress on the first syllable. Say the list together, clapping on the first syllable (for delicious, clap on the second syllable). Then repeat the list several times, speeding up the tempo each
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129Unit 10 • Get Ready
E Words in Context: Scan the story on pages
100–101 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have a volunteer read the six words. Ask students if they
know any of the meanings. Point out that a meaning they
know may be different from the one it has in the context
of the story. For example they may know square as a
shape, but it is not used as a shape word in this instance, it
is used as a place word (the town square).
•
Have each student in the group scan one of the three sections of the reading looking for the words to circle. Remind them that when they read the story they will look for the meanings of these words.
F Answer the questions before you read.
• Discuss students’ favorite sweets and what they know about chocolate.
• Have students look at the pictures on the reading pages. Say We learned that the culture of the Maya gave us chocolate. Now we’ll read about a story that takes place somewhere that makes a lot of chocolate. Where do you think it is?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (fantasy) What other fantasy story did we read? (Planet SinRota) What is a fantasy? Have a volunteer say what a fantasy is. Then have students read the description in the preview.
Further Practice
Workbook Unit 10 pages 90–91 Online practice Unit 10 • Get Ready Classroom Presentation Tool Unit 10 • Get Ready
words in the box. Then have them choose and write the correct word for each sentence.
ANSWERS
1 booming 2 smooth, nutty, Ladle 3 whirring, spot
4 spicy
C What answers can you think of?
CRITICAL THINKING
• Remind students of the work you did with sensory details in Unit 1. Write five columns on the board, one for each sense: sight, hearing, smell, touch, and taste.
• Ask for volunteers to name the vocabulary words that describe each of those senses. Some words may go on more than one list. For example nutty could describe what a food looks like, smells like, or tastes like. Write the items under each category.
• Point out that most of the adjectives can be used to talk about food. Some of them can also describe non-food items. Say Honey can be sticky. What else can be sticky that is not a food?
• Have students work in pairs to write foods that can be described by the adjectives in 1–4 of the exercise. For item 5, they can also list non-food items.
• For each item, have each student write a sentence including sense words about the adjective. For example, You can hear me eating a crunchy carrot.
Before You Read
Think
• Ask students to recall the countries they learned about in the last unit. Ask volunteers to list contributions they remember from each country.
D Learn: Visualizing
• Have volunteers read the Learn box sentences and questions aloud. Help students understand how to visualize as described below.
Read the short story. Tell your partners what you
see in your mind. Then answer the questions.
DIFFERENTIATION
Below level:
•
Read the passage aloud. Ask students to close their eyes.
Ask questions to help them visualize. Is Ricky a man or a
boy? What color is his hair? The text says the insect is huge.
How big is it? Does it fly or crawl?
•
Then pair students and have them use the four questions to tell their partner what they visualize.
At level:

• Have students work in pairs. Have them take turns reading the passage aloud. For each question have them take turns describing what they see to their partner. Then have them write the description.
Above level:
•
Have students work in pairs. Have them take turns reading the passage aloud. While each is reading, the other writes notes about the questions. Then they write descriptions and read them to their partner.
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130Unit 10 • Read
• Ask if students know anything about Belgium, and
provide information as necessary. (See the Culture note on
the next page.)
During Reading $ 2•24
• Ask students to name the elements of a story: setting, characters, and plot. Have students scan the first two paragraphs.
• Ask What do we know so far about the setting and characters? (It takes place in Belgium; The main character is a girl named Akiko.)
• Tell students that when they listen and read, they should circle other characters in the story.
• Have volunteers take turns reading the highlighted vocabulary words aloud and saying their meanings.
• Have another volunteer read the six words in context that students circled. Remind students that they will be looking for these word meanings in the context of the sentences as they read.
• Play the audio. Have students listen and read along.
• Ask What other characters did you circle in the story? (a guard on the train, a man selling French fries, the man in the chocolate shop) Who was the man in the chocolate shop? (Jean Neuhaus, the inventor of pralines.)
• After listening to the entire reading, have students work in small groups to read it again according to ability.
Unit 10 Read page 100
Summary
Objectives: To read, understand, and discuss a story; to apply a reading strategy to improve comprehension.
School s ubject: Social Studies: History
Text type: Fantasy (fiction)
Reading strategy: Visualizing
Big Question learning points: Belgium gave us chocolate.
Materials: Audio CD
Before Reading
•
Ask students to recall the type of text they are about to
read (fantasy). Ask Is fantasy fiction or nonfiction? (fiction)
Can a fantasy happen in real life? (no)
• Point out that although a fantasy can’t happen in real life, some elements of it might still be realistic.
CRITICAL THINKING
• Ask students to look at the title. Ask What word is it based on? (chocolate)
• Ask How does the author of the story get you in the mood for a fantasy and help you to imagine things? Ask a volunteer to read the first two lines. The first one describes wheels that seem to be talking, and the use of Choco Choco Boom Boom puts us in a mood for the story and helps us visualize chocolate.
• Ask students to recall how chocolate first originated. (from early Mexicans, the Maya) Then have them scan the first four lines of the text to find the country where the story takes place. (Belgium) Point out Belgium on a map or globe.
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131Unit 10 • Read
CULTURE NOTE
Belgium is a country in Western Europe that shares
borders with France, Germany, Luxembourg, and The
Netherlands. French and Dutch are spoken there.
Belgium is well-known for chocolates. The history of
chocolate there dates back to the time of Spanish rule,
when Spanish explorers brought cocoa back from
South America.
The inventor of pralines named in the story, Jean Neuhaus
II, was the grandson of a Swiss immigrant, Jean Neuhaus I,
who opened the first chocolate shop in Belgium in 1857.
Fifty-five years later, his grandson invented the praline, a
hard chocolate shell filled with a soft filling.
Further Practice
Workbook Unit 10 page 92
Online practice Unit 10 • Read
Classroom Presentation Tool Unit 10 • Read
DIFFERENTIATION
Below level:
•
Have students work in groups of four. Assign the students the parts of the characters: Akiko, the guard on train, the man on street, and Jean Neuhaus (the man in the chocolate shop).
• Ask students to scan the reading to circle the parts that have dialogue.
• Practice reading the sections with dialogue aloud. Narrate those sections for the group, with the students reading the dialogue lines of each character.
At level:
•
Have students work in a group of six. Assign four of the students the parts of the four characters. Have the other two students be the narrators.
• Have the two narrators take turns reading the story, alternating paragraphs. Have the other four students read the lines of their characters.
Above level:
•
As above, have students work in a group of six, with four students reading the characters and two reading the narrator parts. Have the narrators each read a whole page.
• Ask the group to do a dramatic reading for the class.
After Reading
• Ask students to look at the six words in context from page 99 that they circled. Have a volunteer read aloud each one and suggest what they think it means based on the context.
• Ask questions to encourage more explanation. For example, How do you know that the word square is a place and not a shape here? (The text says she skidded into the square and saw big buildings everywhere, so it must be part of the city.) What can the word skid mean? What part of speech is it? How do you know? (The text says “she skidded” so it must be a verb, and it must mean a way of moving because she went into the square.)
• Have students in pairs read each word and say the meaning they figured out from the context. Then have them look up the words in the dictionary pages and write their meanings.
COLLABORATIVE LEARNING
• Have students work in groups of mixed abilities to write an extra section for the story. Have students draw a line on the second page before “Time to go now”. Tell students that they will write what else could happen before Akiko goes back to the present. For example, maybe Jean Neuhaus could ask Akiko to make the next batch of pralines. They could describe how she makes them, or write a funny paragraph about something going wrong when she tries to do it. Or maybe she could start selling pralines with them.
• Have each group write at least a paragraph describing their addition to the story. Have a confident writer write the sentences that the others dictate. Have groups share their story additions with the class.
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132Unit 10 • Understand
B Circle the correct answer.
• Have students work individually to do the exercise. Then
pair students to check each other’s answers.
ANSWERS

1 c 2 a 3 b 4 a
CRITICAL THINKING
• Ask additional questions to encourage discussion and check understanding: After Akiko bit the chocolate, why was the man in the store wearing strange old-fashioned clothes? (Akiko went back in time to 1912.) Why do you think the author chose “skidding” and “zooming” to describe how Akiko moved? (to explain that she moved fast; to add variety and excitement) What two things does the phrase “Choco Choco Boom Boom” describe in the story? (the train wheels and the sound of Akiko’s heart racing and pounding) Why do you think the author repeats that phrase? (to add excitement and fun to the story)
DIFFERENTIATION
Below level:
•
Work with students in small groups to make a list of the events of the story’s plot. Start by saying the first one: Akiko takes a train to Brussels, Belgium. Why? (to taste chocolate) Ask What happens next? (Akiko looks for a chocolate store.) Write each event before you talk about the next one.
• Have a volunteer read aloud the list of events.
Unit 10 Understand page 102
Summary
Objectives: To demonstrate understanding of a fantasy; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Short answers
Grammar practice: Workbook exercises
Grammar production: Answer personalized questions
using short answers
Materials: Audio CD
Comprehension
Think
• Ask partners to tell two things they liked about the story.
Encourage them to give details and explanations. For
example, What happened when she ate the praline?
A Talk with your partner about the pictures in the
st
ory. Were the pictures the same or different from
what you visualized? What else can you visualize
that is not in the pictures?
CREATIVITY
•
Ask students to describe what they see in the pictures.
Then ask students what else they can visualize from the
story, or anything they think would look different based
on the description in the story. Discuss ideas as a class.
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133Unit 10 • Understand
DIFFERENTIATION
Below level:
•
Play a short answer card game with a group of four.
Have students make a set of cards, writing each of the
questions in E on an index card. Then they write the
positive and negative answers each on cards.
•
Have them place the question cards in a pile. Then have them mix the answer cards and take four each.
• Students take turns picking a question card and putting it on the table face up. If the student has a positive or negative matching answer, they place the cards on the question and read the questions and answers aloud.
• The goal of the game is to be the first one to place all your answer cards on a question.
At level:
•
Follow the procedure above to play the short answer card game. For this level have students write their own questions, modeled after those on the page. For example, replace Do you like sports? With Do you like to go fishing?
The short answers will be the same.
Above level:
•
Follow the procedure above for the short answer card game. For this level, have students write only the first two words of the question on the question cards, for example, Did you …? Can you …?
• Have students add other question starters, such as Will you …? Does he …? Is she …?
• A student picks a card and forms a question for another student who tries to match an answer card.
F Work with your partner. Ask questions about
y
our daily lives. Use short answers.
•
Pair students. Have them each write four questions, using a variety of question types (Did you, Have you, Can you, Are you, Will you, etc.) Have them ask each other the eight questions.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further practice
Workbook pages 93–95 Online practice Unit 10 • Understand Classroom Presentation Tool Unit 10 • Understand
At level:
• Have students work in pairs to write a summary of the story. Have them take turns writing each event. Have them read their list of events to the class.
Above level:
•
Ask students to work independently to write a paragraph summarizing the plot of the story. Pair students and have them read each other’s summaries. Then have students read their summaries to the class.
C Words in Context: Look again at the words you
cir
cled in the story. Then match each word to its
definition.
•
Have students review the meanings of the words in context that they wrote in the last lesson.
• Have students complete the matching task individually.
ANSWERS
1 f 2 a 3 d 4 b 5 c 6 e
COLLABORATIVE LEARNING
• Have students work in pairs. For each of the words in context, have them write which senses you can use. For example, You feel dizzy. You see a town square. Sniffing uses the sense of smell. Ask partners to write a sentence for each word, describing the sense used.
Grammar in Use
D Listen and read along. Then circle the correct
answ
er.
$ 2•25
• Have students listen to the audio as they read along silently. Play the audio a second time and read chorally in four groups. Two groups say the first exchange with Yes
and two groups say the second exchange with Yes, I do. Ask students to raise their hands if their answer was the more polite one. (Students who answered Yes, I do raise their hands.)
ANSWERS
b is more polite
E
Learn Grammar: Short Answers
• Review how to form a short answer, using the first model in the box. Have students circle Is there in the question. To form a short answer, they use those words in reverse order after Yes or No. (Yes, there is.) For a negative answer, they
change is to isn’t.
•
For questions with you , the answer contains I and the verb
changes. (Are you..? Yes, I am. / No, I’m not.)
Work with your partner. Take turns asking and
answering with short answers.
•
Pair students to ask the questions and give true short
answers.
ANSWERS
1
Yes, I do. / No, I don’t. 2 Yes, I did. / No, I didn’t.
3 Yes, I can. / No, I can’t. 4 Yes, I am. / No, I’m not.
5 Yes, we did. / No, we didn’t. 6 Yes, I did. / No, I didn’t.
7 Yes, it is. / No, it isn’t. 8 Yes, I have. / No, I haven’t.
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134Unit 10 • Communicate
• Play the audio. Then talk about the categories of
information in the passage. Ask students to name subjects
that were covered. (where umbrellas are from, what they
were made of, where they are used, why they are used,
monkeys making umbrellas) Write the categories and have
students copy them.
•
Play the audio again. Ask students to take notes for each category, for example China; paper, bamboo.
• Have students work in pairs to answer the questions.
ANSWERS
1 China 2 1,700 years ago 3 monkey
4 paper and bamboo
B Listen again. What do monkeys use to make
umbr
ellas?
$ 2•27
• Play the audio again. Ask students to listen for the answer, and for other details. Have volunteers say the additional information they understood.
ANSWER
big leaves
Unit 10 Communicate page 104
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Making suggestions
Word Study: Suffix -ous: carnivorous, spacious, humorous,
envious, mountainous, venomous, marvelous, adventurous
Writing Study: Giving examples
Big Question learning point: China gave the umbrella and
the compass to the world.
Materials: Audio CD
Listening
Think
•
Ask volunteers to name and describe uses and kinds
of umbrellas. (protection from sun and rain; small folding
umbrellas, bigger umbrellas, large beach umbrellas)
• Read the question and discuss students’ ideas.
A Listen to the conversation. Circle the correct
answ
ers.
$ 2•26
CRITICAL THINKING
• Ask What do you find easy or difficult about listening to a conversation in English? Difficulties might include not understanding words, or talking too fast.
• Point out that when conversations are about different topics, it can be hard to understand. It is easier to listen if you know what the conversation is about.
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135Unit 10 • Communicate
• Have them shuffle the cards and take four each. Then they
put the other eight in a pile. On each turn the student
picks a card from the pile to try to match an adjective or
noun in their hand (for example envious and envy). They
place the match on the table and say the meaning and
part of speech of each word. The winner is the first to
match all his cards.
At level:
•
As above, have partners make cards for the noun and adjective card game. When each match is made ask them to say the part of speech and meaning and to write a sentence with the noun or the adjective.
Above level:
•
As above, have partners play the noun and adjective card game. Ask them to say the word, the meaning, and the part of speech. Have them write sentences with the noun and the adjective.
Writing Study
F Learn: Giving Examples
• Have volunteers read the explanation in the Learn box and the examples aloud. Ask How is the punctuation different when you use “such as” than when you use the other two example words? (for instance and for example both need commas before and after, but such as only needs a comma before.)
Correct the punctuation in the sentences.
• Have students do the exercise individually and then check in pairs.
ANSWERS
1–4 Commas should be added before and after for example, and for instance, and only before such as.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 96–97 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 96–97 Online practice Unit 10 • Communicate Classroom Presentation Tool Unit 10 • Communicate
Speaking
C Learn: Making Suggestions $ 2•28
COMMUNICATION
• Draw a chart with three columns and write headings: Make a suggestion, Respond with yes, Respond with no. Have a volunteer read aloud the ways to suggest (Why don’t we …? Should we …? Let’s …, How about …?) Have another say each one, filling in the phrase go to a movie.
• Have students read aloud the positive and negative responses as you write them in the columns.
• Play the audio and ask students to listen to the dialogue. Point out the different intonation at the end of the suggestions. It goes up for Should we …?.and down for Why don’t we …? and How about …?
• Have students in pairs practice filling in the dialogue with their own suggestions.
COLLABORATIVE LEARNING
• Form a circle. Have one student say Why don’t we go to the movies? to the student on their right. That student says one of the Yes responses from the columns on the board.
The next student in the circle responds with a No answer. The fourth student begins another question for two more students to answer.
Word Study
D
Learn: Suffix -ous
• Write mountains and mountainous and draw several mountains. Say There are a lot of mountains. This area is mountainous. Ask Which word is a noun? (mountains)
• Have a volunteer read the explanation of the suffix -ous and the sentence with famous. Point out that you delete e at the end of a noun before adding -ous.
Listen, say, and number the words. $ 2•29
• Have students listen and number the words. Then have them look up the definitions in the dictionary.
ANSWERS
1 envious 2 carnivorous 3 spacious 4 humorous
5 mountainous 6 venomous 7 marvelous
8 adventurous
E
Work with your partner. Write a noun for each
adjec
tive in D. Write sentences with the nouns and
adjectives.
CRITICAL THINKING
•
Ask students to recall the other suffixes they learned in Unit 1 (-able), in Unit 4 (-ment), and in Unit 8 (-ion). How did each suffix change the part of speech? (-able changed verbs to adjectives, -ment and -ion changed verbs to nouns) Ask How is the suffix -ous different? (It changes a noun to an adjective.)
• Have students work with partners to write sentences with the nouns and the adjectives.
DIFFERENTIATION
Belo
w level:
•
Have students play a card game in pairs. Partners make a word card for each noun and adjective.
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136Units 9 and 10 • Wrap Up
COLLABORATIVE LEARNING
• Divide the class into groups of five. In each group, have
students read the model brochure aloud, with each
student reading one section, including the labels on the
left (Welcoming message, First point, Second point, Third
point, Conclusion). More confident readers should read the
longer sections.
•
When the group is finished reading, ask each student to say one thing that was mentioned about Brazil in the section they read. For example, Brazil has great food. There are many species of birds in the Amazon.
21ST CENTURY SKILLS
B Answer the questions.
• Have students work individually to write the answers to the three questions. For the second question, ask them to look at the first words used in the first three points and the conclusion (First, Next, Then, Finally).
CRITICAL THINKING
CREATIVITY
C Learn: Writing a Travel Brochure
• Have three volunteers read each of the points in the Learn box.
COMMUNICATION
• Ask students to individually re-read the essay model. Ask volunteers to tell the class where each of the transition words are in the model brochure. Have everyone circle those words.
COLLABORATION CRITICAL THINKING
• Ask a volunteer to find a sentence in the model about wildlife in Brazil and have everyone circle the sentence they find. Have four other volunteers find sentences for cities, customs, traditions, and foods for the class to circle.
COLLABORATION CRITICAL THINKING
Units 9 and 10 Wrap Up page 106
Summary
Objectives: To show what students have learned about the language and learning points of Units 9 and 10.
Reading: Comprehension of a reading text
Writing: Write a travel brochure
Materials: Big Question Video, Discover Poster 5,
Big Question Chart
Writing
A Read this travel brochure.
CRITICAL THINKING
• Talk about the types of writing students have learned so far. Say In the last writing project, we learned to write a descriptive essay. What was the purpose of that kind of writing? (to give a description) What kind of descriptive words did that essay use? (adjectives)
• Ask students to recall the other three writing tasks from Units 2, 4, and 6 (report, persuasive e-mail, opinion essay)
• Say Next you will be writing a travel brochure. Ask What do you think a travel brochure is? (It tells about a place to travel to.) How is a travel brochure similar to each of the other four types of writing we did? (It’s like a report because it gives information. It’s like a persuasive e-mail because it tells people why they should go to a place, and it uses descriptive language like a descriptive essay.)
• Divide the class into mixed-ability groups to read the travel brochure.
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137Units 9 and 10 • Wrap Up
• Encourage students to pretend to be travel agents who
are trying to convince visitors to travel to that country.
COLLABORATION COMMUNICATION CRITICAL THINKING
CREATIVITY
• Visitors can also come from another classroom to attend the fair and see all the brochures.
Units 9 and 10 Big Question Review
What do different cultures give to the world?
A Watch the video. What things do you see from
different countries?
• Play the video. When it is finished, ask students to share
what they know about the images of countries and
cultures.
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 5. Have students work in groups. Assign one learning point to each group. Have each group list some examples they have learned related to that point and read aloud their ideas.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about countries and cultures while studying this unit.
• Then have students share their ideas with the class
• Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 98–101 Online practice • Wrap Up 5 Classroom Presentation Tool • Wrap Up 5
Write: Now go the Workbook to plan and write
your own travel brochure.
DIFFERENTIATION

Below level:
•
Have students work in small groups to plan their brochures,
using the Workbook page. Have them pick one country for
the group. They may pick their own country or one they
are interested in. Students will make their own brochures,
but choosing a country together will allow them to share
information.
COLLABORATION CRITICAL THINKING
• Have students research the country on the Internet. Work with them to pick four pieces of information, about animals, cities, traditions, and food.
COLLABORATION
CRITICAL THINKING
• Have students write the country name in the first square of the Workbook flow chart, along with the first of the four topics they will use. Have them write the other three topic words in the other squares.
COLLABORATION
CRITICAL THINKING
• In the outline in the Workbook have them write the name of the country, then a sentence about each of the four topics in the detail squares, and a conclusion in the bottom box.
COLLABORATION CRITICAL THINKING
• Have students write and illustrate their brochures, following the model and including at least two sentences in each section.
COLLABORATION CRITICAL THINKING CREATIVITY
At level:
•
Have students work in pairs. Have each pair choose a different country for their brochure. Follow the procedure above to use the Workbook page for planning the brochure.
COLLABORATION CRITICAL THINKING
• Remind students to include both descriptive words and persuasive information in their brochures.
CRITICAL THINKING CREATIVITY
• Have students make detailed illustrations with captions. Have students include at least three descriptive sentences in each of the three points and the conclusion of the brochure.
CRITICAL THINKING CREATIVITY
Above level:
• As above, have students work in pairs to brainstorm topics and write outlines, using the Workbook page. Ask them each to choose a different country. They may help each other with ideas and ways to do the research.
COLLABORATION CRITICAL THINKING CREATIVITY
• Encourage students to include a lot of descriptive adjectives in their text and details in the illustrations.
CRITICAL THINKING CREATIVITY
• Ask students to include four to five sentences in each of the three points and the conclusion.
CRITICAL THINKING
CREATIVITY
D Make and present your travel brochure.
• Have a travel fair in your classroom. For each country that students have picked, set up a table. Students with brochures for that country will take turns standing at the table to show their brochures to the visiting students. Set up a schedule to allow all students to be visitors and presenters.
COMMUNICATION COLLABORATION
CRITICAL THINKING CREATIVITY
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138 Units 11 and 12 • Big Question
Reading Strategies
Students will practice:
•
Understanding cause and
effect
•
Thinking about the five Ws
Writing Study
Students will understand:
•
Colons
• Irregular past participles
Speaking Students will understand
and use expressions for:
•
Interviewing
• Asking for advice
Listening
Students will practice:
•
Listening for key words
• Listening for gist
Grammar Students will understand
and use:
•
The passive
• The past passive
Word Study
Students will understand and use:
•
Words with prefixes im- and in-
• Synonyms
Vocabulary Students will understand and use words about:
• Mountains, climbing mountains
Units 11 and 12 Why are mountains important? Students will understand the Big Question
learning points:
•
Mountains form glaciers, which are important for the water cycle.
• Mountains are home to animals and insects that live there.
• Some food we eat grows in the mountains.
• Mountains are beautiful and give us places to explore.
• We can hike and climb in the mountains.
Wrap Up
Students will review the
language and Big Question
learning points of Units
11 and 12 through:
• Writing and presenting a story
Units 11 and 12
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139
Units 11 and 12 Big Question page 108
Summary
Objectives: To activate students’ existing knowledge of
mountains and identify what they would like to learn about
the topic.
Materials: Big Question Video, Discover Poster 6,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask Why are mountains important? Ask volunteers to name mountains that they have been to. Ask What did you do there? Were there any people or animals living there?
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What are some places we saw in the video? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students write several sentences describing one or more of the images of mountains shown in the video. Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the images of mountains in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the images of mountains they saw in the video and read it to the class. Ask them to tell what the most interesting thing in the video was.
B Look at the picture and discuss it with your class.
CRITICAL THINKING
• Talk about the big picture. Ask Have you ever seen mountains that looked like this? Where? Discuss clues in the picture that could tell you something about the location, climate, or temperature. For example, ask What season could this be? What might this picture look like if it was winter? (There would be snow on the mountaintops in winter, so it probably is spring or summer.) What does the type of trees you see tell you about the location or climate? (They look like trees that grow in colder climates.)
• Discuss the two questions in the Student Book.
C Think and answer the questions.
COMMUNICATION
• Ask students to talk about mountains. If there are mountains in your area, ask students to tell their experiences there. Ask what they did and what other activities people can do in the mountains. (Possible answers: camping, hiking)
• Ask If you could climb Mount Everest, the tallest mountain in the world, would you climb it? Why would you climb it?
Expanding the topic
DIFFERENTIATION
Below level:
•
Display Discover Poster 6. Divide students into groups of four. Ask each student to write a sentence about one of the four images on a piece of paper. Have them number their papers. Have them pass their papers to the next student who writes a sentence about that image. The end product will be four sentences about each image.
• Ask each student to read aloud the four sentences about one of the images.
At level:
•
Display Discover Poster 6. Divide students into groups of four. Ask each student to write several sentences about one image. Then have them switch papers and write several sentences about a second image.
• Have students read aloud their descriptions.
Above level:
•
Display Discover Poster 6. Have students work in pairs. Have each student write a description of all four images on the poster. Have them trade papers and read aloud the descriptions to the class.
COLLABORATIVE LEARNING
• Form a circle. Display Discover Poster 6. For each image in the poster, ask students to imagine they are in the scene. Have the student on your left begin a description of what they are experiencing. For example, I’m standing by a mountain stream. Have the next student continue the description. I feel cool mountain air. Continue with each student in the circle adding to the description. Then start again with the next image.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about mountains and why we need them?
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
Discover Poster 6
1 Ski lift in the Alps; 2 Mountain goat in Rocky Mountains, U.S.; 3 Terraced rice fields in Muong Hoa Valley in Vietnam; 4 Waterfalls in Henan Province, China; 5 Hikers in Nepal hiking near Mt. Everest
Further Practice
Workbook Unit 11 page 102 Online practice • Big Question 6 Classroom Presentation Tool • Big Question 6
Units 11 and 12 • Big Question
Units 11 and 12
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140
Summary
Objectives: To understand words about mountains; to
apply own experience and a reading strategy to help
comprehend a text.
Vocabulary: glacier, mountain range, peak, altitude, valley,
steep, slope, hill, terrace, effective, water cycle, vapor
Words in context: transformed, condenses, released, flows,
storing, resources
Reading strategy: Cause and effect
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 3•02
• Play the audio of the words. Ask students to repeat the
words as they hear them. Pause the audio and ask if any
of these words are familiar. Have volunteers give the
meanings of any of the words they know.
•
Ask students to find the following: - One word with a suffix -ive
(effective). Ask What noun do
you think this word comes from? (effect) - Two words that are adjectives (steep, effective). - Three words that are nouns that describe concepts or things we can’t point to (altitude, vapor, water cycle).
•
Point out the stress on the first word of the two-word vocabulary items, and the way the intonation starts high on the first word and ends low on the second: water cycle, mountain range.
Unit 11 • Get Ready
• Play the audio of the words again and continue on to the sentences, with students reading along silently.
COLLABORATIVE LEARNING
• Have students work in pairs. Each of them will write six of the vocabulary words on a piece of paper. Have them re-read the sentences to themselves and write what they think the definitions are for those six words, based on the sentences.
• Have pairs trade papers and mark if they think their partner’s definition is correct or incorrect. Have them return the pages to their partner.
• Have partners each look up the six words in the dictionary pages and mark their papers correct or incorrect. For ones that are not correct, have them write the correct definition.
• Have partners trade papers again and each make six vocabulary cards for their partner’s words. They write the word on one side and copy the correct definition onto the other side of the card.

• Have students take turns reading a word from a card for their partner to say the definition.
CRITICAL THINKING
• Encourage discussion of vocabulary words by asking questions about the difference between words that are easily confused. For example, What is the difference between steep and slope? (Steep is an adjective that describes a slope, which is a noun. Steep can also describe other things like stairs.)
Unit 11 Get Ready page 110
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141Unit 11 • Get Ready
At level:
• Have students work in pairs. Write six causes on index
cards and give three to each partner. (See suggested
causes and effects above.) Have students write a result for
each cause on a card.
•
Have students mix the cards. Each student picks a card and reads it aloud for their partner to find the matching cause or effect.
• Have them label the cards cause or effect.
Above level:
•
Pair students. Have each partner write four causes on index cards and label each one cause. Then have them trade cards. Have the partners write effects for each causes on separate index cards and label them effect.
• As above, mix the cards and have partners pick cards, read them aloud, and find the matching cause or effect.
E Words in Context: Scan the text on pages
112–113 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have students mark which of the six words they think are verbs or nouns. (resources is a noun, the other five are verbs) Ask What clues might tell you the part of speech if you don’t know the word? (two of them end in -ed, one ends in -ing, so they look like verbs)
• Have partners each scan one page of the reading and circle the words. Remind students that as they read they will figure out the meanings.
F Turn to pages 112–113, and read the headings.
W
hat do you think you’ll learn about mountains?
•
Ask what the title and headings of the reading tell them about the main purpose of the text. (It is to explain why mountains are important.)
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (informational)
• Ask students to recall other informational texts they have read, such as Teeth in Unit 4, and Chatterboxes in Unit 8. Ask What is the purpose of an informational text? (to present factual information) Name several of the reading formats students have learned, including historical fiction, mysteries, and articles. Ask Which of these are also informational texts? (articles)
Further Practice
Workbook Unit 11 pages 102–103 Online practice Unit 11 • Get Ready Classroom Presentation Tool Unit 11 • Get Ready
• Ask What is the difference between a slope and a peak? (Both are parts of mountains. A slope is the surface or side of the mountain, a peak is the pointed top of the mountain.)
B Look at the picture and number the words.
• Have students work in pairs to complete the exercise. Have partners check each other’s answers.
ANSWERS
6 mountain range, 4 peak, 2 slope, 1 valley, 5 glacier, 7 terrace, 3 hills
C Circle T (F (False)?
• Ask students to work individually to circle true or false. Discuss each answer as a group. Ask volunteers to say why each answer is true or false. Ask questions to encourage more language use. For example, What does it mean for a medicine to be effective? (The medicine works and makes you feel better.)
ANSWERS
1 T 2 T 3 F 4 T 5 T 6 F
Before You Read
Think
• Ask volunteers to tell the class about experiences they have had growing plants, or seeing plants grow. Ask what crops they have seen growing in your area and talk about whether these crops are in the mountains or not.
D Learn: Cause and Effect
• Have a volunteer read the Learn box and the example. Ask Why did I get wet? (because it was raining) Point out that the answer to a why question, because, tells us about a cause. You can also say I got wet because it was raining.
Read the article. Then fill in the organizer.
• Have students read the paragraphs and write two more causes and effects.
• Divide students into groups by ability level and have them identify cause and effect as described below.
ANSWERS
Cause: The right amount of rain fell.
E
ffect:
There was a big harvest of grains and vegetables.
Cause: Bucky Goals got injured.
Effect: He stopped playing soccer.
DIFFERENTIATION

Below level:
•
Write four causes and four effects on index cards for a total of eight cards (see below). Mix the cards and give them to a pair of students. Have one partner read a card aloud and the other find the matching cause or effect.
• Ask students to label on the cards which is the cause and which is the effect. Repeat for all the cards.
• Use these causes and effects or others: Causes: It was raining. My car ran out of gas. My pants ripped. Eight inches of snow fell. Effects: We put up our umbrellas. I bought more gas. I put on different pants. I had to shovel my driveway.
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142Unit 11 • Read
Summary
Objectives: To read, understand, and discuss an
informational text; to apply a reading strategy to improve
comprehension.
School subject: Earth Science
Text type: Informational text (nonfiction)
Reading strategy: Cause and effect
Big Question learning points: Mountains form glaciers,
which are important for the water cycle. Mountains are home
to animals and insects that live there. Some food we eat grows
in the mountains. Mountains are beautiful and give us places
to explore.
Materials: Audio CD
Before Reading
•
Have a volunteer read the title and the three headings of
the text. Have another volunteer describe what they see
in the picture. (Possible answers: A hawk is flying over the
mountain, a bear is sitting in the grass, a llama is standing
at the edge of a cliff, there are two houses with trees around
them)
•
Ask What do you know about mountains just from reading the title, the headings, and looking at the picture? (Possible answers: Mountains have animals, water, and food. Many animals and plants live in the mountains. People can live there, too.)
• Have volunteers take turns reading the highlighted vocabulary words aloud and reviewing the meanings for the class.
• Have another volunteer read the six words in context that students circled and the sentences that contain the words. Ask if they know the meanings of any of these words already.
• Remind students they will be looking for these word meanings in the context of the sentences as they read.
During Reading $ 3•03
• Play the audio. Have students listen and read along.
• After listening once through, have students re-read each paragraph silently at their own pace.
• At the end of each section, discuss the section they just read before moving on to the next one.
CRITICAL THINKING
• Ask questions to generate discussion: People sometimes say the disappearance of glaciers is a problem. Re-read the third paragraph. How would a mountain be affected if a glacier melted? (The water would not be stored as easily.)
• Ask students to re-read the last paragraph. Ask Why does a mountain valley have a lot of water? (because it flows down the mountain and the valley is the lowest point)
DIFFERENTIATION
Below level:
•
After listening to the entire reading, divide students into groups of four.
• Guide students to summarize selected paragraphs of the reading by writing one or two sentences telling some of the main points of that paragraph. For example:
Unit 11 Read page 112
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143Unit 11 • Read
CULTURE NOTE
There are mountains in all of the seven continents in the
world. The highest mountain ranges in each continent are
as follows:
Asia: The Himalayas and the Karakoram
Africa: Kilimanjaro
Europe: The Caucasus
North America: Alaska Range
South America: The Andes
Oceania: Sudaman Range
Antarctica: Ellsworth Mountains
Of these ranges, the highest are the Himalayas. The
highest mountain peak in the world is Mt Everest in Tibet/
Nepal.
Further Practice
Workbook Unit 11 page 104
Online practice Unit 11 • Read
Classroom Presentation Tool Unit 11 • Read
- Paragraph 1: Mountains are important because they provide water. They provide water for more than half the people in the world. - Paragraph 2: In the water cycle the sun warms the water and it becomes vapor. The vapor cools into drops of water. They become rain or snow that goes into streams, rivers, lakes, and the ocean.
• Start the first paragraph for them, and provide sentence starters as necessary.
At level:
•
After listening to the entire reading, divide students into groups of four. Have each student summarize two paragraphs of the reading (see examples above), writing two to three sentences for each paragraph.
• Have each student in the group read the summary of their paragraphs to the class.
Above level:
•
After listening to the entire reading, divide students into groups of three. Have each student summarize one section of the reading (Water, Animals, or Food), with each student writing two to three sentences for each paragraph in their section.
• Have students read their summaries of the sections to the class.
After Reading
• Ask students to write one interesting thing they remember from each section of the reading. Then ask volunteers to read their sentences aloud to the class.
COLLABORATIVE LEARNING
• Divide students into groups. Have each group work on a paragraph together entitled A Day on a Mountain. Have them choose an animal or a person who lives on a mountain. Or, they may choose something that is not alive, like a drop of water, a stream, or a cloud and describe what happens to water on a mountain.
• After students have agreed on a topic, have students each take a turn telling one idea for the paragraph. For example, Student 1: I’m a llama. I wake up every day on my mountain. Student 2: First I start eating grass that lives on the mountain. Student 3: I walk down the slope to the stream to drink water.
• After each student says their line, they write it in the group paragraph.
• Have students in the group draw a picture to go with the paragraph, labeling the picture if appropriate to show some of the details of the paragraph.
• Have one student from each group read the paragraph to the class and show the picture.
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144Unit 11 • Understand
each cause and effect (see the possible answers below) by
asking why questions about lines in the text. For example,
Why does water flow down the slopes? Why are animals
becoming rare?
At level:
• Have students work in pairs. Follow the procedure above for the first cause and effect. Then provide a list of causes (see possible answers below) and ask students to find the effects for each one.

