Review Units 4, 5 and 6

1 Look and complete the speech bubbles.

1 2
Your mom got
Someone is back from the
knocking on the supermarket.
door. Offer to Offer to help
open it. her with the
I’ll get it. groceries.
I’ll carry those.
3 4

Your teacher
Your little brother
needs to collect
wants to play
the homework.
baseball. Offer to
Offer to do it
play with him.
for him/her.
I’ll play with you. I’ll collect the homework.

2 Use the notes to write the speech.

My Promises
s
3 not wear school uniform
e cafeteria
3 eat better lunches in th
3 have a longer recess
clubs
3 have more after -scho ol
e weeken d
3 not do ho mework on th
3 go on more ¿eld trips

Hello, classmates.
If you vote for me as your school president, I promise I will change many things at our school.

1. I promise we won’t wear school uniforms .

2. I promise we will eat better lunches in the cafeteria .

3. I promise we will have a longer recess .

4. I promise we will have more after-school clubs.

5. I promise we won’t do homework on the weekend.

6. I promise we will go on more field trips.

68
 Language I’ll (open the door). I promise we (won’t wear
uniforms).
Vocabulary answer, collect, do, eat, go, have, help,
play, wear
Warm-up
Have you kept your promises?
Elicit a few of the promises made on Student’s Book
page 41. Then ask students if they have been keeping
their promises. Praise students that have. Encourage
those that haven’t to try to keep them.
Extension
Who will be president?
Divide the class into small groups. Ask students to
write some promises they would make if they were
running for president of their school. After a few
minutes, stop the activity and have them choose
the three best promises. Invite groups to read their
promises aloud. Have the class raise their hand if
they like the promise. Count the number of votes.
When all groups have read their promises, announce
the student who will be president of the school.

1 Look and complete the speech bubbles.

Start by saying Your friend is sad because she failed her
English test. What can you do to help her? (e.g., I’ll help you
study). Then invite students to read the sentences and
complete the activity on their own. When they have
finished, invite volunteers to share their answers with
the class.
Note: More than one answer is possible as long as
students use will and the base form of a verb.

2 Use the notes to write the speech.

Focus students’ attention on the picture. Ask What’s
Julia doing? (She’s giving a speech. / She’s running
for president. / She’s making promises.) Then call on
volunteers to read the promises aloud. Next, read
the beginning of the speech and elicit the ending
for the first sentence. Make sure students understand
that they need to follow the notes in order. When
students have finished, have them form small groups
and compare their answers. Finally, check answers
as a class.

Practice Book
Key, page 68
1 1. Okay, Mom… 2. I’m so sorry!... 3. Don’t
worry… 4. Oh no!...
• Left to right: will give/lend you, will invite/take
you, will teach you, will walk
2 Suggested answers: 1. I’ll use less paper. 2. I’ll
water the plant/flower. 3. I’ll reuse my old clothes.
4. I’ll turn off the computer when I’m not using it.

Units 4, 5 and 6 Review T68

 Language What do you think this could be? It might be Logical-Mathematical Intelligence
a (flying bike). Jonathan was riding his horse (happily). Data Matching
Vocabulary brightly, carefully, fast, finally, happily, Copy the following information on the board:
quickly, slowly 1. Number of endangered 96
species
2. Percent of trash recycled 3,079
3 Unscramble the questions. in the US
Invite students to unscramble the first set of words 3. Percent of trash recycled 170 billion
to make a question. Write it on the board. Then in Sweden
encourage them to continue on their own. 4. Number of galaxies in 80 million
Finally, invite two volunteers to the board to write the universe
the two remaining questions. Elicit the class’s 5. Average number of fire 34
approval or corrections. ants in a colony
6. Tons of seafood taken 250,000
Ê Look and copy the answers.
from the ocean every year
Read the first question aloud and have students focus
Have students copy the data in their notebook.
on the first picture. Elicit the corresponding answer.
Read each sentence aloud and explain unfamiliar
Invite students to write it under the first picture.
vocabulary. Then read the figures and have students
Then ask them to answer the two remaining questions.
repeat them chorally. After that, divide the class
When students have finished, call on volunteers to
into small groups. Ask students to guess the possible
read the questions with their corresponding answers.
answers. Encourage them to use may, might and could.
(e.g., There could be 3,079 galaxies in the universe).
4 Read and fill in the blanks. After a few minutes, ask groups to share their guesses
Have students focus on the picture. Ask What do you with the class. Do not confirm or reject their answers.
think the boy is doing? Accept any logical answer. Then Finally, read the answers and have students mark
invite students to scan the text to find the answer their guesses.
(He’s looking for a shiny object.). Read the first sentence Key: 1. 3,079 2. 34% 3. 96% 4. 170 billion
and pause at the blank. Elicit the adverb (happily). 5. 250,000 6. 80 million
Encourage students to continue on their own.
When students have finished, call volunteers to write
the adverbs on the board. Ask the class if they agree or
not. If corrections are needed, invite the volunteer that
made the mistake to correct it. If he/she is unable to
correct the error, then elicit the class’s correction.

