Our World 2E AmE L3 Lesson Planner LoRes

3
Series Editors
Joan Kang Shin
JoAnn (Jodi) Crandall
SECOND EDITION
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Walk-through . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching with Our World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Generic Pacing Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Unit 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Unit 1 A Helping Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Unit 2 My Place in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Unit 3 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Extended Reading: The Lion and the Mouse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Unit 4 Our Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Unit 5 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Unit 6 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Extended Reading: The Gingerbread Man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Units 4–6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Unit 7 Feeling Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Unit 8 Let’s Celebrate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Unit 9 My Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278
Extended Reading: The Paralympics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 306
Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Annotated Workbook Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 312
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Scope and Sequence
1 2 3 4 5 6 7 8 9
A Helping Hand My Place in the On the Move! Our Senses Animal Habitats What’s for Dinner? Feeling Fit Let’s Celebrate My Weekend
p. 10 World p. 42 p. 62 p. 78 p. 94 p. 114 p. 130 p. 146
p. 26
Social and Instructional Language Arts, Social Studies Technology and Engineering, Science, Language Arts, Health and Language Arts, Science Health and Physical Education, Health and Physical Education Social Studies, Music and the Health and Physical Education,
content area
connection Language, Social Studies Social Studies Physical Education Social Studies Performing Arts Language Arts
• talk about caring for others • talk about my town • talk about different kinds of • talk about the senses • name animal habitats • name foods • name parts of the body • talk about celebrations and • talk about free-time activities
• describe daily routines • ask for help transportation • talk about how things look, feel, • say what animals look like • talk about quantities • talk about the past festivals • talk about the past
goals
sc: 1 • talk about how many times • give directions • describe how people travel taste, sound, and smell • talk about animal homes • talk about favorite meals • talk about good and bad habits • tell what happened in the past • talk about hobbies
people do things • compare and contrast • talk about the past • talk about cultural traditions
carry, feed my pet, give my pet bakery, drugstore, hospital, airplane, bus, ferry, helicopter, beautiful, delicious, dry, hard, loud, cave, desert, forest, grasslands, bag of rice, bottle of oil, back, bend, bone, chest, elbow, celebrate, costume, dance, busy, eat out, exciting, go on
a bath, goldfish, hamster, help, movie theater, museum, park, hot air balloon, motorcycle, quiet, rough, smooth, soft, sticky, hive, ice, island, mud, nest, bowl of sugar, box of cereal, fingers, knee, muscle, shoulder, decorations, dress up, feast, a picnic, go to the beach, go to
hold hands, hug, pick up, protect, police station, post office, sailboat, scooter, ship, subway, terrible, ugly rain forest, snow, underground, bunch of bananas, can of soda, stomach, stretch, toes fireworks, lantern, mask, the movies, interesting, lose,
take care of my pet, teach restaurant, supermarket, taxi web, wetlands glass of juice, jar of olives, parade, party, remember stay home, text my friends,
Strategy: Antonyms Strategy: Analogies
toy store, train station loaf of bread, piece of cake visit a museum, win
Strategy: Context Clues Strategy: Compound Words Strategy: Compound Words Strategy: Using a Dictionary
vocabulary 1 & 2 Strategy: Compound Words
bitter, salty, sour, spicy, sweet
Strategy: Context clues
eat fruit, eat junk food, eat
Strategy: Using a Dictionary
sc: 2–4 come home, do my homework, coast downhill, get off, get on,
Strategy: Sound combinations:
fur, horns, pouch, tongue, wings vegetables, get exercise, get rest balloons, birthday cake, candles,
have a snack, make my bed, library, mall, stadium, swimming park, pedal uphill buy, compare, money, price, invitation, present go fishing, go hiking, go
Combinations with /s/ Strategy: Analogies
take a shower pool, zoo put away horseback riding, go ice skating,
Strategy: Grouping
go swimming
Strategy: Comparing sounds: Strategy: Sound categories:
/l/ and /r/ Vowels
before and after Can for requests and offers too for agreeing Sense verbs Why …? Because … some and any Simple past: Yes / No Simple past: regular verbs Simple past: wh- questions
grammar 1 & 2 Adverbs of frequency Giving directions but as a contrast was / were Infinitive of purpose a few and a little questions and short answers Simple past: irregular verbs and negative
sc: 5–6 too and enough go + verb + -ing
Caring for Baby Elephants Eye in the Sky Hot Air Balloons Amazing Animal Senses Amazing Rain Forests What’s for Lunch Take Care of Your Brain! November Celebrations Wow! Look at That!
reading Strategy: Identify sequence of Strategy: Text features Strategy: Sequence of events Strategy: Compare and contrast Strategy: Visualize Strategy: Connect text to Strategy: Identify main idea Strategy: Scanning text for Strategy: Identifying an
events personal experience and details information author’s purpose
Write about taking care of Write about a special place. Write about transportation. Write about summer. Write about an animal you Write about your favorite Write about keeping fit. Write about a celebration. Write about a good weekend.
people or animals. Focus: Write about a special Focus: Use but to show that two Focus: Use and, but, and or to like. meal. Focus: Use because to explain Focus: Use details to describe a Focus: Use words to show the
writing Focus: Use time-order words; place I know. connected ideas are different. connect sentences. Focus: Use it’s and its correctly. Focus: Write a topic sentence to reasons. celebration or festival. order of events.
write about taking care of tell a main idea.
others.
value Take care of others. Explore your town. Be safe on the street. Use your senses. Help protect animal habitats. Eat good food. Keep fit. Celebrate your culture. Try new things.
Make a collage. Make My World circles. Make a class bar graph about Write a Five Senses poem. Make a mobile of an animal Organize a Taste Test Day. Make a Good Habits poster. Make a parade mask. Make a class scrapbook.
project favorite types of transportation. habitat.
extended reading The Lion and the Mouse pp. 58–59 The Gingerbread Man pp. 110–111 The Paralympics pp. 162–163
review Units 1–3 pp. 60–61 Units 4–6 pp. 112–113 Units 7–9 pp. 164–165
additional video Song: Sc. 7; Viewing: Sc. 8; Story Time: Sc. 9; Wrap Up: Sc. 10
2 3
STUDENT’S BOOK WALK-THROUGH
Our World, Second Edition, a seven-level primary series for young learners of English from National Geographic Target vocabulary is presented in meaningful contexts
Learning, uses real-world content, stunning photographs and video from National Geographic, and a variety of to help students build fluency and confidence to discuss
interactive digital resources to fully engage and motivate students as they learn about the world in English. Young relevant real-world topics.
learners will be captivated by the beautiful photography and high-interest content relevant to their world as they
learn about people and places from across the globe. Young learners will achieve more through collaboration,
extensive critical thinking and visual literacy work, and activities that inspire meaningful thinking and sharing.
Our World truly brings the world into the classroom and improves learning outcomes, motivating learners to use
English to show the world what they can do—and achieve more.
The Unit Opener uses high-interest Units feature high-interest All target vocabulary is presented in
photographs to engage students, present the cross-curricular topics, which are the Audio program in isolation, in a
unit theme, and provide opportunities for woven throughout the unit, from contextualized sentence, as well as in
speaking and discussion. the opening photo to the closing Project. the context of the main presentation.
Unit 4 VOCABULARY 1
delicious terrible
Our Senses
1 Listen and read. TR: 4.1
2 Listen and say. TR: 4.2

We use our eyes, ears, nose, tongue, and skin to
learn about the world around us.
smooth rough
quiet loud
beautiful ugly
sticky
3 Describe. Listen and guess.

Work with a partner.
In this unit, I will . . .
• talk about the senses.
• talk about how things look, a cake an elephant a flower
feel, taste, sound, and smell. a leaf a rabbit a rock a tomato
• talk about the past.
Swimming with a sperm hard soft dry
whale, Dominican Republic It’s small. It’s soft. It has
Look and check. big ears. What is it? A rabbit!
This person is
touching a whale.
feeding a whale.
Namib desert, Namibia
hugging a whale.
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A list of unit goals is Image captions help students and Students work in pairs or groups to
followed by a goal-setting teachers understand the image and practice the new words.
activity that focuses make connections with the unit
students’ attention. theme.
Two video
segments present
A Video introduction provides a and practice Target
preview of the contents of the unit. Vocabulary.
4 5
The Unit Song supports the unit theme

Grammar charts include natural examples
and models natural rhythm and
of real-world language. Expanded grammar
intonation. Lyrics incorporate unit
charts are provided in the Workbook, Grammar
vocabulary and grammar.
Workbook, and Classroom Presentation Tool.
SONG GRAMMAR 1
Sense verbs TR: 4.4

1 Listen. Read and sing. TR: 4.3 The soup smells great. The music sounds terrible.
The flowers look beautiful. The baby rabbit feels soft.
Our Senses How does the chicken taste? It tastes delicious.
How does the cake taste?

It tastes sweet.
1 Write. Use these words.
How does a kitten feel?
It feels soft. good old rough smooth sticky terrible
Let’s count our senses, 1, 2, 3, 4, 5!

Listen.
Look.
Feel. 1. The cake
tastes good .
Taste.
Smell.
It’s great to be alive! 2 Write sentences. Look at the photo. Use sense words.
2. The dog .
How does the drum sound?
1.
The trees are tall and green.
It sounds loud.
How does a flower smell?
It smells good. 2.
3. The house .
CHORUS
How does the garden look? 3.
São Paolo, Brazil.
It looks beautiful.
How does a hug feel? 4. The glue . 4.
It feels great!
CHORUS Now look around you. What do you see and hear? Write true sentences.
5. The rock . The classroom is quiet and sunny.
2 Name an object. Say how it 1.
feels, tastes, smells, looks, or
sounds. Work in a group. 2.
6. The phone .
3.
4.
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Follow-up activities provide After the first presentation, songs can be reused Grammar is practiced in context with multiple
opportunities to throughout the unit. Point-of-use suggestions in opportunities for real communication using all
use the song for group or the Lesson Planner provide opportunities for four language skills.
pair work. reuse and recycling.
The Song video features the

video host singing the song. Grammar is presented
Students can follow along with in two short, engaging
the karaoke-style lyrics. animations.
6 7
Grammar charts include natural

Additional thematic examples of real-world language. Meaningful, relevant Graphic organizers
vocabulary is presented Expanded grammar charts are real-world Readings develop help students collect,
visually. Vocabulary is provided in the Workbook, language through cross- organize, and visualize
presented on the Audio Grammar Workbook, and curricular topics such as information.
program in isolation. Classroom Presentation Tool. science, nature, history, art,
culture, music, and sports.
VOCABULARY 2 GRAMMAR 2 READING 2 Read. Check T for True and F for False.
T F
1 Listen and say. Read and write. TR: 4.5 was / were TR: 4.7 1. Spiders have ears.
AMAZING Animal Senses

How is the ice cream? It’s delicious! T F
2. Bears can’t smell very well.
How was the ice cream? It was delicious. More, please!
T F
How were the cookies? They were great. Can I have one more, please? 3. Butterflies taste with their feet.
Many animals can see, hear, smell, taste, and touch,
T F
but they do it in a different way from humans. 4. Seals use their whiskers to feel fish in the water.
Imagine that you have to walk on your dinner to T F
5. Chameleons can look up and down at the same time.
taste it! Well, a butterfly does. It tastes with its feet!
salty bitter People use the ends of their fingers to touch. Seals
use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
They can feel fish through the water 180 meters whisker
(590 ft.) away. Animal Sense Why is it unusual?
1 Read and write. Spiders don’t have ears. They hear using hundreds
of small hairs on their legs. butterfly taste It uses its feet.
1. That ice cream delicious. I want more, please!
We can smell delicious food in front of a restaurant.
But we can’t smell food in a different town. Bears can!
sweet sour spicy 2. The music loud. I’m going outside.
Bears have a fantastic sense of smell. They can smell
things that are as far as 32 kilometers (20 mi.) away!
1. This lemon isn’t sweet. It’s . 3. The flowers beautiful before. They’re ugly now. red-tailed
Chameleons can see very well. Look at their eyes! hawk
2. I don’t like honey. I don’t like things. 4. That song beautiful. One eye looks up, and the other eye looks down.
They can see all around them.
3. These potato chips have a lot of salt. They’re very . 5. The glue sticky, but now it’s dry.
4. I like peppers. They’re really . 2 Play a game. Cut out the wheels in the back of the book. 4 Talk about other animals you know. Work with a partner.
5. I don’t like the taste of coffee. It’s very .

Spin and make sentences. Play with a partner.
I think dogs can I think bats can’t
hear very well. see very well.
2 Listen and stick. Work with a partner. Check your answers. TR: 4.6 Flowers, were. The
flowers were beautiful,
but now they aren’t.
Number 1 is spicy. Good job. My turn.
Yes. It’s a pepper.
Music, are. No match!
A worm can taste
with its whole body.
person
1 2 3 4 5 mouse
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Infographics show factual Weird but True After-reading activities

Sticker activities in Games provide a fun context
information in fun and engages students provide students with
each unit provide for communicative
sometimes surprising ways. with surprising facts. opportunities to react
reward, motivation, grammar practice.
and respond to the
and interactive
text, and to make
practice.
connections between the
reading and their lives.
EXTENDED READING
2 Read and write. Write the describing words.
1 Listen and read. TR: 9.9 1. Zebras are black and .
Grevy’s ZEBRAS 2. Zebras have legs.
What is it? It looks like a horse. It has four legs and a long 3. Zebras have tails.
tail. It’s black and white. Or is it white and black?
4. Zebras can run .
It’s a zebra! Zebras live in Africa in groups called herds. Each
herd contains many zebra families. In each zebra family, there
is usually one adult male, several females, and young zebras. 3 Read and write. Answer the questions.
Like horses, zebras have long heads, thin legs, and long tails. Work with a partner.
Zebras eat grass, leaves, and even sticks. They can run fast
and kick hard! And, even though they look alike, every zebra 1. How are zebras like horses?
has a different stripe pattern!
There are three different kinds of zebras: plains zebras,
Grevy’s zebras, and mountain zebras. Grevy’s zebras are
2. Describe a zebra family.
New Extended Reading sections after every

disappearing for many reasons. But some members of the
Samburu tribe in Africa are working to protect Grevy’s zebras
in Kenya and Ethiopia. They help them find food and water,
and they protect the zebras from hunters.
3. How do members of the Samburu tribe help
A video segment presents and

Grevy’s zebras?
three units introduce students to a variety 4 Choose an activity.
practices Target Vocabulary. of genres and support reading fluency. An 1. Draw a picture of a zebra. Carefully draw its
stripes. Compare with your partner.
2. Find or draw pictures to show where zebras
live in Africa.
Grammar is presented in a Express Yourself activity allows students to 3. Learn more about Grevy’s zebras. Then draw and
label a picture of a Grevy’s zebra.
short animation. choose a form of creative expression.

Grevy’s zebras, Mpala Research Centre, Kenya
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A variety of Projects build 21st-century skills through

independent research, discussion, presentations, craft, design,
and explaining ideas and opinions.
Models written at Students are The Value page promotes

the student level introduced to a universally recognized values
provide examples variety of writing such as “Use your senses” and
for students to types. “Take care of others.” Step-by-step instructions and strong visual support are
follow. provided for students through each project.
WRITING VALUES PROJECT
1 Read. We use the word and to show that two connected ideas are
similar. We use but to show that two connected ideas are different.
Use your senses. Write a Five Senses poem. Think of a time when you used your
five senses. Write about it.
When we can choose between two connected ideas, we use or. Take time to enjoy the world
Underline the sentences with or. around you.
1 2
Summer is my favorite season. Think. Pair. Share.
The weather is hot, and we do many How do you use your
activities outside. On weekends we visit senses? What do you do?
our grandparents, or we go to the
river with my cousin.
At my grandmother’s house, we sit
outside and play cards, or we play with
their pet dog, Charlie. My grandma
loves flowers. They look beautiful,
and they smell great, too.
There’s a river near my cousin’s
house, and we swim there sometimes. Plan your work. Write sentences.
The water’s cold, but I love it! After we This poem is about cookies.
swim, we eat fruit or ice cream. My
brother likes chocolate ice cream, but
3 4
strawberry is my favorite!
2 Write. Write about your summer. Use or to show choices.

Now I can . . .
3 Share your writing. Work in a small group. Listen and fill in the chart.
talk about the five senses.
Name Choice 1 Choice 2 talk about how things
look, feel, taste, sound,
and smell.
or
talk about the past.
Draw pictures. Write your name.
Washington, D.C., USA
74 Unit 4 75 76 Unit 4 77

Students share their A Think-Pair-Share routine helps students Project work is realistic and attainable and “Now I can . . .” statements refer
writing with an form individual ideas, and discuss and instills a sense of achievement in students. back to the unit goals. Learners
audience. share them with their classmates. Completed projects serve as tangible can use the statements to
evidence of student learning. measure and demonstrate their
knowledge.
Step-by-step pre-writing
and drafting support is provided
in the Workbook.
10 11
WORKBOOK AND GRAMMAR WORKBOOK OUR WORLD ABC AND OUR WORLD PHONICS
The Our World Workbook contains activities that reinforce and consolidate the Student’s Book instruction.
Practice includes listening, speaking, reading, writing, grammar, vocabulary, and review
activities. Each unit has 12 pages of skills practice and activities, along with Our World Workbook
additional readings and cumulative review practice.
SECOND EDITION
READING 2 Read. Check T for True or F for False. New to the second edition • Our World ABC introduces and practices the letters
1 Listen and read. TR: 4.6 1. The rafflesia smells terrible. T F
of the alphabet, as well as numbers, shapes, and

2. The Eastern snake-necked turtle has a short neck.
Stinky Animals • More authentic content woven throughout
T F
3. Flies like the smell of the rafflesia. T F
and Plants
4. The Eastern snake-necked turtle always smells bad. T F
some high-frequency words.

5. The rafflesia is a very big flower.
unit practice and readings

T F
Many things smell good. Apple trees,

3 Read. Complete the chart.
flowers, and the ocean all smell great. But
some animals and plants smell terrible!
Stinky animals and plants
The Eastern snake-necked turtle lives in
• Our World Phonics introduces young learners to

fresh water in eastern Australia. This turtle
has a really long neck that looks like a
snake. If you catch an Eastern snake-necked
turtle, it smells terrible. Some people think animal: Eastern snake-necked turtle plant: rafflesia
• Updated grammar charts with exemplars
it smells like a skunk. In Australia, people
call this turtle the “stinker”!
Many flowers smell good, but the
a rafflesia flower Where does it live? It lives in Where does it grow? It grows in and student-friendly explanations the sounds and letters of English and helps them
rafflesia doesn’t. It smells terrible! fresh water in eastern Australia. southeastern Asia.
The rafflesia is the biggest flower in learn and practice sound/spelling relationships in
• An end-of-unit Review section that exposes
the world. It’s almost one meter (three What does it smell like? What does it smell like?
Southern
order to develop their listening, speaking, reading,

Asia feet) wide. The rafflesia grows in
Australia
southeastern Asia. The rafflesia smells
students to question types similar to those

like old meat. Flies like the smell, and
they fly to the rafflesia flower. It
When does it smell terrible? What likes its smell?
smells terrible when you catch it.
and writing skills.
4 Read and write. Do you want to have an Eastern snake-necked
turtle at home? Why? Ask your partner and write.
commonly found on international exams
Yes No Why?
an Eastern snake-necked turtle a skunk skunk cabbage
Skunk cabbage is a
you
your partner
• Workbook audio available for streaming and
download at ELTNGL.com/ourworld3
plant. It smells like
a skunk.
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Unit 4 3 Look and write.

1.
GRAMMAR WORKBOOK
How does the trash smell?
Sense verbs
The Our World Grammar Workbook provides

It smells terrible.
The pizza smells great. The helicopter sounds loud.
The dress looks beautiful. The cat feels soft. 2.
Question
How
does
do
the apple
the rabbits
taste?
feel?
Answer
It
They
tastes
feel
delicious.
soft. 3.
structured grammar practice and extends the
Words like smell, look, sound, and feel are not usually used in the progressive:
The soup is tasting delicious. grammar lessons found in the Student’s Book. Each
4.
1 Read and draw. Draw an object for each sentence. grammar topic includes two pages of practice, three
4 Write. Use words from each column.
airplanes beautiful
review sections, and a cumulative review section.
coffee feel delicious
cookies look hard
my bed sound loud
paintings taste soft
1. It tastes delicious. 2. It smells terrible. 3. It sounds loud.
a rock terrible
2 Read. Answer the questions. 1. A rock feels hard .
1. How does a motorcycle sound? It sounds loud . 2. .
2. How does a rabbit feel? It . 3. .
3. How does a banana taste? It . 4. .
4. How does a bakery smell? It . 5. .
5. How does a colorful dress look? It . 6. .

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New to the second edition

• Updated grammar charts with new exemplars for each grammar topic
• Student-friendly explanations of each grammar topic with examples

• Our World Phonics 1 introduces single-letter sounds, including consonants and short vowels, as well
as some common consonant digraphs.
• Our World Phonics 2 introduces long vowels and diphthongs, and two-letter blends.
• Our World Phonics 3 introduces word stress and the schwa sound, r-colored vowels, three-letter
blends, and other letter combinations.
12 13
TEACHER RESOURCES
The Lesson Planner with Student’s Book Audio CD and DVD provides everything needed to successfully Our World Flashcards including the Sounds of English
plan, teach, and supplement lessons. The Our World Flashcards including the Sounds of English provide additional support for vocabulary
and English pronunciation and phonics.
READING 2 Read. Check T for True and F for False.

The Flashcards include all target vocabulary. The Sounds of English Cards include individual and
READING BE THE EXPERT
contrasted English words with related images and spellings.
1. Spiders have ears. T ✔
F
Objectives 1 Listen and read. TR: 4.8
✔ About the Photo
AnimalAnimal
Senses Senses
T F
Students will 2. Bears can’t smell very well.
• describe unusual animal senses.

AMAZING
AMAZING 3. Butterflies taste with their feet. ✔
T F
The lizard shown in the photo is a chameleon.
Many animals can see, hear, smell, taste, and touch, Chameleons have the unusual ability to change
• compare and contrast human and but they do it in a different way from humans. 4. Seals use their whiskers to feel fish in the water. ✔
T F the color of their skin in response to their
animal senses. ✔
T F
environment. There are over 150 species of
Imagine that you have to walk on your dinner to 5. Chameleons can look up and down at the same time.
chameleons in the world. Over half the known
Reading Strategy Compare and Contrast taste it! Well, a butterfly does. It tastes with its feet!
species of chameleons live on the African island
Content Vocabulary bears, chameleons, seals, People use the ends of their fingers to touch. Seals of Madagascar.
spiders, whiskers use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
Resources TR: 4.8; Workbook pp. 50–51,

They can feel fish through the water 180 meters whisker Our World in Context
TR: 4.6; Online Practice Hawks live on every continent except Antarctica.
Spiders don’t have ears. They hear using hundreds
butterfly taste It uses its feet. The red-tailed hawk is the most common hawk in
of small hairs on their legs.
North America. It uses its incredible eyesight to
We can smell delicious food in front of a restaurant. seal touch It uses its whiskers. find its food.
spider hearing It uses small hairs on its legs.
Bears have a fantastic sense of smell. They can smell Teaching Tip
things that are as far as 32 kilometers (20 mi.) away! It can smell food in a
red-tailed bear smell different town / 32 km away. The first time students read a passage, have them
underline words or phrases they don’t know.
It can look up and down
One eye looks up, and the other eye looks down. chameleon sight
at the same time. Afterward, discuss these words and phrases as a
class and then reread the passage.
Poster Sets
4 Talk about other animals you know. Work with a partner.
Related Vocabulary
environment, eyesight
A worm can taste

Nine full-color Posters bring
beautiful photography into the
person
mouse
72 Unit 4 73
classroom, reinforce the unit

Warm Up
• On the board, draw a pair of eyes, a pair
of ears, a nose, a mouth, and a hand. Say
• Say See. I use my to see. Have a student write eyes
to complete the first sentence frame. Have the class read aloud
• Play TR: 4.8 again. Pause at the end of each paragraph to
check for comprehension. Ask:
• Graphic literacy Have students use the
diagram on p. 72 to compare and contrast
themes, and feature National
Let’s talk about how we see, hear, smell, the competed sentence. Have students complete the rest of the human and animal senses. Say The person
Geographic Our World values.

Paragraph 2: What do people use to taste? (mouths) What
taste, and touch. Ask What do we use to frames. do butterflies use to taste? (feet) and the red-tailed hawk both see the
see? (our eyes) Have a student write see Paragraph 3: What do people use to touch? (fingers) What mouse.
• Ask questions such as Do you use your eyes or your ears to see?
above the picture of eyes. Ask about the do seals use to touch? (whiskers)
Have students use the sentence frames to respond. • Ask Who is close to the mouse? (person)
other senses and have students label the Paragraph 4: Do spiders hear with ears? (no) What do they What is far away? (hawk) Say The person
pictures. use? (hairs on their legs) and the hawk both see the mouse. The
• Then write the following sentence frames
Present Paragraph 5: Do bears have a good sense of smell? person has to be close to the mouse to see
• Describe Say Open your books to page 72. We’re going (yes) How do we know? (They can smell things that are it, but the hawk can see the mouse from
on the board:
to read about how animals use their senses in different 32 kilometers away.) far away!
ways than we do. Point to the seal. Say A seal has whiskers. Paragraph 6: What can a chameleon’s eyes do? (One looks
I use my to see. up and one looks down.)
Point to the chameleon. Say Look at the chameleon’s eyes.
I use my to hear. One looks up and one looks down at the same time! Can your
Practice
• Think Aloud Say A chameleon has two eyes like me. My eyes
eyes do that? can look down and up. A chameleon’s eyes can look up and • Write the name of each animal from the
I use my to smell. reading on the board. Point to spider. Say
• Play TR: 4.8 and have students read along. down, too. In that way, we’re the same. But a chameleon can
look up with one eye and down with the other eye at the same Think about the reading. Ask What do
I use my to taste.
time! I can’t do that! In that way, we’re different. you know about spiders? (no ears; use tiny
I use my to touch. hairs to hear) Write students’ responses on
the board. Continue with the remaining
animals. (seals, bears, chameleons)
Baby rhinos at the Lewa

150 Unit 4 Reading 151 Wildlife Conservancy, Kenya
©2020 Cengage Learning, Inc.
OW2e_Posters_L3_39441.indd 1 11/06/2019 12:32

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The Lesson Planner includes:

• a Professional Development section that introduces key principles of the program Our World Phonics Teacher’s Guide
The Our World Phonics Teacher’s Guide provides everything needed to
• a detailed Scope and Sequence
successfully plan, teach, and supplement lessons in Our World Phonics 1, 2,
• simplified step-by-step instructions for carrying out lessons and 3, including:
• reduced Student’s Book pages with answers at point-of-use • a detailed Scope & Sequence
• Student and Workbook audio scripts • complete lesson plans, including Warm Ups, detailed lesson
instruction, interactive Extend activities, and Wrap Ups
• Extension activities to supplement the Student’s Book, including instructions to use the Worksheets
found on the Teacher’s Website • an audio CD for each level of Our World Phonics.
• Teaching tips and professional development at point of use
• Formative Assessment suggestions

Assessment
• a handy Pacing Guide key to accommodate classrooms with a range of instruction time
The ExamView Assessment Suite includes activity banks to generate customized unit quizzes, mastery
tests, final exams, and a placement test, and is available through the Teacher’s Website.
The Our World DVD and Student’s Book Audio CD contain all of the multimedia to support the Student’s
Book instruction.
14 15
DIGITAL RESOURCES
Classroom Presentation Tool Student Resource Website

The Classroom Presentation Tool integrates all Our Student resources, including audio for Student’s Book and Workbook activities, are available
World resources, including video, audio, Student’s Book, at ELTNGL.com/ourworld3.
Workbook, and Grammar Workbook pages, as well as
interactive activities and games, making it easy to carry
Teacher Resource Website
out lessons in any classroom with an interactive whiteboard
or a computer and projector. Teacher resources can be found at ELTNGL.com/ourworld and include:
The Classroom Presentation Tool is available on USB or • Student’s Book, Workbook, and assessment audio
online through the Learning Management System.
• unit-by-unit Pacing Guides for easy lesson planning
• three-step Teaching Routines

New Online Practice and Learning Management System
Our World, Second Edition’s Online Practice is completely new with improved games for practice and • printable Worksheets for extension activities
comprehension, additional activities for assessment preparation, progress tracking, and access to audio and
• printable Graphic Organizers
video resources.
For teachers, a brand-new Learning Management System is available, with teacher resources, class • Workbook Audio Scripts
management functionality, progress reports, assignment creation tools, and messaging features. • Home-School Connection letters
Both the Online Practice and Learning Management System are accessible at learn.eltngl.com with an
• the ExamView Assessment Suite
access code, and both work on laptops, tablets, and smartphones!
The Online Practice offers students independent, interactive practice. It includes activities and games to
support each section of the Student’s Book, with integrated audio:
Activity Works
Date heet 1.4
• Vocabulary Extreme Wea

Name ther
1
• Song rganizer
Do the puzzle.
Think together
Sunshine o page 2 and wr
ite the words.
with your gro
Find the hidde
up. Read the clu
es on
n word in the
• Grammar thunde r
lightning bolt!
rise
storms ice
range exciting
speed hurricane dangerous
• Reading lightning
heat wave
emergency
drought
blizzard
WH
AT
?
• Writing HO
?
1.
W
2.
• Review 3.
4.
WHEN?
• Extended Readings
5.
HOW?
• Let’s Talk 7.
6.
8.
E? 9.
Online Practice includes karaoke-style sing-along of the song with practice. Speaking activities allow WH HE
R
Y? W 10.
students to respond to and record answers to activity prompts. 11 .
12.
The Online Practice includes fun games that reinforce and expand on Student’s Book content. Each unit has 13 .
two vocabulary games, two grammar games, and a unit review game. 14.
Additionally, parents can track student progress and review activity results.
Our World 5 Our World
The Online Practice is accessible through learn.eltngl.com with an access code and course activation key. Copyright ©
2020 Cengage
Learning. Learning, Inc.
Cengage
It’s optimized for all devices. 1

a par t of
Learning,
l Geographic
© Nationa
Copyright
16 17
READERS VIDEO
The Our World Readers are six levels of original stories, classic folktales, myths, and non-fiction
selections from around the globe. A graded Reader is available to support the theme and language of each
unit in the Student’s Book. Each Reader includes additional fun facts and activities related to the story and
unit theme. All Readers are available as “Story Time” on the Our World Video, on the Story Time DVDs, and on
the Classroom Presentation Tool.
Level 3 Readers
Caring for Orphan Elephants Caring for Getting
Elephant COUNTRY MOUSE to
Country Mouse Visits Orphans
City Mouse
Visits School
City Mouse LEVEL 3 READERS
LEVEL 3 READERS
by Jill Korey O’Sullivan
Caring for Elephant Orphans Anansi’s Big Dinner
Based on a Folktale from Ghana
LEVEL 3 READERS
Based on an Aesop’s Fable
Caring for Elephant Orphans
Anansi’s Big Dinner
Around the World
Caring for Elephant Orphans Anansi’s Big Dinner Country Mouse Visits City Mouse Country Mouse Visits City Mouse
by Dan Adams
Based on an Aesop’s Fable Tortoise and Hare’s Race Tortoise and Hare’s Race
Country Mouse Visits City Mouse
Based on an Aesop’s Fable by Jill Korey O’Sullivan
Based on an Aesop’s Fable Tortoise and Hare’s Race Getting to School Around the World Getting to School Around the World
Holiday Colors and Lights Holiday Colors and Lights
Getting to School Around

Getting to School Around the World The Four Blind Men The Four Blind Men
Holiday Colors and Lights Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend
The Four Blind Men Based on Coyote Maya Folktales Based on Coyote Maya Folktales
Based on a Folktale from India Coyote’s Weekend Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest
Based on Coyote Maya Folktales A Folktale from Indonesia A Folktale from Indonesia
Mouse Deer in the Rain Forest
A Folktale from Indonesia
the World
The Four Blind Men
Mouse Deer in the Rain Each Our World Video is 30 minutes of fun-filled, fully integrated content that includes:
Forest OWR_G3U1_ElephantOrphans_CVR_001 3 9/13/12 4:38 PM OWR_G3U2_CountryMouse_CVR_001 3 9/13/12 4:38 PM OWR_G3U3_GettingToSchool_CVR_001 3 9/13/12 4:38 PM
• vocabulary and language presentation and review

The
Four • original songs
Tortoise and Hare’s Race
Holiday Colors and Lights

Blind
Men
MD ouse
eer BIG DINNER
• games
by George Bennet
Based on a Folktale from India
by Vikram Gulaty in the Rain Forest
• inspiring, real-world video, and
LEVEL 3 READERS
Coyote’s Weekend
LEVEL 3 READERS
ALEVEL
Folktale
3 READERS
from Indonesia
Caring for Elephant Orphans Anansi’s Big Dinner Caring for Elephant Orphans Anansi’s Big Dinner Caring for Elephant Orphans Anansi’s Big Dinner
Based on a Folktale from Ghana Based on a Folktale from Ghana
Country Mouse Visits City Mouse Country Mouse Visits City Mouse RetoldVisits
Country Mouse by Anna Olivia
City Mouse
Based on an Aesop’s Fable Tortoise and Hare’s Race Based on an Aesop’s Fable Tortoise and Hare’s Race Based on an Aesop’s Fable Tortoise and Hare’s Race
Based on an Aesop’s Fable Based on an Aesop’s Fable Based on an Aesop’s Fable
Getting to School Around the World Getting to School Around the World Getting to School Around the World
Holiday Colors and Lights Holiday Colors and Lights Holiday Colors and Lights
The Four Blind Men The Four Blind Men The Four Blind Men
• Our World Readers Story Time

Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend Based on a Folktale from India Coyote’s Weekend
Based on Coyote Maya Folktales Based on Coyote Maya Folktales Based on Coyote Maya Folktales
Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest Mouse Deer in the Rain Forest
A Folktale from Indonesia A Folktale from Indonesia A Folktale from Indonesia
Presented in highly manageable 3–5 minute clips, the Our World Video can be used before, during,
or after instruction to preview, support, and review. Our World Videos are available on Video DVD
bound with the Lesson Planner and on the Classroom Presentation Tool.
OWR_G3U4_BlindMen_CVR_001 3 9/13/12 4:38 PM OWR_G3U5_MouseDeer_CVR_001 3 9/13/12 4:38 PM OWR_G3U6_AnansisBigDinner_CVR.indd 3 9/13/12 5:26 PM
Scenes include:
Scene 1: Introduction
Tortoise Coyote’s Scene 2: Vocabulary 1a
and
Weekend
Hare’s Holiday Based on Coyote Maya Folktales
Scene 3: Vocabulary 1b
Race
by Ruben Garcia
LEVEL 3 READERS LEVEL 3 READERS


LEVEL 3 READERS
Based onElephant
Caring for
Country
by
an Aesop’s
OrphansFable
Mouse Visits City Mouse
Zoe McLoughlin
Colors and Lights

Scene 4: Vocabulary 2
Getting to School Around the World Tortoise and Hare’s Race Getting to School Around the World
by Stacy McPherson
Scene 5: Grammar 1
The Four Blind Men Getting to School Around the World The Four Blind Men
A Folktale from India Coyote’s Weekend Holiday Colors and Lights Based on a Folktale from India Coyote’s Weekend
Based on Coyote Maya Folktales The Four Blind Men Based on Coyote Maya Folktales
Mouse Deer in the Rain Forest A Folktale from India Coyote’s Weekend Mouse Deer in the Rain Forest
A Folktale from Indonesia Based on Coyote Maya Folktales A Folktale from Indonesia
Scene 6: Grammar 2
Scene 7: Song
Scene 8: Viewing
OWR_G3U7_TortoiseHare_CVR_001 3 9/13/12 4:39 PM OWR_G3U8_Holidays_CVR_001 3 9/13/12 4:39 PM OWR_G3U9_CoyotesWeekend_CVR_001 3 9/13/12 4:17 PM
Scene 9: Story Time
Scene 10: Wrap Up
18 19
PROFESSIONAL DEVELOPMENT TEACHING WITH OUR WORLD
The Our World Professional Development website helps you improve classroom practice and get the OUR WORLD PHILOSOPHY: • Goal-oriented learning contributes to Young
most out of your young learners with resources available online. Learners’ success. In addition to the larger goals of
KEY CONCEPTS
educating students to be responsible global citizens
The Our World series reflects key concepts and in the 21st century and to be knowledgeable and
New to the second edition The website includes: principles of English language teaching and learning. caring stewards of our planet, providing explicit
Three new videos show teachers how to use language learning goals helps learners understand
• downloadable training videos for preprimary • Students learn through a process of constructing
the Our World Lesson Planner. Videos provide the purpose of the activities they carry out.
and primary teachers meaning. They are active learners who work to
instruction on: make sense of their world through interaction in • Learning about the world through theme-based
• preview and review training slides
personal, social, and academic contexts. units is an approach that benefi ts Young Learners
• how to teach vocabulary
• handouts for workshops because a variety of topics provides a meaningful
• Activities designed for Young Learners
• how to teach grammar basis for exploration as well as a rich variety of
• links to additional development resources should provide multiple opportunities for the
language learning tasks.
• how to teach reading and writing understanding and construction of meaning at a
level appropriate to the emotional and intellectual • Addressing the needs of the whole child in
stages of their development. the language class includes paying attention
Routines to learning styles, learning strategies, critical
A series of three-step teaching routines • Students learn effectively when they’re challenged
thinking skills, 21st-century skills, and universal
offers teachers a streamlined approach to just one step beyond their current stage of
cultural values.
lesson planning. The routines can be used cognitive and language development. They
for any major lesson type and will help most often need support from a knowledgeable • Authentic assessment of Young Learners
teachers execute successful lessons. THREE-STEP GRAMMAR ROUTINE person at this time to successfully understand goes beyond traditional paper-and-pencil tests.
and incorporate new information. In Our World, multiple opportunities for concept
The three-step teaching routines and all Step 1 comprehension and performance provide a variety
other Professional Development materials • Model the Grammar topic by giving a personal example or using it in a
of ways to determine students’ depth of learning.
real-world context
are available at: ELTNGL.com/OurWorldPD.
• Read or have a student read aloud the Student’s Book Grammar examples.
• Play the audio track and have students listen.
Step 2
• Have students complete the Student’s Book activities. Have partners or small
groups share their work.
• (Optional)
• Have students practice using the Grammar topic when it appears in the unit Song
or applies to the Unit Opener photograph or other lessons.
• Help students explore and expand on the topic with a graphic organizer, diagram,
or other visual aid.
Step 3
• Have pairs or small groups work together to complete and share the personalized
or open-ended Student’s Book activities.
• (Optional) Have students personalize the grammar topic by
• asking and answering questions.
• illustrating and acting out original dialogues or role-plays that use target grammar.
• creating and labeling diagrams, models, photo-essays, and other types of classroom
presentations that feature the topic being taught.
20 21
TEACHING WITH OUR WORLD
OUR WORLD CONTENT Home and Cultural Connections LEARNING ENGLISH THROUGH A framework for an integrated lesson should
include these four stages:
It’s important to encourage Young Learners to REAL-WORLD CONTENT
Global Citizenship connect to their home cultures while in the English • Processing text: This includes the use of texts that
Students learn language and content at the same
language classroom. Making connections to the local incorporate visual, graphic, and other text structure
To empower Young Learners for the 21st century, time, so it’s natural and authentic to incorporate
culture helps Young Learners relate personally to markers such as headings and subheadings, as well
teachers of English as a Foreign Language must academic content into the English language
the content and build a stronger understanding of as features like bold or italic text for emphasis.
understand the global importance of English, as well classroom. Our World uses subject-area content as
themselves and their place in the world. In addition,
as what it means to be a global citizen. the basis for motivating students to learn English and
learning to express aspects of their own culture • Identification and organization of knowledge:
to support what they’re learning in other areas.
Our World uses real-world and multicultural in English is another step toward effectively using This includes the use of graphic organizers such as
content to help Young Learners grow up to English as a global language. Integrating content from different areas such as Venn diagrams, timelines, flow charts, and tables.
become successful global citizens. Dramatic Language Arts, Science, and Social Studies makes
• Language identification: This includes the use of
photos and content from National Geographic language learning interesting and engaging.
Global Values It also helps prepare Young Learners who may
language features that help students to reproduce
and around the world spark curiosity and broaden
Each unit in Our World has a National Geographic core content knowledge in their own words, such
students’ perspective by exposing them to multiple eventually study these subjects in English. In addition,
Value or Mission page that connects to the real-world as the language of comparison and contrast, cause
cultures and ideas. contextualizing language instruction by integrating
content presented in the unit. These pages promote and effect, and speculation; as well as features
it with other learning provides opportunities
Striking images and content allow Young universally recognized values for students, bring real- such as collocations, subject-specific vocabulary,
to reinforce in English the academic skills and
Learners to explore people, places, and societies world content to the classroom, and inspire Young and academic vocabulary.
knowledge learned in other classes.
as they learn to care about our fascinating and Learners to develop their curiosity and to value their
ever-changing world. • Tasks for students: This includes the use of
own cultural traditions as well as those of others. a variety of learner-appropriate tasks, both
receptive and productive.
Unit 2 In this unit, I will . . .
My Place
• talk about my town. READING
• ask for help.
• give directions.
culture and
park
1 Listen and read. TR: 2.8 art center
A satellite can
Look and check.
in the World
Eye in the Sky
see an open
These children are in umbrella from
gymnasium
space!
North America. sports
Satellites are machines in space that circle Earth. They help us talk stadium
South America.
to people on the other side of the planet. They can also study the
Asia. planet’s weather. This satellite is called GeoEye 1. It is the same size as baseball
river
stadium
a big car. It takes photos of our planet. These pictures can show our
Australia. 681 km
swimming
continents and oceans. They can show our streets and houses, too! (423 miles)
pool
On the Internet, there are many photos and maps of Earth. We
can use these images to help us explore our world.
2 Look at the satellite map. Check T for True and F for False.
T F
This is a photo of the world. You 1. The gymnasium is next to the river.
can see the seven continents.
2. The sports stadium is between the gymnasium
Do you know their names? T F
and the culture and art center.
T F
3. The park is next to the gymnasium.
T F
4. The gymnasium is near the swimming pool.
3 Read and write. Write the words in order from small to big.
continent country house planet street town
small
VOCABULARY 1 big
a supermarket a drugstore
Old Delhi, India WRITING Look! There’s VALUE

1 Listen and read. TR: 2.1 the mall.
4 Talk about your town. Work with a
2 Listen and say. TR: 2.2 a hospital

This is part of Asia, the biggest continent.
Now we can see the countries clearly. Now we can see one town.
1 Read. We can use the word and to connect two ideas.
partner. You can use a photo or map.
Underline the sentences with andYes,
asit’s
you read.
next Explore It’s fun to find new
26 Some people live in big towns. Other 27

Here we can see South Korea. This is Pohang in South
Korea. Look! Can you see
My special place in the world
to the park.
your town. things in your town.
two stadiums?
people live in small villages. In both, My name is Jan, and I live in a town in
there are interesting places to go. Are a train station a movie theater 36 Unit 2 37
Poland called Kazimierz Dolny. I have two
there places like these where you live?
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favorite places!
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There is a hill by the town. You can walk 2/7/19 4:21 PM Think. Pair. Share.
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to the top of the hill, and from there you
a post office a bakery How can you explore your
can see the whole town. It’s beautiful, and
it’s very quiet. town?
My second favorite place is the bakery!
My town is famous for its special bread.
a toy store a police station The bakery makes bread in the shape of
a chicken. It’s delicious!
a museum a restaurant 2 Write. Write about your special place in the world.
Shanghai, China
3 Describe and guess. Use these

words. Work with a partner.
bread a doctor food movies
paintings a police officer a swing
You can get medicine here.

3 Share your writing. Work in a small group. Listen and fill the chart.
Name Favorite place

Shinjuku Gyoen Park, It’s a drugstore!
Tokyo, Japan
a park
28 Unit 2 29
38 Unit 2 39
22 23
21ST-CENTURY SKILLS • Tools for working: Young Learners today aren’t VISUAL LITERACY Our World uses a variety of images of different
just learning English. They’re preparing to enter a types to help Young Learners understand text and
Today’s students are growing up in an Visual literacy is a necessary skill for the 21st
competitive global workforce. In order to be ready organize information; some examples are tables
interconnected world. The Framework for century, which is increasingly image-, media-, and
for the future, they need to be able to navigate and charts, diagrams, mind maps, T-charts, maps,
21st-Century Learning deals with “the skills, technology-driven. In the past, the term “literacy”
technology and to extract information from bar graphs, calendars, timelines, line graphs, Venn
knowledge, and expertise students must master referred to being able to read and write, but today
many forms of media. They also need to acquire diagrams, cause-and-effect arrows, and pie charts.
to succeed in work and life; it is a blend of content it includes the interpretation of various kinds of
technology literacy, information literacy, and visual
knowledge, specific skills, expertise, and literacies.” texts in print and media. Visual literacy is the ability National Geographic has one of the most
literacy.
These skills can be categorized in four ways: to construct meaning from images such as photos, impressive and highest-quality collections of photos
• Skills for living in the world: In Our World, illustrations, graphic organizers, signs, symbols, and video in the world. These visuals enrich the Our
• Ways of working: Students need to communicate Young Learners are introduced in age-appropriate information graphics, and video. World print, video, and media components. These
clearly and collaborate effectively. Our World ways to concepts such as openness to new ideas materials help Young Learners become visually
helps students use the vocabulary and language Brain-based research shows that 80%–90% of the
and experiences, adaptability, and initiative. They literate through imagery that reflects print and
structures they’re learning to communicate about information we take in is visual. Learning a language,
learn about 21st-century professions such as cyborg media in the real world. This will further help them
real-world content and collaborate on activities and then, is not only reading and writing words; it is also
anthropology, and are introduced to the work of to succeed as 21st-century citizens.
projects in ways that allow them to meaningfully being able to understand visual information and
National Geographic Explorers, who are presented
apply the English they’re acquiring. communicate it to others. An additional benefi t of
as potential role models.
learning information simultaneously through text and
• Ways of thinking: Students need to think creatively Throughout Our World, Young Learners are visuals is that it can dramatically improve retention
and critically. Our World challenges them to do introduced to people, places, and cultures from and recall.
so. For example, in Level 5 students create musical around the world. At the same time students are
instruments from recycled materials and discuss how learning to recognize cultural similarities and
people in their communities can reduce their human appreciate differences, they are also encouraged
footprints. In Level 6, students learn to analyze to express their own culture in English as a first READING 2 Read. Check T for True or F for False.
techniques advertisers use to influence shopping step to building their intercultural awareness and 1
ns
Listen and read. TR: 3.9 1. There is an International Balloon Fiesta every year. T F
behavior, brainstorm how to conserve water at competence. In short, Our World prepares students Hot Air Balloo 2. Hot air usually goes down. T
T
F
F
It’s always exciting to see a colorful hot air balloon 3. Balloons are always round.
to be curious, engaged, and well-informed citizens of

in the sky—but here there are hundreds! In October
school, and discuss the importance of local history of every year, balloonists gather at the International
Balloon Fiesta in Albuquerque, USA. About 600
4. The pilot stands in the basket. T F
the 21st century.

T F
and how to value it.

balloons are up in the sky at the same time! 5. The chase team uses a radio to talk to the pilot.
How does a hot air balloon fly? When the balloon
is on the ground, people light gas to make a small
3 Read. Write the sentences in order.
fire. The fire heats the air in the balloon. Because hot
air always rises, the balloon begins to go up into the The wind blows the
air. The pilot of the balloon stands in the basket and 2
balloon along.
lights the gas to go higher. The wind then blows the
balloon along. People light a fire to heat
1
Usually, there’s a group of people on the ground the air in the balloon.
called the “chase team.” They follow the balloon in a
truck. The chase team uses a radio to talk to the pilot. The pilot lands the
The pilot looks for a safe place to land the balloon and balloon safely.
PROJECT tells the chase team where to go. Then the chase team
takes the balloon and the pilot back home! The balloon goes up
Make My World circles. into the air.
I live in South America.
1 2 The pilot talks to the
chase team.
4 Talk. Look at the photographs from the balloon fiesta.

Describe a hot air balloon.
What does a hot air balloon look like?
Hot air balloons are big and colorful!