• Have them list the causes and effects in the organizer.
Above level:
•
Have students work in pairs. Provide a list of clues about where to find causes and effects in the reading, and allow partners to locate them with less guidance. Have them list the causes and effects in the organizer.
POSSIBLE ANSWERS
Cause: You are thirsty. Effect: You drink water;
Cause: The sun warms the water. Effect: The liquid
bec
omes vapor;
Cause: The snow melts. Effect: Water
flows down the slopes; Cause: People are taking land
and resources. Effect: Animals are becoming rare;
Cause: Water flows down mountains. Effect: Valleys have
a lot of water.
B
Circle the correct answer.
• Have students work in pairs to answer the questions, checking each other’s answers in the reading.
ANSWERS
1 b 2 c 3 d 4 d
Unit 11 Understand page 114
Summary
Objectives: To demonstrate understanding of an informational text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: The Passive
Grammar practice: Workbook exercises
Grammar production: Identify and write passive sentences
Materials: Audio CD
Comprehension
Think
•
Have students tell partners three things they learned from
the text. Discuss ideas as a class.
A
Fill in the organizer with causes and effects from
the t
ext on pages 112–113.
•
Remind students that to find a cause you can ask a Why question. The answer with Because tells the cause.
• Have students work in groups to complete the organizer. Provide differentiated support as outlined below.
DIFFERENTIATION
Below level:
•
Guide students to find causes and effects for the organizer. Start by directing them to the first paragraph and ask Why do you drink water? (because you are thirsty) Ask students to write the cause (you are thirsty) and the effect (you drink water) in the organizer. Continue guiding them through
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145Unit 11 • Understand
COLLABORATIVE LEARNING
• Provide a list of verbs in active and passive: eat, grow ,
make, show; is eaten, is grown, is made, is shown. Form a
circle. Say and write a sentence The baker makes cookies.
Ask the next student in the circle to change it to the
passive. Cookies are made.
• Then that student says an active sentence for the next student to change to passive.
F Choose three sentences below and rewrite them
in the passiv
e. Then say them to your partner.
•
Have students do the exercise individually. Then they work in pairs for the following activity.
ANSWERS
Students write three of the following: Pizza is eaten in many countries. Corn is grown in the Andes. Rice is not grown in England. Are apples grown in Korea? French fries are made from potatoes.
COLLABORATIVE LEARNING
• Have students work in pairs. Ask partners to write each of the five sentences on a separate card. Then have them split the sentences and write the matching passive sentences on separate cards.
• Have them mix up the ten cards and put them in a card pool between them.
• Each student picks a card and they race to find the matching sentences for their cards from the pool. Have students read each of the sentences aloud.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 105–107 Online practice Unit 11 • Understand Classroom Presentation Tool Unit 11 • Understand
C Words in Context: Look again at the words
y
ou circled in the text. Write them in the correct
sentences.
•
Ask students to look at the words in context that they circled in the story. Have volunteers read the sentences from the text containing each one. Discuss the meaning students got from the context. Have partners check the meanings in the dictionary pages.
CRITICAL THINKING
• Do the exercise together. Show students how to use “process of elimination” when they are not sure of the answer. Have them try each of the six words in a blank. If they know the word is not right, they cross it out to eliminate it. If they are not sure, they put a question mark. Then they compare the words that have question marks.
• Have students read the sentences aloud to eliminate all but one choice. For example, in item 4, is it The cloud condenses water as rain and snow or The cloud released water as rain and snow? Ask What happens when it rains? Water falls. If water is falling, is it being condensed or released? (released)
ANSWERS
1 flows 2 storing 3 resources 4 released
5 transformed 6 condenses
Grammar in Use
D Listen and read along. Then circle True or
F
alse.
$ 3•04
• Have pairs read each part along with the recording. Then have two groups read aloud without the recording. Have students answer the questions.
ANSWER
True
E Learn Grammar: Passive
• Have a volunteer read the explanation. Then have another one read the first active example. Ask Who finds corn? (People find corn.) Say In this sentence we tell who finds the corn. Ask students to circle people and find. Say Now let’s change the sentence so that we don’t tell who does it. Read the passive sentence. Ask students to circle is found. Point out that the sentence does not have people, and find has changed to is found.
• Have a student read the examples of the question forms. Ask students to circle the auxiliary words (Do and Are)
and the main verb. Point out that the passive question does not tell who grows potatoes (farmers) and grow has
changed to grown. The passive question does not use Do but Are. Remind students that this passive question is
in the plural. Elicit the question form of the first passive example using Is.
Change the sentences to the passive. Write the
missing word.
•
Have students work in pairs to change the sentences.
ANSWERS
1 eaten 2 grown 3 climbed
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146Unit 11 • Communicate
B Listen again and complete the chart. $ 3•06
• Group students by ability level and follow the
differentiated procedures below for listening and
completing the chart.
DIFFERENTIATION
Belo
w level:
•
Ask students to take turns reading aloud the categories and information in the chart. Remind them they will be listening for this information.
• Play the recording. Pause after every few lines to check for understanding and to clarify phrases. For example, make sure students understand that climate varies according to where on Earth the mountain is. Pause to ask Does “climate varies” mean the weather is the same or different on different mountains?
• Pause after the two lines about mountain peaks and ask students to fill in the information in the chart for peak of the mountain. Pause after On higher slopes … and ask students what part of the chart this applies to (high up the mountain).
• Pause as often as necessary, and repeat the recording for students to check information.
At level:
•
Have students re-read the chart silently. Remind them they will be listening for this information.
• Play the recording again. Pause after each few lines and ask students to summarize what they heard. Then have them fill in relevant information in the chart before continuing the recording.
Unit 11 Communicate page 116
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for key words
Speaking: Interviewing
Word Study: Prefixes in- and im-: incorrect, impossible,
imperfect, inactive, impatient, indirect, inexpensive, impolite
Writing Study: Colons
Big Question learning point: Mountains are home to
animals and insects that live there.
Materials: Big Question Video, Discover Poster 6, Big
Question Chart, Audio CD
Listening
Think

• Ask the Think question and write students’ responses. Ask how they could find out the weather on mountains in other parts of the world.
A Learn: Listening for Key Words
• Have a volunteer read the Learn box aloud. Then have another read the information in the chart in B.
Listen. What is the woman talking about? Check ✓
the correct box. $ 3•05
• • Have students listen to the recording and answer the
question.
ANSWER
mountain weather
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147Unit 11 • Communicate
Writing Study
E Learn: Colons
• Have a student read aloud the explanation and example.
• Complete these sentences with your own lists. Use a
colon and include at least three things.
•
Ask students to do the exercise in pairs.
ANSWERS
Students’ own answers.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 108–109 for further practice of the Word Study and Writing Study.
Big Question 6 Review
Why are mountains important?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 6.
• Refer to the learning points covered in Unit 11 and have students explain how they relate to the pictures.
• Return to the Big Question Chart.
• Ask students what they have learned about mountains while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 108–109 Online practice Unit 11 • Communicate Classroom Presentation Tool Unit 11 • Communicate
• Pause as often as seems necessary and repeat the recording again for students to check information.
Above level:
•
Have students re-read the chart silently. Remind them they will be listening for this information, and ask them to raise a hand when they hear information about the first row of the chart. They may also raise a hand if they need you to pause to clarify the meaning. When you pause, have students fill in what they know. Have volunteers read the completed chart.
ANSWER
Plants: some small plants; many plants and trees
Animals: no animals; a few animals; many animals
Weather: very cold; cold, wet, and windy; warm with some
snow in winter.
Speaking
C
Take turns interviewing each other about living
in the moun
tains.
$ 3•07
• Play the recording and have students read along silently. Then review the list on the left that students will use to fill in their own interview dialogues.
COLLABORATIVE LEARNING
• Have students work in pairs. Ask them to practice the dialogue, filling in the parts of the mountain they would like to live in, and the activities and weather.
• Have students each write a paragraph about their partner, based on the interview they just did. Have partners read the paragraphs to the class.
Word Study
D Learn: Prefixes in- and im-
• Ask students to recall what they learned about the prefix in- from Unit 3. Ask What does in- mean? (not)
• Have a volunteer read the explanation aloud.
Listen and say the words. Write the words by
adding in- or im-. Write sentences in your notebook
with the words you made by adding prefixes.
$ 3•08
• Have students work with partners to listen to the
recording and complete the exercise. Remind them to
listen carefully to determine if each word has in- or im-.
Then ask them to look up the words in the dictionary
pages to check the spellings.
•
Have them work together to write the sentences.
ANSWERS
1 incorrect 2 impossible 3 imperfect 4 inactive
5 impatient 6 indirect 7 inexpensive 8 impolite
CRITICAL THINKING
• Ask students to recall the prefix mis- from Unit 6. Ask students to compare mis- to in- and im-. Ask them to tell what they each mean and how they are the same or different. (The prefix mis- means bad or wrong. The prefixes in- or im- mean not. They are similar because mis-, in-, and im- all create opposites when you add them to a word.)
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148Unit 12 • Get Ready
syllable words. There is stress on the first and last syllables
min and ture and the syllables i and a are quick.
•
Repeat the list several times keeping the rhythm the same for all the words. Then speed up and see how fast students can say the list.
• Have students listen to the sentences and read along.
• Talk about the parts of speech. Say There is only one noun. What is it? (arch) Ask what part of speech the other words are (verbs and adjectives). Students will be able to tell the part of speech from the use in the sentences and confirm them when they look up the words.
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each student write three of the words on separate pieces of card. On the other side of each card, have them write the part of speech based on the meanings they get from the sentences. (Have them use pencil.)

• Ask students to look up the definitions in the dictionary pages. They will check the part of speech and correct it on the cards if necessary, then write each definition beneath the part of speech.
• Have students make a pile of verbs (five cards) and a pile of adjectives (six cards). Have students take turns picking a verb card and then an adjective card and saying a sentence with each of the two words.
Unit 12 Get Ready page 118
Summary
Objectives: To understand words to describe mountains;
to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: endless, stammer, awestruck, jagged, pointy,
miniature, stern, arch, mutter, squirm, scowl, stretch
Words in context: silhouette, shielded, teasing, folded,
embarrassed, distant
Reading strategy: The five Ws
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: Why are mountains
important? Say In the last unit, we learned reasons why
mountains are important. Now we will learn descriptive
words from a story about mountains.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 3•09
CREATIVITY
• Play the audio. Ask students to listen and repeat each word. Pause the audio after the words.
• Ask students to say all the words with you in rhythm. Point out that all of the two-syllable words have the stress on the first syllable. For the word miniature, even though it has four syllables, it has the same rhythm as the two-
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149Unit 12 • Get Ready
Above level:
• Have students work in pairs. Follow the procedure above.
When students have completed the chart, ask them to
write sentences describing their process – how they
determined each of the five Ws.
POSSIBLE ANSWERS
Who – Ana, her older brother; What – a marathon; Where
– home, the stadium; When – before 8 a.m.; Why – in
memory of her mom
E
Words in Context: Scan the story on pages
120–121 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have a volunteer read the six words. Ask students if they know any of the meanings. Then ask if they can tell which ones are verbs and which ones are adjectives. Point out that although three of them end in -ed, they may not all be verbs. They will need to look at the words in context to determine the parts of speech and the meanings. (They will find that “embarrassed” is an adjective.)
• Have students scan the reading for the words to circle. When they read they will determine the meanings.
F Now turn to pages 120–121. Read the title and
look a
t the pictures. What do you think the story is
about?
•
Have students look at the pictures on the reading pages. Ask How many characters do you think the story has?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (fictional narrative) Have students read the description in the preview.
CRITICAL THINKING
• Ask How is a fictional narrative different from a historical narrative? (Historical narrative is nonfiction and is based on things that really happened.) How is a fictional narrative the same or different from a fantasy? (Both are fiction. They have characters, plot, and a setting. A fantasy cannot happen in real life, but the events in a fictional narrative can.)
Further Practice
Workbook Unit 12 pages 110–111 Online practice Unit 12 • Get Ready Classroom Presentation Tool Unit 12 • Get Ready
B Circle the one that doesn’t belong.
CRITICAL THINKING
• Discuss the categories that each group of four words belong to. Ask What do these four words have in common? For example, all the words in item 1 are all descriptions of size. All of the words in item 2 are adjectives about people’s feelings or behavior. In item 3 they are all verbs – actions you do with your face.
• After naming each category, discuss each meaning to figure out which one is different than the other three.
ANSWERS
1 huge 2 cheerful 3 smile 4 limited 5 listen
6 rounded
C Choose the best word to complete each
sen
tence.
COMMUNICATION
•
Have partners work together to complete the exercise. First have them review the definitions of each word. Then have them choose and write the correct words.
ANSWERS
1 jagged 2 awestruck 3 stretch 4 arch 5 squirm
Before You Read
Think
• Ask What does it mean to explore? (to discover new places) What is an explorer? (a person who explores) Ask what qualities you would need to be good at exploring, and why they would be important.
D Learn: The Five Ws
• Have volunteers read the Learn box explanation aloud.
Read the story. Then fill in the chart.
• Follow the differentiated suggestions below to fill out the chart of the five Ws for the paragraph.
DIFFERENTIATION
Below level:
• Have students work in pairs. List, with their help, what each of the five Ws tells us: Where – a place, When – a time, What – something that happened, Why – a reason, Who – a person.
• Have partners take turns reading aloud the sentences. For each of the Ws, ask them to circle words for names (Ana), places (stadium), times (8 a.m.). For What and Why, ask them to describe what Ana was going to do (run a marathon). Help them find the reason (in memory of her mom) and explain if necessary. Guide them in completing the chart.
At level:

• Have students work in pairs. Ask students to list what each of the five Ws tells us (see above). Have students read the passage silently. Have them help each other find words and phrases in the text to circle for each of the five Ws, helping them as necessary, especially with the reason for Why.
• Have students complete the chart and read it aloud.
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150Unit 12 • Read
Entwhistle’s secret fort. The mountain was named for the
famous explorer.)
What did Samantha know about the tower, and how did she
know? Why didn’t she think it was a secret fort? (She had read
that it was an old weather station, so she did not think it was
a secret fort.)
Why did Robert stammer when the man opened the tower
door? (He was surprised to see someone.)
What does the author want you to think at the end of the
story? (Maybe this man really is Geoffrey Entwhistle, the lost
explorer.) Why do you think the author does not tell you his
full name? (Maybe she wants to keep it a mystery.)
During Reading
$ 3•10
• Have volunteers take turns reading the highlighted vocabulary words aloud and saying their meanings.
• Have another volunteer read the six words in context that students circled. Remind students that they will be looking for these word meanings in the context of the sentences as they read.
• Play the audio. Have students listen and read along.
CREATIVITY
• After listening to the entire reading, have students work in small groups to read it again and to do dramatic readings aloud as outlined below.
Unit 12 Read page 120
Summary
Objectives: To read, understand, and discuss a fictional narrative; to apply a reading strategy to improve comprehension.
School subject: Earth Science
Text type: Fictional narrative (fiction)
Reading strategy: The five Ws
Big Question learning points: Mountains are beautiful and
give us places to explore.
Materials: Audio CD
Before Reading
• Ask students to recall the type of text they are about to
read (fictional narrative). Ask What are three elements of
fictional stories? (plot, characters, setting) Ask what they
know so far about those three elements from the pictures
and the preview they read. (Setting: It takes place on a
mountain. Characters: a boy, a girl, and an old man. Plot: The
kids meet an old man in the mountains.)
•
Have them read just the first two lines. Ask What are the names of two characters? (Samantha and Robert)
CRITICAL THINKING
• Ask the following questions to encourage discussion and check understanding: Why do you think the children were trying to find the old stone tower? (Possible answers: They thought it was interesting. They wanted to explore.) What did Robert think the tower was? Why do you think he may have thought that? (He thought it was Sir Geoffrey
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151Unit 12 • Read
others dictate. Have groups share their story additions
with the class.
CULTURE NOTE
The story takes place in the Andes Mountains. The Andes are a mountain range that runs along the Western coast of South America. The mountains go through seven countries: Argentina, Bolivia, Chile, Colombia, Ecuador, Peru, and Venezuela.
Further Practice
Workbook Unit 12 page 112 Online practice Unit 12 • Read Classroom Presentation Tool Unit 12 • Read
DIFFERENTIATION
Below level:
•
Have students work in groups of three. Assign the students the parts of the characters: Samantha, Robert, and the old man (Geoffrey).
• Ask students to scan the reading to circle the parts that have dialogue. Then have them each highlight the part they will read.
• Narrate the story, with the three students reading their characters’ parts aloud when you get to those lines.
At level:
•
Have students work in groups of four. Assign three of the students the parts of Samantha, Robert, and the old man, and the fourth student the part of the narrator.
• Have each student re-read silently, highlighting the parts of the story they will be reading aloud.
• Have the narrator and the characters read aloud.
Above level:
•
As above, have students work in groups of four, with three students reading the characters and one reading the narrator. Ask students to concentrate on reading with expression.
• Have students pick a portion of the reading to memorize. Have them practice without the book.
• Ask the group to do a dramatic reading for the class of the whole reading from the book, and the memorized portion without the book.
After Reading
• Ask students to look at the six words in context from page 119 that they circled.
• Have volunteers read the sentences with the words shielded, folded, and embarrassed. Ask Which of these words are verbs? (shielded, folded) Which one is an adjective? What does it describe? (embarrassed; it describes Robert’s face)
• Guide students to try to figure out the meanings that they are unsure of. For example, the sentence for silhouette describes that the silhouette is dark and jagged. The phrase silhouette of Entwhistle Peak tells us that it has something to do with the mountain. Students may guess it has something to do with the shape. Ask students to look up the word in the dictionary pages. They will find out it is a dark shape and outline, in this case of a mountain.
• Have students work in pairs to look up the rest of the six words in context. Have them tell each other the meanings they guessed and then read the dictionary definition. Have them write each definition.
COLLABORATIVE LEARNING
• Have students work in mixed-ability groups to write what they think may happen next in the story. Ask questions to encourage them to think of ideas. Ask After the man gives his name, do you think the children ask his last name? What does he say? Is he Geoffrey Entwhistle? Does he tell them more about his secret fort? What does he tell them?
• Have each group discuss the possible next events. Then have them write a paragraph describing these events. Have a confident writer write the sentences that the
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152Unit 12 • Understand
doing Where, When, and Who are finished sooner, they can
help with Why and What, which are harder to answer.
•
Have students each read what they found. Then have students each fill in the chart with the five pieces of information.
POSSIBLE ANSWERS
Who? a boy, a girl, and an old man. What? Two children looked for a tower on a mountain. Where? mountain in the Andes. When? during the day. Why? They were exploring.
B Circle the correct answer.
• Have students work individually to do the exercise. Then pair students to check each other’s answers.
ANSWERS
1 c 2 b 3 a 4 d
C Words in Context: Look again at the words
y
ou circled in the story. Write them in correct
sentences.
•
Have students review the meanings of the words in context that they wrote in the last lesson.
• Have students complete the sentences individually.
ANSWERS
1 folded 2 embarrassed 3 silhouette 4 shielded
5 distant 6 teasing
Unit 12 Understand page 122
Summary
Objectives: To demonstrate understanding of a fictional narrative; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Past Passive
Grammar practice: Workbook exercises
Grammar production: Write passive sentences
Materials: Audio CD
Comprehension
Think
•
Ask partners each to tell why they liked the character they
picked as their favorite. Ask them to describe the setting
and answer the questions.
A Re-read the story and fill in the chart. Then
c
ompare answers with your partner.
•
Ask students to recall the five Ws and what each one tells about. Remind students that where can tell the exact location, or also the country or region. When can tell a time, a day, daytime or night-time, a season, or whether the story is in the past or present.
COLLABORATIVE LEARNING
• Have students work in groups of five. Assign each student one of the five Ws: Where, Who, What, When, Why.
• Have the students each read silently, circling any information related to their question word. If students
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153Unit 12 • Understand
F Work with your partner. Take turns re-telling the
st
ory using the passive.
COMMUNICATION
•
Ask for volunteers to change the first two sentences.
• Then pair students and ask them to change all of the
sentences to the passive as they say the story aloud.
CRITICAL THINKING

• Point out that although we can practice changing all of the sentences in the exercise to the passive, we rarely write only using the passive. It is much more common to use a combination. Ask When do we use active sentences? (When we want to know who did the action.) Which sentences would be better to keep as active? Why? (Possible answer: Children played games; Adults gave children gifts; Restaurants prepared ice cream and sodas. In these sentences it is helpful to know who did the actions.)
ANSWER
Last year, a big party was organized in my town. Decorations were put up. Food was cooked and music was played. Games were played. Gifts were given. A lot of candy and cakes were eaten. Ice cream and sodas were prepared. Fireworks were lit. It was a fantastic party!
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 113–115 Online practice Unit 12 • Understand Classroom Presentation Tool Unit 12 • Understand
Grammar in Use
D Listen and read along. Then circle True or
F
alse.
$ 3•11
• Have students listen to the audio as they read along silently. Play the audio a second time.
• Then ask pairs of volunteers to read the two parts. Discuss as a class whether the sentences mean the same thing.
ANSWER
True
E Learn Grammar: Past Passive
• Review how to form the present passive. Write Farmers grow corn in the summer. Ask a volunteer to say this in the passive, without telling who is growing the corn. (Corn is grown in the summer.)
• Have a volunteer read the explanation of past passive. Have two other students read the sentences.
• Remind students that the passive can be used with either is or are in the present, and was or were in the past,
depending upon whether singular or plural is needed. (The weather forecast is / was shown. The weather forecasts are / were shown.)
DIFFERENTIATION

Below level:
•
Divide students into groups of four. Distribute four blank strips of poster board. Students each write one of the four sentences from the Learn box on a strip.
• Have students cut the strips between each word, and then have each one mix the cards from their own sentence. Have students each reform their sentence.
• Then have the students mix all the words together from each other’s sentences and place them in the middle of the table. Have students take turns picking words from the middle. They each try to form one of the sentences, returning the card to the middle if it is not in the sentence and waiting for the next turn.
At level:
•
Follow the procedure above to make and cut apart sentence strips. To make it more challenging, make up two more active sentences and ask students to form the matching passive sentence. For example, My mom baked the muffins at home. The muffins were baked at home. The farmers grew the corn on the farm. The corn was grown on the farm.
• Have students mix the cut apart words from all eight sentences and try to reform them.
Above level:
•
Follow the procedure above to make, cut apart, and reform past active and past passive sentences. For this level, provide a list of verbs and ask students to make up the additional four sentences.
Read the story. Circle all the verbs you can find.
• Divide the class into groups to identify all the verbs.
ANSWERS
Students should circle: organized, put up, cooked, played, played, gave, ate, prepared, lit, was
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154Unit 12 • Communicate
ANSWER
A weather reporter
COLLABORATIVE LEARNING
• Have students work in groups of three or four. Have each
student take a turn being a weather reporter and giving a
report to the others. Have them each write their weather
report, including what they will say about temperature,
weather conditions, and a forecast of how the weather is
expected to change.
•
After writing the weather reports, have each student stand and give the report to the others. The other students take notes about the weather.
CRITICAL THINKING
• Ask What is the difference between telling the weather conditions and giving a weather forecast? (Weather conditions are something we know. A forecast is a prediction.)
• Ask What weather forecast would you like to see if you were going on a hike in the mountains? Would you prefer to have bright sun all day, or partly cloudy skies? Why?
B Listen again and circle the correct answer. $ 3•13
• Play the audio again. Ask students to listen for the answer, and for other details. Have volunteers say what additional information they understood.
Unit 12 Communicate page 124
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for gist
Speaking: Asking for advice
Word Study: Synonyms: shine, ill, frightened, clever, gigantic,
weird, cautious, swift
Writing Study: Irregular past participles
Big Question learning point: We can hike and climb in
the mountains. Mountains are beautiful and give us places to
explore.
Materials: Audio CD
Listening
Think
•
Read the questions and discuss with students. Ask
volunteers to describe what a weather report includes.
Elicit that it describes the temperature – how hot or cold
it is, as well as weather conditions – if it is cloudy, sunny,
windy, or foggy, and if there are any storms. There may
also be a forecast – a prediction of the weather.
A
Listen. Who is speaking? $ 3•12
• Play the recording and have students listen. Ask who is speaking, then play it a second time and ask them to take notes. For example, they list clouds, breeze, sunshine, hike, light sweater, no umbrella, clouds, home at 4, fog, rain. Ask volunteers to read items from their list.
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155Unit 12 • Communicate
Circle the correct verb form.
DIFFERENTIATION
Belo
w level:
•
Make a chart like the one in the Learn box. List these
regular and irregular verbs (include was and remind
students this becomes were for plurals): call / called / was
called; change / changed / was changed; choose / chose
/ was chosen; fly / flew / was flown; show / showed / was
shown; write / wrote / was written; draw / drew / was
drawn; take / took / was taken; give / gave / was given;
know / knew / was known; build / built / was built; break /
broke / was broken.
•
Practice drilling the verbs. Then choose four verbs. Help students use each form in a sentence.
At level:
•
Divide students into groups. Make a chart as above, but list the present tense and ask students to fill in the other forms they know. Check if the verbs are correct and have students correct if needed.
• Have students work as a group to write sentences for each form of six of the words. Have students in the group read the sentences aloud to you so you can check them.
Above level:
•
Make a chart as above, with students filling in the forms they know and looking up the others.
• Have students in the group each write sentences for four of the words. Have them trade papers and read aloud each other’s sentences to the group.
ANSWERS
1 broke 2 written 3 known 4 gave 5 taken
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 116–117 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 116–117 Online practice Unit 12 • Communicate Classroom Presentation Tool Unit 12 • Communicate
ANSWER
1 cloudy and breezy 2 go hiking 3 a sweater
4 go home 5 fog and heavy rain
Speaking
C
Learn: Asking for Advice $ 3•14
COMMUNICATION
• Play the recording and have students listen.
• Ask students to recall the phrases they used to give advice in Unit 6: You should and Why don’t you …? Point out that the answer in this dialogue is almost the same, but the question was Do you think, so we answer Yes, I think you should or No, I don’t think you should.
• Have pairs of students practice filling in the dialogue.
Word Study
D Learn: More Synonyms
• Read the information. Ask students to recall the synonyms they looked at in Unit 2, such as tale / story, error / mistake, hurt / injure, shy / timid.
Listen and say the words. Match each word
with its synonym. Work with your partner
to write sentences for four words and their
synonyms.
$ 3•15
• Have students listen to the recording and repeat words
1–8. Then pair students and have them match the
numbered words with the synonyms below, looking up
any words they do not know.
ANSWERS
1
f 2 a 3 b 4 d 5 e 6 h 7 c 8 g
COLLABORATIVE LEARNING
• Make a list of words from this unit and from Unit 2. Form a circle. Have one student say a word. The student to his or her right tries to think of a synonym for the word. If they don’t know one, they pass. The student who says a synonym then says a new word for the next student to match with a synonym.
Writing Study
E Learn: Irregular Past Participles
• Have volunteers read the explanation in the Learn box. Look at the verbs. Tell students that the past participle is the form of the verb we just learned how to use to form the passive. Write examples to show the different uses, for example: - The teachers choose the students for the play. - The teachers chose the boy for the play. - The boy was chosen for the play. - The pilot flies to Paris every day. - The pilot flew the passengers to Paris. - The passengers were flown to Paris.
• In groups, practice changing verbs as outlined below. Then have students complete the exercise.
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156Units 11 and 12 • Wrap Up
the sentences that tell where, who, when, why, and
what. COLLABORATION CRITICAL THINKING
• Have the partners read to each other the sentences they located, each taking a turn with one of the five Ws. Then have them each write the answers to the questions, using full sentences.
COMMUNICATION COLLABORATION
CRITICAL THINKING
C Learn: Writing a Story
• Have four volunteers read each of the points in the Learn box.
COMMUNICATION
• Ask students to silently re-read the essay model. Have them write the characters, the setting, the problem, and the solution.
CRITICAL THINKING CREATIVITY
Write: Now go to the Workbook to plan and write
your own story.
•
Have students silently read the Workbook story and
write the characters, setting, problem, and solution for
that story.
CRITICAL THINKING CREATIVITY
DIFFERENTIATION
Below level:
•
Have students work in pairs to plan a story, using the web on the Workbook page. Suggest that they pick a topic based on either the Student Book story or the Workbook story. Have them write the information for the five Ws in the web for the story idea.
COLLABORATION CRITICAL THINKING
CREATIVITY
Units 11 and 12 Wrap Up page 126
Summary
Objectives: To show what students have learned about the language and learning points of Units 11 and 12.
Reading: Comprehension of a reading text
Writing: Write a story
Materials: Big Question Video, Discover Poster 6,
Big Question Chart
Writing
A Read this story.
CRITICAL THINKING
• Remind students of some of the writing forms they have worked on: persuasive writing, opinion essay, and descriptive essay. Say Were those writing projects fiction or nonfiction? (nonfiction) Say Next we will be writing a story. How is a story different from the writing you did before? (It is fiction.) What elements do stories have? (plot, setting, characters) Tell them the plot often includes a problem and solution.
• Divide the class into mixed-ability groups to read the model story, taking turns reading lines of the story aloud.
21ST CENTURY SKILLS
B Answer the questions.
COLLABORATIVE LEARNING
• Have students work in pairs to answer the questions. Have them each read the story again silently, circling
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157Units 11 and 12 • Wrap Up
Units 11 and 12 Big Question Review
Why are mountains important?
A Watch the video. How are the mountains you see
important?
• Play the video, then ask students to use their new
vocabulary to answer the question.
B
What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 6. Have students work in groups. Assign one learning point to each group. Have each group list some examples they have learned related to that point and read aloud their ideas.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about mountains while studying this unit.
• Then have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 118–121 Online practice • Wrap Up 6 Classroom Presentation Tool • Wrap Up 6
• Once they know the five Ws, they can write more information about each of them in the topic outline. Have them combine who and when details in one box, and then use one box each for where, what, why.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students write and illustrate their stories, following the model. They may make their story shorter than the model.
COLLABORATION CRITICAL THINKING CREATIVITY
At level:
•
Have students work in pairs to plan their stories. Follow the procedures above, but for this level have each partner write their own story. Have them read aloud to each other the information they wrote in the Workbook web and outline.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students write and illustrate their stories, following the model. Encourage them to use details in the story to describe what is seen in their illustration.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students make their stories as long as the models.
COLLABORATION CRITICAL THINKING CREATIVITY
Above level:
•
As above, have students work in pairs to brainstorm topics and write webs and outlines, using the Workbook page.
COLLABORATION CRITICAL THINKING CREATIVITY
• Encourage students to include both synonyms and the past passive tense in their stories.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Have students make their stories as long as or longer than the models.
COLLABORATION CRITICAL THINKING CREATIVITY
D Practice presenting your story. Then share your
st
ory with the class.
•
As a group, review the tips on the page for presenting the stories. Ask volunteers to demonstrate what it means to use gestures and to use expression in their voices.
COLLABORATION CREATIVITY COMMUNICATION
• Divide the class into groups as described below to practice their presentations. Then ask for volunteers to present their story to the entire class.
COLLABORATION CREATIVITY COMMUNICATION
• Have students work in small groups. Have each student read their own story silently to decide where to add gestures when they read aloud.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Have each student in the group take a turn reading their story to the group. They should stand while their small audience sits.
COMMUNICATION CREATIVITY
• Hold a “storytelling hour” for younger students in the school to come and visit the class. The younger students will join the groups of students in your class to listen to one or more students read their story.
COMMUNICATION CREATIVITY
• When students are comfortable reading their story aloud in small groups, have volunteers read their story to the entire class.
COMMUNICATION CREATIVITY
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158Testing Practice 2
• Read the Tip box to the class.
• Ask When do transition words often come in a sentence? (At
the beginning)
•
Ask How should you start writing? Elicit Make notes, make a list, make a mind map.
POSSIBLE ANSWER
Dear Charles, Do you want to come to the amusement park with me? My cousin and my brother are coming too. First, we could go on some rides. Then, we could have lunch: bring a sandwich and a drink with you. Next we can see the parade, and finally we can all go to have a pizza.
Listening
C You will hear two short conversations. You
will hear the c
onversation twice. After the
conversation, match the pictures and words.

$
3•16
•
Read the instructions with the class.
• Read the Tip box with the class.
• Give students time to look at the pictures and words before you play the listening.
ANSWERS
1 d 2 b, g 3 a, f 4 e
Reading and Writing
A Read the article. Are sentences 1–5 right (a) or
wr
ong (b)? If there is not enough information to
answer right (a) or wrong (b), choose doesn’t say
(c). Circle your answer.

• Read the instructions with the class.
• Put students into mixed ability pairs.
• Have students take turns to read a sentence out loud until
they have completed the whole paragraph.
•
Have the more confident students help the less confident students with pronunciation of unfamiliar or difficult words.
ANSWERS
1 c 2 b 3 c 4 a 5 a
B Write a postcard in your notebook. Invite your
friend C
harles to come to an amusement park with
you. Write 25–30 words.
•
Read the instructions with the class.
• Explain that students will write a paragraph in their notebook. It should be between 25 and 30 words.
• Read the list of things they might include.
• Ask the class to come up with more ideas of what they could include in their paragraph.
Testing Practice 2 pages 128 - 129
Testing Pra
ctice
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159Testing Practice 2
Speaking
Part 1 Work with a partner. Ask and answer
questions about y
our daily life.