Practice Book
Key, page 69
3 1. We may (only) eat insects (in the future).
2. The world population could increase (in the
future). 3. People might not live on/visit the moon
(in the future). 4. Tigers may not exist anymore
(in the future).
4 2. Paul plays the drums loudly. 3. David speaks
Italian perfectly. 4. Steph rides her bike carefully.

T69 Units 4, 5 and 6 Review

3 Unscramble the questions.

1. do / what / you / this / could be / think / ?

What do you think this could be?
2. people / will / eat / food / in the future / what / ?
What food will people eat in the future?
3. from plastic / do / think / bridges / you / could / be made /
?
Do you think bridges could be made from plastic?
Ê Look and copy
Ê py the answers.

Yes, that could be possible. It might be a flying motorbike. We may only eat dehydrated food.

1 2 3

It might be a flying motorbike. We may only eat Yes, that could be possible.
dehydrated food.
4 Read and fi
fill
ll in the blanks.

One day Jonathan was riding his horse happily (happy)

when he saw something shining in the river. He quickly

(quick) jumped off the horse and looked into the water.
He couldn’t see anything. He carefully(careful) walked up

and down the river, his eyes moving fast (fast) from

one side of the river to the other. Finally (final), after a few
minutes, he saw something sparkling brightly (bright) in
the sun. He reached down slowly (slow) and he took it.
He couldn’t believe his eyes. He found a shiny gold coin!

Review 69
 Skyrocket to Literature
Before Reading
Look and color what bears eat.

1 Listen and follow the story. 29

Connections
Part 3

“Here you are, kids. A nice, fresh, juicy “It’s nearly time for you to go out on your
salmon.” Momma Bear looked at her two own,” Momma Bear said. “You’ll be two
cubs. They were sitting on the branch of years old this winter.”
a pine tree looking down at her. “But Mom,” cried Bob. “What will we eat,
“Come on down. Nothing will happen. There’s and what will we do if we see wolves and
nobody here except us and this salmon.” cougars?”
Betty and Bob climbed cautiously down “Don’t worry about that,” his mom told
the tree. Mom usually put them up there him. “You’ll soon be big and strong enough
when she was looking for food. to fight against them. They won’t bother
After breakfast the three bears went for you unless you bother them.”
a walk in the woods. They were still a little
stiff after their winter’s sleep, but the spring
sunshine was waking them up.
“Don’t forget to keep a watch out,” the
mother warned. “There may be a cougar
around, and I thought I heard wolves last
night.”
“Look, Mom!” Bob shouted. “An ants’
nest.” The bears went quickly over and dug
out the ants with their claws. Betty liked
the way they tickled. Bob was looking at
an ant on the end of his nose, and his eyes
were crossed.
“You will stay like that if you aren’t careful,”
Mom told him. They spent the rest of the
spring happily walking, fishing and eating.

70
 Objective Reading for pleasure.
Vocabulary cougar, cub, salmon, wolf
Materials colored pencils
Warm-up
Types of Bears
On the board, draw a circle and write Bears in the
middle. Then draw seven lines extending from the
circle. Invite students to call out the types of bears they
know, and write them at the end of each line. Give
clues when needed.
Key: 1. Polar bear 2. Giant panda bear 3. Koala bear
4. Grizzly bear 5. Black bear 6. Red panda bear
7. Brown bear
Practice Book
Key, page 70
1 Sample answers: 1. The brown bear lives in North
America, Europe and Asia. It eats plants, roots,
berries, insects, small animals, sheep, young deer
and salmon. Brown bears can climb trees only
when they are cubs. Some brown bears don’t
hibernate. 2. The grizzly bear lives in the United
States and Western Canada. It eats plants, insects,
rodents, small animals and salmon. The grizzly bear
is powerful and huge. It measures over two meters
standing on its hind legs. The grizzly bear is not a
good climber.
2 1. 91 cm 2. 1.5–2.1 m

Before Reading
Look and color what bears eat.
Elicit what students know about a bear’s diet. Establish
that bears are omnivorous, so they eat both meat and
plants. Then have students look at the illustration and
name the plants, insects and animals. Teach unfamiliar
vocabulary.
Next, invite students to guess what bears eat and mark
them, first, with their pencil. Finally, check answers
as a class and tell students to use their colored pencils
(see Materials) to color the bear’s diet.