The first passengers in a
hot air balloon were a chicken,
a duck, and a sheep!
Cut out six circles of different On the smallest circle, draw 52 Unit 3 53
sizes. a picture of your house and
write My House.
3 4
Now I can . . .
talk about my town.
ask for help.
On the other circles, do the Taking care, join the circles
same for My Neighborhood, together with a brad. give directions.
My Town, My Country,
My Continent, and My World.
40 Unit 2 41
OW2e_SB_3_31995_026-041_U02_PPDF.indd 40 2/7/19 4:21 PM OW2e_SB_3_31995_026-041_U02_PPDF.indd 41 2/7/19 4:21 PM
24 25
VIDEO AND TECHNOLOGY The Classroom Presentation Tool allows CHARACTERISTICS OF • Tactile learners use touch and the manipulation
the introduction of many types of content, including of objects to help them process and remember
Video is a powerful tool that can bring the world YOUNG LEARNERS
video, audio, and interactive activities, into the information. They depend on their physical and
into the classroom and the classroom to life. In In general, Young Learners are energetic and material surroundings for cues. For example, when
classroom using either an interactive whiteboard or
learning language, video can be especially valuable spontaneous. They don’t like to sit still for long trying to concentrate, they may flip pencils or play
a computer with a projector. Young Learners love
because it provides real-world contexts that help periods of time, and they have relatively short with their hair. To understand instructions, they
games, and the Classroom Presentation Tool includes
students experience language in a natural and attention spans. They can be easily distracted, but need to see, hear, and physically carry them out.
games that present and practice Student’s Book
dynamic way. are curious and will pay attention if the topic is Tactile learners do well with arts and crafts, flash
lessons in new and unique ways. These activities
Our World Video is flexible. Lessons can be allow for teaching and reteaching that will engage interesting or if the activity is engaging. cards, puzzles, board games, and realia.
presented from the Student’s Book first, and then the whole class. Through the use of these games, Although these characteristics can make • Kinesthetic learners process and remember
followed by the corresponding segment in the video students have opportunities to predict, to think teaching Young Learners challenging and even information through physical movement. Like
to review and check comprehension. Or the video can critically, to work in teams, to sing along, and to use difficult at times, they can also make the Young tactile learners, they touch and manipulate objects,
be used to present target language and then followed English in a safe and motivating environment. Learner classroom joyful and rewarding. By using and they’re good at working with their hands.
by Student’s Book review and practice. Either way, developmentally appropriate activities that cater
More importantly, building students’ media and They understand directions for activities more
using video regularly helps contextualize language to their learning profiles, Our World keeps Young
digital literacy skills helps prepare them to use easily when they can see, hear, and physically carry
instruction and engage students in the classroom in Learners active and engaged.
English in the real world in the 21st century. them out. They need to release tension through
fun and meaningful ways.
A variety of Online Practice Activities provide movement and will look for ways to do so—going
Videos in Our World are divided into short, Learning Styles to the pencil sharpener or trash basket several
engaging opportunities for students to review
manageable clips that present the following: times, for example. Kinesthetic learners do well with
target language, grammar, reading comprehension Young Learners tend to process information
strategies, and even the unit song in class or Total Physical Response (TPR) activities, charades,
• vocabulary presented with amazing photos about the world primarily through their senses.
independently at a self-directed, comfortable pace. role-plays, puzzles, and board games.
The principal sensory learning styles are visual,
• grammar in animated contexts Students receive immediate feedback with each auditory, tactile, and kinesthetic.
online activity and can revisit challenging topics as
• songs performed by fun hosts • Visual learners notice the details of their
often as necessary.
• video clips that give examples of surroundings and use color, shape, and position to
real-world communication help them learn and remember information. They
tend to understand instructions for activities better
• stories read by the hosts using images from the when they’re shown rather than told what to do.
Our World Readers Visual learners respond well to board work, and to
activities involving photos, drawings, flash cards,
posters, video, arts and crafts, murals, projects,
puzzles, and board games.
• Auditory learners learn and remember

information through sound and rhythm. They
memorize information easily and can repeat back
the text of stories, role-plays, and song lyrics after
listening only once or twice. They understand oral
directions for activities and may be willing to act
them out or repeat them for other students. They
do well with listening and pronunciation activities,
and enjoy discussions, sound tracks, video and
computer games, songs, and chants.
26 27
SKILLS AND STRATEGIES Critical Thinking Skills CREATING SUCCESSFUL LESSONS • Practice An important step focuses on students’
first efforts to use new target language. For Young
Critical thinking is a higher order of thought that Effective teaching begins with a lesson plan. A
Learners, practice is guided, meaning that students
Learning Strategies involves analyzing, evaluating, and synthesizing lesson is like a road trip that requires a map: the
are provided with the structures and vocabulary
information. In many Young Learner classrooms, final destination or goal cannot be reached without
Strategies are generally defined as behaviors that needed to produce the target language. While
teachers’ questions may be limited to basic carefully planning each stop along the way. A lesson
learners use to understand and complete a task. students are not expected to create new language
comprehension questions (What is the story about? plan is the map. The steps in a lesson plan help
Learning strategies and their use and instruction can independently, the goal is to provide opportunities
Is it a happy or sad story?) and to display questions learners reach lesson objectives, which are the final
benefi t Young Learners as well as adults. Strategies for them to try out new language in order to
(How many planets are there in our solar system? Is destination of the trip teachers and students are
generally fall into three categories: metacognitive, prepare for real communicative contexts.
the moon hot or cold?). taking together, successfully.
cognitive, and social-affective.
Students ask questions that activate skills such as • Apply At this stage, students should be able to
A good lesson plan has many benefi ts. It helps
• Metacognition is “thinking about thinking.” For the following: use new language in realistic contexts, as well as
teachers prepare for class and includes gathering or
Young Learners, this means helping them plan personalize the language with respect to their own
creating the materials needed to make the activities
before doing a task. They need to think about • Classifying What are (two) ways you can lives. Application further develops students’ abilities
successful. It lays out step-by-step instructions that
the purpose of the task, what information is most group together these words? to use language communicatively.
provide a guide for every moment in class. But most
important, how they will use the information, what
• Comparing How are (dogs) and (wolves) importantly, it requires teachers to define objectives • Extend Extension activities are additional
the best way to do the task is, and how much they
alike? for the lesson, and plan activities in a sequence that communicative activities that help students
understand about the task.
will ensure student success. personalize new language and use it in realistic
• Contrasting How are the (cassowary) and
• Cognitive strategies include accessing prior contexts. These activities are not found in the
(ostrich) different?
knowledge about a topic, seeing how new Student’s Book and are designed to provide
Stages of a Lesson
information connects to the material the student • Making Inferences Looking at these effects, additional opportunities for real communication
Our World uses six basic steps recognized as the
already knows, identifying where more information what do you think is the cause? among students in the classroom.
standard for effective language instruction: Warm
could be accessed, thinking of good ways to
• Predicting What will happen when (the Up, Present, Practice, Apply, Extend, and Wrap Up. • Wrap Up This might be a quick review in game form
organize the material, and identifying ways to
volcano erupts)? of what was learned in class or even a simple song
remember the new information. • Warm Up These activities create interest and or chant. The wrap up might be a conclusion to a
• Problem Solving What are some ways we can excitement about the topic and prepare learners pair-work extension activity in which the teacher
• Social-affective strategies are especially useful in
solve the problem of (conserving water for the new language input. They help EFL students asks individual students what they learned from
language classes, as language is social by nature.
at school)? switch over from their native language to English, their partners.
While using English, Young Learners can ask for
explanations from teachers and classmates, find prompt them to remember material from earlier
• Ranking How would you list your (favorite • Three-Step Routines In addition to the explicit,
out how and when they can ask for help, discuss lessons, and build students’ confidence about what
sports) from one to five? guided instruction provided in the Lesson Planner,
how they can work together with classmates, and they know.
• Sequencing When (planting vegetables), Our World also offers a series of three-step teaching
discuss how they can get and give feedback. • Present Teachers should take time during this step
what are the steps in order? routines as an alternative or streamlined approach
to provide meaningful listening and reading input. to lesson planning. These routines can be used for
• Using Graphic Features What do the title, Activities should require the use of the four skills any major lesson type and contain all of the major
caption, diagrams, and photographs tell you in order to reliably check students’ comprehension. elements of successful lessons in consolidated form.
about what you’re going to read? The Our World Lesson Planner provides multiple
activities to present and check comprehension
• Visualizing How do you picture (the treasure)
of language in support of the activities in the
in your mind?
Student’s Book.
28 29
Lesson Adjustments Successful Activities Repetition and Recycling recycle language, they use it again in another
context. Within a typical unit of Our World, new
Teachers must keep in mind many different Activities for Young Learners should above all Classrooms should provide plenty of opportunities
vocabulary and language are regularly recycled
elements as they plan their lessons. They identify be meaningful and purposeful. Engaging students to practice the language. Using repetition and
and used in different contexts within the song,
learning objectives and match appropriate activities in authentic and meaningful contexts helps them recycling is important when working with Young
the grammar activities, and games, as well as in
to them. They plan how they will use their physical recognize and remember language patterns. Learners. Luckily, if there’s a fun song, students will
the Reader and storytelling activities.
space and seating arrangements for individual, pair, ask to sing it again. If there’s an interesting story,
Instead of presenting language as isolated
and group work. They collect the materials and they’ll ask to hear it again! Repeating is a natural Our World also recycles language from unit
grammar structures to be analyzed, teachers do well
equipment they will need. They think about time part of a student’s learning process. Our World to unit and level to level. For example, in one
to present language in realistic contexts and provide
management and pacing. But no matter the plan, provides plenty of opportunities for meaningful lesson students may learn vocabulary for different
plenty of opportunities for students to repeat,
teachers know to expect the unexpected as the day’s repetition, especially if the video program and/or clothes. A teacher may recycle this language by
recycle, and use English in order to communicate
lesson unfolds! Classroom Presentation Tool is used in conjunction teaching about the weather and asking students
meaningfully with one other.
with the Student’s Book. Students will have the what to wear when it is hot and sunny or when it is
In a classroom full of Young Learners, there are
Activities are supported and scaffolded chance to hear, repeat, and use vocabulary and cold and snowy. Recycling helps students increase
many factors teachers cannot control. Successful
Scaffolding is used to describe the exterior support grammar multiple times. their proficiency by getting them to use the language
teachers learn to be creative so that they can adapt
structure around a building under construction. As in a new context. This makes the learning process
to unplanned events, whether they be a surprise Recycling is also important as a way of improving
the building is completed, the scaffolding is taken more authentic and meaningful.
fire drill, equipment failure, or unexpected student Young Learners’ ability to understand new language
away, and the building stands on its own. In the
behaviors. This includes adjusting instruction based structures and use them correctly. When teachers
same way, teachers provide scaffolding to students
on students’ unique personalities, their mood swings,
in order to help them construct knowledge and learn
their varied interests, and their diverse personal,
language effectively.
cognitive, and emotional needs.
Our World prepares students for success by
In mixed-ability classes, for example, teachers
supporting and scaffolding the learning process and
spend more time with some students than with
by breaking tasks down into small, achievable steps
others. When this is the case, they have ready a
that help build student achievement.
number of other activities for the rest of the class
to do. These may include starting homework in Activities are active and hands-on Our
class or choosing something from an activity box World materials promote an active and hands-on
that includes worksheets, puzzles, board games, classroom. Because so many students are kinesthetic
vocabulary cards, comic books in English, and class- learners and like to move their bodies and move
produced books. In the Our World Lesson Planner, around the room, it’s important to make instruction
teachers have a variety of activities to choose from, physically active whenever possible.
including extension activity suggestions that are not Activities are enjoyable and interesting The
in the Student’s Book. photographs and activities in Our World will capture
In addition, many additional activities and games students’ attention and interest. Each unit is full of
are available in the Classroom Presentation Tool, activities that Young Learners find fun and engaging,
Online Practice activities, and the Our World Video. such as singing songs, listening to stories, and playing
games. In addition, the video program and the
Classroom Presentation Tool contain a wide variety of
motivating and enjoyable activities.
30 31
CLASSROOM MANAGEMENT Classroom Rules and Routines THE FOUR SKILLS: LISTENING, Speaking
As teachers everywhere know, real learning The establishment of rules and routines in the SPEAKING, READING, AND WRITING Listening and speaking are the communicative
requires a well-managed classroom. Expectations Young Learner classroom is particularly important foundation for language learning. Question and
Our World provides multiple opportunities
of proper classroom behavior can vary from culture because students need clear rules and predictable answer exchanges, whether between teacher
for Young Learners to develop all four skills in a
to culture, but in all cases, effective classroom routines in order to function successfully. and student or between student and student,
balanced and age-appropriate way.
management goes beyond dealing with misbehavior play an important part in the classroom. At first,
Teachers should communicate rules clearly and
only. Many aspects of teaching can affect the Young Learners will rely on modeled language in
simply and make sure they’re consistent in enforcing
behavior of students in the classroom. them with age-appropriate rewards and sanctions.
Listening their exchanges, but it is important to introduce
In the classroom, Young Learners benefi t from opportunities for personalized, authentic language
When possible, allow students to help create the
multiple opportunities to listen to and practice use as soon as possible.
Time rules and consequences. The teacher and students
may together come up with rules such as Be quiet routine language, vocabulary, basic structures, Gradually move away from display questions
Effective teachers use their class time carefully. and patterns. And while practicing listening and
when someone is talking; Raise your hand to talk; or to which students provide already-known answers
They plan the time it takes to greet students and speaking together is very important, so is a focus
Be kind to others. Work hard, Share, and Cooperate to show their comprehension, such as “What color
start the class, the duration of each activity, the on listening-only activities, some of which develop
are other options. Display the rules on a poster on is your hair?” or “How many students are in our
time spent between activities, the time it takes students’ discrimination of sounds, words, and
the classroom wall, or provide each student with a class?” to authentic communication questions to
for student breaks, and the time it takes to assign sentence boundaries, while others may focus on
copy to keep in their notebooks. which the answers are not yet known, such as “What
homework and end the class. They reserve time to stress, rhythm, and intonation. animals2 make good pets?” or “When do you usually
TR: 3.5
be used as needed during the class. In addition, Equally important is the establishment of
Songs, chants, and poems are natural, fun, and play soccer?” Be sure to regularly include speaking
they keep in mind what is known as “wait time,” predictable routines. Young Learners feel most Name
engaging ways to practice English. In addition, and listening opportunities such as games, group
the amount of time the teacher waits for a student secure when they know what to expect during Scooter Bus Bike
they can provide additional support to students discussions, and project presentations. The more
to answer a question. Some teachers count to ten different stages of a lesson. ✔
who need support with basic listening strategies relevant the language is to learners’ lives, the more
slowly and silently, while others use a watch to
such as identifying the main idea and details. meaningful and memorable✔ it becomes.
allow from three to five seconds. This helps students
formulate better quality responses. English learners can listen for sequence (first, next, Our World provides many different
✔
speaking
then, finally), for time frames (verb forms signaling models, including work✔ with Basic Interpersonal
present, past, or future time), and for cause and Communication Skills (BICS) and Cognitive Academic
Activities and Transitions effect (why, because), among other strategies. Language Proficiency (CALP) in Levels✔4–6 in the
It’s important to have all materials needed for sections titled Let’s Talk. In addition,
✔ students gain
each activity ready before class so that Young 2 Listen and check. TR: 3.5 valuable practice with rhythm, stress, and intonation in
Learners don’t have time to get restless. Activity songs 3and chants, and with pronunciation and sound
instructions are another area that can require Name
discrimination using The Sounds of English Cards.
Scooter Bus Walk Bike
advance planning. To keep students’ attention, it’s
Miguel ✔
a good idea to read all activity instructions before
I ride my bike.
class so that there is time to simplify or modify them Carlos ✔
4 Talk about you and your
if necessary. friends. Work with a partner.
Fernanda ✔
Moving smoothly from one activity to another How do you get to school?
Rosario ✔
requires planning transitions. For the youngest
learners, this could be a clapping chant (“We are Tomas ✔
done/That was fun/Now let’s do/Another one.”), 49

Graciela ✔
visual cues such as a teacher-held stop sign or
flipping the light switch on and off three times, 3
or auditory cues such as a whistle or bell. If the
previous activity has involved movement, a useful
transition to the next activity can be having students
close their eyes and rest their heads on their hands
4
for a moment.
32 33
Reading During reading, it is useful to train students to ask Writing A complete model is provided for each writing
themselves silent questions such as Who, When, task in each unit in Student’s Books 1 through 6,
A unique feature of the Our World series is Younger learners are systematically introduced
Where, What, Why, and How and find the answers so that learners have clear, meaningful examples
the use of engaging content from the world- to writing beginning in Level 1, where they work
as they go. They can also underline or highlight of what they are expected to do. When they are
renowned National Geographic archives. Students at the word level, gradually move into sentence
information as they read or make brief comments in finished, writers read their work to classmates, who
are naturally curious about the world around them stems, and finally to one to three simple sentences.
the margin. listen actively to fill in a chart or take notes. Students
and will enjoy reading about topics such as copycat Students draw and then write about their drawings.
animals, chocolate, flesh-eating plants, and pirate are encouraged to give constructive criticism when
After-reading activities include comprehension In Level 2, Young Learners are guided to organize
shipwrecks. Readings are age appropriate and applicable, pointing out things they liked, found
questions but can also include questions that require and write short paragraphs through answering
provide basic practice in reading strategies such confusing, or wanted to know more about.
higher-order thinking, questions that require learners specific questions. In Level 3, students learn about
as identifying the main idea, finding details and to support their ideas and opinions, summaries, and compound sentences, descriptive words, the parts of Teachers may want students to create individual
examples, figuring out meaning from context, and graphic organizers. Additional readings are found in a paragraph, complex sentences with because, and writing portfolios for evaluation purposes. A writing
relating texts to graphic organizers. the Workbook. sequence words. In Levels 1 through 3, a page in each portfolio is a file or folder of each student’s written
Workbook unit provides additional writing practice. work, assembled over a period of time. It contains
The Lesson Planner includes a variety of before-, In addition, nine Our World Readers accompany each
during-, and after-reading tasks that draw students of the six levels. These Readers are age appropriate and final drafts of assignments, but it may also contain
In Levels 4 through 6, older learners are introduced
deeper into texts. Before-reading activities help are designed so that they may be read independently, samples of works in other stages of the writing
to the concept of paragraph unity, and to different
prepare learners for the reading by drawing their either in class or at home. Each Reader is thematically process, such as word maps, outlines, research
writing genres such as journal entries, blogs, reviews,
attention to titles, headings, photos, and captions; related to the corresponding Student’s Book unit cards, rough drafts, letters, poems, copies of
and paragraphs of opinion, of cause and effect,
and contains some of the unit target grammar and group-produced work, and inspirational images.
by accessing what they already know about the topic; of contrast, of comparison, of exemplification, of
vocabulary. Texts are an entertaining and informative The teacher, together with the student, reviews
and by predicting what the reading might include. fact and opinion, of persuasion, of classification,
mix of fiction and non-fiction. selected work and comments on the student’s
and more. Students are guided step by step in
writing progress.
the Workbook for each writing assignment in the
Student’s Book. Additional writing tasks are provided
in the Workbook as well.
EXTENDED READING
2 Write numbers to put the story in order.
Mouse sees Lion in a net.
THE LION Mouse chews the net.

Lion laughs and drops Mouse.
and the Mouse Lion thanks Mouse.
Lion is sleeping in the grass. Little Lion catches Mouse.
Mouse doesn’t see Lion. She runs right
over Lion’s big paw.
3 Read. Use the words in the box (or other words) to write
“Aha! I’ve GOT you!” says Lion. “Lucky me! sentences that describe Mouse and Lion. Work with a partner.
I always eat a snack before I sleep. Mmmm.
EXTENDED READING WRITING
What a nice snack!” He picks Mouse up.
big clever funny scared small 2 Read and match. You can match more than one.
strong WRIT
1 Read and write. Read about winter. Use or to join the underlined
“Oh, please! Don’t eat me!” says Mouse. 1 Listen and read. TR: 6.9 ING
“One day, I can help you!” ragraph
ite the pasentences. Write the sentences. 1
“You? Help me? A little mouse! Ha! Ha!”
says Lion. He laughs and laughs. “You’re lucky. The Gingerbread Man Mouse Lion Grandma • runs after the gingerbread man. WRITING
Read ab ou t an amazing
bik e. Wr
ence s.
Read
. Unde
rline th
d write. rlined sent what e word
Read an n the unde the an
I’m not very hungry today. You can go!” Grandma makes a beautiful gingerbread man. “Mmmm. I’m hungry. 1 s that
He drops Mouse. “but” to joi imal d
oes. W tell w
again, using
I want to eat you,” says Grandma. It
ne? liv es in gr rite th hat th
fox • is hungry. bike like mi e nam e
e of th animal looks
Mouse runs away! The gingerbread man jumps up. He says, “You can’t eat me! Run, Bike! ha ve a lo ng ne as slands.
ng im. Do you
run, as fast as you can. You can’t catch me, I’m the gingerbread man!” My Amazi can’t sw ng ! I like eyes an
ck. It
eats le It is br e anim like an
Many days later, Mouse is running in the It can fly
. It e is amazi aves at own and ye al. d
Grandma is surprised! bike. . My bik d ea rs.
grass again. She hears Lion. azing
am ocean th llo
W hat e tops w.
I have an ’t go under the is it? of tree It can run.
The gingerbread man runs out of the house. Grandma runs after him. coyote • makes a gingerbread man. on. It can s. It us It has
“Roar! Oh, roar! Help! Please, can anybody help to the mo the rain. It’s a es its lo
me?” asks Lion. He is in a big net. He is worried It can fly es I ride in long to ng legs and
and angry. “I can’t get out,” Lion says.
He runs to a forest. He sees a fox. “Mmmm. I’m hungry,”
the sun. Sometim 2 . ng ue
to clea a
says the fox. “I want to eat you!” to ride in Dra n its
EXTENDED READING 4 Express yourself. Choose an activity. wfeel
a pcold
“I can help you,” says Mouse. “I can use my teeth! The gingerbread man says, “You can’t eat me! Run, run, as fast as
I like winter. We throw snowballs. Sometimes we build a snowman. We
Te icture
turtle • takes the gingerbread man across the river.
after we play in the snow. We sit by the fireplace. Sometimes we takell aw of
I can chew the net!” you can. You can’t catch me. I’m the gingerbread man!”
1 Listena.and Drawread. pictures. Turn the fable into a comic book story.
2 Write. Complete the sentences with words from the box.
Read
hot it looks an anima
hatshower.
shower
TR: 9.8
Then we have a snack. We eat soup. Sometimes we drink hot chocolate. yo like. Te l. Desc
Mouse chews and chews. Soon Lion is free. ri
ur desc be it.
He sees a coyote. “Mmmm. I’m hungry,” says b. Make bag puppets. Perform the fable for your class. ription ll what it d Tell w
THE Paralympics
disabilities four medals parade swim
“Thank you, Mouse!” says Lion. the coyote. “I want to eat you!” The coyote runs and as oes. T here it
after the gingerbread man. c. Think of another fable. Tell or read it to the class. 3 Read and check. Check T for True and F for False. k, “Wh hen w lives.
at is th ork w
“You’re welcome,” says Mouse. “Even a little e anim ith a p
The gingerbread man says, “You can’t eat me! You’ve probably heard of the Olympic Games. People from many countries
1. The gingerbread man is a cookie. a. The Olympics Fand the Paralympics take place every al?” artne
mouse can help a big lion!” T r.
Run, run, as fast as you can. You can’t catch me. come together every four years to run, swim, and play other sports at the
I’m the gingerbread man!” Olympics. Another great sporting event, called the Paralympic 2. Games, alsodoesn’t
The fox takes want to eat the gingerbread man. T F
years.
your
place every four years. ite about
d draw. Wr
b. Paralympians are athletes who also have .
He runs to a river. He sees a turtle. “I’m not hungry. 3. The turtle helps the gingerbread man. T F
Write an rtation.
I don’t want to eat you,” says the turtle. At the Paralympics, people with disabilities come together to run, swim, 2 of transpo
and compete at sports. Years ago people with disabilities didn’t take part in c. At the beginning of the Paralympics, there is a .
n am azing form aw a 2 Write and draw. What do you do during school vacation?
ow but. Dr
“Oh, good!” says the gingerbread man. “I have tomany sports. Now at the Paralympics they compete in sports such as skiing, ces with
Use senten
d. After he saw the Paralympics, Daniel Dias learned to . Write. Use sentences with or to show choices. Draw a picture.
cross the river! Can you help me, please?” wheelchair tennis, and judo. At the beginning of the Games 4 they
Express
dress in yourself.
their Choose an activity.
re of it.
58 Extended Reading “Yes, I can,” says the turtle. “Jump on my back.” national uniforms and take part in parades. When they win, they receive medals 59 pic tu
that celebrate their strength. a. Write a short paragraph about what happens 3 toRead.
the gingerbread
Write a list of Paralympic sports from the text. Can you
The gingerbread man jumps on the turtle’s back. man next. ng
They swim across the river. Daniel Dias was born with no hands and only one foot. In school, children think of more? Work with a partner. My Amazi
OW2e_SB_3_31995_058-059_U1-3ExtRdg_PPDF.indd 58 2/21/19 9:35 AM called him names.
OW2e_SB_3_31995_058-059_U1-3ExtRdg_PPDF.indd 59 He stayed home a lot. He didn’t do much. When he was
b. Make masks and perform
2/8/19 9:43 a
AM play about the gingerbread man.
The gingerbread man jumps off the turtle’s back.16, Daniel watched the Paralympics on TV and saw disabled people like him amazing
He says, “Thank you,” and runs away. swimming. He exercised and learned to swim. Soon he was fit c.and Make or bake
strong. He your own gingerbread man. Take photos. Share them I have an
4 Express yourself. Choose an activity.
was also very fast. He won gold medals in his first Paralympic Games with in Beijing.
your class.
“Run, run, as fast as you can. You can’t catch me.
I’m the gingerbread man!” The Paralympic Games changed Daniel’s life. They are also helping to change a. Learn about a Paralympian from your country. Tell the class about
how people see Paralympians and other people with physical disabilities. him or her. This an
im al lives
b. Pretend that you are a journalist and your partner is Daniel Dias.
Act out an interview with him. It can
. It is
c. Make a poster about the Paralympics. It eats . It ha
. s
110 Extended Reading 111 52 Unit 4 .
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VOCABULARY For older learners, vocabulary items are related to GRAMMAR As learners age and develop cognitively, they
their own lives (habits, chores, likes and dislikes), to are invited to notice certain language features and
Our World helps develop vocabulary through a Our World presents grammar in age-appropriate,
their relationships (as family members, as friends, as think about how they function. The oldest learners
variety of activities that encourage communication. meaning-based ways. Because their analytical skills
members of the community), and to their studies at can keep personal grammar reference notebooks
The target vocabulary items in each unit are are not yet fully developed, younger learners gain
school (science, health, language arts, social studies, in which they have a page for each grammar point,
presented in thematically related, meaningful little from analyzing forms and memorizing rules
sports). Encourage students’ active involvement in with examples of form, meaning, and use. They can
contexts, and then recycled several times in different the way many adults do. They benefi t more by
vocabulary learning through the use of pictures, also record their most frequent errors and write a
activities and across different program components. seeing many repetitions of a target grammar
Flashcards, Posters, arts and crafts, kinesthetic corrected version of each one in their notebooks.
Active vocabulary consists of words necessary to point in different meaningful contexts, and by
games, projects, personal dictionaries, word mobiles,
understand and talk about the unit theme, as well using grammar as unanalyzed “chunks” that help Grammar practice in the Student’s Book is
and word walls.
as high-frequency, high-utility items used in real them communicate. supported by additional activities in the Workbook,
communication relevant to the world of the student. Have students keep vocabulary notebooks in Grammar Workbook, Video animations, and the
The grammar boxes in Student’s Books,
which they write definitions, use words in sentences, Classroom Presentation Tool.
For younger learners, many items are related to Workbooks, and Grammar Workbooks show target
develop word maps, note collocations, and build
the same concepts they are exploring in their first points in meaningful sentences that students can use
word groups (photo, photograph, photographer,
language, such as colors, shapes, and numbers. as models for language production.
photographic, photographically).
GRAMMAR 2 GAME TIME!
But as a contrast 1 Go through the maze.

Write.
My sister takes a taxi to the mall, but my brother rides his bike.
1. I ride a bike
to the scooter .
1 2. I ride the
Read and write. Read the sentences and rewrite using but.
to the .
1. My sister walks to school. My brother rides his bike to school.
My sister walks to school, but my brother rides his bike to school. 3. I take the
to the .
2. I don’t like to pedal uphill. I like to coast downhill.
GRAMMAR 1 2 Listen and check. TR: 3.5
4. I ride the
too
3. She walks to the movie theater. She takes a bus to for
the agreeing
mall. TR: 3.4 to my .
I ride my scooter to school. I do, too. Name
I take the bus to school. 2 I take
I don’t. Write. Use words
the subway. from the box. Scooter Bus Walk Bike
4. He eats snacks after school. He always eats hisMy
dinner.
brother rides his bike to school. My brother does, too.
My sister rides her skateboard to school. My sister doesn’t. She walks. Miguel
but coasts downhill does doesn’t pedals uphill scooter taxi
5. A penguin can swim. It can’t fly.
1 Read. Write a sentence with do, don’t, does, or doesn’t. Carlos
6. The girl is smiling. The boy is frowning.

1. I take the bus to school.
Fernanda
7. My mother likes bread. My father likes meat. I don’t. I ride my bike.

3
GRAMMAR WORKBOOK
2. My sister rides her bike every day. Rosario
2 1. Sofia rides her to school. Carlos , too.

Read, listen, and talk. Go to the back of the book. Work with a
Tomas
partner. Take turns. 2. She takes a to the ferry, he rides a motorcycle.
88 3. I ride my scooter after school.
LEVEL 3
3. Sara . Roberto . He .
Graciela
SECOND EDITION
3 Listen and read. Can you say these fast? TR: 3.4
4. My cousins go on vacation by airplane every summer.
Learn your world. 3
1. A motorcycle moves Mary to the mall on Monday. Look. Write sentences about Marco’s survey.
SECOND EDITION
Achieve more with Our World, Second Edition, a best-selling seven-level series for young
2. Take a taxi to the tall tower tomorrow.
learners of English.
5. I take my dog to the park every day. Experience more of the real world with content that motivates learners to use English,
Tomas walks to school.
3. Six scooters scoot to the subway.
including surprising photography, meaningful stories and readings, immersive video, and
34 Unit 3 incredible National Geographic Explorers. She takes the bus.
Fernanda doesn’t. 35
Learn more about the world through cross-curricular topics that challenge learners and
deepen their understanding of the world in English.
I ride my bike.
Help learners achieve more through collaborative projects, extensive critical thinking and
OW2e_WB_3_32381_028-039_U03_CPP.indd 34 13/02/2019 18:21 visual literacy work, and activities
OW2e_WB_3_32381_028-039_U03_CPP.indd 35 that inspire meaningful thinking and sharing. 11/04/2019 18:04
Our World truly brings the world into the classroom and improves learning outcomes,
motivating learners to use English to show the world what they can do—and achieve more. friends. Work with a partner.
Inside every Our World Grammar Workbook:
• Expanded charts with new examples, student-friendly explanations, and two pages of How do you get to school?
practice for every grammar topic in the Our World Student’s Book
• Three Review sections, each with two pages of comprehensive and integrated practice for
six grammar topics
LEVEL 3 92
©2020 Cengage Learning, Inc. • A Cumulative Review, with four pages of additional practice integrating the grammar,
themes,
Yankou, and vocabulary from all nine units
China
48 Unit 3 49
CEFR correlation
Pre–A1 A1 A2 B1
• • • • •• • • •• • • • •• •
Bringing the world to the classroom

and the classroom to life
GRAMMAR WORKBOOK
• •• • • • •• • • • • • •• • ••• • •
A PART OF C ENGAGE
LEVEL 3 96 OW2e_GWB_L3_36891_covers.indd 1-2 31/05/2019 12:26
36 37
ASSESSMENT GENERIC PACING GUIDE
Because of young learners’ age, level of maturity, • Tests should motivate learners and build learner
limited range of experience, and cognitive, linguistic, confidence. Teachers work hard to include a variety 2–3 hours per week 3–4 hours per week 4–6 hours per week
and literacy development, they need appropriately of motivating and fun activities in their lessons,
designed assessment tasks, whether traditional or and they are conscientious about providing praise Unit Opener
Unit Opener Unit Opener
performance based. and constructive feedback to their students in Vocabulary 1: Warm Up; Present;
class. Students should have the same opportunities Practice; Wrap Up Vocabulary 1: Warm Up; Present;
• Tests should mirror learning. The material Practice; Wrap Up
actually taught in class is what is assessed. Tests for fun engagement and motivating feedback in
Week 1
Week 1
Week 1
Vocabulary 1: Warm Up; Present; Song (optional)
their assessments. Practice; Wrap Up
should reflect the objectives of the curriculum Song (optional)
and provide students with the opportunity to Vocabulary 1 (continued): Recap;
• Tests should take place over time in order to Vocabulary 1 (continued): Recap;
Apply; Extend; Wrap Up
demonstrate what they know and what they can
collect evidence of growth. Assessment should Apply; Wrap Up
do with the language in tasks and formats that are Song (optional) Vocabulary 1 (continued): Recap;
not be approached as an occasional but necessary Apply; Extend; Wrap Up
similar to the ones they have experienced in class. Review
evil. Indeed, the more frequently students are
• Tests should contribute to learning on the assessed through a variety of ways, the less test
Song
teacher’s part as well as on the student’s anxiety they may have and the more practiced and Grammar 1: Warm Up; Present; Grammar 1: Warm Up; Present;
Grammar 1: Warm Up; Present; Practice; Wrap Up Practice; Wrap Up
part. Test results should provide teachers with confident they may feel during assessments. The Song (optional)
Practice; Apply; Wrap Up
information on which to base subsequent Our World series ensures that students engage in Song (optional) Grammar 1 (continued): Recap;
instruction, especially modifications that are needed a wide variety of communicative activities in each Apply; Extend; Wrap Up
Week 2
Week 2
Week 2
Song (optional)
for some or all students. Results should provide thematic unit, and many of these themes and Grammar 1 (continued): Recap;
Apply; Extend; Wrap Up
information to learners on their current strengths activity types are correspondingly reflected in the Vocabulary 2: Warm Up; Present;
and weaknesses and progress in learning English. assessment process. Practice; Apply; Extend; Wrap Up
Vocabulary 2: Warm Up; Present;
Our World provides many opportunities for both Practice; Apply; Wrap Up
• Tests should include a variety of techniques that Vocabulary 2: Warm Up; Present;
formal and informal assessment of different types. Practice; Apply; Extend; Wrap Up Review
correspond to learners’ different intelligences
The typical paper-and-pencil test with formats such
and learning styles. That is to say, tests should
as multiple-choice, true/false, matching, and fill-in-
provide opportunities for learners who are not Grammar 2: Warm Up; Present;
the-blank is one example of formal assessment. In Grammar 2: Warm Up; Present; Practice; Apply; Extend; Wrap Up
primarily linguistically, logical-mathematically, or Practice; Apply; Extend; Wrap Up
many language curricula around the world, these Grammar 2: Warm Up; Present;
spatially inclined but rather demonstrate other Practice; Apply; Wrap Up
task types remain popular.
types of intelligences or learning styles. Review
Week 3
Week 3
Week 3
The Our World ExamView© Assessment Suite Reading: Warm Up; Present;
• Tests should be contextualized and reflect
includes test banks that allow teachers to generate Practice; Wrap Up
relevant tasks and language for young learners. Reading: Warm Up; Present;
and customize various kinds of written tests, including Practice; Wrap Up
Assessment items are more authentic when they
Placement Tests, nine Unit Quizzes, three Mastery Reading: Warm Up; Present; Practice;
reflect a previously taught theme or body of Apply; Wrap Up
Tests, and a Final Test. Reading (continued): Recap; Apply;
content, and when the language tested is that used Extend; Wrap Up Reading (continued): Recap; Apply;
Extend; Wrap Up
by young learners in class and in their real lives. Accurate assessment reflects not only what
students can recognize and produce on a written
• Tests should allow all learners to experience test, but also what they can realistically do as they Writing: Warm Up; Present; Read
Writing: Warm Up; Present; Read the Model; Plan; Write
success. Assessment should provide both actually use the language in daily contexts. Our Writing: Warm Up; Present; Read the the Model; Plan; Write
Model; Plan; Write
lower-than-average and advanced learners World therefore provides a wealth of opportunities Mission
Writing (continued): Edit; Share
opportunities to demonstrate their knowledge. for informal assessment. These include Extension and Mission
Week 4
Week 4
Week 4
Just as teachers support mixed-ability learners in Expansion activities listed in each unit of the Lesson Writing (continued): Edit; Share
class with differentiated instruction, so too should Mission
Planner, multiple opportunities for pair and group Review
they provide opportunities for mixed-ability learners Assessment
work, Review and Project pages in the Student’s Project: Prepare; Share Project Preparation
on assessments. Book, Workbook activities, Online Practice, and the Assessment Project: Prepare; Share
Song (optional) Assessment
Classroom Presentation Tool. Project: Prepare; Share
Song (optional) Song (optional)
38 39
Unit 0 SEASONS AND MONTHS
UNIT 0 BE THE EXPERT
Classroom Language
Seasons and Months
Welcome to Our Class. 1 Look, listen, and say. TR: 0.3 Our World in Context
The Northern Hemisphere is the part of the world
Resources TR: 0.2–0.5; Flashcards 1–4; 1 Look, listen, and say. TR: 0.2 north of the equator; the Southern Hemisphere
Workbook p. 1, TR: 0.2–0.3 is the area south of the equator. As Earth orbits
How do you spell scissors?
How do you say the sun, one hemisphere tilts, or leans, toward
borrador in English? It’s an eraser. the sun. The other leans away from it. The
hemisphere that tilts toward the Sun is warmer
s-c-i-s-s-o-r-s during that time. For example, in the month of
spring summer fall winter July, the Northern Hemisphere tilts toward the
sun, so it’s summer in that hemisphere and winter
Could you repeat
2 Look and listen. Point and say. TR: 0.4 in the Southern Hemisphere.
that, please?
Sure, s-c-i-s-s-o-r-s.
3 Look, listen, and say. TR: 0.5
January February March April
What’s the difference between

I don’t understand. Can next to and in front of? May June July August
you help me, please?
The teacher is in front of the class.
My desk is next to your desk.
Yes, sure.
September October November December
It’s December. It’s December,

It’s cold here. but it’s hot here.
4 Unit 0 5
Classroom Language
• 1 Have students open their books to p. 4. • Repeat this process with the next three dialogues on the page. • 2 Play TR: 0.4. Say Listen. Point to the photo. Pause the audio • Expand Point to a month. Ask What’s
Say Welcome to our class. Gesture to the Call on different students. after each season is named. Have students point in their books. the weather like? What season is it? For
classroom. Have students repeat. Say We Then have students repeat the name of the season. example, point to December. Ask What’s
work in class. We work in groups. We work the weather like? What season is it?
with partners. We help other students in
Seasons and Months • Say Now I’ll describe a season. You say what season it is. Let’s Students may respond: It’s (snowy).
the class. • Say Now look at page 5. Let’s talk about seasons and months. begin. It’s cold. It’s snowy. The trees have no leaves. What It’s (winter).
Have students repeat the words seasons and months. Show season is it? (winter) Say The trees have flowers. What season
• Point to the first dialogue at the top left Flashcard 1 (spring). Say It’s spring. There are flowers on the is it? (spring) Say It’s hot. It’s sunny. The trees are green. What • Ask When’s your birthday? What month?
corner of the page. Say We say words in trees. It’s sunny and cool. Show Flashcard 2 (summer). Say season is it? (summer) Say The trees are different colors. I see List the months aloud and have students
English. Point to the second dialogue. Say It’s summer. The trees are green. It’s hot! It’s sunny. Show orange, red, and brown. What season is it? (fall) raise their hands when their birthday
We spell words in English. We write letters. Flashcard 3 (fall). Say It’s fall. The trees are orange, brown, months are named. Say Raise your hand
Point to the third. Say We read and learn. • 3 Direct students’ attention to the calendar on p. 5. Say Let’s when I say your birthday month. Then
and red. It’s cool. It’s windy. Show Flashcard 4 (winter). Say It’s talk about months. Say Repeat each month after you hear it.
We don’t always understand everything winter. The trees have no leaves. It’s cold and snowy. have students stand in line in order of
right away. Point to the fourth dialogue. Play TR: 0.5. Pause the audio for students to repeat each month. birthday months: students with birthdays
Say We help others. • 1 Play TR: 0.3. Have students repeat the word for each in January line up first, etc.
season when they hear it.
• Play TR: 0.2. Pause the audio after the
first two sentences. Call on two students
to role-play the dialogue. One reads the
question, and the other reads the answer.
Have the class repeat each sentence.
40 Unit 0 Unit 0 41
NUMBERS 3 Look, listen, and say. TR: 0.8
UNIT 0 BE THE EXPERT
Numbers 20 to 1 Billion 1 Look, listen, and say. TR: 0.6
Teaching Tip
Ordinal Numbers and Math Language 20 21 22 23 24 1st first When you introduce an activity, read or have a
twenty twenty-one twenty-two twenty-three twenty-four student read aloud the instructions. Then call
Academic Language equation, order
on another student to repeat the instructions.
Resources TR: 0.6–0.8; Flashcard 5; 25 26 27 28 29 2nd second
If the activity is complicated, you might call on
Graphic Organizer: Two-column chart; twenty-five twenty-six twenty-seven twenty-eight twenty-nine several students to explain each one of the steps.
Workbook p. 2 3rd third This will help students pay attention so they can
30 40 50 60 70 understand what they’re supposed to do before
thirty forty fifty sixty seventy
they begin an activity.
4th fourth
80 90 100 101 102

5th fifth
eighty ninety one hundred one hundred one hundred
and one and two
200
two hundred
6th sixth 10th tenth 14th fourteenth 18th eighteenth

1,000 1,000,000 1,000,000,000
one thousand one million one billion 7th seventh 11th eleventh 15th fifteenth 19th nineteenth
8th eighth 12th twelfth 16th sixteenth 20th twentieth

+ — =
plus minus equals 9th ninth 13th thirteenth 17th seventeenth 21st twenty-first
2 Work with a partner. Listen. Do the math Twenty plus

together. Listen to check your answers. TR: 0.7 five equals . . . 4 Ask and answer. Work with a partner.
24 + 2 = 80 + 9 = 300 – 50 = September 15th.
100 + 10 = 35 + 5 = 1,000 + 1,000 = When’s your birthday?
60 + 20 = 40 – 30 = 99 – 9 =
Twenty-five!
6 Unit 0 7
Numbers 20 to 1 Billion Ordinal Numbers and Math Language

• 1 Say Open your books to page 6. Let’s • Write on the board: 23 – 3 = 20. Say minus. Circle the minus • 3 Draw students’ attention to p. 7. Play TR: 0.8. Pause the • Distribute two-column graphic organizers.
count. Play TR: 0.6. Pause the audio after sign on the board. Call on a student to circle the equal sign. audio after fifth. Point to each runner in the image as you say Have students walk around the room,
each row of numbers. Ask one student to Then read aloud Twenty-three minus three equals twenty. Have aloud the number. Say first, second, third, fourth, fifth. Have asking one another When’s your birthday?
repeat the numbers of that row, in order. students repeat. Then point to the minus, equal, and plus signs students point in their books and repeat. Continue to play Students should write notes in their charts.
Have the class repeat. on the board at random. Have students name the symbols as the audio. Pause after every four numbers and have students Have them write classmates’ names in
you point. repeat them aloud. the first column and their birthdays in the
• After the audio plays, write on the board: second. After a few minutes, have students
20 + 1 = 21. Show Flashcard 5. Say the • 2 Pair students. Play TR: 0.7. Pause after each equation to • Expand Call out a number such as seventeen. Ask students to share information about their classmates’
words plus, minus, equals. Circle the plus give students time to solve it and write the answer. When change the number to tell about order. (seventeenth) Repeat birthdays from their charts.
sign on the board and say plus. Have students have solved each equation, play the second half of with more numbers.
students repeat. Circle the equal sign and the audio. Have students check their answers. Pause after each
say equals. Have students repeat. Point to fully solved equation and ask a student to repeat it aloud. • 4 Say My birthday’s in (September). Ask a student What
the complete equation on the board. Say Have the class repeat. month is your birthday? Repeat the question to other students.
Twenty plus one equals twenty-one. Have Then point to the dialogue at the bottom of p. 7. Role-play
students repeat. • Modify If students have trouble solving the equations, the conversation with a student. Have the student read
supply the answer to each equation aloud. Have students the question. Respond September fifteenth. My birthday’s
listen to the answer and write the number. For example, for the September fifteenth. Then ask a different student When’s your
first equation, say The answer is twenty-six. Students should birthday? Tell me the month and the day. Correct any mistakes.
write 26. For example, if a student responds September fifteen, guide
him to say fifteenth.
42 Unit 0 Unit 0 43
PRONOUNS
UNIT 0 3 Look, listen and say. TR: 0.10 BE THE EXPERT
Possessive Pronouns 1 Look, listen, and say. TR: 0.9 Teaching Tip
Object Pronouns Give students opportunities to practice sounding
Resources TR: 0.9–0.10; Flashcards 6–7; out words and predicting correct pronunciation.
Workbook p. 3 Before you play an audio track or model a word
aloud, have students try to read the word aloud
themselves. Call on different students. Then model
me you him her pronouncing the word and have the class repeat.
The kite is mine. The coat is yours. The ball is his. The bat is hers.
it us you them
The grapes are ours. The pencils are yours. The game is theirs.
4 Read and write.
2 Look around your classroom. Ask and answer. 1. John! Jenny! I have some lunch for you .
2. Hey, Dad. Can I help you ?

Whose pencil is this?
3. Thanks, Jenny. Where’s your brother? I can’t see him .
It’s mine. Thank you!
4. Mom is over there. Maybe he’s with her .
5. Go get him/her/them . It’s time to eat!
6. I love chicken sandwiches! Give me that big one!
7. Let’s play soccer. Do you want to come with us ?
8. OK, where’s the ball? Oh, I see it ! Workbook and Online Practice
8 Unit 0 9 Unit 0
Possessive Pronouns
• Build background Say Let’s talk about • Expand Have students turn to p. 8. Point to the kite in the first • Write this sentence frame on the board: Whose is • Place students in pairs to complete the
things people have. Hold up a pencil. Say picture. Ask and answer Whose kite is that? The kite is mine. this? It’s . Put students in pairs. Have them use the activity. First, have students identify the
I have a pencil. Point to yourself. Say The Point to the picture of the coat. Ask a student Whose coat is sentence frame to ask and answer questions about objects in person or persons or thing being talked
pencil is mine. Ask a student to hold up her that? (The coat is yours.) Write on the board: Whose the classroom. to or about in each sentence. Then, have
pencil. Model and say You have a pencil. is that? In pairs, have students ask and answer questions about them point to the picture on the page with
Hold up your pencil. Point to the student the pictures in Activity 1. the right word. Have them use the picture
and the pencil. Say The pencil is yours. Ask
Object Pronouns to complete the sentence. For item 5, point
a few students to hold up their pencils. Say • 2 Point to a notebook on a student’s desk. Ask Whose • 3 Direct students’ attention to Activity 3 on p. 9. Play out that the speaker is talking about the
You all have pencils. Hold up your pencils. notebook is this? (It’s his/hers.) Point to your own desk or other TR: 0.10. Point to each picture at the top of the page. Say the brother, although the object pronouns
Gesture to the students. Say The pencils object. Ask Whose (desk) is this? (It’s yours.) Have students look word below it. Have the class repeat. For him and them, hold her and them could also be correct. When
are yours. Gesture to the whole classroom. at the dialogue at the bottom of p. 8. Role-play the dialogue up Flashcards 6 and 7. Call on a student to point to one other groups are finished, ask different students
Say We work in this classroom. Gesture to with a student. Hold up your own pencil as you ask. Have student in the class for him. Call on another student to point to to read a sentence aloud.
indicate yourself and the students. Say The students repeat the question and answer. several students to show them.
classroom is ours.
• 4 Read item 1 aloud. Say John and Jenny. How many people?
• 1 Play TR: 0.9. Pause after each sentence. (two people) Say I’m talking to two people. Point to the picture
Read the sentence again, and have in the second row that shows this. Then ask Do we write you or
students repeat. them? (you) Then say John! Jenny! I have some lunch for you.
Have students write the word you on the line.
44 Unit 0 Unit 0 45
Unit 1 BE THE EXPERT
In This Unit
Theme This unit is about helping others.
Content Objective A Helping About the Photo
A keeper feeds orphaned southern white rhinos
at the Lewa Wildlife Conservancy in Northern
Hand
Students will Kenya. At 3,000 to 8,000 pounds, white rhinos
• identify and describe how and when they care are the world’s second-largest land animals, after
for others. elephants. By the late 1800s, the southern white
Language Objectives rhino was on the verge of extinction—numbers
were estimated to be as low as 50 to 200. Today,
Students will
thanks to decades of work by conservationists
• talk about caring for others. and researchers, their numbers are above 20,000,
• describe daily routines. In this unit, I will . . . and the southern white is considered the most
• talk about caring for others.
• talk about how many times people do things. • describe daily routines. abundant rhino in the world.
• talk about how many times people do things.
Vocabulary Teaching Tip
Vocabulary 1 carry, feed my pet, give my pet a Look and check. When you ask students a question, allow them
bath, a goldfish, a hamster, help, hold hands, These are baby They are enough time to form an answer. Students are
hug, pick up, protect, take care of my pet, teach
zebras. ✔ drinking milk. thinking in a new language, so they may remain
Vocabulary 2 come home, do my homework, silent after a question is asked. Silence doesn’t
have a snack, make my bed, take a shower ✔ rhinos. eating fruit. always mean students don’t know the answer.
Grammar tigers. drinking juice. They may just need extra time to form an answer
Grammar 1 before and after before speaking.
Grammar 2 Adverbs of frequency Related Vocabulary
Reading Caring for Baby Elephants bottle
Writing Write about taking care of others.
Value Take care of others.
Project Make a collage.
Baby rhinos at the Lewa

Wildlife Conservancy Kenya
10 11
UNIT OPENER Introduce

Objectives
• Build background Say The name of this unit is “A Helping • Point to the photo on pp. 10–11. Ask questions such as the
Students will
Hand.” Hold out your hands and say These are my hands. Say following to encourage discussion of the photo:
• analyze a photo for information.
Show me your hands. Have students hold out their hands. Say What do you see in the photo? (people’s hands, rhinos,
• describe people, animals, and actions in the We can use our hands to help.
photo. bottles)
• Point to the photo and say Here are two men and two rhinos. What are the people holding in their hands? (bottles)
Resources Video: Sc. 1—Introduction; Home-
School Connection Letter; Unit Opener Poster; They are using their hands to help. They are feeding the rhinos. What are the people giving to the rhinos? (milk)
Classroom Presentation Tool; World Map They are giving them milk. They are helping the rhinos. • Guide students through the activity on p. 10. Read each
Poster statement and option aloud. For each option, have students
• Preteach Say There are many ways we can use our hands say Yes or No. Discuss each statement. Then confirm the correct
to help. Pick up a piece of waste paper and put it in a answers.
wastebasket. Say I can use my hands to pick up trash. Pick up
Pacing Guides L3U1 a book and ask What else can I pick up? Say I can carry things
2–3 Hours 3–4 Hours 4–6 Hours with my hands. I can put things away. Carry a book or object
across the room and put it away. Ask What can you carry?
What can you put away?
46 Unit 1 Unit Opener 47

VOCABULARY 1
VOCABULARY 1 help hold hands pick up BE THE EXPERT
Objectives 1 Listen and read. TR: 1.1 Vocabulary Strategy
Students will
Context Clues To help students learn new words,
• identify and use verbs related to caring for 2 Listen and say. TR: 1.2 have them focus on context clues. Explain that
others. We all need help from other people. context clues can be pictures or words. Have
• describe who and what they care for. We care for each other in many different students focus on pictures and the other words in
ways. We care for animals, too. a sentence to understand the meaning of a new
Vocabulary carry, help, hug, teach, hold hands,
word. For example, point to the picture at the left
feed my pet, a goldfish, take care of my pet, a
give my that shows a girl feeding her fish. Explain that the
hamster, pick up, give my pet a bath, protect pet a bath picture is a clue to the meaning of feed my pet.
Resources TR: 1.1–1.2; Minimal Pair Card 52;
Video Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary carry hug feed my pet Sounds of English
1b; Graphic Organizer: Three-column chart; Comparing Sounds: /-/ and /h/
Activity Worksheet 1.1; Workbook pp. 4–5, TR:
a goldfish The /h/ sound is uncommon or nonexistent in
1.1; Online Practice
some languages, so students may have trouble
Materials colored pencils; note cards adding the /h/ sound to familiar English words
protect such as all à hall, at à hat, eat à heat, and
ear à hear.
Use Minimal Pair Card 52 (air, hair) to give
students practice adding the /h/ sound to the
beginning of a familiar English word. Students will
be able to feel the air used to make the /h/ sound
in their throat.
teach take care of my pet
Example words: hug, help, hamster
3 Ask and answer. Related Vocabulary
bike, fishbowl, lion
What do you
like to do?
I like to take care

a hamster of my goldfish.
12 Unit 1 13
Warm Up Present Practice

• Activate prior knowledge Say Today • Say Open your books to pages 12 and 13. Look at the ways to • 1 Say We’re going to read and listen to information about
I like to hug .
we’re going to talk about caring for others. take care of people and animals. As you point to each photo, caring for others. Read the words on pages 12 and 13 as you
I like to help .
Draw a word web with help in the center. say the vocabulary word or words and have students repeat listen. Play TR: 1.1. I like to pick up .
Ask Who are some people who help? after you. Say These photos show things we can do. They show I like to teach .
(teachers, doctors, police, family) Model how we care for others. Point to hug and say This girl hugs • Review the words and phrases on pp. 12 and 13. For each word
I like to feed .
one answer, for example, doctors. Say her grandmother. She cares for her grandmother. or phrase, develop a hand gesture or motion to perform along
Doctors are people who help. with the word as you say it. For example, say hug and wrap
• Say We care for people, and people care for us. Point to the your arms in front of you. Say pick up and reach down and Use these sentence frames to assess
help photo. Say People care for you, and help you. Who helps pretend to pick up an object. For hold hands, put your hands students’ understanding of the vocabulary.
doctors you? Repeat with questions using carry, teach, hold hands together in front of you. For carry, pretend to hold a baby in For extra support, provide a word bank
(with), pick (you) up, and protect. Accept short answers. (My your arms. For teach, pretend to write something on the board with terms such as mom, dad, brother,
mother. My teacher.) and point to it. Practice these with students. sister, dog for students to choose from to
complete the sentences.
help • Point to the photos of feed my pet, give my pet a bath, and • 2 Say Now we’re going to hear words and listen to sentences
take care of my pet on p. 13. Say each phrase aloud, and have with those words. Repeat each word and sentence after you
students repeat. Say We take care of our pets. We feed our hear it. Play TR: 1.2. Have students repeat each word and
pets. We give our pets baths. Ask Do you have a pet? What sentence.
pets do you have? How do you help your pets?
• Say I like to hug my sister. Using the vocabulary on pp. 12 and
13, create sentence frames such as the ones listed at right. Have
• Record students’ answers in the remaining students work in groups to write sentences and say them aloud.
outer circles. Next, point to each circle and
ask How does this person help?
48 Unit 1 Vocabulary 1 49
VOCABULARY 1
help hold hands pick up Extend BE THE EXPERT
• Draw a three-column chart. Say We learned that holding hands Vocabulary Strategy
is one way to care for others. Ask Who can use hold hands in As students continue to learn vocabulary, have
a sentence? Write hold hands in the first column. Call on them record new language on note cards.
We all need help from other people.
We care for each other in many different students to respond and write sample sentences in the center These cards can be used as flashcards anytime
ways. We care for animals, too. column. In the third column, draw a picture to illustrate one of during a unit for review activities, games, and
comprehension tests. Have students store
the sample sentences.
give my vocabulary flashcards in a notebook pocket, a
pet a bath plastic bag, or an envelope.
carry hug feed my pet hold hands ● I hold hands
with my
brother.
a goldfish
● The girl holds
hands with
protect
her father.
• Assign each student a vocabulary item and have students

create their own charts. If time permits, have students share
teach take care of my pet their charts with a group or partner.
3 Ask and answer.
Work with a partner. Wrap Up
• Write four problems on different slips of paper, such as
What do you Something fell on the floor; My cat is hungry; Your bed is
like to do?
messy; The dog is dirty. Have students form groups of four.
I like to take care
a hamster of my goldfish. Give each group one of the slips of paper. Say Read the
12 Unit 1 13 sentence. Talk about how you can help. Give students three
minutes for discussion. Then have students write a sentence
to tell how they can help. Have each group read aloud their
problem and solution. Ask What is the problem? What can
Wrap Up Recap you do?
• Provide students with paper and colored • Ask How can we care for others? (feed, protect, teach) Say Let’s
pencils. Say Think about how people care practice. I’ll say how we can care for others. Then you act out
for others. Draw a picture to show caring the word. Ready? Say a vocabulary word aloud to the class and Review
for others. Have students draw pictures have students respond with a physical motion demonstrated • For additional practice, direct students to Activity Worksheet 1.1.
that show how someone cares for them, earlier in the lesson.
or how they care for another person, or for
a pet.
Apply
• When students have finished, ask them to • Give students several minutes to brainstorm about people and
share their drawings with the class. Have animals they like to care for. Ask What people and animals do
students explain their drawings. Encourage you like to care for? List students’ responses on the board.
them to use vocabulary words.
• 3 Direct students’ attention to the model dialogue on p. 13.
Say Let’s talk about how we like to care for others. Model Workbook and Online Practice
the dialogue with a student. Pair students and ask them to Vocabulary 1
alternate asking and answering the questions.
✔ Formative Assessment
Can students
• identify and use verbs related to caring for
others?
Write a verb on the board and ask students to
act it out.
• describe who they like to care for?
Point to a photo, such as teach, and ask Who do
you teach? How do you teach them?
SONG
SONG BE THE EXPERT
Vocabulary in the song 1 Listen. Read and sing. TR: 1.3 Our World in Context
Girl with goat, Bangladesh
Vocabulary 1 take care of my pet, pick up, hug,
feed my (pet), protect, bathe (give my pet a
bath), hold hands, teach, carry
Taking Care Dogs are one of the two most common pets in
the world. Cats are the other. There are over
400 breeds of dogs kept as pets. Humans who
CHORUS
Grammar in the song lived 12,000 years ago owned dogs as pets!
I love taking care of my pets. Ancient drawings of dogs have been found on
Grammar 1 before and after I love taking care of my family.
2 Sing again and hold Spanish cave walls, Egyptian tombs and buildings,
Resources TR: 1.3; Video Sc. 7—Song; Workbook I love taking care of them all.
and traditional Chinese pottery.
p. 6, TR: 1.2; Online Practice I’m happy that there are so many! up pictures.
Materials markers; colored pencils; scissors I love taking care of my pets. Teaching Tip
I love to pick them up, and hug them, too.
But before I get to play with my pets, Classroom Management Singing songs can
I have some work to do. be a great way to boost class energy or offer a
I have to comb my cat, feed my dog, change of pace. When your students show signs
protect my bird, and pick up my frog. of fatigue during a lesson, do a song activity as a
I have to wash my goat, brush my horse, way to refresh their energy.
And I can’t forget to bathe my snake, of course.
CHORUS
I love taking care of my family.