• Read the instructions and questions with the class.
• Model a conversation using your own example. Say, for
example, I get up at 7 a.m. and I leave for school at 8 a.m. I
usually take the bus, but sometimes I walk. For lunch I usually
have a sandwich and a juice. After school I always mark
homework and I go to bed at around 10.30 p.m.
•
Put students into pairs to do the activity.
• Go around the class and monitor the activity.
• Regroup the students so they work with a different partner and do the activity again.
• Continue monitoring. Make a note of any consistent mistakes that you hear.
• Write sentence errors on the board. Without identifying who made the mistake.
• Ask students to help you correct the sentences and to explain why the sentences were wrong.
DIFFERENTIATION
Below level:
•
Write sentence frames on the board for students to use to do the activity. I get up at ____. I go to school at _____. For lunch I have ____. At night, I _____.
At level:
•
Have students do the activity.
Above level:
•
Challenge students to compare their current routine to a routine they had when they were younger. For example, I used to eat lunch that my mother made me, but now I buy my lunch from the school canteen. I used to go to bed at 7 p.m. but now I go to bed at 8 p.m.
Part 2 Your teacher will give you a sheet of paper
with some inf
ormation on it. One of you will get
questions and one of you will get answers. Ask and
answer with your partner.

(Please refer to the Assessment for Learning CD-ROM for
the cards)
•
Speak with the students in the class. First ask them if they play a musical instrument.
• Continue the conversation with questions such as How often do you practice? Do you have lessons? Would you like to learn to play a / another musical instrument?
• Put students into pairs. Give one student in the pair Card 2A, and one student, Card 2B.
• Tell students to read their cards carefully and to think about the questions and answers they will need to provide.
• Tell students to have a conversation based on the information on the cards.
• Go around the class and monitor the activity.
• Regroup the students so they work with a different partner and do the activity again.
• Check questions and answers with the whole class.
Testing Pra
ctice
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160 Units 13 and 14 • Big Question
Speaking
Students will understand
and use expressions for:
•
Speaking about future plans
• Talking about money
Listening
Students will practice:
•
Listening for details
• Listening for speakers
Grammar Students will understand
and use:
•
Adjectives and adverbs
• Unreal conditional
Word Study
Students will understand and use:
•
Phrasal verbs
• Words with suffix -ive
Vocabulary Students will understand and use
words about:
•
Adverbs, money
Units 13 and 14
Why do we use money?
Students will understand the Big
Question learning points:
•
We use money to buy food, shelter, and things we need.
• We save or invest to buy things later.
• Donations of money can help good causes.
• We use paper money and coins to pay for things.
• We can spend money electronically using a credit card or cell phone.
Reading Strategies
Students will practice:
•
Summarizing
• Comparing and
contrasting
Writing Study
Students will understand:
•
Adverbs of degree
• Similes
Wrap Up Students will review the
language and Big Question
learning points of Units
13 and 14 through:
•
Writing a summary
Units 13 an
d 14
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161
Units 13 and 14 Big Question page 130
Summary
Objectives: To activate students’ existing knowledge of
money and identify what they would like to learn about the
topic.
Materials: Big Question Video, Discover Poster 7,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask Why do we use money? Ask volunteers to name different things that we need money to buy.
• When you have a long list ask students to help you categorize the items, for example food, clothing, shelter, enjoyment, education, health, transportation.
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What are some places we saw in the video? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students write several sentences describing one or more of the images shown in the video. Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the images in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the images they saw in the video and read it to the class. Ask them to tell what the most interesting thing in the video was.
B Look at the picture and discuss it with your class.
CRITICAL THINKING
• Talk about the big picture. Ask Have you ever seen a market like this one? Where? Ask What is this woman doing? (buying vegetables) How is she paying for the vegetables? (with paper money) How else could she pay for them? (with coins)
• Ask If she had no money, what could he do to get the vegetables? (Possible answers: Maybe she could trade something. Maybe she could promise to bring money another time. Maybe she could offer to work to help in exchange for vegetables.)
• Discuss the two questions in the Student Book.
C Think and answer the questions.
• Ask students to talk about money and how they use it. For example, ask What do you need money for? What do your parents buy, and what do you buy yourselves? Do you ever try to save money? What do you save money to be able to do?
• Answer the questions in the Student Book.
Expanding the topic
DIFFERENTIATION
Below level:
•
Display Discover Poster 7. Divide students into groups of four. Ask each student to write a sentence about one of the four images on a piece of paper. Have them number their papers. Have them pass their papers to the next student who writes a sentence about that image. The end product will be four sentences about each image.
• Ask each student to read aloud the four sentences about one of the images.
At level:
•
Display Discover Poster 7. Divide students into groups of four. Ask each student to write several sentences about one image. Then have them switch papers and write several sentences about a second image.
• Have students read aloud their descriptions.
Above level:
•
Display Discover Poster 7. Have students work in pairs. Have each student write a description of all four images on the poster. Have them trade papers and read aloud the descriptions to the class.
COLLABORATIVE LEARNING
• Form groups of four students. Assign one of the pictures shown on Discover Poster 7 to each student in the group. Ask each student to make up an explanation about the person in their assigned picture. They may make up names for the people and stories about why they are making their purchases, going to the bank, or making donations.
• Have students write their explanations and read them to the others in their group. Then ask for volunteers to read them to the class.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart. Ask the class What do you know about money and why we need it?
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
Discover Poster 7
1 A girl shopping for shoes; 2 A little boy saving coins in a jar; 3 Aid workers providing water to disaster victims in Brazil; 4 A man at a cash register holding a 20 Euro bill; 5 A man sitting with a laptop holding a credit card
Further Practice
Workbook Unit 13 page 122 Online practice • Big Question 7 Classroom Presentation Tool • Big Question 7
Units 13 and 14 • Big Question
Units 13 an
d 14
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162
Summary
Objectives: To understand words about behavior and
actions (adjectives and adverbs); to apply own experience
and a reading strategy to help comprehend a text.
Vocabulary: terrifying, nervously, rudely, politely, fierce,
aggressively, delicate, bravely, greedy, shyly, wise, calmly
Words in context: muscles, growling, stirring,
mouth-watering, tempting, staring
Reading strategy: Summarizing
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 3•17
• Play the audio of the words. Ask students to repeat the
words as they hear them. Pause the audio and ask if any
of these words are familiar. Have volunteers give the
meanings of any of the words they know.
•
Ask students what similarity they notice in the endings of a lot of the words. They may notice that seven of them end in -ly. Point out that these are adverbs. Ask volunteers to read those words without the -ly ending and ask students how many of those words they now recognize. Tell students that the words without their -ly endings are adjectives.
• Play the audio of the words again and continue on to the sentences, with students reading along silently.
Unit 13 • Get Ready
CRITICAL THINKING
• Discuss adjectives and adverbs. Ask How are adjectives and adverbs different? What do they each describe? (An adjective describes a noun. An adverb describes a verb.) What is the difference between what they tell us? (An adjective tells how something or someone looks, acts, or feels. An adverb tells us how an action is done.)
• Remind students of the words they made above by covering the ending -ly. Adding the -ly made them adverbs. Show an example of the different use of an adjective and an adverb: The girl feels nervous. (Nervous describes the feeling.) The girl moves nervously. (Nervously describes how she moves.)
COLLABORATIVE LEARNING
• Have students work in pairs. Have one student write each of the seven adverbs on an index card. Have the partner write each of the five adjectives on cards. Have them write adjective or adverb next to the word.
• Have students look up the words in the dictionary pages and write the definitions on the cards.
• Have students mix the cards and each take half. Then they take turns reading a word from a card aloud. Their partner says whether the word is an adjective or an adverb and tells the definition. The student with the card tells if the definition is correct.
Unit 13 Get Ready page 132
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163Unit 13 • Get Ready
• Have them take turns reading the sentences of the
summary and filling in the blanks.
Above level:
•
Have students each re-read the story silently. Ask them to independently fill in the chart and the summary. Have them trade books to check each other’s work.
ANSWERS
Chart: Students’ own answers.
S
ummary:
1 Akiko 2 Brussels 3 chocolate 4 store
5 praline 6 kitchen 7 Jean Neuhaus 8 pralines
E Words in Context: Scan the story on pages
134–135 and cir
cle these words. As you read, try to
guess what the words mean.
•
Remind students of the word terrifying from the vocabulary list and the fact that some adjectives end in -ing. Ask What other kinds of words sometimes end in -ing? (verbs) Ask students to tell what they know about these six words and if they are adjectives or verbs.
• Remind students that they will need to see the words in the context of the story to be sure of their meaning and what part of speech they are.
• Have partners scan the story together and circle the six words that they will be defining in context as they read the story.
F Look at the pictures on pages 134–135. Which
char
acter do you think is rude and aggressive?
How do you know?
•
Ask students what the title and the pictures tell them about the story. Ask if they think it took place long ago or not and why they think so. (Yes, because they are cooking over a fire and the clothing doesn’t look very modern.)
• Ask if students can tell anything about the characters by their facial expressions. Does the character stirring the pot look friendly or mean?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text will we be reading? (a folktale) Ask What are folktales? (stories that are passed down for many years) Is a folktale fiction or nonfiction? How do you know? (It is fiction because it did not really happen.)
Further Practice
Workbook Unit 13 pages 122–123 Online practice Unit 13 • Get Ready Classroom Presentation Tool Unit 13 • Get Ready
B Match. Then write another answer to each
question.
•
Remind students of the use of “process of elimination” to do the matching. For each numbered item, have a volunteer read the question and ask students to cross out (in pencil) all of the choices they know are not correct. Ask volunteers to read the answers they are considering. Discuss the choices if there are more than one and ask them to tell which they think is correct and why. Then have students erase the Xs and go to the next word to do the same process.
• Take suggestions for alternate answers and ask students to write their choices on the lines.
ANSWERS
1 quiet 2 flowers 3 thunderstorm 4 bear
5 taking a test
C
Which words have a positive meaning? Which
ar
e negative? Complete the chart.
COMMUNNICATION
•
Discuss with the class the words that have positive or negative meanings. Ask volunteers to describe why they think a word is positive or negative. Then have students individually write the lists on the page.
ANSWERS
Positive: politely, calmly, bravely, wise Negative: rudely, greedy, aggressively
Before You Read
Think
• Display the picture on page 130. Ask What would this woman be if she left with vegetables without paying? (a thief) Ask students to answer the questions.
D Learn: Summarizing
• Have a volunteer read the Learn box and the example.
• Remind students that to summarize they can use the five Ws that they worked with in the previous unit.
Re-read “Choco Choco Boom Boom” on pages
100–101. Write the important events from the
story in the chart. Then complete the sentences to
summarize the story.
•
Have students re-read “Choco Choco Boom Boom”
on Student Book page 100. Follow the differentiated
suggestions below for summarizing the story.
DIFFERENTIATION
Below level:
•
Have students work in pairs. Have them take turns re-reading the story aloud. Guide them to complete the chart by asking questions about the main events.
• Provide a list of word choices for students to pick from when completing the summary on the page.
At level:
•
Have students work in pairs. Have them each re-read the story silently. Have each partner write three important events. Ask them to read them aloud to each other and decide which to use for the chart.
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164Unit 13 • Read
Summary
Objectives: To read, understand, and discuss a folktale; to
apply a reading strategy to improve comprehension.
Text type: Folktale (fiction)
Reading strategy: Summarizing
Big Question learning points: We use money to buy food,
shelter, and things we need.
Materials: Audio CD
Before Reading
•
Ask students to describe what they know about folktales
from the preview that they read on page 133. Ask Are
folktales old stories or modern stories? (old)
• Ask a volunteer to read aloud the first sentence. Ask What clues does this sentence give that this is a folktale? Does it tell a specific time or place that the story happened? Point out that the first phrase, “Many more years ago than anyone can remember,” implies that the story takes place in the distant past at an unknown time, and the phrase “a country far away from everywhere” implies that it is not a real place.
• Ask students to read the title and describe what they see in the pictures. Ask What is the man on top smelling? (soup cooking in a pot)

• Have volunteers take turns reading the highlighted vocabulary words aloud and reviewing the meanings for the class.
• Have another volunteer read the six words in context that students circled. Ask if they know the meanings of any of these words already. Remind students they will be looking for these word meanings in the context of the sentences as they read.
During Reading $ 3•18
• Play the audio. Have students listen and read along. Before listening again, ask these questions to check understanding: Who is the main character? (Erman) Who are the other two characters? (the mean man, and a Hodja, the wise man) What did the man say Erman was stealing? (the smell of the soup) Can a person actually steal a smell? Why did the man say Erman was stealing the smell? (He wanted more money.)
CRITICAL THINKING
• Ask these questions to generate discussion: What behaviors of Erman and the mean man does the author put in to tell you about their characters? Describe how they each speak and act. (The man speaks rudely and aggressively. He screams and yells a lot. Erman speaks politely and shyly. He doesn’t say very much.) How does the Hodja teach the man a lesson? What is he trying to get the Hodja to learn and to do? (He wants him to stop bothering Erman. He wants to teach him that he can’t take someone’s money for nothing.)
Unit 13 Read page 134
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165Unit 13 • Read
CULTURE NOTE
This folktale is one of many in a series of Turkish tales
about the “Hodja”, the full name of which is “Nasreddin
Hodja” (which is spelled many different ways). There are
many versions of the stories, and in some the wise man
is referred to as simply “Nasreddin”. The name “Hodja” is
a title meaning “scholar” or “teacher”. Some people think
the character may have been based on a real person who
lived around the year 1208. There are as many as 350
stories about Nasreddin Hodja.
Further Practice
Workbook Unit 13 page 124
Online practice Unit 13 • Read
Classroom Presentation Tool Unit 13 • Read
DIFFERENTIATION
Below level:
•
After listening to the entire story, divide students into groups of four to do a dramatic reading of the story.
• Assign students the parts of Erman, the mean man, the Hodja, and the narrator. (The narrator will have the most lines to read and the student playing Erman will have the least.) Have each student highlight their part. Have them underline the words in the sentences that tell how the words are spoken, for example rudely, politely, shyly.
• Work with students to help them practice reading with the correct expression for their character. Then have the group read their parts aloud. Repeat parts of the story until students are comfortable. Students may also wish to trade parts and read again.
At level:
•
After listening to the entire reading, divide students into groups of four to do a dramatic reading as above, with students assigned to the parts of the three characters and the narrator.
• When students have finished reading the story aloud, have them each copy just the dialogue lines (the lines in quotations) in the court. Have them act out that scene as a play, memorizing the lines.
Above level:
•
After listening to the entire reading, divide students into groups of four as above to do a dramatic reading.
• Then have students write the whole story as a play, copying all the lines of dialogue (the lines in quotations).
• Have students memorize their parts and act out the play for the class.
After Reading
COMMUNICATION
• Pair students. Ask them to tell their partner their favorite part of the story.
• Have partners look at the six words in context they circled in the story. Have them circle the sentences containing the words. Ask them each to take three words and tell their partner what they think the words mean. Then have them look up the words in the dictionary pages. Have them write the meanings.
COLLABORATIVE LEARNING
• Divide students into groups of four. Have each group work on a continuation of the story. In each group, ask one student to copy the last paragraph of the story (the words of the Hodja). This will be the beginning of the section they write.
• Have the group make a list on a separate page of possible things that could happen after the Hodja tells the man to go away. Ask questions to present possibilities. For example, Does the man go away? Does he argue? What does Erman do? Does he say anything? Does he laugh? Does he walk away?
• Have students in the group discuss what they would like to have happen next. Have students take turns writing sentences the others dictate. The group should write at least a short paragraph of four sentences.
• Have groups share their paragraphs with the class.
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166Unit 13 • Understand
list events in the story. Write the list on chart paper. For
example, Erman traveled to the city. / He paid three coins for
a room.
•
Ask students which three events they think are most important. Have them list them in the chart.
• Offer suggestions for the main idea. For example, It’s important to be fair. Don’t be greedy. Have students write the main idea in the chart.
At level:
•
Have students work in small groups. Have them list the title and main character in the chart.
• Ask each student to re-read the story silently and circle all the most important events. Have students in the group each read aloud the events they circled.
• Ask the students to choose the three most important events to write in the chart.
• Ask each student to tell what they think is the main idea of the story. Suggest ideas if necessary (see above). Have one student list the ideas. Have the group choose one to write in the chart.
Above level:
•
Have students work in small groups. As above, have them locate important ideas in the story for the chart.
• Have each student write several sentences describing what they think is the main idea. Have students each read aloud their sentences. Then have them each write a short description of the main idea in the chart.
Unit 13 Understand page 136
Summary
Objectives: To demonstrate understanding of a folktale; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Adjectives and adverbs
Grammar practice: Workbook exercises
Grammar production: Write personalized sentences with
adjectives, adverbs of manner, and adverbs of frequency
Materials: Audio CD
Comprehension
Think
• Have students tell a partner who they thought was right
in the story, and why. Have students each write what their
partners thought and read it to the class.
A Fill in the chart with information from the
st
ory. Then write a summary of the story in your
notebook.
•
Remind students of the practice they did summarizing “Choco Choco Boom Boom”.
• Have students work in groups to complete the chart. Provide differentiated support as outlined below.
DIFFERENTIATION
Below level:
•
Work with a group of students. First have them fill in the title and the main character. Then, ask them to help you
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167Unit 13 • Understand
At level:
• Have students work in pairs and make a chart as above.
Have them list the vocabulary words and then add as
many adverbs and adjectives as they can.
• Have students pick five words from each column and write sentences using the words.
Above level:
•
Have students work in pairs to make a chart of adjectives and adverbs as above. After adding words to the chart, ask the partners to write a paragraph with as many of the words as they can.
Use the adjectives and adverbs in the box to
improve the sentences.
•
Ask students to complete the sentences with the correct
word from the box.
ANSWERS
1
quickly 2 hungrily 3 often 4 nervously
F Think of sentences for each word and say them
t
o your partner.
•
Have students do the exercise with a partner. Then work as a class to complete the following activity.
COLLABORATIVE LEARNING
• Use one of the charts above, or make a list of adjectives and adverbs. Form a circle. Each student in turn says a sentence using one adjective or adverb. To make it more challenging, ask them to form sentences that connect as a story.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 125–127 Online practice Unit 13 • Understand Classroom Presentation Tool Unit 13 • Understand
ANSWERS
Title: The Sound of Money and the Smell of Soup; Main character: Erman; Main idea, Event: Students’ own answers.
B Write answers to the questions in your notebook.
D
iscuss them with your class.
•
Have students work in pairs to answer the questions. Ask the question below to encourage more discussion.
POSSIBLE ANSWERS
1 He left his home to find a job.
2 He thought Erman was stealing the smell of the soup.
3 No, Erman did not think he was stealing.
4 He made the sound of money to pay for the smell of
soup.
5 You shouldn’t be greedy. It’s important to be fair.
CRITICAL THINKING
•
Ask How would you respond if someone told you that you were stealing a smell? Have students discuss possible responses. List the responses. Then ask the consequences of each response. For example, What might happen if you yelled at the man? Or if you ignored him? Or if you answered him calmly?
C Words in Context: Look at the words you circled
in the st
ory. Then write them in the correct
sentences.
•
Ask students to look at the words in context that they circled in the story. Discuss the meanings they determined and checked in the last lesson.
• Have students complete the sentences. As a class, discuss why each word was the best choice.
ANSWERS
1 muscles 2 growling 3 staring 4 stirring
5 tempting 6 mouth-watering
Grammar in Use
D
Listen and read along. Then circle the correct
answ
er.
$ 3•19
• Have pairs read each part along with the recording. Then have volunteers read the parts aloud before answering the question.
ANSWER
b
E Learn Grammar: Adjectives and Adverbs
• Have volunteers read the explanation and sample sentences. Then divide the class into groups and follow the differentiated suggestions below.
DIFFERENTIATION
Below level:
•
Have students work in pairs to make a two-column chart listing adjectives and adverbs. Have them first list the vocabulary words.
• Provide a list of other common adjectives and adverbs, mixed together. Ask them to list them in the correct columns. Help them determine the correct column by asking if they describe nouns or verbs.
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168Unit 13 • Communicate
A Listen to the conversation. Circle True or
F
alse.
$ 3•20
• Tell students they will be listening to a conversation about
the four categories you have discussed.
•
Play the recording and have students listen. Follow the differentiated suggestions to help them understand the conversation and complete the exercise.
DIFFERENTIATION
Belo
w level:
•
After listening to the recording once, play it a second time, pausing often to check understanding. Pause after the second speaker asks Why are there four slots? Ask What are they talking about? (A money bank to put coins in.) What does it look like? (It’s transparent and it has four slots.) Make sure they understand the meaning of transparent (clear) and slots (narrow holes for coins).
• Ask students to make a diagram of the money bank described in the listening. Pause each time one of the money slots is described and have students label the slots in their diagram (saving, investing, spending, donating).
At level:
•
As described above, pause the recording often the second time you listen. For students at this level, play more of the dialogue before pausing. Ask questions to check comprehension, and repeat portions of the recording only if necessary.
Unit 13 Communicate page 138
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Future plans
Word Study: Phrasal Verbs: break down, break into, break off,
hand in, put on, stand up, take off, take out
Writing Study: Adverbs of degree
Big Question learning point: We save or invest to buy
things later. Donations of money can help good causes.
Materials: Big Question Video, Discover Poster 7,
Big Question Chart, Audio CD
Listening
Think
•
Ask students to write their experiences with spending or saving money. What have they saved for? How often do they spend? Ask them to share the answers.
CRITICAL THINKING
• Ask students to think of four categories for what you can do with money. Ask questions to elicit the categories: spending, saving, investing, and donating. For example What do you do with money when you go to a store? (spend it) Have you ever given money to an organization that needed it? What is that called? (donating) Where do people save money? (in a bank)
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169Unit 13 • Communicate
Writing Study
E Learn: Adverbs of Degree
C
hoose an adverb from the box above to complete
each sentence.
•
Have a student read aloud the explanation. Then have
students do the exercise in pairs. Point out that many
adverbs of degree can be used with multiple adverbs
or adjectives, but some can’t. For example, absolutely is
usually used for strong adjectives or adverbs that don’t
use very. We say very fast but not absolutely fast.
ANSWER
1
really / extremely / very 2 extremely / very / really
3 absolutely 4 very / really / extremely
COLLABORATIVE LEARNING
•
With students, make a list of at least ten sentences with adjectives, for example The muffins are delicious. The test is difficult. Do not include adverbs of degree. Have each student write one of the sentences on a card and keep the card.
• Form a circle. One student says the sentence on his card and the next student repeats it, adding an adverb of degree (very, really, absolutely, extremely). That student then says the sentence on her card. The third student says both sentences, adding an adverb of degree to the last one and then says his sentence. Students try to remember all the sentences.
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 128–129 for further practice of the Word Study and Writing Study.
Big Question 7 Review
Why do we use money?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 7.
• Refer to the learning points covered in Unit 13 and have students explain how they relate to the pictures.
• Return to the Big Question Chart.
• Ask students what they have learned about money while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 128–129 Online practice Unit 13 • Communicate Classroom Presentation Tool Unit 13 • Communicate
Above level:
• Play the first four or five exchanges of the listening (for example through the explanation of investing). Then pause to check understanding by asking students to explain what they heard in their own words. If necessary, repeat portions of the recording. Then continue with the rest of the recording.
ANSWERS
1 False 2 True 3 False 4 True 5 False 6 False
B Listen again. What is the difference between
sa
ving and investing money? What would you
donate money to? Discuss your answers with the
class.
$ 3•21
• Replay the recording and ask students to listen for the
difference between investing and saving. Ask them to
take notes as they listen. For example, they might write
Investing – money for future / a lot of money / bike; saving –
video game. Pause the recording and ask volunteers to tell
about the difference.
Speaking
C
Learn: Future Plans $ 3•22
COMMUNICATION
• Play the recording and have students read along silently. Then review the list on the left that students will base their own dialogues on.
• Have students work in pairs. Have them each list things they want now and things that they need later. Encourage them to add items that are not on the page.
• Have pairs practice the dialogue using their lists.
Word Study
D Learn: Phrasal Verbs
COLLABORATIVE LEARNING
• Read the information in the Learn box.
• Have students work in groups of four. Have each group make a list on chart paper of the phrasal verbs from the page. Ask each student to look up two of the words and add the definition to the chart. Have the groups illustrate some words on the chart. Display the charts as a reference.
Listen, say, and number the words. Then work
with your partner to use each phrasal verb in a
sentence.
$ 3•23
• Have students listen to the audio, repeat the words and
number them in order.
•
Ask pairs to think of a sentence for alternate phrasal verbs and share with each other.
ANSWERS
1 break down 2 break into 3 break off 4 hand in
5 put on 6 stand up 7 take off 8 take out
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170Unit 14 • Get Ready
• Talk about the part of speech of each of the words. Say
Four of these words are nouns. Which ones are they? Have
students re-read the sentences silently to determine
which words are nouns (bank, currency, coins, bill). Ask
What part of speech are the other eight words? (verbs)
COLLABORATIVE LEARNING
•
Have students work in pairs. Have each partner choose six of the words. Ask them to write (in pencil) what they think the meanings of the words are from the sentences. Have students trade papers and mark if they think the meanings are correct.
• Have students look up the words in the dictionary pages and correct each other’s definitions if necessary.
B Look at how the words are used above. Then
writ
e them in the correct category.
CRITICAL THINKING
•
Ask What parts of speech did we find in the 12 vocabulary words? (nouns, verbs) How can those parts of speech help us to fill in this chart? What parts of speech will we find in each list? (Possible answer: Nouns are often things we can see, and verbs are things we can do. So, the first list will be all nouns and the second list will be all verbs.)
ANSWERS
Things You Can See: bank, currency, coins, bill
Things You Can Do: barter, copy, spend, pay, borrow,
exchange, owe, lend
Unit 14 Get Ready page 140
Summary
Objectives: To understand words to describe money;
to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: bank, currency, coins, barter, copy, bill, spend,
pay, borrow, exchange, owe, lend
Words in context: crops, shells, valuable, silver, print, portraits
Reading strategy: Compare and contrast
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: Why do we use
money? Say In the last unit, we discussed the different ways
we use money. In this unit, we are going to learn words about
money and read about the history of money.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 3•24
• Play the audio. Ask students to listen and repeat each word. Pause the audio after the words.
• Ask students to circle the five words that have two or three syllables. Ask them to listen for which one of those five has the stress on the second syllable instead of the first. Play the words again and ask which one it was (exchange).
• Continue listening to the sentences and have students read along.
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171Unit 14 • Get Ready
E Words in Context: Scan the article on pages
142–143 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have a volunteer read the six words. Ask students if they
know any of the meanings. Ask volunteers to say the
meanings of the ones they know.

• Have students scan the reading for the words to circle. When they read they will determine the meanings they don’t know.
F Look at the article on pages 142–143. Where do
y
ou think this text comes from? How do you know?
Share your ideas with the class.
•
Have students look at the pictures on the reading pages. Ask What is different about how the information is presented in the pictures in this web article? (It has dialogue shown in the pictures.)
• Have volunteers read the headings. Ask What information do you think we will find in this reading?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (a website article).
CRITICAL THINKING
• Ask How is the information in a website presented differently than it is in an article in a magazine? (When you read an article, all the information is on the pages in front of you and they are in a certain order. When you look at a website you have to click parts of it to go to different pages.)
Further Practice
Workbook Unit 14 pages 130–131 Online practice Unit 14 • Get Ready Classroom Presentation Tool Unit 14 • Get Ready
C Answer the questions as a class. Say as many of
y
our ideas as you can.
•
For each question, ask a range of volunteers to give their ideas. List their ideas on the board.
CRITICAL THINKING
• Ask students to categorize the lists of ideas that you wrote as a class to answer the three questions. For example, for item 3, if you listed that they borrow pencils, salt, and books, the categories would be things for school and things for cooking.
Before You Read
Think
• Ask volunteers to say what they learned about money in the last unit. List their ideas on the board.
D Learn: Compare and Contrast
• Have volunteers read the Learn box explanation aloud.
Read the text. How are the games different? How
are they alike? Fill in the diagram.
•
Follow the differentiated suggestions below to fill out the
diagram to compare the video games.
DIFFERENTIATION

Below level:
•
Have students work in pairs. Have them take turns reading the text about video games, each reading one line. As one reads, the other underlines information, such as adventure game, mystery game, $9.99.
• After underlining, have the partners list the information on a piece of paper, marking if each thing they list is true for Escape, Supercool, or for both of them.
• Have them use their lists to fill in the diagram.
At level:
•
Have students work in pairs. Have them each re-read the text about video games silently. Have them underline information pertaining to either or both games.
• Have students take turns reading aloud the information they underlined. For each item, have them check if it pertains to Escape, Supercool, or to both games. Have them list the information in the appropriate parts of the diagram.
Above level:
•
Have students work in pairs. Follow the procedure above. When students have completed the diagram, ask them to write sentences describing what this kind of diagram shows, explaining the type of information that is in each part of the diagram. For example, The circle in the middle shows things that are the same about both games.
ANSWERS
Escape: Adventure game, five levels
S
upercool:
Mystery game, three levels
Both: $9.99, computer games, simple instructions, easy
to play
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172Unit 14 • Read
CRITICAL THINKING
• Ask students to recall the type of text they are about to
read. (a website article) Ask Is this text fiction or nonfiction?
(nonfiction) Remind students of other forms of nonfiction
they have read: historical narrative, informational text,
biographical text. Point out that a piece of reading can be
more than one type of text. Say Which of the ones I named
also describe this reading? Why do you think so? ( Historical
narrative, informational text also describe this reading. The title
tells us it is about history. We know it will have true facts in it.)
Why isn’t it a biographical text? ( It isn’t about a person.)
During Reading
$ 3•25
• Play the audio. Have students listen and read along.
• After listening to the entire reading, read each heading and ask volunteers to tell what they remember about that section. Then play that section again and pause the recording to talk about the next section before continuing.
• Follow the procedures below for differentiated instruction for working with the text with students of different ability levels.
CRITICAL THINKING
• As you read, pause to ask these questions to encourage discussion and check understanding: Why do you think people wanted to use currency instead of always bartering? What possible problems could people have using shells for currency?
Unit 14 Read page 142
Summary
Objectives: To read, understand, and discuss an educational website; to apply a reading strategy to improve comprehension.
School subject: Social Studies: History
Text type: Educational website (nonfiction)
Reading strategy: Compare and contrast
Big Question learning points: We use paper money and
coins to pay for things. We can also spend money electronically
using a credit card or cell phone.
Materials: Audio CD
Before Reading
•
Have volunteers take turns reading the highlighted
vocabulary words aloud and saying their meanings.
•
Have another volunteer read the six words in context that students circled. Remind students they will be looking for these word meanings in the context of the sentences as they read.
• Ask a volunteer to read the headings of the four sections. Have other volunteers describe what they see in the pictures.
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173Unit 14 • Read
CULTURE NOTE
In addition to the forms of money described in the
reading, there have been other forms of currency in many
parts of the world. For example, salt was used as currency
in ancient China and ancient Egypt. Salt bars called anoles
were used for currency in Ethiopia in Northern Africa until
the mid-twentieth century. Other things that were used
to barter before money was invented include belts, beads,
fish, barley, peppercorns, cows, blankets, and large stones.
Further Practice
Workbook Unit 14 page 132
Online practice Unit 14 • Read
Classroom Presentation Tool Unit 14 • Read
COLLABORATIVE LEARNING
• Form a circle to do a reading of the story. Choose two volunteers to be in the center of the circle. They will be acting out the pictures with the dialogues. The rest of the students in the circle will take turns reading one sentence each of the reading.
DIFFERENTIATION
Below level:
•
Have students work in groups of six. They take turns to read aloud paragraphs of the text. Pause after each paragraph to check understanding by asking questions about the content in the paragraph. For example, What do people do when they barter?
At level:
•
Have students work in a group of five. Assign each of four students the four sections, and two students the dialogues. Have the students each read their section aloud. For the dialogues, the two students will alternate reading the parts.
• Ask questions after each section to check understanding.
Above level:
•
Have students work in groups of six. Assign each of four students the four sections, and two students the dialogues. Have each student re-read their section silently and write several sentences summarizing in their own words the content of that section.
After Reading
• Ask students to look at the six words in context from page 141 that they circled.
• Have volunteers read the sentences with the words and tell what they think the meanings are. Have them explain how they know. For example, The sentence with silver says “precious metals, like gold and silver,” so we know silver is a metal.
• For words for which students can’t figure out the meanings from the context, have them check the dictionary page definitions.
• Discuss the two Think questions. For the first one, ask students to compare the early heavier coins of different shapes described in the reading with the coins in your country. Ask Do people still carry coins? For the second Think question ask students to compare invisible money with paper money.
COLLABORATIVE LEARNING
• Have students work in pairs. Ask them to imagine living in one of the places described in the reading, a long time ago. Have them write a short dialogue based on the dialogues in the reading. Ask them to mention in the dialogue the type of currency they are using. Have them label their dialogues with the place and time it takes place.
• They may wish to draw a picture to accompany their dialogue, in the style of the artwork in the reading.
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174Unit 14 • Understand
COLLABORATIVE LEARNING
• Have students work in small groups. Ask students to list
things about two forms of currency (for example, shells
and coins, or paper and coins). They might list easy to
carry, heavy, same shape, different shapes.
•
On chart paper, have each group draw a large diagram like the one on the page. Show them how to make one oval and then a second one that overlaps the first. Each oval is for one of the two things they are comparing. Where they overlap is what is the same.
• As an alternative way of making a diagram, have students use pieces of yarn to form two overlapping ovals, and glue the yarn to a piece of chart paper.
• Have students look at their list and copy items into one of the ovals or the space that overlaps.
B Write answers to the questions in your notebook.
T
hen discuss them as a class.
•
Have students work individually to answer each question. Then discuss the answers together. Ask the following questions to encourage discussion:
CRITICAL THINKING
• What are some of the advantages of using credit cards to pay for things? What are some of the disadvantages? (Possible answers: An advantage is that if you lose a credit card you can replace it. If you lose paper or coins, you can’t. A disadvantage is that it is easy to spend money too fast with a credit card because you can’t see how much you are spending.)
Unit 14 Understand page 144
Summary
Objectives: To demonstrate understanding of an educational website; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Unreal conditional
Grammar practice: Workbook exercises
Grammar production: Write personalized sentences with
the unreal conditional
Materials: Audio CD
Comprehension
Think
• Ask partners to tell each other facts from the article. Have
each pair then tell another pair what their partner said.
A
Fill in the diagram using information from
the w
ebsite. Compare your diagram with your
partner’s.
•
Ask students to look at the comparison they did on page 141 between the two games. They will use the same kind of diagram (a Venn diagram) to compare forms of currency. Have students do the following activity before completing the diagram on the page.
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175Unit 14 • Understand
At level:
• Have students work in groups of four. Follow the
procedure above, but provide four sentences and eight
verbs. Ask students to remember which part of the
sentence gets a past tense verb and which gets a present
tense verb. Have students take turns filling in a verb. Offer
guidance only if needed.
Above level:
•
Have students work in groups of four. Ask students to create a list of eight verbs, writing them in past and present. Write two sample sentences with blanks, as above. Then ask students to create four more sentences, using the verbs they listed in the correct tense in each part of the sentence. Monitor and help as needed.
ANSWERS
1 If I had a bike, I would get to school quicker.
2 If my friend could fly a plane, we would go to the North
Pole.
3 If I won a prize, I would be very happy.
F
What would you do? Tell your partner.
COMMUNICATION
• Do the first sentence together. Ask a student If you could drive a car, where would you drive? The student answers based on the model on the page, filling in where they would drive.
• Pair students and have them take turns completing each sentence on the page with their own ideas.
• Have them write their sentences. Ask volunteers to share them with the class.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 133–135 Online practice Unit 14 • Understand Classroom Presentation Tool Unit 14 • Understand
ANSWERS
1 shells and feathers 2 metal 3 Lydia / Turkey
4 animal skins 5 so they are difficult to copy
6 cell phones or plastic cards (credit and debit cards)
C
Words in Context: Look again at the words you
cir
cled in the article. Then write them next to the
correct descriptions.
•
As a class, review the meanings of the words in context. Then have students complete the exercise individually.
ANSWERS
1 silver 2 valuable 3 portraits 4 print 5 shells
6 crops
Grammar in Use
D Listen and read along. Then circle Yes or
No
.
$ 3•26
• Have students listen to the audio as they read along silently. Play the audio a second time. Then ask for pairs of volunteers to read the two parts.
• Point out that the characters are imagining they had a plane. Ask students to circle the words If and I’d in both
sentences. Ask What’s another way to say I’d? (I would) Ask students to circle the correct answer.
ANSWER
No
E
Learn Grammar: Unreal Conditional
• Have a volunteer read the explanation and another one read the sample sentence. Write another example, on the board: If I had a sailboat, I would sail around the world. Explain that you are talking about a condition, or situation that is not real. I don’t have a boat, so I can’t sail around the world. But I want to!
• Demonstrate how to form the unreal conditional. Ask students to copy the sentence. Have them underline If I had. Point out that the verb had is in the past tense. Have them circle I would sail. The verb following I would (or I’d ) is
in the present tense.
Check (✓) the correct sentence in each pair.
•
Do the following procedures below and then have students complete the exercise.
DIFFERENTIATION
Below level:
•
Divide students into groups of four. On chart paper, make a two-column chart with present and past tense verbs: have / had; go /went; like / liked; get / got. Write two sentences beneath the verbs: If I ____a car, I would ______ to a lot of places. If I ____ apples, I would ______ some at the market.
• Ask each student to fill in one of the blanks. Guide them to choose a past tense verb for the first blank of the sentence (had, liked) and a present tense verb for the second (go, get).
• Have students read the sentences aloud.
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176Unit 14 • Communicate
ANSWER
Four
B Listen again. Read the questions and check (✓)
the c
orrect answers.
$ 3•28
• Play the audio again. Ask students to list the names of the
speakers that are given. While they listen, ask them to take
notes next to each of the names. For example, next to Ravi
they might list gifts, mom and dad, sweatshirt, paints.
•
Review the information that students heard for each speaker. Have them check the answers.
ANSWER
1 Ravi 2 Sami 3 Satomi 4 doctor
Speaking
C You have 100 dollars to donate. Who will you
help?
Take turns asking and answering with your
partner.
$ 3•29
• Play the recording and have students listen. Use the following procedures to practice the dialogue.
DIFFERENTIATION
Below level:
•
Pair students. Have them listen to the dialogue again.
• Then have them practice the dialogue, substituting the words on the left.
• Have the partners list places they would like to donate to in addition to the ones on the list. Ask each partner to choose one to substitute in the dialogue. Practice the dialogue again with these substitutions.
Unit 14 Communicate page 146
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for speakers
Speaking: Talking about donating money
Word Study: Suffix -ive: active, creative, attractive, decorative,
possessive, protective, collaborative, cooperative
Writing Study: Similes
Big Question learning points: We use money to buy food,
shelter, and things we need. We save or invest to buy things
later. Donations of money can help good causes.
Materials: Audio CD
Listening
Think