1 Listen and follow the story. 29

Connections, part 3
Have students describe what they see in the picture.
Then ask What do you think is the connection with the bears
and the salmon from parts 1 and 2 of the story? Accept any
logical answer.
Play Track 29 and have students listen and follow the
story in their book.
Then ask Who are Betty and Bob? Who else are named Betty
and Bob? Divide the class into pairs and invite them to
read part 3 silently and then close their book. Say the
following statements and have volunteers say True or
False. Encourage them to correct the false statements.
1. Momma Bear caught a salmon for her cubs. (True)
2. Betty and Bob were in a tree because they like playing
while their mom catches fish. (False)
3. Both Betty and Bob climbed quickly down the tree. (False)
4. After breakfast the three bears went back to sleep. (False)
5. Momma Bear said she heard wolves last night. (True)
6. Bob found an ants’ nest. (True)
7. Betty didn’t like the way the ants tickled. (False)
8. Betty and Bob were going to be three years old that winter.
(False)
9. Betty was worried about what to eat without her mom.
(False)
10. Momma Bear told Betty and Bob to eat the wolves and
the cougars. (False)

Units 4, 5 and 6 Skyrocket to Literature T70

 Objective Reading for pleasure.
Vocabulary bark, bee, cub, den, honey, summer,
tree, winter

2 Listen and follow the story. 30

Connections, part 4
Call students’ attention to the picture of the bear in
the tree and ask Look at this bear. Is it the cub’s mother
from the previous page? What do you think? Invite students
to elaborate their answers. Do not confirm or reject
their answers.
Play Track 30 and have students listen and follow the
story in their book.
Then ask Who is this bear? What’s she doing? What time of
the year is it in the first picture? What time of the year is it on
the second picture? What are her babies called? What do you
think happened to her cubs at the end of the story?
After that, tell students to read parts 3 and 4 silently.
Lead the class in retelling the bears’ story in their
own words.

After Reading
Read and circle T (True) or F (False).
Have students read the statements and circle True
or False. Check answers as a class. Invite students to
correct the false statements.

Practice Book
Key, page 71
3 Suggested answers: [GREEN: CUB CRYING, HIKERS MAKING
NOISE, RIVER WITH SALMON JUMPING, BEES BUZZING,
WOLVES HOWLING] [ORANGE: HONEY, YOUNG DEER (FAWN),
MUSHROOMS, FOOD COOKING ON GRILL, TRASH, ANOTHER
BEAR, A COUGAR]

T71 Units 4, 5 and 6 Skyrocket to Literature

 2 Listen and follow the story. 30 “It was worth it,” Betty said licking her lips.

Part 4
The other bear was good company for a while,
Betty settled into her home. She sometimes
but Betty soon grew tired of him. She was too
saw her mom when they were both fishing
busy eating and getting ready for the winter.
down by the river. She didn’t see Bob very often.
The winters were getting warmer and shorter,
He moved around a lot and could be anywhere
but they were still pretty cold, and there wasn’t
within 30 kilometers.
much food around.
One summer, Betty was biting through the
That winter, Betty woke up to find that there
bark to get to a bees’ nest when she saw a black
were three tiny bear cubs sharing her den with her.
shape in the
“Hello, Mom!” they said. “What’s to eat?”
forest. “That
“Shhh,” she told them. “Go back to sleep.”
may be Bob,”
Betty often got up that winter to check on her
she thought.
cubs and to get something to eat or drink. Then
She bit through
one morning she woke up, and her cubs weren’t
the bark as fast
there.
as she could
and put her paw
through the hole.
She pulled out
her paw, which
was covered in
bees and honey,
and ate it all.
Then she slowly
walked over to
the bear.
The bear was
waiting in the forest, but it wasn’t Bob. “Those bees
worked hard to make that honey,” he told her.

After Reading
Read and circle T (True) or F (False).

1. Betty sometimes met her mom. T F

2. Bob was living with Betty. T F

3. Betty likes honey. T F

4. The other bear was dangerous. T F

5. Betty and the other bear spent some time together. T F

6. One winter, Betty had three cubs. T F

Skyrocket to Literature 71