I love to hug them, too.
But before I get to play with my family,
I have some work to do.
I have to read to my sister,
take care of my brothers,
and hold hands with my grandmother.
I have to teach my brothers their 1, 2, 3’s
and carry my family’s new baby.
I love taking care of my pets.
I love taking care of my family.
After all my work is done,
I get to have some fun with my…
cat and dog, bird and frog,
goat and horse, and my snake, of course!
My sisters and my brothers, my grandmother,
and even my family’s new baby!
Workbook and Online Practice
14 Unit 1 15 Song
Use the Song Use It Again

• Say Open your books to pages 12 and 13. • Ask What animals are in the song? What people are in the • Vocabulary 1 Play the song (TR: 1.3) again. After students • Play the song (TR: 1.3) again. Have
We’ve talked about how to care for others. song? List students’ answers in a two-column chart: listen once, point to the word for each animal and person listed students retell two or three things the girl
What are some more ways we care for in the chart. Ask How does the girl care for her cat? (She combs does before she plays with her pets and
others? Introduce and act out new “care her cat.) How does the girl care for her sister? (She reads to her before she plays with her family. Record
Animals People
for” vocabulary in the song, for example, sister.) Repeat with the remaining animals and people. responses in the chart. Ask questions
comb, wash, brush, read. cat sister such as When does she take care of her
• Pair students. Assign pairs an animal or person from the song. brothers?
• Say Now, look at page 15. Ask What dog brothers Say Draw a picture to show how the girl in the song takes care
animal do you see? Does the animal look of your animal or person. For example, students may draw a • 2 End of lesson If students completed
bird grandmother snake getting a bath. the drawing activity, have them display
happy or sad? Point to the goat. Ask Is
the goat a pet? Say Raise your hand if frog baby their drawings. Play the song again
you have a pet. Ask What sort of pet do • Grammar 1 Display the following two-column chart. (TR: 1.3) and have students sing along
you have? goat aloud. Say When you sing the name
Before she plays Before she plays of your person or animal, hold up your
• 1 Say We’re going to listen to a song horse
with pets with family drawing.
about caring for animals and people. snake
Listen to names for animals and people in
the song. Play TR: 1.3. Have students point
to the goat as they hear it named in the
song. Ask How does the girl in the song
care for the goat? (She washes it.)
52 Unit 1 Song 53
GRAMMAR 1 2 Write. What do you do before and after school?
GRAMMAR 1 BE THE EXPERT
Objectives before and after TR: 1.4
What does she do before breakfast? She gets dressed before breakfast.
Before school After school Our World in Context
Students will
What does he do after school? He feeds his bird after school. In Japan, many students continue to study in juku
• use time phrases with before and after. after school. Juku are private tutoring centers.
• identify the difference between before and Students can go after school to receive extra help
1 Look at the pictures. Complete the sentences.
after. with class subjects and exams. Some juku are in
• describe daily routines. tutors’ homes. Juku may offer art, music, and
BEFORE SCHOOL martial arts classes.
Grammar before and after
Resources TR: 1.4; Video Sc. 5—Grammar 1; Grammar in Depth
Workbook pp. 7–8, TR: 1.3; Grammar Workbook We use phrases with the words before and after
pp. 2–3; Online Practice to show the order of two events:
Materials four index cards She feeds her fish before school. (1st event =
feeding fish; 2nd event = going to school)
I brush my teeth after breakfast. (1st event =
AFTER SCHOOL eating breakfast; 2nd event = brushing teeth)
Note that before and after can be placed at the
beginning of the sentence too: Before school, she
feeds her fish.
When before or after come at the beginning
3 Ask and answer. Work with a partner. of the sentence, we separate the phrase with a
comma: After breakfast, I brush my teeth.
bedtime breakfast dinner lunch school
1. He plays with his cat before / after school. Related Vocabulary
2. He brushes his teeth before / after school. What do you do basketball, toothbrush
after breakfast? I brush my teeth.
3. He helps his mom before / after school.
4. He feeds his dog before / after school.
5. He gets dressed before / after school.
6. He plays basketball before / after school.
16 Unit 1 17
Warm Up Present
• Activate prior knowledge Say Think • Write the following in two columns on the board: • Point to the Grammar box on p. 16. Say the sentences, or play • Write these sentence frames on the board:
about your morning. What did you TR: 1.4, acting out the activities as you say or hear them.
do at home this morning? Did you eat For example, model putting on a shirt to show getting dressed, Evan before 8:00.
Amanda helps her sister
breakfast? Did you take a shower? Did or putting birdseed inside a cage to model feeding a pet bird. Evan after 3:00.
you talk to your family? After students Amanda hugs her mom and dad before school Have students repeat your actions.
answer, say You did these things this • Have partners ask and answer questions
morning before school. Amanda feeds her dog after school • Contextualize Draw four clocks with hands at 7:00, 8:00, about what Evan does before school and
3:00, and 4:00. Say Evan goes to school at 8:00 in the morning. after school. For example, What does Evan
• Set the stage Describe a routine. Say Amanda gives her dog a bath He feeds his dog at 7:00 in the morning. Ask Does Evan feed his do before 8:00 in the morning? He feeds
Amanda cares for others before school. dog before school or after school? (before school) his dog before 8:00 in the morning.
Amanda hugs her mom and dad before
• Ask How does Amanda care for others before school? (hugs Say Evan leaves school at 3:00 in the afternoon. He gives his
school. Amanda feeds her dog before
her mom and dad, feeds her dog) Ask How does Amanda care dog a bath at 4:00 in the afternoon. Does Evan give his dog a
school. Then say Amanda also cares for
for others after school? (gives her dog a bath, helps her sister) bath before school or after school? (after school)
others after school. Amanda gives her dog
a bath after school. She helps her sister • As students respond, draw a line from the phrase in the left- • Write each of the following sentences on individual cards:
after school. hand column to the correct response in the right-hand column. Evan feeds his dog at 7:00 in the morning. Evan goes to
Have students read the completed sentences aloud with you. school at 8:00 in the morning. Evan comes home at 3:00 in the
afternoon. Evan gives his dog a bath at 4:00 in the afternoon.
Select four students and give each a card. Say Place your card
under the correct clock.
54 Unit 1 Grammar 1 55
GRAMMAR 1 2 Write. What do you do before and after school?
Recap BE THE EXPERT
before and after TR: 1.4
What does she do before breakfast? She gets dressed before breakfast.
Before school After school
• Explain that students can use before and after to describe Teaching Tip
What does he do after school? He feeds his bird after school. many situations. Say You can talk about what you do before Grouping When you have students work in
and after breakfast. You can talk about what you do before pairs or groups, walk around the classroom to
1 Look at the pictures. Complete the sentences. and after a soccer game. Write these sentence frames: monitor their progress. As you observe students’
conversations, offer feedback and answer
BEFORE SCHOOL I before . students’ questions.
I after .
• Have students complete the sentences and read them aloud.
Apply
AFTER SCHOOL
• 2 Point to the chart on p. 17. Say Write what you do before
and after school. To help students begin, ask Do you eat
breakfast before school? Do you do homework after school?
3 Ask and answer. Work with a partner. • 3 Model the dialogue on p. 17 with a student. Then pair
bedtime breakfast dinner lunch school students and ask What do you do before lunch? What do you
1. He plays with his cat before / after school. do after lunch? Give students time to think of activities. Say Ask
2. He brushes his teeth before / after school. What do you do your partner about what she does before and after lunch.
after breakfast? I brush my teeth.
3. He helps his mom before / after school.
4. He feeds his dog before / after school. Extend
5. He gets dressed before / after school. • Say Let’s use a Who-How-When chart to write about who we
6. He plays basketball before / after school. care for, how we care for them, and when we care for them.
Draw and label three boxes on the board. Write my little
16 Unit 1 17
brother in the Who box. Write pick up in the How box and
after school in the When box. Have students offer their own
examples and create their own charts.
Practice
• Draw students’ attention to the Grammar assess students’ understanding of the activities. Repeat for Who How When
box on p. 16. Have students act out the After school. Have students complete the activity. my little pick up after
sentences as they read them aloud. brother school
• Write the following sentences on the board. Read each
• On the board, write Before breakfast and sentence and ask Is the sentence true or false? Have students
After breakfast. Below Before breakfast respond. If the sentence is false, ask How can you change this
Put students into groups of three or four. Say Use your chart to
write I get dressed before breakfast. Model sentence to make it true?
tell your group about who you care for, how you care for them,
getting dressed. Ask What do I do before
and when you care for them.
breakfast? I get dressed before breakfast. He feeds his dog after school.
• Have a student stand beside Before He helps his mom after school. Wrap Up
breakfast. Ask What do you do before
breakfast? Have her model an activity, for He plays with his cat before school. • Write the following questions on the board.
example, feeding a pet. Ask the class What
does she do before breakfast? What do you do at in the morning?
Grammar 1
• Record the response. Have other students
Wrap Up What do you do at in the afternoon?
model before-breakfast activities. Record • Have students stand in a circle around you. Point to one ✔ Formative Assessment
responses. Then repeat for after-breakfast student and ask What’s one thing you do before school? After
Arrange students in a circle. Point to one student and ask Can students
activities. the student responds, point to another student and ask What’s
What do you do at 7:00 in the morning? Have the student • identify the difference between before and
one thing you do before school? Continue until all students
• 1 Ask What does the boy do before answer the question. Ask the next student What do you do after?
have answered.
school? Point to the first picture. Ask What at 8:00 in the morning? After that student responds, ask Review Activity 1 and ask Does he brush his teeth
is he doing? (He is brushing his teeth.) • Repeat the circle activity, this time asking What’s one thing you the next student What do you do at 9:00 in the morning? before school or after school?
Point to the other two Before school do after school? Continue around the circle. • describe daily routines?
pictures and ask the same question to Ask What do you do before school? What do
you do after school?
VOCABULARY 2
VOCABULARY 2 • Point to the second photo and ask When do you make your BE THE EXPERT
bed? Provide the following sentence frame: I make my bed
Objective 1 Listen and say. Check T for True and F for False. TR: 1.5
at . Create sentence frames for the remaining Teaching Tip
Students will take a shower make my bed come home
vocabulary items. Try to avoid using a student’s name or saying you
• identify when they do things in daily routines. 7:30 A.M. 8:15 A.M. when correcting speaking errors. When correcting
3:20 P.M.
Vocabulary take a shower, make my bed, come • After students say each vocabulary phrase, say Now you’re a speaking error, instead of saying Jean (or You)
home, have a snack, do my homework going to hear words and sentences with those words. Repeat said “I has a snack at 3:45,” say I heard “I has
each word and sentence. Play TR: 1.5. a snack at 3:45.” Then ask students if they can
Content Vocabulary A.M., P.M. correct the error.
Resources TR: 1.5; Video Sc. 4—Vocabulary 2; • Now say Let’s talk about the girl in the photos. Point to the first
have a snack do my homework
Graphic Organizer: Two-column chart; photo and say She takes a shower at 7:30 in the morning. Point
Activity Worksheet 1.2; Workbook p. 9, TR: 1.4; 3:45 P.M. 5:00 P.M. to the next photo and ask What time does she make her bed?
Online Practice Continue with the remaining pictures. You may wish to provide
Materials paper and colored pencils the following sentence frame: She at .
• 1 Say We’re going to read sentences. Some are true, and

✔
T F
some are not. When a sentence is not true, we say it is false.
1. She makes her bed at eight fifteen.
Read aloud item 1 with students. Point to the second picture
2. She has a snack at four forty-five. T ✔
F
and read aloud the label, make my bed, and the time, 8:15.
3. She does her homework at five o’clock. ✔
T F Ask Does she make her bed at eight fifteen? (yes) Say Yes, the
4. She takes a shower at six thirty. T ✔
F sentence is true. Let’s check T for true. Model putting a check
T ✔
F
mark on the T, then read each sentence aloud with students.
5. She comes home at three twenty-five.
Ask Is this sentence true or false? Have students check T for
true and F for false. If students are having difficulty, rewrite
2 Stick and write times. What time do you take a shower? each sentence with the time written in numerical form, for
Work with a partner. example, 8:15 for eight fifteen.
I take a shower at 7:45.
: : : : :
Apply
• 2 Say Let’s do a sticker activity. Say Look at Activity 2. Model
the dialogue with a student. Hold up the homework sticker. On
the board, write I do my homework at . Ask What
18 Unit 1 time do you do your homework?
• Assign partners and have them complete the activity. Provide

the question frame What time do you ?
Warm Up
• Draw three clocks with hands at 7:30, • Give students an opportunity to use the vocabulary. Ask What • Have students record their answers in a two-column chart
8:15, and 3:20. Point to each clock and ask do I do at 7:30 in the morning? (take a shower) What do I do labeled Activity and Time. For example, write Take a shower
What time is it? Have students say the at 3:20 in the afternoon? (come home) What do I do at 8:15 in under Activity and 7:45 under Time.
time. Under the corresponding clock write the morning? (make my bed)
7:30 A.M., 8:15 A.M., and 3:20 P.M. Point to
• Recycle Have students name ways they can care for others. Extend
each clock and ask Is this before school or Activity Time
after school? Then ask “What time?” questions such as What time do you • Give students colored pencils
help your mom? and paper. Say Look at your take a shower 7:45
charts. Choose an activity. Draw Workbook and Online Practice
Present a picture to show the activity. make my bed Vocabulary 2
Practice Write the time you do that
• Set the stage Point to the clocks on come home
the board, then act out and say I take a • Say Open your books to page 18. Point to each photo, read the activity. ✔ Formative Assessment
shower at 7:30 in the morning. I make my phrase, and have students repeat. Point to and say each time. have a snack
Have students repeat. Can students
bed at 8:15. I come home at 3:20 in the Wrap Up do my homework • identify and use key vocabulary phrases?
afternoon. Say “What time do . . .?” or • Say Imagine you’re the person in the photo. Point to the first • Pair students. Say Talk about Write the following words in two columns. Have
“What time does . . .?” are questions we photo and say I take a shower at 7:30 A.M. your partner. When does she students draw lines to complete the phrases:
ask to find out about time. We ask them
come home? When does she have a snack? When does she do do a shower
to learn when someone does something.
What time do I come home? I come home her homework? take my homework
at 3:20. come a snack
Review make home
• For additional practice, direct students to Activity Worksheet 1.2. have my bed
GRAMMAR 2
GRAMMAR 2 Practice BE THE EXPERT
Adverbs of frequency TR: 1.6
Objective • Point to the chart in Activity 1. Say Take a shower at 8:15. Play Grammar in Depth
I never eat lunch at 12:30. I sometimes eat lunch at 12:30.
Students will soccer at 6:30. Help at home at 6:30. Go to bed at 8:45. Have
I usually eat lunch at 12:30. I always eat lunch at 12:30. Adverbs of frequency describe how often we do
• explain how often they do certain activities students repeat each phrase after you say it. something. They typically come before the main
using never, sometimes, usually, or always. verb in a sentence (with verbs other than be): I
1 Read and write. never sometimes
Grammar Adverbs of frequency usually always • Graphic l iteracy Read the column and row headings. Point always brush my teeth before bed.
to the key and say This is a key. The key tells us what the circles Always = every time; at all times
Academic Language how often
mean. Three filled-in blue circles means “always.” Two filled- Usually = not at all times, but most times. We
Resources TR: 1.6; Video Sc. 6—Grammar 2; 8:15 6:30 6:30 8:45 in blue circles means “usually.” One filled-in blue circle means use usually to talk about things we normally do
Activity Worksheet 1.3; Workbook p. 10, TR: 1.5; Meena “sometimes.” No filled-in blue circles means “never.” Draw as part of a routine.
Grammar Workbook pp. 4–5; Online Practice Tom Sometimes = on some occasions. Sometimes
three empty circles. Ask What does this mean? (never) Fill in
describes events that are not part of a normal
one circle and ask What does this mean? (sometimes) routine.
1. Meena I never play soccer at 6:30.
Never = not ever; not one time
• 1 Read item 1 with students. Point to the key and say There
2. Tom I always take a shower at 8:15. are no filled-in blue circles. Meena never plays soccer at 6:30.
3. Meena I usually help at home at 6:30. • Read item 2. Point to the shower at 8:15 column and ask How
usually
many filled-in blue circles are there for Tom? (three) Point to
4. Tom I go to bed at 8:45.
the key and ask Which word has three filled-in blue circles?
5. Meena I sometimes take a shower at 8:15. (always) Say Tom always takes a shower at 8:15.
• Have students work in pairs to complete the activity. After

students have completed each sentence, have them read it
2 Play a game. Cut out the game board and cards in the
back of the book. Play with a partner.
aloud to their partners.
I usually make my
bed in the morning.
I always make my
bed in the morning. Apply
• 2 Read the model dialogue on p. 19 with students. Read item
1 on the game board. Say I always do my homework in the
So we’re evening. My brother always does his homework in the evening.
different. We’re the same. Read Item 2. Say I usually eat lunch at 12:00.
My brother sometimes eats lunch at 12:00. We’re different, too.
19
• Pair students. Have them read each item and put down a
frequency card. Next, have students tell whether they are the
Warm Up same or different.
• Draw the following chart on the board. • Draw students’ attention to the chart. Point to do my homework
on each day of the week. Say I always do my homework. Ask Extend
Monday Tuesday Wednesday Thursday Friday When do I have a snack? (Monday, Wednesday, Thursday) I
have a snack three out of five days. So, I usually have a snack. • Review the care for vocabulary on pp. 12–13. Have students list
do my do my do my do my do my
homework homework homework homework homework Continue drawing conclusions based on the chart with sentences two or three people or animals they care for and how they care
such as I sometimes play basketball. for them. Have them say or write complete sentences.
have a
snack
have a
snack
have a
snack Present Wrap Up
• Point to the Grammar box on p. 19. Play TR: 1.6. Ask students to • Form groups of three to four students. Have each group choose
play play
repeat the sentences as they hear them. a pet. Ask What does your pet always do? What does your pet
basketball basketball usually do? What does your pet sometimes do? What does your
• Erase the writing in the chart on the board. Write eat lunch at pet never do? Have each group write sentences and read them Workbook and Online Practice
• Say Let’s talk about how many times we do 12:30 under Monday and say I sometimes eat lunch at 12:30. to the class. Grammar 2
things. We can always do things. We can Write eat lunch at 12:30 under Wednesday and Thursday. Say
I usually eat lunch at 12:30. Write eat lunch at 12:30 under all ✔ Formative Assessment
usually do things. We can sometimes do
five days. Write I eat lunch at 12:30. Have students
Review
things. We can never do things.
orally fill in the blank. (always) Erase eat lunch at 12:30 • For additional practice, direct students to Activity Worksheet 1.3. Can students
completely from the chart and point to I eat lunch • use adverbs of frequency to describe how often
at 12:30. Have students fill in the blank. (never) they do an activity?
Write never, sometimes, usually, and always on
individual note cards. Have students pick a card
and say a sentence using the selected word.
1. The David Sheldrick Wildlife Trust helps animals in Asia. T ✔
F
Objectives 1 Listen and read. TR: 1.7 About the Photo
Students will 2. The Trust helps elephants and other animals. ✔
T F
An elephant keeper at the David Sheldrick Wildlife
• explain how people take care of baby 3. Sometimes a baby elephant’s mother dies. ✔
T F Trust puts blankets on several orphaned baby
elephants. elephants. Elephants in East Africa are hunted for
4. People at the Trust give milk to the baby elephants. ✔
T F
• outline a sequence of events. the ivory in their tusks, leaving hundreds of baby
T ✔
F elephants without parents. The keepers feed and
Reading Strategy Identify Sequence of Events 5. The elephants never go back to the wild.
rehabilitate the baby elephants until they are
Academic Language order grown and are able to return to the wild.
3 Read. Number the sentences in order.
Content Vocabulary elephants, Kenya, trust (n.),
Teaching Tip
the wild
Resources TR: 1.7; Workbook pp. 12–13, TR: 1.7;
Caring for 2 People at the Trust find the baby elephant.
Design a matching activity to use as a pre-
reading, vocabulary building warm-up. In
Online Practice
Material World Map
Baby Elephants 5 The elephant goes back to the wild.
column 1, draw a picture of a vocabulary term or
write its definition. In column 2, write the term.
3 People at the Trust give the baby elephant milk.
Have students draw lines to connect a picture or
Sometimes young animals such as elephants don’t meaning with each term.
have parents to take care of them. Who can help them? 1 The baby elephant’s mother dies.
A group called the David Sheldrick Wildlife Trust Related Vocabulary
helps elephants and other animals in Kenya, in Africa. 4 The elephant grows and plays with other elephants.
blanket, caretaker, keeper
Sometimes, a baby elephant’s mother dies. When that
happens, the baby doesn’t have anyone to take care
of it, or any milk to drink. People at the Sheldrick 4 Talk about the reading. Work with a partner.
Wildlife Trust find the baby elephant and care for it.
They feed it milk and protect it. That’s why the people at
the Trust take care of them.
The baby elephants are usually sad at first. They don’t The baby elephants
want to eat or sleep. People at the Trust take turns caring need help.
for the baby elephant. They sleep near it and give it
milk when it’s hungry. The people are like the elephant’s
new family.
After a few weeks, the baby elephant starts to play and
Elephants touch
make friends with other elephants. Now the people at the
each other with their
Trust know that the elephant is happy. In time the elephant trunks to say hello!
is ready to go back to the wild to live with other elephants!
20 Unit 1 21
Warm Up Present
• Activate prior knowledge Write baby • Direct students to p. 20. Ask What do you see in the picture? Paragraph 3: What happens when baby elephants are sad? What other animals are in Kenya? (lions,
on the board. Ask When you hear or read (elephants, a man) Ask What do you think the man is doing What do people at the Trust do? zebras, giraffes, hippos) What animals
the word baby, what do you think of? List with the elephants? List students’ guesses on the board. besides elephants do you think the Trust
Paragraph 4: What do baby elephants do when they’re takes care of?
students’ responses on the board.
• 1 Read together Say We’re going to read about baby happy? Where do they go when they leave the Trust?
• Say When animals are very young, they elephants. They don’t have mothers. We’ll learn how people • Ask a volunteer to point either to your
• Graphic literacy Display the World Map. Ask Where is country or the country where he was born
are babies, just like we’re babies when take care of the elephants like a family. Play TR: 1.7 and have
the David Sheldrick Wildlife Trust? (Kenya, in Africa) Ask a on the map. Ask What animals live in this
we’re young. Let’s talk about one kind students read along. After they finish, ask them to call out any
volunteer to identify the continent of Africa on the map. country? What animals need people to
of baby animal. Move your shoulder to words they didn’t understand. Review the words together.
Then point out the location of Kenya in Africa. take care of them? Have students make a
your nose and swing your arm back and
forth like a trunk. Ask What animal am I? • Say We’re going to listen to the reading again. Listen to the list of three animals and write the different
• Read the first sentence of the second paragraph aloud:
(an elephant) Say Baby elephants need order of the things that happen to some baby elephants. ways that people take care of them.
A group called the David Sheldrick Wildlife Trust helps
parents to take care of them. Say I’m a What happens first? What happens next? Play TR: 1.7 Students should then share their list with
elephants and other animals in Kenya, in Africa. Ask
baby elephant. Rub your stomach and a second time. Pause at the end of each paragraph to a partner.
say I’m hungry. Ask How do elephants check for comprehension. Ask questions such as:
help their hungry babies? (They give them Paragraph 1: What problem do some young animals have?
food.) Say Some baby elephants don’t
have parents. Ask How can they eat? Paragraph 2: What do elephant mothers do for their babies?
(Someone has to feed them.) Who helps a baby if its mother dies?
62 Unit 1 Reading 63
Apply BE THE EXPERT
1. The David Sheldrick Wildlife Trust helps animals in Asia. T ✔
F
✔
T F
• 3 Read the sentences in Activity 3 aloud with students. Ask Reading Strategy
2. The Trust helps elephants and other animals.
What happens first? (The baby elephant’s mother dies.) Have Sequence of Events As students read, have them
3. Sometimes a baby elephant’s mother dies. ✔
T F
students write 1 next to that sentence. Then ask What happens keep in mind key questions such as What happens
4. People at the Trust give milk to the baby elephants. ✔
T F
next? Have students scan the reading again to find the next first? What happens next? What happens last?
T ✔
F step. Have them number the remaining sentences in order. Review the terms then, soon, before, and when.
5. The elephants never go back to the wild.
These words are commonly used to show a
• Write each sentence on a strip of paper. Have groups arrange sequence of events. Have students look out for
3 Read. Number the sentences in order. these words as they read.
the strips of paper and read the sentences aloud together in
Caring for 2 People at the Trust find the baby elephant. the correct order. Our World in Context
Baby Elephants 5 The elephant goes back to the wild.
Extend
The David Sheldrick Wildlife Trust was founded
in 1977 by Dr. Dame Daphne Sheldrick in the
3 People at the Trust give the baby elephant milk. memory of her late husband, David Leslie William
Sometimes young animals such as elephants don’t • Review the order of the sentences as a class. On the board, Sheldrick. David Sheldrick was a pioneer in
have parents to take care of them. Who can help them? 1 The baby elephant’s mother dies. draw five storyboard boxes. In the first box, draw a baby wildlife conservation in East Africa, founding and
A group called the David Sheldrick Wildlife Trust elephant that looks sad. Say The baby elephant’s mother dies. serving as warden of Tsavo East National Park
helps elephants and other animals in Kenya, in Africa. 4 The elephant grows and plays with other elephants.
Write the sentence under the drawing. Have students copy the for more than 20 years. In addition to rescuing
Sometimes, a baby elephant’s mother dies. When that
orphaned elephants, the Sheldrick Trust also cares
happens, the baby doesn’t have anyone to take care storyboard, drawing, and sentence on a piece of paper. Then
of it, or any milk to drink. People at the Sheldrick 4 Talk about the reading. Work with a partner. for rhinos. Both species suffer at the hands of
Wildlife Trust find the baby elephant and care for it. place students in pairs to finish the storyboard with drawings poachers for the ivory in their tusks and horns.
They feed it milk and protect it. That’s why the people at of the other four sentences.
the Trust take care of them.
The baby elephants are usually sad at first. They don’t The baby elephants
want to eat or sleep. People at the Trust take turns caring need help. • Say Let’s hang your storyboards around the room. Give each
for the baby elephant. They sleep near it and give it pair a piece of tape to hang their work on the walls. Allow
milk when it’s hungry. The people are like the elephant’s
new family. students time to walk around the room and look at their
After a few weeks, the baby elephant starts to play and classmates’ drawings.
Elephants touch
make friends with other elephants. Now the people at the
each other with their
Trust know that the elephant is happy. In time the elephant trunks to say hello! • 4 Ask a volunteer to read the model dialogue on p. 21
is ready to go back to the wild to live with other elephants!
aloud with you. Then place students in pairs to talk about the
20 Unit 1 21 reading. If students need help with what to talk about, direct
them to use the sentences in Activity 3 as prompts for their
OW2e_SB_3_31995_010-025_U01_PPDF.indd 20 2/11/19 1:20 PM OW2e_SB_3_31995_010-025_U01_PPDF.indd 21 2/11/19 1:20 PM discussions.
Practice Wrap Up • When pairs finish talking about the reading, ask them Do you
• 2 Read item 1 with students. Say This • Have students write the sentences in Activity 2 as a summary want to work at the David Sheldrick Wildlife Trust? How do you
sentence is incorrect. Underline Asia. of the reading in paragraph form. Remind them that the errors want to care for baby elephants? Have partners discuss.
Reread the first sentence of the second in sentences 1 and 5 should be corrected. Ask Which sentence
paragraph of “Caring for Baby Elephants.” of your summary states the main idea of the reading? (the first
Ask Where do people help baby elephants? sentence)
Wrap Up
(Kenya, in Africa) Say It says that the • Review the events students numbered on p. 21. Ask students
David Sheldrick Wildlife Trust helps to think of three things they did yesterday and list them in
elephants and other animals in Kenya,
Recap sequence. If time allows, have students draw a picture to Workbook and Online Practice
in Africa. Ask Is the first sentence true or • Say People care for baby elephants. They feed milk to the represent each activity. Reading
false? (false) elephants and sleep near them. The elephants feel better and
go back to the wild. ✔ Formative Assessment
• For items 2–5, guide students to find and
underline the sentence or sentences in the • Ask Do elephants stay with the David Sheldrick Wildlife Trust Can students
reading where they can find the answer. their whole lives? (no) Do elephants learn to have fun with • identify how people help take care of baby
Have students check T for true or F for other elephants at the Trust? (yes) elephants?
false. Then have them correct the one Ask yes or no questions such as Can baby
remaining false sentence (item 5). elephants take care of themselves without their
mothers? Do the elephants ever return to the
wild?
• outline a sequence of events?
Have students arrange the following sentences
in order:
The elephant goes back to the wild.
People at the Trust take care of the elephant.
A baby elephant is found without parents.
The elephant learns to play with other elephants.
WRITING VALUE
WRITING VALUE
Writing Write about taking care of people or
animals.
1 Read. What words or phrases does the writer use to show when Take care Value Take care of others.
Objectives
her uncle does things? Underline the words.
of others. Objective
Students will
Students will Sometimes others need • think and talk about taking care of others.
• use time-order words. A Zookeeper’s Day your help. Be caring.
Resource Value Poster
• write about taking care of others. My uncle is a zookeeper. He takes care of some of the
• listen and fill out a chart. monkeys in the zoo. He gets up at 6:30 every morning. After he
has breakfast, he feeds the monkeys. There are more than 60
Academic Language order monkeys, so there’s a lot of food! The monkeys eat vegetables,
Resources Workbook p. 14; Online Practice fruits, and special monkey food.
Before lunch my uncle usually
cleans the monkey house. It’s Think. Pair. Share. BE THE EXPERT
hard work! In the afternoon How can we take care
he feeds the monkeys again. of others?
Teaching Tip
Sometimes he talks to the Review students’ writing. If several students are
Workbook and Online Practice visitors at the zoo. He loves his making the same error in their writing, take time
Writing job. And I love to visit him to review the error as a class. After you review
at the zoo! with students, have them correct their errors and
✔ Formative Assessment rewrite their sentences.
Can students Related Vocabulary

2 Write. Think about someone who takes care of animals macaque, fur
• use time-order words?
or people. Write about his or her day.
Check students’ paragraphs from Activity 2 for
words such as first, next, before, and after.
3 Share. Share your writing in a small group. Listen and take notes.
• write about taking care of others?
Review writing in Activity 2. Do students identify Name Who? What does he or she do?
a caretaker or helper and show how that person
takes care of or helps others? Ana her aunt She‘s a nurse. She works at the
hospital every day. Adult and baby
• listen and fill out a chart? macaque, Japan
Each student should have similar information

for each group member in Activity 3.
22 Unit 1 23
Present Value
• Set the stage Draw a simple picture of • Write the headings Who? How? When? on the board and have Think others in this way? Students may laugh,
a boy and a dog. Say Ahmad takes care students copy them. but remind them that they were babies
of his pet dog. He gives his dog food. He • Have students look at the photo and caption on p. 23. Say This once and ask how they kept clean.
• Brainstorm As you point to each heading, ask Who cares is a macaque monkey and its baby. A macaque keeps its baby
walks with his dog. Ahmad’s dog is happy.
for others? How does this person care for others? When does clean. Ask What’s another way a macaque cares for its baby? • Put students in pairs. Have them ask and
Model the actions as you tell the story.
this person care for others? Have students write responses on (protects it, feeds it, keeps it warm) answer the question in the middle of the
their papers. page. Students should write notes or draw
Write • Have students read the value statement on p. 23 aloud. pictures of their partner’s answers.
• 2 Say Write about how one person cares for or helps others in Ask How can you take care of others? Allow students to
• 1 Say Open your books to page 22. Point a day. Use the words before, after, at, and in. share their ideas aloud. Share
to the picture and ask What animals are in
this picture? (monkeys) Say You’re going • Have a student read the sentences under the value statement. • Have students take turns sharing their
to read about a man who takes care of Share Ask Who often needs help? What can you do for someone who partner’s answers to the question aloud.
monkeys. Write the words after, before, • 3 Have students form groups of three. Say Now listen to your needs help? Point out that Be caring is a command. It uses the Encourage the rest of the class to listen
at, and in on the board. Say These words group members’ stories and fill in the chart. Have students read verb to be without to to tell someone to be a certain way. carefully. After everyone shares, ask How
are used to say when things happen. Have and listen to one another’s stories. do we take care of each other?
students look for phrases that use these Pair
words and underline them. Then read the • Ask How is the adult macaque taking care of its baby? (keeping
writing with students. it clean) Why does the adult do this for the baby? (because the
baby can’t do it on its own) Do you take care of
66 Unit 1 Writing and Value 67

PROJECT
PROJECT BE THE EXPERT
Objectives Make a collage. Show ways people care.
Teaching Tip
Students will
They care for their families! Students may feel nervous about speaking in
• draw and find pictures about caring for 1 2 front of the entire class. You may wish to have
others. students form small groups and speak to their
• create a collage. group members instead of the entire class. After
• share information with the class. the group presentations, invite students who
• complete the Unit 1 Quiz. would like to speak in front of the entire class to
do so.
Content Vocabulary collage
Resources Assessment: Unit 1 Quiz; Activity Project Rubric
Worksheet 1.4 ü Did students cut out or draw and glue pictures
that show caring for others?
Materials colored pencils, construction paper,
glue, markers, photos (optional), scissors, ü Did students use unit vocabulary when telling
newspaper or magazine images about their collage?
Cut out a big circle. Collect and draw pictures that
show caring.
ü Did students use unit grammar when telling
the class about their collage?
3 4
Now I can . . .
talk about caring
for others.
describe daily routines.
talk about how many
Glue the pictures to cover Tell the class about your collage. times people do things.
the circle.
24 Unit 1 25
Prepare Share
• Ask How can we care for others? List the • Write the following questions on the board: • Have students ask and answer questions about one another’s
words and phrases students call out on the collages. Encourage discussion of the collages with the
board. Say Today, you’re going to make Who do you care for? following questions: How are the people in your collage caring
a collage about how to care for others. A for others? Do you care for others like the people in (Sami’s)
collage is a collection of pictures. Who cares for you? collage?
• Have students cut a large circle out of How do people care for each other? • Modify To simplify the project, assign each student a specific
paper. Provide the class with magazines How do people care for animals?
vocabulary term from pp. 12–13. Have each student focus on Now I Can
and newspapers. You may also wish finding or drawing a picture that illustrates the term. Ask questions such as the following:
to have students bring magazines or • How do you care for the people in your family?
newspapers from home. Say Look in the • Have students cut out or draw pictures, or do both, and then
magazines and newspapers. Find pictures glue their pictures and drawings to the circle. Review • What do you do every morning? What do you
do after school?
that show how to care for others. You can • For additional practice, direct students to Activity Worksheet 1.4. • What do you sometimes eat for lunch? What do
• Have students come to the front of the class to present
also draw your own pictures. Here are you always do after school?
their collages.
some questions to think about.
Unit Review
✔ Assessment: Unit 1
Give the Unit 1 Quiz. Hand out the quiz and go
over the instructions with students. Quiz should
take 15–20 minutes.
68 Unit 1 Project 69
VIDEO UNIT 1 READER
Vocabulary 1a a goldfish, a hamster, feed my pet, give Text Type nonfiction
CARING FOR ELEPHANT ORPHANS
Caring for
Elephant
my pet a bath, carry, help Elephants in Africa are in trouble. Some lose their land to
people. Some lose their families to hunters. But there is
a special place in Kenya where people take care of orphan
Vocabulary help, protect, take care, cuddle, play
Vocabulary 1b pick up, hold hands, protect, teach, elephants. Read to learn about this special place. with, clean, feed
hug, take care of my pet Created by National Geographic Learning, the Our World readers are six levels of original stories,
folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and
activities that bring the reading experience together in a way that fascinates, educates, and informs.
Orphans Grammar before and after; adverbs of frequency
Vocabulary 2 make my bed, have a snack, take LEVEL 3 READERS by Jill Korey O’Sullivan
Reading Strategy Cause and Effect
a shower, do my homework, come home Caring for Elephant Orphans
Based on an Aesop’s Fable Tortoise and Hare’s Race

Resources Video: Sc. 9—Story Time; Graphic
Grammar 1 before and after
Getting to School Around the World
The Four Blind Men
Based on a Folktale from India Coyote’s Weekend
Based on Coyote Maya Folktales
Organizer: Two-column chart
Grammar 2 Adverbs of frequency
Caring for
Song Taking Care Elephant Orphans
Viewing caring for others National Geographic Learning, part of Cengage
Elephants in Africa are in trouble.
Some lose their land to people. Some
Learning, provides customers with a portfolio of
Story Time Caring for Elephant Orphans

quality materials for PreK-12, academic, and adult
education. It provides instructional solutions
for EFL/ESL, reading and writing, science, social
lose their families to hunters. But

BE THE EXPERT
studies, and assessment, spanning early childhood
through adult in the U.S. and global markets.
Zoom In
Visit ngl.cengage.com
Resources Video: Sc. 1–10 there is a special place in Kenya where

people take care of orphan elephants. Our World in Context
Vocabulary
Asia and Africa are the only two continents with
• Fast forward through Scene 2: Vocabulary 1a and
Before You Watch Scene 3: Vocabulary 1b. Stop at the images in the Before You Read wild elephant populations. Elephants’ big ears
help them stay cool in these hot climates. African
• Play the introduction to the video. Say This video is picture frames. Say each vocabulary item and have elephants are larger and have bigger ears than
• Activate prior knowledge Say How do humans take care
about taking care of pets. Ask Do you have any pets? students use it in a sentence. Asian elephants. For thousands of years, humans
of whooping cranes that do not have moms? (teach them to
How do you take care of your pets? have used Asian elephants to help them travel,
Grammar fly) Say Humans also care for elephant babies that don’t have work, and move or lift heavy things. African
mothers. elephants, though, are usually found only in
• Say Listen for the words before and after. While
While You Watch viewing Scene 5: Grammar 1, pause and ask • Introduce the strategy Say A cause tells why something
the wild.
• As they watch the video, have students listen for comprehension questions such as What does Jasmine happens. An effect is what happens. Say My goldfish is hungry. Reading Strategy
words that describe caring. Have them sort the words do after breakfast? (go to school) I feed my goldfish. Ask Why do I feed my goldfish? (because Cause and Effect The relationship between
into a three-column chart. Label the columns Care for it’s hungry) Write Cause: My goldfish is hungry. Effect: I feed causes and effects can be described with the
• Write always, sometimes, and usually on the board.
Other People, Care for Pets, Care for Myself. my goldfish. word because. This word helps students see
Say Listen for these words. List what Laurie always,
the connection between causes and effects,
• Ask How can you care for your pet? (give my pet a sometimes, and usually does. • Say As we read, let’s use charts to organize causes and effects. as in Keepers sleep with elephants at night
bath) Have students write this phrase in the Care for Song Draw a two-column chart on the board. Label the columns because . (the elephants cry if
Pets column. Some vocabulary items may belong in Cause and Effect and draw an arrow from left to right they’re left alone)
• View Scene 7: Song. Have students form groups. between the two columns. Have students copy it.
more than one column.
Assign each group a verse. Play Taking Care (TR: 1.3) Text Background
again. Have each group sing its assigned verse. • Say As we read, we can write causes and effects in the chart. This reader focuses on Kenya, a country in East
After You Watch Viewing
Africa. Most orphaned elephants come to Tsavo
National Park in southern Kenya. These elephants
• Have students form groups of three or four. Ask
• Draw a Venn diagram labeled Animals, People, and While You Read usually live with their keepers at the orphanage
Did you write the same things as your group for eight to ten years. When they are ready, the
Both. Play the animal section of the viewing. Ask How • As students read, ask the following questions. Then ask Is this
members? Have students compare what they listed in orphans join one of the elephant families living in
do animals take care of their babies? Write responses. a cause? Is it an effect?
their charts. the national park.
Watch the second portion and ask and record
p. 3: What’s the cause of the problem? (Some people harm
responses. Ask What do both humans and animals
elephants.) What is the effect of the problem? (Baby
do? Write answers in the center.
elephants become orphans.)
Story Time p. 9: Why do keepers sleep next to baby elephants?
(Elephants cry if they’re alone. Cause.)
• View Scene 9: Story Time. Pause the video and ask
p. 11: What’s one reason elephants come back to visit keepers?
questions such as How do the babies feel when they
(They want to say hello. Cause.)
arrive at the orphanage? (They’re scared.)
After You Read

• Pair students. Say Reread the story and find causes and effects.
Write them in the charts. Have partners share with the class.
70 Unit 1 Video and Reader 71

AUDIO SCRIPT TR: 1.7 1 Listen and read. TR: 1.6 3 Listen and read. Can you say these fast? TR: 1.7 1 Listen and read.
Note: The reading Caring for Baby Elephants is on p. 62. 1. I slurp snacks and sodas at six sixteen. Note: The reading The Daily Lives of Animals is
Student’s Book on p. 315.
2. Meena makes many milkshakes in the morning.
TR: 1.1 1 Listen and read. Workbook 3. Before four, fix the fifteenth flower vase.
We all need help from other people. We care for each
TR: 1.1 1 Listen and write. Then listen again. Read
other in many different ways. We care for animals, too.
carry, help, hug, teach, hold hands, feed my pet, a
and match. NOTES
1. I help my grandmother.
goldfish, take care of my pet, a hamster, pick up, give
my pet a bath, protect 2. I feed my goldfish.
3. A mother can protect her baby.
TR: 1.2 2 Listen and say. 4. I hug my mother.
carry I like to carry my rabbit. 5. I carry the baby.
help I like to help my grandma. 6. I teach my brother the ABCs.
hug I like to hug my mom. 7. I hold hands with my friend.
teach I like to teach my friends new 8. I pick up the hamster.
things.
9. I take care of my bird.
hold hands We hold hands when we
cross the street. 10. I give my pet a bath.
feed my pet I like to feed my pet.

TR: 1.2 1 Listen to the song. Look. Number
a goldfish I feed my goldfish after the pictures.
school.
Note: Lyrics for the song Taking Care are on p. 52.
take care of my pet I take care of my pet after
school. TR: 1.3 2 Listen. Match. Draw lines.
a hamster I have a hamster called 1. S1: What do you do after school?
George.
S2: I help my mother after school.
pick up I like to pick up my little
brother. 2. S1: What do you do before breakfast?
give my pet a bath I like to give my pet a bath. S2: I feed my cat before breakfast.
protect I want to protect my little 3. S1: What do you do after breakfast?

sister. She’s only three. S2: I hug my grandmother after breakfast.
4. S1: What do you do before school?
TR: 1.3 1 Listen. Read and sing.
S2: I take care of my brother before school.
Note: Lyrics for the song Taking Care are on p. 52.
TR: 1.4 1 Listen and write.
TR: 1.4 Grammar 1 before and after
1. I make my bed before breakfast.
Note: Grammar 1 is on p. 54.
2. I take a shower after breakfast.
TR: 1.5 1 Listen and say. Check T for True and F for 3. I feed my cat before school.
False. 4. I have a snack after school.
take a shower I take a shower at 7:30.
TR: 1.5 1 Listen. Draw lines to match.
make my bed I make my bed at 8:15.
1. She sometimes helps at home at 5:30.
come home I come home at 3:20.
2. She always has a snack at 3:15.
have a snack I have a snack at 3:45.
3. He never takes a shower at 6:30.
do my homework I do my homework at 5:00.
4. She usually does her homework at 4:45.
TR: 1.6 Grammar 2 Adverbs of frequency 5. He usually makes his bed at 8:00.
Note: Grammar 2 is on p. 60. 6. He sometimes comes home at 3:45.
72 Unit 1 Audio Script 73

In This Unit In this unit, I will . . .
My Place
• talk about my town.
Theme This unit is about exploring a town and

• ask for help.
About the Photo
giving directions. Two children play a game of chase in the
Look and check. courtyard of the Jama Masjid in Delhi. The Jama
Content Objective
in the World
These children are in Masjid is one of the largest mosques in India. It
Students will was built between 1644 and 1656 of sandstone
• identify and discuss different places in a town. North America. and marble. It has three domes and two minarets
Language Objectives South America. (towers), and the courtyard where the children
✔ Asia. play can hold 25,000 worshipers. To the right
Students will
is the Red Fort, an even older structure that
• talk about their towns. Australia. was once the home to emperors of the Mughal
• ask for help. dynasty. It now holds museums.
Teaching Tip
Vocabulary
Brainstorming is a good way to introduce content.
Vocabulary 1 a bakery, a drugstore, a
To help students brainstorm, write a one- or
hospital, a movie theater, a museum, a park,
two-word description of the topic on the board.
a police station, a post office, a restaurant,
A visual cue will help students stay focused.
a supermarket, a toy store, a train station
Before beginning, tell students that they should
Vocabulary 2 a library, a mall, a stadium, a avoid saying negative things about anyone’s
swimming pool, a zoo ideas. Be encouraging during the brainstorming
Grammar session and make sure each student has a chance
Grammar 1 Can for requests and offers to share her ideas.
Grammar 2 Giving directions Related Vocabulary
Reading Eye in the Sky building, continent, puddle
Writing Write about a special place.
Value Explore your town.
Project Make My World circles. Old Delhi, India
26 27

Objectives What is the weather like in that place? (warm and rainy)
• Brainstorm Ask What are some places you know? (home,
Students will How do you know? (It’s warm because the children aren’t
school, playground) Write students’ responses on the board.
• analyze a photo for information. wearing shoes. It’s rainy because there is a rain puddle in
Encourage them to also name places they’ve visited in different
• identify parts of a photo. front of the children.)
parts of the country or world.
Resources Video Sc: 1—Introduction; Home- • Ask What colors do you see in the photo? (yellow, blue, red,
School Connection Letter; Unit Opener Poster; • Say The name of our next unit is “My Place in the World.” Say
Classroom Presentation Tool; World Map
orange, pink) What objects have these colors? (clothes, the
Look at the photo on pages 26–27. A girl and a boy are playing
Poster buildings) Do you have colorful clothes like the children’s?
outside in a city. Ask Does this place look like where you live?
Are there buildings in your town like the ones in this city?
Have students share what is similar about the city in the photo
to their own town or city and what is different. • Guide students through the activity on p. 27. Read the name
Pacing Guides L3U2 of each continent out loud and have the class repeat it. Have
• Ask questions such as the following to encourage discussion of
2–3 Hours 3–4 Hours 4–6 Hours students point to where each continent is on a world map.
the photo:
Ask How do we know which continent the children are in? (the
What do you see in the photo? (a girl, a boy, other people, a clothes, the buildings)
puddle, fancy buildings)
What are the girl and boy doing? (playing a game)

VOCABULARY 1
VOCABULARY 1 a supermarket a drugstore BE THE EXPERT
Objective 1 Listen and read. TR: 2.1 Vocabulary Strategy
Students will
Compound Words Compound words are made
• identify and use nouns related to places. 2 Listen and say. TR: 2.2 a hospital up of two smaller words. The two words have
Vocabulary a post office, a museum, a single meaning when used together. Some
Some people live in big towns. Other compound words are written as a single word, for
a park, a hospital, a bakery, a restaurant,
people live in small villages. In both, example, notebook. Other compound words, such
a supermarket, a train station, a toy store,
there are interesting places to go. Are a train station a movie theater as orange juice, are written as two words. Both
a drugstore, a movie theater, a police station there places like these where you live?
kinds of compound words are used in the lesson
Content Vocabulary town, village (supermarket, post office, train station, toy store,
Resources TR: 2.1–2.2; Video Sc. 2—Vocabulary drugstore, movie theater, police station).
a post office a bakery
1a, Sc. 3—Vocabulary 1b; Graphic Organizers:
Two-column chart, Word web, KWL chart; Teaching Tip
Activity Worksheet 2.1; Workbook pp. 16–17, Help students connect what they already know
TR: 2.1; Online Practice to what they will learn. Have them use a three-
a toy store a police station column KWL-chart (What I Know, What I Want
Materials scissors, poster board, magazines,
to Know, What I Learned) to help organize their
colored markers
ideas. In the first column, students list what
they already know about a topic. In the second
a museum a restaurant
column, they list questions about the topic or
things they want to learn. Students complete the
last column after learning about the topic.