• Ask volunteers to describe organizations they have heard
of that people donate money to. Ask why they think
people choose to do this.
A Learn: Listening for Speakers
• Read the information in the Learn box.
Listen to the conversation. How many people are
speaking? $ 3•27
• Play the recording and have students listen. Then play
it a second time and ask students to raise their hand
each time they hear a new speaker. Ask them how many
speakers they heard.
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177Unit 14 • Communicate
Writing Study
F Learn: Similes
• Have volunteers read the explanation in the Learn box
and the examples. Ask students to circle these words in
the examples: cold, ice ; brave, lion; home, nest; quick, shark.
Point out that the way to form similes is to think of items
that are similar, or like the items you want to describe. Ask
What else could we say for the first one? It’s as cold as ____.
Invite volunteers to fill in other cold things, such as the
North Pole, a glacier.
Finish these sentences with your own similes. use
as … as and like.
•
Divide the class into groups to complete the exercise.
COLLABORATIVE LEARNING
• Divide students into groups of four. Have them think of
a simile for each of the items in the exercise. They may
each write the same one. Then have students make simile
posters. Have them choose four of the similes they wrote
in the exercise and copy them in four quadrants on a
piece of poster board. Have them make funny illustrations
of the similes for the poster.
Workbook
Word Study and Writing Study Practice
•
Direct students to the Workbook pages 136–137 for further practice of the Word Study and Writing Study.
Further Practice
Workbook pages 136–137 Online practice Unit 14 • Communicate Classroom Presentation Tool Unit 14 • Communicate
At level:
• Pair students. Have them read once through the dialogue using the words on the left as substitutions. Then have them list places they would like to donate to in addition to the ones on the list. Have them do the dialogue two more times using their own places.
• Ask them to write one more sentence to add to the dialogue explaining more about one of the charities.
Above level:
•
Have students list places they would want to donate to. Have them practice the dialogue with these places.
• After practicing the dialogue have students write several sentences explaining why they want to give to those charities. Have them practice the dialogue again, first doing the parts written on the page (substituting their own charities) and then extending the dialogue. For example, they might ask and answer How would the money help?
Word Study
D Learn: Suffix -ive
• Have a volunteer read the explanation and the sample words. Point out for verbs ending in e, as in create, the e is dropped when the suffix is added (creative).
Listen, say, and number the words. $ 3•30
• Have students listen, say, and number the words.
• Have volunteers tell what verbs the adjectives on the list came from. (attract, decorate, possess, protect, collaborate, cooperate, act, create)
• Ask students to write what they think the adjectives mean, based on the verbs. Then have them look up the adjectives (words with suffix -ive) in the dictionary.
ANSWERS
1 active 2 creative 3 attractive 4 decorative
5 possessive 6 protective 7 collaborative
8 cooperative
E
Work with your partner to write a paragraph
using a
t least four of the adjectives above.
•
Pair students and ask them to review the meanings of the adjectives. Have them write a paragraph using at least four of the adjectives. Ask volunteers to share their paragraphs.
CRITICAL THINKING
• Ask students to recall the suffixes they have learned (-ous in Unit 10, -ion in Unit 8, -ment in Unit 4, and -able in Unit 1).
• Write the suffixes and a word for each one: carnivorous, prevention, improvement, preventable. Ask volunteers to tell the parts of speech (adjective, noun, noun, adjective).
• Ask Which of those suffixes is most similar to the suffix -ive? Why? (The suffix -able is most similar to -ive because sometimes it changes a verb to an adjective.)
• How are the suffixes different? (-ous changes a noun to an adjective, -able sometimes also changes a noun to an adjective, -ion and -ment change verbs to nouns.)
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178Units 13 and 14 • Wrap Up
Why don’t we include all the details in a summary? (including
all details would make it too long) CRITICAL THINKING
• Ask Why is it important to use only your own words? (In our own writing we always have to use our own words, not someone else’s.) Point out that using someone else’s words and calling them our own is called plagiarism and is not allowed.
CRITICAL THINKING
C Learn: Writing a Summary
• Have volunteers read each of the bullet points in the Learn box.
COMMUNICATION
• Pair students and have them silently re-read the summary model. Then ask them to tell each other where each of the bullet points in the Learn box is demonstrated in the text.
COLLABORATION CRITICAL THINKING COMMUNICATION
• Have students work in groups of three. For each bullet point in the box, have students write tips in very few words that summarize each point. (For a group of three, each student will summarize two bullet points.) Have students write the tips in large letters on a piece of blank paper. For example, the six papers may say: Include the name / title, Include an introduction, Write important details, Include short examples, Use your own words, Read it again.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have the students in each group stand up and take turns reciting the tips, with each student reading two.
COLLABORATION COMMUNICATION
• Display the tips in the room while students are working on summaries.
Units 13 and 14 Wrap Up page 148
Summary
Objectives: To show what students have learned about the language and learning points of Units 13 and 14.
Reading: Comprehension of a reading text
Writing: Write a summary
Materials: Big Question Video, Discover Poster 7,
Big Question Chart
Writing
A Read this summary of “Chatterboxes” from
pages 80–81.
•
Have volunteers take turns reading aloud the summary, each reading one or two sentences.
• Ask students what they think a summary is. Ask Is a summary longer, shorter, or the same length as the piece it is summarizing? (shorter)
21ST CENTURY SKILLS
B Answer the questions.
• Have a volunteer read aloud each question. Take suggestions for answers from the class. Then discuss the sections of the summary with the following questions.
COLLABORATION COMMUNICATION
• Ask the following questions to encourage discussion: What is the purpose of an introduction? Why is it important to only give short examples in a summary? (The point of a summary is to be shorter than the original writing.)
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179Units 13 and 14 • Wrap Up
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 7. Have students work in groups.
Assign one learning point to each group. Have each group
list some examples they have learned related to that point
and read aloud their ideas.
C
Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about money while studying this unit.
• Then have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 138–141 Online practice • Wrap Up 7 Classroom Presentation Tool • Wrap Up 7
Write: Now go to the Workbook to plan and write
your own summary.
•
Have students read the summary in the Workbook
and write the names of the sections. Have them read
the names to each other and show what they refer
to.
COLLABORATION CRITICAL THINKING COMMUNICATION
DIFFERENTIATION
Below level:
•
Have students work in pairs to write their summaries, using the Workbook page to plan their writing. Have students choose the same article or story from the Student Book or Workbook to summarize so that they can work on finding the information together.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have them re-read the story they want to summarize.
• Then have them read it again, looking for information for their chart.
CRITICAL THINKING CREATIVITY
• Once they have filled in the top chart in the Workbook, have them choose which ones are most important and put them in the second chart.
COLLABORATION
CRITICAL THINKING
• Have students write their summaries. At this level their summaries can be shorter than the models. For example, they may choose just two details and two examples.
COLLABORATION CRITICAL THINKING CREATIVITY
At level:
• Have students work in pairs to plan and write their summaries as above. Have them choose the same story or article to summarize.
COLLABORATION CRITICAL THINKING
CREATIVITY
• Have students make their summaries as long as the models, including two or three details and examples.
COLLABORATION CRITICAL THINKING CREATIVITY
Above level:
• As above, have students work in pairs to plan and write their summaries. For this level, have them summarize two different articles or stories.
COLLABORATION CRITICAL THINKING
CREATIVITY
• Have students make their summaries as long or longer than the models, including three or four details and examples.
COLLABORATION CRITICAL THINKING CREATIVITY
D Present your summary.
• Have the partners who worked together read aloud to each other the procedures for presenting the summaries.
COMMUNICATION
• Have two sets of partners combine into groups of four. Have students take turns reading aloud their summary.
COLLABORATION COMMUNICATION
• Regroup as a class to discuss the questions. COLLABORATION
COMMUNICATION CRITICAL THINKING
Units 13 and 14 Big Question Review
Why do we use money?
A Watch the video. How do you see people using
money?
• Play the video, then ask students to use their new
vocabulary to describe how they see people using money.
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180 Units 15 and 16 • Big Question
Reading Strategies
Students will practice:
•
Taking notes
• Making connections
Wrap Up Students will review the
language and Big Question
learning points of Units
15 and 16 through:
•
Writing a scene from a play
Writing Study
Students will understand:
•
Quantifiers
• Semicolons
Speaking Students will understand
and use expressions for:
•
Explaining your opinions
• Expressing thanks
Listening
Students will practice:
•
Listening for details
Grammar Students will understand
and use:
•
Sense verbs + adjective
• Infinitive as subject
Word Study
Students will understand and use:
•
Homophones
• Verb + preposition
Vocabulary Students will understand and use words
about:
•
Achievement, theater
Units 15 and 16
How do we express ourselves?
Students will understand the Big Question
learning points:
•
We express ourselves through art, such as paintings and sculpture.
• People make music to show how they feel.
• We express ourselves by writing poetry.
• Actors tell stories by acting in plays.
• Some people dance to express themselves.
Units 15 an
d 16
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181
Units 15 and 16 Big Question page 150
Summary
Objectives: To activate students’ existing knowledge
about self-expression and identify what they would like to
learn about the topic.
Materials: Big Question Video, Discover Poster 8,
Big Question Chart
Introducing the topic
•
Read aloud the Big Question. Ask How do we express ourselves?
• Ask students to name some ways that people express themselves. Write a list on the board. (Possible answers: talking, singing, playing an instrument, dancing, acting, painting, making sculptures, dressing up in outfits.)
A Watch the video. Then talk about it with your
par
tner.

• Play the video, then ask students to answer the following questions in pairs: What are some places we saw in the video? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students write several sentences describing one or more of the images shown in the video. Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the images in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the images they saw in the video and read it to the class. Ask them to tell what was the most interesting thing in the video.
B Look at the picture and discuss it with your class.
• Talk about the big picture. Ask Is this a realistic picture with details, or an artistic picture? (artistic) What are the people doing? (performing, playing instruments, listening to music) Where are they? (in a cafe, on a stage)
• Say to the class Raise your hand if you have ever been on a stage. What were you doing?
C Think and answer the questions.
COMMUNICATION
• Return to the list of types of self-expression that you wrote on the board. Ask for a show of hands for each item and write the number of students that express themselves in each way. (Students may raise their hand for multiple items.)
• Ask students to talk about the kinds of feelings that they have expressed through those art forms.
• Discuss the four questions with the students.
Expanding the topic
DIFFERENTIATION
Below level:
•
Display Discover Poster 8. Divide students into groups of four. Ask each student to describe one of the four images to the other students in the group, saying one or more sentences. Then have each student write one thing that that student said about the image.
• Have students each read aloud one sentence.
At level:
•
Display Discover Poster 8. Divide students into groups of four. Ask each student to describe one image on the poster, saying three sentences about the image. Have the others write the student’s description.
• When finished, have students take turns reading the descriptions aloud.
Above level:
•
Display Discover Poster 8. Have students work in pairs. Have each student say and then write a description of all four images on the poster. Have them read aloud the descriptions to the class.
COLLABORATIVE LEARNING
• Have students work in groups of four. Assign one of the pictures shown on Discover Poster 8 to each student in the group. Ask each student to make up a story of two or three sentences about the person in their assigned picture. For example, This man is playing a song he wrote on the violin. He is practicing for a concert. His friends are going to be there. Encourage students to be creative when making up situations to explain what they see.
• Have students write their stories and read them to the group. Then ask volunteers to read them to the class.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about the arts and how people express themselves?
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
Discover Poster 8
1 A sculptor at a sand sculpture festival in Berlin, Germany; 2 A violinist in an orchestra; 3 A girl writing poetry; 4 Actors rehearsing a play on stage, holding scripts; 5 Folk dancers in traditional costumes
Further Practice
Workbook Unit 15 page 142 Online practice • Big Question 8 Classroom Presentation Tool • Big Question 8
Units 15 and 16 • Big Question
Units 15 an
d 16
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182
Summary
Objectives: To understand words about achievement;
to apply own experience and a reading strategy to help
comprehend a text.
Vocabulary: design, innovative, remarkable, ambitious,
permanent, settle, emerge, artificial, promote, enclose, suitable,
beneficial
Words in context: cease, magnified, algae, applies, provides,
crustaceans
Reading strategy: Taking notes
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 4•02
• Play the audio of the words. Pause the audio before
the sentences and ask if any of these words are familiar.
Have volunteers give the meanings of any of the words
they know.
•
Draw three columns on the board and label them Two syllables, Three syllables, Four syllables.
• Ask students to write 2, 3, or 4 in pencil next to each word on their page to indicate the number of syllables. Play the words again and ask students to draw a line under the syllable in each word that gets the stress.
• Ask students to find: the two-syllable word with stress on the first syllable (settle); the three-syllable word with stress on second syllable instead of the first (ambitious); which syllable of each four-syllable word gets the stress.
Unit 15 • Get Ready
(first syllable of innovative, second of remarkable, third for beneficial, artificial )
• Ask volunteers to say the words that you will list in each column. Then have the group read them aloud.
• Play the audio of the words again and continue on to the sentences, with students reading along silently.
CRITICAL THINKING
• Challenge students to tell what is the same and what is different about the four two-syllable words. For a hint, ask them to look at pronunciation, spelling, and part of speech. (Different: they are pronounced and spelled differently, with stress on different syllables and some are spelled with silent e. Same: they have two syllables. They are all verbs.)
• Have them look at the eight words with three or four syllables and have them compare those. (Same: all are adjectives. Different: they have different suffixes.)
• Remind students of the suffix -ive from the last unit. What verb could innovative come from? (innovate)
COLLABORATIVE LEARNING
• Have students work in groups of three to write word definitions, each on a separate card. Have one student do the four verbs. Have the other two students each do four of the adjectives. (They could split them by words with either three or four syllables.)
• Have students look up the words in the dictionary pages and write the definitions on the cards.
Unit 15 Get Ready page 152
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183Unit 15 • Get Ready
• Have students write notes in the chart. Model writing
a note and remind them that notes do not have to be
sentences. (For example, born in Africa.)
• Have the next student continue reading the next two sentences, and the third student, the last two sentences, stopping after each for students to take more notes.
At level:

• Have students work in groups of three. Have them work independently to read the passage silently. Have them each underline the information for who, what, and where.
• Ask each student to read to the group what they underlined. Then have them write short notes about that information in the chart. Remind them that notes do not have to be sentences.
Above level:
•
Have students each re-read the passage silently. Ask them to independently fill in the chart with notes. Then have them each read their notes aloud to each other.
ANSWERS
Who: Korky Paul, an artist; What: Illustrates children’s books. Won awards. Detailed pen, ink watercolor; Where: Born in Zimbabwe, Africa. Lives in England.
E Words in Context: Scan the text on pages
154–155 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have volunteers read the words aloud. Help them with the pronunciation of algae (ae is pronounced like ee) and crustaceans (ceans is pronounced shuns)
• Have partners scan the reading and circle the words that they will be defining in context as they read.
F Look at the pictures on pages 154–155. What do
y
ou think is special about this type of art?
•
Ask students to name everything they see in the pictures, for example, a man working on a sculpture, a head underwater, a group of sculptures in water.
• Ask for their ideas about this as a form of art, to generate a class discussion.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text will we be reading? (an informational text) Ask students to recall other informational texts
they have read. Ask them to tell you if it is fiction or nonfiction and the purpose of the text. (Nonfiction, to give information.)
Further Practice
Workbook Unit 15 pages 142–143 Online practice Unit 15 • Get Ready Classroom Presentation Tool Unit 15 • Get Ready
• Have each student pass the four cards to another student. The students then take turns reading the cards they received aloud.
• Have students mix the cards and take turns reading aloud a word from a card. The student to the left repeats the word and tells the definition. The student with the card tells if the definition is correct.
B Match each word to its opposite.
COMMUNICATION
• Have students work in pairs to do the matching. For each numbered word, have partners take turns saying the word and its definition, and finding the opposite word to match. If they don’t know, suggest they skip the word until there are fewer choices.
ANSWERS
1 c 2 d 3 e 4 f 5 b 6 a
C Choose the best word to complete each
sen
tence.
•
Have students remain in the groups above to do this exercise. Have them first pull out the word cards they made for each of the six words in the box.
• Have students take turns reading each of the sentences. Have one student read the sentence and the next look through the word cards to choose the word, checking the definition if necessary. Then they fill in the blanks.
ANSWERS
1 remarkable 2 settle 3 promotes 4 emerge
5 design 6 suitable
Before You Read
Think
CREATIVITY
• Ask students to tell about any sculptures they have seen in museums or outdoors.
• Ask what materials they think sculptures can be made of. Common materials for sculptures are wood, metal, and clay, but point out they can be made of paper, plastic, or cardboard, or even recycled objects or materials.
D Learn: Taking Notes
• Have a volunteer read the Learn box and the example.
Read the passage. Underline four important
things. Fill in the chart.
•
Use the following differentiated suggestions for taking
notes from the passage.
DIFFERENTIATION

Below level:
•
Have students work in groups of three. List the words Who, What, Where. Remind students they will be reading about a person, what they did, and a place.
• Have one student read the first two sentences of the passage. Ask the group who they read about (Korky Paul), what he does (illustrates children’s books), where he was born (Africa), and where he lives now (England).
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184Unit 15 • Read
Summary
Objectives: To read, understand, and discuss an
informational text; to apply a reading strategy to improve
comprehension.
School subject: The Arts
Text type: Informational text (nonfiction)
Reading strategy: Taking notes
Big Question learning points: We express ourselves through
art, such as paintings and sculpture.
Materials: Audio CD
Before Reading
• Ask students to recall places where informational texts
can appear, from the preview they read on page 153.
(schoolbooks, Internet, magazines)
• Ask a volunteer to read aloud the title and subtitle. Ask What information do we know so far about what we are reading, from the title and the pictures, and the preview we read? (It is about an artist, he makes sculptures, and the sculptures are underwater.)
• Ask What other kinds of information could we try to find out from the reading? (Possible answers: Where he is from, where he lives, what the sculptures are made of, how big they are.)
• Have volunteers take turns reading the vocabulary words aloud and reviewing the meanings with the class.
• Have other volunteers read the six words in context that students circled. Ask if they know the meanings of any of these words already. Remind students they will be looking for the meanings in context as they read.
During Reading $ 4•03
• Play the audio. Have students listen and read along. Before listening again, ask these questions to check understanding: What is self-expression? Where are Taylor’s sculptures? What do the sculptures show? How big are the figures of people?
CRITICAL THINKING
• Ask these questions to generate discussion. How do you think people feel when they see Taylor’s sculptures? Why do you think Taylor wants to use environmentally- friendly materials?
DIFFERENTIATION
Below level:
•
After listening to the entire reading, divide students into groups to listen again. Pause after each paragraph to check understanding.
• Help students summarize the information they just heard. For example, for the first paragraph, begin by saying a sentence and asking students to complete it. People like to find new ways to … express themselves. People express themselves through … painting, music, poetry, and dance.
• Write the summarizing sentences and have students copy them.
Unit 15 Read page 154
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185Unit 15 • Read
CULTURE NOTE
Jason deCaires Taylor was born in 1974 and is part English
and part Guyanese. He grew up in Europe and Asia.
He founded and created the world’s first underwater
sculpture park in Grenada in 2006. The underwater
museum he created in 2009 (MUSA) is one of the largest
underwater art attractions in the world.
His sculptures can be found underwater in or near
the following places: Cancun, Mexico; Crete, Greece;
Canterbury, Kent, UK; Mollinere Bay, Grenada; Copperfield
Bay, Bahamas.
Further Practice
Workbook Unit 15 page 144
Online practice Unit 15 • Read
Classroom Presentation Tool Unit 15 • Read
At level:
• After listening to the entire reading, divide students into groups to listen again and summarize what they heard. Have students take turns reading parts of the text aloud. Pause after every two paragraphs and ask students to tell in their own words what information they just heard.
• Ask each student to write the information. Then continue with the next two paragraphs.
Above level:
•
After listening to the entire reading, divide students into groups as above to summarize what they heard. Have each student in the group read aloud three paragraphs. Have the other students in the group write in their own words the most important information they heard.
• Ask each student in the group to read aloud what they wrote before moving on to the next three paragraphs.
After Reading
• Ask each student to write three facts they remember from the reading on a piece of paper. Have students trade papers with a partner. Have volunteers read to the class the sentences their partner wrote.
• Pair students. Have them look at the six words in context that they circled in the story. Have them circle the sentences containing the words. Ask them each to take three words and tell their partner what they think the words mean. Then have them look up the words in the dictionary pages. Have them write the meanings. Have volunteers tell the class how the meanings they looked up were the same or different from the ones that they concluded from looking at the words in context.
COLLABORATIVE LEARNING
• Have students work in pairs. Have them close their eyes and imagine that they are on a boat going to see one of the sculptures described in the reading. Ask them each to write a dialogue of what they and another person in the boat would say to each other about the sculpture. Encourage them to use details from the reading in their dialogue. For example: “Look! It’s a man at a desk!” “He’s typing on a typewriter. I see fish swimming around him.” “There’s a starfish on the man’s head.”
• Encourage students to write five or six lines. Have each set of partners read the two dialogues aloud. Then have pairs volunteer to read them to the class.
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186Unit 15 • Understand
• For each paragraph, ask students to listen for information
to highlight. For example, in the first paragraph ask them
to listen for and highlight the art forms mentioned (music,
painting, poetry, dance).
•
Ask them to write notes in their notebook about what they highlight. For example, they might write: self- expression – music, painting, poetry, dance.
• Continue with the second paragraph, asking them to highlight the name of the place (Grenada) and the sculpture there. (a man at a desk with a typewriter)
• Continue with each paragraph. Have students review their notes to find information to fill in the chart.
At level:
•
Divide students into groups to take notes about the reading. As above, use the recording or have students take turns reading parts of it aloud. Pause after every two paragraphs.
• Provide a list of items you would like them to listen for and highlight in the first two paragraphs. For example, forms of self-expression, location of sculpture, kind of sculpture.
• Have them review what they highlighted, write notes, and find the information for the chart.
Above level:
•
Divide students into groups as above to take notes. Have each student in the group read aloud three paragraphs as the others take notes.
• As above, provide a list of items for students to listen for and highlight. Then ask them to write them as notes and fill in the chart.
Unit 15 Understand page 156
Summary
Objectives: To demonstrate understanding of an informational text; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Sense verbs plus adjectives
Grammar practice: Workbook exercises
Grammar production: Write personalized sentences using
sense verbs and adjectives
Materials: Audio CD
Comprehension
Think
• Have students tell a partner which sculptures in the
reading they found most interesting. Encourage them to
give reasons, referring to details from the reading.
A Use the chart to take notes about “One Man’s
S
elf-Expression”. Then compare your notes with
your partner’s.
•
Remind students of the notes they took on page 153. Have students form the same groups to take notes on the reading, as outlined below.
DIFFERENTIATION
Below level:
•
Put students into groups to take notes. Use the recording, pausing as necessary. Alternatively, have students take turns reading aloud, pausing after each paragraph.
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187Unit 15 • Understand
At level:
• As above, have students make a chart of sense verbs. Ask
each student in the group to list two nouns and matching
adjectives for each column. Then have them write
sentences for each of the sense verbs.
Above level:
• Have students work in groups to make a sense verb chart as above. Have each student list three nouns and adjectives for each column, write sentences for each, and write a paragraph using several of them together.
Complete each sentence with the correct sense
verb.
•
Have students complete the sentences individually.
ANSWERS
1 feel 2 look 3 sounds 4 smell 5 tastes
F Look at E. Use the pictures and verb / adjective
c
ombinations to make sentences. Practice with
your partner.
•
Have students do the exercise with a partner. Then work
as a class for the following activity.
COLLABORATIVE LEARNING
•
Have students work in groups of five. Have each student choose one sense verb. The student writes the verb on a card and a sentence using it. For example, they write The ice cream tastes sweet and delicious.
• Collect the cards from all groups, mix them, and play a guessing game with the class. Each student stands up, picks a card, and reads it, leaving out the noun. For example, This is something that tastes sweet and delicious. Volunteers guess the object.
• The game can also be played with teams. Split the class into two teams and have one team give clues and answer, and then the other team does the same. Give the team a point if they get the answer within two guesses.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 145–147 Online practice Unit 15 • Understand Classroom Presentation Tool Unit 15 • Understand
POSSIBLE ANSWERS
Who: Jason deCaires Taylor; What: underwater sculptures, 400 people, habitats for marine species; When: people can see the sculptures now; Where: Mexico, Grenada, UK.
B Write the answers to the questions in your
not
ebook. Then discuss them as a class.
•
Have students work in pairs to answer the questions. Then have volunteers read the answers to the class.
ANSWERS
1 Sculpture 2 He wants to combine art with
nature. He wants to help save coral reefs. 3 The
sculptur
es become “living”.
4 They provide habitats.
They draw people away from bothering natural reefs.
5 Innovative 6–7 Students’ own answers.
CRITICAL THINKING
•
Ask students to compare and contrast Taylor’s sculptures with any other sculptures they have seen. Have students draw a Venn diagram as in Unit 14, and use the middle section to write how they are the same. Have volunteers share and explain their diagrams.
C Words in Context: Look again at the words
y
ou circled in the article. Match each word to its
definition.
•
Ask students to look at the words in context they circled in the story and to review the meanings.
• Have students complete the matching individually.
ANSWERS
1 e 2 a 3 b 4 f 5 c 6 d
Grammar in Use
D Listen and read along. Then answer the
questions
.
$ 4•04
• Play the recording and have students listen. Then have pairs read each part aloud.
• Ask students to circle the words sounds and felt. Have students answer the questions.
ANSWER
1 He felt hungry. 2 It sounds terrible.
E Learn Grammar: Sense Verb + Adjective
• Have volunteers read the explanation. Talk about the first sentence. Ask students to recall the difference between adverbs and adjectives. (Adverbs describe verbs, adjectives describe nouns.) Write the sentences The pillow feels soft. The pillow feels softly. Ask which is correct (the first). Cross out the second. Explain that sense verbs are followed by adjectives because we are describing the noun, not the verb itself. The adjective soft describes the pillow, not how someone is feeling it.
DIFFERENTIATION
Below level:
•
Have students work in groups of five to make a five- column chart of sense verbs. Together, list nouns and adjectives that describe each sense and have students each write a sentence with each sense verb.
4052955 Oxford Discover 2e TG5_PRESS.indb 187 13/12/2018 16:11? Copyright Oxford University Press

188Unit 15 • Communicate
ANSWER
The drums
CRITICAL THINKING
• Ask students to tell you things they remember from
the listening. Then ask them to sort that information by
the question words what, when, where, why, how , who.
Ask them which question words were discussed in the
listening and which were not. (The listening does not
include where the boy lives or plays music, but it includes
information for the other questions.)
B
Listen again. Write short answers to the
questions
.
$ 4•06
• Before listening to the recording again, have volunteers read aloud the questions. Replay the recording and ask students to listen for the answers.
• As they listen, have students raise their hand if they hear the answer to one of the questions. Pause the recording so they can write the answer.
• Play the recording several times if needed.
ANSWERS
1 when he was eight 2 seventeen 3 when he was
elev
en
4 when his song became a hit on the radio
5 through music 6 drumming
Unit 15 Communicate page 158
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Explaining your opinions
Word Study: Homophones: its / it’s, your / you’re, their / there,
here / hear, who’s / whose
Writing Study: Quantifiers (several, most, many)
Big Question learning points: People make music to show
how they feel. We express ourselves by writing poetry.
Materials: Big Question Video, Discover Poster 8, Big
Question Chart, Audio CD
Listening
Think
•
Ask students to write a sentence about what made them proud. Ask volunteers to read their sentences, then discuss students’ contributions as a class.
A Listen. What instrument does Ramiro
pla
y?
$ 4•05
• Tell students they will be listening to an interview with a musician. Ask a volunteer to say what an interview is.
• Ask them to listen for the instrument.
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189Unit 15 • Communicate
Above level:
• As above, have students in small groups take turns
making up sentences while the others write the word.
•
Challenge students to write a short story (two or three paragraphs) using all ten of the homophones.
Writing Study
F Learn: Quantifiers
• Have a student read aloud the explanation. Then have students cover the page and ask a volunteer to explain the meaning of several, many, and most.
Complete these sentences about you.
• Have students do the exercise in pairs, using personal information. Ask them to read aloud their sentences.
Workbook
Word Study and Writing Study Practice
• Direct students to Workbook pages 148–149 for further practice of the Word Study and Writing Study.
Big Question 8 Review
How do we express ourselves?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 8.
• Refer to the learning points covered in Unit 15 and have students explain how they relate to the pictures.
• Return to the Big Question Chart.
• Ask students what they have learned about self- expression and the arts while studying this unit.

• Ask what information is new and add it to the chart.
Further Practice
Workbook pages 148–149 Online practice Unit 15 • Communicate Classroom Presentation Tool Unit 15 • Communicate
Speaking
C Work with a partner. What kind of self-expression
do y
ou think is the most interesting or important?
Ask and answer.
$ 4•07
COMMUNICATION
• Play the recording and have students listen to the dialogue. Have students work in groups to discuss the art forms on the left before practicing the dialogue.
COLLABORATIVE LEARNING
• Have students work in groups of four. Have each one take a turn telling about a personal experience with one of the art forms. Have them tell what they like about that art form and why it is important. Then have both pairs of students in the group practice the dialogue, filling in their personal opinions.
Word Study
D Learn: Homophones
• Have a volunteer read the explanation and others read each pair of homophones.
Listen, say, and number the words. $ 4•08
• Play the recording for students to number the words.
• Have students work in pairs. For each pair of homophones, ask each student to explain what one of them means. For example: Hear, h-e-a-r, means what you do with your ears. Here, h-e-r-e, means where we are. Have them check in the dictionary pages to make sure they are correct about which is which.
ANSWERS
1 its / it’s 2 you’re / your 3 there / their
4 hear / here 5 whose / whose
E Work with your partner. Write a sentence for
each w
ord above.
•
Have partners work together to write sentences with each of the homophones. Ask students to take turns saying a word, giving the spelling, and reading a sentence aloud with that word.
DIFFERENTIATION
Below level:
• Work with a small group. Say a sentence with one homophone and ask students to write the correct spelling. After each word, check the spellings.
• Say another sentence with one of the homophones from a pair. Ask a volunteer from the group to say a related sentence with the other homophone. For example I can’t hear you. There’s too much noise in here. Then go on to the next homophone pair.
At level:
•
Have students form small groups. Have students take turns making up a sentence with one homophone as the others write the spelling. The student who made up the sentence checks the spelling.
• Ask students to each write a paragraph using four homophones (two pairs of homophones).
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190Unit 16 • Get Ready
• Play the audio again. Continue to the sentences and have
students read along.
•
Ask students to review their choices of the parts of speech now that they have seen the words in context.
• Ask volunteers to say the part of speech for each one.
COLLABORATIVE LEARNING
• Have students work in groups of three. Have each student in the group write three of the vocabulary words, each on one card. Have them look up those words in the dictionary pages and write the definitions on the cards.
• Have each student read their three words aloud to the group. Students in the group say what they think the definition is, and the student who read the card tells them if it is correct.
B Circle the one that doesn’t belong. Look up any
w
ords you don’t know in your dictionary.
•
Have students work in pairs to do the exercise, looking up the words if necessary in the dictionary pages. Then discuss the answers as a class, using the questions below.
ANSWERS
1 mend 2 hero 3 dentist 4 angry 5 ocean
6 sailor
CRITICAL THINKING
• After reviewing each answer, ask a question to encourage analysis of the words. For example, ask How is mending something different from damaging it? Why is a thief more like a villain than a hero? How does a person’s face look when
Unit 16 Get Ready page 160
Summary
Objectives: To understand words to describe the theater; to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: cabin, advisor, deck, grateful, tempest, save,
break up, react, villain, stage, playwright, set
Words in context: aid, massive, petrified, crew, elderly
preventing
Reading strategy: Making connections
Materials: Audio CD
Review and Present the topic
•
Ask students to recall the Big Question: How do we express
ourselves? Say In the last unit, we discussed the different art
forms that people use to express themselves. In this unit, we
are going to learn words about writing and performing plays.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 4•09
• Play the audio. Ask students to listen and repeat each word. Pause the audio before the sentences.
• Ask students to look at the words and circle the ones they know. Then ask them to write in pencil the letter v, a, or n next to each one to indicate what part of speech (verb, adjective, noun) they think it is. For words they don’t know, they can guess based on similarities to words they know (for example break up is similar to the phrasal verbs they learned in Unit 13).
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191Unit 16 • Get Ready
E Words in Context: Scan the play on pages
162-163 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have a volunteer read the six words. Ask students if they
know any of the meanings. Ask volunteers to say the
meanings of the words they know.

• Point out that there may be more than one meaning for some words. For example, aid could be a noun or a verb. Students will need to determine which one it is from the context of the sentences in the play.
• Have students work in pairs to scan the reading for the words to circle. They may split them and each look for half. As they read the selection, they will determine the meanings.
F Look at the picture on pages 162–163. What do
y
ou think the play is about?
•
Have students look at the picture on the reading pages. Ask What is shown in the picture? (a boat) Where is it? (on a stage)
Reading Preview
• Read the title of the unit’s reading text. Ask for suggestions about what it means. Ask What definition did we learn for this word in our vocabulary? (A tempest is a storm.)
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (drama) What is another word for drama? (a play) What is a portion of a play called? (a scene)
• Ask if students have ever heard of or read anything by William Shakespeare. Point out that the original play was written about 400 years ago. Explain that adapted from means based on the original. The words they will read are not Shakespeare’s actual words.
Further Practice
Workbook Unit 16 pages 150–151 Online practice Unit 16 • Get Ready Classroom Presentation Tool Unit 16 • Get Ready
they are grateful or thankful? How does it look when they are angry?
C Choose the best word to complete each
sen
tence.
•
For each question, ask volunteers to say the possible choices. Then discuss as a class why one choice is better than another to complete the sentences.

ANSWERS
1 set; stage 2 saves 3 playwright 4 cabins 5 deck
6 reacted
Before You Read
Think
•
Ask if anyone has been in a big storm. What is it like? Then ask if anyone has been on a ship. Ask students to close their eyes and imagine a ship in a storm. What do they feel?
D Learn: Making Connections
• Have four volunteers each read a sentence of the Learn box explanation aloud.
What do you know about fashion? Fill in the first
two columns of the chart. Then read the text and
fill in the last column.
• Use the following differentiated suggestions to have
students complete the chart.
DIFFERENTIATION

Below level:
•
Work with a small group. Before reading the text, ask them to brainstorm what they know about fashion. List their ideas on chart paper. Encourage ideas by writing your own and then asking questions. For example, Boys wear pants. What do girls wear? How are fashions different for school or a fancy party?
• Have students write some of the ideas you generated in the What I know column. Then, brainstorm some questions to write in the second column.
• Have students take turns reading sentences of the text aloud. Have them say in their own words what they learned, and write short phrases in the last column.
At level:
•
Before reading, have students each write one thing they know about fashion and one thing they want to know. Have them read their ideas aloud. Have them write the group’s ideas in the first two columns.
• Have students each read the text silently. Have them take turns saying one thing they learned. Then have all the students in the group write several of the group’s ideas in the last column.
Above level:
•
Follow the procedure above for filling in the chart.
• Have each student write several sentences describing a fashion they have seen on the street or on TV.
• Have students read aloud their descriptions.
ANSWERS
Students’ own answers.
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192Unit 16 • Read
CRITICAL THINKING
• Ask students to compare how the text format is different
for a written play than it is for a story, and explain the
difference.
• Ask How is dialogue (the words that people say) shown in a story and how is that different from a play? (In a story, what people say is shown in quotation marks, and the name of the person speaking is shown after the quotes, usually with said or asked. In a play, the name of the speaker appears on the left with a colon, and then the words they say are shown with no quotation marks.)
During Reading $ 4•10
CREATIVITY
• Play the audio. Have students listen and read along.
• Follow the procedures below for differentiated instruction to practice reading the play aloud.
CRITICAL THINKING
• As you read, pause to ask these questions to encourage discussion and check understanding: Why does the sailor say that the most important person on board is himself? (The crew has to save the ship, and if they don’t everyone will die.) Why does Gonzalo call the sailor a villain when he talks about him? (Because the sailor yelled at them all.) Why does Gonzalo say that the sailor makes him feel better and that he’ll never die on a ship? (Because the sailor is working hard to save the ship.)
Unit 16 Read page 162
Summary
Objectives: To read, understand, and discuss an adaptation of a scene from a play; to apply a reading strategy to improve comprehension.
School subject: The Arts
Text type: Drama (fiction)
Reading strategy: Making connections
Big Question learning points: Actors tell stories by acting in
plays.
Materials: Audio CD
Before Reading
• Have students read the list of characters under the words
Cast of the Tempest. Review that cast means all of the
characters in a play. Then ask students which characters
have speaking parts in the scene they will be reading.
(Captain, Sailor, Alonso, Antonio, Gonzalo) Note that
Ferdinand and Sebastian appear on stage as described in
the stage directions within the scene.
•
Review that speaking parts follow the name of the characters. Stage directions, the lines in italics, tell the actors where to go or what to do.
• Have volunteers take turns reading the highlighted vocabulary words aloud and saying their meanings.
• Have another volunteer read the six words in context that students circled. Remind students they will be looking for these word meanings in the context of the sentences as they read.
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193Unit 16 • Read
COLLABORATIVE LEARNING
• Have students work in small groups. Ask them each to
choose a different character in the scene. Have them close
their eyes and imagine what that character is like. Then
have them write a description of how they think that
character should act and how he feels. For example, the
captain would need to be a confident person who gives
orders loudly.
•
Have each student tell the others what they think that character is like. Then have them say one line of that character’s part in a way that shows their personality.
CULTURE NOTE
William Shakespeare (1564–1610) was an English poet, actor, and playwright. He was born and raised in Stratford- upon-Avon, in England. His plays include tragedies, romance, historical works, and comedy. Some of the most famous are Hamlet, Romeo and Juliet, Othello, King Lear, Twelfth Night, and A Midsummer Night’s Dream. The Tempest is a comedy that was written around the year 1610 and is possibly the last play that Shakespeare wrote.
Further Practice
Workbook Unit 16 page 152 Online practice Unit 16 • Read Classroom Presentation Tool Unit 16 • Read
DIFFERENTIATION
Below level:
•
Have students work in groups of six. Assign each of five students one of the characters in the scene (Captain, Sailor, Alonso, Gonzalo, Antonio). The sixth student will read all the stage directions. (Note that the sailor has the most lines, and Antonio and Alonso the least, so assign parts according to reading ability.)

• Have students take turns reading lines from the text about drama and the play. Stop as necessary to check understanding.
• Have students read their assigned parts of the scene.
• Repeat the scene several times until the students are confident with the parts.
At level:
•
As above, have students work in a group of six to read the text and the scene.
• For the text, have students each read aloud several sentences. Before reading the scene, ask students to tell in their own words what the text was about.
• Have students read the scene.
• Challenge students to memorize some of their lines.
Above level:
•
Have students work in groups of seven. Assign each of five students the speaking parts, and two students the non- speaking parts.
• Before reading the scene, have the two students with non-speaking parts read the text aloud, each reading half of it.
• Have students read through the play. Have them stand and practice following the stage directions.
• When students are comfortable reading from the script, ask them to memorize their lines and practice them without it. When they are able to do this, have them perform the scene for the class, following all stage directions for leaving and entering the “stage”.
After Reading
• Ask students to look at the six words in context from page 161 that they circled.
• Have volunteers read the sentences with the words and tell what they think the meanings are. Have them explain how they figured out the meanings. For example, crew
appears in a phrase the passengers and crew, so we know that the crew must be people who work on the ship, since they are not passengers.
•
For words for which students can’t figure out the meanings from the context, have them check the dictionary page definitions.
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194Unit 16 • Understand
B Write answers to the questions in your notebook.
T
hen discuss them as a class.
•
Have students work individually to answer each question.
Then discuss the answers together. Ask the following
questions to encourage discussion about plays as a form
of self-expression.
CRITICAL THINKING
•
Ask students to compare the process of making a play with making other art forms. For example, ask How is creating a play the same as or different from creating an orchestral music performance? Ask them to compare settings for performances, what has to be written, numbers of performers, and equipment.
ANSWERS
1 There is a storm. 2 It might run into the rocks.
3 the sailors 4 under the deck, to the cabins
5 it is safe there 6 because they are preventing him
from doing his work 7 because he believes the sailor,
and everyone else will survive
C
Words in Context: Look again at the words you
cir
cled in the play. Match each definition to its
word.
•
As a class, review the meanings of the words in context. Then have students complete the sentences individually.
ANSWERS
1 d 2 b 3 f 4 a 5 c 6 e
Unit 16 Understand page 164
Summary
Objectives: To demonstrate understanding of a scene from a play; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Infinitive as subject
Grammar practice: Workbook exercises
Grammar production: Write personalized sentences
Materials: Talk About It! Poster, Audio CD
Comprehension
Think
•
Ask partners to tell each other which character of The
Tempest they would want to be. Have them explain why
and give examples from the scene.
A What did you know before you read The Tempest?
W
hat did you want to know? What have you learned
about how we express ourselves? Fill in the chart.
•
Ask students to review the chart they filled out on page 161. Point out that in this chart they will fill out the first two columns about what they knew before they read the play and what they wanted to learn.
ANSWERS
Students’ own answers.
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195Unit 16 • Understand
ANSWERS
Students’ own answers.
F Work with your partner. Think of all the things
y
ou do at school. Take turns expressing your
opinions to each other.
•
Display the Talk About It! Poster and review the ways to
ask and tell opinions.
•
Pair students. Do the following activity before having students tell each other their opinions.
COLLABORATIVE LEARNING
• Have students work in pairs. Have them make posters called Our Day. The poster should show the students schedules, before, during, and after school, with sentences telling what they do at different times of day. For example, We have science class at 1pm. We are studying frogs. We have lunch at 1:45. We eat with our friends. We have gym at two o’clock. We play basketball.
• In their notebook, have them list adjectives: fun, easy, important, interesting, exciting, boring, amazing.
• Then have them tell each other their opinions about events in the day. For example, It’s fun to play basketball in the gym. It’s important to eat a healthy lunch. Studying frogs is interesting.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 153–155 Online practice Unit 16 • Understand Classroom Presentation Tool Unit 16 • Understand
Grammar in Use
D Listen and read along. Then circle Yes or
No
.
$ 4 •11
• Have students listen to the audio as they read along silently. Play the audio a second time.
• Ask pairs of volunteers to read the two parts, and gesture climbing the tree, and falling before the final two lines.
• Have students answer the question.
ANSWER
No
E Learn Grammar: Infinitive as Subject
• Have a volunteer read the explanation and two more students read each pair of sample sentences.
• Ask students to look through the reading for a similar sentence. (The sailor says “It’s difficult to calm down in a storm”.) Ask them to look at the second sentence in the box and say the sentence from the reading a second way. Remind them to start with the verb and add -ing (Calming down in a storm is difficult.)
Work with your partner. Take turns telling each
other what you think. Use infinitives to express
your opinions.
• Do the following activity and then have partners tell each
other opinions for numbers 1–8 using the phrases in the
box. After completing the activity, have them say the
sentences the other way (Learning to swim is … etc)
DIFFERENTIATION

Below level:
•
Work with a small group. Make a sentence strip: It’s fun to climb a tree. Cut the strip in to three parts: It’s / fun / to climb a tree. Then do the same with Climbing a tree / is / fun.
• Have students practice assembling the two sentences from the parts and changing one to the other. Draw attention to the fact that to climb a tree from one sentence gets replaced with climbing a tree in the second, and It’ s
gets replaced by is.
•
Continue with other short sentences: It’s / easy / to ride a horse; Riding a horse / is / easy.
At level:
•
Form groups of four. As above, use sentence strips to demonstrate how to construct the two forms of the sentences and how to change one to another.
• After demonstrating, have students each write a sentence strip for one more sentence, cutting it apart as in the model. Then have them each write the sentence the other way and cut it apart.
• Have them mix the parts of four sentence pairs and then try to reform all the sentences.
Above level:
•
Follow the procedure above. Have each student write two or three sentence pairs for a total of four to six sentences each. Have them mix all the cards and put them in the middle of a table. Have them take turns picking cards and trading them to reform sentences.
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196Unit 16 • Communicate
DIFFERENTIATION
Belo
w level:
•
Have students take turns reading the statements on the
page aloud. Play the recording and pause it after every
three sentences that the speaker says. Ask students to
re-read the list silently to see if they heard any of the
statements. Continue playing the audio and pause after
every three sentences they hear.
At level:
•
Have students read through the list of statements silently. Then play the recording. Have students raise their hand if they hear one of the statements they just read. Pause the recording when they raise their hand, or after every four or five sentences.
Above level:
•
Have students read through the list of statements silently. Play the recording and have them check the ones they hear. Play the recording once more straight through for them to check their answers.
ANSWER
Students check the first, third, fourth, sixth, and eighth boxes.
Unit 16 Communicate page 166
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Expressing thanks
Word Study: Verb + preposition: study for, work for, talk
about, think about, belong to, apologize for, ask for, care for
Writing Study: Semicolons
Big Question learning points: Some people dance to
express themselves.
Materials: Audio CD
Listening
Think
•
Ask volunteers to describe what they like about any form
of dance they have ever seen.
A
Listen to a dancer talk about dancing. Check (✓)
the sta
tements you hear.
$ 4•12
• Play the recording and have students listen. Then explain that the list on the page has some sentences that are in the listening and some that are not. Have students listen again to check which ones they hear. Use the following suggestions for working with students at each level of proficiency.
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197Unit 16 • Communicate
verb + preposition, they fit them together and keep the
cards.
Writing Study
E
Learn: Semicolons
• Have volunteers read the explanation in the Learn box and the examples. Explain that an independent clause can be its own sentence – it is independent, or not needing the other part of the sentence. Use the samples to explain: She won a prize is a sentence. In the second example it is an independent clause that is part of the longer sentence.
Rewrite the sentences using semicolons.
• Have students complete the exercise individually or in pairs, using semicolons to join each pair of sentences.
ANSWERS
1 Jamie threw the ball; it hit a window.
2 I didn’t want help; I didn’t ask for it.
3 The teacher liked my homework; she suggested two
changes.
Workbook
Word Study and Writing Study Practice
•
Direct students to the Workbook pages 156–157 for further practice of the Word Study and Writing Study.
Further Practice
Workbook page 156–157 Online practice Unit 16 • Communicate Classroom Presentation Tool Unit 16 • Communicate
B Listen again. Write a sentence that explains what
it means t
o dance rhythmically.
$ 4•13
• Have students read the question. Ask them to listen for the sentence with rhythmically and to raise their hand when they hear it. Play the audio. Stop when they raise their hand to take suggestions about the meaning.
POSSIBLE ANSWER
To dance rhythmically means to dance in time to the beat, or to dance with the music.
CRITICAL THINKING
• Ask students to compare kinds of dances they have seen. Ask them to compare different music, rhythm, costumes, or how slow or fast the dancers moved.
Speaking
C Learn: Expressing Thanks $ 4•14
• Play the recording and have students listen. Pair students and have them practice the exchanges, using the topics listed in the box.
CRITICAL THINKING
• Ask students to discuss the different ways we speak when we are talking to friends or when we are in a formal situation with someone we don’t know. For example That’s very kind of you is more formal than That’s nice, thanks. We say Thank you very much in formal situations, but might say Thanks a lot to our friends. Write some of these different formal vs informal expressions on the board.
• Have volunteers do a role-play with the topics on the page, first pretending they are friends, then pretending they just met, changing the phrases for each situation.
Word Study
D Learn: Verb + Preposition
• Have a volunteer read the explanation and the sample sentences.
Listen, say, and number the words. Then use the
verbs and their prepositions in sentences. $ 4•15
• Have students listen, say, and number the words.
ANSWERS
1 study for 2 work for 3 talk about 4 think about
5 belong to 6 apologize for 7 ask for 8 care for
•
Have students do the following activity to help remember
which preposition goes with which verb.
COLLABORATIVE LEARNING
•
Form groups of four. Have each student write two of the verbs (with their prepositions) in large letters, each on an index card. Then have them draw squiggly, curved, or zigzag vertical lines between each verb and its preposition. Have them cut along the lines to make two- card puzzles for each word. (For example, the card for work for will become two puzzle pieces, work and for.)
• After cutting, there will be 16 pieces. Have students mix all the pieces, put them face down, and play a memory game. The shapes of the cards will be clues, but some shapes will be similar, so students have to know which preposition is correct. When students make a match of
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198Units 15 and 16 • Wrap Up
C Learn: Writing a Scene from a Play
• Have volunteers read each of the bullet points in the Learn
box. COMMUNICATION
• Have students read the scene in the Workbook and write the names of the sections.
CRITICAL THINKING
• Use the questions below to talk about what makes a good play. Use the following differentiated suggestions to work with students at different ability levels to write their scenes.
COLLABORATION CRITICAL THINKING
• Ask the following questions to encourage discussion about writing and performing plays: What makes a play interesting or exciting? What kinds of problems can you put in a play to make it interesting? Why is it important for an actor to say their lines with expression and to speak clearly?
COMMUNICATION
CRITICAL THINKING CREATIVITY
Write: Now go to the Workbook to plan and write
the first scene of a play.
DIFFERENTIATION

Below level:
•
Have students work in groups of three or four. Each group
will write one scene together, with speaking parts for each
person in the group.
COLLABORATION CRITICAL THINKING
CREATIVITY
• Have them plan their scenes, using the Workbook page.
COLLABORATION CREATIVITY
• Both the Student Book and Workbook scenes are about captains and ships. For students at this level, suggest that
Units 15 and 16 Wrap Up page 168
Summary
Objectives: To show what students have learned about the language and learning points of Units 15 and 16.
Reading: Comprehension of a reading text
Writing: Write a scene from a play
Materials: Big Question Video, Discover Poster 8,
Big Question Chart
Writing
A Read this scene from a play.
• Have five volunteers read aloud the parts of the four sailors and the captain. A sixth reads the scene and setting, and stage directions.
21ST CENTURY SKILLS
B Answer the questions.
• After they read, have another volunteer read the labels of the different sections. For each one, ask another student to explain what each means. For example, Scene and setting describes who is in the scene and where it takes place. Stage directions are directions for the actors about where to go and what to do. Character lines are the words that the characters say.
COLLABORATION CRITICAL THINKING
• Have students work individually to write the answers to the questions.
CRITICAL THINKING CREATIVITY
ANSWERS
1 on a ship 2 they read the stage directions
3 the captain and four sailors
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199Units 15 and 16 • Wrap Up
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 8. Have students work in groups.
Assign one learning point to each group. Have each group
list some examples they have learned related to that point
and read aloud their ideas.
C
Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about self-expression and art forms while studying this unit.
• Then have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 158–161 Online practice • Wrap Up 8 Classroom Presentation Tool • Wrap Up 8
they make their scene similar to the one in the Student Book or in the Workbook.
COLLABORATION CREATIVITY
• Alternatively, they could write a continuation of one of those scenes with the same characters.
• The entire scene should have six to ten lines.
At level:
•
Have students work in groups of three or four to plan and write one scene together, using the Workbook page.
COLLABORATION CRITICAL THINKING CREATIVITY
• They may base their scene on the Student Book or Workbook scene, or choose a different topic from the examples in the box in C.
COLLABORATION CRITICAL THINKING
CREATIVITY
• Work with students to help them decide on a basic plot that has a simple problem and solution. Remind them to keep the plot very simple, because they are only writing a short scene. Suggest ideas as necessary.
COLLABORATION CRITICAL THINKING CREATIVITY
COMMUNICATION
• The entire scene should be at least as long as the Student Book model.
Above level:
•
Have students work in groups of three or four to plan and write one scene together. If students wish, they may also work individually to write a second scene with a different plot and characters.
COLLABORATION CRITICAL THINKING
CREATIVITY
• For this level, encourage students to choose a different topic than the one in the Student Book or Workbook.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students make their summaries as long as or longer than the models.
D Practice performing your scene. Then perform
y
our scene for the class.
•
Have volunteers read aloud the procedures for practicing and performing their scenes.
COMMUNICATION
• Have students practice the scene they wrote and plan to perform it for the class. Remind them to read their lines with a lot of expression, keeping in mind the personality of the characters.
COLLABORATION CREATIVITY
• If possible, have them memorize their lines. Another student can have the job of reading along with the script during the scene and reminding students of their lines if they forget.
COLLABORATION CREATIVITY
• Have students gather props they need for the performance.
COLLABORATION CRITICAL THINKING
• Ask students to perform their scene first in front of another small group, and then in front of the class.
COLLABORATION COMMUNICATION CREATIVITY
Units 15 and 16 Big Question Review
How do we express ourselves?
A Watch the video. How do you see people
expressing themselves?
• Play the video. When it is finished, ask students to use their
new vocabulary to describe the images of the arts and
self-expression.
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200 Units 17 and 18 • Big Question
Reading Strategies
Students will practice:
•
Understanding the
sequence of events
•
Making predictions
Wrap Up
Students will review
the language and Big
Question learning points
of Units 17 and 18
through:
•
Writing a magazine article
Writing Study
Students will understand:
•
How to fix run-on
sentences
•
The order of adjectives
Speaking
Students will
understand and use
expressions for:
•
Giving reasons
• Accepting or refusing invitations
Listening
Students will practice:
•
Listening for details
• Listening for the
main idea
Grammar
Students will practice:
•
A, an, the, and no
article
•
Review of tenses and future forms
Word Study
Students will understand and use:
•
Phrasal verbs
• Adjectives ending in -ing
Units 17 and 18 Why do we make buildings? Students will understand the Big Question
learning points:
•
Buildings give us shelter.
• People work in many different kinds of buildings.
• Some buildings are for leisure and fun.
• Buildings can be beautiful.
• In the past, people built castles for defense.
Vocabulary
Students will understand and use words about:
•
Buildings and places, castles
Units 17 and 18
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201
Units 17 and 18 Big Question page 170
Summary
Objectives: To activate students’ existing knowledge
about buildings and places, and identify what they would
like to learn about the topic.
Materials: Big Question Video, Discover Poster 9,
Big Question Chart
Introducing the topic
•
Read the Big Question. Ask Why do we make buildings?
• Ask students to name some of the reasons why people make buildings. Write their ideas on the board.
A Watch the video. Then talk about it with your
par
tner.

• Play the video. When it is finished, ask students to answer the following questions in pairs: What are some places we saw in the video? What parts of the video did you find interesting?
• Have individual students share their answers.
DIFFERENTIATION
Below level:
•
After watching, have students each write a sentence describing one of the buildings shown in the video.
• Have them read the sentences to a partner and then to the class.
At level:
•
After watching, have students write sentences describing each of the buildings in the video. Have them read their sentences to the class.
Above level:
•
After watching, have students write a paragraph about the buildings they saw in the video and read it to the class. Ask them to tell what was the most interesting building in the video.
B Look at the picture and discuss it with your class.
COMMUNICATION
• Talk about the big picture. Ask if anyone knows the name of this city. Tell them it is a picture of Dubai, which is part of the United Arab Emirates.
• Ask What do people do in these kinds of buildings? (live in the houses, work in the skyscrapers) How does this city look similar to or different from where we live?
C Think and answer the questions.
• Ask students to describe the buildings in their neighborhoods and the buildings in their city or town. Ask which kinds of buildings are the biggest or smallest.
• Have students work with partners to list as many kinds of buildings and places as they can that they know in their city, for example, courthouse, library, towers, stores.
• Have volunteers say items from the list. Write them on the board.
Expanding the topic
DIFFERENTIATION
Below level:
•
Display Discover Poster 9. Divide students into groups of four. Ask each student to choose one of the building images that they have seen in their lives. Ask them to describe the one in the picture and the one they have seen, saying similarities and differences.
At level:
•
Display Discover Poster 9. Divide students into groups of four. Ask each student to write about one of the buildings on the poster that is similar to something they have seen in their lives. Ask them to write where they saw it, what it looked like, and how it is the same or different from the one in the poster.
Above level:
•
Display Discover Poster 9. Have students work in pairs. Have each student write a description of each of the four images. Ask them to also write if they have seen a building like this in their life, where it was, and how it was different. Ask partners to read their descriptions to each other. Have volunteers also read it to the class.
COLLABORATIVE LEARNING
• Have students work in groups of four. Assign one of the pictures shown on Discover Poster 9 to each student in the group. Ask each student to make up a description of four or five sentences about an imaginary day in the place they see. For example, encourage them to include a lot of details about the place they see, and what they will do there. Encourage students to be creative in making up things that could happen in these places.
• Have students write their stories and read them to the group. Then ask volunteers to read them to the class.
D Discuss this topic with your class. Fill out the Big
Q
uestion Chart.
•
Display the Big Question Chart.
• Ask the class What do you know about buildings?
• Ask students to write what they know and what they want to know in their Workbook.
• Write a collection of ideas on the Big Question Chart.
Discover Poster 9
1 Young woman looking out window at snowy landscape; 2 Buildings in San Francisco, U.S. including the Transamerica pyramid bank building; 3 Seoul Sports Complex in Seoul, Korea; 4 Manzanares El Real Castle in Spain; 5 Imperial Palace near St Petersburg, Russia
Further Practice
Workbook Unit 17 page 162 Online practice • Big Question 9 Classroom Presentation Tool • Big Question 9
Units 17 and 18 • Big Question
Units 17 and 18
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202
Summary
Objectives: To understand words about buildings and
places; to apply own experience and a reading strategy to
help comprehend a text.
Vocabulary: stadium, lighthouse, tower, skyscraper,
warehouse, palace, courthouse, theater, concert hall, office,
art gallery, showroom
Words in context: architect, function, steel, construction,
countless, aquatics
Reading strategy: Sequence of events
Materials: Audio CD
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 4•16
• Play the audio of the words. Pause the audio before the
sentences and ask if any of these words are familiar. Have
volunteers give the meanings of any of the words they
know.
•
Remind students of compound nouns that they learned about in Unit 5 (page 55). These are nouns formed by putting two nouns together. Ask them to circle the words they think are compound nouns (lighthouse, skyscraper, warehouse, courthouse, concert hall, art gallery, showroom). Note that two of these terms are written as two separate words, while the others are one word.
• Ask students to suggest possible meanings of these words based on the two words that make them up.
Unit 17 • Get Ready
• Play the audio again and this time continue to the sentences, with students reading along silently.
COLLABORATIVE LEARNING
• Have students work in groups of four to make cards for each vocabulary item. Each will do three words.
• On each card, have students write the word and the part of speech (all are nouns). They also write if it is a compound noun, if it is one word or two words, and what two words form it.
• Have students look up the words in the dictionary pages and write the definitions on the cards. For compound nouns, ask them to write the two words and their meanings, for example ware , or scrape.
• Have each student pass the three cards to the next student. The students then take turns reading a card aloud. The other students tell what they know about the word – the part of speech, the nouns that make it up if it is a compound noun, and the meaning.
CRITICAL THINKING
• After having students look up definitions, ask questions that encourage them to analyze the origin and meaning of the compound nouns. Point out that some compound words they have learned have a literal meaning. For example, a wheelchair is a chair with wheels. However, some words in compound nouns imply meaning without being literal. A courthouse is a building with a court, but not a house. Ask Is a lighthouse an actual house with a light? (No, it is not a regular house, but people did live in lighthouses.) Why do you think we call tall buildings
Unit 17 Get Ready page 172
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203Unit 17 • Get Ready
• When students are finished, have them each read the
phrases they underlined aloud. Ask them to count the
phrases and write eight of them in the organizer.
Above level:
•
Have students each re-read the passage silently, underlining phrases as described above. Have them each fill in the organizer.
• Then have students write each of the steps on a sheet of paper. Have them mix the papers and give them to two other groups of four students. Those eight students need to line up in order of the sequence. The students who wrote the steps check the order in the reading.
POSSIBLE ANSWERS
1 Choose a strong and healthy tree 2 List the materials
3 Draw a plan 4 Buy the materials 5 Build the floor
6 Add the walls and roof 7 Add a ladder 8 Move in
E
Words in Context: Scan the article on pages
174–175 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have volunteers read the words aloud.
• Have partners scan the reading and circle the words that they will be defining in context as they read.
F Look at the pictures on pages 174–175. Which
building w
ould you most like to live or work in?
•
Ask students to tell their first impressions of the pictures they see. What does each one look like? Which one would they like to live in or work in?
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text will we be reading? (A magazine article.) Ask students to recall other nonfiction texts they have read. Ask How is a magazine article the same as or different from a website article?
Further Practice
Workbook Unit 17 page 162–163 Online practice Unit 17 • Get Ready Classroom Presentation Tool Unit 17 • Get Ready
skyscrapers? (They look as if they touch, or scrape, the sky.) Does showroom have a literal meaning? (Yes, it is a room where people show things.)
B Complete the chart. Some words can go in more
than one c
olumn.
•
Have students work in pairs to write the words in the columns. Remind them that they will use some words more than once. Partners can help each other check meanings to see where the words belong.
• As a class, discuss the answers. Note that some places are primarily used for one purpose, but they can also be used for another. For example, a theater is a place mostly used for entertainment, but people do work there, too.
ANSWERS
Sleeping: lighthouse, tower, palace
Working: lighthouse, skyscraper, warehouse, courthouse,
office, showroom (theater, concert hall, art gallery, stadium) Entertainment:
stadium, theater, concert hall, art gallery
C
Talk with your partner. Answer the questions.
COMMUNICATION
• Pair students and ask them to each write the answers. Have them read each other the answers. Then have volunteers tell their answers to the class.
Before You Read
Think 
• Ask students if they know anyone who works with buildings in any way. Find out if anyone knows what a person who designs buildings is called. (This word, architect, is one of their words in context they will learn in E and find in the reading.)

D Learn: Sequence of Events
• Have a volunteer read the explanation and others read the questions in the Learn box.
Read the paragraph. Think about the sequence of
events. Then fill in the organizer.
•
Use the following differentiated suggestions for
identifying sequence of events in the text.
DIFFERENTIATION

Below level:
•
Work with a group of four students. Have them each take turns reading two sentences aloud. After each two sentences, ask all the students to underline verb phrases in the two sentences that tell what someone does, for example, choose a strong and healthy tree, list materials you will use to build.
• After all the sentences are read, have students count the phrases they underlined and choose eight of them for the organizer. They may simplify the language, for example, choose a tree, list materials to build.
At level:

• Have students work in groups of four. Have the group work independently to each read the passage silently, underlining a phrase in each sentence that tells what someone does.
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204Unit 17 • Read
Summary
Objectives: To read, understand, and discuss a
magazine article; to apply a reading strategy to improve
comprehension.
School subject: Social Studies: Technology
Text type: Magazine article (nonfiction)
Reading strategy: Sequence of events
Big Question learning points: Buildings give us shelter.
People work in many different kinds of buildings. Some
buildings are for leisure and fun. Buildings can be beautiful.
Materials: Audio CD
Before Reading
•
Talk about the text features that the article has. Ask Does
this article have photographs or artwork? (photographs)
Point out that most of the photographs have text beneath
them that explains where or what they are.
•
Ask a volunteer to read aloud the title and the five sub- titles. Ask if anyone knows the meaning of extraordinary or sees words in it that they know. (extra, ordinary) Explain that it means unusual, or not ordinary.
• Ask What information do we know so far about what we will be reading in this article? (it is going to tell about unusual buildings; it is going to tell about buildings for shelter, work, and leisure; about what architects do, and about a woman who is an architect).