bread a doctor food movies
paintings a police officer a swing

Tokyo, Japan
a park
28 Unit 2 29
Warm Up Present Practice Wrap Up

• Activate prior knowledge Ask What • Say Open your books to pages 28 and 29. Look at these photos • 1 Say We’re going to read and hear about places to go. Read • Say Let’s play a game. I’m going to talk
can you do in your town? What places can of places. Point to each place and say its name. Then have the paragraph on page 28 and the words on pages 28 and 29 about a place. You tell me what place you
you go to? What can you do there? Say students repeat after you. as you listen. Play TR: 2.1. think it is. Ready? I see grass, trees, and
Today we’re going to learn words about people walking. I come here to play. What
places. Think about the places you go to. • Say Look at the photos again. Ask questions such as the • Discuss the paragraph and photos. Ask questions such as place is it? (a park) Then act out and say
following: Where can people live? (big towns, small villages) I come here to eat lunch. I sit at a table.
• Set the stage Draw and label a simple What can you do at a supermarket? (buy food) Do small villages have interesting places? (yes) I pay for my lunch. What place is it? (a
stick figure on the board. Say This is Raúl. Which places help sick people? (hospital, drugstore) What photo shows people near a train? (train station) restaurant) Repeat with two or three other
Raúl goes to school. Ask What do you Which place helps keep people safe? (police station) Where do people go to get or send mail? (post office) vocabulary words.
think Raúl does at school? Listen carefully. What can you do at a park? (play, run, fly a kite)
Does he fly a kite? Does he watch TV? • 2 Say Now we’re going to hear words. Then we’ll listen to
Does he read? What does Raúl do at • Ask What places do you go to in your town? What places do sentences with those words. Say each word and sentence after
school? (He reads.) Ask What other things you like? What places don’t you like? For students who need you hear it. Play TR: 2.2. Have students repeat each word and
can Raúl do at school? (color, count, listen) more support, ask Yes/No questions such as Do you like the sentence.
List students’ ideas on the board. toy store? or provide sentence frames such as I like . • Put students in groups of three or four. Assign two or three
I don’t like . vocabulary words to each group. Have groups write their
own sentence for each word. Then have one student from
each group read the sentences out loud. Use the sentences to
see whether students understand the vocabulary or whether
students are struggling; provide sentence frames for each term,
for example, I buy milk at the . (supermarket)
VOCABULARY 1 a supermarket a drugstore
Extend BE THE EXPERT
• Say Let’s think more about the places we learned about. Write About the Photo
a hospital post office on the board. Ask the following questions: Shinjuku Gyoen Park is one of the largest public
parks in Tokyo. Opening as a national park in
What do we see at the post office? (people, mailboxes)
Some people live in big towns. Other 1949, the land was previously a private residence,
people live in small villages. In both,
What do we do at the post office? (mail and get letters, a botanical garden, and a garden of Japanese
there are interesting places to go. Are a train station a movie theater stand in line) emperors. (Gyo-en means “imperial garden” in
there places like these where you live?
• Put students in groups of three or four. Assign each group a Japanese.) Shinjuku Gyoen Park has more than
place from pp. 28–29. Say Think about your place. What do 20,000 trees on 144 acres of land. It is a popular
place to see cherry blossoms in springtime.
a post office a bakery people see there? What do people do there? Have groups make
a word web to write their ideas. Teaching Tip
Grouping Conflicts may happen when students
a toy store a police station people work in groups. Prevent conflicts from happening,
or keep them from getting worse, by monitoring
groups as they work. If problems occur, ask the
a museum a restaurant post office mailboxes group to take some time to think about the
problem and talk through a solution. Remind
students to avoid negative language when
packages discussing a problem. Make sure each student
in the group has a chance to share his concerns.
Provide guidance and support as needed.
• If time allows, hand out scissors, poster board, magazines, and
bread a doctor food movies colored markers to each group. Then have groups use their
paintings a police officer a swing word web to make a poster about their assigned place. Say
Draw and cut out pictures to make your poster. Allow time for
each group to present its completed poster to the class. Have
the class look at the poster and give details about each place.
Tokyo, Japan
a park
28 Unit 2 29
Wrap Up
• Say Let’s play a game. I’ll draw a picture on the board. The
picture is from a place we learned about. Use the picture to
Recap Apply guess the place. Model the activity for students. Draw a picture
• Ask What did we learn about yesterday? • 3 Have students look at the dialogue on p. 29. Model of a tree and a bench or swing on the board. Students should
(places to go) Then ask What are some the dialogue with a student. Then put students into pairs. identify a park as the correct place. Repeat the activity with
places to go? Write the following sentence Say Tell about a place. Use the words in the box. Have your other vocabulary words. Have students come up to the board
frames on the board: partner guess the place. Say complete sentences. and draw a picture clue.
• Draw a two-column chart with the headings Where I go and
I go to the to mail a letter.
What I do there. Have students copy the chart. Review
Theo and his mom go to the to • For additional practice, direct students to Activity Worksheet 2.1.
watch movies. Where I go What I do there
Rose goes to the when she

needs medicine.
We go to the to get on the • Give students three minutes to think about one place they go
train to the city. and what they do there.
• Have students look at the photos on pp. 28–29 for ideas. Have
• Read each sentence frame out loud. Have them write their answers in the chart. Model examples. I go to
students say the name of the place as a restaurant. I eat pizza. I go to the pet store. I play with the
Vocabulary 1
they point to the photo in their books. puppies. Then call out each vocabulary term. If students chose
Write new sentence frames for the that place, have them stand up and read their sentences. ✔ Formative Assessment
other vocabulary words to give students
additional practice. Can students
• identify and use nouns related to places?
Point to a photo of a place and ask Is this a
(museum) or a (train station)? What can you see
at this place? What can you do there?
SONG
SONG BE THE EXPERT
Vocabulary in the song 1 Listen. Read and sing. TR: 2.3 Teaching Tip
Vocabulary 1 a post office, a toy store, a
supermarket, a park, a bakery, a movie theater A Great New Town Provide opportunities for different students
to lead minor activities. Giving students a
Vocabulary 2 a library, a zoo, a swimming pool chance to be leaders can help build confidence,
Can I help you? You look lost.
Grammar in the song Can I help you find your way? develop motivation, and give practice applying
Can I help you? You look lost. vocabulary. For example, identify students who
Grammar 1 Can for requests and offers Can I help you today?
are musically talented or auditory learners.
Resources TR: 2.3; Video Sc. 7—Song; Workbook CHORUS Encourage them to lead the class in singing
p. 18, TR: 2.2; Online Practice I’m new in town. I think I’m lost. the song. Ask them for suggestions on how to
Can you help me find my way? perform a song.
Materials drawing paper, colored pencils or I’m new in town.
markers Can you help me with my busy day?
Where are the post office, the toy store,

the supermarket, and the park?
Where’s the bakery?
Where’s the library?
Where are the zoo, the school, and a swimming pool?
CHORUS
I can help you. You’re not lost.
I can help you find your way.
I can help you today.
Here’s the post office,
the toy store, the supermarket,
and the park.
Here’s the bakery, the library, the zoo,
the school, a swimming pool, Chania, Crete
and a movie theater, too!
I can help you today.
I can help you find your way, and you’ll be OK,
in your great new town today!
Thank you for helping me to find my way.
Thank you for helping me with my busy day, 2 Sing again and hold up pictures.
in my great new town today!
In my great new town today! Workbook and Online Practice
30 Unit 2 31 Song

• Say There are many places people go in a • 1 Play TR: 2.3 so that students can hear the names of places • Vocabulary 1 Have students turn to pp. 28–29. Play TR: 2.3 • Vocabulary 2 Sing or play these lines
town. Have students turn to pp. 28–29. Ask in a town. Put students into groups of three or four. Give each again. Have students point to each term as they hear it in the from the song: “Where’s the library? /
What places can people go to in this town? group one of these places to draw: a post office, a toy store, song (post office, toy store, supermarket, park, bakery, movie Where are the zoo, the school, and a
Have students point to each place and say a supermarket, a park, a bakery, a library, a zoo, a school, a theater). Then have students identify the terms that were swimming pool?” Then have students turn
its name out loud. Ask What can people swimming pool, or a movie theater. not in the song (museum, hospital, restaurant, train station, to p. 34. Play the following lines of the
do in (the toy store)? Have students name drugstore, police station). song: “Here’s the bakery, the library, the
one activity that people do in each place. • 2 When students have finished drawing, play the song again. zoo / the school, a swimming pool.” Have
Tell groups to hold up their pictures when they hear their • Grammar 1 Sing or play these lines from A Great New Town: students point to the photos of the library,
• Set the stage Say Ivan is new in town. place in the song. Then have students ask group members “I’m new in town. I think I’m lost. / Can you help me find my the zoo, and the pool when they hear
He doesn’t know where everything is. He for help finding a place. Have one student ask “Where is the way?” Ask What help does the person need? (The person needs those places named.
wants to go to the library. Ask What can post office?” Have the student holding the picture of the place help finding different places.) Why does the person need help?
Ivan do? (ask for help) Say Right. He can answer “Here’s the post office.” (She just moved to the town. She thinks she’s lost.) • Play the third and fifth verses of A Great
ask for help. New Town. Have the class brainstorm
• Have students look at the picture on pp. 30–31. Ask Does this places people might need to find in their
look like a place we heard about in the song? (no) What is this own town. List students’ responses on the
place? (a place for tourists to buy souvenirs) Are there places board. Then, as a class, sing the third and
like this in your town? fifth verses of A Great New Town. Replace
the places named in the song with the
places listed on the board.
80 Unit 2 Song 81
GRAMMAR 1 1 Read. Look at the map. Match the sentences.
1. Can you help me? a. It’s on the corner of Main Street.
Objectives Can for requests and offers TR: 2.4
Can you help me? Sure. How can I help? 2. Where’s the park?
It’s next to the bakery. Our World in Context
Students will b. I’m sorry. I don’t know where it is. In most cultures, it’s common to express gratitude
• ask for help with can. 3. Where’s the toy store?
c. It’s across from the supermarket. for receiving help. In the United States a person
• answer requests for help with can. 4. Where’s the museum? may say thank you or thanks after receiving help.
d. It’s behind the hospital. In Japan and some other Asian cultures, a person
Grammar Can for requests and offers 5. Where’s the movie theater?
e. Yes, of course. How can I help? may express thanks by bowing.
Content Vocabulary across, behind, between, 6. Can you help me find the
next drug store? f. It’s between the hospital
and the supermarket.
Grammar in Depth
Academic Language request Can is a helping verb. There are many different
2 Write more questions about the town. Work with uses for can. Students have already learned how
Resources TR: 2.4; Video Sc. 5—Grammar 1; to use can to talk about ability: A penguin can
Graphic Organizer: Two-column chart; a partner. Ask and answer.
swim. It can’t fly.
Workbook pp. 19–20; Grammar Workbook
pp. 6–7, TR: 2.3; Online Practice 3 Ask and answer. What about you? Think about where you live. In this lesson, students will learn how to use can
to request help and offer to help someone.
Use can you when you are asking someone to
do something for you: Can you help me? To get
someone’s attention in a polite way, we often add
Museum excuse me: Excuse me. Can you hold my bag?
Also, because you are asking a favor, it’s common
to add please: Can you please open the window?
Can you open the window, please?
Can you help me?

Use can I when you are offering to help: How can
Sure. How can I help? I help? Can I get you a soda?
Students have already learned the question word
Police where and how to answer with It’s followed by
a preposition of place. Across from may be a
station new expression for students. It means “located
Where’s the hospital? opposite from.”
Park
It’s across from the museum. It’s on the
corner of Main Street and First Street.
32 Unit 2 33
Warm Up
• Recycle Review vocabulary from Unit 1. • Point out the grammar box on p. 32. Say the questions out loud • Put students into pairs. Say Think of a place at school. Write • Before students begin Activity 1, review
Write help on the board. Say We’ve or play TR: 2.4. Ask What words are in both questions? (can, it on a piece of paper. Now pretend you’re new at school. You next to, across, behind, and between.
learned about ways we can help our help) can’t find the place on your paper. Ask your partner for help. Have two students stand near each other
family and pets. What are ways we to demonstrate next to. Have one stand
• Model Say When we need help, we can ask, “Can you help • Say Use the questions on the board. Have students come up to in back of the other to show behind. Then
can help our family? (hug, teach, hold
me?” Say Repeat after me. Say “Can you help me, please?” the front of the room and role-play their dialogue for the class. have several students form two lines. Point
hands) Have students think of other ways
Then say This is one way to ask for help. Model how to ask for out students standing across from one
family members help one another. Write
help finding a place. Say I’m a new student at school. I can’t
responses on the board.
find my classroom. I see a teacher. I can ask her “Can you help
Practice another in line. Have one student stand in
the middle of two others to show between.
me, please? Where’s the classroom?” Point out that it’s polite • Have students look at the map below the grammar box
Present to say please when asking for help. on p. 32. Ask What places are on the map? (park, hospital, • 1 Have students complete items 1–6 on
museum, toy store, bakery, supermarket, theater) What other p. 33. Review the answers with the class.
• Contextualize Ask What are some • Write the following on the board: words do you see? (First Street, Main Street)
words we learned for places? (a hospital, a • 2 Put students in pairs. Write the
park, a police station) Are there places like • Point out the picture of the boy asking the girl for help on following sentence frames on the board.
Can you help me, please?
these in your city or town? Do you know p. 32. Ask How does the boy ask for help? (He says “Can you
where they are? Then say Think about a Where’s the ? help me?”) Ask What question does the boy ask? (Where’s the Where’s the ?
new person in town. She needs to take the hospital?) What does the girl tell the boy? (It’s across from
train. She can’t find the train station. What the museum. It’s on the corner of Main Street and First Street.) The is across from the movie
can she do? (ask for help) Tell students to use the directions to point to the hospital in theater.
their books.
GRAMMAR 1 1 Read. Look at the map. Match the sentences. • Expand Say and write I’m at the bakery. I can’t find the BE THE EXPERT
Can for requests and offers TR: 2.4
1. Can you help me? a. It’s on the corner of Main Street. cupcakes. Can you help me, please? Where are the cupcakes?
Can you help me? Sure. How can I help? 2. Where’s the park?
It’s next to the bakery.
Point out the underlined words are and cupcakes. Explain to Teaching Tip
b. I’m sorry. I don’t know where it is.
3. Where’s the toy store? students that when they’re asking about more than one thing, Students may have different learning styles.
c. It’s across from the supermarket. they should use are. For example, some students learn best when
4. Where’s the museum?
d. It’s behind the hospital. information is presented visually. Some students
5. Where’s the movie theater?
• Have students choose a place from the map on p. 32, the need information verbally, while others may
e. Yes, of course. How can I help?
6. Can you help me find the
photos on pp. 28–29, or their own town or city. Have them list need to write it down. Still others may benefi t
drug store? f. It’s between the hospital from performing hands-on activities, or activities
and the supermarket. two items from their chosen place, such as apples and oranges
involving physical movement. Be sure to include a
at the supermarket, or magazines and videos at the library. variety of visual, verbal, written, and movement
2 Write more questions about the town. Work with
Then have them write questions asking for help finding the activities in your class to support different
a partner. Ask and answer.
items on their list. For example: Can you help me? Where are learning styles.
3 Ask and answer. What about you? Think about where you live. the apples and oranges? Remind them to use the verb are.
Extend
Museum • Put students in pairs. Have each student write sentences about
something they need to do or get. The partner tells them how
to get there. First, write the dialogue below, and model it with
a student.
Can you help me?
Sure. How can I help?
Can you help me?
Police Sure. How can I help?
station
Where’s the hospital? I want to [buy a toy. Where’s the toy store?]
Park It’s [between the hospital and the supermarket.]
It’s across from the museum. It’s on the
corner of Main Street and First Street.
32 Unit 2 33
• If students have difficulty, create a two-column chart with the
headings What? and Where? Then brainstorm with students to
complete a group chart such as the one below. When the chart
Recap is completed, have students use it to practice their dialogues.

• Say Look at the map. Write more questions • Remind students that they can use can to ask for help. Ask
about the town. Use these sentences to How do we ask for help? (Can you help me, please?) How do What? Where?
help you. When students have finished, we answer? (How can I help?) Draw a simple map with two
see a doctor hospital
have a student from each pair read one streets, like the one on p. 32. Have students use can to ask and
question and answer aloud. Use students’ answer questions about the places on the map. buy a toy
responses to assess their understanding toy store
buy a gift
of the vocabulary. If students are having
difficulty, review the vocabulary words. Apply buy bananas
supermarket
buy apples
• Have students tell about places in their city or town. Model by
Wrap Up giving examples of places found where you live. My town has
a police station and a supermarket. It doesn’t have a museum
see paintings museum
• Say Let’s ask and answer questions about or a theater. For students who need more support, use Yes/No buy a birthday cake
bakery
places at school. Ask a student Can you questions such as Does your town have a police station? Does it buy bread Workbook and Online Practice
help me, please? Where’s the principal’s have a bakery? Have students review the photos on pp. 28–29 Grammar 1
see a movie movie theater
office? Once the student gives an answer, for more ideas.
have her ask another student about a ✔ Formative Assessment
different place at school. To continue the • 3 Put students in pairs. Have partners complete the activity, Wrap Up
activity, have students ask and answer using the model on p. 32 to ask and answer questions about Can students
where they live. Remind them to use can. Monitor partners • Say Let’s play a game about things in the classroom. Ask a • ask for help with can?
questions about various school locations.
to make sure they are taking turns asking and answering student about the location of a classroom item. For example,
Present students with the following scenario:
questions. say Can you help me, (Hyo)? Where’s the chalkboard? The Imagine you need medicine but can’t find the
student answers by saying Yes, I can help you. The chalkboard drugstore. What do you say to ask for help?
is at the front of the classroom. The student who answers then Have students use can to form their requests.
asks another student about a new object. The game continues • answer requests for help with can?
with students asking and answering questions about the Ask questions such as What do you say to the
location of classroom objects. person asking you for help?
VOCABULARY 2
VOCABULARY 2 • Say Look again at the photos of places on page 34. BE THE EXPERT
Ask students questions such as these:
Objective 1 Listen and say. Teaching Tip
Students will Read and write. TR: 2.5
Which place has a panda? (a zoo) Do you think this place has
To help students remember new vocabulary
• identify and use more nouns related to other animals? (yes) What other animals are there? (lions,
terms, have them apply the vocabulary to their
places. a swimming pool a zoo
giraffes, zebras, and so on) own lives. Encourage students to choose their
Which place has water? (a swimming pool) What do people favorite place out of the five places listed on p. 34.
Vocabulary a library, a swimming pool, a mall, a
zoo, a stadium do there? (swim) Have groups discuss their favorite place, when
Which place has books? (a library) Can you read books at they went there, how often they go, and who
Content Vocabulary favorite this place? (yes) they go with.
Resources TR: 2.5–2.6; Flashcards 44–48; Which place has people walking inside? (a mall) What do
Minimal Pair Card 56; Video Sc. 4—Vocabulary they do there? (buy things)
The Sounds of English
a library
2; Activity Worksheet 2.2; Workbook p. 21, TR: a mall a stadium Which place has many people sitting? (a stadium) What do Comparing sounds: /l/ and /r/
2.4; Online Practice The two “liquid” consonants /l/ ( mall ) and
you think they do there? (watch games)
1. Min wants to go to the zoo . /r/ (restaurant) can be difficult for learners of
She loves the crocodiles and the monkeys.
• Point out the new word favorite in item 2. Say Your favorite English, especially since some languages don’t
thing is the thing you like best. My favorite food is pizza. distinguish between the two.
2. Aziz wants to go to the stadium . Ask What’s your favorite food? To demonstrate the /l/ sound, touch the tip of
He likes to see his favorite soccer team. your tongue to the roof of your mouth, right
• Read item 1 out loud. Ask What does Min love? (crocodiles and behind your upper front teeth. To demonstrate /r/,
swimming pool
3. Janica wants to go to the . monkeys) What place has these things? (a zoo) Have students put your tongue in the same position, but don’t
She has a new bathing suit.
write the answer to item 1. Then have them complete items 2–5. touch your tongue to your gums.
4. Mounira wants to go to the mall .
Use this activity to see if students understand the vocabulary. To help students practice these sounds, use
She wants to buy some new clothes. Walk around the room to check students’ work. If students Minimal Pair Card 56 (glass, grass).
are having trouble completing the sentence frames, give them Example words: restaurant, supermarket, mall,
5. Leo wants to go to the library . more examples as clues. hospital, library
He wants to read some books.
2 Listen and stick. TR: 2.6 Apply

• 2 Have students look at Activity 2. Point to Monday in the
first box. Say Monday is a day of the week. Have the class say
Monday Tuesday Wednesday Thursday Friday Monday out loud. Then say the other four days of the week
out loud. Have students repeat each one after you.
34 Unit 2
• Say Now let’s do the sticker activity. Assign partners. Say
Listen for a day of the week. Then put a sticker in the right box.
Warm Up Play TR: 2.6. Check partners’ work. Each box should have one
sticker in it.
• Recycle Say Let’s talk about the words • Have students open their books to p. 34. Hold up Flashcard 44.
you learned for places. Ask What place has Ask What does this picture show? (a boy reading a book,
letters and mailboxes? (a post office) What books on shelves) Have students say the vocabulary word Extend
place has doctors and nurses? (a hospital) out loud. Repeat with the other four vocabulary words and • Put students into groups of three or four. Assign one of the
Give clues for other vocabulary words. Flashcards 45–48. vocabulary words to each group. Have groups write two new
Each clue should name a person or object sentences about their assigned place. Students should model
in each place.
Practice their sentences on the ones in Activity 1 on p. 34.
• 1 Say Now we’re going to hear words. Then we’ll listen to • Give students five minutes to write their sentences. Then ask a
Present sentences with those words. Say each word and sentence out student from each group to read the sentences out loud.
• Explain Say We’re going to learn five loud after you hear it. Play TR: 2.5.
new words about places. One place has
books to read. Show students a book.
Wrap Up
Another place is for swimming. Act out • Write each vocabulary word on the board. Leave space below Workbook and Online Practice
swimming. Then say One place has stores. each word. Point to each vocabulary word and have students Vocabulary 2
Another place has all kinds of animals. say it out loud. Then say Before we end class today, let’s name
People watch sports at another place. new things we see in each place. Encourage students to think ✔ Formative Assessment
Ask Do you know what these places are? of things other than the ones in the book. Examples might
Can students
include computers at the library, towels at the swimming pool,
• identify and use more nouns related to places?
or elephants at the zoo.
Ask questions such as Where can you borrow a
book to read? Where do you see tigers? Where
Review do you watch a baseball game?
• For additional practice, direct students to Activity Worksheet 2.2.

GRAMMAR 2
Objectives Giving directions TR: 2.7 Go straight .
• Map skills The directions straight, left, and right may be Grammar in Depth
Students will How can I get to the drug store? Turn left on Third Avenue.
Turn right at the supermarket. confusing to students when looking at a map from above. The imperative is used to give directions. Use the
• give directions. Saying Go straight on Green Street will look like going right base form of the verb to form the imperative: Go
• give directions with an imperative + adverb. on the map. Remind students they need to imagine they are straight. Turn right at the bakery.
1 Look at the map below. Follow and write.
Grammar Giving directions walking on the street in the map, not above it. Use on before street names and at before
1. How can I get to the museum ? Turn left on Summer Street. buildings: Turn right on Green Street. Turn left at
Content Vocabulary directions, left, right, Go straight. Turn right on Spring Street. It’s next to the mall. • 1 Complete Item 1 as a class. Say Put your finger at Begin the school.
straight
2. How can I get to the school ? Go straight on Green Street. Turn here on the map. Follow with your finger as I talk. Go straight With the imperative, the subject of the sentence is
Resources TR: 2.7; Video Sc. 6—Grammar left on Middle Street. It’s on the corner of Middle Street and Second Avenue. on Green Street to Summer Street. Point to the “straight” arrow unsaid or unwritten but assumed to be you (all).
2; Activity Worksheet 2.3; Workbook p. 22; on the board. Continue to read the directions in item 1 aloud as
3. How can I get to the restaurant ? Go straight on Green Street. If you want to tell the exact location of a
Grammar Workbook pp. 8–9; Online Practice
Turn right on Middle Street. Turn left on Black Street. It’s next to the students trace the route, pointing to the arrows on the board building, use on the right/left at the end of your
Materials note cards (with directions to places in swimming pool. as needed. When you’ve finished reading item 1 aloud, ask directions: Turn left on Second Street. Go straight.
the classroom), scissors What place do you see? (the museum) Say That’s right! The The zoo is on your right.
4. How can I get to the zoo ? Turn left on Summer Street.
Turn right on Second Avenue. Go straight on to Sunny Street. It’s next to the museum is next to the mall. Have students complete items 2–4.
book store. Walk around the room to watch students work.
2 Play a game. Cut out the cards in the back of the book.
Play with a partner. Ask for directions. Take turns. Apply
• Write the following question frame on the board:
MALL
MUSEUM
How can I get to the ?

SPRING STREET
POLICE SCHOOL BOOKS
ZOO
• 2 Put students into pairs. Have partners cut out the cards
SUMMER STREET
MIDDLE STREET
HIGH STREET
SECOND AVENUE SUNNY STREET on p. 169. Say One student picks a card and reads the place,
for example, the mall. Ask your partner “How can I get to the
mall?” Your partner will use the map to give directions. Model
GREEN STREET
Begin HOSPITAL
RESTAURANT
the activity with a student. Observe partners as they play the
here game. Make sure the student asking for directions uses How
BLACK STREET can I get to the (mall)? Remind students to look at the question
35 frame on the board.
Warm Up Present Extend

• Put students into groups of three or four. Say Draw your own
• Build background Put students into • Explain Direct students’ attention to the Grammar box at the
map of a town. Think of three streets and four or five places to
small groups. Assign each group a top of p. 35. Play TR: 2.7. Point out Go straight. Then point to
put on your map. Look at the map on page 35 for ideas. Name
number. Give each group a note card with the arrow next to Go straight. Say The arrow shows the way
the places and streets on your map. Allow time for groups to
directions to a location in the classroom. to go. This arrow points straight up. That means to go straight
organize their ideas and draw their maps.
For example, Walk straight to the front of ahead. Repeat for Turn left and Turn right. To help students
the room. Then turn left. Walk five steps remember left and right, tell them to form an L with their index • Then have each group trade maps with another group. Say Use
and stop. Have group members work finger and thumb on their left hand. Say L stands for “left.” the new map to ask for and give directions. Take turns. Remind
together to follow your directions. When You use your left hand to make an L. students to use this question form to ask for directions: How
groups are at their locations, ask Group 1, can I get to the (mall)?
where are you? (the bookshelves) Group 2, • Write the following sentence frames on the board: Workbook and Online Practice
where are you? (the chalkboard) Grammar 2
Go .
Wrap Up
• Say You followed directions to get to a ✔ Formative Assessment
• Say Look at the map on page 35. Two places don’t have
place in the classroom. Directions tell you Turn . names. What are they? (the stadium and the swimming pool) Can students
where to go. Ask What directions did you
Turn . Have students write directions to each place. Remind them to • ask for directions?
follow? Call on different students to read
start from Begin here on the map. Call on students to read
their directions aloud. Name the following places: post office, train
their directions aloud. station, toy store, movie theater. Have students
• Complete the sentence frames as a class. Remind students to ask for directions to each place.
look at each arrow to see where it points.
Review • give directions with an imperative + adverb?
Ask students to give directions to places in
• For additional practice, direct students to Activity Worksheet 2.3. school, such as the cafeteria, nurse’s office,
or library.
READING
culture and
Objectives 1 Listen and read. TR: 2.8 art center
park
About the Photo
A satellite can
Students will
Eye in the Sky
see an open The city shown in the satellite photos is Pohang
gymnasium
• find places on a map. umbrella from
in South Korea. Pohang is a city on the east coast
space!
• write words in size order. sports of the country. It has been home to many small
Satellites are machines in space that circle Earth. They help us talk stadium fishing villages since 1500 B.C.
• talk about their town.
to people on the other side of the planet. They can also study the
Reading Strategy Text Features baseball In 1930, the city began to grow. The steel industry
planet’s weather. This satellite is called GeoEye 1. It is the same size as river
a big car. It takes photos of our planet. These pictures can show our
stadium became an important part of the city’s economy.
Academic Language caption, label 681 km
swimming In recent years, the city has encouraged interest in
continents and oceans. They can show our streets and houses, too! (423 miles)
Content Vocabulary machine, satellite, space, pool the environment and culture.
weather On the Internet, there are many photos and maps of Earth. We
Resources TR: 2.8; Workbook pp. 24–25, TR: 2.6; 2 Look at the satellite map. Check T for True and F for False.
Online Practice This is a photo of the world. You 1. The gymnasium is next to the river. T ✔
F
can see the seven continents.

Materials maps or photos of students’ town Do you know their names?
✔
T F
(optional), colored markers or crayons, and the culture and art center.
construction paper 3. The park is next to the gymnasium. T ✔
F
4. The gymnasium is near the swimming pool. ✔

T F
continent country house planet street town
small house street town
country continent planet big
Look! There’s
4 Talk about your town. Work with a the mall.
This is part of Asia, the biggest continent. partner. You can use a photo or map.
Now we can see the countries clearly. Now we can see one town. Yes, it’s next
This is Pohang in South to the park.
Here we can see South Korea.
two stadiums?
36 Unit 2 37
Warm Up Present
• Activate prior knowledge Ask Where’s • Predict Say Open your books to pages 36 and 37. Have • Play TR: 2.8 again. Stop at the end of each paragraph to check • Think Aloud Model making an inference,
the sky? Point and show me. (up) Then students read the title out loud. Say Look at the photos and comprehension. Ask questions such as: or educated guess, about information in
have a group of students come to the read the words by them. What do you think this reading is the text by thinking aloud. Say I read that
Paragraph 1: What are satellites? What can satellites help us satellites study weather. What kinds of
board. Ask the rest of the class to name about? (satellites and the photos they take of Earth) Have
do? What’s GeoEye 1? How big is it? What does it do? weather do people want to know about?
things in the sky (clouds, sun, birds). Have students write their predictions on paper.
the group of students draw what the class Paragraph 2: Where can we find photos and maps of Earth? I know people like to know about storms.
names. Say The sky is very large. There are • 1 Read together Play TR: 2.8. Have students read along. Maybe satellites help show which way
What can photos and maps of Earth help us do?
many things in the sky. Ask What’s the reading about? Then discuss the predictions a storm is moving. People can use that
students wrote. • Graphic literacy Draw students’ attention to the diagram information to get out of the way of the
• Preteach Write satellite on the board. of the GeoEye 1 satellite on p. 36. Point to the photo. Ask storm and stay safe.
Say it aloud and have students repeat. Say What does the photo show? (the GeoEye 1 satellite) Say
Satellites are special machines that go far This is a satellite. The lines and numbers tell us how far the
above the sky, into space. Satellites help us satellite is above Earth. How far above Earth is the satellite?
do many things on Earth. (681 kilometers, or 423 miles)
READING
Wrap Up BE THE EXPERT
culture and
park
A satellite can
art center
• Write these phrases on the board, leaving space under each Reading Strategy
Eye in the Sky one: help people talk to people far away, study the planet’s
see an open
umbrella from gymnasium Text Features Text features are parts in a
space!
sports weather, take photos of Earth. Read each one aloud. Say These text that stand out. They help organize the
Satellites are machines in space that circle Earth. They help us talk stadium are some things satellites do. Have students brainstorm a list information and make it easy to find. Text
to people on the other side of the planet. They can also study the of reasons why each one is helpful. For example, students may features include headings, photos, drawings,
planet’s weather. This satellite is called GeoEye 1. It is the same size as baseball captions and labels, maps, diagrams, charts,
a big car. It takes photos of our planet. These pictures can show our stadium
river
say that studying weather can help people stay safe in bad
681 km and tables.
continents and oceans. They can show our streets and houses, too! (423 miles) swimming storms. Write students’ ideas under the appropriate heading.
pool Understanding text features helps students see
On the Internet, there are many photos and maps of Earth. We the “big picture,” or what the text is mainly about.
2 Look at the satellite map. Check T for True and F for False. Recap Before students begin reading a text, have them
This is a photo of the world. You 1. The gymnasium is next to the river. T ✔
F look quickly at the text features. Ask them which
can see the seven continents. • Say We learned about satellites and what they do. What are features they noticed first and why. Ask students
Do you know their names?
and the culture and art center. ✔
T F satellites? (machines in space that circle Earth) What are some to identify what they learned from the feature.
T ✔
F things satellites do? (help people talk to other people far away,
3. The park is next to the gymnasium.
study the planet’s weather, take photos of Earth) Teaching Tip
4. The gymnasium is near the swimming pool. ✔
T F
Grouping Students often work in groups to create
posters and other products. Before groups begin
Apply working, suggest that each group member choose
continent country house planet street town and focus on a specific task, such as taking notes,
• Say Open your books to pages 36 and 37. Look at the satellite writing dialogue, drawing sketches, and so on.
small house street town maps. Maps help you learn about a place. Look at the words Assigning tasks will help groups save time and
big
on and near the maps. Point to the caption above the satellite allow group members to work together better.
country continent planet
photo of Earth on p. 36. Say This is a caption. A caption tells
Look! There’s you about a photo. A caption says more than a label does. A
4 Talk about your town. Work with a the mall.
This is part of Asia, the biggest continent.
label just tells the name of a thing. Point to a label on p. 37
partner. You can use a photo or map.
Now we can see the countries clearly. Now we can see one town. Yes, it’s next (gymnasium) and say This is a label.
This is Pohang in South to the park.
Here we can see South Korea.
two stadiums? • Have students read the captions on p. 36 and the labels
36 Unit 2 37
on p. 37. Talk with students about the places shown on the
satellite photos (p. 36) and the map (p. 37). Have students
OW2e_SB_3_31995_026-041_U02_PPDF_2ndP.indd 36 5/20/19 3:41 PM OW2e_SB_3_31995_026-041_U02_PPDF.indd 37 2/11/19 1:19 PM
point to and name the seven continents in the photo on p. 36.
Practice • 4 Direct students’ attention to the model dialogue on p. 37.

• Say Look at the satellite map on page 37. • Move around the room and check students’ work. Note Role-play the dialogue with a student. Then put students into
Point out the labels to students. Say The whether students are having trouble understanding between, pairs and have partners complete the activity. If possible,
labels tell the name of each place. Read next to, or near. If so, use three coins or other small objects to provide maps or photos of students’ towns for them to use in
each label aloud and have students repeat show what each term means. this activity.
it. Connect the places in the photo to the
• To prepare for the next activity, have students start thinking of
vocabulary words. Ask What places did we
things that are big and small. Give students these examples to
Extend
learn about in this unit? (park, stadium,
swimming pool) What places are new? get them started: trees (big), flowers (small); lion (big), kitten • Put students into small groups. Have groups make posters
(gymnasium, culture and art center) Say A (small). Write students’ ideas on the board and ask questions about their town. Have students brainstorm three details about Reading
gymnasium is where people play sports. A such as Is a tree bigger than a flower? (yes) Is a kitten bigger their town. Assign two students in the group to use the details
culture and arts center is where people can than a lion? (no) to write sentences. Ask What would your town look like from ✔ Formative Assessment
see paintings and other kinds of art. space? Assign other students to draw a picture like the one
• 3 Put students into six groups to complete the activity. When on p. 37. Ask What continent is your town in? What would Can students
• 2 Model using the map to answer Item groups have finished, have a student from each group read a satellite picture of it look like? Assign the other students • find places on a map?
1. Say The stadium is close to the river. The the group’s word list aloud. Then write the correct word order to draw the continent like the ones on p. 36. Have students Show students a world map or globe. Ask them
swimming pool is close to the river, too. on the board (house, street, town, country, continent, planet). add labels and captions to their posters. Then have students to find certain continents, oceans and other
The gymnasium is not as close. It isn’t next Ask Is a continent bigger than a country? (yes) Is a continent present their posters to the class. bodies of water, countries, and so on.
to the river. Say Look at the first question. bigger than a planet? (no)
• write words in size order?
Is the first sentence true or false? (False)
Say It’s false. The gymnasium is not next
• Expand Assign each group one of the six words from the Wrap Up Present the following words to students: world,
neighborhood, street, city. Have them order the
activity. Have groups write an original sentence for their
to the river. Then have students complete • Say, Before we finish class today, tell me three things you words from biggest to smallest.
assigned word. Then choose a student from each group to
Items 2–4 independently. learned about satellites. • talk about their town?
write the group’s sentence on the board.
Have students ask their partners questions
about their town, such as Does our town have a
library? What street is it on? They should answer
using complete sentences.
WRITING VALUE
WRITING VALUE
Writing Write about a special place. 1 Read. We can use the word and to connect two ideas.
Underline the sentences with and as you read. Explore It’s fun to find new Value Explore your town.
Objectives
Students will My special place in the world your town. things in your town. Objective
Students will
• read a description of a place. My name is Jan, and I live in a town in • talk and write about exploring their town.
• write about a special place they know. Poland called Kazimierz Dolny. I have two Resources Value Poster; World Map
favorite places!
Academic Language connect There is a hill by the town. You can walk
Think. Pair. Share.
Resources Graphic Organizer: Two-column chart; to the top of the hill, and from there you
Workbook p. 26; Online Practice can see the whole town. It’s beautiful, and How can you explore your
it’s very quiet. town?
My second favorite place is the bakery!
My town is famous for its special bread. BE THE EXPERT
The bakery makes bread in the shape of
a chicken. It’s delicious! About the Photo
The photo shows a boy in Shanghai, the largest
Workbook and Online Practice city in China. Locate China on a world map or
2 Write. Write about your special place in the world. globe and trace your finger from your country to
Writing
China.
✔ Formative Assessment Shanghai, China The boy is facing the Oriental Pearl Tower, a TV
tower and popular tourist attraction. Shanghai’s
Can students commercial area, known as the Bund, can be seen
in the background.
• read and understand a description of a place?
Have students read the description of the Teaching Tip
town in Poland again. To assess students’
Encourage students to include details from all
comprehension, ask Where does Jan live? What
five senses. Using a variety of sensory details will
are his two favorite places? What’s his town
3 Share your writing. Work in a small group. Listen and fill the chart. make their writing more interesting.
famous for?
• write about a special place they know? Name Favorite place Related Vocabulary
Review the descriptions students wrote in building, lamppost, tower, vacation, visit
Activity 2. Do they identify a place? Do they
include specific details about their chosen place?
38 Unit 2 39
Present Share
• Help students begin thinking about places • 1 Say Now we’re going to read about a student’s special • 3 Put students into groups of three. Say Copy the chart from What is something new you can find if you
they like. Say We’re learning about places. place. As you read, underline the sentences with and in them. page 38. Listen to each person in your group read about a look around? Give students time to think
What are some places we learned about? Read and have students identify the sentences with and place. Fill in the chart. about this and take notes.
What are some places you like to go? (sentences 1, 4, and 5). Choose one of the sentences and have a
What place do you like best? student identify the two ideas in it. • After students have read and listened to one another’s Pair
descriptions, have each group member state two details from
• Show students how to connect two ideas with and. Point out • Put students in pairs. Have them ask and
• Model Show students how to use details another student’s description. Have the student use and to
the two sentences you wrote on the board. Say I can use and connect these details in a sentence. answer the question in the middle of the
when discussing a place. Say The place I
to make these two sentences into one sentence. Write I swim in page. Ask other questions to help them
like best is the beach. Write on the board:
the water, and I build sand castles. start their conversation: Is there a part of
I swim in the water. I build sand castles.
Read each sentence aloud and act it out.
Value your town you don’t know well? How can
• 2 Have students think of their favorite place and write you get there from here? What do you
Keep the sentences on the board. Think
a description of it. Remind them to connect two ideas with and. think you can find there?
If students have trouble connecting two ideas with and, refer • Point to the photo on p. 39. Say This boy is in Shanghai, China.
Write them to the sentences on the board. Ask What’s he doing? (looking at a tower, holding a toy) What Share
• Say Open your books to page 38. Have does the toy look like? (the tower he’s looking at) • Have students take turns sharing their
students read the title. Ask What do you • Have students read the value statement on p. 39 aloud. Ask Do partner’s answers to the question aloud.
think the photo shows? (a special place, you explore in your town? What do you find? Allow students to Encourage the rest of the class to listen
something from that place) share their ideas aloud. carefully. After each student shares, ask
the class Do you know this place? What
• Have a student read the sentence to the right of the value can you do there?
statement. Ask Do you agree that it’s fun to find new things?

PROJECT
Objectives Make My World circles.
Teaching Tip
Students will I live in South America.
Some students may feel uncomfortable with their
• draw pictures of where they live, moving from 1 2
drawing skills. Support and encourage students
a small place (house or apartment) to a large who think they’re not good at drawing. Reassure
place (world). students that they won’t be judged for their
• make My World circles. artwork. If students are working in groups, make
• complete the Unit 2 Quiz. sure that group members do not make negative
comments about other students’ drawings.
Content Vocabulary continent, country, Encourage group members to point out things
neighborhood, South America they like about each student’s drawing.
Resources Assessment: Unit 2 Quiz; Activity
Worksheet 2.4; World Map Project Rubric
Materials world map, scissors, colored Cut out six circles of different On the smallest circle, draw ü Did students draw pictures of where they live,
construction paper, crayons and markers, from smallest to largest place?
sizes. a picture of your house and
metal brad (fastener) write My House. ü Did students join their circles in the right
order?
3 4
Now I can . . .
talk about my town.
ask for help.
On the other circles, do the Taking care, join the circles
same for My Neighborhood, together with a brad. give directions.
My Town, My Country,
My Continent, and My World.
40 Unit 2 41
Prepare Share
• Ask What are the names of some places is a big piece of land on Earth. Ask What continent do we live • Have students exchange My World circles with a partner.
we learned about in this unit? Write the on? Say Show me on the map. Then ask What does the whole Ask What did your partner draw on each circle? Have students
places that students call out on the board. map show? (the world) Ask Is your house part of the world? talk about how their My World circles are alike and different.
Ask What places are in your town? Put (yes) Repeat the question for neighborhood, town, country,
a check mark next to each place that and continent. • Ask students to come up to the front of the room and share
students say is in their town. their circles with the rest of the class. Be sure to leave enough
• Give each student the materials for making My World circles. time for questions and answers.
• Say Your house is in your neighborhood. You may want to begin the activity by having students think
A neighborhood is part of a town. A town and talk about what picture to draw for their neighborhood, • Modify Put students in groups of three or four to share ideas Now I Can
is part of a country. Ask What country do town, country, and continent. Make sure students have enough about their drawings. You may also wish to pass around a Ask questions such as the following:
we live in? Point to the world map. Have time to complete the activity. If necessary, help them trace and completed My World circle set for students to look at before
• What do you say to ask for help?
students identify the country. Then say A cut the circles, label their drawings, and join the circles. they begin. This will help them see what the finished product
• How do you tell a new student where the nurse’s
country is part of a continent. A continent should look like.
office is?
• What words can help you talk about your town?
Review
• For additional practice, direct students to Activity Worksheet 2.4. Workbook and Online Practice
Unit Review
over the instructions with students. The quiz
should take 15–20 minutes.
VIDEO UNIT 2 READER
Vocabulary 1a a restaurant, a police station, a hospital, COUNTRY MOUSE VISITS CITY MOUSE Text Type fable
a drugstore, a post office, a train station City Mouse invites his cousin Country Mouse for a visit.
Vocabulary a train station, a museum, a library,
COUNTRY MOUSE
Together, the mice visit some of City Mouse’s favorite places.
Country Mouse likes the city. But will he want to stay?
Vocabulary 1b a toy store, a supermarket, a bakery, a bakery, a park

Visits
Created by National Geographic Learning, the Our World readers are six levels of original stories,
a movie theater, a museum, a park

City Mouse Grammar Can for requests and offers

LEVEL 3 READERS
Vocabulary 2 a mall, a library, a zoo, a stadium, Based on an Aesop’s Fable

Reading Strategy Compare and Contrast
Country Mouse Visits

a swimming pool Based on an Aesop’s Fable Tortoise and Hare’s Race
Based on an Aesop’s Fable by Jill Korey O’Sullivan
City Mouse
The Four Blind Men
Resources Video: Sc. 9—Story Time; Graphic
Grammar 1 Can for requests and offers Based on a Folktale from India

Coyote’s Weekend
Organizer: Venn diagram; World Map

One day, City Mouse invites Country
Grammar 2 Giving directions Mouse to visit him in the big city.

Song A Great New Town Country Mouse arrives by train, and
City Mouse takes his cousin on a tour
Viewing places in the world National Geographic Learning, part of Cengage
quality materials for PreK-12, academic, and adult 90000 of the city. The two mice go to many
Story Time Country Mouse Visits City Mouse wonderful places in the city. What
BE THE EXPERT
does Country Mouse think of the city?

Zoom In
9 781133 730538
Resources Video: Sc. 1–10; Graphic Organizer: Does he miss his country home?
Two-column chart
Vocabulary Our World in Context
Country Mouse Visits City Mouse takes place in
• Select Scene 3: Vocabulary 1b or Scene 4:
Vocabulary 2. Pause at each image and have students
Before You Read Paris. Paris is the largest city in France, as well as
Before You Watch name the place. • Activate prior knowledge Ask What are some places you
the country’s capital. Located in the central-north
area of France, Paris is home to more than two
• Play the introduction to the video. Say This video is all know? What things do you see in each place? How are these million people.
Grammar places like where you live? How are they different?
about places. Ask What are some places you go with
your family? What places do you like best? • Play Scene 5: Grammar 1. What does the girl say to ask Text Background
for help? (Can you help me find my hippo?) • Introduce the strategy Show students a pencil and a pen. Country Mouse Visits City Mouse is based on a
Say When I compare two things, I tell how they’re alike. The fable credited to Aesop, a legendary storyteller of
While You Watch • Play Scene 6: Grammar 2. Freeze on the first caption. pencil and the pen are both long. Both are for writing. Then ancient Greece. Many of Aesop’s original fables
Ask What do the words tell the robot to do? (Move say When I contrast two things, I tell how they’re different. The end with a moral, or lesson. It’s unclear whether
• Hand out a two-column chart to students. Have Aesop the person ever actually existed.
quickly.) Then have students identify the other pencil is yellow. The pen is blue. The pencil has an eraser. The
them label one column Inside and the other column
commands the robot receives. pen doesn’t. I can sharpen the pencil. I can’t sharpen the pen.
Outside. Say Look and listen for words that name Reading Strategy
places. Have students put each word they see and Song • Point out the title of the Reader. Say As we read the story, keep Compare and Contrast Comparing and
hear into the correct column. track of how the country and the city are alike and different. contrasting details in a text helps students better
• Play Scene 7: Song. Say What are some places named
Draw a Venn diagram on the board. Label one circle Country understand parts of a story, such as characters
• Say Name one place that is inside. (drugstore) Then in the song? (post office, toy store, supermarket) Put
and settings. As students read Country Mouse
the class into two groups. Have groups take turns and the other City. Write Both where the circles overlap. Say
say Name one place that’s outside. (park) Ask What Visits City Mouse, have them look carefully for
singing each set of lines in the song. We’ll use this graphic organizer to list ways the country and city details describing each place and think about
other places are inside? What other places are
are alike and different. We can also talk about how characters whether the details describe similarities or
outside? Viewing are alike and different. Look at the picture on the cover. How differences.
• Pause the video as necessary to allow students to • Play a few seconds of Scene 8: Viewing. Freeze on a are the two characters alike? How are they different?
identify and list words for places. Have them use the frame of a place. Ask What place is this? How do you
images to determine whether the place is inside or know?
While You Read
outside.
• Play the scene. Have students brainstorm ideas for • Stop after every few pages to compare and contrast the
other places to show in the video. Write the ideas on country and the city with students.
After You Watch the board. Then have groups of students each write
examples of people and things in each place. Have p. 7: How is the library like Country Mouse’s bookshelf at
• Have students review their completed two-column
groups read their ideas aloud. home? How’s it different?
charts. Say Choose one inside place and one outside
place. Write three things you see in each place. Story Time p. 8: How’s the bread at the bakery different from the bread
• View Scene 9: Story Time once with the class. Country Mouse has at home?
• Play Scene 9 again. Pause to ask questions such as p.9: What does Country Mouse say about the park? How’s
How does Country Mouse get to the city? (He takes the park like Country Mouse’s home?
the train.) What places do Country Mouse and City
Mouse visit? (the museum, the library, the bakery, After You Read
the park)
• After finishing the story, look at the completed Venn diagram
with students. Have students use the different parts of the
diagram to write a short summary of how the country and city
are alike and different.

AUDIO SCRIPT TR: 2.5 1 Listen and say. Read and write. TR: 2.3 1 Listen and match. TR: 2.4 2 Listen. Circle the answers.
a library He wants to go to the library. 1. S1: Can you help me? 1. She wants to go to the stadium. She wants to see her
Student’s Book S2: Sure. How can I help? favorite baseball team.
a swimming pool I want to go to the swimming
TR: 2.1 1 Listen and read. pool. S1: Where’s the supermarket? 2. I want to go to the library. I want to study.
Some people live in big towns. Other people live in a mall I want to go to the mall. S2: It’s on the corner of Main Street and First Street. 3. He wants to go to the mall. He wants to buy some
small villages. In both, there are interesting places to new shoes.
a zoo We all want to go to the zoo. 2. S1: Can you help me?
go. Are there places like these where you live? 4. She wants to go to the swimming pool. She wants to
a stadium They want to go to the stadium. S2: Sure. How can I help?
a post office, a museum, a park, a hospital, a bakery, play in the water.
a restaurant, a supermarket, a train station, a toy store, S1: Where’s the post office? 5. I want to go to the zoo. I love the elephants!
a drugstore, a movie theater, a police station TR: 2.6 2 Listen and stick. S2: It’s next to the museum.
S1: When do you want to go to the mall? 3. S1: Can you help me? TR: 2.5 3 Listen and read. Can you say these fast?
TR: 2.2 2 Listen and say. S2: Let’s go on Friday. A supermarket sells salty shellfish.
S2: Sure. How can I help?
a post office You can mail letters and packages S1: Do you want to go to the library? S1: Where’s the restaurant? Bill is busy at the bookstore buying big blue books.
at the post office.
S2: I can’t today. Let’s go on Tuesday. S2: It’s behind the movie theater. Lisa looks right at the library.
a museum You can see paintings in
S1: Do you want to go to the museum? 4. S1: Can you help me?
a museum. TR: 2.6 1 Listen and read.
S2: Yes! Let’s go on Thursday. S2: Sure. How can I help?
a park You can play on the swings in the
Note: The reading Villa las Estrellas: A Town in
park. S1: Are you going to the game on Monday? S1: Where’s the hospital? Antarctica is on p. 318.
a hospital You can see doctors and nurses at S2: Yes! I’ll see you at the stadium. S2: It’s across from the bakery.
the hospital. S1: Do you want to go to the swimming pool today? 5. S1: Can you help me?
a bakery You can buy bread in a bakery. S2: I can’t... Let’s go on Wednesday. S2: Sure. How can I help?
a restaurant You can eat food in a restaurant.
S1: Where’s the drugstore?
a supermarket You can find lots of food at the TR: 2.7 Grammar 2 Giving directions
S2: It’s between the toy store and the park.
supermarket. Note: Grammar 2 is on p. 88.
a train station You can get on a train at a train
station. TR: 2.8 1 Listen and read. NOTES
a toy store You can buy toys at the toy store. Note: The reading Eye in the Sky is on p. 90.
a drugstore You can get your medicine at a
drugstore. Workbook
a movie theater You can see movies at the movie
theater. TR: 2.1 2 Listen and match. Write the letter in
the box.
a police station You can see police officers at the
police station. A. A doctor works at a hospital.
B. You can play in the park.
TR: 2.3 1 Listen. Read and sing. C. A police officer works at a police station.
Note: Lyrics for the song A Great New Town are D. You can see paintings at a museum.
on p. 80. E. You can buy bread at a bakery.
F. You can buy food at a supermarket.
TR: 2.4 Grammar 1 Can for requests and offers
G. You can watch movies at a movie theater.
TR: 2.2 1 Listen to the song. Write.

Note: Lyrics for the song A Great New Town are on
p. 80.

In This Unit
Theme This unit is about using different kinds of
transportation.
Content Objectives
On the Move! About the Photo
This photo shows the Dom Luís I Bridge over the
River Douro in Portugal. Its two-deck construction,
built between 1880 and 1886, connects the cities
Students will of Porto and Vila Nova de Gaia. The lower deck
• discuss different kinds of transportation. is 172 meters (564 feet) long and is reserved for
• talk about how they and others use In this unit, I will . . . general traffic and pedestrians. The upper deck
• talk about different kinds of transportation.
transportation. • describe how people travel.
is 395 meters (1,296 feet) long and is open only
• compare and contrast. to pedestrians and a light rail line. At its highest
Language Objectives
point, it is 85 meters (279 feet) above the river.
Students will Check T for True and F for False. It was Gustave Eiffel, the architect of the Eiffel
• identify different kinds of transportation. A city Tower in Paris, who initially proposed the idea for
• describe ways of traveling. the bridge.
1. is very quiet. T ✔
F
• compare and contrast.
2. has a lot of cars. ✔
T F Teaching Tip
Vocabulary ✔ Act out the meaning of new or unfamiliar verbs
3. has no taxis T F
Vocabulary 1 an airplane, a bus, a ferry, a or adverbs. Acting out helps students connect
helicopter, a hot air balloon, a motorcycle, a a new word with a movement they understand,
sailboat, a scooter, a ship, a subway, a taxi without extra language that might confuse them.
Vocabulary 2 coast downhill, get off, get on, Encourage students to join you in acting out a
park, pedal uphill new word.
Grammar
Related Vocabulary
Grammar 1 too for agreeing
boats, pedestrians, river, sidewalk, traffic
Grammar 2 but as a contrast
Reading Hot Air Balloons
Writing Write about transportation.
Value Be safe on the street.
Project Make a class bar graph.
Porto, Portugal
42 43

Objectives
• Activate prior knowledge Say The name of our next • Have groups make a two-column chart with the headings
Students will
unit is “On the Move!” Ask How do we move? We can run! Moving and Not Moving. Have them look at the photo to
• identify elements of a photo.
Run in place. We can walk. Walk in place. We can swim. Act find words to write under each heading. Words under Moving
• evaluate the accuracy of statements. might include cars, bus, people, and train. Words under Not
out swimming. We can dance! Act out dancing. Ask How do
Resources Video Sc: 1—Introduction; Graphic animals move? (swim, fly, hop, run) Can things move? Moving might include trees, buildings, and bridge.
Organizer: Two-column chart; Home-School
Connection Letter; Unit Opener Poster • Set the stage Say Sometimes we move to go from one place • Ask questions such as the following to encourage students to
to another place. This morning, I rode my bike to school. Act discuss the photo.
out riding a bike. Last week, I took the train. Sometimes, I take What moves in the photo? (train, cars, bus, people)
Pacing Guides L3U3 the bus. A bike, a bus, and a train are kinds of transportation. Can you name three kinds of transportation in the photo?
They help us move from one place to another. Ask Do you use (cars, bus, train)
2–3 Hours 3–4 Hours 4–6 Hours
transportation to get to school?
• Guide students through the True/False activity on p. 42. Read
• Place students in groups of three or four and have them look at each statement out loud. Have students raise their hands to
the photo on pp. 42–43. Say Some of the people in the picture vote whether it is true or false. Have individual students share
are walking. Some people are using transportation to move. their reasons. Help students make any false statements true.