• Have volunteers take turns reading the highlighted vocabulary words aloud and reviewing the meanings for the class.
• Have other volunteers read the six words in context that students circled. Ask if they know the meanings of any of these words already. Remind students that they will be looking for these word meanings in the context of the sentences as they read.
During Reading $ 4•17
• Play the audio. Have students listen and read along.
• Before listening again, ask these questions to check understanding: What is shelter? Why do people need shelter? (shelter protects us from cold, heat, storms) What does the article say that everyone needs? (a place to sleep, eat, and be protected) What is leisure? (entertainment, fun) What kinds of buildings need architects? (all kinds of building)
CRITICAL THINKING
• Ask these questions to generate discussion: How do you think people feel when they visit, stay at, or work in these buildings? Why do you think the architects chose the shapes, colors, and materials they did for each building?
DIFFERENTIATION
Below level:
•
After listening to the entire reading, divide students into groups to read through it together. Have students take turns, each reading a building description aloud. Keep track of the information in a chart with three columns: location, type of building, what it looks like. For each building have students tell you the information. Write it in the chart and
Unit 17 Read page 174
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205Unit 17 • Read
then have them copy it. For example, a row might say:
Finland; hotel; like an igloo. Ask them to write simple
sentences from the chart. For example, There’s a hotel in
Finland. It looks like an igloo.
At level:
• After listening to the entire reading, divide students into groups of four to read through it together. Have each student read aloud about two of the buildings. Ask them each to write a sentence describing in their own words what they read. They should tell the location, the type of building, and what it looks like.
• Ask the students in the group to organize the information in a chart with three columns: location, type of building, what it looks like.
Above level:
•
After listening to the entire reading, have students work in pairs to read through it together. Each of them will read aloud three to four of the building descriptions. Then have students each write sentences about those buildings. Have the partners write the information in a chart.
• Ask the pair to present the chart together to the class.
After Reading
• Have volunteers read aloud the six words in context they circled in the story, and the sentences containing the words. Ask each to suggest the meaning based on the context. Then have them look up the words in the dictionary pages to see if they were right.
COLLABORATIVE LEARNING
• Have students work in groups of four. Have each pair within the group choose one of the buildings in the reading. Ask the pair to write a paragraph describing what they think it is like to see it and to walk into it. For example, We went to Finland and we were looking for a hotel. We found one that had glass igloos. When we walked in, we could see the sky through the glass. At night we could see all the stars.

• Have one partner in each pair read the paragraph to the other pair in the group. Then ask for volunteers to read their paragraph to the class.
CULTURE NOTE
• The basket building is in Ohio in the U.S. and was built in 1997. The top of it is a skylight, which lets in natural light. It is an exact replica of a basket the company sells, and is 160 times the size of the actual basket.
• The Palais Bulles is located near Cannes, France. It was built in 1989 and overlooks the Mediterranean Sea. It has 28 bedrooms.
• The glass building is the design for the Cybertecture Egg, in Mumbai India. It is 13 stories high and uses solar panels and wind turbines to generate electricity.
Further Practice
Workbook Unit 17 page 164 Online practice Unit 17 • Read Classroom Presentation Tool Unit 17 • Read
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206Unit 17 • Understand
the verb phrase that defines the step, for example, design
the shape of the building.
•
When they are done with all sentences, have them count the steps and choose the six most important.
• Have each student write two of the steps on chart paper, shortening the phrases (e.g. design the shape).
• Have the students copy the phrases into the organizer.
At level:
•
Have students work in pairs. Ask each to read aloud half of the section on architects. Then have them each re-read silently, underlining key phrases that explain the steps.
• Have each partner read aloud what they underlined.
• Ask them to choose the six most important steps and write them in the organizer, shortening the phrases as necessary.
Above level:
•
Have pairs re-read the section on architects silently, underlining the key phrases that tell the steps. Then have them choose six and write them in the organizer.
POSSIBLE ANSWERS
1 Design the shape and plan how it will be used
2 Consider the funcion 3 Draw detailed plans
4 Make a model 5 Decide on materials
6 Begin construction
B
Answer the questions. Then discuss them as a
class
.
•
Have students work in pairs to answer the questions. Then have volunteers read the answers to the class. Do the task below to encourage more discussion.
Unit 17 Understand page 176
Summary
Objectives: To demonstrate understanding of a magazine article; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: A, An , The, and No Article
Grammar practice: Workbook exercises
Grammar production: Write a personalized description of
a building
Materials: Audio CD
Comprehension
Think
•
Have students tell a partner which building was their
favorite. Encourage them to give reasons, referring to
details from the pictures and the text of the reading.
A Look at the sequence of events in the “What Do
A
rchitects Do?” section of the article. Then fill in
the organizer.
•
Remind students of the sequence of events organizer they filled out on page 173. Have students form groups of three to map the sequence of what architects do.
DIFFERENTIATION
Below level:
•
Work with groups of three. Ask students to each read aloud two sentences from the section on architects on page 175. After each sentence have all of them underline
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207Unit 17 • Understand
Correct the sentences. Add a, an , or the if you
need to.
•
Use the following suggestions to practice the use of
articles.
COLLABORATIVE LEARNING
• Work with a group of four students. Write these four sentences on chart paper, leaving out the articles, and leaving a space in the last sentence: There’s ___ pool in the yard. I like to swim in ___ pool. I have ___ idea. I like ___basketball.
• Write the articles a, an, and the each on a card, and the words no article on another card. Ask the students each to take a turn choosing the correct card to assign to each sentence.
• Students then complete the activity.
ANSWERS
1 no change 2 an apple; an apple 3 an elephant
4 a sandwich; The sandwiches
F
Look at E. Ask and answer the questions with
y
our partner.
•
Have students ask and answer questions 1–4 in E with a partner.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 165–167 Online practice Unit 17 • Understand Classroom Presentation Tool Unit 17 • Understand
ANSWERS
1 to design the shape of a building and plan exactly how it will be used
2
the function of the building, how many people will
be inside
3 Three: shelter, work, leisure, and fun
4–5 Students’ own answers.
CRITICAL THINKING
•
Ask students to compare and contrast the two hotels shown in the reading – in Finland and in the Maldives. What is similar about the experience the guests would have? (Possible answer: In both places, guests at the hotel see natural beauty outside their windows. In the Finland hotel they see sky and stars. In the Maldives hotel they see underwater scenes.)
C Words in Context: Look again at the words you
cir
cled in the article. Then write them in the correct
sentences.
•
Ask students to look at the words in context they circled in the story and to review the meanings.
• Have students work in pairs to choose the correct words for each sentence. They may take turns reading sentences and then discuss the possible choices together.
ANSWERS
1 function 2 Steel 3 countless 4 architect
5 Aquatics 6 construction
Grammar in Use
D
Listen and read along. Then circle the correct
answ
er.
$ 4•18
• Play the recording and have students listen. Then have pairs read each part aloud.
• Ask students to circle the words a and the in each exchange. Ask How would it change the meaning if Charlie said “There’s a shark in ‘a’ pool” instead of “in ‘the’ pool”? (If he said “a” he could be talking about any other pool, not that pool.)
• Ask students to choose the correct answer.
ANSWER
b There is only one pool.
E Learn Grammar: A, An , The, and No Article
• Have volunteers read the first line and example in the Learn box. Ask them to look back at D. Ask When did Charlie use “a” and when did he use “the” with the word shark? (He used “a” the first time he talked about it, and “the” when he talked about it again.)
• Have a volunteer read the first line of the section “What Do Architects Do?” in the reading. Ask them to find which articles were used with building. ( “A” was used the first time,
and “the” was used the second.)
•
Have volunteers read the next two sentences and examples. Point out that in the dialogue in D, Charlie used “the” because it was clear which pool he meant.
• Have volunteers read the last example.
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208Unit 17 • Communicate
CRITICAL THINKING
• Discuss some jobs of a lighthouse keeper. Say A lot of old
lighthouses had oil lamps and a lens. What do you think a
lighthouse keeper would need to do so there would be light
for ships to see? (Possible answers: clean the lens, put oil in
the lamp, replace broken lenses.)
•
Point out that a keeper would also maintain the building, do painting, repairing, and communicate with ships. Say In the listening, Bob says it is a tough job, but it’s great. What would be tough about a job like that, and what would be great? Ask students to talk about painting, construction, cleaning, being by water, and communicating with ships.
B Listen again and discuss as a class. Do lighthouses
use ligh
thouse keepers now? What are lighthouses
used for today?
$ 4•20
• Read the questions. Play the recording again for students to listen for the answers.
• Point out that although some lighthouses have become hotels, some are still used as lighthouses.
ANSWERS
Most lighthouses do not have keepers now. Some lighthouses are still used to guide boats and warn of danger. Some are now museums or hotels too.
Unit 17 Communicate page 178
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for details
Speaking: Giving reasons
Word Study: More phrasal verbs: catch up, fall off, go back,
go on, go up, lie down, pick up, put down
Writing Study: Fixing run-on sentences
Big Question learning points: People work in many
different kinds of buildings.
Materials: Big Question Video, Discover Poster 9, Big
Question Chart, Audio CD
Listening
Think
•
Ask if any students have ever seen a lighthouse. Where was
it? What are lighthouses used for?
A
Listen and circle the correct answers. $ 4•19
• Tell students they will be listening to an interview with someone who worked in a lighthouse.
• Play the recording and have students listen. Ask volunteers to read the questions and choices. Play it again and ask students to listen for the answers.
ANSWER
1 thirty-two years 2 dangerous rocks 3 at night
4 the harbor
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209Unit 17 • Communicate
Listen, say, and number the phrasal verbs. Then
write a sentence using each one. $ 4•22
• Play the recording for students to number the words.
ANSWERS
1 catch up 2 fall off 3 go back 4 go on 5 go up
6 lie down 7 pick up 8 put down
Writing Study
E Learn: Run-On Sentences
• Have one student read aloud the explanation and
example, and another read the ways to fix a run-on
sentence.
Write S (sentence) or R (run-on sentence).
• Have students do the exercise in pairs. Have them each read the three sentences aloud to determine if each sentence is run-on or not.

ANSWERS
1 S 2 R 3 R
Workbook
Word Study and Writing Study Practice
• Direct students to the Workbook pages 168–169 for further practice of the Word Study and Writing Study.
Big Question 9 Review
Why do we make buildings?
A Watch the video.
• Play the video and when it is finished ask students to give
some example answers to the Big Question.
B
Think about the Big Question. Talk about it with
a par
tner.
•
Display Discover Poster 9.
• Refer to the learning points covered in Unit 17 and have students explain how they relate to the pictures.
• Return to the Big Question Chart.
• Ask students what they have learned about buildings and places while studying this unit.

• Ask what information is new and add it to the chart.
Further practice
Workbook pages 168–169 Online practice Unit 17 • Communicate Classroom Presentation Tool Unit 17 • Communicate
Speaking
C Take turns asking questions and talking about
the plac
e where you’d like to live. Support your
reasons with phrases like I believe, I think, or What I
like about.
$ 4•21
COMMUNICATION
• Play the recording and have students listen to the
dialogue. Then use the following differentiated activities
to practice the dialogue.
DIFFERENTIATION
Belo
w level:
•
Work with a group of four. Review that I’d like (I would like) is the way to begin this dialogue.
• Write the three ways shown to begin the sentences: I believe, I think, What I like about … Then write two sentences: I like the ocean. I like the waves. Show that you can replace these sentences with What I like about (the ocean) is (the waves).
• Have students each write what they like about an apartment, house, or palace. Have pairs practice the dialogue, filling in the place and the reason.
At level:
•
Have students work in groups of four. Have each student write the place they would like to live and something they like about it.
• Have the two pairs in the group practice the dialogue, filling in the place and the reason. First have them use I think it’s because and then What I like about … is …
• After practicing, have each pair say the dialogue again as the other pair listens.
Above level:
•
Have students work in groups of four. Have each student write which place they would live and why.
• Have the pairs practice the dialogue three times, using all three of the possible ways to start the sentences (I believe, I think, What I like about …).
• Have pairs say the dialogue as the other pair listens. Then have volunteers do their dialogue for the class.
Word Study
D Learn: More Phrasal Verbs
• Have volunteers read the explanation and others read the verb, its meaning, and example sentence.
COLLABORATIVE LEARNING
• Have students in groups of four look up the phrasal verbs and write the meanings.
• Have each student make four cards, one for each word in two of the phrasal verbs. There will be 16 cards.

• Students mix the cards and put them face down for a memory game. Each student turns over two cards to try to form a phrasal verb. If they don’t form a verb, the cards are turned back over. Each time a verb is formed, the student writes and says a sentence with the verb.
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210Unit 18 • Get Ready
• Play the audio again. Continue to the sentences and have
students read along.
CRITICAL THINKING

• Once students know the meanings of the words, ask them to find several ways to categorize them. For example, categories could be parts of speech (three verbs, eight nouns, one adjective), castle parts (turrets, ramparts, drawbridge), castle locations (gatehouse, moat, hall, courtyard, stables), or ways of behaving (tremble, stiffen, mumble).
• Have students write the words in several lists to show the different possible categories.
COLLABORATIVE LEARNING
• Have students work in groups of four. Have each student in the group look up three of the vocabulary words in the dictionary pages and write the definitions in their notebook.
• Have students each tell the other students those three definitions for them to write so that each student ends up with a list of all twelve definitions.

B Look at the picture and number the words.
• Have students number the words individually, checking the definitions they wrote in their notebook. Then have them work in groups to do the following activity.
COLLABORATIVE LEARNING
• Have students work in groups of four to make a poster- sized guide to a castle, based on the picture on the page or on the Discover 9 Poster. Have them draw a large
Unit 18 Get Ready page 180
Summary
Objectives: To understand words to describe castles;
to apply own experience and a reading strategy to help comprehend a text.
Vocabulary: turrets, stables, gatehouse, moat, drawbridge,
hall, courtyard, ramparts, mumble, stiffen, missing, tremble
Words in context: solve, surrounded, gazed, padlock,
mysterious, vanished
Reading strategy: Making predictions
Materials: Audio CD, Discover 9 Poster
Review and Present the topic
•
Ask students to recall the Big Question: Why do we make
buildings? Say In the last unit, we discussed many kinds of
buildings and places. In this unit, we are going to learn words
about castles.
Words
A
Listen and say the words. Then read and listen to
the sen
tences.
$ 4•23
• Play the audio. Ask students to listen and repeat each word. Pause the audio before the sentences.
• Ask students to look at the words and circle the ones they know.
• Ask students to find words that are compound nouns (gatehouse, drawbridge, courtyard) and to guess what these words might mean based on the two words that form them. For example, a drawbridge could be a kind of bridge.
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211Unit 18 • Get Ready
E Words in Context: Scan the story on pages
182–183 and cir
cle these words. As you read, try to
guess what the words mean.
•
Have a volunteer read the six words. Ask students if they
know any of the meanings. Ask volunteers to say the
meanings of the ones they know.

• Help with the pronunciation of longer words (mys-TER-i- ous, surr-OUND-ed).
• Have students work in pairs to scan the reading for the words to circle. As they read the selection, they will determine the meanings from their context.
F Turn to pages 182–183. Look at the pictures.
W
hat do you think the story is about? Make a
predictions organizer and fill it in as you read the
story.
•
Have students look at the pictures on the reading pages.
Ask them to name the various items they see, such as the
castle, a map, and a coin.
Reading Preview
• Read the title of the unit’s reading text.
• Have students silently read the content of the preview bar.
• Ask What type of text is it? (a mystery) Ask if they think a mystery is fiction or nonfiction, and point out that it can be either. The one they will be reading is fiction, but there can also be nonfiction pieces about things in real life that are mysteries – things that are difficult to explain.
Further Practice
Workbook Unit 18 pages 170–171 Online practice Unit 18 • Get Ready Classroom Presentation Tool Unit 18 • Get Ready
detailed picture of a castle. Ask them to number the parts and rooms.
• Then have them list each numbered item, with a short description of what it is, based on the definitions they looked up.
ANSWERS
1 gatehouse 2 stables 3 hall 4 courtyard 5 moat
6 turrets 7 ramparts 8 drawbridge
C
Write sentences using each of these words:
stiffen
, mumble, and tremble.
•
Have students work in pairs to write the sentences and read them to each other. Have partners check each other’s work for proper usage of the word by checking the definitions.
Before You Read
Think
• Ask if anyone has read a mystery. Have them explain what it was about and why it was a mystery.
D Learn: Making Predictions
• Have a volunteer read the information in the Learn box aloud.
Read the story and make a prediction. How will the
story end? Fill in the predictions organizer.
•
Use the following differentiated suggestions to have
students complete the organizer.
DIFFERENTIATION

Below level:
•
Work with a small group to read the passage aloud. Check understanding of words such as horrible, ripping, groaning by asking students to make the sounds described or by explaining the meaning. For example, What would an animal groaning sound like?
• Discuss the clues in the story, such as the fact they are on a ship with a captain, and passengers. Have them write those in the clues box. Ask what they know, such as there was a noise, passengers had ice. Then ask students to tell their predictions. What would make a noise that has something to do with ice? (hitting a glacier)
At level:
•
Have students work in groups of four. Have them take turns reading part of the story aloud as the others underline clues in the passage. Ask them to look for words that tell about the location, the people, and what they are doing. Have them read each other the parts they circled and fill in the first two boxes of the organizer. Then have them discuss their prediction for the last box and write it.
Above level:
•
Have students work in groups of four. Have them each read the passage silently, underlining any clues about location, people, or actions. Then have them each read aloud to the others the parts they underlined. Then ask each of them to write a prediction and read and discuss it with the group before filling in the final box.
ANSWERS
Students’ own answers.
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212Unit 18 • Read
During Reading $ 4•24
• Play the audio. Have students listen and read along. Pause
the recording in the two places where Think questions
appear, to ask for predictions of what the characters
will do or what will happen next. Have students start a
prediction organizer like the one they made on page 181
to write the clues they have so far and their predictions.
They will save this information and discuss it on page 184.
•
Play the recording a second time and ask students to underline any unfamiliar words. Use the following differentiated procedures below for having students read the story aloud. Ask the following questions to encourage discussion.
CRITICAL THINKING
• As you read, pause to ask these questions to encourage discussion and check understanding: Why did Thomas and Robert need proof that the castle belonged to them? (They couldn’t say it was theirs and claim it.) Why were Thomas’s knees trembling and his heart thumping? (He was nervous because the castle was deserted; he didn’t know who or what he would find.)
DIFFERENTIATION
Below level:
•
Review important words necessary for students to understand the story, such as proof and claim. Explain that Thomas and Robert need proof – something to show people which proves, or shows, that the castle is theirs. Without that they can’t claim, or say the castle is theirs.
Unit 18 Read page 182
Summary
Objectives: To read, understand, and discuss a mystery; to apply a reading strategy to improve comprehension
School subject: Social Studies: Technology
Text type: Mystery (fiction)
Reading strategy: Making predictions
Big Question learning points: In the past, people built
castles for defense.
Materials: Audio CD
Before Reading
• Ask students what they know so far about the setting,
characters, and plot of this story, just from reading the
title, looking at the pictures, and reading the preview
information. (They know it is a mystery, it is fiction, there are
at least two characters, it is about a castle.) Have them scan
the beginning of the reading for the names of characters.
(Thomas and his uncle Robert)
•
Have volunteers take turns reading the highlighted vocabulary words aloud and saying their meanings.
• Have another volunteer read the six words in context that students circled. Remind students that they will be looking for these word meanings in the context of the sentences as they read.
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213Unit 18 • Read
• Have students work in groups of six or eight to do a circle
reading of the story. Assign two students the parts of
Thomas and Robert to say their words.
At level:
•
Have students work in groups of six or eight. Do a circle reading of the story as above, with two students saying the speaking parts. During the reading, ask students to raise their hand if there is a word they don’t understand. Pause to ask other students if they know the meanings, and clarify if necessary.
Above level:
•
Have students work in groups of four to do a reading of the story, with each student reading half a page aloud. During the reading, have students jot down any difficult words to check afterwards.
• Ask students to concentrate on reading with expression to make the story sound suspenseful and interesting.
After Reading
• Ask students to look at the six words in context from page 181 that they circled.
• Have volunteers read a few sentences before and after the words and tell what they think the meanings are. Have them explain how they figured out the meanings. For example, the sentence after the one containing padlock says “shaking the lock”. So a padlock is a kind of lock.
• For words for which students can’t figure out the meanings from the context, have them check the dictionary page definitions.
COLLABORATIVE LEARNING
• Have students work in pairs to write an additional ending for the story telling what happened at the celebration of the castle mentioned in the final paragraph. Suggest that students write some dialogue in the scene telling what Thomas or Robert say to the people coming to the celebration. Maybe they talk about the coin, or tell people what it was like to find it. Or maybe they tell people something about the castle itself. Encourage students to be creative with their writing.
CULTURE NOTE
Castles are structures that were built to protect nobility
and the areas where they lived. Castles originated in Europe in the 9th and 10th centuries and were built in many places all over the world for about 900 years. As well as being residences of nobility, they were built as military bases to launch raids, to provide protection from enemies, to be symbols of power.
There are many different styles of castles, and many of
them share characteristics such as moats, turrets, and
ramparts which all had defensive purposes.
Further Practice
Workbook Unit 18 page 172
Online practice Unit 18 • Read
Classroom Presentation Tool Unit 18 • Read
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214Unit 18 • Understand
B Read each set of three sentences. Circle the
sen
tences that are true.
•
Have students work in pairs to complete the exercise.
Then discuss the answers together. Ask the following
questions to encourage discussion and to check
comprehension of the story.
CRITICAL THINKING
•
Have volunteers read the wrong answers for each question. Ask them to explain how they know the answers are false. In some cases parts of the sentences are true but the sentence as a whole is false. For example, for number 1 they could explain as follows: Thomas did want to solve a mystery. There was an eagle on the coin, but the mystery was not about the eagle, it was about the location of the missing coin. For number 2: We know b is false because they searched the gatehouse, which means they went inside. It says he walked towards the moat, but he didn’t jump into it. For number 3: The magpie did fly, but not into the hall. There was a box in the beginning of the story, but not in the part with the magpie.
ANSWERS
1 c 2 a 3 a
C Words in Context: Look again at the words you
cir
cled in the story. Then write them in the correct
sentences.
•
Have partners review the meaning of the words in context that they circled. Then have them complete the sentences together.
Unit 18 Understand page 184
Summary
Objectives: To demonstrate understanding of a mystery; to understand the meaning and form of the grammar structure.
Reading: Comprehension
Grammar input: Review of tenses and future forms
Grammar practice: Workbook exercises
Grammar production: Write personalized sentences using
a variety of tenses
Materials: Audio CD
Comprehension
Think
• Ask partners to tell each other two things they enjoyed
about the mystery. Ask them to include details and
examples from the reading pages.
A Look at the predictions you completed as you
r
ead. Copy its contents here. Then discuss your
predictions with the class.
•
Ask students to review the predictions they made during the reading to answer the two Think questions on the page. Ask them to copy the clues and predictions into this organizer. Ask volunteers to explain their clues and predictions.
ANSWERS
Students’ own answers.
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215Unit 18 • Understand
F Talk with your partner. Take turns asking and
answ
ering questions about yesterday, today, and
tomorrow.
COLLABORATIVE LEARNING
•
Pair students. Have each of them write a list of the things
they did the day before and earlier today, things they
are doing now, and things they are planning to do the
next day.
•
Have students formulate questions they will need to ask for their partner to answer using past, present, or future. For example, What did you do yesterday? What are you doing right now? What are you going to do tomorrow?
• Have students take turns asking each other the three questions. Ask them to write the answers.
• Have two sets of partners form a group of four. Ask each student to read aloud what their partner said. For example, Lisa played tennis yesterday. She is working in school now. Tomorrow she’s going to go shopping.
Workbook Grammar
• Direct students to the Workbook for further practice of the grammar.
Further Practice
Workbook pages 173–175 Online practice Unit 18 • Understand Classroom Presentation Tool Unit 18 • Understand
ANSWERS
1 vanished 2 surrounded 3 gazed 4 mysterious
5 solve 6 padlock
Grammar in Use
D Listen and read along. Then check (✓) the correct
answ
er.
$ 4•25
CREATIVITY
• Have students listen to the audio as they read along silently. Play the audio a second time.
• Ask for pairs of volunteers to read the two parts.
• Have students circle all the words that tell about something in the past (I did that yesterday) and draw a square around words about the present or future (we’ll have to play, I’m going to play). Then have students answer the question.
ANSWER
play video games
E Learn Grammar: Review of Tenses and Future
F
orms
•
Have three volunteers read the sentences in the past, present, and future.
• Ask students to look in the reading to see what tenses they can find. (The narrative is all written in the past tense. The dialogue is mostly written in the present tense.)
Read the situations. Circle the best answer for each
one.
•
Have students answer the questions. Then use the
following activity to practice and review the forms in past,
present, and future.
ANSWERS
1 b 2 b 3 a
DIFFERENTIATION
Below level:
•
Divide students into groups of three. Provide a list of six verbs (regular and irregular). For each verb have one student write a sentence in the past, one in the present, and one in the future.
• Ask students to make a chart on a poster board with three rows, following the format of the Learn box. Have them copy their sentences onto the chart.
At level:
•
Form groups of three. Start a list of verbs and ask students to think of more verbs to add to it until you have nine verbs. Then ask each student to write sentences for three of the verbs in the past, present, and future.
• Have students make a three-row chart like the one in the Learn box and copy their sentences onto the chart.
Above level:
•
Have students work in groups of three. Ask the group to make a list of twelve verbs. Have each student write sentences in the past, present, and future for four of the verbs.
• Have students make a three-row chart like the one in the Learn box. Ask them to present the chart to the class, taking turns reading all the sentences aloud.
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216Unit 18 • Communicate
CRITICAL THINKING
• After listening and answering the question, discuss the
word traditional. Ask What word does “traditional” come
from? (tradition) Ask students to recall the word tradition
they learned in Unit 9 about countries and cultures.
Review the meaning given in the dictionary pages
(a custom or belief that has continued from the past to the
present). Ask If something is traditional, is it different from
the way people have done it before or the same? What is
the difference between a traditional home and a modern
home? Students can compare the way they look, or things
people do in the home, such as sleeping, eating, and
cooking.
B
Listen again. Circle True or False. $ 4•27
• Have students read the questions silently. Then play the recording again. Ask them to work individually to circle True or False. Discuss the answers as a class. For false answers, ask students to say what the true statement would be.
ANSWER
1 False 2 False 3 False 4 False 5 True 6 False
7 True
Speaking
C Learn: Accepting or Refusing Invitations $ 4•28
• Play the recording and have students listen. Then ask a volunteer to read aloud the three ways to accept invitations and another the ways to refuse them.
Unit 18 Communicate page 186
Summary
Objectives: To learn and practice listening, speaking, and writing strategies to facilitate effective communication.
Listening strategy: Listening for the main idea
Speaking: Accepting or refusing Invitations
Word Study: Adjectvies ending in -ing: daring, pleasing,
fascinating, charming, embarrassing, surprising, confusing,
frightening
Writing Study: Order of adjectives
Big Question learning points: Buildings give us shelter.
Materials: Audio CD
Listening
Think
•
Ask students what they know about the different kinds of
homes around the world. What different kinds of homes
have they seen?
A Listen. What kind of house is the man describing?
$ 4•26
• Tell students they will be listening to someone talking about a house. Ask them to listen for the kind of house that is described. Play the recording.
ANSWER
a traditional Japanese house
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217Unit 18 • Communicate
• Under the large word, have them copy in small letters in
pen the adjectives in the chart for that category (beautiful,
huge, etc).
• Help students think of other adjectives to add: ugly, pretty, little, big, young. Have them add these words.
• Have the nine students line up in the correct order. Ask them to each read the category and the adjectives.
• Make up a sentence with multiple adjectives and have each student try to remember the order to repeat it.
At level:
•
Follow the procedure above. For this level have them list the additional adjectives without as much help.
• After forming the line to display and read the adjectives, have each student make up a sentence using multiple adjectives in the correct order.
Above level:
•
Follow the procedure above. For this level, have students list the additional adjectives independently.
• While displaying the cards in line, have each student read the category and the words and then say a sentence with that adjective. The next student says another sentence with two adjectives, the next three, and so on.
ANSWERS
1 horrible big black cloud
2 beautiful old Indian building
3 round brown leather basketball
4 scary enormous golden eagle
Workbook
Word Study and Writing Study Practice
•
Direct students to the Workbook pages 176–177 for further practice of the Word Study and Writing Study.
Further practice
Workbook pages 176–177 Online practice Unit 18 • Communicate Classroom Presentation Tool Unit 18 • Communicate
COLLABORATIVE LEARNING
• Have students work in groups of six. Pair the six students and have each pair take turns acting out a dialogue as the other four students listen.
• Using one of the topics on the page, first have each pair practice inviting and accepting and then inviting and refusing.
• Have partners use a variety of responses and switch parts so that each student practices asking and answering.
Word Study
D Learn: Adjectives Ending in -ing
• Remind students of the word terrifying that they learned in Unit 9 and the word tempting in Unit 13. Ask what part of speech they are (adjectives). Have students read the Learn box to see that the adjective terrifying comes from the verb to terrify. Ask What verb do you think tempting comes from? (to tempt)
Listen and say the words. Write the words by
adding -ing. If a verb ends in an e cross out the last
letter.
$ 4•29
• Have students listen to the audio, say the words, and write
the adjectives. Remind them to cross out a final e before
adding -ing.
ANSWERS
1 daring 2 pleasing 3 fascinating 4 charming
5 embarrassing 6 surprising 7 confusing
8 frightening
E
Work with your partner to write a paragraph
using a
t least four of the adjectives. Read your
paragraph to the class.
COMMUNICATION
•
Have students work in pairs to use at least four of the adjectives in a paragraph.
• Point out that students need to be careful of the difference in using the words as adjectives or verbs because the present continuous form of the verbs, with -ing are the same words as the adjectives made from those verbs. For example Her behavior is surprising uses the word as an adjective. We are surprising my mother with a party uses the same word as a verb. Students’ sentences should use them as adjectives.
Writing Study
F Learn: Order of Adjectives
• Have volunteers read the explanation in the Learn box.
Put the adjectives in the correct order.
• Have students use the order shown in the chart to complete the exercise individually. Then do the following activity to help them practice the order.
DIFFERENTIATION
Belo
w level:
•
Have each of nine students write the word for one category of adjective (opinion, size, age, etc.) in large letters with a marker on an unlined piece of paper.
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218Units 17 and 18 • Wrap Up
• Ask students to recall some of the other types of
nonfiction writing they did – a report, a summary, an
opinion essay, or a descriptive essay. Ask them to compare
and contrast one of these forms with a magazine
article.
COLLABORATION CRITICAL THINKING
• Ask questions to help them think about the similarities and differences. For example, How is a hook in a magazine article similar to or different from the introduction of a report, or the opening of an opinion essay, or the starting sentence of a descriptive essay? (Possible answer: The opening of a report starts more with a statement of main idea; the opening of an opinion essay is an opinion; a hook is most like the opening of a descriptive essay which starts with an interesting sentence.)
COLLABORATION CRITICAL THINKING
C Learn: Writing a Magazine Article
• Have volunteers read each of the bullet points in the Learn box.
COMMUNICATION
• Have students read the Workbook magazine article and write the names of the sections.
CRITICAL THINKING
Write: Now go to the Workbook to plan and write
your own magazine article.
•
Use the following differentiated suggestions to work with
students to write their magazine articles.
Units 17 and 18 Wrap Up page 188
Summary
Objectives: To show what students have learned about the language and learning points of Units 17 and 18.
Reading: Comprehension of a reading text
Writing: Write a magazine article
Materials: Big Question Video, Discover Poster 9,
Big Question Chart
Writing
A Read this magazine article.
• Have students read the text individually. Then have several volunteers take turns reading sections of it aloud.
21ST CENTURY SKILLS
B Answer the questions.
• After they read, have another volunteer read the three labels. Ask students what they think a hook is. (A starting sentence that gets people interested and makes them want to continue reading the article.) Remind students of the other meaning of hook from Unit 7 – a piece of metal for catching fish. This meaning in an article is related – we call it a hook because it is like catching a reader to get them interested in the article.
COMMUNICATION CRITICAL THINKING
• Have students work individually to write the answers to the questions. Then discuss the answers as a class.
CRITICAL THINKING COLLABORATION
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219Units 17 and 18 • Wrap Up
• Have the students work on their illustrations and captions.
Ask them to show their work and talk about their
presentation plan with the group before presenting it to
the class.
COLLABORATION CRITICAL THINKING CREATIVITY
COMMUNICATION
Units 17 and 18 Big Question Review
Why do we make buildings?
A Watch the video. What kinds of buildings do you
see?
• Play the video, then ask students to use their new
vocabulary to describe the images of buildings and
places.
B What are some answers to the Big Question? Talk
about them with y
our partner.
•
Display Discover Poster 9. Have students work in groups. Assign one learning point to each group. Have each group list some examples they have learned related to that point and read aloud their ideas.
C Complete the Big Question Chart. Then discuss it
with the class
.
•
Ask students to tell a partner three new things they learned about buildings and castles while studying this unit.
• Then have students share their ideas with the class. Add their ideas to the Big Question Chart.
• Have students complete the chart in their Workbook.
Further Practice
Workbook pages 178–181 Online practice • Wrap Up 9 Classroom Presentation Tool • Wrap Up 9
DIFFERENTIATION
Below level:
•
Have students work in groups of three or four to plan their magazine articles, using the Workbook page.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students brainstorm topics using the word web. Suggest that they write their article about one of the buildings that was included in the Student Book reading in Unit 17, The World’s Most Extraordinary Buildings (page 174) or in the Workbook article on Workbook page 178.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students use the graphic organizer in the Workbook to outline their writing. Students may use information given in the reading or the article for their writing. Guide them to find details to include in the chart. They may write short phrases in the chart. In the article they will describe them in full sentences.
COLLABORATION CRITICAL THINKING
CREATIVITY
• Suggest that students write articles that are at least half the length of the model magazine articles in the Student Book and Workbook.
At level:
•
Have students work in groups of three or four to plan their magazine articles, using the organizers on the Workbook page.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students brainstorm topics. Suggest that they use either one of the buildings in the reading on page 174, the buildings in the Workbook article on Workbook page 178, a familiar building they know, or a building they know about and want to learn more about.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Have students outline their writing in the Workbook graphic organizer, using facts from the reading or article, facts they know, or facts they have researched on the Internet.
COLLABORATION CRITICAL THINKING CREATIVITY
• Students’ articles at this level should be at least the length of the model magazine articles in the Student Book and Workbook.
Above level:
•
As above, have students plan their articles in a group of three or four. Suggest that they choose a topic about a building they know or one that they want to find out more about.
COLLABORATION CRITICAL THINKING CREATIVITY
• Have students research information on the Internet about their building and write notes about the details in the Workbook graphic organizer.
COLLABORATION
CRITICAL THINKING CREATIVITY
• Have students make their magazine articles as long as or longer than the models.
D Plan your presentation. Then share your
magazine ar
ticle with the class.
•
Have volunteers read the procedures aloud for planning presentations and sharing them with the class.
COMMUNICATION
• Have students work in small groups to plan their presentations. Have each of them tell the group about their drafts so that others can suggest pictures or captions for them to add.
COLLABORATION CRITICAL THINKING CREATIVITY
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220Testing Practice 3
Write a note in your notebook and thank Sam for
the invitation. Tell him if you will go to the party or
not. Write 25–30 words.
• Read the instructions with the class.
• Read the Tip box with the class.
• Have students brainstorm other adverbs of degree, for
example: nearly, quite, just.
•
Ask How should you start writing? Elicit Make notes, make a list, make a mind map.
POSSIBLE ANSWER
Dear Sam, Thank you very much for the invitation. I’m really happy that you want me to come to your party. I’m sure that it will be extremely fun! I absolutely won’t miss it. (Name)
Listening
C You will hear a girl talking about a party. You will
hear the r
ecording twice. Then fill in the blanks
below.
$ 4•30
• Read the instructions with the class.
• Ask students when they should fill in the answers. (After they hear both recordings.)
Reading and Writing
A Read the article. Are sentences 1-4 right (a) or
wr
ong (b)? If there is not enough information to
answer right (a) or wrong (b), choose doesn’t say (c).
Circle your answer.