VOCABULARY 1
VOCABULARY 1 BE THE EXPERT
Objective 1 Listen and read. TR: 3.1 Vocabulary Strategy
a bus a hot air a ship
Students will balloon Compound Words Compound words are
• identify types of transportation and use 2 Listen and say. TR: 3.2 words made up of two smaller words, such as
words to describe them. homework. Point out the one-word compound
Transportation helps us move around.
Vocabulary a sailboat, a helicopter, We can travel in the sky, on water, or words on pp. 44–45: sailboat, airplane, subway,
a bus, an airplane, a ferry, a subway, on land. Which is your favorite? and motorcycle. Be sure students can identify the
a hot air balloon, a scooter, a taxi, a ship, two words that make up each compound word.
a motorcycle Explain that the smaller words give clues about
the meaning of the compound word. For example,
Content Vocabulary transportation an airplane a ferry a scooter a scooter
airplane includes the word air. An airplane is a
Resources TR: 3.1–3.2; Flashcards 49–59; Video type of air transportation. A sailboat is a type
Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b; of boat. The word motorcycle includes cycle, as in
Graphic Organizers: Two-column chart, bicycle.
Word web; Activity Worksheet 3.1; Workbook
pp. 28–29, TR: 3.1; Online Practice Teaching Tip
To simplify questions, provide options for answers.
For instance, rather than just asking Where do
a helicopter a subway a taxi a motorcycle ships move? add In the ocean? Or on land? This
will give students practice using new vocabulary
and also provide them with frames for answers.
Related Vocabulary
travel
3 Describe and guess. It’s in the water.
a sailboat Work with a partner.

Dubai, United Arab Emirates Is it a sailboat?
44 Unit 3 45
Warm Up
• Activate prior knowledge Say • Say Share your drawings. Which kind of transportation is slow? • Contextualize Say People use transportation to get from one • 2 Play TR: 3.2. Pause so that students
Transportation helps us get from one place Which is fast? Which is the most fun? Students can point to place to another. Ask How many people can ride on a bus? Lots can repeat the words and sentences as
to another place. Sometimes, our bodies their drawings to answer the questions. Talk as students point. of people or just one? How many people can ride on a scooter? they hear them.
are the transportation. We can walk or Say (Maria) is pointing to a girl walking.
run. Walk and run in place. Sometimes • To simplify, ask questions with yes/no responses, such as Can • In pairs, have students create stories about
we use other things to move. We can you cross the ocean on a scooter? Can you fly in a ferry? a trip. The trip can be made up, or it can
use trains or bikes, or other kinds of
Present be a trip they took in real life. Students
should include at least three different
transportation. • Say Open your books to pages 44 and 45. Look at the Practice types of transportation in their stories.
photos of different kinds of transportation. Hold up
• Build background Say We move in lots Flashcards for each kind of transportation and say • 1 Say We’re going to hear words for different types of Walk around the classroom and check that
of different ways. Draw a two-column the name. Have students repeat. transportation. Look at the photos on pages 44 and 45. students are using new vocabulary. Provide
chart on the board with the headings Read the words as you listen. Play TR: 3.1. sentence frames such as the following
Land and Water. Say Copy this chart. Then • Ask questions about transportation, for example, Which kind if needed: First, he took a
draw pictures of how we move on land of transportation travels in the sky? Which travels on land? • Discuss the words on pp. 44–45. Ask questions such as: to get to the airport. Then he rode in a
and how we move in or on water. Have Which travels on water? Which kind of transportation is fast? Where can you travel? .
students draw two kinds of movement or Which is slow? Do you like to travel in the sky?
transportation for each category. Do you like to travel on water?
How can you travel on land?

VOCABULARY 1
Apply BE THE EXPERT
a bus a hot air a ship • 3 Have students look at the model dialogue on p. 45. Model Our World in Context
balloon another question/answer dialogue or continue the model In the picture on pp. 44–45, a dhow, or racing
conversation with an incorrect and then a correct answer. Say sailboat, participates in the Al-Gaffal Dhow Race
Transportation helps us move around.
Is it a scooter? No. Is it a helicopter? Allow students to answer. off the coast of Dubai in the Persian Gulf.
We can travel in the sky, on water, or
Then say Think of a kind of transportation. Take two minutes Al-Gaffal has taken place every year since 1991
on land. Which is your favorite?
and features over 100 sailboats, skimming the
to write clues about it. Guide students with questions such as Is
waters from Sir Abu Nu’ayr to Abu Dhabi.
it fast? Is it slow? Do you ride it every day? Sailboat races, which are popular all over the
an airplane a ferry a scooter a scooter
world, are an example of transportation as
• Once students have written clues, have them work with a
sports competition.
partner. Students use the model dialogue as a guide and take
turns giving clues and guessing their partner’s transportation. Teaching Tip
Guide students’ comparisons by asking questions.
Extend Talk about specific categories. Ask students about
colors, numbers, speed, shape, and size to help
a helicopter a subway a taxi a motorcycle
• Say Now we’re going to think about how transportation is them make comparisons.
the same and different. Think of two kinds of transportation.
Model organizing information in a Venn diagram on the board.
Label the diagram Sailboat, Both, and Train. Give examples
for each section of the diagram.
3 Describe and guess. It’s in the water.

Sailboat Both Train
a sailboat Work with a partner.
Dubai, United Arab Emirates Is it a sailboat?
on water big on land

hold lots
of people
44 Unit 3 45 fast
OW2e_SB_3_31995_042-057_U03_PPDF_2ndP.indd 44 5/31/19 9:31 AM OW2e_SB_3_31995_042-057_U03_PPDF.indd 45 2/11/19 1:18 PM
• Have students make their own Venn diagrams. Have them

Wrap Up list as many things as they can without including the names
• On the board, draw a three-column • Have students share their charts with classmates. of the transportation. When they finish, have them exchange
chart with the headings On a Trip, Get to diagrams with a partner. Say Use the clues to guess what kinds
School, and Other Ways. Have students On a Trip Get to School Other Ways of transportation the diagram tells about. After partners finish,
copy the chart. Say In the first column, ship scooter hot air balloon have students read their clues aloud to the class. Have the class
write how you travel on a trip. What kinds guess the kinds of transportation.
of transportation can you use? In the airplane bus motorcycle
second column, write ways you can get
to school. In the last column, think about taxi Wrap Up
other kinds of transportation you want to • Have students think about when to use types of transportation.
use. For example, you may not ride in hot Say I’m going to school. How should I get there? Take several
air balloons, but you think they look fun!
Recap answers. Repeat for different locations. I’m going to another
Write hot air balloon. • To review vocabulary, point to photos on pp. 44–45. Have country/across the ocean/next door. How should I get there?
students name the kind of transportation and say whether
it travels in the sky, on water, or on land. Then ask questions
without pointing, for example, Does an airplane travel on
Review Workbook and Online Practice
water? Does a ferry travel on water? • For additional practice, direct students to Activity Worksheet 3.1. Vocabulary 1
Can students
• identify types of transportation and use words
to describe them?
Have students draw pictures and use written
words to describe the following:
airplane bus
ship hot air balloon

SONG
SONG BE THE EXPERT
Vocabulary in the song 1 Listen. Read and sing. TR: 3.3 About the Photo
Vocabulary 1 a bus, a ferry, a subway
Vocabulary 2 coast downhill How Do You The students in the photo are riding in an auto
rickshaw called a Tuk Tuk. Rickshaws are common
Grammar in the song
Grammar 1 too for agreeing
Get to School? in India, especially in Delhi. The Delhi government
encourages people to use them instead of
cars and trucks. Cars and trucks cause a lot of
Resources TR: 3.3; Video Sc. 7—Song; Workbook CHORUS pollution, and auto rickshaws are cleaner and
p. 30, TR: 3.2; Online Practice How do you get to school? better for the environment.
How do you get to school?
How do you get to school? Teaching Tip
A song’s tune and repetition can help students
I take the bus to school. remember vocabulary and grammar. Play songs
I do, too. multiple times, and have students sing phrases.
I ride my bike to school.
I do, too.
If possible, print out or make copies of the song
with blanks for vocabulary words. Students can fill
CHORUS in vocabulary as they listen. Encourage students
My mom drives me to school. to use new vocabulary to make up their own
My mom does, too. songs.
I coast downhill to school.
I do, too.
CHORUS
Listen and I’ll tell you

how I get to school.
I take a ferry to school. Yes, I do.
I take a ferry to school. Do you take one, too?
I take the subway to school. Yes, I do.
I take the subway to school. Do you take it, too?
CHORUS 2 Work in a group. Act out how you

get to school. Your group guesses.
46 Unit 3 47 Song

• Revisit Say We’ve learned about different • 1 Play TR: 3.3 once. Have students listen for different types of • Grammar 1 Replay the first two verses of the song and have • Model drawing a picture of a student
ways to travel. Some people travel to transportation. Have them list each type of transportation as students sing along. Then sing or call out a line from the song taking the bus and point out the sentence
school by bus. Others walk to school. they hear it. When the song is over, say What transportation and have students respond with the next line. For example, I take the bus to school in the song. Write
Others ride a bike to school. Then have words did you hear? List students’ answers on the board. call or sing out I take the bus to school! The class responds it on the board.
students open their books to pp. 44–45 I do, too.
• After students finish drawing their pictures
and look at the photo.
• 2 Vocabulary 1 Have students read the activity on p. 47. and writing their sentences, call one
• Put students into groups of four or five. Model acting out one type of transportation while the class student from each group to come to the
One at a time, have students draw a guesses what it is. Put students into groups of four or five. As a front of the class with her picture. Say I’m
picture of a type of transportation. Group class, sing the chorus: “How do you get to school?” One person going to play the song one more time.
members call out guesses as each student in each group acts out how they get to school. The rest of the When you hear how you get to school,
draws. When a correct answer is guessed, group guesses. Repeat until each group member takes a turn. show your picture and sing the sentence.
the next student draws a picture for others Your group holds up their pictures and
• End of Unit Put students in five small groups. Point out the sings “I do, too.”
to guess.
many ways to get to school mentioned in the song. Assign one
of the ways to each group. Say Each student draws a picture of
the way to get to school. Write the sentence from the song.
108 Unit 3 Song 109

Objectives too for agreeing TR: 3.4
Grammar in Depth
Students will I ride my scooter to school. I do, too. Name
I take the bus to school. I don’t. I take the subway. Scooter Bus Walk Bike Look at this brief exchange:
• express agreement or disagreement with too My brother rides his bike to school. My brother does, too. A: I ride the ferry every day.
and not. My sister rides her skateboard to school. My sister doesn’t. She walks. Miguel ✔ B: I also ride the ferry every day.
• tell what other people do or don’t do using While this is grammatically correct, there’s a
too and not. simpler, more efficient way to say the response
1 Read. Write a sentence with do, don’t, does, or doesn’t. Carlos ✔
Grammar too for agreeing in English:
1. I take the bus to school. A: I ride the ferry every day.
Academic Language survey Fernanda ✔
B: I do, too.
I don’t. I ride my bike.
Content Vocabulary vacation Use do/does + too to indicate agreement with the
Rosario ✔
Resources TR: 3.4–3.5; Video Sc. 5—Grammar 2. My sister rides her bike every day. conditions of the first statement that was made.
1; Graphic Organizer: Three-column chart; Note that if the first sentence uses a form of be or
Workbook pp. 31–32, TR: 2.3; Grammar Tomas ✔ is negative, you cannot use do/does + too:
Workbook pp. 10–11; Online Practice 3. I ride my scooter after school. They’re from Chile. I do too. I am, too.
She doesn’t take the subway. I do too. I don’t
Graciela ✔
either.
4. My cousins go on vacation by airplane every summer. When you don’t agree with a statement, it’s
3 Look. Write sentences about Marco’s survey. typical to give an explanation, as in the following
exchange:
A: I ride my bike to school.
5. I take my dog to the park every day. Tomas walks to school. B: I don’t. I walk.
Fernanda doesn’t. She takes the bus.
Teaching Tip
I ride my bike.
Sentence Strips Sentence strips can help students
4 Talk about you and your practice and understand word order. For example,
friends. Work with a partner. have students create sentence strips for the
sentences that appear in the grammar box.
Cut words or short phrases and mix them up.
Have partners work together to put the sentence
strips in the correct order.
Yankou, China
48 Unit 3 49

• Set the stage Say I like to fly in airplanes • Say Now open your books to page 48. Have students look at • Write this sentence on the board: They walk to school. Then • Call on students to draw a line from a
when I go on trips. My sister does, too. the grammar box as you play TR: 3.4. write subjects and sentence endings as shown below. Point to subject to a sentence ending. Have them
Make a gesture for “yes.” We fly together. the sentence on the board and say They walk to school. Model read the sentences. Help students make
Say My brother doesn’t like to fly. Make • Write I do, too. and I don’t. on the board. Say Ana rides her creating a response by drawing a line from Raúl to does, too. any necessary corrections. Say the sentence
a gesture for “no.” He likes to travel on bike to work. Point to I do, too. and make a positive gesture. Say Raúl does, too. out loud again, and have the class repeat.
boats. Say I do, too. Say Raúl takes the train to work. Point to I don’t. Have them make positive and negative
on the board and make a negative gesture. Say I don’t. gestures for “yes” and “no.”
They walk to school. Raúl do, too
• Preteach Say Sometimes I walk to school.
Ask a student Do you walk to school? • Use like to make more statements and have individual students • 1 Read item 1 out loud. Ask a volunteer
You doesn’t
Model connecting the two statements. Say respond I do, too or I don’t. For example, say I like to take the to read the model response aloud. Read
I walk to school. (Luis) does, too. Or I walk bus. Point to both phrases on the board and have a student I don’t item 1 again, and then ask a student What
to school. (Luis) doesn’t. choose one. about you? (I do, too. / I don’t.) Have
does, too students work in pairs to complete items
• Make statements such as these: I like to • Contextualize In pairs, have students talk about their likes
2–5. Have them write their responses.
draw. Ask a student Do you like to draw? and dislikes. Add the sentence frame I like to . on the
Then say I like to draw. (Juliana) does, board to the two phrases above. Partners should respond with
too/doesn’t. I do, too or I don’t. Then switch.

Apply BE THE EXPERT
too for agreeing TR: 3.4
I ride my scooter to school. I do, too. Name • 3 Have students revisit Marco’s survey on p. 49. Remind Teaching Tip
I take the bus to school. I don’t. I take the subway. Scooter Bus Walk Bike students that a check mark stands for something that a person Make sure students incorporate new vocabulary
My brother rides his bike to school. My brother does, too.
My sister rides her skateboard to school. My sister doesn’t. She walks.
does. Read the sentences on p. 49 out loud. Say Tomas walks and grammar when working in pairs. Provide
Miguel ✔
to school. Fernanda doesn’t. She takes the bus. students with sentence frames that include new
vocabulary and grammar or write phrases on the
1 Read. Write a sentence with do, don’t, does, or doesn’t. Carlos ✔ • Model another sentence from the chart. Say Rosario rides her board that students can refer to, as necessary.
1. I take the bus to school. scooter. Point to the chart to show your thinking. Ask What
Fernanda ✔
I don’t. I ride my bike. about Carlos? Point to Carlos’ transportation on the chart.
✔
Show that the two responses are in the same column. Say he
2. My sister rides her bike every day. Rosario
does, too.
Tomas ✔
• Have students write sentences based on the survey. Put
3. I ride my scooter after school.
✔
students in pairs. One student reads a sentence. Partners
Graciela
respond by talking about another person. Have students
4. My cousins go on vacation by airplane every summer. switch.
3 Look. Write sentences about Marco’s survey.
• 4 Place students in pairs. Read the dialogue on
5. I take my dog to the park every day. Tomas walks to school. p. 49 out loud. Say Now, you’re going to talk about how you
Fernanda doesn’t. She takes the bus. and your friends get to school.
I ride my bike.
• Write sentence frames on the board:
friends. Work with a partner.
I to school.
does, too. / doesn’t. She/he .

Yankou, China
After partners ask each other about transportation, have them
48 Unit 3 49 use the sentence frames to talk about their friends. Then have
students present to the class. Model an example. Say I take the
bus to school. Gabriela doesn’t. She walks.
Wrap Up
• 2 Have students look at the chart on • On the board, draw a two-column chart with the headings I Extend
p. 49. Explain that they will listen to do, too and I don’t. Have two students come up to the board.
• Have students draw a three-column chart. Say Use the chart
sentences about different ways to get to Have one student act out how he gets to school. Have the class
to find out what you and your classmates like to do. Write
school. Play TR: 3.5 as students listen. guess the type of transportation.
an activity you like to do in the first column. Then ask your
• Model how to read the chart. Say The • The second student writes a check mark in the I do, too or I classmates if they like the activity. Write their answers in the
first column shows the students Marco don’t column. If the answer is “I don’t,” the second student Does, too or Doesn’t columns.
talked to. Move your finger up and down acts out how she gets to school. Repeat the activity with two or
• Model filling out the chart. For example, you can write “I like
the chart. The first row shows types of three pairs of students.
to play soccer.” Then ask (Julia), “Do you like to play soccer?”
transportation. Move your finger left
If she says “yes,” write “(Julia) does, too” in the Does, too Workbook and Online Practice
to right across the chart. Start with the Recap column. Have students move around the classroom, telling Grammar 1
person’s name. Then go across to find the
• Remind students that they can use I do, too and I don’t to their classmates what they like to do, and recording their
correct column. ✔ Formative Assessment
agree or disagree with someone. Point to a student. Ask How classmates’ responses.
• Play TR: 3.5 again. Pause after each do you get to school? Model responding with I do, too or I
Does, too Doesn’t Can students
statement to give students time to make a don’t. Repeat with other students.
• agree or disagree using too and not?
check in the chart. Model the first check. I like to play soccer. (Julia) does, too. (Nico) doesn’t. Make simple statements about activities. For
Say Miguel says that he rides his bike.
example, say I take the bus home. Do you?
I see Miguel on the chart. I make a Students should respond with I do, too or I
check under bike. don’t.
Wrap Up • tell what other people do or don’t do using too
• Prompt individual students to use I do, too or I don’t when and not?
talking about their likes and dislikes. For example, say I like the Have students write a statement about what
color blue. Students should respond with I do, too or I don’t. they do: I (usually) after school. Have
them write a second statement about a friend or
sibling using does, too or doesn’t.

VOCABULARY 2
VOCABULARY 2 Practice BE THE EXPERT
Objective 1 Listen and say. Read and write. TR: 3.6
• Say Open your books to page 50. Have students look at the Teaching Tip
Students will pictures and repeat each phrase after you. Grouping When students present information
• use verbs to talk about using transportation. from partner activities to the class, have each
Vocabulary get on, pedal uphill, coast downhill, get on • Draw a diagram like the one below on the board. student present the other’s information. This will
get off, park ensure that each student is listening to the other
2 and paying attention to his partner’s answers.
Resources TR: 3.6–3.7; Minimal Pair Card 58; 3 6
pedal uphill coast downhill 5
Video Sc. 4—Vocabulary 2; Activity Worksheet 4 The Sounds of English
3.2; Workbook p. 33, TR: 3.3; Online Practice
Comparing sounds: /^/ and /u:/
The /^/ and /u:/ sounds (bus/balloon) can be
difficult for some students to distinguish.
• Say The line shows my trip to school. I ride my bike. Trace the Since /^/ is similar to the schwa sound, your
line on the board as you speak. First I go uphill. I get very tired! lips and mouth should be relaxed. When you
get off park
Then I go downhill and back up again. I get to school at the pronounce the /u:/ sound, you round your lips.
1. After school I get on my bike, and I ride home. I can ride end. To help students distinguish these sounds, use
home in fifteen minutes. Minimal Pair Card 58 (sun, soon).
• Have students look at the book to respond. Say What do I do Example words: bus, subway, hug; scooter, zoo,
2. I sometimes ride uphill . I get tired, but at the top of the hill first? I get on my bike. Here’s a hill! What do I do now? (pedal supermarket
you can see the whole town! uphill) Continue for each part of the route. What do I do when
downhill
I get to school? (get off my bike and park it)
3. I like to ride , too. It can be very fast. You have to
be careful. • 1 Say Now you’ll hear a student talk about riding his bike.
get off park Point to the words in your book as you hear them. Play TR: 3.6.
4. When I get home, I my bike and
it. I’m usually hungry, so I have a snack.
• Read item 1 aloud. Do I get off my bike after school, or do I
get on my bike after school? (get on) Have students use the
2 Listen and stick. TR: 3.7
pictures and words to complete items 2–4.
Apply
1 2 3 4 5 • 2 Say Now let’s do a sticker activity. Listen carefully. When
50 Unit 3 you hear an action, put the sticker down.
• Play TR: 3.7. Pause after each statement to give prompts. What
Warm Up did the boy do first? Then what did the boy do? What sounds
do you hear?
• Activate prior knowledge Say Open • Write drive in the center of another word web. Ask What do
your books to pages 44 and 45. Write fly in people drive? Act out using a steering wheel. Complete the • Have students compare the stickers they placed with those of
a circle on the board. Say What do we use web as students respond. (a bus, a taxi) Have the class repeat a classmate.
to fly? Use your arms to pretend you’re an each word after you write it.
airplane. Write airplane in an outer circle,
Extend
with a line connecting it to fly.
Present • Say We can use the words we learned to talk about other kinds
airplane
• Say Think about how you ride a bike. With prompting, have a of transportation, too. I get on a bus to go to my favorite
student act out each step of riding a bike. Say What do you do restaurant. I get off the bus when I’m there.
first? What do you do next? How do you move the bike? What
fly do you do when you want to stop? Students should act out • Ask You can get on a bus. Can you pedal a bus? (no) Can you
each step. get on a scooter? (yes) Can you pedal a scooter? (no)
• Explain As the student goes through each step, describe what
she is doing. First, (Sofia) gets on the bike. Now, she pedals the
Wrap Up Vocabulary 2
bike. When she gets to school, she gets off the bike. The last • Ask students questions about the words they learned in class. ✔ Formative Assessment
thing she does is park the bike. When do you get on your bike? When do you need to pedal
• Ask What else do we use to fly? Complete uphill? When do you park your bike? Can students
the web. (hot air balloon, helicopter, space • Say an action, write it on the board, and have the class act
• use verbs to talk about using transportation?
shuttle, glider) it out. Make sure everyone in the class participates.
Review Have students write First, Next, and Last on a
piece of paper. Write the phrases park, get on,
• For additional practice, direct students to Activity Worksheet 3.2. and get off on the board. Have students write
phrases in the correct order.

GRAMMAR 2
GRAMMAR 2 • Write sentences in columns on the board as shown below. BE THE EXPERT
but as a contrast TR: 3.8
Then model how to combine two of the sentences using but.
Objective Grammar in Depth
My mother takes the bus to work, but my father takes the subway.
For example, say I take the bus, but you ride your bike. Call on
Students will
students to pick two sentences and combine them using but. Use but to connect two ideas that show contrast.
• use but to express contrast. But can be used to connect words, phrases, or
1 Look at the pictures and complete. sentences. Here are some examples:
Grammar but as a contrast
I take the bus. I ride my bike. I walk. My bike is small but fast.
Academic Language alike, different
I ride it during the day but not at night.
Resources TR: 3.8; Video Sc. 6—Grammar 2; I ride my bike to school every day, but I don’t
Activity Worksheet 3.3; Workbook p. 34; 1. The boy rides his scooter to school, You take the bus. You ride your bike. You walk.
ride it on Sundays.
Grammar Workbook pp. 12–13; Online Practice but the girl rides her bike to school.
She takes the bus. He rides his bike. She walks.
2. The girl eats breakfast at eight o’clock,
7:30 8:00
but the boy eats breakfast at seven thirty.
3. The boy has a pet rabbit, Practice

but the girl has a pet dog. • 1 Say Open your books to page 51. Look at the pictures. Is
each pair of pictures the same or different? (different) Do item
4. He wants to be a singer,
1 together. What does the boy ride? (a scooter) What does the
but she wants to be a vet.
girl ride? (a bike) Say We use the word but to show differences.
He rides his scooter to school, but she rides her bike to school.
5. The girl likes spaghetti for lunch,
but the boy wants a burger. • Say Do the rest of the activity on your own. Remember to tell
how each pair of pictures is different. Make sure to use the
2 Play a game. Cut out the cards in the back of the book. Play with word but.
a partner. Make sentences about the cards. Find and keep pairs.
Apply
Pair! Jenny likes to play tennis
Jenny wants to fly in a hot air
balloon. Jenny likes cereal for
on Saturdays, but Sam likes • 2 Have students read the boy’s sentences in the model
breakfast. No pair. Your turn!
to play soccer on Saturdays. dialogue on p. 51. Say One sentence is about wanting
something. The other is about liking something. They’re not
about the same thing. They’re not a match. Find two cards
51 about wanting to do something or two cards about liking
something. Use but to connect the sentences. Pair students and
have them play the game.
Warm Up
• Build background Ask a student • Write the word but on the board. Have a third student use but Extend
How do you like to travel? What’s your to combine the sentences and describe the drawings. Model if • Write the following categories on the board.
favorite kind of transportation? Repeat necessary: (Maria) drew a bus, but (Victor) drew a ferry. Repeat
the student’s statement and respond with other students’ drawings.
transportation color food animal
with a contrast. (Sami) likes to travel in
a bus. I like to travel on my bike. (Sami)
likes to travel in a bus, but I like to travel
Present • Say Write your favorite thing for each category.
on my bike. Ask other students the same • Explain Say When we want to talk about how things are
different, we can use the word but. Have students open their • Put students in pairs. Say Ask your partner questions about her
question. Each responds with a different
books to p. 51. Direct their attention to the grammar box. sentences. If you and your partner like different things, make a
form of transportation, then have students
sentence using but.
combine the statements using but. Workbook and Online Practice
• Play TR: 3.8. Ask How does the mother get to work? (bus)
Grammar 2
• Preteach Say Draw one kind of How does the father get to work? (subway) Are those types of
transportation the same or different? (different)
Wrap Up
transportation. When students finish ✔ Formative Assessment
drawing, call two students who have • Say I like to ride on airplanes, but some people don’t like
drawn different pictures to the front of the airplanes. Begin another sentence aloud, stopping after but: Can students
class. Ask what each student drew. Write I ride my scooter every day, but … Have a student finish the • use but to express contrast?
the word, and say (Maria) drew a bus. sentence. Call on students to begin and end sentences. Give sentences, such as these, for students to
(Victor) drew a ferry. complete using but:
Review I walk to school with my brother, but
.
I usually take the bus home, but .

READING 2 Read. Check T for True or F for False.
Objectives 1
ns
Listen and read. TR: 3.9 1. There is an International Balloon Fiesta every year. ✔
T F
Our World in Context
Students will
• outline steps in a sequence. Hot Air Balloo 2. Hot air usually goes down. T ✔
F
The first two people to fly in a hot air balloon
were Jean Pilâtre de Rozier and François Laurent.
It’s always exciting to see a colorful hot air balloon 3. Balloons are always round. T ✔
F
• demonstrate what they learned from a text. They made the flight in 1783 in France. Today,
in the sky—but here there are hundreds! In October people fly hot air balloons all over the world
• explain how something works. 4. The pilot stands in the basket. ✔
T F
of every year, balloonists gather at the International
for different reasons. Some people race hot air
Reading Strategy Sequence of Events Balloon Fiesta in Albuquerque, USA. About 600
✔
T F balloons. Some fly in other types of competitions.
Content Vocabulary basket, gas Some pilots have flown their hot air balloons over
How does a hot air balloon fly? When the balloon 30 kilometers (20 miles) high!
Academic Vocabulary diagram, order, steps is on the ground, people light gas to make a small
fire. The fire heats the air in the balloon. Because hot
Resources TR: 9; Graphic Organizers: Flow chart, Teaching Tip
air always rises, the balloon begins to go up into the The wind blows the People light a fire to heat the air
KWL chart; Workbook pp. 36–37, TR: 3.5; air. The pilot of the balloon stands in the basket and 2 Fluency Have students read to each other in
balloon along. in the balloon.
Online Practice lights the gas to go higher. The wind then blows the pairs. Pair a more fluent reader with a less fluent
balloon along. People light a fire to heat reader. You can do this by passing out color-coded
1 The balloon goes up in the air. cards to students. For example, assign students
Usually there’s a group of people on the ground the air in the balloon.
called the “chase team.” They follow the balloon in a holding a blue card to read first. They read one
truck. The chase team uses a radio to talk to the pilot. The pilot lands the sentence, and their partner repeats it. Continue
balloon safely. The wind blows the balloon along.
The pilot looks for a safe place to land the balloon and through the passage, encouraging students to
tells the chase team where to go. Then the chase team help one another with pronunciation.
into the air. The pilot talks to the chase team.
The pilot talks to the

chase team. The pilot lands the balloon safely.
4 Talk. Look at the photographs from the balloon fiesta.

Describe a hot air balloon.

a duck, and a sheep!
52 Unit 3 53
Warm Up Present
• Revisit Say Think again about riding • Say Today we’re going to read about hot air balloons. Hot air • Draw a KWL chart on the board. Ask students to tell what Play TR: 3.9 a second time. Pause at the
a bike. What do you do first? (get on) balloons are one type of transportation. they already know about hot air balloons. (They travel in the end of each paragraph to ask students
Can you pedal uphill before you get on? sky. They’re colorful.) Record the information on the chart. what they learned about hot air balloons.
(no) Sometimes, we need to do things in • Graphic literacy Say Look at the diagram, or picture, at Say What do you want to learn about hot air balloons? What To guide students, ask questions such as
the right order. One step happens first. the top of page 52. This diagram shows how a hot air balloon questions do you have? Add students’ questions to the chart. the following:
Another step happens next. works. How do you know what happens first? (The diagram Say After we read, we can write what we learned in the What
has a number 1.) we learned column of the chart. Paragraph 1: Where is the International
• Say Let’s think about things we do in Balloon Fiesta? How many balloons fly at
order. Besides bicycles, how else do people • Say First, the balloon is on its side, and then it fills up with gas What we know What we want to What we learned once?
travel? After students have named types of and goes in the air. This diagram helps you see how a hot air about hot air know Paragraph 2: How do pilots make hot air
transportation, say Pretend you’re going balloon flies. If you look at the color photo above the diagram, balloons balloons go higher? Where does the pilot
to travel by (bus). What do you do first? you can see two hot air balloons on their sides.
stand?
What do you do next? Write steps on the • 1 Play TR: 3.9 and have students read along. Then revisit the
Paragraph 3: What does the chase team
board as students name them. Repeat for KWL chart. Read the questions one by one and ask Was this
do? What kind of transportation does
other types of transportation. question answered? If so, write the answer in the What we
the chase team use?
learned column of the chart. If not, say Some questions won’t
be answered in the reading. You can look in other books to Add students’ responses to the What we
learn more. learned column of the KWL chart.

Apply BE THE EXPERT
ns
1 Listen and read. TR: 3.9 1. There is an International Balloon Fiesta every year. ✔
T F
Hot Air Balloo 2. Hot air usually goes down. T ✔

F
• Say I’m going to tell you how to ride a bike. First, get on. Then,
get off and park. Is that right? (no) What’s missing? (pedaling
Reading Strategy
Identify Sequence of Events Discuss the
It’s always exciting to see a colorful hot air balloon 3. Balloons are always round. T ✔
F the bike) It’s important to do some things in the right order. importance of understanding the order in which
in the sky—but here there are hundreds! In October All the steps are important. You can’t leave out or forget any steps happen. Have students visualize each step
✔
T F
of every year, balloonists gather at the International 4. The pilot stands in the basket.
steps! in a sequence as they read it. Have them focus on
Balloon Fiesta in Albuquerque, USA. About 600
✔
T F
what happens first, next, and last.
How does a hot air balloon fly? When the balloon
• 3 Say Open your books to page 53. Read the sentences. Using drawings or diagrams with a text can help
is on the ground, people light gas to make a small Which sentence happens first? First, people light a fire to heat explain a sequence of events. When there are
fire. The fire heats the air in the balloon. Because hot the air in the balloon. So, I’ll put a number 1 next to that no drawings or diagrams, encourage students to
air always rises, the balloon begins to go up into the picture the steps in their head or draw them out
2 The wind blows the People light a fire to heat the air sentence. What happens next? Put a 2 next to that sentence.
air. The pilot of the balloon stands in the basket and balloon along. in the balloon. on a piece of paper.
lights the gas to go higher. The wind then blows the Students should number each sentence, then complete the
balloon along.
1 People light a fire to heat
The balloon goes up in the air. activity. Remind them to rewrite the sentences in order in the Teaching Tip
Usually there’s a group of people on the ground the air in the balloon.
called the “chase team.” They follow the balloon in a
boxes, using the numbers they wrote as a guide. They can refer Encourage students to take notes on unfamiliar
truck. The chase team uses a radio to talk to the pilot. The pilot lands the back to the text as needed. Pair students. words as they read. Have them write down the
The pilot looks for a safe place to land the balloon and balloon safely. The wind blows the balloon along.
word. Then have them use context clues or visual
tells the chase team where to go. Then the chase team • Observe partners as they take turns reading their sentences cues to make a prediction about what the word
into the air. The pilot talks to the chase team. in order. If either student disagrees about the order of the means. Have students use a dictionary to verify
steps, have both partners refer to the text to determine the their prediction and confirm the word’s meaning.
The pilot talks to the
chase team. The pilot lands the balloon safely. correct order.
• In pairs, ask students to write two more sentences about flying

4 Talk. Look at the photographs from the balloon fiesta. hot air balloons. Then decide where in the KWL chart the
Describe a hot air balloon. sentences might fi t.

Extend
a duck, and a sheep! • Draw a blank flow chart on the board like the one in Activity 3,
52 Unit 3 53 but horizontal. In the second box, write eat breakfast. In the
fifth box, write get to school. Have students copy the chart.
OW2e_SB_3_31995_042-057_U03_PPDF.indd 52 3/13/19 10:56 AM OW2e_SB_3_31995_042-057_U03_PPDF.indd 53 2/11/19 1:19 PM
Practice Wrap Up eat get to

breakfast school
• 2 Divide students into pairs. Say Look • Say Now it’s your turn to write your own true and false
at Activity 2. Take turns reading each sentences. Think about the reading. Think of two true
sentence out loud to your partner. Write statements and two statements that might be false. Write them • Say What else do you do in the morning? First, write sentences
down any words you don’t know. Take down. When students are ready, have them exchange papers about what you do. Then put them in the right order in the
questions about vocabulary after students with a partner. Have partners decide whether they think the chart. Have students read their charts to a partner.
have read each statement. statements are true or false. Have them discuss and explain
• Once students are comfortable with all

their answers. Wrap Up
vocabulary, say With your partner, decide • 4 Have students read the model question and answer on Reading
whether each sentence is true or false. Recap p. 53. Using the photographs on p. 52, have them describe the
Use what you remember, then mark your • Say We read about how hot air balloons work. What can you balloons they see. Encourage students to use as many words as ✔ Formative Assessment
answer. For now, do not look back at the remember about how they fly? Make a list on the board as possible to describe the balloons.
reading. Check to see that all pairs have students name steps. Can students
completed the task. Then have students • outline steps, in order, about how something
return to the text to check their answers. • Say Hot air balloons come in lots of colors and patterns. If you works?
had a hot air balloon, what would it look like? Describe your Ask students to describe, in order, the steps of a
• Expand Ask Which sentences were not hot air balloon. familiar process. For example, ask How do you
true? For each false statement, say What park a bike?
would make this true? Provide guidance. • identify what they learned from a text?
For example, say The statement “Hot air Ask students What are three things you learned
usually goes down” is false. Look at the about hot air balloons?
second paragraph of the reading. What
• explain how something works?
does hot air do? (Hot air always rises.)
Have students reread the flow chart that they
Help students rewrite false statements to completed on p. 53. Without looking at the
make them true. chart, have students explain to a partner how a
hot air balloon works.

WRITING VALUES
WRITING VALUE
Writing Write about transportation. 1 Read. We can use the word but to show that two connected ideas are
different. Underline the sentences with the word but as you read.
Be safe on Value Be safe on the street.
Objectives
Students will
the street. Objectives
Students will
• use but to show that two connected ideas are Catch the Bus in Curitiba! Stop. Look both ways. Listen. • identify safety issues of busy streets.
different. My city of Curitiba, Brazil, is famous for its bus system. It is • write how they can be safe on the street.
• write complete sentences. called the BRT. There are more than a thousand buses in our city.
There are many cars and trucks on the roads, but the buses use a
Resources Workbook p. 38; Online Practice special lane. They can move fast. In some parts of the city, you can
catch a bus every 90 seconds. Many buses are the typical size, but
some of the buses are very long. They carry a lot of people. The
buses are modern, and some of the bus stops are, too. At these
stops, people can get on and off the bus in 15 seconds.
BE THE EXPERT
Workbook and Online Practice Teaching Tip
Writing When a student reads written work to a group,
make sure group members are listening to the
✔ Formative Assessment Think. Pair. Share. student rather than looking at what she wrote.
How can we be safe on If group members have questions about the
Can students information, the speaker should try to answer
the street?
• identify the use of but to show a contrast? verbally rather than showing a classmate her
2 Write. Write about your favorite transportation written work.
Ask students questions such as What’s one kind
where you live.
of transportation you like? What’s one kind you
don’t like? Tell students to respond with one
Related Vocabulary
3 Share. Share your writing in a small group. Listen accident, busy, dangerous
sentence using the word but.
and take notes. Write down the names and ideas of
• use complete sentences to describe your classmates.
transportation?
Have students check their writing for use of Name Transportation
capital letters at the beginning of sentences
and periods or other punctuation at the ends. Hanoi, Vietnam
Make sure each sentence contains a complete
thought.
54 Unit 3 55
Present Share
• Say to the class I’m thinking of a kind of of transportation because I answered lots of questions. I gave • 3 Have students read the directions for Activity 3. Put listen for on a busy street? Give students
transportation. I want you to guess what a lot of information. It’s important to give information to students into groups of three. Say Now you’re going to share time to think and write notes.
it is. Think of questions you can ask about explain what something is. what you wrote with your group.
it. What information do you need to know? Pair
• Tell students to read what they wrote, one at a time, to the rest
Write one question on a piece of paper.
Give examples of questions, such as Is it
Write of their group. Have them take notes in their charts as they • Put students in pairs. Have them ask and
listen. Encourage group members to ask questions about one answer the question in the middle of the
fast? How many people can fit in it? Walk • 1 Say Open your books to page 54. Read how this student
another’s writing. Walk around the room and ask students to page. Encourage them to use their notes
around the room and help students form describes transportation in his city. What questions does he
describe a group member’s favorite transportation. from Think. Ask What other unsafe things
questions. answer? After students read once for main ideas, have them
should we look out for on the street?
underline sentences with but.
• Have students put their questions in a pile
at the front of the room. Choose questions • 2 Say Think about your favorite kind of transportation. Is Value Share
at random. Write each one on the board there a certain bus you like to take? Is there a fun way to travel Think • Have students take turns sharing their
and answer it. Leave the questions there where you live? partner’s answers to the question aloud.
• Point to the photo on p. 55. Say This is a busy street in Vietnam. Encourage the class to listen carefully.
for the remainder of the lesson.
• Say You’re going to write about your favorite transportation. How can busy streets be unsafe, or dangerous? Look at the
• Once you’ve answered five or six Remember to use complete sentences. Describe the picture for ideas. Have students read the value statement on p. • Draw a T-chart on the board. Write
questions, say Can you guess the kind transportation for someone who doesn’t know what it is. Look 55 aloud. Ask Why do we need to be safe on the street? Allow Danger in the left column and Stay safe in
of transportation? When students have at the questions on the board and think about how they can students to share their ideas aloud. the right column. As students share, fill in
guessed correctly, say You guessed the kind help you describe your favorite transportation. Remember that the chart. Review this list as a class after
if you have two ideas that are connected but different, use but • Have a student read the sentence below the value statement. everyone has shared.
to connect them. Say These three sentences are commands that use the verbs
stop, look, and listen. Ask What should we stop, look, and

PROJECT
PROJECT Now I can . . . BE THE EXPERT
Objectives 1 Make a class bar graph about favorite types of transportation. Our class really likes bikes. It’s
our favorite transportation. identify different kinds Teaching Tip
Students will of transportation. When sharing their favorite things, encourage
• make a graph about types of transportation. students to vote independently of their
1 2 describe ways
• summarize results of a class survey. of traveling. classmates. Explain that people like different
• complete the Unit 3 Quiz. compare and contrast.
things, and that’s okay. Explain that a survey or
a graph can be more interesting if many different
Academic Language bar graph categories are listed. Encourage all students to
Resources Assessment: Unit 3 Quiz; Activity explain their choices.
Worksheet 3.4
Project Rubric
Materials colored pencils, crayons, or markers,
glue, poster-sized paper or poster material, ü Did students correctly match their drawings
ruler, scissors with unit vocabulary words?
ü Did students correctly place their pictures on
the bar graph?
Cut out a 10 cm (4 in.) square Write your name and draw your
piece of paper. favorite type of transportation.
ü Did students use unit vocabulary to talk about
the bar graph?
3 4
With your class, make a bar Glue your pictures in place.

graph for your pictures.
56 Unit 3 57
Prepare Share
• Ask What kinds of transportation did we • Give each student a piece of paper and colored pencils, • After all students have glued their drawings onto the graph,
learn about in this unit? Make a list on crayons, or markers. Have students share rulers and scissors ask questions such as the following:
the board as students call out names. Say in groups. Say Measure a 10 cm (4 in.) square and cut it out.
What’s our class’s favorite kind of transportation? How do
Today you’re going to make a class bar Remember that a square’s sides are all the same length. Draw
you know? Why do you think it’s the favorite?
graph. The graph will show our class’s a picture of your favorite kind of transportation on the square.
Which kind of transportation is the least popular? How do
favorite kinds of transportation. Write your name on your square.
you know? Why do you think it’s not popular?
Now I Can
• Draw a simple bar graph on the board. Say • When students finish, tape a large piece of paper to the board.
Have students explain why they chose the type of Ask questions such as the following:
This kind of graph is called a bar graph. Write each type of transportation along the bottom of the
transportation that they did. • What kind of transportation is fast? What kind
We can use bar graphs to collect and paper, in graph form. Then say A graph needs a title. What
of transportation do many students use?
compare information. Point to the graph should we call the graph? One by one, have students glue their
and say A high bar shows a high number. drawing in the correct bar on the graph. Make sure students’ Review • How do you get to school? How do your parents
get to work?
drawings are lined up and are in the correct categories.
• For additional practice, direct students to Activity • Can you use but to compare and contrast ways
Worksheet 3.4. you and your friends get to school?

Unit Review

VIDEO UNIT 3 READER
Vocabulary 1a hot air balloon, helicopter, airplane, sailboat, Text Type nonfiction
Getting
GETTING TO SCHOOL AROUND THE WORLD
ship, ferry How do you get to school? Do you take a bus? A boat? Do you
ride a subway? A camel? Read about some of the different Vocabulary airplane, (by) bus, helicopter,
Vocabulary 1b bus, subway, taxi, scooter, motorcycle
ways that children around the world get to school.
to
School
scooter, (a/by) subway
Vocabulary 2 get on, get off, park, pedal uphill, coast activities that bring the reading experience together in a way that fascinates, educates, and informs.
Grammar but as a contrast
downhill LEVEL 3 READERS

Around the World Reading Strategy Problem and Solution
by Dan Adams
Grammar 1 too for agreeing Based on an Aesop’s Fable Tortoise and Hare’s Race
Resources Video Sc. 9—Story Time; Graphic

The Four Blind Men
Grammar 2 but as a contrast Organizer: Two-column chart

Getting to School Around

Song How Do You Get to School? the World

Viewing transportation How do you get to school? Do you
take a bus? A boat? Do you ride a
Story Time Getting to School Around the World National Geographic Learning, part of Cengage
subway? A camel? Read about some

Resource Video: Sc. 1–10

of the different ways that children

BE THE EXPERT
Zoom In around the world get to school.
Vocabulary Reading Strategy

Before You Watch • As you play Scene 2: Vocabulary 1a or Scene 3: Before You Read Problem and Solution Recognizing problems and
solutions in a text helps students understand why
• Say This video is about how people travel. How do Vocabulary 1b, stop at the images. Ask What kind of events happen, or why people act a certain way.
• Activate prior knowledge Say Think about how you get to
you get to school? Is it slow? Does it take a long transportation is this? How does it move? For every location they read about, ask students
school. What kind of transportation do you take? Are there lots
time? Or is it fast? Do you use more than one kind of what problems people face. Problems might be
Grammar of other people? Do you walk?
presented as “difficulties” or “challenges.” Ask
transportation?
• Freeze a frame of Scene 5 that shows the boy and girl. • Introduce the strategy Say I wanted to take the bus to the how the people solve their problems.
Say what he or she does: He takes the bus. Ask What airport last week. The bus was very late. Act out waiting. So,
While You Watch does she do? (She takes the bus, too.)
Text Background
I took a taxi to the airport. Say I had a problem. What was
Nonfiction uses a variety of details, such as facts
• Have students make a chart to take notes while they • Play the full animation for Scene 6: Grammar 2. Ask the problem? (The bus was late.) A solution is the answer to a and examples, to provide information about a
watch the video. Say You’re going to hear about kinds students how the people in the animation travel problem. My solution was to take a taxi. real place or person. In this text, details are used
of transportation. Pick four kinds. Copy the chart and differently than they usually do. to compare and contrast how children get to
takes notes while you listen. • Say You’re going to read about transportation all over the school in different countries. Mongolia, Vietnam,
Song world. All of these students need to get to school, but in some Japan, Malaysia, and India are all in Asia. Mexico,
Kind of How it Where it How I can places, transportation is hard. Draw a problem and solution the United States, and Canada are in North
• Play Scene 7: Song. Then play the scene again and America. Kenya and Botswana are in Africa.
transportation moves goes use it two-column chart on the board. Say Copy this chart to help
stop after the first verse. Say Write how you get to
you record problems and solutions.
Hot air balloon Flies in the In the Fly to far- school. Play the rest of the song and have students Teaching Tip
air sky, over a away places raise their hands if they hear how they get to school. • Say A problem can be that people can’t use one kind of Help students understand that the way people
desert travel, dress, or eat is related to where they live.
transportation. So, the solution is to travel a different way.
Viewing Where it’s cold, people need warm clothes. Where
• Pause the video to allow students to take notes.
• Tell students to imagine they’re planning a trip. In there aren’t good roads, people have to walk.
groups, have students write sentences to say where While You Read These things are solutions to problems. Encourage
After You Watch they’re going and what kind of transportation they’ll • To check students’ understanding, stop to ask questions, such
students to think about reasons for differences
between their culture and other cultures and about
• Divide students into groups. Have one student read use. as the following, about problems and solutions: how people solve problems in different ways.
information from his chart and have students guess Story Time p. 5: Why don’t children in Malaysia take the bus? How do
the kind of transportation. Have students compare they get to school?
• View Scene 9: Story Time once with students. Pause
and add to their charts. Every student in a group p. 6: What is one problem with the roads in Tokyo? How do
at an image of each location. Ask students for words
should share at least one kind of transportation. children get to school?
to describe it. What do you see? Does this look like
your town? p. 10: Why is it difficult to travel by car or bus in some parts
of Canada? How do Inuit children in Canada solve this
• View Getting to School Around the World again. problem?
Pause to ask questions. How do students in Botswana
get to school? (by boat) Why? (Because of floods,
there aren’t any roads.) Why do students in Japan
After You Read
take the subway? (The streets are crowded.) Ask Why • Check that students have filled out their Problem and Solution
do students get to school in different ways? Give charts. Explain that there can be more than one way to solve a
reasons. (weather, roads, traffic) problem. Ask Can you think of other solutions to the problems
in your chart? Write them next to the ones you wrote.

AUDIO SCRIPT Marco: Tomas, how do you get to school? 2. The bakery is at the top of a hill. I pedal uphill to
TR: 3.5 1 Listen and read.
Tomas: I walk. the bakery.
Note: The reading How Kids Go to School around the
Student’s Book Marco: And you Graciela? How do you get to school? 3. When I get to the bakery, I get off my bike.
World! is on p. 321.
Graciela: I take the bus. 4. I park my bike next to the bakery.
5. After I go to the bakery, I coast downhill to my home.
Transportation helps us move around. We can travel TR: 3.6 1 Listen and say. Read and write.
in the sky, on water, or on land. Which is your favorite? TR: 3.4 3 Listen and read. Can you say these fast?
get on I get on my bike.
a sailboat, a helicopter, a bus, an airplane, a A motorcycle moves Mary to the mall on Monday.
ferry, a subway, a hot air balloon, a scooter, a taxi, a pedal uphill I pedal uphill.
ship, a motorcycle coast downhill I coast downhill. Take a taxi to the tall tower tomorrow.
get off I get off my bike. Six scooters scoot to the subway.
TR: 3.2 2 Listen and say.
park I park my bike.
a sailboat That sailboat is fast! NOTES
a helicopter That helicopter is really loud. TR: 3.7 2 Listen and stick.
a bus We take the bus to school. OK—first I get on my bike—like this.
an airplane Can you see an airplane in the This first part is down the hill. So I coast
sky? downhill. Weeee!
a ferry Look at all the cars on the ferry! Now I have to pedal uphill again. This is difficult!
a subway Let’s take the subway to the I’m there! Great! Now I get off the bike and park it.
museum.
a hot air balloon Look! That hot air balloon is TR: 3.8 Grammar 2 but as a contrast
very colorful. Note: Grammar 2 is on p. 116.
a scooter I ride my scooter in the park.
a taxi My uncle drives a taxi.
a ship That’s a big ship. Note: The reading Hot Air Balloons is on p. 118.
a motorcycle I want to ride a motorcycle! 1 Listen and read.

TR: 3.10

Note: The reading The Lion and the Mouse is on p. 130.
Note: Lyrics for the song How Do You Get to School? are
on pp. 108–109. Workbook
TR: 3.1 3 Listen and check. Check what the boy and
TR: 3.4 Grammar 1 too for agreeing
girl like.
S1: I like airplanes. Airplanes are big.
TR: 3.5 2 Listen and check. S2: I like ships. A ship is on the ocean. I like the ocean.
Marco: Hi Miguel. I’m taking a survey. How do you get S1: I don’t like ships.
to school? S2: I like the ferry.
Miguel: I ride my bike. S1: I don’t like the ferry. I like scooters. Do you
Marco: How about you, Carlos? How do you get like scooters?
to school? S2: Yes, I do!
Carlos: I ride my scooter.
TR: 3.2 1 Listen to the song. Write.
Marco: Hello Fernanda. How do you get to school?
Note: Lyrics for the song How Do You Get to School? are
Fernanda: I take the bus.
on pp. 108–109.
Marco: Hi Rosario, I’m doing a survey. How do you get
to school?
TR: 3.3 2 Listen and check. Check your answers to
Rosario: I ride my scooter. Activity 1.
1. Sometimes I help my mother. I get on my bike, and
I go to the bakery.

EXTENDED READING
EXTENDED READING 2 Write numbers to put the story in order.
BE THE EXPERT
The Lion and the Mouse 1 Listen and read. TR: 3.10
3 Mouse sees Lion in a net.
Understanding Theme
Objectives
THE LION 4 Mouse chews the net. Explain to students that fables often have a
Students will 2 moral, or lesson to teach the reader. Students
Lion laughs and drops Mouse.
• order the events in a story. and the Mouse 5 Lion thanks Mouse.
may learn a couple of lessons from The Lion and
the Mouse: (1) Even small things can make a big
• describe the characters in a fable. 1
Lion is sleeping in the grass. Little Lion catches Mouse. difference. (2) Treat people with kindness because
Academic Language characteristics, describe, Mouse doesn’t see Lion. She runs right you may need them to show kindness later.
over Lion’s big paw.
order 3 Read. Use the words in the box (or other words) to write
Content Vocabulary chew, net, paw, snack
“Aha! I’ve GOT you!” says Lion. “Lucky me! sentences that describe Mouse and Lion. Work with a partner. Aesop’s Fables
I always eat a snack before I sleep. Mmmm.
What a nice snack!” He picks Mouse up. The Lion and the Mouse is one of Aesop’s Fables.
Resources TR: 3:10; Graphic Organizer: big clever funny scared small strong Aesop was a storyteller believed to have lived
“Oh, please! Don’t eat me!” says Mouse.
Two-column chart; Online Practice “One day, I can help you!” in ancient Greece from 620 to 564 BCE. His fables
Materials drawing paper, crayons, markers, “You? Help me? A little mouse! Ha! Ha!” Mouse Lion
were passed down for centuries and eventually
paper bags says Lion. He laughs and laughs. “You’re lucky. written down. They are short, often have animals
I’m not very hungry today. You can go!” as characters doing human things, and usually
He drops Mouse.
contain a moral that is useful and true to life.
Mouse runs away!
Many days later, Mouse is running in the
grass again. She hears Lion.
“Roar! Oh, roar! Help! Please, can anybody help
me?” asks Lion. He is in a big net. He is worried
and angry. “I can’t get out,” Lion says. ✔ Formative Assessment
“I can help you,” says Mouse. “I can use my teeth! 4 Express yourself. Choose an activity.
I can chew the net!” Can students
a. Draw pictures. Turn the fable into a comic book story.
Mouse chews and chews. Soon Lion is free. • order the events in a story?
b. Make bag puppets. Perform the fable for your class.
“Thank you, Mouse!” says Lion.
c. Think of another fable. Tell or read it to the class.
Have students put the parts of this story in
“You’re welcome,” says Mouse. “Even a little order: (a) Icarus flies too close to the sun.
mouse can help a big lion!” (b) Icarus and Daedalus make wings of
feathers and wax. (c) The wax melts on Icarus’s
wings and he falls into the sea. (d) Icarus and
Daedalus fly into the sky.
• describe the characters in a fable?
Have students write two words to describe Lion
58 Extended Reading 59 and two words to describe Mouse.
Present Practice Prepare Share

• Tell students they are going to listen • 2 Read the instructions and ask for volunteers to take turns • 4 Say Now you tell a story. Choose an activity to tell the story of • Students share their stories with the class.
to and read a fable about a lion and a reading the events from the story. Explain to students that they The Lion and the Mouse in a different way or tell another fable Comic book stories can be shown and
mouse. Ask How are a lion and a mouse are going to order the events in the story with the numbers 1–5. you know. Give students time to decide which activity they want described. Bag puppets should act out the
different? How are they the same? Have students do the task individually first by referring to the to do. fable for the class. Other stories should be
reading. Then play TR: 3.10 while students check their answers. read aloud.
• Explain that a fable is a story with a moral, • Option 4a may be done individually or with a partner. Option
or a lesson. Say Fables often use talking • 3 Write on the board: Mouse is small. and underline small. 4b should be done with a partner, with each student playing • Encourage active listening by having the
animals to teach us about something. Ask What word in the story is the same as small? (little). Write the role of Lion or Mouse. Option 4c can be done individually. class ask questions about students’ fables
Ask students if they know any stories with a second sentence: Mouse is little. Explain to students that they after they present.
talking animals. will write sentences like this to describe Lion and Mouse. • Distribute drawing paper, crayons, markers, and brown paper
bags. For students who chose 4c, allow time to find another • Critical thinking Ask What makes a
• 1 Read together Play TR: 3.10 and • Have students work in pairs. Encourage them to write four fable or write down one that they know. fable interesting? Do stories with talking
have students listen to the fable once sentences for each character. Tell them they can use their animals teach you things? Have a short
with their books closed. Have them make charts to help them write their sentences. Say Remember the discussion.
a T-chart on a piece of paper with Lion chart you made about Lion and Mouse as you listened to the
and Mouse at the top. Then tell students story. It will help you write your sentences.
to open their books to page 58. Play the
audio again and ask students to follow
along and make notes in their charts as
they listen. Say Write notes in your chart
about how you would describe Lion and
Mouse—how they look and the things
they do.
130 Units 1–3 Extended Reading 131

REVIEW: UNITS 1–3 ReviewReview BE THE EXPERT
Vocabulary Units 1–3 Teaching Tip
Grammar Units 1–3 Playing games can be a welcome change of
Start pace from reading and writing activities and
Content Vocabulary heads, tails
other seated work. Incorporate movement into
Resources Workbook pp. 40–41, TR: R1.1 5:00 P.M. 6:45 A.M. There’s a lot 8:15 A.M. games. For example, have students stand when
of wind! they take a turn. Encourage students to choose
Materials coins, playing pieces (buttons, tokens, Go forward
or other small, flat objects) a movement to go with the actions in the game,
two spaces! such as walking or jogging in place when they
move their game pieces forward. Students may
also act out pictured activities, the actions in
questions, or their responses.
7:30 A.M.
Finish
7:20 A.M. There’s
no wind! Play a game. Look. Ask and answer.
Go back Use a coin. Play with a partner.
two spaces! Heads = 2 spaces. Tails = 1 space.
Heads! One, two.
Where’s the museum? It’s between the bakery
and the toy store.
✔ Assessment: Units 1–3

Give the Units 1–3 Mastery Test. Hand out the test
and go over the instructions with students. The
60 Review Units 1–3 61 test should take 20–30 minutes.
• Play the game Say Let’s play a game! • Point out the word Finish on p. 60. Then have students find • Sentence frames If students need help thinking of questions • Modify Pair students with limited English-
Turn to pages 60 and 61. Read aloud the the two spaces that don’t have pictures. Have them read the and answers, write examples on the board: language skills with peers who speak more
directions and the model dialogue. Say sentences. Make sure students understand what to do if they fluently. One option for this grouping
Find the word Start. Then look at the land on these spaces. strategy is to guide more proficient students
Can you help me? Where’s I usually , but
pictures and read the sentences. the ? sometimes I . to frame questions as yes/no questions,
• Demonstrate the game with a student. Put a playing piece such as Is the stadium next to the zoo?
• Remind students that they’ve learned on Start. Explain that the circle with the soccer ball is the Go . Turn . I never . Encourage their partners to respond by
how to ask and answer questions first space. Flip the coin. Say (Tails.) Move (one space) as you repeating words in the question to form
about finding places. Ask Can you help count aloud. Ask a student a question about the picture you What does she do before How does he get to complete sentences. For example, have
me? Prompt students to respond with land on. For example, ask (Alejandro), do you sometimes play breakfast? school?
them respond: Yes, the stadium is next to
Sure. How can I help? Ask Where’s the soccer at five o’clock? (No, I never play soccer at five o’clock.) the zoo.
She before He to school.
stadium? Tell students to find the picture Then have the student flip the coin, move the correct number
breakfast.
of the stadium on p. 60 and point to it. of spaces, and ask you a question about the picture he lands
Then ask Who takes the bus to school? on. Provide a sentence frame if necessary, for example, Do What do you do after dinner? Do you to school?
Raise your hand. Say I don’t take the bus. you to school?
I (ride a bike) to school. I always . I don’t. I take the .
• Pair students and give each pair a coin and playing pieces. Say
Now, you play! Remember to take turns. Make sure students
understand that if they land on a space that shows a place,
they should ask and answer questions about that place.
132 Units 1–3 Review 133

In This Unit
Theme This unit is about using our senses.
Content Objective
Students will
Our Senses About the Photo
The photo shows a diver swimming alongside
a sperm whale off the coast of the Dominican
Republic. Sperm whales are the largest of the
• identify and describe the five senses. toothed whales and are found in every ocean on
Language Objectives Earth. They are distinctive for their large heads,
which contain spermaceti, an oily fluid that is
Students will
believed to help the whale’s buoyancy.
Sperm whales were widely hunted in the 18th and
• talk about how things look, feel, taste,
19th centuries for this oil, which was burned in
sound, and smell.
lamps throughout the world. A sperm whale is the
• talk about the past. title character in Herman Melville’s famous novel
Vocabulary Moby-Dick.
Vocabulary 1 beautiful, delicious, dry, hard,
Teaching Tip
loud, quiet, rough, smooth, soft, sticky,
terrible, ugly When possible, have students make a visual of
some kind to show new vocabulary. By drawing
Vocabulary 2 bitter, salty, sour, spicy, sweet
or cutting out pictures, students become actively
Grammar engaged in learning new words. As students
Grammar 1 Sense verbs learn more vocabulary, they may wish to keep a
Grammar 2 was / were “vocabulary portfolio” of drawings and pictures
they’ve made or collected during the school year.
Reading Amazing Animal Senses • talk about how things look,
Writing Write about summer.

feel, taste, sound, and smell.
Related Vocabulary
Swimming with a sperm diver, goggles, nectarine
Value Use your senses. whale, Dominican Republic
Look and check.
Project Make a class book of Five Senses poems. This person is
✔ touching a whale.
feeding a whale.
hugging a whale.
62 63

Objectives
• Build background Say The name of our next unit is • Give students paper. Say Draw a picture of your face. Then say
Students will
“Our Senses.” We use our senses to learn about our world. Show me what you use to see. Students should point to their
Hold up the nectarine. Point to your nose, and then smell the eyes. Say aloud and write on the board: I see with my eyes.
• describe a photo. Have students repeat and write it. Continue by asking what
nectarine. Say We use our noses to smell. Smell is one sense.
Resources Video Sc. 1—Introduction; Home- This nectarine smells sweet. students use to hear, smell, and taste.
School Connection Letter; Unit Opener Poster;
World Map Poster; Sound Card 7 • Point to your eyes and look closely at the nectarine. Say • Have students look at the photo on pp. 62–63. Say The person
Content Vocabulary sperm whale We use our eyes to see. This nectarine is orange and yellow. is swimming. A whale is in the water. This type of whale is
called a sperm whale.
Material a nectarine or other fruit (optional) • Touch the nectarine. Say We use our hands to touch. This
nectarine is smooth. Ask questions to encourage discussion of the photo.
What do you see? (a person swimming, a whale, water)
• Point to your ears and then put the nectarine to one ear.
Pacing Guides L3U4 What’s the diver looking at? (a whale)
Say We use our ears to hear. I can’t hear the nectarine, but
2–3 Hours 3–4 Hours 4–6 Hours I can hear other things. For example, I hear (children playing • Guide students through the activity on p. 62. Draw a whale
outside). on the board. Touch the whale. Ask Is the diver touching the
whale? (yes) Look closely at the whale. Is the diver looking at
• Finally, point to your mouth. Say We use our mouth to taste.
the whale? (yes) Is the diver smelling the whale? (no)
This fruit tastes good!

VOCABULARY 1
VOCABULARY 1 delicious terrible BE THE EXPERT
Objective 1 Listen and read. TR: 4.1
Vocabulary Strategy
Students will
2 Listen and say. TR: 4.2 Antonyms Antonyms are words that have
• identify and use adjectives related to the opposite meanings, such as hot and cold. Explain
senses. We use our eyes, ears, nose, tongue, and skin to
to students that several of the words on
learn about the world around us.
Vocabulary smooth, rough, beautiful, ugly, pp. 64–65 have opposite meanings. For example,
dry, sticky, hard, soft, terrible, delicious, explain that smooth and rough are opposites.
quiet, loud smooth rough Have students point out other examples of words
quiet loud with opposite meanings, such as beautiful/ugly,
Resources TR: 4.1–4.2; Flashcards 65–76; hard/soft, terrible/delicious, and quiet/loud.
Video Sc. 2—Vocabulary 1a, Sc. 3—
Vocabulary 1b; Activity Worksheet 4.1; Teaching Tip
Workbook pp. 42–43, TR: 4.1; Online Practice
Classroom Management It’s important to give
Materials magazines (optional), note cards, all students an opportunity to speak in class.
tape, tissue, timer (optional) When you ask questions during class, don’t
always call on the most eager student. Call on
beautiful ugly many different students so that each may have an
opportunity to speak.
sticky
Related Vocabulary
3 Describe. Listen and guess. desert, peacock, turkey
a cake an elephant a flower

a leaf a rabbit a rock a tomato
hard soft dry

It’s small. It’s soft. It has
big ears. What is it? A rabbit!
Namib desert, Namibia
64 Unit 4 65
Warm Up
• Activate prior knowledge Say Let’s • Have a student from each group tape one note card with a • Point to quiet and loud. Say I’m quiet. in a soft voice. In a loud • 2 Say Now we’re going to hear words
talk about our senses. Draw a word web drawing next to the correct sense in the word web on the board. voice say Now I’m loud! Have students repeat in the same way. and listen to sentences with those words.
on the board with senses in the center. Listen to the words and sentences, then
• Finally, write on the board: I like . It’s delicious. repeat them. Play TR: 4.2. Have students
Point to the five outer circles and ask What
are our senses? (see, hear, smell, taste,
Present I don’t like . It’s terrible. Then point to terrible follow along in their books. After students
• Run your hand along the surface of your desk. Say My desk is and delicious. Say I like pizza. Mmm, it’s delicious! What have listened to the sentences, repeat
touch) Complete the outer circles.
smooth. How does your desk feel? Is it smooth? Then touch a food do you like? I don’t like (fish). It’s terrible. What food a sentence from TR: 4.2 aloud and
rough surface such as a brick wall. Say This (wall) isn’t smooth. don’t you like? have students find the corresponding
It’s rough. vocabulary word on pp. 64–65. Say Listen
senses • Say Look at page 64. Point to the peacock. Say This bird is called
Practice to the sentence. Point to the word in your
book. If students have difficulty identifying
a peacock. The peacock is beautiful. Then point to the turkey. • 1 Point to the photos on pp. 64–65. Say We’re going to read the vocabulary word, point to the pictures
Say This bird is a turkey. The turkey isn’t beautiful. It’s ugly. and listen to words that tell how things look, feel, taste, smell, and ask yes/no questions such as Is this
and sound. Read along as you listen to the words. Point to chair hard? Is the chair soft?
• Say Look at page 64. Point to hard and soft. Hold up a each photo as you hear the word. Play TR: 4.1.
• Give groups of students ten note cards.
textbook and a tissue. Say The book is hard. The tissue isn’t
Have students draw two eyes, a nose, a
hard. It’s soft.
mouth, an ear, and a hand on five cards
and write see, smell, taste, hear, and
touch on five cards. Have students mix
up the cards and match each picture with
its sense.

VOCABULARY 1
delicious terrible Apply BE THE EXPERT
• 3 Read the model dialogue on p. 65 with students. Draw Teaching Tip
2 Listen and say. TR: 4.2 a simple picture of a rabbit on the board. Ask questions to Grouping During pair or group work, make
We use our eyes, ears, nose, tongue, and skin to encourage students to use complete sentences, as shown in the sure students get to work with many different
learn about the world around us. model. Ask Is a rabbit big or small? (It’s small.) Is a rabbit hard classmates. After groups or pairs of students have
or soft? (It’s soft.) Do you think a rabbit is beautiful or ugly? completed an activity, have them form new groups
smooth rough or pairs and repeat the activity. This gives students
(I think it’s beautiful.)
quiet loud
another opportunity to practice and also helps
• Write the terms in the box on separate slips of paper. Make them get to know their classmates.
sure there are enough slips for each student. Then pair
students. Have each student choose a slip of paper. Say Don’t
show your word. You’re going to tell your partner about it.
Your partner is going to guess your word.
beautiful ugly • To prepare students for their dialogues, say Think of three
sticky words to describe your object. Provide the sentence frame It’s
, , and . Give students two
3 Describe. Listen and guess. minutes to brainstorm. After they’ve brainstormed, have pairs
Work with a partner. of students take turns describing and guessing objects.
a cake an elephant a flower
a leaf a rabbit a rock a tomato
hard soft dry Extend

It’s small. It’s soft. It has
big ears. What is it? A rabbit! • Review the words on pp. 64–65 with students. Say These words
can be used to describe many kinds of things. List several
objects usually found in a room of a house. Draw them on the
board. Point to each object. Say I see (a soft chair) in the living
Namib desert, Namibia room.
64 Unit 4 65 • Give each student a piece of paper. Say Think of your home.
What’s in it? Have students list objects. Say Now draw a picture
of three objects that you can describe with the words in your
Wrap Up book.
• Write the following words on the board: • Say Let’s talk about the classroom. Walk around the classroom • After students have drawn their objects, have them choose
and point to various objects, such as a desk and a clock. As you one or two words from pp. 64–65 to describe them. Then have
ugly quiet point to objects, ask questions such as Is this ugly or beautiful? students work in pairs to show and talk about their pictures.
Is it smooth or rough? Is this hard or soft? As students answer,
delicious hard • Ask questions such as What’s something soft in your living
write the name of each object on the board and list words
loud terrible students use to describe it. room? What’s something beautiful in your bedroom? What’s
something loud in your kitchen? Have students hold up their
soft beautiful
drawings, point to an object, and use a vocabulary word to
Recap describe it.
• Say Opposite words are words that have • Say Let’s talk about the words we learned. Show Flashcards
very different meanings. Act out being
hot and fanning yourself. Say Hot is the
one at a time. Have students say the target word for each card. Wrap Up
Then ask What’s the opposite of this word?
opposite of cold. Act out shivering from • Give each student five note cards. Have students cut out
the cold. Then look and point up, and • Pair students. Assign each pair of students two opposite pictures of various objects from magazines and glue one
ask What’s the opposite of up? (down) vocabulary words. Have students brainstorm one object picture to each note card. If magazines are unavailable, have
Say Now let’s look at the words on the per word. Then have students use the two words to write students draw a picture on each of their note cards. Pair
board. Say These words are opposites. sentences about the objects. Provide sentence frames such as students. Say Your partner is going to show you a picture. Workbook and Online Practice
For example, ugly and beautiful mean the following: The is smooth. The isn’t Look at the picture. Look at the words on pages 64 and 65. Tell Vocabulary 1
very different things. Ugly is the opposite smooth. It’s rough. about your partner’s picture. Have students alternate showing
of beautiful. Draw a line to connect and describing the pictures on the note cards. ✔ Formative Assessment
the words.
Can students
• Say Now it’s your turn. Find words that Review • identify and use adjectives related to the senses?
are opposites. Have students complete the • For additional practice, direct students to Activity Worksheet 4.1. Have students describe their favorite fruit or
activity by drawing a line from a word to vegetable. Ask questions such as How does it
its opposite. taste? How does it feel? How does it smell?

SONG
SONG BE THE EXPERT
Vocabulary 1 soft, loud, beautiful
This photo shows a boy in São Paulo, Brazil,
Vocabulary 2 sweet
Our Senses playing a surdo drum. The surdo is a large bass
drum that is played in samba and other types of
Grammar in the song How does the cake taste?
Brazilian music. The surdo drum is often carried
Grammar 1 Sense verbs It tastes sweet.
How does a kitten feel? over the shoulder or on the hip and played while
Resources TR: 4.3; Video Sc. 7—Song; Workbook It feels soft. marching. Many varieties of surdo drums are
p. 44, TR: 4.2; Online Practice Let’s count our senses, 1, 2, 3, 4, 5! played in Rio de Janeiro during Carnival.
Listen.
Look. Teaching Tip
Feel.
Songs are a great way for students to practice
Taste.
Smell. pronouncing words. Review songs for difficult
It’s great to be alive! words. Give students the opportunity to hear and
say challenging words. Replay song lines that
How does the drum sound? have difficult words. Pause the music and have
It sounds loud.
How does a flower smell?
students sing the lines aloud.
It smells good.
Related Vocabulary
CHORUS
drum, hug, garden, kitten
How does the garden look?
São Paolo, Brazil.
It looks beautiful.
How does a hug feel?
It feels great!
CHORUS
2 Name an object. Say how it

feels, tastes, smells, looks, or
sounds. Work in a group.

66 Unit 4 67 Song

• Activate prior knowledge. Ask What • Act it out Say Let’s listen to a song about our senses. • 2 Vocabulary 1 Write soft, loud, and beautiful on the • Grammar 1 Play TR: 4.3. Say Listen to the
are the five senses? (taste, smell, hearing, Play TR: 4.3. For each question in the song, model an action. board. As you point to each word, say The kitten is soft. The words taste, feel, sound, smell, and look.
sight, touch) As students call out answers, For example, pretend to eat cake, pet a kitten, play a drum, drum is loud. The garden is beautiful.
smell a flower, and give a hug. During the chorus put your • After the song, ask questions and have
have them point to the body part (eye, ear,
fingers up one at a time (“Let’s count our senses, 1, 2, 3, 4, 5!”). • Point to each word on the board again and work with students students respond with complete sentences.
nose, mouth, fingers) related to each sense.
As the words “Listen, Look, Feel, Taste, Smell” are sung, point to think of an opposite term. For example, point to soft. Sing or Ask What tastes sweet? (The cake tastes
• 1 Say Open your books to page 66. Look to the related body part. play the following lines from Our Senses: “How does a kitten sweet.) What feels soft? (The kitten feels
at the photo. Point to the drum. Ask What feel? It feels soft.” Then say Some things aren’t soft. They’re soft.) What sounds loud? (The drum
instrument is this? (a drum) What sense • Play TR: 4.3 again. Have students model the actions with you hard. A rock is hard. What else is hard? (a wall, a table) Repeat sounds loud.) What smells good? (The
do we use with a drum? (sound) Is a drum as the song plays. for the other two vocabulary items. flower smells good.) What looks beautiful?
loud or quiet? (loud) Have students look (The garden looks beautiful.) What feels
• Have students form small groups. Assign each group an object, great? (A hug feels great.)
around the classroom. Ask What other
and if possible, give them the actual object or a picture of
things in this room make loud noises?
it. Have students open their books to pp. 64–65 and use the
words to describe their objects in complete sentences. Have
each group share their sentences with the class.
140 Unit 4 Song 141

GRAMMAR 1
Objective Sense verbs TR: 4.4
The soup smells great. The music sounds terrible.
Students will
The flowers look beautiful. The baby rabbit feels soft. Cultures all across the world use spices to make
• describe objects using the linking verbs taste, How does the chicken taste? It tastes delicious. food look, smell, and taste better. Cinnamon and
sound, smell, look, feel. ginger are two common spices in Europe, the
Grammar Sense verbs 1 Write. Use these words. Americas, and Asia. These spices make food smell
and taste more flavorful. Some spices also change
Academic Language choose, pick good old rough smooth sticky terrible how a food looks. When saffron is added to food,
Resources TR: 4.4; Video Sc. 5—Grammar 1; for example, it colors the food yellow.
Workbook pp. 45–46, TR: 4.3; Grammar
Workbook pp. 16–17; Online Practice Grammar in Depth
tastes good
1. The cake . The verbs feel, look, smell, sound, and taste
Materials several small boxes and various
are called stative verbs because they describe
small objects, such as a cotton ball, a bell,
2 Write sentences. Look at the photo. Use sense words. characteristics or states rather than actions: The
a piece of candy, a coin, a flower, a leaf,
smells terrible music sounds terrible. (The subject, music, isn’t
a rock, a tissue 2. The dog .
1.
The trees are tall and green. doing anything in this sentence. The sentence is
simply describing the quality of the music.)
2. Stative verbs can be followed by adjectives, rather

3. The house looks old . than adverbs: The baby rabbit feels soft.
3. Some of the stative verbs in this lesson relate to
the senses (hearing, seeing, touching, etc.): The
4. The glue feels sticky . soup smells great. They often are used with the
4.
linking verb can: I can’t taste anything. I can hear
Now look around you. What do you see and hear? Write true sentences. a noise outside.
feels rough Many stative verbs are common and can be
5. The rock . The classroom is quiet and sunny.
1. categorized loosely into groups such as verbs
of thinking / the mind (forget, know, remember,
understand) and verbs of emotion (hate, like,
2.
6. The phone feels smooth . love).
3. When verbs are used to describe states, they

usually do not take the progressive form: The cake
is tasting good. The cake tastes good.
4.
68 Unit 4 69
Warm Up
• Brainstorm Review the vocabulary items • Have the class guess the object. Then repeat the activity with • Say Listen to each sentence. Write the word that goes on the • Hold up the coin and the rock. Ask a
from pp. 64–65. Then show the class various other students until all of the objects in the box have been blank line. Then slowly read each sentence from the Grammar student to touch the coin, and ask a
small objects, for example, a cotton ball, chosen. box on p. 68 from left to right. Have students fill in the missing different student to touch the rock. Point to
a bell, a piece of candy, a coin, a flower, words on their papers. the word feels and ask the first student How
does the coin feel? (smooth) Repeat the
a leaf, a rock, or a tissue. Pass the objects
around the room so students can examine
Present • Give students opportunities to use the grammar. For example, student’s answer using a complete sentence
• Say Open your books to page 68. We’re going to listen to some say The soup smells great. What else smells great? Students It feels smooth. Then ask the other student
them. Say Look closely at each thing. How
sentences. The sentences tell how things smell, sound, look, should respond using this sentence frame: The How does the rock feel? (rough) Say Yes, it
does it look? What color is it? Touch it to see
feel, and taste. Play TR: 4.4. Have students read along in their smells great. feels rough. If students have difficulty using
how it feels. Does it make a sound? Does it
have a smell? books and say the words aloud. the vocabulary they learned, ask Does the
• Give students about 15 seconds to examine • Have students close their books. Write the following sentence
Practice coin feel smooth or rough?
each object. Then put the objects in a box. frames on the board and have students copy them: • Gather the objects used in the Warm Up activity. Write tastes, • Hold up the bell and ring it. Point to
Have one student come to the front of sounds, smells, looks, and feels on the board. Pick up the piece sounds and ask a student How does the
the room and turn his back to the class. of candy. Put it under your nose. Point to the word smells and bell sound? Does it sound loud or soft?
The soup great. The music terrible.
Have the student pick and describe one say The candy smells sweet! Point to your mouth and to the Hold up the flower. Point to looks and ask
object from the box. Say Pick one thing. word tastes. Say The candy tastes delicious! How does the flower look? Does it look
The flowers The baby rabbit
Tell about it. Use words we learned in this beautiful. soft. beautiful or ugly?
lesson.
How does the chicken ? It delicious.

GRAMMAR 1
Apply BE THE EXPERT
Sense verbs TR: 4.4
The soup smells great. The music sounds terrible. • 2 Point to the picture. Ask What do you see? (trees, Teaching Tip
The flowers look beautiful. The baby rabbit feels soft. mountains, a lake) Say Imagine you are in this place. Ask the Classroom Management Activities that involve
How does the chicken taste? It tastes delicious.
following questions one at a time. What do you see? What do students drawing may take too much time on
you hear? What do you smell? What can you touch? How does days with time limits. Instead of having students
1 Write. Use these words.
it feel? After several students respond, say Choose three things draw, use Flashcards from other levels and units.
good old rough smooth sticky terrible
in this place to write about. You’re going to write a sentence
about how each thing smells, sounds, looks, feels, or tastes.
1. The cake
tastes good . • Read aloud item 1 with students and then have them complete
the first activity on their own. Remind students to use one of
2 Write sentences. Look at the photo. Use sense words. these words in each sentence: smell, sound, look, feel, taste.
2. The dog smells terrible .
1.
The trees are tall and green. • Have students read the second activity. Then say Look around
our classroom. What do you see? Hear? Smell? Touch? Give
3. The house looks old .
2. students a few minutes to point out several things. Say Choose
three things to write about. Write a sentence about each thing.
3.
Remember to use the words smell, sound, look, feel, or taste.
4. The glue feels sticky . 4.
Now look around you. What do you see and hear? Write true sentences. Extend
5. The rock feels rough . • Have students draw a picture of their favorite restaurant or
1.
The classroom is quiet and sunny.
place to eat. Have them draw a five-column chart with the
2. headings Looks, Smells, Sounds, Tastes, and Feels. Have them
feels smooth
6. The phone . write at least two ideas in each column. To guide students, ask
3. questions such as How does the place look? How does it smell?
Are there many windows? What do you hear?
4.
My Favorite Restaurant
68 Unit 4 69
Looks Smells Sounds Tastes Feels

• Divide students into small groups and Write the sentence on the board. Then put students in pairs • Have students use the information in their charts and the
give each group a box. Have groups and have them complete the activity. Point to item 2. Ask How words looks, smells, sounds, tastes, or feels to write three
choose one or two objects to put in their does the dog smell? If students are having difficulty, ask Does sentences describing the place. When students have finished
boxes. Students should spend about three the dog smell good? Does the dog smell terrible? (terrible) their sentences, put them in pairs. Have students show their
minutes discussing how their objects look, pictures to a partner and read the sentences they wrote.
smell, feel, sound, and taste. Then have
groups switch boxes with another group.
Wrap Up
Say Look at the things quickly. Then one • Put students in five groups. Assign each group one of the Wrap Up
person picks one thing. Don’t show it to following words: taste, smell, sound, look, feel. Say Name • Put students in small groups. Have each group choose an
your group! The group asks questions to a food you know. Draw a picture of the food on the board. object in the classroom and say three sentences about how it
guess the thing. Give groups about five Have each group say a sentence about the food, using the looks, feels, tastes, smells, or sounds. Have other groups guess Workbook and Online Practice
minutes to guess the objects. word they were assigned, as appropriate. Then have students the object. Grammar 1
switch words with another group and create a new sentence.
• 1 Have students open their books to You may want to repeat the activity with an animal, or some ✔ Formative Assessment
p. 68. Read aloud the words in the white other food or object.
box with students. Point to the picture in Can students
item 1. Say The girl is eating cake. What • describe objects using the linking verbs taste,
sense do you use when you eat? (taste) Recap sound, smell, look, and feel?
The girl is smiling. How do you think the • Say Today we talked about how things look, smell, sound, taste, Provide the following sentence frames for
cake tastes? Pick a word from the box. students to complete:
and feel. Walk around the classroom. Point to various objects
(good) Say Right! The cake tastes good! and ask “How does?” questions using smell, sound, look, feel, The lemonade delicious. (tastes)
and taste. Ask students to respond in complete sentences. The cat soft. (feels)
The music great. (sounds)
The cheese bad. (smells)
The flower beautiful. (looks)

VOCABULARY 2
• Say Open your books to page 70. Look at each photo as you Teaching Tip
Students will say aloud each vocabulary word. Make a face to show how Leveling If students have trouble thinking of a
• describe how things taste. each food tastes. Model as necessary. full sentence to answer a question, accept one-
Vocabulary sweet, salty, bitter, sour, spicy word responses. A student might answer sweet
• Write the following statements on the board. Have students to the question How does it taste? Tell students
Content Vocabulary coffee, honey, lemon come up and circle the correct answer. the answer is correct, and then repeat the answer
Resources TR: 4.5–4.6; Flashcards 65–81; using a complete sentence. A cookie is sweet.
salty bitter Honey is sweet/spicy. (sweet)
Video Sc. 4—Vocabulary 2; Activity
Worksheet 4.2; Workbook p. 47, TR: 4.4;
Coffee is spicy/bitter. (bitter) The Sounds of English
Online Practice Lemons are sour/salty. (sour) Sound Combinations: Combinations with /s/
Chips are spicy/salty. (salty) Combining the /s/ sound with consonant sounds
Peppers are spicy/bitter. (spicy) such as /m/, /p/, /t/, /k/, and /w/ may be difficult for
students.
• Say Listen carefully to the words and sentences. Say them Have students practice the /s/ sound by passing
sweet sour spicy aloud after you hear them. Then play TR: 4.5. air through the small gap created when they put
the tip of their tongue behind their top teeth.
1. This lemon isn’t sweet. It’s sour . • 1 Read item 1. Have students orally fill in the blank. Have Have students say the sound for several seconds,
them complete items 1–5. and practice adding the second consonant sound.
2. I don’t like honey. I don’t like sweet things. Encourage students to shorten the time spent
pronouncing the /s/ sound before they add the
3. These potato chips have a lot of salt. They’re very salty . Apply second sound. Example words: smooth, spicy,
4. I like peppers. They’re really spicy . • 2 Say Let’s do a sticker activity. Listen to the people talking. sticky, scooter, sweet.
bitter Put a sticker down to show the food or drink. Play TR: 4.6. After
5. I don’t like the taste of coffee. It’s very .
students finish, point to each number and ask What is it? Then
2 Listen and stick. Work with a partner. Check your answers. TR: 4.6 ask or questions such as Is it sweet or spicy?
Number 1 is spicy.
Yes. It’s a pepper.
Extend
• Draw a 6-by-6 chart.
1 2 3 4 5 sweet salty bitter sour spicy

70 Unit 4 lemonade X X
soup X X
Warm Up
words to describe taste. Hold up Flashcard 77. Say bitter and • Ask students What do you like to eat? What do you like to
• Activate prior knowledge Draw a
have students repeat. Say Some people think coffee is bitter! drink? Write the food or drink in the left column. Ask Is it
two-column chart on the board with the
Then hold up Flashcard 78, say salty and have students repeat. (sweet, salty, bitter, sour, spicy)?
headings Tastes delicious and Tastes
terrible. Ask students What do we use Say Chips are salty. • Have students write a complete sentence to describe each
the word taste to tell about? (things we food or drink listed. Provide the following sentence frame:
• For Flashcards 79–81, say aloud each word and have students
eat and drink) What do you like to eat? is/are . Model the example Lemonade is
repeat. Model a facial expression as you describe each taste:
What do you like to drink? Write students’ sweet and sour.
Lemons are sour! Some peppers are spicy! Honey is sweet!
answers in the Tastes delicious column.
Ask What’s one food you don’t like to eat? • Recycle Say Fold your hands if the sentence I say is true.
What’s something you don’t like to drink? If it’s not true, raise your hand and correct the sentence.
Wrap Up
Write students’ answers in the Tastes Say the following sentences: • Tell students what you like to eat for breakfast. Describe each
terrible column. Then have students use item as sweet, salty, bitter, sour, or spicy. Pair students. Say Tell
the words in the chart to discuss likes and Bananas are salty. (False. Bananas are sweet.) your partner what you like to eat for breakfast. Say if the food Workbook and Online Practice
dislikes, using tastes delicious and tastes Vocabulary 2
Potato chips are bitter. (False. Potato chips are salty.) is sweet, salty, bitter, sour, or spicy.
terrible.
Some peppers are spicy. (True) ✔ Formative Assessment
Review
Present Can students
• For additional practice, direct students to Activity
• describe how things taste?
• Hold up Flashcards 65–76 one at a time. Worksheet 4.2.
Say each word and have students repeat Write sweet, salty, bitter, sour, and spicy on the
board. Have students choose a food and a word
after you. Say We’re going to learn more
from the list to complete the following sentence
frame: (Food/Drink) is/are .

GRAMMAR 2
Objective was / were TR: 4.7
• Read aloud the sentences in the Grammar box on p. 71. Ask Grammar in Depth
Students will How is the ice cream? It’s delicious!
How was the ice cream? It was delicious. More, please! How was the ice cream? (It was delicious.) How were the We use the simple past to describe states and
• use the simple past of to be. How were the cookies? They were great. Can I have one more, please? cookies? (They were great.) If students have difficulty, write on events in the past.
Grammar was / were the board: The ice cream was/were delicious. The cookies was/ There are two forms for the past tense of the
Academic Language match, spin were great. Have students write each sentence and circle the verb be: was and were
correct form of to be. In this lesson, students encounter singular nouns
Resources TR: 4.7; Video Sc. 6— (bread, cookie, flower, ice cream) and plural
Grammar 2; Activity Worksheet 4.3; • 1 Complete item 1 on p. 71 with students. Then have students nouns (tomatoes, cookies, flowers, chairs). Use
Workbook p. 48, Grammar Workbook complete the activity. Say Write was or were. Use was to tell the pronoun it to replace singular nouns and the
pp. 18–19; Online Practice pronoun they to replace plural nouns.
about one thing. Use were to tell about more than one thing.
1 Read and write. Use was with it: The ice cream / It was delicious.
1. That ice cream was delicious. I want more, please! Apply Use were with they: The cookies / They were great.
Use the simple past for completed events. Notice
2. The music is loud. I’m going outside. • Write the following on the board: the difference:
were simple present: This ice cream is delicious.
3. The flowers beautiful before. They’re ugly now.
One More Than One (I’m eating it right now. I haven’t finished yet.)
is/was
4. That song beautiful. is are simple past: That ice cream was delicious.
was were (I’ve eaten the ice cream. There is no more left.)
5. The glue was sticky, but now it’s dry.
Use questions with how to ask about the
condition or quality of something: How was
2 Play a game. Cut out the wheels in the back of the book. • Read the directions for Activity 2. Pair students and have them your meal?
Spin and make sentences. Play with a partner. make the wheels on p. 173. Model the activity. Say Spin the
wheel with the pictures. Then spin the wheel with were, is, was,
Flowers, were. The
flowers were beautiful, and are. Spin each wheel. If the wheels don’t match, say No
but now they aren’t.
Good job. My turn. Match! If the wheels do match, write an example sentence.
Music, are. No match!
• Have pairs play the game. Observe partners as they play.
If students are having difficulty, say Spin the picture wheel.
Is there one thing, or more than one thing? Direct students’
attention to the chart on the board.
71
Extend
Warm Up Present • Tell students that they can use was/were to talk about other
things, such as events and people.
• Activate prior knowledge Walk • Label a time line Past and Now.
around the room. Ask individual students • Write the following on the board:
What do you like to eat for breakfast? Past Now
What do you like to drink for breakfast? How was ? was .
After the students answer, ask questions
such as Is it/Are they delicious? Is it/Are How was the party? It was great.
they sour? sweet? spicy? • Explain Point to Now and say To talk about now, we use is or How were ? were .
are. Under Now write is/are. Say The coffee is sweet. The eggs
• Set the stage Draw a plate of eggs How were the games? They were fun.
are delicious. Point to Past and say To talk about the past, we
and a cup of coffee on the board. Point to
use was or were. Under Past write was/were. Say The coffee
each drawing. Say I eat eggs for breakfast. Workbook and Online Practice
was bitter. The eggs were delicious. Have students write their own sentences using the sentence Grammar 2
I drink coffee for breakfast. Act out eating frames on the board.
eggs. Say Mmm, these eggs are delicious! • Draw students’ attention to the Grammar box on p. 71. Play
Act out drinking a cup of coffee. Make an
TR: 4.7. Point to Now. Write and say The ice cream is delicious.
unhappy face. Say This coffee is bitter. I’ll Underline is. Then point to Past and write The ice cream was Wrap Up Can students
put more sugar in it. Pantomime pouring delicious. Underline was. • Play the unit song. Ask Is the music quiet or loud? Say The • use the simple past of to be?
or spooning sugar into the coffee cup music is (quiet/loud). Turn the music off. Ask How was the
• Repeat with the sentences about cookies. Have students complete the following sentence
and tasting the coffee. Say The coffee music? Say The music was (quiet/loud). Repeat several times, frames with was or were.
was bitter. Now it’s sweet! lowering or raising the volume each time. The food The rocks
delicious. rough.
Review The flowers The music
beautiful. very loud.

READING T ✔
F
BE THE EXPERT
1. Spiders have ears.
✔ About the Photo
AnimalAnimal
Senses Senses
T F
Students will 2. Bears can’t smell very well.
• describe unusual animal senses.

AMAZING
AMAZING 3. Butterflies taste with their feet. ✔
T F
The lizard shown in the photo is a chameleon.
Many animals can see, hear, smell, taste, and touch, Chameleons have the unusual ability to change
• compare and contrast human and but they do it in a different way from humans. 4. Seals use their whiskers to feel fish in the water. ✔
T F the color of their skin in response to their
animal senses. ✔
T F
environment. There are over 150 species of
Imagine that you have to walk on your dinner to 5. Chameleons can look up and down at the same time.
chameleons in the world. Over half the known
Reading Strategy Compare and Contrast taste it! Well, a butterfly does. It tastes with its feet!
species of chameleons live on the African island
Content Vocabulary bears, chameleons, seals, People use the ends of their fingers to touch. Seals of Madagascar.
spiders, whiskers use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
Resources TR: 4.8; Workbook pp. 50–51,

They can feel fish through the water 180 meters whisker Our World in Context
TR: 4.6; Online Practice Hawks live on every continent except Antarctica.
Spiders don’t have ears. They hear using hundreds
butterfly taste It uses its feet. The red-tailed hawk is the most common hawk in
of small hairs on their legs.
North America. It uses its incredible eyesight to
We can smell delicious food in front of a restaurant. seal touch It uses its whiskers. find its food.
Bears have a fantastic sense of smell. They can smell Teaching Tip
things that are as far as 32 kilometers (20 mi.) away! It can smell food in a
red-tailed bear smell different town / 32 km away. The first time students read a passage, have them
underline words or phrases they don’t know.
It can look up and down
at the same time. Afterward, discuss these words and phrases as a
class and then reread the passage.
4 Talk about other animals you know. Work with a partner.

Related Vocabulary
environment, eyesight
A worm can taste

person
mouse
72 Unit 4 73
Warm Up
• On the board, draw a pair of eyes, a pair • Say See. I use my to see. Have a student write eyes • Play TR: 4.8 again. Pause at the end of each paragraph to • Graphic literacy Have students use the
of ears, a nose, a mouth, and a hand. Say to complete the first sentence frame. Have the class read aloud check for comprehension. Ask: diagram on p. 72 to compare and contrast
Let’s talk about how we see, hear, smell, the competed sentence. Have students complete the rest of the Paragraph 2: What do people use to taste? (mouths) What human and animal senses. Say The person
taste, and touch. Ask What do we use to frames. do butterflies use to taste? (feet) and the red-tailed hawk both see the
see? (our eyes) Have a student write see Paragraph 3: What do people use to touch? (fingers) What mouse.
• Ask questions such as Do you use your eyes or your ears to see?
above the picture of eyes. Ask about the do seals use to touch? (whiskers)
Have students use the sentence frames to respond. • Ask Who is close to the mouse? (person)
other senses and have students label the Paragraph 4: Do spiders hear with ears? (no) What do they What is far away? (hawk) Say The person
pictures. use? (hairs on their legs) and the hawk both see the mouse. The
• Then write the following sentence frames
Present Paragraph 5: Do bears have a good sense of smell? person has to be close to the mouse to see
• Describe Say Open your books to page 72. We’re going (yes) How do we know? (They can smell things that are it, but the hawk can see the mouse from
on the board:
to read about how animals use their senses in different 32 kilometers away.) far away!
ways than we do. Point to the seal. Say A seal has whiskers. Paragraph 6: What can a chameleon’s eyes do? (One looks
I use my to see. up and one looks down.)
Point to the chameleon. Say Look at the chameleon’s eyes.
I use my to hear. One looks up and one looks down at the same time! Can your
Practice
• Think Aloud Say A chameleon has two eyes like me. My eyes
eyes do that? can look down and up. A chameleon’s eyes can look up and • Write the name of each animal from the
I use my to smell. reading on the board. Point to spider. Say
• Play TR: 4.8 and have students read along. down, too. In that way, we’re the same. But a chameleon can
look up with one eye and down with the other eye at the same Think about the reading. Ask What do
I use my to taste.
time! I can’t do that! In that way, we’re different. you know about spiders? (no ears; use tiny
I use my to touch. hairs to hear) Write students’ responses on
the board. Continue with the remaining
animals. (seals, bears, chameleons)

READING 2 Read. Check T for True and F for False. • 3 After groups have shared their information, have individual BE THE EXPERT
1. Spiders have ears. T ✔
F
students fill in the chart on p. 73.
✔ Reading Strategy
AMAZING Animal Senses
T F
2. Bears can’t smell very well.
✔
T F
• Ask What animals do you know? Have students call out names. Compare and Contrast Students can use
3. Butterflies taste with their feet.
Many animals can see, hear, smell, taste, and touch, Write the names on the board. Ask questions about each signal words such as both, also, and too to
4. Seals use their whiskers to feel fish in the water. ✔
T F
but they do it in a different way from humans. animal, for example, Can it hear well? Can it see well? Does it identify similarities in a reading. Signal words
✔
T F
Imagine that you have to walk on your dinner to 5. Chameleons can look up and down at the same time. have any unusual senses? Discuss the animals as a class. and phrases such as but, unlike, different, and
taste it! Well, a butterfly does. It tastes with its feet!
on the other hand may help indicate differences
People use the ends of their fingers to touch. Seals • 4 Read the model dialogue on p. 73 aloud, or choose a in a text. Encourage students to use Venn
use their whiskers. Their sense of touch is amazing. 3 Read the text again. Write.
student to read with you. Then review the animals on the diagrams when keeping track of similarities
They can feel fish through the water 180 meters whisker
(590 ft.) away. board. Pair students and say Think of an animal. Tell your and differences in texts.
Animal Sense Why is it unusual?
Spiders don’t have ears. They hear using hundreds partner about the animal’s senses. Assign students an animal
butterfly taste It uses its feet.
of small hairs on their legs. from the board if they’re having difficulty thinking of ideas.
We can smell delicious food in front of a restaurant. seal touch It uses its whiskers.
Bears have a fantastic sense of smell. They can smell
things that are as far as 32 kilometers (20 mi.) away!
It can smell food in a
Extend
red-tailed bear smell different town / 32 km away.
It can look up and down • Say People use their senses. Butterflies, seals, spiders, bears,
at the same time. and chameleons use their senses, too! We use our senses in
different ways. Let’s talk about how our senses are different.
4 Talk about other animals you know. Work with a partner. • Draw the three-column chart below on the board. Label two
columns People and Animals.
People Animals
Hear ears Spider: hairs on its legs
Taste mouth and tongue Butterfly: feet
A worm can taste
person
Touch fingers Seal: whiskers
mouse
72 Unit 4 73 • Say Let’s write about differences. When we tell about
differences, we sometimes use the word but. Write the
OW2e_SB_3_31995_062-077_U04_PPDF.indd 72 2/11/19 1:25 PM OW2e_SB_3_31995_062-077_U04_PPDF.indd 73 2/11/19 1:25 PM sentence frame I taste with my , but a
Wrap Up tastes with its .
• 2 After discussing the animals, say Look • Have students form pairs. Assign each pair an animal and • Model using the responses in the chart to complete the
at Activity 2. Read the sentences. Tell if say Draw a picture of your animal. Write two true sentences sentence frame. (I taste with my mouth and tongue, but a
the sentences are true or false. Then have about your animal. Allow time for students to complete their butterfly tastes with its feet.) Have students read the sentence
students complete the activity. Observe drawings and write their sentences. Then have partners present aloud. Then have students write sentences for the other senses
students as they work. Point to item 1 and their picture and read their sentences to the class. in the chart.
ask Do spiders have ears? (no) If students
answer incorrectly, have them reread
paragraph 4 of “Amazing Animal Senses.”
Recap Wrap Up
• Say We talked about how we use our senses. We read about • Have the class stand in a circle. Stand in the center of the circle.
• Put students in pairs. Have them take turns how some animals use their senses.
reading aloud each item and sharing their Point to your eyes. Say I see with my eyes. Point to your ears.
answers. If students give different answers • Write unusual on the board. Say Unusual means the same Say I hear with my ears. Point you your nose. Say I smell with
for the same item, have them return to as different, strange, or even weird. Here’s an example of my nose. Point to your mouth and tongue. Say I taste with my
the reading and find and underline the something unusual. People taste food with our tongues and mouth and tongue. Hold up your fingers. Say I touch with my
fingers. Have students repeat the sentences after you. Have Workbook and Online Practice
sentence that tells the correct answer. other parts of our mouths. Many animals use their tongues to Reading
taste. But a butterfly tastes with its feet. That’s unusual. students model the actions while they speak.
• Expand Assign each student an animal
from the reading. Say Write one true
sentence about the animal. Write one false Apply Can students
sentence. Next, pair students. Say Listen • Have students form groups of four. Assign each group one • describe unusual animal senses?
to your partner’s sentences. Which is true? of the following animals from the reading and its related Ask students questions such as What unusual
Which is false? Have students take turns paragraph: seals (Paragraph 3), spiders (Paragraph 4), bears animal sense do you think is interesting?
reading and deciding which sentence is (Paragraph 5), and chameleons (Paragraph 6). Say Read the • compare and contrast human and animal
true and which is false. Have partners find paragraph about your animal. What sense does the paragraph senses?
the sentence in the reading that proves talk about? What’s unusual about that sense in your animal? Have students tell how one animal’s sense is
each sentence is true or false. Have groups share their information. different from a human’s sense.

WRITING VALUES
WRITING VALUE
Writing Write about summer. 1 Read. We use the word and to show that two connected ideas are
similar. We use but to show that two connected ideas are different.
Use your senses. Value Use your senses.
Objectives Objectives
When we can choose between two connected ideas, we use or. or Take time to enjoy the world
Students will Students will
Underline the sentences with or.
or around you.
• read a writing sample. • read and talk about enjoying the world
• write about summer. through their senses.
Summer is my favorite season. Think. Pair. Share.
• use and, but, and or to connect sentences. • talk about their favorite place
The weather is hot, and we do many How do you use your
Resources Workbook p. 52, Online Practice activities outside. On weekends we visit senses? What do you do? Resource Value Poster
our grandparents, or we go to the
river with my cousin.
At my grandmother’s house, we sit
outside and play cards, or we play with
their pet dog, Charlie. My grandma
loves flowers. They look beautiful,
and they smell great, too. BE THE EXPERT
There’s a river near my cousin’s
house, and we swim there sometimes. Our World in Context
The water’s cold, but I love it! After we In the Southern Hemisphere, the summer season
swim, we eat fruit or ice cream. My commonly includes the months of December,
Workbook and Online Practice brother likes chocolate ice cream, but January, February, and March. In the Northern
Writing strawberry is my favorite! Hemisphere, June, July, August, and September
are the typical summer months.
2 Write. Write about your summer. Use or to show choices. Teaching Tip
Can students Provide sufficient time for students to brainstorm
• write about summer? 3 Share your writing. Work in a small group. Listen and fill in the chart. ideas before they begin writing. Have students
Have students read aloud their favorite sentence brainstorm in small groups. Brainstorming in
Name Choice 1 Choice 2
from their paragraphs. small groups gives students more opportunities
to speak and offer ideas. After groups have had
• use and, but, or or to connect sentences? a chance to brainstorm, invite them to share their
Review students’ writing for usage of and, or
ideas with the class.
but, or or. If students have difficulty, provide
a sentence frame such as In the summer,
Washington, D.C., USA
I go to or I go to .
74 Unit 4 75
Present Share
• Draw a word web with summer in the • Say We’re going to read about summer. Read the passage • Read Activity 3. Have students form groups of three. Say Pair
center oval. Have students brainstorm together. Listen to each other’s stories. Listen for the word or. Write each
• Ask Is the boy in the photo enjoying the
about summer. Ask How does the weather student’s choices in the chart on page 74. Have students share
• After reading, write the or sentences on the board. Say We use world around him? (yes) Ask What sense is
feel in the summer? What do you hear? their writing with the class.
or to talk about choices. Reread the or sentence in Paragraph 1. he using? (touch)
What do you smell? What do you like to
Ask What are the choices? (visit grandparents or go to the river
do? What do you see? What do you eat in
the summer? Add students’ responses to
with cousin) Repeat with the remaining or sentences. Write We Value • Put students in pairs. Tell them to think
can go to the park. We can go to the movies. Ask students to about their favorite place outside of home
the word web. Think or school. Have them ask and answer the
rewrite the sentences as one sentence using or.
questions to the right on the page about
• Point to the photo on p. 75. Say This is a small waterfall. Ask
Write • 2 Say Think about the choices you make in the summer. For
Where do you think this is? (a park) What is the boy doing?
this place. They should tell their partner
example, you can go to the park, or you can go to the beach. what they see, hear, smell, feel, and taste
• 1 Model Write and, but, and or on the (jumping through the water) Is it a hot day or a cold day? (hot)
Have students brainstorm and share ideas. Say Now write there.
board. Read the top paragraph on p. 74 about your summer. Tell about at least one choice you make. • Have students read the value statement on p. 75 aloud (Use
with students. Use the ideas students Remember to use or to show choices in your sentences. your senses.). Ask What are your senses? Allow students to Share
offered in the brainstorming session to say the senses they know out loud. They should identify sight, • Have students take turns sharing their
make sentences with and, but, and or. sound, smell, touch, and taste. partner’s answers to the questions aloud.
For example, I eat ice cream, and I eat
Encourage the rest of the class to listen
melons. I go swimming, or I ride my bike. • Have a student read the sentence under the value statement.
carefully. After each student shares, ask Do
Ask What is in the world around you right now? (classroom,
you want to visit this place?
students) What senses do we use here? (sight, sound,
sometimes touch)

PROJECT
Objectives Write a Five Senses poem. Think of a time when you used your
Teaching Tip
Students will five senses. Write about it.
Be sure to give students opportunities to revise
• identify how they use their five senses. their projects. Offer feedback directly, or have
• write a poem. students share their work with partners and offer
1 2
• collaborate with others. suggestions on how to improve it. After students
• complete the Unit 4 quiz. have had a chance to revise their projects, display
them in the classroom.
Content Vocabulary experience, poem, senses
Academic Language plan Project Rubric
Resources Assessment: Unit 4 Quiz; ü Did students use a chart to brainstorm about
the senses?
Graphic Organizer: Two-column chart;
Activity Worksheet 4.4 ü Did students write complete sentences and
draw pictures?
Materials colored pencils, markers
ü Did students write their names?
Plan your work. Write sentences.