• Read the instructions with the class.
• Put students into mixed ability pairs.
• Have students take turns to read a sentence out loud until
they have completed the whole paragraph.
•
Have the more confident students help the less confident students with pronunciation of unfamiliar or difficult words.
ANSWERS
1 b 2 b 3 b 4 a
B Read the invitation from your friend Sam.
• Have students read the paragraph individually.
• Have a confident student read the invitation to the class.
• Ask students, What time is the party? (4.00 p.m.) What food will be at the party? (Snacks and ice cream) What sort of things will you do at the party? (Play fun games) By what date does Sam need a reply? (July 25)
Testing Practice 3 pages 190-191
Testing Pra
ctice
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221Testing Practice 3
• Give students time to read each sentence.
• Play the recording twice.
ANSWERS
1 nervous 2 politely; calmly 3 shyly; wise
4 aggressively 5 interesting
D
Listen to a conversation. You will hear the
c
onversation twice. There are two questions. Put a
check (✓) by each right answer.
$ 4•31
• Read the instructions with the class.
• Give students enough time to look at the pictures before
they listen.
•
Have students work in pairs and discuss what they see in the pictures.
• Play the recording twice.
ANSWERS
1 c 2 b
Speaking
Part 1 Work with a partner. Ask and answer
questions about ac
tivities in your free time.

• Read the instructions and questions with the class.
• Model a conversation with a confident student, for example: A: My favorite sporting activity is tennis. How about you? B: I like playing basketball. A: You do? Why? B: I like playing with my friends and shooting hoops.

• Put students into pairs to do the activity.
DIFFERENTIATION
Below level:
•
Write sentence frames on the board for students to use to do the activity. A: My favorite sporting activity is ___. B: Why do you like ____? A: Because I enjoy___.

At level:
•
Have students do the activity.
Above level:
•
Tell students to ask questions to get his or her partner to explain his or her opinions in more detail.
Part 2 Your teacher will give you a sheet of paper
with some inf
ormation on it. One of you will get
questions and one of you will get answers. Ask and
answer with your partner.

(Please refer to the Assessment for Learning CD-ROM for the
cards).
•
Speak with the students in the class. First ask them if they have ever been to a fair.
• Continue the converstion with questions such as What do you think you would see at a fair? What do you think you could do? Do you think fairs are fun?
• Put students into pairs. Give one student in the pair Card 2A, and one student, Card 2B.
• Tell students to read their cards carefully and to think about the questions and answers they will need to provide.
• Tell students to have a conversation based on the information on the cards.
• Go around the class and monitor the activity.
• Regroup the students so they work with a different partner and do the activity again.
• Check questions and answers with the whole class.
Testing Pra
ctice
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222Audio Script
Here are the listening transcripts from
all the listening, speaking, and Word
Study sections of the Student Book. It
can be useful to ask students to read
along as they listen to the audio CD, as
it provides support for listening skills.
Unit 1
Page 14
Listening
Do you know which is the largest frog in the world?
No, which?
It’s the Goliath frog. It can grow up to
33 centimeters and weigh as much as
three kilograms. That’s as heavy as a
baby!
That’s huge for a frog! Where do they
live?
Mostly near the equator in western
Africa, in countries like Cameroon. Do
you know, they were alive BEFORE the
dinosaurs – that’s about 250 million
years ago!
That’s cool! I’d like to see one.
You might see one in a zoo if you’re
lucky. Unfortunately, they’re in danger
now.
Why?
Because people catch them.
What do they do with them?
Two things: some people eat them,
and others keep them as pets.
Are they being protected now?
Yes, they’re on the endangered
species list, so maybe they’ll survive.
Page 14 Speaking
In my opinion, the most interesting animal is the Goliath frog.
Why do you say that?
I say that because it has been here for
such a long time.
I disagree. In my opinion the tiger is
the most interesting animal.
Why do you say that?
I say that because they are
endangered and they have survived.
Page 15 Word Study
1 dependable 2 excitable
3 pr
eventable 4 comfortable
5 adjustable 6 adorable 7 solvable 8 avoidable
Unit 2
Page 22
Listening
Is a panda really a bear?
Yes, it is! It’s the rarest member of the
bear family. There are only about 1,600
wild pandas left in the world.
Wow! That isn’t many at all! Why are
there so few?
Well, there are several reasons, but the
main reason is that the forests they live
in have been destroyed. That means
their natural food is difficult to find.
What do pandas eat?
They eat a plant called bamboo. If the
bamboo forests are destroyed, then
there isn’t enough bamboo for pandas
to eat.
Do they eat a lot of bamboo?
Yes, they do. A panda is a large animal.
It weighs between 100 and 150
kilograms, so it needs a lot of food. A
panda spends at least 12 hours a day
eating!
12 hours! That’s a long time! How
much bamboo do they eat in 12
hours?
They can eat as much as 37 kilos in
one day. Think about what you weigh.
That’s a lot of bamboo!
Can’t we just plant more bamboo?
It’s more complicated than that. The
species of bamboo that pandas like
most only flowers every 30 to 80 years,
so new bamboo plants only grow
every 30 to 80 years. That’s slow!
Are pandas protected?
Yes! That’s the good news. There are 40
panda reserves in China.
Page 22 Speaking
I think tigers will survive.
Why do you say that?
People will help tigers because they
don’t what them to become extinct.
I think Jim Corbett did some
important things for tigers.
How did he do that?
I think it’s because he taught people
to respect wildlife.
Page 23
Word Study
bright, error, injure, preserve, provide, starving, tale, timid
Unit 3
Page 34 Listening
Looking after your teeth is incredibly important. Not only do your teeth help you to talk, but when you smile, teeth help you show your happiness. So today I’m going to teach you the correct way to brush your teeth. Ready?
When you brush, you don’t need a lot
of toothpaste: just squeeze out a bit
the size of a pea. It’s not a good idea to
swallow the toothpaste, either, so be
sure to rinse and spit after brushing.
Now it’s time to brush. First, brush
the inside surfaces of all teeth. Turn
your toothbrush at a 45 degree angle
toward your gums. The angle is
important because this is where you
get the most plaque.
Brush one to two teeth at a time in
a gentle, circular motion. Next, clean
the outside surfaces of all your teeth.
Remember! Be sure to angle the
bristles toward the gums, and brush
each tooth with short, gentle circular
motions.
Finally, brush the chewing surface
of your teeth. In total, brushing
your teeth should take two to three
minutes. You can set a timer to check,
or listen to your favorite song while
you brush.
Audio Scripts
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223Audio Script
Page 34 Speaking
I think it’s important to take care of
your teeth.
I agree. We should brush our teeth
every day.
Going to the dentist is also important.
Yes, it’s important to go at least once
a year.
If we don’t take care of our teeth, we
could lose them.
Yes, without teeth we couldn’t eat very
well.
Page 35
Word Study
invisible, incomplete, inaccurate, incredible
Unit 4
Page 42 Listening
Good afternoon, Professor Lipton. Thanks for coming on the show.
Hi, everyone. Today I’m going to be
telling you how killer whales feed.
I heard killer whales are the largest
predator of warm-blooded animals.
That’s correct. They’re definitely the
top predators in the ocean. These
carnivores hunt together in large
groups, known as pods.
And what is it they’re hunting?
Well, it’s a mixture of things. They
mostly hunt fish, but they also eat
squid and other marine animals, like
seals, sea lions, and small walruses.
So they catch their prey with their
teeth, right?
Absolutely! Their teeth are suitable
for ripping and tearing, but not for
chewing, so they swallow their prey
whole once they’ve caught it.
How many teeth do they have?
It varies a little, but they usually have
between 46 and 60. And each tooth is
almost 8 centimeters long.
Wow. That’s big!
Page 42
Speaking
I think beavers are more interesting
than walruses because they build
homes.
I believe snakes are more dangerous than lions because they have venom in their fangs.
I believe alligators are faster eaters
than walruses because they eat their
prey whole.
I think baboons are louder than horses
because they scream to scare others
away.
Page 43
Word Study
assessment, treatment, improvement, agreement, encouragement, government, measurement, punishment
Unit 5
Page 54 Listening
Did you know that without the wheel, you probably wouldn’t be sitting in a classroom? Can you guess why that might be? Well, without wheels, there would be no books, and without books, no one would have the education they have today. But where exactly do wheels fit into this story? The printing press is a machine that prints books by using rollers, which work like wheels. Rollers spread ink over paper and create an image of the page. Before the printing press was invented, books had to be copied by hand, so you can imagine that there weren’t very many books! It took a very long time to write a book by hand – sometimes as much as a year. But once the printing press came along, books could be produced much more quickly and for less money. Ordinary people began to learn to read because of the wheel.
Page 54 Speaking
We’re going to France. First, we’ll take the bus to the airport.
Then we’ll take the plane to France.
Our class is taking a school trip. First
we’ll take a train to the city.
Then we’ll take a bus to the museum.
To go to the beach, we should first
drive in a car to the ocean.
Then we can ride skateboards in
the sun.
Page 55 Word Study
spaceship, wheelchair, handwriting, daytime, earring, doorbell, suitcase, footprint
Unit 6
Page 62 Listening
Would you like to play a game with me?
Sure, that sounds fun. How do you
play?

I’m going to describe an object but I’m
not going to tell you what it is.
So I have to guess? OK, let’s start.
The object can be many colors and it’s
usually made of plastic. It’s quite small
and very light.
Hmm. OK, go on. What’s it used for?
The object is used by a small animal.
The animal gets exercise by running
around in it.
Oh! I think I might know. Is it a big
object or a small one?
The animal is very small, so the object
is small. It fits inside the animal’s cage.
Does the object go round and round?
Yes, it does.
Is it a type of wheel?
Yes, it is!
Is it a hamster wheel?
Good job! Now it’s your turn.
Page 62
Speaking
I missed the bus. What should I do? You should ask your dad to give you
a ride.
Oh no! My bicycle has a flat tire.
Why don’t you borrow your brother’s
bicycle?
I really want those rollerblades!
You should save your money.
Page 63
Word Study
mistreat, mistrust, miscommunication,
misdirect, misread, misremember,
miscalculate, misjudge
Audio Scripts
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224
Page 67 Testing Practice
I just heard that some sharks live in
rivers.
Really?
Yes. But most sharks live in the ocean.
That’s right. Did you know that sharks
can have up to 3,000 teeth at a time?
Wow! That’s amazing. What do sharks
eat?
Most sharks are carnivores. They have
powerful jaws and teeth. They usually
eat fish or other sea animals, like seals.
Wow, look at that bicycle!
That’s not a bicycle. It only has one
wheel.
Oh, right. I’d love to try it!
I wouldn’t. It looks too risky for me.
Oh no! That man is toppling over!
He’s OK. Hey, now he’s walking on his
hands!
Unit 7
Page 76
Listening
Where do humpback whales live?
Humpback whales live in all
the oceans of the world. They
communicate with each other o
ver
very long distances. To do this, they sing a song. Scientists discovered the song of the whale about 50 years ago.
How long is each song?
Each song usually continues for
between eight and fifteen minutes.
Do all whales sing the same song?
Think about the countries that are
in and near the North Pacific Ocean.
There are whales in Japan, whales in
Mexico, whales in Hawaii and whales
in the Philippines. All these whales
sing the same song.
But in different oceans, the whales
sing different songs. For example,
whales that live in the Pacific Ocean
sing their song. Whales that live in the
Atlantic Ocean sing another song.
How far can the song travel
underwater?
A whale can hear another whale
singing from thousands of kilometers
away.
Do all humpback whales sing?
No. Male whales sing, but females do
not.
Page 76 Speaking
When I was five, I fell out of a tree.
How did that happen?
I was climbing the tree with my
brother. Suddenly, a branch broke!
When I was younger, I was afraid of
the water.
What do you mean?
I didn’t know how to swim then. Now I
swim all the time.
Page 77
Word Study
cough, tough, though, through, fought, rough, enough, high
Unit 8
Page 84 Listening
Welcome to the show! Today, Professor Alice Jones is going to tell us about Echo the elephant and her family. Tell us about Echo, Dr. Jones.
Thanks for inviting me on the show.
Well, Echo was very famous. She was
the leader of a group of elephants that
we are studying here in Africa. She was
a wonderful mother and had eight
babies.
I’ve heard that elephants
communicate in many different ways.
Can you tell us about that?
Yes, sure! Elephants use their trunks,
ears, tails, and voices to communicate
with each other. They can touch and
smell with their trunks, so they know
where other elephants are.
And how about their ears?
Well, elephants flap their ears for two
reasons. One reason is to cool down in
very hot weather, but the other reason
they flap their ears is when they feel
excited or happy.
What about elephants’ voices? How do
they use them?
Elephants can communicate over
several kilometers using their voices.
They make sounds that humans can
hear, but they also make sounds that
we can’t hear.
Fascinating! Thank you for talking to us
today, Professor.
Page 84 Speaking
What did you learn about bees?
I learned that honeybees
communicate by dancing.
I learned that apes can learn some
words like humans do.
What else did you learn?
I learned about elephants. They flap
their ears to show that they are happy.
I learned that elephants use their
trunks and tails to communicate, too.
Page 85
Word Study
connection, location, prevention, education, decoration, collaboration, migration, protection
Unit 9
Page 96 Listening
Where are you from, Agapi?
I’m from Greece. I live in Athens.
I know about Greece! That’s where the
Olympic Games started.
Yes, it is! The games started over 2,700
years ago in a place called Olympia.
Wow! That’s a long time ago. So
they’re the Olympic Games because
they started in Olympia?
Yes! The games were very different
from today’s Olympic Games though.
At first, there was only one game. It
was a race and it was 170 meters long.
The person who got to the finish line
first was the winner.
Did the runners wear sneakers?
No, they didn’t. They ran in their bare
feet.
But now there are many sports in the
Olympic Games.
Yes, there are. The ancient Greeks
added other sports, like jumping, but
now there are more than 20 sports!
So the Greeks really invented the
Olympics?
Yes, they did. It was a good
contribution, wasn’t it?
Yes, it’s cool. I love watching sports.
Page 96
Speaking
What invention do you think is
important?
I think the compass is a very important
invention.
Who invented it?
It was invented by the Chinese.
Why did they invent it?
I think it might be because they
wanted to know what direction they
were traveling in.
Audio Script
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225
Page 97 Word Study
centipede, centigrade, antibiotic,
telecommunication, centimeter,
biologist, circumstance, telephone
Unit 10
Page 104 Listening
Hey, look at this book! It says that umbrellas were invented in ancient China around 1,700 years ago. Did you know that?
No, I didn’t! But did you know that
some monkeys make ‘umbrellas’ out of
leaves from trees?
Yes, I did! There’s a monkey called an
orangutan. It chooses big leaves and
puts them over its head to protect
itself from the rain. They don’t like
getting wet!
That’s funny! What else does the book
say?
It says that soon umbrellas became
popular in Japan and Korea. Later,
people started using them in Europe
and now they’re all over the world.
Some people use umbrellas to protect
themselves from the sun, too, don’t
they?
Yes, the sun can be very strong and
damage your skin.
Oh, look! The Chinese made umbrellas
out of paper and bamboo. That’s
interesting.
Yes, it is! Hey – we’d better leave. The
movie starts soon.
OK, don’t forget to bring an umbrella.
It’s supposed to rain later.

Page 104 Speaking
How about we study for the test together?
OK, let’s do that.
Let’s play some music.
That’s a great idea!
Should we go to see a movie this
weekend?
No, not this weekend. Maybe another
time.
Page 105 Word Study
envious, carnivorous, spacious, humorous, mountainous, venomous, marvelous, adventurous
Unit 11
Page 116 Listening
Today we’re discussing mountain climate. Did you know that the climate in the mountains varies according to where on Earth the mountain is? So if, for example, you’re in Kilimanjaro, the climate will be different from the way it is in the Alps – it’ll be warmer in the lower parts of Kilimanjaro than the lower parts of Mont Blanc. But actually, wherever you are in the world, the higher up a mountain you climb, the colder it gets, so wrap up!
At the peak of a mountain, there aren’t
any plants at all, and there aren’t any
animals, either. It’s just too cold. There
are blizzards and avalanches all year
round.
On the higher slopes, there are some
plants. Usually they’re small plants that
lie close to the ground. There are a
few animals on the higher slopes, too.
You might see llamas, mountain goats,
snow leopards, and yaks. The weather
is usually cold, wet, and windy and
there can be snow in winter time.
Down on the lower slopes, life is a
little easier! There are many plants and
trees, and many animals. The weather
is usually warm although there can still
be some snow in winter.
Page 116
Speaking
Where would you like to live?
I’d like to live at the top of the
mountain.
Why?
I’d like to live there because I like snow.
What would you do there?
If I lived there, I could learn how to ski.
Page 117 Word Study
incorrect, impossible, imperfect,
inactive, impatient, indirect,
inexpensive, impolite
Unit 12
Page 124 Listening
Good morning! Here’s what’s happening in your area today. In the early morning there will be a lot of clouds and a cold breeze, but by noon, the clouds will clear and you can expect some bright sunshine so it’s a perfect day for a hike in the mountains. I suggest you take a light sweater but you won’t need an umbrella. Later in the afternoon, the clouds will return and there’s a strong possibility of high winds, so make sure you end your hike and go home by around 4:00 p.m. After 4:00 p.m., fog will descend on the upper slopes and some heavy rain is forecast all over the area.
Page 124 Speaking
I’m going to the mountains. Do you think I should bring a coat?
Yes, I think you should bring warm
clothing.
Would it be a good idea to check the
weather report?
Yes, that sounds like a good idea.
I’m going to the beach. Do you think I
should bring sunscreen?
Yes, I think you should. You should also
bring your sunglasses.
Page 125
Word Study
shine, ill, frightened, clever, gigantic,
weird, cautious, swift
Page 129
Testing Practice
Hi, Lars. What are you drinking?
It’s a spicy hot chocolate. It’s great.
That sounds good.
Hmmm. I’m not sure what to order. I
like things that taste nutty.
Try the almond milk. It’s smooth and
nutty.
Good idea! Oh no, they’re out of it. I’ll
have ice cream instead. Wow, this is
delicious. It’s so creamy! What are you
going to have Mia?
I’m going to have the chocolate bar
with nuts. I want something crunchy!
Audio Script
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226Audio Script
Unit 13
Page 138 Listening
Hey – look at this cool money bank.
It’s transparent and it has four separate
slots for coins.
That’s very cool. Why are there four
slots though?
Well, one is for saving money. You put
the coins in here.

This is so you can save for things you
want to buy soon. And this slot here is for investing.
What’s investing? Can you explain?
Yes, investing is saving money for the
future. It’s for more expensive things
that cost more. You need more time to
save a lot of money.
I get it. So if I want a bike, I put my
money in the ‘invest’ slot. But if I want
a video game, I put the money in the
save slot.
Correct! Then there are two more slots.
This one is called ‘spend’. When you
want to buy something, you take your
coins out of the spend slot.
And what’s the fourth slot for?
That one is called ‘donate’. Donate
means the same as give. Some kids
choose to donate some of their money
to a charity. I’m donating part of my
allowance to the children’s hospital.
What a great idea! I think I’ll do that,
too.
Page 138
Speaking
What do you want right now?
Now, I want to save for a new soccer
ball. What about you?
I want to save for a new pair of
sneakers.
What about the future?
I need t
o invest for a new computer.
I need to save for college.
Page 139
Word Study
break down, break into, break off, hand
in, put on, stand up, take off, take out
Unit 14
Page 146 Listening
Ravi, I’m doing a survey. Would you like to answer some questions for me?
Yes, sure. What’s the survey about?
I’m trying to find out what you would
do if you suddenly had a lot of money.
Oh! OK. Let me think. I’d buy a gift for
my mom and dad first.
What would you buy?
I’d buy a sweatshirt for Dad and some
paints for Mom because she loves
painting.
Cool. Thank you, Ravi. And what about
you, Sami?
I’m not sure. Oh! Wait! Yes, I’d donate
some money to my favorite charity.
That’s kind. And what does your
favorite charity do?
It’s called the Born Free Foundation.
They rescue wild animals that are
injured or homeless.
That’s a great idea, Sami. And finally,
how about you, Satomi?
If I had a lot of money, I’d invest some
of it because when I’m 18, I want to go
to college.
And what do you want to study at
college?
I want to be a doctor. That’s my dream,
but it costs a lot of money! You have to
study hard.
Yes, you do! Thanks, everyone.
Page 146
Speaking
Who would you help? I would donate the money to a
hospital. What about you?
I would donate the money to an animal
clinic.
Who would the money help?
It would help animals that are sick or
injured.
Page 147
Word Study
active, creative, attractive, decorative, possessive, protective, collaborative, cooperative
Unit 15
Page 158 Listening
Today we have the pleasure of talking to Ramiro from the pop band The Skaters. Ramiro, tell us, why did you join the band?
Oh, that’s an easy question! But it has many answers. For a start, I love music and I love making music. Ever since I was eight, I’ve been writing my own songs.
And you’re seventeen now, right?
Yes. I’ve been playing with The Skaters
since I was eleven. It just makes me
happy, and writing my own songs is a
way to tell the world exactly how I feel.
I wrote a song called “It’s a Great Life”,
and that was a big hit on the radio. It
was my proudest moment, hearing MY
song on the radio.
How does music help you express
yourself?
Well, some people write poems, and
some people are great artists, and that’s
how they communicate how they feel.
Me, I just love playing around with
musical notes until I get the sound and
mood I really want.
Isn’t writing songs a kind of poetry?
Yes, I guess it is. It’s just a little different
because there’s music, too. But what
makes me happiest is drumming. I love
the energy I can put into it, and the big,
loud noise! It’s fantastic.
Page 158
Speaking
I think art is the most important form of self-expression.
Why do you say that?
I think it’s important because it will last
for many years.
I think music is the most interesting
kind of self-expression.
Why do you think that?
I think it’s interesting because all
people enjoy music.
Page 159
Word Study
its, your, their, here, whose
Unit 16
Page 166 Listening
Hi, my name’s Min-jun and I dance for a living! I’ve been dancing since I was six. It’s the music that makes me want to dance. I love pushing myself to my limit or just becoming a character. I enjoy dressing up in the most beautiful costumes, and walking on to a stage and pretending to be someone else while moving to amazing music. When I dance, I feel that I’m giving a gift to the audience, and I love it when I see them smile.
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227Audio Script
People express their feelings in many
ways. When people dance, it’s just
another way of expressing themselves,
but without any words. It’s natural for
people to move rhythmically, or in time
to the beat. Just think of tapping your
toes or your fingers when you hear
some music you like – your body wants
to express your feelings, and so you
dance! Also, when you feel sad, you
might dance slowly, but when you’re
happy, you might dance faster and use
more energy.
Page 166
Speaking
Please share this candy with me.
Thanks so much!
I found your essay.
Thank you. That’s very kind of you.
Hey, let me help you with that math
homework.
Thanks, I really appreciate it.
Page 167 Word Study
study for, work for, talk about, think
about, belong to, apologize for, ask for,
care for
Unit 17
Page 178 Listening
Bob, tell us a bit about being a lighthouse keeper.
Well, I worked in lighthouses for 32
years and I can tell you it’s a tough job,
but it’s great.

What are lighthouses for?
A lighthouse is very important. It has two main functions. The first is to warn sailors of danger that they can’t see. They act a little like a traffic light at sea.
What sort of danger? What do you
mean?
Well, sometimes there are dangerous
rocks round the coast and often the
water is shallow, so there’s a possibility
of boats getting stuck.
I see. And what’s the second purpose?
Think about this: if a boat goes out to
sea during the daytime, it’s easy for the
captain and crew to find their way back
because they can see the coastline. But
what do you think happens at night?
Oh! It’s dark, so it’s hard to find your
way home.
Exactly! Lighthouses can be seen from
a long way away. They guide ships and
boats safely back home and into the
harbor.
Do people still work in lighthouses?
No, very few lighthouses have keepers
now. Technology has replaced the
lighthouse keepers. But it’s OK, many
people love going to see lighthouses.
In fact, some have even become hotels
where you can stay the night!
Page 178
Speaking
I’d like to live in an apartment.
Why?
I think it’s because I want to live in a
city. People in cities live in apartment
buildings.
I’d like to live in a house by the ocean.
Why do you say that?
What I like about the ocean is that you
are always close to the beach.
Page 179 Word Study
catch up, fall off, go back, go on, go up, lie down, pick up, put down
Unit 18
Page 186 Listening
Traditional Japanese houses are different from other houses.
In a traditional Japanese house, you
don’t sleep in a bed and you don’t sit
on chairs. Instead, you sit on cushions
and you sleep on a special type of bed
called a futon. You can fold a futon and
put it away when you aren’t using it.
That saves a lot of space!
In traditional Japanese homes, people
always remove their shoes before
coming into the house. Often they
wear ‘house shoes’ or slippers. This
helps keep the house clean.
Often Japanese homes have a special
kind of mat on the floor called a tatami.
Tatami mats are made out of rice straw
and plants called rushes. The Japanese
have been using tatami on their floors
for about 600 years. A tatami floor is
cool in the summer months and warm
in the winter.
Page 186
Speaking
Let’s play tennis on Thursday, OK?
I’m sorry, I’m busy that day.
I have a boat! Would you like to go
fishing with us?
Sure, that sounds fun!
Page 187
Word Study
daring, pleasing, fascinating, charming,
embarrassing, surprising, confusing,
frightening
Page 191 Testing Practice
My name is Katy. I went to a party. I was nervous, but I talked to a few people. Sarah spoke politely and calmly. I enjoyed talking to her. Emma spoke shyly about animal conservation. She was wise. But Julia did not agree with her. Julia spoke aggressively at first, but after a while, she agreed with Emma. It was an interesting conversation!
Page 191 Testing Practice
Hello, this is Luke Mayor. May I speak to Ms. Amayo, please?
This is Ms. Amayo. How can I help you,
Luke?
My English class is putting on a play.
We are looking for a suitable place. Can
you help?
Yes, I can. The theater is already being
used. Would you like to use the
courtyard?
No. We’d like to be inside.
How about the concert hall?
I think the concert hall is too big.
Well, what about the library? There is a
small stage in the back.
That sounds good. Thank you, Ms.
Amayo.
You’re welcome, Luke.
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228Workbook Answer Key
Unit 1
Page 2
A
1 f 2 h 3 e 4 b 5 g 6 d
7 a 8 c 9 i 10 j 11 l 12 k
Page 3
B 1
c 2 b 3 a 4 c 5 b 6 d
C 1
exploit 2 species 3 survive
4 endangered 5 woolly mammoth
6 sanctuary
Page 4
A

Students’ own answers.
B Students’ own answers.
Page 5
A Students will circle answers 1, 3, and 4
B
1 c 2 b
C 1
mammals 2 existed
3 atmosphere 4 suffered
5 rare, Eventually
D Students’ own answers.
Page 6
B 3
They have learned. They have
been learning.
4 We have traveled. We have been
traveling.
5 You have talked. You have been
talking.
6 He has eaten. He has been eating.
7 I have walked. I have been walking.
8 She has listened. She has been
listening.
Page 7
C 1
has been playing 2 has traveled
3 has played 4 have been studying
5 has been traveling 6 have
studied
D
Possible answers:
She has been raking leaves for an
hour.
He has been playing in the snow.
It has been raining all day.
Page 8
A
1 dependable 2 adjust 3 excite
4 adorable 5 prevent 6 solvable
7 comfortable 8 avoid
B 1
prevent / preventable
2 comfortable / comfort
3 depend / dependable
4 adjustable / adjust
5 adorable / adore
6 avoidable / avoid
7 excitable / excites
8 solve / solvable
Page 9
A 1
✗ / ✓
Elephants still live in some parts of Africa. 2
✗ / ✓
I’m going to write letters. 3
✗ / ✓
Environmental groups are working hard. 4
✗ / ✓
The woolly mammoths are the elephants’ relatives. 5
✗ / ✓
They are trying to save the elephants’ habitat. 6
✗ / ✓
I have never seen anything made of ivory.
B
Students’ own answers.
Unit 2
Page 10
A
Across: 1
protect 2 naturalist,
3 conservation 4 reserve
5 identify 6 population
Do
wn: 7
tracker 8 diverse
9 preservation 10 damaged
11 inspire 12 poaching
Page 11
B 1
diverse 2 damaged 3 tracker
4 conservation 5 inspire
6 population 7 protect
8 preservation
C 1
b 2 d 3 a 4 e 5 f 6 c
D 1
identify, tracker, poaching,
damaged, protect
2 naturalist, reserve, conservation,
preservation, diverse, identify, population, inspires
Page 12
A Students’ own answers.
B
Students’ own answers.
Page 13
A
1
False 2 True 3 True 4 True
5 False
B

Students’ own answers.
C
1
wildlife / jungle
2 mission / National Park
3 hunters
4 injuries
D S
tudents’ own answers.
Page 14
B

1 She has played the flute since
1972.
2 They have played soccer for
14 years.
3 Sara has written a letter about
protecting lions.
4 The organization has done a lot to
help animals.
5 They haven’t looked at the
information.
6 He hasn’t written letters about
protecting dolphins.
7 We have been friends for ten years.
Page 15
C 1
Daniel has traveled to Africa to see
lions.
2 Trackers have identified the homes
of animals.
3 Conservation organizations have
protected African lions.
4 Alice hasn’t worked for that
organization.
5 I haven’t written letters about
animal protection.
D 1
Tom has lived in this house since
2009.
2 Tom has lived in this house for
nine years.
3 Sue has studied English since 2010.
Workbook Answer Key
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229 Workbook Answer Key
4 Sue has studied English for eight
years.
5 Killing elephants has been illegal
since 1989.
6 Killing elephants has been illegal
for more than 25 years.
7 Maria and Alex haven’t traveled to
Africa since 2008.
8 Maria and Alex haven’t traveled to
Africa for 10 years.
Page 16
A
1
error 2 provide 3 bright
4 injure 5 timid 6 starving
7 tale 8 preserve
B Possible answers:

1 I want to save elephant habitats.
2 If an animal is hungry it needs to
find food.
3 I am timid about telling stories.
4 The sun is the most brilliant.
5 Some people hurt animals for sport.
6 If a hunter makes a mistake he can
get hurt or killed.
7 I feel timid when …
8 My school supplies …
Page 17
A 1
see 2 heard 3 feel 4 left
5 do 6 sold 7 stand 8 wrote
9 catch 10 gave
B 1
saw 2 felt 3 heard 4 did
5 left 6 sold 7 wrote 8 caught
9 stood 10 gave
C Students’ own answers.
Page 18
A Labels:
Salutation, Body, Closing,
Signature
B
1 c 2 a 3 d 4 b
Page 19
Students’ own answers.
Page 20
A 1
an elephant bird 2 a quagga
3 a woolly mammoth 4 a dodo
5 a sea wolf
B

1
species 2 endangered
3 population 4 Eventually,
5 extinct 6 existed 7 exploited
8 habitat 9 survive
Page 21
C 1
False 2 True 3 True 4 False
5 True 6 True 7 True 8 False
9 False 10 False
D

1
sold 2 saw 3 felt 4 heard
5 wrote 6 caught
E

Students’ own answers.
Unit 3
Page 22
A 1
carnivore 2 herbivore
3 omnivore 4 incisor 5 canine
6 molar 7 cavity 8 gums 9 jaw
10 slice 11 grip 12 crush
Page 23
B 1
d 2 a 3 c 4 b 5 c 6 c
7 a 8 a
C 1
incisors / slice
2 molars / grind / crush
3 jaw 4 canines 5 carnivores
6 herbivores 7 omnivores
8 gums / cavity
Page 24
A Possible answer: Incisors help slice food. Canines help tear food. Molars help crush and grind food.
Page 25
A Possible answers: round shape and flat top; bite into a delicious treat; munch on a snack; slice, crush, and grind.
B
1
a 2 d
C 1
gravity 2 dental 3 detective
4 munching 5 treats 6 fillings
D S
tudents’ own answers.
Page 26
B 1
I could run. I will be able to run.
2 I couldn’t play. I won’t be able to
play.
3 I could work. I will be able to work.
4 I couldn’t talk. I won’t be able to
talk.
5 I could cook. I will be able to cook.
6 I couldn’t go out. I won’t be able to
go out.
C 1
Yes, he could talk when he was
two years old.
2 No, she couldn’t walk when she
was one.
3 Yes, he could stand up when he
was one.
4 Yes, she could write her name
when she was four.
Page 27
D 1
couldn’t 2 could 3 can
4 can’t 5 won’t be able to
6 will be able to
E

1
She will be able to go skydiving.
2 He will be able to drive.
3 He will be able to walk.
F Students’ own answers with personal information. Possible answers: I could ride a bike when I was five. When I am older I will be able to drive.
Page 28
A 1
invisible 2 complete 3 incorrect
4 accurate 5 incredible
6 inadequate
1 complete 2 invisible 3 incorrect
4 incomplete 5 visible 6 correct
7 incredible 8 credible
9 accurate 10 inaccurate
B Students’ own answers.
Page 29
A 1
She is excited about the roller
coaster.
2 He is interested in books about cats.
3 I am careful with the dishes.
4 They are afraid of the scary mask.
B Students’ own answers.
Unit 4
Page 30
A
U A P R E Y T E Y Z A D M B O
W G E P R S F S O O N R M I I O
N N R Q T E E U H V X C T I M H
S A D L T A N A R E S C U T V
L W E A R D O W N L D R S S A
K B E P O U C B O E T J Y G K
A R I S M O N O M A D E S A E
C K H U L W F A N G B R C R A S
Z F G P N V F S T T P I E R C E
B 1
d 2 a 3 b 4 d
Workbook Answer Key
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230Workbook Answer Key
Page 31
C
1 b 2 c 3 a 4 c
D 1
They are called fangs.
2 They have tusks.
3 It pierces with its fangs. Venom
kills the victim.
4 It builds a dam.
Page 32
A Possible answer: He finds out that the tiger needs dental work.
B
Possible answer: The picture shows
that lapping up means drinking with
a tongue.
Page 33
A
1
d 2 a & d 3 a & c
B 1
toppling / lodge
2 powerful / supply
3 sealing / intruders
C S
tudents’ own answers.
Page 34
B 1
must 2 can’t 3 must 4 must
5 must 6 can’t
C 1
The girl wants all the sandwiches.
She has to be hungry!
2 The boy went outside without a
jacket. His mother must be angry.
3 The boy hurt his arm. It can’t be
fun to watch his team play a game.
Page 35
D Possible answers: 1
The tiger must be close by.
2 She must speak it, too.
3 They might be carnivores.
4 They can’t be herbivores.
5 She must be wet.
6 They might be in the kitchen.
E Possible answers: 1
carnivore 2 horse
3 tiger, elephant 4 sheep
5 person 6 herbivore
7 wolf, cougar 8 tiger
F S
tudents’ own answers.
Page 36
A 1
assessment 2 entertain
3 improvement 4 agreement
5 encourage 6 government
7 measurement 8 punishment
B

1
assess / assessment
2 agree / agreement
3 improve / improvement
4 encouragement / encourage
5 measure / measurement
6 entertain /entertainment
Page 37
A 1
Nora likes playing. She also likes
singing and acting.
2 Angie likes running races. She also
likes swimming and jogging.
3 My favorite thing is entertaining.
I like cooking and eating with my friends.