This poem is about cookies.
3 4
Now I can . . .
talk about the five senses.
talk about how things
look, feel, taste, sound,
and smell.
Draw pictures. Write your name.
76 Unit 4 77
Prepare Share
• Ask What senses did we talk about in this • Have students look at p. 77 aloud. Say Let’s read this Five • Put students in small groups and have them read their poems
unit? (sight, hearing, smell, taste, touch) Senses poem about cookies. Point out the words feels, smells, to their groups. After students have shared their poems, call on
List the senses in the left column of a two- hear, look, and taste. individual students. Ask What did you write about? Then ask
column chart. the student one question about a sense, such as How does it
• Say Look carefully at the instructions on page 76. Follow each
smell?
• Say We’re going to tell about a time we step. Have students draw their own two-column charts. Then
used all five senses. Then we’re going to say Think of a time when you use your five senses. Write details • Modify To simplify the project, have students form groups
write a poem. For example, let’s tell about in your chart. of four or five. Assign each group a situation such as eating Now I Can
a party. What do you see at a party? breakfast, playing outside, or taking care of my pet. Have Ask questions such as the following:
• After students have completed their charts, tell them to write
You see colorful balloons. Write colorful students brainstorm details for the chart. Then have each • What sense do I use with my (eyes, ears,
complete sentences on another piece of paper. Have students
balloons in the sight row of the chart. Ask student in the group pick one sense from the chart and write nose, mouth, fingers)?
draw pictures or add other decorations to the paper. Remind
a question about each sense and write a sentence for the poem. • How does (a desk, wall, rabbit) feel?
students to write their names below their poems.
responses in the chart. • What did you have for breakfast.
• Have students use the words in the chart Review How was/were ?
to say sentences about each sense. List • For additional practice, direct students to Activity Worksheet 4.4.
the sentences on the board. Help students Workbook and Online Practice
Unit Review
choose a title for the poem, for example,
“Party.” Have them take turns reading ✔ Assessment: Unit 4
aloud the poem.
Give the Unit 4 Quiz. Hand out the quiz and
go over the instructions with students. The quiz

VIDEO The
UNIT 4 READER
Vocabulary 1a rough, smooth, hard, soft, loud, quiet Four Text Type folktale
Blind
THE FOUR BLIND MEN
Four blind men are walking though the jungle. Suddenly,

Vocabulary 1b sticky, dry, delicious, terrible, they hear a strange sound. What is in the forest with them? Vocabulary beautiful, hard, loud, rough, sweet
Men
Each man guesses something different. Who is right?
beautiful, ugly Created by National Geographic Learning, the Our World readers are six levels of original stories,
folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and Grammar Sense verbs; was / were
Vocabulary 2 salty, bitter, sour, sweet, spicy activities that bring the reading experience together in a way that fascinates, educates, and informs. Based on a Folktale from India
LEVEL 3 READERS
by Vikram Gulaty
Reading Strategy Ask Questions
Grammar 1 Sense verbs Caring for Elephant Orphans Anansi’s Big Dinner
Resources Video Sc. 9—Story Time

Grammar 2 was / were

Materials box; small, soft object, such as

The Four Blind Men
Song Our Senses

a cotton ball; small, hard, rough object,
Viewing senses and the natural world such as a rock
The Four Blind Men
Story Time The Four Blind Men
Four blind men are walking through
Resource Video Sc. 1–10
National Geographic Learning, part of Cengage
the jungle. Suddenly, they hear a

strange sound. What’s in the jungle

Zoom In
with them? Each man guesses
Vocabulary
something different. Who’s right? BE THE EXPERT
Before You Watch
• Select Scene 3 or 4. Replay the segment, pausing Our World in Context
• Play the introduction. Pause after Ellen and Sofia talk
about the flowers and scarf. Ask How do the flowers
after each sentence. Have students read and say the Before You Read The Four Blind Men is a folktale from India. Much
sentence aloud. Ask a comprehension question such of traditional Indian literature is inspired by the
look? (beautiful) How do the flowers smell? (terrific) • Build background Write the word blind on the board. Say ancient songs and writings of the Hindu religion.
as How does the tree feel? (rough)
How does the scarf feel? (soft) A person who is blind cannot see. Some people are born blind. If possible, point out India on a world map.
Grammar Some people lose their eyesight because of a sickness or an
• Play the rest of the introduction. Ask How many accident. Reading Strategy
senses do we have? (five) Have students watch Sofia • Play Scene 5: Grammar 1. Pause at the end of the
scene and point to each food or drink on the blanket. Ask Questions Asking questions can help
as she points to each sense. Have students repeat the • Introduce the strategy Put a soft object and a hard object students stay interested in a text and help them
words and her actions. Ask How does (the lemonade) taste? (sweet and sour) in a box. Say We ask questions to learn. Have a student come monitor their understanding. Students can ask
Song to the front of the class. Say Close your eyes. Can you see? (no) questions such as What do I already know
about this? Which words are new to me? Which
While You Watch • Play Scene 7: Song. Have students listen to Our Senses • Then say Keep your eyes closed. Pick one thing from the box sentences did I not understand? How does the
• Have students look and listen for target words that once. Then play the song again. Ask students to read I put in your hands. I’m going to close my eyes, too, so I can’t picture help me better understand the words?
along and act out Sofia’s actions with her. see what you pick. After the student has picked an object, turn What in the story reminds me of something in
describe how things taste, sound, look, smell, and feel.
away, open your eyes, and say I want to learn about what you my life?
Viewing
• Say Listen carefully for the words taste, sound, look, picked. I’m going to ask you questions. Ask How does it feel?
• Play a few seconds of Scene 8: Viewing. Draw a flower
Text Background
smell, and feel. Does it feel hard? Does it feel soft? Is it rough? Is it smooth?
on the board. Ask How does a flower look? How does A folktale is a very old story passed down from
Have the student answer. Then guess what the object is.
• On the board, write taste, sound, look, smell, and generation to generation. In the past, folktales
a flower smell? Review with the class. Ask students to tell about the object. were memorized by storytellers and shared
feel in a column. Have students copy the terms. Have
• After viewing, have students form groups. Assign orally. These made-up stories may include animal
them write notes and sample sentences next to the
appropriate sense as the video plays. each group one of the following words: beautiful, While You Read characters and often teach a lesson about life.
smell, sweet, quiet, rough, ugly. Say Listen for your

• Pause the video to allow students time to look closely • Pair students. Have them practice asking questions in the
word. Play the segment again. Have each group say
at the pictures and describe how the items shown simple past. Remind students to ask How was? and How were?
sentences using their word.
taste, sound, look, smell, and feel. questions.
Story Time
• p. 4: Say The man feels something. Write the following
• View Scene 9: Story Time The Four Blind Men with
After You Watch students. After each blind man touches the elephant,
questions on the board and ask aloud: What was it like?
Was it short or long? (long) Was it weak or strong? (strong)
• Have partners share the sentences they wrote. Then pause and ask How does it feel?
play parts of the video with no sound. Have students • pp. 5, 6, 7: Have partners alternate asking and answering
tell what’s happening in the video. • Play Scene 9: Story Time again, all the way through questions about each page. If they have difficulty, remind them
without pausing. After students have viewed The to look at the questions on the board.
Four Blind Men a second time, draw an elephant on
the board. Point to each part and ask students to
describe it. After You Read
• Assign four groups p. 8, 9, 10, or 11. Have each group write two
questions based on their page. Groups can read aloud their
questions for other groups to answer.

AUDIO SCRIPT Right—number 4. Hmmm—these are salty!
TR: 4.5 3 Listen and read. Can you say TR: 4.6 1 Listen and read.
They’re potato chips!
these fast? Note: The reading Stinky Animals and Plants is
Student's Book And the last one—number 5! Mmmm. I know what
1. I eat sweet and sour ice cream on Sunday. on p. 325.
that is. It’s very bitter. It’s black coffee.
TR: 4.1 1 Listen and read. 2. Billions of bitter beans bounced on the bed.
TR: 4.7 Grammar 2 was / were 3. Taste the terrible tea tomorrow.
We use our eyes, ears, nose, tongue, and skin to learn
about the world around us. Note: Grammar 2 is on p. 148.
smooth, rough, beautiful, ugly, hard, soft, dry, sticky,
NOTES
delicious, terrible, quiet, loud
Note: The reading Amazing Animal Senses is on p. 150.
smooth The door is smooth. Workbook
rough The tree is rough.
beautiful This bird is beautiful.
1. This hat is hard.
ugly This bird is ugly.
2. This hat is soft.
dry Why is it dry?
3. My hand is sticky.
sticky This is very sticky.
4. My hands are dry.
hard This chair is hard.
5. This rock is smooth.
soft This chair is soft.
6. This rock is rough.
terrible This food is terrible.
7. This apple is delicious.
delicious This ice cream is delicious!
8. This apple is terrible.
quiet Shhh! Be quiet!
loud The music is too loud. TR: 4.2 1 Listen to the song. Draw lines
to match.
Note: Lyrics for the song Our Senses are on
Note: Lyrics for the song Our Senses are on pp. 140–141. pp. 140–141.
TR: 4.4 Grammar 1 Sense verbs TR: 4.3 2 Unscramble the sentences. Write. Listen to
Note: Grammar 1 is on p. 142. check your answers.
1. The sun feels hot.
TR: 4.5 1 Listen and say. Read and write. 2. The books look old.
sweet This honey is very sweet. 3. How do the sandwiches taste?
salty The chips are salty. 4. How does the drum sound?
bitter Black coffee tastes bitter.
sour Lemons are sour. TR: 4.4 1 Read and write. Listen and check.
spicy These peppers are very spicy. 1. My mother drinks tea every morning, but I don’t like
it. It’s bitter.
TR: 4.6 2 Listen and stick. Work with a partner. 2. Lemons are sour, but sometimes lemonade is sweet.
Check your answers. 3. There are peppers in the soup. It’s very spicy.
OK—food number 1. That is spicy. Don’t eat it! 4. This cheese pizza is very salty.
It’s a pepper!
5. This apple isn’t sweet. It’s sour.
And now number 2. Oooh that’s sour. That’s lemon
I think.
And number 3? Yum! My favorite. That’s very sweet.
It’s strawberry ice cream!

In This Unit
Theme This unit is about what animals look like
and where they live.
Content Objectives
Animal Habitats About the Photo
This photo shows a mountain gorilla soaking in a
swamp in Democratic Republic of the Congo. This
male is preparing to eat the plant in his hand by
Students will removing all the dirt from it first. Male mountain
• identify and discuss animal habitats. gorillas like this one are called Silverbacks, because
• identify animal traits and discuss reasons for their hair, while black everywhere else, is silver on
these traits. their backs. Silverbacks are six feet tall and weigh
about 160 kg (350 lbs). They have broad chests
Language Objectives
and arms that are longer than their legs.
Students will
The habitats of mountain gorillas are the
• name animal habitats.
mountainous areas of central Africa. These
• say what animals look like. habitats are in danger of destruction by humans,
• talk about animal homes. who seek to use the land for farming and trees
for fuel. Silverbacks are the most endangered of
Vocabulary
all gorilla species.
Vocabulary 1 a cave, a desert, a forest,
grasslands, a hive, ice, an island, mud, Our World in Context
a nest, a rain forest, snow, underground, • name animal habitats.
Animals live in many different habitats across
a web, wetlands • say what animals look like.
• talk about animal homes. the globe. Some animals live high up in cold,
Vocabulary 2 fur, horns, a pouch, a tongue, mountainous areas. Others live in dry, hot deserts.
wings Look and circle. Some animals live at the bottom of the ocean, in
Silverback gorilla,
Grammar 1. This is a . Democratic Republic
an environment with no sunlight and very high
Grammar 1 Why . . .? Because . . . a. gorilla b. hippo c. panda of the Congo pressure.
Grammar 2 Infinitive of purpose 2. He’s holding a . Over a long period of time, animal species can
a. leaf b. fruit c. toy develop adaptations to fi t their habitats, however
Reading Amazing Rain Forests inhospitable the habitat may seem. Adapt means
Writing Write about an animal you like. to change. Giraffes are animals that adapted to
their habitat. They grew very long necks to eat
Value Help protect animal habitats. the leaves at the tops of tall trees.
Project Make a mobile.
Related Vocabulary
78 79 hold, plants, water

Objectives
• Build background Say Open your books to page 78. • Recycle Draw students’ attention to the photo on pp. 78–79.
Students will
Say We’re going to talk about animal habitats. A habitat is an Ask What animal is this? (gorilla) How does the gorilla look?
• analyze a photo.
animal’s home. Say The ocean is home for fish. The ocean is (strong, content, peaceful) How do you think a gorilla’s hair
• accurately describe a photo. feels? (rough) Are gorillas quiet and peaceful? (sometimes, but
their habitat. Ask What’s our habitat? Say We live in (a city).
Resources Video Sc. 1—Introduction; The (city) is our habitat. they can be scary, too)
Home-School Connection Letter;
Unit Opener Poster; World Map Poster • Draw pictures of a bird, a fish, and a rabbit on the board. • Ask questions such as the following to encourage discussion of
Draw a two-column chart with the headings Animal and the photo:
Habitat like the one below. Point to the drawing of the fish. What else do you see in the photo? (plants, water)
Pacing Guides L3U5 Write a fish in the Animal column. Ask Does a fish live in a tree What color is the gorilla? (black, silver)
or in the ocean? (the ocean) Are the gorillas big or small? (big)
• Repeat with the drawings of the bird and the rabbit, asking • Guide students through the activity on p. 78. Read aloud item 1.
Does a bird live in a tree or on a rock? (a tree) Does a rabbit Ask What is this animal? Is it a panda? (no) Is it a hippo? (no)
live in the ocean or in the grass? (the grass). Write responses in Is it a gorilla? (yes) Have students circle the correct response.
the Habitat column.
• Have a student read aloud item 2. Pick up a pencil and hold
Animal Habitat it in front of you. Say Ask me what I am holding. Students
a fish the ocean say What are you holding? Say Now ask the person next to
you what I am holding. Students say What is (she) holding?
a bird a tree Elicit pencil. Then have students circle the correct response for
a rabbit item 2.

VOCABULARY 1
Objective 1 Listen and read. TR: 5.1
ice snow mud About the Photo
Students will
2 Listen and say. TR: 5.2 The background photo on pp. 80–81 is of the
• identify animal habitats. Ténéré Desert in Niger, Africa. This desert receives
We all need a place to live. We live in houses only about 25 millimeters (1 in.) of rainfall a year.
Vocabulary a forest, a desert, ice, a web, or apartments in our neighborhood. Animals
grasslands, wetlands, a hive, a cave, Camels provide food and transportation for the
and plants have a place to live, too. This place
underground, mud, a rain forest, an island, is called their habitat.
people living in the Ténéré Desert. Camels have
a nest, snow adapted to the dry, hot conditions of a desert
habitat. Camels store fat in the humps on their
Content Vocabulary houses, apartments, wetlands grasslands a forest a web a hive a nest
backs. This fat nourishes the camel during those
neighborhood, habitat times when it is forced to go without food or
Resources TR: 5.1–5.2; Flashcards 87–100; water.
Video Sc. 2—Vocabulary 1a, Video Sc. 3—
Vocabulary 1b; Activity Worksheet 5.1;
Vocabulary Strategy
Workbook pp. 54–55; Online Practice Compound Words The smaller words in a
compound word can give clues to the meaning
Material country map (optional) a rain forest underground an island a cave of the whole word. For example, in wetlands,
a desert grasslands, rain forest, and underground, the
words lands, forest, and ground name places.
Wet, grass, rain, and under describe those places.
Wetlands are grassy areas covered in water.
Grasslands are large, flat areas covered with
grass. Rain forests are rainy, tropical forests.
The word underground describes places that
3 Work with a partner. Ask and answer. are below or under the ground.
Where do camels live?

Related Vocabulary
They live in the desert. bees, dark, under, wet
Tenere Desert, Niger
80 Unit 5 81

• Preteach Say Today we’re going to talk • Say Now open your books to page 80. Look at the photos. • Point to the web, the hive, and the nest. Ask What animal lives • 1 Say We’re going to listen to and read
about animal habitats. A habitat is the These photos show different habitats. Point to each photo and in a web? in a hive? in a nest? (spider, bee, bird) Are these the names of some animal habitats. As
place where an animal lives. Hold up read the vocabulary term aloud. Have students repeat. habitats big or small? (small) Point to the cave and the forest. you listen, read the sentences on page 80
Flashcards 87–100 one at a time. Say the Ask Is this habitat big or small? and the words on pages 80 and 81. Play
word on each card. Have students repeat • Ask questions to help students describe the photos, for TR: 5.1.
example, What grows in a forest? (trees) Is ice hot or cold? • Recycle Ask What habitats feel cold? (ice, snow) What
after you.
(cold) Where’s the hive in the photo on page 81? (in a tree) habitat feels dry? (a desert) What habitats feel wet? (wetlands, • Say When I say the name of a habitat, you
• Say Let’s talk about our habitat. Our Then turn off the lights and say It’s dark in here! Turn the lights a rain forest, mud) What habitat feels sticky? (a web) point. Read the name of a habitat. Say
classroom is a kind of habitat. Think about back on. Ask What habitats are dark? (a cave, underground) Point to (the rain forest).
inside and outside. Ask How does our
habitat feel? Is it hot or cold? Is it wet or • 2 Say Think about the habitats you’ve
dry? How does our habitat look? just heard about. We’re going to hear their
names again. Then we’ll hear a sentence
about each habitat. Listen to the words
and sentences. Repeat each word and
sentence after you hear it. Play TR: 5.2.

VOCABULARY 1
Apply BE THE EXPERT
ice snow mud • 3 Direct students’ attention to the dialogue on p. 81. Model Vocabulary Strategy
2 Listen and say. TR: 5.2 the dialogue with a student. Say We’re going to ask and Analogies Analogies are a way to show
We all need a place to live. We live in houses answer questions about where animals live. connections between words. Using analogies
or apartments in our neighborhood. Animals can help students see comparisons and contrasts
and plants have a place to live, too. This place • Pair students. Assign each pair one or two habitats. Say Talk between vocabulary words. A common way to
is called their habitat.
with your partner. Talk about animals that live in each habitat. present analogies is: Hot is to cold as wet is to dry.
wetlands grasslands a forest a web a hive a nest Give partners several minutes to brainstorm animals. Use vocabulary terms students are learning to
create analogies. For example,
• Write each habitat on the board. Have partners take turns spider is to web as bee is to hive.
telling about the animals they brainstormed for each habitat. desert is to dry as rain forest is to (wet).
Write the animal names on the board.
Because the is to + as structure may be confusing
• Say Find an animal on the board. Ask your partner where the to some students, present analogies in a simpler
a rain forest underground an island a cave form:
animal lives. Have students take turns asking and answering
a desert
questions about animals and their habitats. spider web: bee hive.
desert dry: cave dark.
Extend Teaching Tip

Classroom Management When students are
• Divide the class into two teams. Say Let’s play a guessing playing a language game in teams, make
3 Work with a partner. Ask and answer.
game. I’ll say clues about a habitat. Then you guess the sure each team member has the opportunity
habitat I’m thinking about. Give two clues for each habitat to contribute and speak. For example, ask a
Where do camels live? and ask one team to guess. If students are unable to identify different student to answer each time a team
They live in the desert.
the habitat, give the opposing team an opportunity to answer. has a turn. You may also assign specific duties
to each team member; for example, writing the
Sample clues might include This habitat is dark. It’s not above
Tenere Desert, Niger team’s answer, saying aloud the team’s answer,
the ground. (underground) or researching information.
80 Unit 5 81
Wrap Up
• Have students form a circle. Stand in the center and hold up a
Flashcard. Ask a student What habitat is this? If she answers
Wrap Up correctly, move on to the next student in the circle. If not,
hold up another Flashcard and repeat. When the student has
• Review words used to describe habitats, for • Have students review their word webs. Say Think about your named the habitat correctly, move on to the next student and
example, hot, cold, wet, dry, sticky, dark, habitat. I’ll say a sentence. If I say a true sentence about continue around the circle.
big, small, beautiful, and ugly. Then assign your habitat, stand up. Say sentences such as My habitat is
each student a vocabulary word from pp. (big/small). My habitat is (cold/hot). My habitat is (wet/dry).
80–81. Have students make a word web for My habitat is dark. (Animal/Plant) lives in my habitat. Review
their vocabulary word. Have them write
the vocabulary word in the center oval.
In the other ovals, have them write words Recap Worksheet 5.1.
that tell about the habitat. • Say We’ve talked about animal habitats. Ask Who can tell me
what a habitat is? (a home, a place where a person, plant,
bees small or animal lives) What’s your habitat like? Next, have students
open their books to pp. 80–81. Call on students to answer
questions such as What habitat is hot? (a rain forest, a desert)
a hive What habitat is dry? (a desert) What habitat is small? (a nest,
a web)

Vocabulary 1
Review word webs for accuracy. If students
have written an incorrect word, ask a ✔ Formative Assessment
guiding question such as Is a hive big or
small? (small) Can students
• identify animal habitats?
Point to a photograph or draw a picture of
an animal habitat. Ask Is this (a cave) or
(an island)?

SONG
SONG BE THE EXPERT
Vocabulary in the song 1 Listen. Read and sing. TR: 5.3 Our World in Context
Vocabulary 1 ice, snow
Wallace’s flying frog, also known as the Abah
Vocabulary 2 fur River flying frog, is found in the forests of
Grammar in the song Why? Because! Southeast Asia. They are named for biologist
Alfred R. Wallace, who first discovered them.
Grammar 1 Why . . .? Because . . .
Wallace’s flying frogs have long, power legs,
Resources TR: 5.3; Flashcards 91, 97; Video Why does a giraffe have a long, long neck? webbing between their toes, and a thin fringe
Sc. 7—Song; Workbook p. 56, TR: 5.1; Online Why? of skin along their sides that lets them jump and
Why?
Practice glide from great heights. The frogs mostly live in
Because it eats leaves at the tops of the trees.
trees and jump to the ground only to mate and
I want to know why. lay eggs. Otherwise they can be found “flying”
I want to know why.
Why?
from tree to tree, subsisting on insects.
Because I want to know why!
Teaching Tip
Why does a frog have strong legs?
Why?
Memorizing song lyrics is a great way for students
Why? to practice using new vocabulary. Assign groups
Because it hops, swims, and jumps. one line or verse from a song. Give students time
CHORUS to rehearse and memorize their parts of the
song. When they have finished rehearsing, have
Animals are amazing.
They do so many things.
students close their books. Then have the class
And I have just one thing to say. sing the song, with each group performing the
Why? part they rehearsed.
Why does a polar bear have white fur?
Why? Related Vocabulary
Why?
webbed feet
Because it lives in ice and snow.
Wallace’s flying frog,
CHORUS Kuala Lumpur, Malaysia
2 Act out and describe an animal.

Work with a group. Your group
guesses the animal. Take turns.
82 Unit 5 83 Song

• Say Open your books to pages 82 and 83. • 1 Say We’re going to listen to a song about animals. Play the • Vocabulary 1 Play TR: 5.3 again. Hold up Flashcards 91 and • Grammar 1 Sing the giraffe verse again.
Ask What animal do you see? (a frog) Ask first verse of TR: 5.3. Have students follow along in their books. 97 (ice and snow). After the song, ask How do ice and snow Ask Why does a giraffe have a long, long
What does the frog look like? What color is Play the verse again and have students sing along. Then play feel? Do they feel hot or cold? (cold) Is snow soft or hard? neck? Say Because . . . and have students
it? Is it big? Is it small? the chorus. After students listen and follow along, sing the (soft and hard) Is ice soft or hard? (hard) sing the answer. (“It eats leaves at the tops
chorus again, one line at a time. Alternate singing lines of the of the trees.”) Sing the frog and polar bear
• Build background Point to the frog’s chorus with students. • 2 Vocabulary 2 Have students choose an animal to act verses again. Repeat the Why? questions
feet. Say Look at the frog’s feet. Does a out. Say Think about your animal. Is it big or small? Does it in each verse and have students sing each
frog have feet like yours? (no) Explain that • Play TR: 5.3 again. Say Listen to the song. Point to the frog hop and jump? Can it swim? Does it have long legs or big answer beginning with Because.
frogs’ feet are webbed to help them swim, when you hear its name. teeth?
but for this species of frog, their feet also
help them to “fly.” Point to the frog’s legs.
Ask Does a frog have strong legs? (yes)
168 Unit 5 Song 169

GRAMMAR 1 2 Read the answers. Then write a question with why for each answer.
Objective Why... ? Because ... TR: 5.4 1. Why do spiders make webs?
Why does a giraffe have a long neck? Because it eats leaves at the top of trees.
Students will Because they catch insects in them.
Why don’t you like penguins? Because they look silly, and they can’t fly! Scientists are trying to solve a recent mystery
• use why and because to talk about cause
2. Why do birds make nests? about honeybees: Why are so many bees flying
and effect. away from their hives and dying? Scientists
1 Match. Because they lay their eggs and raise their babies in them.
Grammar Why . . .? Because . . . don’t know why, but they are considering
3. Why do bees make hives? several possible answers. Bees might be getting
Content Vocabulary leopards, octopus, ostrich, 1. Why do jaguars a. Because they eat meat. sick because they eat poison on local crops or
Because they need a place to keep their honey.
owl, polar bear, spider have spots? because they don’t get enough good food to eat.
Then a virus or bacteria may attack the sick or
Resources TR: 5.4; Video Sc. 4—Grammar 1; 4. Why do people live in houses?
Workbook pp. 57–58, Grammar Workbook weak bees and kill them.
Because we need a place to stay warm and safe.
pp. 20–21; Online Practice
2. Why does a polar b. Because they need to Grammar in Depth
Materials note cards bear cover hide in the trees. When we want to know the reason or
its black nose? 3 Ask and answer. Talk about these animals. Work with a partner.
explanation for something, we ask a question
elephant monkey parrot penguin spider with why: Why do crocodiles have sharp teeth?
Answer why questions with because: Because
they eat meat.
3. Why do crocodiles c. Because it can’t
have sharp teeth? fly, and it needs to In conversation it’s fine to say something like
run fast. Because they are scary. This is not a sentence,
though, and in formal writing because clauses
like these need to be connected to a main clause:
4. Why does an owl d. Because it wants to Why do you like parrots?
I don’t like crocodiles because they are scary.
have big eyes? hide in the snow.
Because they’re
Note that there are three ways to talk about
colorful and smart! a noun in general (in this case, “all giraffes”
or “giraffes in general”) with no change in
meaning:
5. Why does an ostrich e. Because it needs to Why does a giraffe eat leaves?
have long legs? see at night.
Why do giraffes eat leaves?
Why does the giraffe eat leaves?
We also use the + noun to refer to a specific noun:
84 Unit 5 85 Why is the giraffe eating leaves?
Warm Up Present
• Activate prior knowledge Say Let’s • Then write the following questions and sentences: • Write Because on the board. Say We use because to talk about • Say Open your books to page 84. Let’s
talk about the weather. On the board, why something is or why something happens. listen to sentences with why and because.
draw three pictures: a sun with flowers Point to the Grammar box and say Listen
Why do you wear a jacket? • Say Now let’s talk about animals! Say I like tigers because
blooming below it, a cloud and rain, and to the sentences. Play TR: 5.4.
a snowman. Point to the sun and ask Why do you wear a raincoat? Because its hot. they’re beautiful.
When it’s sunny and flowers are growing,
is it usually hot or cold outside? (hot) Point
Why do you wear shorts? Because its cold. • Write the following question and answer on the board: Why do Practice
I like tigers? Because they’re beautiful.
to the rain cloud and ask What does this Why do you use an umbrella? Because its rainy. • Draw students’ attention to the Grammar
picture show? (rain) When we can make • Write Why? in large print on one side of a note card. Write box on p. 84. Ask Why does a giraffe have
a snowman, is it hot or cold outside? (cold) Why do you use gloves? Because in large print on the other side of the note card. Hold a long neck? Say Because it eats leaves
up the Why? side and read aloud the question on the board. at the top of trees. Reread the remaining
Then flip the card to the Because side. Say the answer Because Why? questions and have students respond
• Read aloud the three answers in the second column. Then they’re beautiful. Have students repeat after you. with the related Because statement.
point to the first question and read it aloud. Model answering
the question. (Because it’s cold.) Draw a line from the question • Say Now it’s your turn. Think about an animal you like. Think • Write the Because statements on the
to the answer. Then read the next question aloud and have about why you like it. Give students a minute or two to think board. Have students close their books.
students answer. Have a student come to the board to draw of an answer. Then ask a student What animal do you like? Ask a Why? question from the Grammar
a line from the question to the answer. Continue with the Hold up the Why notecard. Ask Why do you like (elephants)? box and call on a student to read the
remaining questions. Give the card to the student and have him show the Because correct Because statement from the board.
side to the class. Have the student use because to answer the
question.

GRAMMAR 1 2 Read the answers. Then write a question with why for each answer.
Apply BE THE EXPERT
Why... ? Because ... TR: 5.4 1. Why do spiders make webs?
Why does a giraffe have a long neck? Because it eats leaves at the top of trees. Because they catch insects in them. • 2 Read the directions for Activity 2 aloud. Explain that Teaching Tip
Why don’t you like penguins? Because they look silly, and they can’t fly! students will come up with questions that ask why based on Games are a fun way for students to practice
2. Why do birds make nests? the answers. Have students brainstorm what animal does each English in class; however, competition may
1 Match. Because they lay their eggs and raise their babies in them. distract students from using correct language
thing mentioned in the answer. Say Look at number 1. It says
“catch insects in them.” Ask What animals use something to and grammar. Make sure to include correct
3. Why do bees make hives?
1. Why do jaguars a. Because they eat meat. spelling and grammar as part of the game.
Because they need a place to keep their honey. catch insects? (spiders) What do they use? (webs) What why
have spots? For example, rather than giving points for the
question should we ask? (Why do spiders make webs?) Tell most ideas, make sure to give points only for
4. Why do people live in houses?
students to repeat this process for items 2–4. ideas that use correct language. Give students
Because we need a place to stay warm and safe.
a chance to check their answers for grammar and
2. Why does a polar b. Because they need to • 3 Pair students. Assign each pair an animal from the box on spelling before you award points.
bear cover hide in the trees.
3 Ask and answer. Talk about these animals. Work with a partner.
p. 85. Say Think of your animal. Think of ways to talk about
its black nose?
your animal. Give each group three minutes to brainstorm
elephant monkey parrot penguin spider
words to describe their animal. Write or draw each animal in
a column on the board. Call on each pair to say the words they
3. Why do crocodiles c. Because it can’t brainstormed. Write the words next to the name or picture of
have sharp teeth? fly, and it needs to
run fast. the animal.
• Read the first model dialogue on p. 85 with students. Say Talk

4. Why does an owl d. Because it wants to Why do you like parrots? to your partner. Tell your partner about an animal you like. For
have big eyes? hide in the snow.
Because they’re
example, say to your partner, “I like parrots.” Your partner will
colorful and smart! ask you why. Use because to tell your partner why you like the
animal.
5. Why does an ostrich e. Because it needs to
have long legs? see at night. • Expand After partners talk about animals they like, have
them talk about animals they don’t like using why and
because.
84 Unit 5 85
Extend
• Write the names of foods or animals on the board. Say Let’s
play a game. First, we’ll form teams. Ask Who likes (food/
animal)? Have students raise their hands if they like that food
• 1 Point to each animal photo. Ask Draw students’ attention to the photos on p. 84. Point out
or animal. Say You’re the Do Like team. Ask Who doesn’t like
a guiding question to help students the crocodile’s sharp teeth and the owl’s big eyes. Say Look
(food/animal)? Say You’re the Don’t Like team.
describe the animal. For example, point for clues in the photos. Clues are information that can help us
to the polar bear and ask What color is answer questions. Say Why do crocodiles have sharp teeth? • Give students several minutes to brainstorm because sentences
the polar bear’s nose? (black) How do Is it because they eat meat or because they hide in the snow? about why they do or do not like the food or animal.
the crocodile’s teeth look? (sharp) After (because they eat meat) If students have difficulty answering,
students have described each animal, refer them to the photos on p. 84. • Ask students from each team to share their because sentences.
say Now look at the leopard. Say Why do See which team can think of the most because sentences. Keep
jaguars have spots? Because they need to score on the board. Give one point for each correct because
hide in the trees. Have students draw a line
Wrap Up sentence. Repeat the activity with a new food or animal.
connecting item 1 to its answer, b. • Ask What’s your favorite season or time of year? Have students
• Have students complete the activity
call out seasons or write their answers on the board. Ask Why
is (summer) your favorite season? Have students use Because in
Wrap Up Grammar 1
independently. If students have trouble, their answers. (Because I like to swim outside.) • Give each student a slip of paper. Say On your piece of paper,
write the following hints on the board. write a Why? question. Have students form a circle. Put the ✔ Formative Assessment
slips of paper in a container. Have a student pull out a piece
Hints Recap of paper and ask the question to another student in the circle.
Can students
• use why and because to discuss cause and
• Say Look at page 84. Say the name of an animal on the page, After that student answers, have her pull out a slip of paper
Polar bears live in the snow. effect?
for example, the polar bear. Ask Who can ask a Why? question and ask another student a new question. Continue until all the
Write Adriana likes ice cream because it’s
Sharp teeth help cut meat. about polar bears? Have students ask Why? questions about questions have been asked and answered.
delicious.
Owls fly in the dark. polar bears. Call on different students to answer with because.
Ask students to write a Why? question and
Ostriches are very fast birds. a Because answer based on the sentence.
Provide the following frames:
does she like ice cream?
ice cream is delicious.

VOCABULARY 2
Objective 1 Listen and say. Write the animals in the correct groups. TR: 5.5
• 1 Say Open your books to page 86. Listen and say aloud About the Photo
Students will fur horns the words and sentences. Play TR: 5.5. Say Look at the animal The giraffe in the photo may look like it has
• identify and use words related to animal pictures. Ask What animal has two horns? (goat) If students horns, but these are actually large skin-covered
characteristics. knobs made of cartilage. These horn-like knobs
are having difficulty, ask Does a goat or a kangaroo have two
Vocabulary a tongue, fur, horns, a pouch, wings horns? are known as ossicones. Ossicones can help
identify whether a giraffe is male or female.
Resources TR: 5.5; Flashcards 101–105; Sound Male giraffes’ ossicones are usually bald on top.
• Read aloud the names of the animals in the box with students.
Cards 38, 40; Video Sc. 4—Vocabulary 2;
Ask Does (a penguin) have a pouch? Does (a duck) have
Activity Worksheet 5.2; Workbook p. 59, a pouch wings
TR: 5.2; Online Practice fur? Does (a butterfly) have wings? Does (a cat) have horns?
Most animals do not have pouches. However,
Work with students to fill in their charts.
Material note cards in one special group of mammals called
marsupials, pouches are common. Kangaroos,
a tongue
Apply wallabies, and koalas are marsupials. Most
marsupials live in Australia and New Guinea.
• 2 Pair students. Say Let’s do a sticker activity. Help students
butterfly
monkey
cat
parrot
duck
penguin
goat
polar bear
kangaroo
rabbit find the Unit 5 stickers in the back of the book. Read the model The Sounds of English
dialogue. Say Choose an animal. Don’t say its name. Talk Comparing Sounds /aʊ/ and /aɪ/ When saying the
pouch fur wings horns about your animal. If your partner guesses your animal, stick it /aʊ/ (pouch) and /aɪ/ (hive) sounds, the tongue
to the page. moves slightly forward in the mouth, and the jaw
kangaroo cat, rabbit, parrot goat lowers and rises as if pronouncing the /a/ sound.
polar bear, penguin, For the /aʊ/ sound, the lips form a rounded shape
• Have students take turns describing and guessing animals.
kangaroo, butterfly, as the jaw rises. The lips do not form a rounded
monkey, goat duck shape when pronouncing /aɪ/.
Extend Use Sound Cards 38 ( ice) and 40 (cow ). As
2 Guess and stick. Work with a partner. students alternate saying /aʊ/ and /aɪ/, have them
• Say Let’s talk about kangaroos and polar bears. A kangaroo has focus on the shape their lips make after each
This animal is big and white. It lives
a pouch. Does a polar bear have a pouch? (no) A kangaroo has sound.
in the snow. It has sharp claws.
It’s a polar bear! fur. Does a polar bear have fur? (yes) Ask additional questions. Example words: pouch, sour, underground; island,
ice, hive
• Draw a Venn diagram on the board.
1 2 3 4 5 Kangaroo Polar bear
86 Unit 5
pouch sharp claws
brown fur white

Warm Up Present
• Activate prior knowledge Say Think • Hold up Flashcards 101–105 one at a time. Say each word and grasslands ice and snow
of your favorite animal. Have students have students repeat after you. Say Think about our senses.
call out the names of animals. Write the Do we taste or smell with our tongues? (taste) Say Yes, we
names on the board. Talk about what taste with our tongues. Animals taste with their tongues, too! • Pair students. Have pairs choose two animals listed on page 86
each animal looks like. Write students’ Ask How does an animal’s fur feel? Does fur feel soft or hard? and make a Venn diagram to compare and contrast the
descriptions on the board. (soft) Say Yes, fur feels soft! animals. Invite pairs to describe their diagrams to the class.
Have them refer to the chart on page 86 for information about
• Turn to p. 91. Point to the picture of the • Act it out Point to the photo of horns. Ask What kind of
their animals.
elephants. Ask Does an elephant have a animal is this? (a goat) Use your two index fingers to model Workbook and Online Practice
long trunk? (yes) Turn to p. 83. Point to the horns on your head. Say Some animals, such as goats, have Vocabulary 2
picture of the frog. Ask Does a frog have horns on their heads. Point to the image of pouch. Ask What Wrap Up
strong legs? (yes) Turn to p. 107. Point to kind of animal is this? (a kangaroo) Act out carrying a baby ✔ Formative Assessment
• Write tongue, fur, horns, pouch, and wings on separate note
the picture of the giraffes. Ask Does a in your arms. Say We use our arms and hands to carry babies.
cards. Write on the board: giraffe, polar bear, goat, kangaroo, Can students
giraffe have a long neck? (yes) Some animals, such as kangaroos, carry their babies in a
and parrot. Have students stand in a circle. Have one student
pouch. Finally, point to the image of wings. Ask What kind of • identify and use words related to animal
pick a card. Tell the student to use the word on the card to characteristics?
animal is this? (a parrot) Hold out your arms and wave them
talk about an animal on the board. Model a sentence such as Have students complete the following sentence
up and down as if flapping wings. Say Some animals, such
A goat has two horns. Continue until all students in the circle frames:
as parrots, have wings. Parrots use their wings to fly! Have
have picked a card and said a sentence.
students repeat the vocabulary words and model your actions. A giraffe has a long . (tongue)
A parrot uses to fly. (wings)
Review A kangaroo has a . (pouch)
• For additional practice, direct students to Activity Worksheet 5.2. A polar bear has soft . (fur)

GRAMMAR 2
Objective Infinitive of purpose TR: 5.6
• Review the words fur, tongue, pouch, trunk, teeth, and wings Grammar in Depth
Students will Giraffes use their long tongues to clean their ears.
Goats use their horns to fight. with students. If possible, draw an example, or point to a Students are learning infinitives of purpose in this
• use infinitives of purpose. photo or picture to show each word. Say Let’s talk about how lesson. Infinitives of purpose describe how or why
Grammar Infinitive of purpose animals use these parts of their bodies. we do something to achieve a goal: Goats use
1 Read and match. Then say in pairs.
their horns to fight. (= Goats use their horns for
Content Vocabulary hide 1. Zebras use their black and white fur a. to carry their babies. • 1 Have students look at Activity 1. Point to and read item 1 the purpose of fighting. / They use them in order
Resources TR: 5.6; Video Sc. 6—Grammar 2; aloud. Say Zebras use their black and white fur . . . Move your to fight.)
Activity Worksheet 5.3; Workbook p. 60, 2. Cats use their tongues b. to eat meat. finger down to item f and continue reading: to hide in the Although students primarily make sentences with
TR: 5.3; Grammar Workbook pp. 23–24; grasslands. Tell students to match the remaining items. Say the verb use in this lesson, it’s important to know
3. Kangaroos use their pouches c. to clean their fur.
Online Practice that infinitives of purpose are used with other
Read the first part of each sentence, then match the second
verbs as well: I’m calling to ask you about . . .
4. Elephants use their long trunks d. to swim in the ocean. part to make a true sentence. Walk around the room and
check students’ work. If students are having difficulty, provide
5. Tigers use their sharp teeth e. to shower.
sentence frames such as Cats use their tongues their
6. Penguins use their wings f. to hide in the grasslands. fur. Have students read their completed sentences aloud.
2 Play a game. Cut out the cubes in the back of the book.
Work with a partner. Make sentences.
Apply
• 2 Help students cut out and make the cubes on p. 175. Explain
to students that one cube shows animals and one cube shows
Dogs use their trunks That’s not true! Elephants use their trunks
to drink water. to drink water! Dogs don’t have trunks!
body parts of animals.
• Hold up both completed cubes. Point to dog and wings. On the

board write A dog uses its wings to fly. Ask Is this true? (no)
Ask What animal uses wings to fly? (a parrot) Then model the
activity. Roll both cubes and write a sentence on the board.
Ask Is this true or false? If it’s false, have students make the
sentence true.
• Read the model dialogue on p. 87 with students. Pair students

and have them take turns rolling the cubes and making
87 sentences. Observe students as they play. If students are
having difficulty, provide this sentence frame: use
their to .
Warm Up Present
• Recycle Act out giving a hug. Say I use • Have students turn to p. 84. Point to the crocodile. Extend
my arms to hug my grandmother. Act out Ask Why do crocodiles have sharp teeth? (to eat meat) • Ask students to name five other animals they know. Write the
picking up a child. Say I use my hands to animal names on the board. Have students roll the body parts
pick up a little baby. Say and act out the • Point to the owl. Ask Why does an owl have big eyes?
cube and make new sentences using the animal names.
sentences again. Have students repeat (to see at night) Point to the ostrich. Ask Why does an
your actions and sentences. ostrich have long legs? (to run fast)
Wrap Up
• Draw a picture of a toothbrush and • Have students copy the following sentences.
• Write tongue, fur, horns, pouch, and wings on the board. Point
a pencil on the board. Point to the
to tongue and ask What animal has a long tongue? (A giraffe
toothbrush. Say I use a toothbrush to Owls use their big eyes (to see / to hear) at night.
has a long tongue.) Then ask What does it use its tongue to
clean my teeth. Point to the pencil. Say Ostriches use their long legs (to run/to fly) fast. do? (It uses its tongue to clean its ears.) Ask similar questions
I use a pencil to write. Act out brushing
for each of the remaining words on the board. Encourage
your teeth and writing with a pencil. Workbook and Online Practice
• Tell students to circle the correct options. students to respond in complete sentences. Grammar 2
• Have students copy the following sentence
• Say Open your books to pages 86 and 87. Point to the
frames: I use my arms . I use
photos of the giraffe and the goat on p. 86. Say Listen to the
Review ✔ Formative Assessment
my toothbrush my teeth. I use
a pencil . If students need sentences. We’re going to hear about how giraffes use their • For additional practice, direct students to Activity Can students
additional support, point to the related tongues. We’ll also hear about how goats use their horns. Worksheet 5.3. • use infinitives of purpose?
picture on the board, or act out the Play TR: 5.6. Ask students to complete this sentence frame
sentence. with the correct answer option:
Parrots use their wings .
(to fly / fly / can fly)

READING 2 Read. Circle the correct words.
1. Rain forests are in countries far from / near the equator.
Objectives 1 Listen and read. TR: 5.7 Our World in Context
Students will
Amazing Rain Forests
2. Plants make a lot of oxygen / water. In English, the word howl means to yell or scream.
• identify the four parts of a rain forest. Howler monkeys make very loud noises. They live
3. Plants need light / oxygen to live.
• visualize the different parts of the rain forest. in small groups and will howl, or yell, at other
Rain forests are warm, wet forests. They are in countries near groups of monkeys that invade their territory.
Reading Strategy Visualize the equator—in Central America, South America, Africa, Southeast 4. Many leopards / birds live in the top part of the rain forest.
Howler monkeys use their loud voices to defend
Asia, and Australia. Rain forests are important. They’re homes for
Content Vocabulary the Equator, jaguar, oxygen 5. Many large animals live on the forest floor / tops of trees. their habitat.
millions of animals and plants. The plants in rain forests make much
Resources TR: 5.7; Workbook pp. 62–63, of the oxygen that people in the world need to live.
TR: 5.5; Online Practice
Related Vocabulary
A RAIN FOREST HAS FOUR PARTS:
3 Complete the chart. Use these words. You can use some branches, leopard, gorilla
Materials four large sheets of paper, colored Emergent words more than once.
pencils, markers, note cards In this part, you can see the tops of very
tall trees. They are sometimes 60 m (200 ft.) birds dark large animals monkeys snakes spiders sunny
tall! Many different birds, butterflies, and
other insects live here.
Canopy sunny, birds, spiders
In this part of the forest, the trees have
many leaves. Birds, spiders, tree frogs,
monkeys, and snakes live here. sunny, monkeys, snakes, birds, spiders
Understory
dark, snakes, spiders, birds,
In this part of the forest, it is dark, wet, and
large animals
cool. There aren’t many plants. Why? Because
plants need light to live. Snakes and lizards
live here. Jaguars like to live in this part, too! dark, snakes, spiders, birds,
large animals
Forest floor
In this part, there are many insects and
spiders. Some spiders are as big as plates! 4 Talk about the different
There are many large animals. And people parts of the rain forest. There are gorillas
live here, too! in this part.
Howler monkeys are very,

very loud. You can hear them
from 5 km (3 mi.) away.
88 Unit 5 89
Warm Up
• Activate background knowledge Say • Graphic literacy Point to the picture of trees on p. 88. Say • Play TR: 5.7 a second time. Pause at the end of each section to I know that under means “below.” The
Today we’re going to read about rain This picture shows the four parts of a rain forest. Hold your check for comprehension. Ask questions such as: understory in the rain forest is below
forests. A rain forest is a type of habitat. hands high above your head and say emergent. Lower your Emergent: What animals live in this part of the rain forest? something. I know it isn’t the forest floor.
Say Close your eyes. Imagine you’re in a hands to your shoulders and say canopy. Lower your hands What part of the trees can you see? I think understory means “a part of the
rain forest. Walk around the room and to your hips and say understory. Put your hands on the floor Canopy: What animals live here? Do the trees have many rain forest that’s below other parts.” It’s
ask questions such as Does a rain forest feel and say forest floor. Ask students to stand and repeat the leaves? below the emergent and canopy parts,
wet? (yes) What things do you see? (There words and actions along with you. Hold your hands at the four Understory: How does this part feel? Are there many plants and between the canopy and the forest
are lots of trees and animals.) What colors different heights, one height at a time. Ask What part of the here? floor!
do you see in the rain forest? (green leaves, rain forest is this? Forest floor: How big are the spiders? Do humans live here, • Review each part of the rain forest again.
red flowers, and so on) What animals do too?
• 1 Read together Say Let’s read about the four parts of the Say Close your eyes. Imagine you’re in the
you hear? (birds, monkeys)
rain forest. Play TR: 5.7 and have students read along. • Think Aloud Model guessing meaning from context by (canopy). What do you see? After each
thinking aloud. Say I’m not sure what the word understory section, have students open their eyes and
Present means. Understory and underground both begin with under. tell about what they see.
• Say Open your books to page 88. Look at
the pictures. Ask What do you see? What
animals do you see? Do you see trees?
What colors do you see? Have students
answer aloud, and write their answers on
the board.

READING 2 Read. Circle the correct words. • Point to other parts of the rain forest on p. 88. Ask What can BE THE EXPERT
1. Rain forests are in countries far from / near the equator. you see in the (canopy)? Have students answer and write their
answers on the board. Reading Strategy
Amazing Rain Forests
2. Plants make a lot of oxygen / water.
Visualize When students are visualizing, help
them focus on how something appears to all of
Apply
3. Plants need light / oxygen to live.
Rain forests are warm, wet forests. They are in countries near their senses, not just sight. Have students close
4. Many leopards / birds live in the top part of the rain forest.
the equator—in Central America, South America, Africa, Southeast their eyes, then ask guiding questions such as
Asia, and Australia. Rain forests are important. They’re homes for • 4 Write Emergent, Canopy, Understory, and Forest floor on
5. Many large animals live on the forest floor / tops of trees. What do you see? How does it look? What do you
millions of animals and plants. The plants in rain forests make much individual note cards. Pair students and give each student a smell? What do you hear?
of the oxygen that people in the world need to live.
set of cards.
A RAIN FOREST HAS FOUR PARTS:
After students have visualized the reading in their
3 Complete the chart. Use these words. You can use some heads, have them create a representation of it.
Emergent • Have students place the cards facedown on their desks. Say
words more than once. Students can draw or cut out pictures to show
In this part, you can see the tops of very Take turns. Pick up a card. Read the word on your card. Take
tall trees. They are sometimes 60 m (200 ft.) how they visualize the reading. Remind students
tall! Many different birds, butterflies, and
birds dark large animals monkeys snakes spiders sunny
a moment to visualize, or make a picture in your mind, of that to label their pictures using vocabulary from the
other insects live here. part of the rain forest. Then describe it to your partner. unit and text.
Canopy sunny, birds, spiders
In this part of the forest, the trees have • Ask guiding questions such as What can you see in this part
many leaves. Birds, spiders, tree frogs, of the rain forest? What animals live there? Observe students
monkeys, and snakes live here. sunny, monkeys, snakes, birds, spiders
as they talk. If they have difficulty forming sentences, ask Are
Understory
there (snakes) in the (canopy)? (yes) Provide a sentence frame
dark, snakes, spiders, birds,
In this part of the forest, it is dark, wet, and
large animals
such as the following for students to complete and say aloud
cool. There aren’t many plants. Why? Because
to their partners: In the , there are and
plants need light to live. Snakes and lizards
live here. Jaguars like to live in this part, too! dark, snakes, spiders, birds, .
large animals
Forest floor
In this part, there are many insects and
spiders. Some spiders are as big as plates! 4 Talk about the different Extend
There are many large animals. And people parts of the rain forest. There are gorillas
live here, too! in this part.
• Divide the class into four groups. Give each group a large sheet
of paper and colored pencils or markers. Assign each group
Howler monkeys are very, either Emergent, Canopy, Understory, or Forest floor.
very loud. You can hear them
from 5 km (3 mi.) away.
88 Unit 5 89 • Say Look at the picture on page 88 and reread the information
about your part of the rain forest. After students have reread,
OW2e_SB_3_31995_078-093_U05_PPDF_2ndP.indd 88 5/20/19 3:43 PM OW2e_SB_3_31995_078-093_U05_PPDF_2ndP.indd 89 5/20/19 3:43 PM say Think about what your group’s part of the rain forest looks
Practice like. Draw on your paper. Be sure to include the animals that
live in your part of the rain forest.
• 2 Review new or unfamiliar terms such as • Make groups of four pairs, with one pair from each part of
oxygen and Equator. Then have students the rain forest. Say Tell your group about your part of the rain • Have students label their drawings. Display the drawings in a
complete the activity by reading each forest. How does it look? What animals do you see? vertical column on the wall.
sentence and circling the correct answer.
• After the four pairs in each group have talked, have students
• Review students’ answers as a class. complete their charts. Then have groups use their charts to tell Wrap Up
Reread sentences from p. 88 to help the class about the four different parts of the rain forest.
• Have students close their books. Write each part of the rain
students identify where the answers forest on a note card and walk around the class. Say Today we
appear in the reading. Have students
underline the sentences that contain
Wrap Up read about the four parts of the rain forest. Have a student
choose a note card. Then say to the student Open your book
the answers. • Ask What are the four parts of the rain forest? (emergent,
to page 88. Read a sentence about your part of the rain forest.
canopy, understory, forest floor) Say I’m going to say true
• Pair students. Assign each pair one of the After the student reads a sentence, have other students guess Workbook and Online Practice
things about each part of the rain forest. Can you tell what
parts of the rain forest: Emergent, Canopy, what part of the rain forest it is. Reading
part I’m talking about? Say sentences such as Many different
Understory, or Forest floor. Say Reread the birds, butterflies, and insects live in this part. What part is ✔ Formative Assessment
sentences on page 88 about your part of it? (emergent) Really big spiders live here. What part is it?
the rain forest. (forest floor) Can students
• 3 After pairs have reread their sections, • identify the four parts of the rain forest?
read the words in the box on p. 89 aloud Recap Write Emergent, Canopy, Understory, and
with students. Say Think about your part Forest floor on individual note cards. Have
• Say We talked about the four parts of the rain forest. In students arrange the note cards in correct
of the rain forest. Then write the words
the emergent part, you can see the tops of trees! Ask What order from top to bottom.
from the box that tell about your part on
are other things you can see in this part? (birds, butterflies, • visualize the different parts of the rain forest?
the chart.
insects) Walk around the room and ask questions
such as What can you see in the (forest floor)?
What can you hear?