4 I enjoy watching movies. I also like
eating popcorn.
5 I like painting pictures of flowers. I
like drawing people, too.
B Students’ own answers. Paragraphs should be similar to the model given on the page.
Page 38
A Labels:
Title, Introduction, Heading,
Illustration, Caption
B
1 Animal Teeth.
2 Herbivores, Carnivores, and
Omnivores.
3 The introduction tells what the
report is about.
Page 39
Students’ own answers.
Page 40
A Possible answer: A girl went to the dentist. She needed to get dental work. She opened her jaw wide and the dentist looked at her teeth and her gums. She had two cavities. She needed to get two fillings in her molars. The dentist said she was munching on too many treats.
B
Possible answer: The elephants are
drinking water. A lion is coming. The
lion is a carnivore and it wants to kill
the elephants. The elephants can use
their tusks to fend off the lion. A wolf
is gnawing on a bone. It has sharp
canines.
Page 41
C
Possible answers:
1
It couldn’t pierce animals with its
fangs. It couldn’t gnaw on bones.
2 I couldn’t slice an apple.
3 A snake can pierce with its fangs. A
snake can kill with venom.
4 It can’t fend off animals.
5 It will be able to fend off enemies.
6 It won’t be able to grip your hand.
Unit 5
Page 42
A 1
haul 2 axle 3 transfer
4 spoke 5 rim 6 traction
7 gear 8 grind 9 rod
10 rotate
Page 43
B 1
b 2 c 3 d 4 c
C 1
traction 2 transportation
3 hauling 4 gears / rotate / grind
Page 44
A Students’ own answers.
Page 45
A 1
Possible answer: Supplies, letters,
or packages.
2 Possible answers:
Same: The first bicycle had spokes. Same: The first bicycle’s frame was attached to the wheel axles. Different: The first bicycle did not have pedals. Different: The first bicycle’s rider sat on a wooden platform and pushed the ground with his feet.
3
Pedals, chain and gears, rim brakes.
4 Bicycle racks, special bike lanes,
bike sharing programs.
5 Possible answers:
Bicycles are a clean kind of transportation. They help reduce pollution from cars.
B 1
mechanical / mill 2 vehicles
3 platform / durable 4 inspire
C S
tudents’ own answers.
Page 46
B 1
It’s going to hurt tonight.
2 I’m going to get a good grade.
3 She’s going to fall asleep on the
way home.
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231Workbook Answer Key
4 There’s going to be a big storm.
5 I’m going to get stuck in traffic.
6 He’s going to get into an accident.
Page 47
C
1
will 2 He will 3 They will
4 you will
D 1
He’s going to 2 They’re going to
3 She’s going to 4 He’s going to
E Students’ own answers. The future facts should be with will, and the predictions with going to.
Page 48
A

1 wheelchair 2 doorbell
3 footprint 4 handwriting
5 daytime 6 suitcase
7 spaceship 8 earring
B Students’ own answers.
Page 49
A Students’ own answers (based on personal information).
B
Students’ own answers and should
be based on the model paragraph.
Unit 6
Page 50
A
1
d 2 c 3 j 4 b 5 h 6 e
7 a 8 k 9 f 10 l 11 i 12 g
Page 51
B 1
a 2 c 3 b 4 c
C 1
thrilling 2 risky 3 obedient
4 fragile 5 courageous
Page 52
A Students’ own answers. Possible answer: She builds a cart out of materials she finds.
Page 53
A 1
b
B 1
True 2 True 3 True
4 False 5 True
C
Students’ own answers.
D 1
longed for 2 blurry 3 adjusted
4 figures 5 propelling
6 settlement
E
Students’ own answers.
Page 54
B 1
She’s going to 2 The plane will
3 The moon will 4 We’re taking
5 We’re meeting 6 He’s going to
7 The test will
Page 55
C 1
I’m practicing at four o’clock.
2 She’s meeting them at the park
tomorrow.
3 We’re not going to the movies
tonight.
4 Are they going on vacation next
month?
5 He’s traveling to England next
week.
6 We’re playing soccer on Saturday.
D Students’ own answers but will need to follow the guidelines in the direction.
Page 56
A 1
mistreat 2 mistrust
3 communication 4 mis- / direct
5 misread 6 mis- / misremember
7 calculate 8 misjudge
B 1
misbehave, behave
2 misunderstand, understand
3 mistreated, treat
4 misread, read
5 miscalculated, calculate
6 judge, misjudge
Page 57
A 1
dug 2 drew 3 felt 4 lit
5 became 6 thought 7 said
8 made 9 wrote 10 met
11 slept 12 got
B 1
met 2 felt 3 drew 4 lit
5 dug
C Studen
ts’ own answers and should
follow the model paragraph.
Page 58
A Labels:
Opening paragraph, Second
paragraph, Conclusion
B
1 Opening paragraph
2 Conclusion
Page 59
Students’ own answers.
Page 60
A
1 c – thrilling 2 e – fragile
3 a – foolish 4 f – determined
5 b – courageous 6 h – daring
7 d – risky 8 g – obedient
B 1
mechanical 2 gear 3 grind
4 technology 5 traction 6 mill
7 spoke 8 haul
Page 61
C Possible answers: A truck is hauling furniture. The bicycle wheels have spokes. A boy sees a spaceship in the sky. A woman is ringing a doorbell. A man is pushing a woman in a wheelchair. Two people have suitcases with wheels.
D
Students’ own answers based on
personal information.
Unit 7
Page 62
A
1
race 2 splash 3 dive 4 jog
5 wade 6 paddle 7 float 8 drift
Page 63
B 1
a 2 c 3 b 4 c 5 a 6 d
C 1
jogged 2 waded 3 drifted
4 sprinted 5 float 6 raced
7 paddle 8 splash
D Possible answ
ers:
Quickly:
jog, sprint, race, dive
Slowly: wade, drift, float, plod, glide
Page 64
A Possible answers: He runs to get help. He pushes the dolphins back into the water.
Page 65
A 1
b 2 b 3 c
B 1
paddles 2 rod, hook
3 chuckled 4 beamed, grinning
C
Students’ own answers.
Page 66
B 1
wanted 2 couldn’t 3 were
4 didn’t want 5 were 6 couldn’t
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232Workbook Answer Key
Page 67
C
1 direct 2 reported 3 reported
4 direct 5 reported 6 direct
D 1
said, dophins, move
2 said, were, die 3 said, couldn’t
E 1
She said that she was going to the
store.
2 He said that he wanted to go to
the park.
3 My mom said that she was writing
an e-mail.
4 My sister said that it was a great
movie.
5 I said that those trees were so tall.
Page 68
A
F L F O U G H T E B H H W R V
Z R M Y O H R H N J A I U O C
T O U G H Y K O O V Y G U U S
V A G N B L C U U U M H U G O
D J B D H V U G G C O U G H T
T H R O U G H H H N L G B M R
B Silent GH:
fought, through, though,
high Possible additional:
right, light, flight,
night GH that sounds like F:
cough, tough,
rough, enough,
Possible additional: laugh
Page 69
A 1
I wanted to go swimming, but my
brother did not want to go.
2 The people ran to the shore, and
they started to help the dolphins.
3 We can push the dolphins, or
maybe we can pull them too.
B 1
The dolphins propelled
themselves. They started to swim.
2 People and dolphins can float.
They can swim.
3 I can float. I can’t swim.
C Students’ own answers and should follow the model paragraph.
Unit 8
Page 70
A Across: 1
communicative 2 express
3 attract 4 indicate 5 defend
6 produce 7 approach
Do
wn: 7
collaborate 8 behave
9 locate 10 imitate 11 threaten
Page 71
B 1
indicate, imitate
2 threaten, defend
3 collaborate, communicative
4 locate, approach
5 attract, behave
6 produce, express
C 1
communicative 2 collaborate
3 imitate 4 threaten
Page 72
A Possible answers: They dance to communicate. They dance to tell each other where the flowers are.
Page 73
A 1
b 2 c 3 b
B Studen
ts’ own answers.
C 1 underwater 2 territory
3 decibel 4 alarm 5 signal
6 difficulty
D

Students’ own answers.
Page 74
B 1
The article said that scientists
were discovering how bees communicate.
2
The girl told her mother that she
wanted to go home.
3 The boy’s mother asked what he
wanted to eat.
4 The teacher told us that
honeybees were very interesting insects.
5
The scientist asked if honeybees
were very important to the world.
6 The student asked how honeybees
communicated.
Page 75
C 1
The scientist told us that he saw a
new kind of flower.
2 The girl asked if the parrot talked.
3 The article said that Mr. Pepper was
working on a cure for the disease.
4 He asked me what we were
learning this week.
D Students’ own answers. Students fill in speech bubbles with their choice of words and use structures as follows: 1
I like (animals). She said she liked (animals).

2 I’m working on (a project). He said
that he was working on (a project).
3 I want (a cookie). She said that she
wanted (a cookie).
4 I’m going to the (movies). She said
that she was going to the (movies.)
Page 76
A 1
protection 2 migration
3 connection 4 imitation
B c
onnection, education, migrate,
location, decoration, protect, prevention, collaboration, communicate, imitate
C
1
education 2 migration
3 collaboration 4 location
5 prevention 6 communication
D Students’ own answers.
Page 77
A 1
Does 2 likes, likes 3 say
4 wants 5 plays 6 go
B Studen
ts’ own answers.
Page 78
A Labels:
Interesting starting sentence,
Introduction, Body, Conclusion
B
1 c 2 a 3 b
Page 79
Students’ own answers.
Page 80
A Students’ own answers.
B
1
She said that she wanted to see
the monkeys.
2 Lucas said that the dolphins
needed help.
3 Susan asked what I liked to do.
4 She told her mother that she was
learning about monkeys.
Page 81
C Students’ own answers.
D
1
production 2 Imitation
3 migration 4 location
5 protection 6 education
7 communication 8 collaboration
9 decoration 10 indication
11 prevention 12 attraction
E Students’ own answers.
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233Workbook Answer Key
Unit 9
Page 82
A
1 civilization 2 custom 3 benefit
4 ceremony 5 achievement
6 device 7 tradition 8 product
9 culture 10 contribution
11 process 12 development
Page 83
B 1
d 2 b 3 a 4 d 5 a 6 b
C 1
civilization 2 customs
3 traditions 4 ceremonies
5 contributions 6 products
Page 84
A Students’ own answers.
Page 85
A

2
B
1 c 2 b 3 a
C 1
ancient 2 trade 3 tablets
4 voyage 5 tools / advanced
D Students’ own answers.
Page 86
B 1
Who 2 What 3 Where
4 Which 5 Why 6 Whose
7 How long 8 How 9 When
Page 87
C 1
Where a 2 Why b 3 Who a
4 When b 5 What b 6 Which b
7 How a 8 How long b
9 Whose a
D

Students’ own answers.
Page 88
A List 1:
centipede, centigrade, century,
centimeter, percent List 2:
antibiotic, biologist, biology,
biome
List 3: circumference, circumstance
List 4: telecommunication, telescope,
television, telephone
B
1 Biology 2 centimeters
3 telescope 4 centipede
5 biologist 6 century
7 circumference 8 telephone
C S
tudents’ own answers.
Page 89
A 1
(an English composer)
2 (a group from Mexico)
3 (the special exhibit room)
4 (a Greek dish)
5 (my Spanish teacher)
6 (the one at the end of the hall)
B P
ossible answers:
1
my friend from school
2 March 25th
3 Mexico, Spain, England
4 Thursday, Friday, Saturday
5 Mary, Joan, and Tara
6 volleyball, softball, and soccer
C Students’ own answers and should be based on the model.
Unit 10
Page 90
A 1
sticky 2 nutty 3 crunchy
4 runny 5 whirring 6 spicy
7 delicious 8 booming 9 spot
10 ladle 11 smooth 12 creamy
It’s delicious.
Page 91
B 1
creamy 2 ladle 3 delicious
4 nutty 5 booming 6 runny
7 sticky 8 spicy
C 1
spot, booming
2 smooth, whirring, crunchy
3 melting, sticky 4 spicy, delicious
Page 92
A Possible answers:
Halva with nuts,
Crunchy halva, Halva with pistachios.
Page 93
A List one:
(1–6 in any order) smooth,
creamy, sticky, crunchy, nutty, delicious

List two (7–12 in any order) cut, mix,
stir, refrigerate, heat, ladle
B
1 True 2 True 3 False 4 False
5 False
C 1
skidding 2 square 3 sniffing
4 mold 5 wink 6 dizzy
D S
tudents’ own answers.
Page 94
B 2
No, he isn’t. 3 Yes, they are.
4 No, he doesn’t. 5 Yes, I do.
6 No, he can’t. 8 No, he wasn’t.
9 Yes, they were. 10 No, I didn’t.
11 Yes, he could. 12 Yes, he will.
13 No, I haven’t 14 No, he hasn’t.
Page 95
C 1
Yes, he can. 2 No, they aren’t.
3 Yes, he will. 4 No, she wasn’t.
5 Yes, they can. 6 Yes, they were.
7 Yes, he did. 8 No, she isn’t.
D Answers will be based on personal information, but will be one of these two choices. 1
Yes, I do. / No, I don’t
2 Yes, I am. / No, I’m not.
3 Yes I did. / No, I didn’t.
4 Yes, I will. / No, I won’t.
5 Yes, I can. / No, I can’t.
6 Yes, I have. / No, I haven’t.
7 Yes, I could. / No, I couldn’t.
8 Yes, I was. / No, I wasn’t.
Page 96
A 1
adventurous 2 carnivore
3 courageous 4 marvel
5 venomous 6 humor
7 mountainous 8 envious
9 famous 10 space
B 1
venomous 2 carnivore
3 adventurous 4 courage
5 marvelous 6 famous 7 humor
8 spacious 9 mountains
10 envious
C 1
spacious 2 venomous
3 dangerous
Page 97
A
1 I want to participate more in the
arts, for example, music, drama, or dance.
2
I like to eat a lot of salty foods,
such as potato chips and pretzels.
3 We want to bring more
performances to the school, for instance, the local children’s chorus.
4
She enjoys all kinds of books, such
as mysteries and biographies.
5 He has visited many countries,
for instance, France, Mexico, and Japan.
6
I like winter sports, for example,
skiing and ice skating.
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234Workbook Answer Key
B
1 There are a lot of art classes in
my school, for example, painting, sculpture, and drawing.
2
I have to study a lot of subjects,
such as math, English, science, and social studies.
3
I go to many after-school activities,
for instance, karate class, piano class, and swimming class.
C Students’ own answers and should follow the model paragraph.
Page 98
A Labels:
Welcoming message, First
point, Second point, Third point, Conclusion
B
1
It makes people want to visit.
2 Hiking, visiting castles and
cathedrals, taking a tour of the lakes, riding the chocolate train. The writer uses transition words.
3
The writer describes the activities
in detail and makes them sound exciting.
Page 99
Students’ own answers.
Page 100
A 1
culture 2 achievement
3 What 4 ancient 5 tradition
6 How 7 Where 8 When
9 Who 10 Why
Page 101
B 1 1
adventurous 2 mountainous
3 venomous 4 carnivorous
2 1 famous 2 spacious
3 humorous 4 marvelous
C Possible answers: 1
percent, centimeter, centipede
2 biome, biology, biologist
3 television, telescope, telephone
D Students’ own answers.
Unit 11
Page 102
A 1
effective 2 terrace 3 altitude
4 peak 5 vapor 6 valley
7 glacier 8 slope 9 steep
10 water cycle
Page 103
B 1
c 2 a 3 d 4 d 5 b 6 a
C 1
steep 2 hill 3 altitude
4 peak 5 mountain range
6 glacier
Page 104
Possible answers: Features:
highest mountain in Africa,
highest freestanding mountain in the world. It has glaciers and snow near the equator. Problems:
The glaciers are disappearing
and there is deforestation.
Page 105
A 1
c 2 b 3 a 4 c
B
1 resources / transformed / flows
2 condenses / released / stored
C Students’ own answers.
Page 106
B 1
call, is called 2 is eaten, eat
3 are grown, grow 4 is made, make
5 are found, find
6 washed, were washed
7 turned on, were turned on
8 read, was read
Page 107
C 1
Is corn grown in the mountains?
2 Where do people find diamonds?
3 New York CIty is called “The Big
Apple”.
4 People see antelopes in the
mountains.
5 Pizza is made in large ovens.
6 Teachers teach students English in
school.
D 1
Baskets are made from plants.
2 They saw many birds in the
mountains.
3 Corn is grown on terraces on the
mountain.
4 The mountain is called Mt.
Tamalpais.
5 Students are educated in schools.
6 The ranger teaches people about
mountains.
Page 108
A 1
correct / incorrect
2 active / inactive
3 impossible / possible
4 impolite / polite
5 impatient / patient
6 expensive / inexpensive
7 indirect / direct
8 perfect / imperfect
B Students’ own answers.
Page 109
A 1
We saw a lot of wildlife: bears,
bobcats, snakes, and raccoons.
2 A lot of crops are grown there:
corn, rice, beans, and coffee.
3 The cake is made with a lot of ing
redients: flour, honey, nuts,
butter, and dried fruit.
4 A lot of furniture is made from
forest trees: chairs, cabinets, and dressers.
5
I need some ingredients to make
the cake: flour, sugar, and vanilla.
6 We need to pack some things
for our camping trip: a flashlight, food, and blankets.
B Students’ own answers.
Unit 12
Page 110
A Across: 1
stern 2 awestruck
3 scowl 4 mutter 5 stretches
Down: 6 endless 7 pointy
8 arch 9 miniature 10 jagged
11 squirm 12 stammer
Page 111
B 1
c 2 d 3 b 4 a
C 1
jagged 2 pointy 3 arch
4 miniature 5 stretch 6 endless
Page 112
A Possible answers: Alicia wants to climb to the top of the mountain. Gabriel wants to go home.
Page 113
A
Possible answers:
Where?: a mountain in California
When?: modern times, daytime
What?: Alicia and Gabriel were
climbing a mountain. Why?:
Alicia wanted to go hiking and
get to the top. Who?:
Alicia and Gabriel, sister and
brother
B
1 Possible answer: Alicia likes to
hike, Gabriel doesn’t. Alicia wants to try new things. Gabriel is not as adventurous as Alicia.
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235Workbook Answer Key
2 Possible answer: The old railway
museum and the highest peak of the
mountain.
3
Possible answer: At the beginning
he just wants to go home. He’s not excited. In the end he is happy he came and excited to see the view.
C
1
silhouette 2 distant 3 shielded
4 folded 5 teasing 6 embarrassed
D Students’ own answers.
Page 114
B 1
grow, is grown
2 protected, was protected
3 served, was served
4 finish, is finished
5 gives, is given
6 made, were made
C 1
was called 2 are shown
3 was built 4 was made
5 are made 6 is called
7 were shown 8 was made
Page 115
C 1
was shown / past passive
2 shows / present active
3 showed / past active
4 is shown / present passive
5 made / past active
6 are made / present passive
7 make / present active
8 were made / past passive
D Students’ own answers. Three should include the present passive and three the past passive of the verbs in the box.
Page 116
A

12 synonym pairs listed in any order: large
/ big
, small / little, ill / sick, sparkle
/ shine, clever / smart, close / shut, huge / gigantic, strange / weird, trail / path, frightened / afraid, quick / fast, careful / cautious
Page 117
A 1
chosen 2 fly / flown
3 broke / broken
4 forget / forgotten
5 knew / known 6 take / taken
7 write / wrote
B Students’ own answers.
Page 118
A Labels:
Characters, Setting, Setting,
Problem, Solution
B
Possible answers:
1 In a house and a car.
2 Jessica and Alicia.
3 A warm summer weekend
4 They keep going back to the
house because they keep
forgetting things.
Page 119
Students’ own answers.
Page 120
A
1
silhouette, jagged, mountain
range 2 pointy, peaks, valley
3 slope, steep 4 scowling
5 muttering 6 hill 7 awestruck
8 arch, hill
Page 121
B 1
altitude, miniature 2 terraces
3 Glaciers 4 Water vapor,
condenses, water cycle
5 teasing, stern 6 squirmed
D

1
When the ring was polished, it
began to sparkle.
2 The cake was made with butter. It
was so delicious.
3 I had to shut the door when the hea
t was turned off.
4 The path was built in the 1890s.
5 The kids were scared when the
monster movie was shown.
Unit 13
Page 122
A 1
fierce 2 bravely 3 politely
4 wise 5 delicate 6 rudely
7 aggressively 8 nervously
9 greedy 10 terrifying 11 shyly
12 calmly
Page 123
B 1
c 2 d 3 b 4 c 5 d 6 a
C S
tudents’ own answers based on
personal experience.
Page 124
A

They are at a coin market in Madrid,
Spain. They are looking for coins to collect.
Page 125
A 1
Possible answers:
Title: The Coin
Main character: Alvaro.
Main idea: Alvaro is rewarded for
being polite and honest. Important event:
Alvaro and his
mother go to the coin market. Important event:
A rude man is
looking f
or a rare coin.
Important event:
Alvaro finds the rare
coin.
B
1 stirring 2 muscles 3 staring
4 mouth-watering 5 growling
6 tempting
C S
tudents’ own answers.
Page 126
B Adjectives:
enormous, fierce,
beautiful, wise, delicate
Adverbs: quickly, kindly, noisily,
hungrily, politely Adverbs of Frequency:
never,
sometimes, often, always
Page 127
C 1
quickly 2 often 3 nervously
4 kindly 5 politely 6 noisily
7 delicate 8 calmly
D Studen
ts’ own answers based on
personal information.
Page 128
A

1 break down 2 break into
3 break off 4 put on 5 take off
6 take out 7 hand in 8 stand up
9 sit down
B 1
broke down 2 broke into
3 broke up 4 put on 5 took off
6 took out 7 handed in
8 stood up 9 sat down
C Students’ own answers.
Page 129
A 1
very 2 absolutely
3 extremely 4 really
B

Students’ own answers.
Unit 14
Page 130
A 1
c 2 d 3 e 4 a 5 b
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236Workbook Answer Key
Page 131
B
1 c 2 b 3 d
C 1
lend, borrow, owe
2 pay, bills, coins 3 bank, exchange
Page 132
A Possible answer:
They used bars of
salt
. The bars were 20 cm long.
Page 133
A Students’ own answers.
B
Possible answers:
1 Ancient China, ancient Egypt,
Tibet, Ethiopia.
2 The value depended on how close
people were to salt mines.
3 They were wrapped in plant fibers
to stop them from breaking.
C 1
portraits, prints 2 Shells, silver
3 crops, valuable
D Students’ own answers.
Page 134
B 1
had, buy 2 made, make
3 wrote, write 4 went, go
5 paint, painted 6 go, went
Page 135
C

1 made / make 2 see / wore
3 had / buy 4 knew / bake
5 built / build 6 go / had
D 1
I’d make a 10-foot-high gorilla if I
made sculptures.
2 If she wore glasses, she’d see a lot
better.
3 I’d buy things for myself if I had a
lot of money.
4 He would bake her a birthday cake
if he knew how to bake.
5 He’d build a house with five
gardens if he built houses.
6 If I had a bike, I would go bike
riding with you.
E Students’ own answers with personal information.
Page 136
A Verbs (in any order):
attract, protect,
decorate, possess, collaborate, create, act, cooperate Adjectives (in any order):
attractive,
protective, cooperative, active,
decorative, possessive, collaborative, creative
B
1
decorate 2 creative 3 active
4 attract 5 protective
6 attractive
C Students’ own answers.
Page 137
A 1
as cold as a glacier
2 as fierce as a tiger
3 like wheels down a hill
4 like an elephant
5 like a lion looking at its prey
6 as strong as a bull
B S
tudents’ own answers.
Page 138
A Labels:
Title, Short introduction, Most
important details, Short example, Short conclusion
B

1 Elephants in Danger
2 Elephants are in danger of
becoming extinct
3 Students’ own answers.
4 Students’ own answers.
Page 139
Students’ own answers.
Page 140
A
1
bravely 2 nervously 3 rudely
4 politely 5 aggressively
6 calmly 7 wise 8 fierce
9 delicate 10 terrifying
11 greedy 12 shyly
B S
tudents’ own answers.
Page 141
C
Students’ own answers.
D
Students’ own answers.
Unit 15
Page142
A
1
settle 2 ambitious
3 promote 4 permanent
5 design 6 innovative
7 beneficial 8 remarkable
9 enclose 10 suitable
11 emerge 12 artificial
B 1
ambitious 2 beneficial
3 permanent 4 enclose
Page 143
C 1
b 2 d 3 a 4 b 5 c 6 c
D 1
designed 2 permanent
3 artificial 4 beneficial 5 settle
6 enclose
Page 144
A Students’ own answers.
Page 145
A
Name of the sculptor: Theo Jansen
When and wher
e he was born:
the
Netherlands
, 1948
What he makes:
kinetic sculptures
called Strandbeests. When he started making them:
1990
What the
y are made of:
plastic pipes,
cloth and w
ood
How they look:
delicate
How they sound: gentle
O
ther notes:
Students’ own answers.
B 1
cease 2 magnified 3 Algae
4 crustaceans 5 applies
6 provides
C Students’ own answers.
Page 146
B 1
I felt sick 2 You look healthy
3 Yes, I feel happy
4 The music sounds wonderful.
5 They taste sweet.
6 I think they will taste delicious.
Page 147
C 1
look, looks 2 sound, sounds
3 taste, tastes 4 smell, smells
5 feel, feels 6 look, looks
D S
tudents’ own answers.
Page 148
A 1
Where 2 It’s / here 3 Who’s
4 You’re 5 Whose / its / your
6 It’s 7 here 8 hear
9 their / these 10 Where / wear
B Students’ own answers.
Page 149
A 1
b, e 2 a, f 3 c, d
B S
tudents’ own answers.
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237Workbook Answer Key
Unit 16
Page 150
A
1 advisor 2 deck 3 grateful
4 cabin 5 save 6 stage
7 break up 8 set 9 react
10 tempest 11 playwright
12 villain
Page 151
B
1 b 2 c 3 a 4 d 5 d 6 c
C
1 playwright 2 set 3 stage
4 villain 5 deck 6 cabin
Page 152
A Possible answer: It is about a pirate trying to destroy a captain’s ship. The villain finally saves the captain’s life when the ships are destroyed in a storm.
Page 153
A Possible answer: They had a lot to do and they did most of the work themselves.
B
Possible answers:
1
A terrifying bad villain could
change and become a hero.
2 Painted cardboard, wood, cloth,
wire.
3 The deck and the cabin of the ship,
the water, the second ship, the ships breaking, the storm, and the lifeboats.
4
With applause like thunder.
C 1
massive 2 crew 3 elderly
4 petrified 5 aid 6 preventing
D Students’ own answers.
Page 154

B 1
difficult, work
2 relaxing, take
3 challenging, make
4 amazing, watch
5 dangerous, drive
6 wise, check
7 exciting, go
8 tempting, eat
Page 155
C 1
It’s challenging to collaborate with
people on art.
2 It’s relaxing to read a good book.
3 It was amazing to watch the
acrobat perform.
4 Seeing a musical is exciting.
5 Writing a play is difficult.
6 Performing for the first time was
terrifying.
D Students’ own answers but need to follow the structures shown on the page.
Page 156
A

1 study for 2 work for
3 talk about 4 apologize for
5 ask for 6 care for 7 belong to
8 think about
B S
tudents’ own answers based on
personal experience.
Page 157
A 1
Artists express feelings through
their paintings; many of the paintings show strong feelings.
2
Musicians often collaborate
together; in our band we compose songs together.
3
Actors in a play can become
very good friends; Jeb and I became best friends during our production.
4
Most authors like to work alone;
this author wanted to write with someone else.
5
I love to write stories; I want to be
a playwright.
6 Everyone loved the play; it didn’t
win any awards.
B Students’ own answers.
Page 158
A Labels:
Scene and setting, Character
lines, Stage direction
B
1 The deck of a ship during a storm.
2 The captain and his crew.
3 The stage directions.
Page 159
Students’ own answers.
Page 160
A

1 innovative 2 beneficial
3 promote 4 suitable
5 permanent 6 designed
7 remarkable 8 ambitious
9 artificial 10 looked
11 smelled 12 tasted
Page 161
B
Students’ own answers.
C
1
You’re / Your / care for
2 It’s / study for / their
3 here / hear / Where
4 there / wear / belongs to
Unit 17
Page 162
A 1
lighthouse 2 tower 3 stadium
4 warehouse 5 office
6 concert hall 7 art gallery
8 showroom 9 theater 10 palace
11 courthouse 12 skyscraper
Page 163
B

1 It is a tower. 2 It is a theater.
3 It is a palace. 4 It is a skyscraper.
5 It is a showroom.
6 It is a warehouse.
7 It is a courthouse.
8 It is an art gallery.
9 It is a lighthouse.
10 It is a stadium.
11 It is a concert hall.
12 It is an office.
Page 164
A

Possible answers: They use energy,
water, and other resources in ways that are good for the environment. They can save energy. They can use power from the sun and wind.
Page 165
A

First event: The architect makes a
design. Second event:
The design is a approved.
Third event: Construction begins.
B
Possible answers:
1 A green building is a building that
is not harmful to the environment.
2 The use of energy, water, and
materials.
3 They can have solar or wind power.
They can use natural sunlight. They can collect rainwater. They can conserve water.
C 1
architect 2 countless
3 function 4 construction
5 aquatics 6 steel
D S
tudents’ own answers.
Page 166
B 1
An / the 2 The / a 3 The
4 a / X 5 a / X 6 the / the
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238
Page 167
C
1 Do you need anything from the
store?
2 I need a bunch of bananas.
3 I’m leaving on Thursday for my trip
to Spain.
4 I’m playing basketball with my
friends.
5 I need a new dress. I want to get
the blue one I told you about yesterday.
D 1
The 2 A 3 a / X / The
4 the / X
E Studen
ts’ own answers based on
personal information.
Page 168
A 1
caught up 2 fall off
3 put down 4 picked up
5 lie down 6 go on 7 went back
8 stand up 9 went up
B
1 caught up 2 fell off
3 put down 4 picked up
5 lay down 6 stood up
7 went on 8 went back 9 went up
Page 169
A 1
There is a new building in the
town; it is a green building.
2 Many new buildings are made
with solar power; they help the environment.
3
The skyscraper has a rainwater
collection tank on the roof and this helps the building use less water.
4
I want to be an architect because
I would like to design interesting buildings.
B Students’ own answers.
Unit 18
Page 170
A 1
c 2 e 3 i 4 k 5 g 6 a
7 f 8 d 9 b 10 l 11 h 12 j
Page 171
B
1 c 2 d 3 c 4 b 5 a 6 c
C
1 gatehouse 2 turrets / ramparts
3 drawbridge / moat
5 hall / courtyard 5 Stables
Page 172
A
They were going to build an animal
sanctuary.
Page 173
A

1 Possible answers:
Her family were planning to buy
the castle.
They were going to keep
something there.
People were going to come there
to see something.
2 Students’ own answers based on
personal information.
3 To make it into an animal
sanctuary to protect endangered animals.
B 1
surrounded 2 gazed
3 padlock 4 vanished 5 solved
6 mysterious
C Students’ own answers.
Page 174
B 1
worked 2 has worked
3 works 4 is working
5 is going to work 6 will start
7 had 8 would hire
Page 175
C 1
He was studying for his test when
the phone rang. Picture 2
2 They were talking about Maria
when she walked over to them. Picture 1
3
She was reading a book when the
doorbell rang. Picture 4
4 They were sitting in the park
when a bird landed on the bench. Picture 1
D Students’ own answers but need to include at least one sentence each of simple past, simple present, and future with going to.
Page 176
A

1 exciting 2 thrilling 3 bore
4 terrifying 5 please
6 fascinating 7 dare 8 charming
9 embarrass 10 confusing
11 frighten 12 surprising
B 1
excited / exciting
2 pleased / pleasing
3 boring / bored
6 confusing / confused
Page 177
A Opinion:
ugly, beautiful
S
ize:
huge, small
A
ge:
old, new
S
hape:
round, square
Colour: yellow, red
Origin: Chinese, Mexican
Material: wooden, metal
P
urpose:
flower, paint
B Students’ own answers.
Page 178
A Labels:
Hook, Details, and facts
B
1 hook 2 Students’ own answers.
Page 179
Students’ own answers.
Page 180
A

Students’ own answers and should
use all the words, and present and present continuous.
Page 181
B Students’ own answers, but need to use all words. 1 & 2 need to be in present, 3 & 4 need to be in future. Possible answers: 1
The woman is bored. The man is
confused.
2 One man is picking up a box. The
other man is putting down a box.
3 A couple are going to buy
furniture.
4 The painting is going to fall off the
wall.
C Possible answer:
The castle was
surrounded by a moat. It had a drawbridge and a gatehouse. There were turrets on top of the towers and ramparts along the top of the walls.
Workbook Answer Key
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1
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isbn: 978 0 19 405400 3
Teacher’s Pack 5
isbn: 978
0 19 405295 5
Teacher’s Guide 5
isbn: 978
0 19 405623 6
Teacher’s access card
isbn: 978
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Online Practice with Teacher’s Resource Center
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a
cknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Illustrated characters Finn, Sonya, Charlie and April by: Luispa Salmon/Lemonade
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