WRITING VALUES
WRITING VALUE
Writing Write about an animal you like. 1 Read about Mounira’s animal. Underline words that tell you what
the animal looks like. Write the name of the animal. Help protect Value Help protect animal habitats.
Objectives
Students will
animal habitats. Objectives
Students will
• read a writing model. • read about protecting animal habitats.
• use it’s and its correctly. My name is Mounira. I live by the Nile • talk about how to protect animal habitats.
• write sentences to describe an animal River. This animal lives here. What is it?
they like. Can you guess?
It lives in the river. It’s brown and it has
Resources Graphic Organizer: Word web;
Workbook p. 64, Online Practice black spots on its back. It has four short Think. Pair. Share.
legs and a long tail. It has big eyes on top
• Why is it important to
of its head, and it uses them to see above
protect animal habitats?
the water. It has a strong mouth and
• How can you help BE THE EXPERT
sharp teeth! It can walk and it can swim.
protect animal habitats?
It is scary, but I like it! Teaching Tip
Midway through the year, have students look
Yes! It’s a crocodile . back through their books and reread what they
Workbook and Online Practice wrote. Give students a chance to make corrections
Writing to their writing. Students may also revisit topics
they’ve written about in the past, using the new
vocabulary and grammar they have learned.
✔ Formative Assessment When students revisit and rewrite what they
2 Write about an animal you like.
wrote earlier in the year, they can see how their
Can students
English has improved over time.
• Use it’s and its correctly. 3 Share your writing. Work in a small group. Listen and fill in the chart.
Ask two students to come to the board to write
a sentence with it’s and a sentence with its. Name Animal Where it lives What it looks like
Ask the class if the students used it’s and its
correctly.
• write sentences to describe an animal they like?
Ask students questions such as Where does your Maasai Mara National Reserve, Kenya
animal live? What does your animal eat? What
does your animal look like? 90 Unit 5 91
Present Value
• Have students name an animal. Ask What next picture and repeat the questions. Have students complete • Point to the photo on p. 91. Ask What animals do you see? • Put students in pairs. Have them ask and
color is it? Is it big or small? Does it have the sentence at the bottom of the model. (elephants) What’s their habitat? (grasslands, forests) answer the questions to the left on the
legs? How many? Are its legs long or page. Have students make a T-chart with
Think the title “Protecting Animal Habitats.”
short? Does it have spots or stripes? Can it
(swim, fly, run)? Draw the animal and write
Write In the left column, they write “Why it is
• Have students read the value statement on p. 91 aloud (Help
students’ answers on the board. • 2 Say Think of an animal you like. Have students create a important” and the right column “How we
protect animal habitats.). Ask What is a habitat? (a place
word web with the animal’s name in the center. Say Write can help.” Have students work together to
• Say Open your books to page 90. As where something lives) What is our habitat? (city, town,
words that tell about your animal in the other circles. add ideas to the chart.
you point to each animal, have students countryside) What do we do to protect our habitat? Allow
describe it. Say We’re going to read about • Have students use their word webs to write sentences about time for students to think and share their answers aloud. Share
an animal. We don’t know what it is. Let’s their animals. Provide the following sentence frames: It lives in
. It has . It’s . Remind them not
Pair • Have students take turns sharing their
read about it and guess.
to write the name of the animal. charts with the class. Reproduce the
• Ask Are elephants’ habitats in danger? (yes) What harms
• 1 Read the model aloud with students. T-chart on the board and add students’
elephants’ habitats? (cutting down forests, putting up
Then have students reread and underline ideas as they present. Encourage the rest
words that describe the animal. Have Share buildings, climate change)
of the class to listen carefully and ask
students share words they underlined. • 3 Put students in groups of three. Say Read your sentences questions. After everyone shares, point to
Write the words on the board. Then point aloud. Remember, don’t say the name of your animal. Your the board and ask What can we do today
to each photo and use the words on the group is going to write about your animal in their charts. Have to protect animal habitats?
board to ask questions such as Is this students use the chart on p. 90 to record what they hear. Then
animal (brown)? Does this animal have have groups use the information in their charts to guess the
(big eyes)? If the answer is “no,” go to the animals.

PROJECT
Objectives Make a mobile of an animal habitat. Choose a habitat and animals. This is a parrot. It lives in the rain
forest. Monkeys live here, too. Teaching Tip
Students will
Grouping When students are working in groups,
• find information about an animal’s habitat. encourage them to think of new ideas. Remind
• create a mobile. 1 2 them to avoid copying or repeating group
• share information with a group. members’ work or ideas. Work with students
• complete the Unit 5 Quiz. to help them think creatively. Ask guiding
questions such as What’s another way to say
Content Vocabulary mobile that? Can you think of a different example?
Academic Language research
Project Rubric
Resources Assessment: Unit 5 Quiz;
Graphic Organizer: Two-column chart;
ü Did students include information about their
animal’s habitat in their mobile?
Activity Worksheet 5.4
ü Did students use unit vocabulary when they
Materials glue, markers, poster paper or board, presented their mobile?
string, sticks
Choose an animal and draw it. Research your animal’s habitat.
ü Did students use unit grammar when they
presented their mobile?
What other animals and plants
live there?
3 4
Now I can . . .
name animal habitats.
say what animals look like.
talk about animal homes.
Draw these animals and plants. Hang the pictures on your mobile.
92 Unit 5 93
Prepare Share
• Draw a two-column chart with the • Have students form groups of three or four. Assign each group • Have a student read aloud the words in the speech bubble on
headings Habitats and Animals. a habitat. Say Think about your habitat. Ask What animals live p. 93. Then say Now it’s your turn to share your mobile. Tell the
in this habitat? Draw a picture of the animal. Tell students to class what you learned.
Habitats Animals look at the two-column chart on the board for ideas.
• Provide sentence frames such as the following to help students
• Have students use available resources to research other plants present their mobiles:
and animals that live in their habitats. Have each student draw
and cut out a picture of a plant or animal that lives in the This is a . Now I Can
• Ask What animal habitats did we talk habitat.
about in this unit? List students’ responses Ask questions such as the following:
It lives in the .
under Habitats. (desert, island, rain forest, • Tell students to tie their pictures to a piece of string and hang • What are three animal habitats?
live here too. • What does a (polar bear) look like? What color
grasslands, and so on) Point to the first them from the stick. Remind students to hang their pictures
habitat and ask What animals live in this evenly so the mobile will balance. is it? Does it have (fur)?
habitat? Write the animals’ names. Repeat • Help students hang their mobiles around the classroom. • How does a (desert) feel? Does it feel (wet)?
for the other habitats. Does it feel (dry)?
• Modify To simplify the project, assign each group a habitat.
• Say Today we’re going to make mobiles Give students a list of plants and animals from their habitat. Workbook and Online Practice
about animal habitats. Open your books Have students draw pictures of plants and animals from the list Unit Review
to page 93. Say A mobile is a group of to hang on their mobiles.
hanging pictures or objects. The boy is ✔ Assessment: Unit 5
holding a mobile.
Review Give the Unit 5 Quiz. Hand out the quiz and

VIDEO UNIT 5 READER
Vocabulary 1a a forest, a rain forest, wetlands, grasslands,
desert, the Arctic
Vocabulary 1b a nest, a hive, a web, a cave, underground,
MOUSE DEER IN THE RAIN FOREST
Mouse Deer is swimming in the rain forest. Tiger is hungry

and wants to catch Mouse Deer. Can Mouse Deer trick Tiger
to get away from him?
MD ouse
eer
Text Type folktale
Reading Strategy Summarize
Vocabulary rain forest, mud, nest, island
mud, an island, ice, snow folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and
in the Rain Forest Grammar Why . . .? Because . . .; Infinitive of
Vocabulary 2 pouch, tongue, fur, wings, horns LEVEL 3 READERS

purpose
Based on a Folktale from Ghana Retold by Anna Olivia
Grammar 1 Why . . .? Because . . . Based on an Aesop’s Fable Tortoise and Hare’s Race
Resources Video Sc. 9—Story Time;

The Four Blind Men
Grammar 2 Infinitive of purpose Graphic Organizer: Two-column chart

Song Why? Because Mouse Deer Material World Map

Viewing animals in their habitats in the Rain Forest
Story Time Mouse Deer in the Rain Forest National Geographic Learning, part of Cengage
Mouse Deer is swimming in the rain
forest. Tiger is hungry and wants to
Resources Video Sc. 1–10; Graphic Organizer: Venn diagram

eat Mouse Deer. Can Mouse Deer trick

Zoom In Tiger and get away from him?

Vocabulary
BE THE EXPERT
Before You Watch • As students view Scene 2: Vocabulary 1a and Scene 3: Before You Read Reading Strategy
Vocabulary 1b, stop the video at the images presented Summarize Demonstrate summarizing for the
• Play Scene 1: Introduction. Stop at the picture of the • Build background Say Let’s read a story about a small
in the picture frames. Have students name each class. Discuss a familiar movie or story, such as
bird’s nest. Say This video is about animal habitats. animal called a mouse deer that tricks a tiger. A trick makes Cinderella. Ask students to tell you the four to five
Ask What’s a habitat? (a home, a place where people habitat. Press Play to bring up the full-screen image
someone believe something that is not true. Some people play most important things about the movie or story.
and animals live) What habitats do you know? and caption. Note that the Arctic is a habitat that
tricks to make others laugh. Some people play tricks to get Then use those details to model a summary for
does not appear in the Student’s Book. Ask What two the class.
vocabulary words can we use to describe the Arctic? away with something. Discuss a funny trick, like putting a fake
While You Watch fly on someone’s desk. Say A fake fly can surprise someone and To help students summarize, have them underline
Grammar make a person think it’s real! Ask students Do you know any key details in the reading. Ask students to focus
• As students watch the video, have them look and on the basic questions of Who, What, When,
• Freeze Scene 6: Grammar 2 after How is it using its tricks? Have you ever tricked someone? Where, Why, and How. Emphasize that students
listen for target words that describe animal habitats.
wings? Write students’ responses on the board. Press should use their own words to summarize.
• Introduce the strategy Explain summarize to students. Say
• Pause the video as necessary to allow students to Play and have students listen to check their answers.
In this story, we’re going to summarize. Summarize means to Our World in Context
write down animal habitats they see. Pause the video
• Repeat pausing after the questions: How is it using its retell. When we summarize, we don’t retell everything. We just Mouse Deer in the Rain Forest is a folktale from
when it gives more information about a habitat. Ask
tongue? How are they using their horns? retell the most important parts. Indonesia. A mouse deer is a small animal with
What’s a desert like? Give students time to write down
brown fur and white spots and stripes. Mouse
words that describe the habitat. Song • Draw a two-column chart with the headings Who’s in the deer eat plants and are usually awake during the
• Put students in three groups. Assign each group one Story and What Happened. Under What Happened write night. Mouse deer live in warm areas in Asia and
the numbers 1–5. Point to the first column. Say Write the two
After You Watch of the following animals: giraffe, frog, polar bear.
animals in the story. Point to the second column. Say Write the
parts of Africa.
Say Listen for your animal. Text Background
• Ask students What’s your habitat? (a house, an important things that happen in the story.
apartment, a neighborhood, a town, a city) Ask What • Play Scene 7: Song once. Then play Why? Because Mouse Deer is a common character in many
animal habitats did we see in the video? Draw a large again. When each group hears its animal, have Indonesian folktales. Mouse Deer is usually a
Venn diagram on the board. Encourage students to them sing aloud with you.
While You Read “trickster” character. Tricksters are smart and
clever, and like to surprise and confuse other
talk about how their habitat and animal habitats are • Stop after every few pages. Ask the following questions and
similar and different. Ask questions such as Does this Viewing have students use the answers to complete their charts.
characters in the story.
animal’s habitat have trees? Does our habitat have • Pause the video as each habitat is presented. Ask p. 4: Who are the main characters in the story? (Mouse Deer
trees? Do both habitats have water? Is our habitat questions to help students talk about the habitats: and Tiger)
dark all the time? Is this habitat dry or wet? Is it hot or cold? p. 6: Why does Mouse Deer trick Tiger about the mud?
• After viewing ask What other habitats do you know? (because Tiger wants to eat him)
What animals live in those habitats? Write this p. 7: Why does Tiger chase Mouse Deer through the forest?
sentence frame on the board to help students answer: (because Tiger is hungry)
live in . p. 10: Why does Tiger run to the river and jump in? (because
the hornets are chasing him)
Story Time
• View Scene 9: Story Time once with students. After You Read
• View it again. Pause the video and ask What does • Put students in pairs. Ask students to use their charts
Mouse Deer say the soup is made of? (chocolate) to summarize, or retell, how Mouse Deer tricked Tiger.
What does Tiger think the hive is? (the king’s drum) Have students reread pp. 6–9 to review the story before
summarizing.

AUDIO SCRIPT TR: 5.6 Grammar 2 Infinitive of purpose NOTES
Student’s Book
TR: 5.1 1 Listen and read. Note: The reading Amazing Rain Forests is on p. 178.
We all need a place to live. We live in houses or
apartments in our neighborhood. Animals and plants
have a place to live, too. This place is called their
Workbook
habitat.
TR: 5.1 1 Listen to the song. Read. Draw lines to
grasslands, wetlands, a forest, a desert, a rain forest, match.
ice, snow, mud, a web, a hive, a nest, underground,
Note: Lyrics for the song Why? Because are on
an island, a cave
pp. 168–169.

TR: 5.2 1 Listen and write. Use words from
a forest There are many trees and the box.
plants in the forest.
1. A kangaroo has a pouch.
a desert It is very hot in the desert.
2. A butterfly has wings. It can fly.
ice Water changes to ice in very cold
3. A frog has a long, sticky tongue.
temperatures.
4. A goat has two horns on its head.
a web Spiders make webs.
5. A lion has fur.
grasslands Zebras and lions live in the grasslands.
wetlands Many birds live in the wetlands. TR: 5.3 1 Listen and write.
a hive Bees live in hives. 1. Goats use their horns to fight.
a cave Caves are very dark places. 2. Polar bears use their white fur to hide
underground Many animals have homes in the ice and snow.
underground. 3. Lions use their teeth to eat meat.
mud Hippos like to bathe in the mud. 4. Horses use their legs to jump.
a rain forest There are many trees in the rain forest. 5. Ostriches use their legs to run fast.
an island An island has water around it. 6. Giraffes use their long tongues to clean their eyes.
a nest Birds live in nests. 7. Tigers use their mouths to carry their babies.
snow It is very cold in the snow. 8. Penguins use their wings to swim.
9. Cats use their sharp claws to protect their babies.
10. Owls use their wings to fly.
Note: Lyrics for the song Why? Because are on
pp. 168–169.
TR: 5.4 2 Listen and read. Can you say these fast?
TR: 5.4 Grammar 1 Why . . .? Because . . . 1. My nephew never stands next to a nest.
Note: Grammar 1 is on p. 170. 2. We walk through the wetlands in windy weather.

3. Do the polar bear and panda play in the park?
TR: 5.5 1 Listen and say. Write the animals in the
correct groups. TR: 5.5 1 Listen and read.
a tongue A giraffe has a long tongue. Note: The reading The Coolest Animals Live in
fur A polar bear has thick, white fur. Antarctica! is on p. 328.
horns A goat has two horns.

a pouch A kangaroo has a pouch.
wings A parrot has colorful wings.

In This Unit
Theme This unit is about kinds and quantities of
food.
What’s for About the Photo
The man in this photo is spearfishing in Mare,
New Caledonia. New Caledonia, a French territory,
Dinner?
Content Objectives
is a group of islands east of Australia. If possible,
Students will point out New Caledonia on a map or point to the
• describe quantities of food. islands just east of Australia.
• talk about buying food.
Language Objectives In this unit, I will . . .
In some places, overfishing causes fish populations
Students will • name foods.
• talk about quantities. to decrease. When fishermen use certain types of
• name foods. • talk about favorite meals.
nets to catch many fish at once, fish populations
• talk about quantities. may begin to die out. Spearfishing, however, is
Look and circle. a type of fishing that involves catching only one
• talk about favorite meals.
1. He is . fish at a time. This type of fishing not only helps
Vocabulary a. playing b. fishing c. swimming protect fish populations, it also lets fishermen
Vocabulary 1 a bag of rice, a bottle of oil, a bowl provide food for their families.
2. He is having for dinner.
of sugar, a box of cereal, a bunch of bananas, a
a. fish b. vegetables c. chicken
can of soda, a glass of juice, a jar of olives, a loaf Teaching Tip
of bread, a piece of cake
Classroom Management Choose a signal for
Vocabulary 2 buy, compare, money, price, put groups to use when they have finished their work.
away This way, you’ll know when everyone is ready to
Grammar move on. For example, have students raise their
Grammar 1 some and any hands, ask students to stand up quietly, or pass
out cards for students to hold up when they have
Grammar 2 a few and a little
completed an activity.
Reading What’s for Lunch
Related Vocabulary
Writing Write about a favorite meal.
coral, fishing, spear
Value Eat good food.
Project Organize a taste-test day. Traditional fishing, Mare,
New Caledonia
94 95

Objectives
• Build background Draw a word web on the board. Write • Say People get fish from the ocean. They pick fruit from
Students will
Where do we get food? in the center circle. Say The name of trees. People get vegetables from a garden. Act out picking
• analyze a photograph for information.
this unit is “What’s for dinner?” Ask What do you like to eat for vegetables. Write ocean, trees, and garden in the web.
• describe actions in a photograph and make
dinner? Say Let’s think about where the food we eat for dinner
predictions. • Say People get food at a supermarket. Act out putting a food
comes from.
Resources Video Sc. 1—Introduction; Graphic item in a cart. Write supermarket in the web. Ask Where do you
Organizer: Word web; Home-School get your food? Add students’ responses in the web.
Connection Letter; Unit Opener Poster
• Ask questions to encourage discussion of the photo:
Where do What do you see in the photo? (a man, a fish, water, sky)
Pacing Guides L3U6 we get food? What’s the man doing? (fishing)
What do you think will happen next? (He catches the fish. He
eats the fish for dinner.)
• Guide students through the activity on p. 94. Read aloud each

• Say Open your books to pages 94 and 95. Look at the picture. statement and the answer choices. Have students circle the
What’s the man doing? (fishing) Yes, he’s fishing in the ocean. answers. Then have students read the complete sentences
He’s getting food from the ocean. Write the ocean in one of the aloud.
outer circles in the web.

VOCABULARY 1
VOCABULARY 1 a bottle of oil a box of cereal a bowl of sugar
BE THE EXPERT
Students will
Context Clues Context clues give hints about a
• name foods. 2 Listen and say. TR: 6.2 word’s meaning. A context clue can be a word,
• talk about quantities of food. We all love food. We can find food in group of words, photo, or picture. Context clues
stores or at the market. What’s your that are words can usually be found close to the
Vocabulary a loaf of bread, a bottle of oil, a bag
favorite food? Let’s go shopping! unfamiliar word. Point out the word box in a box
of rice, a jar of olives, a box of cereal, a bowl
of cereal. Ask a student to draw a box on the
of sugar, a bunch of bananas, a glass of juice,
board. Explain that the word box is a hint that
a can of soda, a piece of cake a bag of rice a bunch a glass of juice
of bananas cereal is a type of food that can go in a box.
Academic Vocabulary part, piece, whole
a loaf of bread
Teaching Tip
Content Vocabulary shopping
Classroom Management When you ask the class
Resources TR: 6.1–6.2; Flashcards 106–115; Video a question, have everyone write an answer before
Sc. 2—Vocabulary 1a, Sc. 3—Vocabulary 1b; you call on individual students to respond. This
Activity Worksheet 6.1; Graphic Organizers: gives all students time to think of an answer, and
Two-column chart, Three-column chart; it provides writing practice. One student answers
Workbook pp. 66–67, TR: 6.1; Online Practice aloud, but every student has the opportunity to
a jar of olives a can a piece of cake
Materials box of cereal (optional), empty bowl of soda come up with an answer and participate.
(optional), empty bottle of juice (optional)
Related Vocabulary
basket
3 Say what you see. Work with

a partner. Add to the sentence
I see a jar of olives.
each time.
I see a jar of olives

and a loaf of bread.
96 Unit 6 97

• Set the stage Say I like to cook. I like • Say Open your books to pages 96 and 97. Look at the photos of • 1 Say We’re going to read and listen to words that name • 2 Say Now we’re going to hear sentences
to eat, too! But today, I opened my different kinds of foods. What foods can you name? (bananas, different foods. As you listen, look at the photos and read the about the words you just learned. Listen
refrigerator (act out opening a refrigerator juice, rice, bread) Hold up the Flashcards for bananas, juice, rice, words on pages 96 and 97. Play TR: 6.1. and repeat what you hear. Play TR: 6.2.
and looking inside) and it was empty! I and bread. As you name each item, have students point to the Have students repeat each phrase and
• On the board, list the vocabulary phrases in two columns: a sentence.
need to buy more food. My sister is going picture in their books and repeat the word.
of and the food words.
to the market. Help me make a list of what
• Say Look at the photos. What are things you can drink? (a can • Act out looking for something in a food
I need. What are some foods she can buy?
of soda, a glass of juice) Ask What are things you can see at a bottle of cake store. Say I’m at the market. I need to
• Write foods on the board as students call breakfast? (a box of cereal, a bunch of bananas) What do you buy food for breakfast. Write breakfast
them out. Say That’s a good list. I also like to eat? What do you like to drink? a bag of bread on the board. Ask What should I buy? List
need to tell her how much to buy. Go answers under breakfast. (a box of cereal,
• Say Now let’s learn some more words that we can use to talk a loaf of oil
through the list one by one. Ask How much a bunch of bananas, etc.)
about food. Say Let’s look at the pictures again. Which words
do I need? or How many do I need? (five a piece of rice
tell us how much? (bag of, bottle of, box of, etc.) Ask Does a jar • Say I want something sweet. Write sweet
apples, a box of cookies)
of olives have many olives? (yes) Does a bag of rice have a lot on the board. Ask What things are sweet?
of rice? (yes) Which is more: a piece of cake or a whole cake? • Point to a bottle of. Ask What food or drink can we have List answers under sweet. (a piece of cake,
(a whole cake) a bottle of? (oil) Draw a line from a bottle of to oil. Have a bowl of sugar)
students come to the board. Say Draw a line to match the
words. Have the class say each phrase aloud.

VOCABULARY 1
a bottle of oil a box of cereal a bowl of sugar Apply BE THE EXPERT
1 Listen and read. TR: 6.1 • 3 Have students read the directions for Activity 3. Model Teaching Tip
the dialogue with a student. Add At the market, I see a jar of Grouping Use different methods to create
olives, a loaf of bread, and a bunch of bananas. Put students groups so that students can work with a variety
We all love food. We can find food in
in pairs and have them complete the activity. Encourage of partners and groups. For example, you might
stores or at the market. What’s your
favorite food? Let’s go shopping! students to use all of the new words. Walk around the class. have students count off, or you can group students
based on their favorite foods or birthday months.
Stop and ask groups What do you see at the market? In the
a bag of rice a bunch a glass of juice kitchen? Each time they add on, have students write down the
of bananas
items to keep track of their lists.
a loaf of bread
• Ask students to share their sentences with the class. Have
students point to pictures in their books as their classmates
list words.
a jar of olives a can a piece of cake Extend

of soda
• If possible, bring in a box of cereal, an empty bowl, and an
empty bottle of juice. Say and act out This morning, I ate
breakfast. I got a box of cereal. I put some cereal in a bowl. I
ate a bowl of cereal. I got a bottle of juice. I poured the juice
into a glass. I drank a glass of juice.
3 Say what you see. Work with • Draw a two-column chart with the following phrases on the
a partner. Add to the sentence board. Have students copy the chart.
I see a jar of olives.
each time.
I see a jar of olives

a bottle of water, oil, juice
and a loaf of bread.
a bowl of cereal, soup
96 Unit 6 97
a piece of pizza
• Say Many different things come in bottles. You can have a

bottle of water. You can have a bottle of oil. What else comes
in a bottle? (lemonade, soda, milk) What else comes in a bowl?
• Place students in groups and assign either • Say Write a vocabulary word in each box. There are ten What comes in pieces? In groups, have students brainstorm as
dinner or snack to each group. Have vocabulary words. Choose nine. The words can be in any order. many foods as they can for each phrase. Give students enough
students brainstorm a list of as many Then listen carefully. I’m going to say a vocabulary word. If time to make their lists. Then call on students to add to the
words as they can for their categories. you see the word I say on your paper, draw a big X through it. chart on the board.
Encourage students to use known words When you get three Xs in a straight line, raise your hand.
in addition to the ones on pp. 96–97. Call
on groups to share their lists, and make a
• Model Say a vocabulary term aloud (glass of juice) and draw Wrap Up
an X through it. Play the game until there is a winner. If time • Put students in groups of up to 10. Say Let’s imagine we’re
class list on the board.
permits, have students make a new chart and play again. shopping at the market. I’ll give each of you one food item to
buy. Assign each group member a vocabulary word. Say Draw
Wrap Up Recap a picture of your food. Write how much or how many you need
• Say Let’s play a game! Draw a chart like to buy. When you’re finished, stand in a circle with your group. Workbook and Online Practice
• Say Let’s review the words we learned. Draw a bottle of oil
this. Draw a three-column chart on the Then I’ll know you’re ready to begin. Vocabulary 1
on the board. Say Here’s some oil. How much oil is there? (a
board.
bottle of oil) That’s right. It’s a bottle of oil. Repeat with more • One student begins by saying I’m buying a (bottle of oil). The
a glass of vocabulary terms, such as a glass of juice and a piece of cake. next student says (Tariq) is buying a (bottle of oil). I’m buying
juice Say Here are some (olives). How many (olives) are there? (a jar a (box of cereal). Go around the circle in this way, until the last Can students
of olives) student names what everyone is buying. Remind students that
• name foods?
they can use one another’s pictures to help them remember.
Hold up a Flashcard and ask What’s this?
Repeat with a different Flashcard and a
Review different student.
• talk about quantities of food?
Write the following on the board:
bananas, oil, juice.
Have students write an appropriate amount
before each food.

SONG
SONG BE THE EXPERT
Vocabulary 1 a bowl of, a glass of, a jar of
Grouping Make sure each student in a group has
Vocabulary 2 buy, put away a chance to speak or share ideas. Have group
Grammar in the song Let’s Go members pass around and hold an object that
shows whose turn it is to speak. When the speaker
Grammar 1 some and any
Shopping! finishes, he or she passes the object to another
Academic Language phrase group member.
Let’s go shopping. Let’s go shopping,
Resources TR: 6.3; Flashcards 106–115; Video Sc. let’s go shopping today.
7—Song; Workbook p. 68, TR: 6.2–6.3; Online Let’s go shopping to buy some food,
Practice then go home to put it away.
A jar of jelly is no fun,

if there isn’t any bread to spread it on.
A bowl of rice is very nice,
but it tastes better with some spice.
CHORUS
Let’s buy some pasta at the shop,
and some sauce to put on top.
Let’s buy a cake. Cake’s a treat.
I like cake because it’s sweet!
A bowl of pasta, a jar of spice,
a glass of juice, and cake are nice!
Let’s go now. Let’s buy some food.
Let’s go shopping, just me and you!
CHORUS
2 Sing. Find and point. Work with

a partner.

98 Unit 6 99 Song

• Activate prior knowledge Say We • Write the following on the board: • Vocabulary 1 Put students in three groups. Assign each • Grammar 1 Have students look at the
learned words for food. We learned words group a verse in the song. Say Each group sings its part of picture with the song. In pairs, have
that tell about amounts of things, too. a bottle of oil a jar of olives the song. We all sing the chorus. Practice singing the chorus students ask and answer questions about
Hold up Flashcard 107. Ask What’s this? (a together, and then play TR: 6.3. Have groups sing their the picture. Provide sentence frames.
bottle of oil) Ask What other foods come a box of cereal a bowl of sugar assigned verses.
in a bottle? (soda, juice, milk) Hold up a bunch of bananas a glass of juice (Are/Is) there any ?
• Have students draw a loaf of bread, a bowl of rice, and a piece
Flashcard 108. Ask What’s this? (a bowl
of cake and label each picture. Read the words aloud and have Yes, there (are/is) some. No, there
of sugar) Ask What foods can come in a
• 2 Put students in small groups. Have students choose four students repeat after you. Say When you hear bread, rice, and (arent/isnt) any.
bowl? (cereal, rice)
phrases from the board and use them to replace the foods in cake in the song, hold up your picture. Play TR: 6.3 again.
• 1 Have students open their books to the last verse. Provide these sentence frames: • Vocabulary 2 Sing the chorus once. Say Let’s think of how • Project To help students talk about words
pp. 98–99. Play TR: 6.3. Have students
, we can act out the song. How can we act out “shopping”? that describe food, listen to TR: 6.3. Ask
point to the picture of cakes as they hear it
Have students choose a short action. How can we act out questions about each food in the song. Is
mentioned in the song. and are nice! “buy some food”? How can we act out “put it away”? Sing the a jar of jelly sweet or salty? (sweet) Is the
Let’s go now! Let’s buy some food. chorus one more time as a class, including the actions. bowl of rice bitter or spicy? (spicy)
• Have each group sing its new verse aloud.
196 Unit 6 Song 197

GRAMMAR 1 2 Ask and answer. Look at
GRAMMAR 1 the food in the picture. Work
BE THE EXPERT
Objective some and any TR: 6.4
Are there any oranges? Yes, there are some in the fruit bowl.
with a partner. Take turns. Grammar in Depth
Students will
Are there any bananas? No, there aren’t any. Sometimes we want to talk about specific amounts:
• describe amounts of food with some and any. Is there any milk? Yes, there is some in the fridge.
I have two boxes of cereal. You have ten olives.
Is there any bread? No, there isn’t any.
Grammar some and any (It’s clear exactly how much of each we have.)
Academic Language amount, count Other times we want to talk about general
1 Read. Look and write answers. amounts. In those cases, we can use some and
Content Vocabulary fridge any. We use them when we don’t know the exact
1. Are there any tomatoes?
Yes, there is one on the table.
Resources TR: 6.4; Video Sc. 5—Grammar 1; amount of something or when it’s not important
Graphic Organizer: Two-column chart, Three- Yes, there is some on the table. to specify exactly how much:
2. Is there any rice?
column chart; Workbook pp. 69–70, TR: 6.4; I have some cereal. (I have cereal, but it’s unclear
Grammar Workbook pp. 24–25; Online Practice 3. Are there any olives? No, there aren’t any. how much.)
Material colored pencils or markers Yes, there are some on the table. I don’t have any cereal. (I have no cereal.)
4. Are there any grapes?
Use some in affirmative sentences and any in
5. Is there any sugar? No, there isn’t any. questions and negative sentences.
Is there any juice?
6. Are there any bananas Yes, there are some in the bag.
No, there isn’t (any), but there is some soda.
Are there any apples?
No, there aren’t (any), but there are some oranges.
Partitive expressions are used to make noncount
nouns countable. They allow us to talk about a
general amount more specifically:
I have some milk. (general) I have a carton of milk.
I have some soda. (general) I have two cans of
soda.
Is there any yogurt? Teaching Tip

Encourage students to form complete sentences
when they answer questions. If a student gives a
No, there isn’t any. one-word or a yes or no response, model how to
answer in a complete sentence. Have the student
100 Unit 6 101 repeat after you.
Warm Up Practice
• Preteach Say Rafi is at the market with pairs. Have partners read and act out the conversation. Have • Contextualize Draw a big rectangle on the board. Say Let’s • Have half of the class read aloud each
his mother. He wants to bake a cake for his them switch roles and repeat. imagine that this is a refrigerator. Let’s put some things in the question in the grammar box on p. 100.
dad’s birthday. He needs sugar, eggs, and fridge. Call on students to come to the board to draw and label Have the other half of the class read aloud
• Ask What’s in the kitchen? (eggs and milk) What does Rafi pictures of food in the box. After each student draws a picture,
milk. Write sugar, eggs, and milk on the the answers.
need to get at the market? (sugar) ask What foods or item of food did you draw? Have the class
board. Rafi wants to know what’s in the
repeat the answer. • Draw a three-column chart on the board.
kitchen at home. He calls his sister. Here’s
what they say. Write the following on the Present • Say Let’s pretend I don’t know what’s in the fridge. I’m going
Say This chart shows what there is in the
kitchen.
board. Read as you write.
• Have students look at the Grammar box on p. 100. Draw the to ask questions to find out. Use sentences to answer. Write the
chart below on the board and have students copy it. Ask following sentence frames on the board. Yes No
R: Is there any S: No, there isnt What’s in the kitchen? Listen and mark yes or no. Play TR: 6.4.
sugar? any. oranges X
Pause after each statement to allow students to mark their Yes, there are No, there arent
charts. some . any . bananas X
R: Are there any S: Yes, there are
eggs? some. milk X
Yes No Yes, there is some No, there isnt any
R: Is there any S: Yes, there is . . bread X
oranges X
milk? some.
bananas X • Turn away from the board. Ask the class questions about
• Explain that R stands for Rafi and S stands milk X what’s in the fridge. Ask Are there any grapes in the fridge? Is
for sister. Model the conversation, making there any milk?
bread X
negative gestures for “no” and positive
gestures for “yes.” Then put students in

GRAMMAR 1 2 Ask and answer. Look at
the food in the picture. Work Recap BE THE EXPERT
some and any TR: 6.4
Are there any oranges? Yes, there are some in the fruit bowl.
with a partner. Take turns.
• Say We learned how to ask questions about food. Think Teaching Tip
Are there any bananas? No, there aren’t any. of what’s in your kitchen at home. Ask a student Are there Classroom Management Keep students on
Is there any milk? Yes, there is some in the fridge.
Is there any bread? No, there isn’t any. bananas in your kitchen? Guide students to respond with full track by making sure they understand directions.
sentences. (No, there aren’t any./Yes, there are some.) Repeat Always read directions aloud and have students
with other foods. repeat and explain them.
1 Read. Look and write answers.
Focus on one step at a time. Then have students
1. Are there any tomatoes?
Yes, there is one on the table. summarize the directions. After you review
Yes, there is some on the table.
Apply directions, ask students What questions do
2. Is there any rice?
you have?
• 2 Say Look at the table on page 101. What do you see? (fruit,
3. Are there any olives? No, there aren’t any.
vegetables, eggs, pasta, bread, meat, milk, cheese, beans,
4. Are there any grapes? Yes, there are some on the table. rice) Model the dialogue with a student. Then put students in
No, there isn’t any. pairs and say You’re going to ask questions about what’s on
5. Is there any sugar?
the table. First, look carefully at the table and write a list of
6. Are there any bananas Yes, there are some in the bag. foods to ask about. Give students a few minutes to make a list.
Say Use your list to write some questions. Give students a few
minutes to write their questions.
• Have students use their lists and the questions they wrote to
practice the dialogue. Say Now ask your partner the questions
you wrote. Take turns. Write your partner’s answers next to
your questions.
• Expand Keep students in the same pairs. On the board, write

Is there any yogurt?
Are there any ? and Is there any ?
Point to are and say Use are to talk about more than one thing.
Point to is and say Use is to talk about one thing, or about
No, there isn’t any.
something you can’t count, for example, cheese. Have students
100 Unit 6 101 list as many words as they can think of to fill in the blank for
each question. Call on students to read questions with the
OW2e_SB_3_31995_094-109_U06_PPDF.indd 100 2/11/19 1:23 PM OW2e_SB_3_31995_094-109_U06_PPDF.indd 101 2/11/19 1:23 PM words they listed. Make corrections and have students repeat
as necessary.
• Write the following sentence frames on • 1 Read item 1 aloud. Say Look at the pictures on pages 100
the board: and 101. Are there any tomatoes? Point to the sentence frames Extend
on the board. (yes) How many are there? (one) Where is it?
• Pass out colored pencils or markers. Say Let’s play a game.
Is there any Are there any (on the table) Say Now we’re going to write a full sentence. On
Draw a box for a fridge. Then draw five different foods in the
? ? the board, write Yes, there is one on the table. Have pairs of
fridge. As students work, draw a two-column chart on the
students complete items 2–6.
Yes, there is some. Yes, there are board.
some. • To guide students, point to Yes and some. Explain that the two
words go together. Then point to No and any, and explain There is some
No, there isnt No, there arent that these words are also used together. Ask Is there a glass of There are some
any. any. juice? If students have difficulty knowing when to use is, point
• Have students copy the chart. Say List the foods you drew
to a food and say Use is with one, and are with more than one.
where they belong. Then write sentences about what’s in
• Point to the chart and the sentence frames • Expand Have students ask and answer questions about foods your fridge.
on the board. Ask Are there any oranges? in the picture that they haven’t asked about, such as the box of
(Yes, there are some.) Have students
repeat the question and answer as a class.
cereal, loaf of bread, and glass of juice.
Wrap Up Workbook and Online Practice
Grammar 1
Ask Are there any bananas? (No, there • Have students open their books to pp. 96–97. Say Look at the
aren’t any.) Continue with all the foods Wrap Up food in the pictures. Put students in pairs. Have students take ✔ Formative Assessment
listed in the chart. • Say Look at the photos on pages 96 and 97. Pick one and draw turns asking and answering questions about the foods in the
it on a piece of paper. Then label the food. Have students stand pictures. Model a question and answer, such as Is there any Can students
in a circle and hold their drawings. Ask Is there any (cake)? If cake? (Yes, there is some.) • describe amounts of food with some and any?
students have a drawing of that food, have them step forward. Draw different foods on the board. Ask Are
Then have all students answer Yes, there is some (cake). Repeat there any (bananas)? Have students respond
with other foods until all students have come forward. using some or any. Check that students use
some for positive responses and any for
negative responses.

VOCABULARY 2
VOCABULARY 2 • Put students in small groups. Say Look at the other photos. BE THE EXPERT
What do they show? Write a sentence about each photo. When
Objective 1 Listen and say. Read and write. TR: 6.5 Teaching Tip
students finish writing, ask groups to share their sentences.
Students will
Classroom Management Show students how to
• identify and use words to talk about going to • Think Aloud Show how to use photos to understand a word. be good listeners. If students are talking while
the supermarket. Point to the photo of the girl and her mother. Say The photo you’re speaking, stop. Hold a card in the air to
Vocabulary money, put away, price, compare, shows a girl and her mother placing food in the fridge. I think quiet the class and get their attention. Make eye
buy put away means to place something where it belongs. contact with students who are talking. When
students are quiet and ready to listen, lower the
Resources TR: 6.5–6.6; Flashcards 106–115; put away a price • Say Now you’re going to listen to sentences with these words. card and begin speaking again. Use this signal to
Sound Cards 29, 34, 36, 38, 41; Video Point to each photo as you hear the word. Then repeat the keep students focused during class.
Sc. 4—Vocabulary 2; Activity Worksheet 6.2;
word and sentence. Play TR: 6.5. Pause for students to repeat.
Workbook p. 71, TR: 6.5; Online Practice Related Vocabulary
Materials an empty bottle, bowl, and jar • 1 Guide students through item 1. Read the sentence and bills, coins
(optional) choices aloud. Ask What word means “look at two things and
decide which is better?” (compare) The sentence should say The Sounds of English
money compare buy Let’s compare them. Have students complete items 2–4 on their Sound Categories: Vowels You can make
1. Which drink is better for you? Let’s compare them. own. Say I’m not sure what I want. Should I compare, or buy? students aware of different vowel sounds by
If students need more support, review TR: 6.5 and the photos showing each vowel in a related context. Have
a. buy b. compare c. eat
students pronounce the following words that start
on page 102 together.
2. Can you help me put away the food in the fridge, please? with /b/: bag, bottle, bowl, bunch, and buy.
a. compare b. put away c. buy To give students extra practice with these vowels
price
Apply use Sound Cards 29 (apple), 34 (octopus), 41
3. The of that loaf of bread is ninety cents. (ocean), 36 (umbrella), and 38 (ice).
• 2 Pair students. Have them look at the stickers. Say Talk
a. price b. money c. buy Example words: task, top, toe, tub, type; cat, copy,
about what word or words each sticker shows. Give students
buy coat, cut, kite
4. Let’s some milk. We don’t have any. a few minutes to talk. Say You’re going to hear sentences with
a. compare b. put away c. buy a beep in them. That’s for the missing word. When you hear
the beep, stick the sticker that shows the missing word. Play
2 Listen and stick. Work with a partner. TR: 6.6 TR: 6.6, pausing so students can place stickers.
Extend
1 2 3 4 5 • Pair students. Say Write a story about going to the market. Use
102 Unit 6
vocabulary words. Take turns writing sentences about what
happens first, next, and last.
Warm Up • Ask students to share their stories with the class. Partners take
turns reading.
• Recycle Say Let’s review some words Point to the pictures on the board. Say Here are some bananas.
about food. Hold up Flashcards as you say And here are some bananas. Hmmm. How do I choose? Write
each group of words on pp. 96–97. Have compare on the board. Say I know! I can compare them. Wrap Up
students repeat after you. Then hold up • Put students in groups. One at a time, have students act out
• Say I need to look at the price. Write price on the board. Point
a jar and say What can I put in this jar? each of the vocabulary words. Other group members should
to $1 and say The price for this bunch of bananas is one dollar.
(olives) Hold up a bottle and say This is guess the words. The student who guesses correctly acts out
That’s how much money I need to buy the bananas. Write
a bottle. What can I put in it? (oil, juice) the next word.
money on the board.
Hold up a bowl and ask What can I put in
this bowl? (sugar, rice, cereal) • Point to the second picture of bananas. Say The price of this
bunch of bananas is three dollars. That’s more than one dollar. Review
Present That’s too much. Point to the first bunch of bananas. Write buy • For additional practice, direct students to Activity Worksheet 6.2.
on the board. Say I’m going to buy this bunch of bananas.
• Have students open their books to
pp. 102–103. Read each target word aloud Workbook and Online Practice
as you point to the photos. Have students Practice Vocabulary 2
repeat after you. • Say Look at the photos on page 102. They show words that we
use when we go shopping. Read each term and have students
• Act it out On the board, draw a bunch
repeat. Point to the photo for money. Say This is money. Ask Can students
of bananas with $1 written below it.
Does this look like the money you use? Why do we need money?
Then draw a second bunch of bananas • identify and use words to talk about going to
with $3 written below it. Say I’m at the the supermarket?
supermarket. I want a bunch of bananas. Ask questions such as What does your family
usually buy at the supermarket?

GRAMMAR 2
Objective a few and a little TR: 6.7
• 1 Read item 1 aloud, and then write Yes, there . Grammar in Depth
Students will Are there any cookies? Yes, there are a few.
Is there any orange juice? Yes, there is a little. on the board. Say Let’s look carefully at the question. Is there A few and a little are similar to some. We use a
• use a few and a little to describe amounts of any ice cream? I see the word is in the question. That means few and a little to talk about general amounts:
food. we use is in the answer. Write is in the blank on the board. Say Are there any potatoes? Yes, there are a few.
1 Read and write.
Grammar a few and a little We can’t count ice cream, so we use a little in our answer. Write Use a few with count nouns and a little with
1. Is there any ice cream? Yes, there is a little .
Resources TR: 6.7; Video Sc. 6—Grammar 2; a little on the line. Say Yes, there is a little. Have small groups noncount nouns. They can replace some in
Activity Worksheet 6.3; Graphic Organizer: 2. Are there any peppers? Yes, there are a few . complete items 2–4. the sentence.
Three-column chart; Workbook p. 72, Grammar count noun: Are there any bananas? Yes, there
is a little
Apply
Workbook pp. 26–27; Online Practice 3. Is there any rice? Yes, there . are a few.
Materials ball or eraser (to pass/toss), colored 4. Are there any potatoes? Yes, there
are a few . noncount noun: Is there any salad? Yes, there
pencils or markers, note cards, bottle of water • On the board, write Is there / Are there any ? Under is a little.
this question, draw a three-column chart. While a few and a little can replace some in the
2 Play a game. Cut out the board game and the cards in the back sentence, their meanings are slightly different.
YES There is a little. There are a few.
of the book. Put the cards on the board. Play with a partner. some = a general amount
NO There isn’t any. There aren’t any. a few / a little = a general amount that is smaller
B1. Is there any soda?
than some, but not none
• 2 Pair students. Say Let’s play a game. Cut out the board
Remember, the negative answers to Is there . . . /
No, there isn’t any soda. game and the cards on page 177. Then put a book between Are there . . . questions may use any:
A1. Are there any eggs?
you and your partner. Don’t look at your partner’s board! Have
Is there any milk? No, there isn’t (any).
students look at the picture on p. 103 to see how they should
sit during the game. Then have them place their food cards on A few and a little are often followed by a noun
(a few friends, a little time), but this usage is not
Yes, there are a their boards. Explain how to read the numbers and letters on
practiced in this lesson.
few. Here you are. the board (A1, B2). Model the dialogue on p. 103 with a student.
Teaching Tip
• Say First, pick a space on the board. Ask your partner if a food
is in that space. If your partner guesses correctly, give him the Classroom Management Keep students focused
during games by setting a time limit for playing
card. Listen to students’ questions and answers. Help students
the game. Give students five minutes to play a
refer to the chart on the board and the model dialogue to ask game. When there are two minutes left to play,
and answer questions correctly. ring a bell to let students know their time is
almost up.
103
Extend
• Pass out colored pencils or markers. Have students work in
Warm Up pairs. Model a conversation. Say I ask Is there any milk? If my
• Give examples Have students write a few and a little on partner says Yes, there’s a little, then I draw some milk. Draw
• Preteach Draw six apples on the board.
separate note cards. Make a set of cards for yourself. Draw a bottle with a small amount of milk. Say I keep going until I
Ask Are there any apples? (yes) Erase three
three cupcakes on the board. Say Let’s count the cupcakes. draw five things.
apples. Say Are there any apples? (yes) Say
Yes, there are a few. Write a few on the One, two, three cupcakes. Ask Are there any cupcakes? Hold up • When students finish, hang their drawings on the board. Ask
board. Repeat with peppers. the card for a few. Say Yes, there are a few. We can count how the class questions about the drawings, for example, Is there
many there are, so we use a few. any bread?
• Draw a full bottle of milk on the board.
Ask Is there any milk? (yes) Erase the milk • Show a bottle of water with a little water in it. Ask Is there any
to show a smaller amount of milk in the water? Hold up the card for a little. Say Yes, there is a little. We Wrap Up
bottle. Ask Is there any milk? (yes) Say Yes, can’t count water, so we use a little to tell how much there is.
• Stand with students in a circle. Hold a ball. Ask Are there any
there is a little. Write a little on the board.
• Draw foods on the board (a little juice in a glass, a piece of apples in the kitchen? Toss or pass the ball to a student. The
Repeat with juice.
cheese, two bananas, three cookies). Point to each and ask (Is) student answers, asks another question, and passes the ball. Workbook and Online Practice
there any (juice)? Have students hold up cards for either a few Model with the student: Are there any apples in the kitchen? Grammar 2
Present or a little. Say the correct answer and have students repeat Yes, there are some. Is there any juice? Have students keep
after you. passing the ball to ask and answer questions. ✔ Formative Assessment
• On the board, write Yes, there are a few.
Yes, there is a little. Say You’re going to Can students
hear questions and answers about food in Review • describe amounts of food with a few and
the kitchen. Listen for the sentences on the a little?
board. Play TR: 6.7. Have students repeat Use Flashcards to ask questions such as Is there
each sentence. any juice? Are there any bananas? Write There
are a few and There is a little. Have students
choose and say the correct response.

1. In France, children eat lunch outside. T ✔
F
Students will 2. In France, children sometimes eat fruit with lunch. ✔
T F
France Most countries outside the United States do not
What’s for lunch

• tell what people have for lunch in different 3. In Japan, children help clean the classroom together after lunch. ✔
T F
sell school lunch, but those that do offer healthy
parts of the world. 4. In Russia, children sometimes eat soup for lunch. ✔
T F options. In many Latin American countries,
• connect a text to their own lives. children eat lunch at home because they only
Millions of children around the world 5. In Brazil, many children eat rice and beans. ✔
T F
attend school in the morning or in the afternoon.
Reading Strategy Connect Text to Personal eat lunch at school. Some bring their
lunch from home. Others eat food that Midday is set aside not only for a big meal but
Experience
the school makes for them. Schools in 3 Read. Complete the chart. also for resting.
Academic Language chart, column, row different countries make different kinds
Content Vocabulary beets, borscht, noodles, of lunches.
Country Where do they eat? What they sometimes eat
Teaching Tip
sausages In France, children eat together in a Fluency Model reading a paragraph aloud
France
cafeteria. They have a big lunch because Japan fluently. Say each word clearly, but read at a
Resources TR: 6.8; Workbook pp. 74–75, TR: 6.7; they don’t eat snacks in the morning. normal pace, pausing briefly for commas, and a
Russia
Online Practice Sometimes they eat fish or sausages, with few seconds longer for periods. Then have pairs
Materials colored pencils or markers, note cards, vegetables or salad. Then they may have Japan of students take turns reading a passage aloud,
fruit or a piece of cake. looking for commas and periods. Students can
tape Brazil
In Japan, children usually eat their alternate reading paragraphs.
lunch in the classroom. They eat soup,
rice or noodles, fish and vegetables.
They drink milk, too. After lunch, all 4 Talk about what the people eat. What do you eat?
the children work together to clean the Work with a partner.
classroom. Brazil
In Brazil, children may eat rice and I have cereal for
beans, salad, and cooked vegetables or breakfast.
meat for lunch. And sometimes they eat
fruit, as well.
In Russia, children eat vegetable
soup and fish or meat with bread. One Every day half
delicious soup, called borscht, is made the people in the
with dark red vegetables called beets. world eat rice.
I do, too!
Russia
104 Unit 6 105
Warm Up Present
• Brainstorm Say We all have favorite • Predict Have students look at the photos on p. 104. Ask What Paragraph 2: Do French schoolchildren have big lunches or • Think Aloud Model guessing meaning
foods. Some foods are better for certain foods can you name? (bread, soup, fish, rice, beans, banana) small lunches? from context by thinking aloud. Say I’m
meals. I like pasta for dinner, but I What do you think the reading is about? (meals, different Paragraph 3: Where do Japanese schoolchildren usually eat not sure what beets are. The reading says
don’t usually eat it for breakfast! Write countries) Have students write their predictions. lunch? borscht is a soup made from beets. I know
Breakfast, Lunch, and Dinner on the the food in the bottom picture that looks
• 1 Play TR: 6.8 and have students read along. Have students Paragraph 4: What are two foods that children in Brazil have like a soup is dark red. It makes sense that
board. Give three note cards to each
revisit their predictions. for lunch? beets are vegetables that are dark red.
student. Say Draw a picture of your
favorite foods for breakfast, lunch, and • Play TR: 6.8 a second time. Pause at the end of each paragraph Paragraph 5: What is borscht made of?
dinner. to check for comprehension. Ask questions such as the
following:
• When students finish, have them hang
their drawings on the board under Paragraph 1: What meal is the reading about?
the appropriate word. Go through the
drawings one at a time, and have students
say the word for each picture aloud. Have
the class repeat.

• 4 Read the directions for Activity 4 and have two students BE THE EXPERT
1. In France, children eat lunch outside. T ✔
F
1 Listen and read. TR: 6.8 read the model dialogue aloud. Then put students in pairs. Say Reading Strategy
2. In France, children sometimes eat fruit with lunch. ✔
T F
France Look at the photos. What does each person eat? Do you eat
Connect Text to Personal Experience Making
What’s for lunch
3. In Japan, children help clean the classroom together after lunch. ✔
T F
the same foods? Do you eat different foods? What do you eat? connections to their own lives helps students
4. In Russia, children sometimes eat soup for lunch. ✔
T F
better understand a text. Ask questions about
Extend
Millions of children around the world 5. In Brazil, many children eat rice and beans. ✔
T F specific events and characters to help students
eat lunch at school. Some bring their
make connections.
lunch from home. Others eat food that
the school makes for them. Schools in 3 Read. Complete the chart. • Have students look again at the chart for Activity 3. Say Let’s First, make a statement about something from
different countries make different kinds make charts we can use to talk about you and your classmates. the text. Then ask questions to connect that
of lunches.
Country Where do they eat? What they sometimes eat Draw the following chart on the board and have students copy it. statement to students’ experiences. For example,
In France, children eat together in a
France Children in France eat fish and vegetables for
cafeteria. They have a big lunch because Japan
they don’t eat snacks in the morning. Me lunch. Do you like fish and vegetables? Do you eat
Russia
Sometimes they eat fish or sausages, with it for lunch? What do you like to eat for lunch?
vegetables or salad. Then they may have Japan
Town/City
fruit or a piece of cake.
Breakfast
Related Vocabulary
Brazil
In Japan, children usually eat their breakfast, dinner
lunch in the classroom. They eat soup, Lunch
rice or noodles, fish and vegetables.
They drink milk, too. After lunch, all 4 Talk about what the people eat. What do you eat? Dinner
the children work together to clean the Work with a partner.
classroom. Brazil
• Have students fill in the first column on their own. Say Where
In Brazil, children may eat rice and
beans, salad, and cooked vegetables or
I have cereal for are you from? Write your town or city in the first box. What do
breakfast.
meat for lunch. And sometimes they eat you eat for breakfast? Write that in the next box down. Keep
fruit, as well.
going until you write in all the boxes under the word Me.
In Russia, children eat vegetable
soup and fish or meat with bread. One Every day half • Have students walk around the room to ask three classmates
delicious soup, called borscht, is made
with dark red vegetables called beets.
the people in the questions about where they live and what they eat. Students
world eat rice.
I do, too!
should write their classmates’ names in the top row of the
Russia chart. Then they should fill in each person’s information in the
column below.
104 Unit 6 105

Wrap Up
Practice • Have students summarize what children eat for lunch in France,
• 2 Put students in pairs. Say Read each lunch was your favorite? When students finish, put them in Japan, Brazil, and Russia. Then ask Which of these lunches
sentence to your partner. Take turns. After pairs. Partners should read their sentences to one another. sound good to you? What is something you don’t normally eat
you read a sentence, decide if it’s true or but want to try?
false. Then go back to the reading and
check your answer.
Recap
• Say Think about what you ate for lunch this week. Make a list.
• Have partners compare and check their Give students a few minutes to write. Say Draw and label a
answers with another group. Then call on picture of everything you ate. Give students a few minutes to
students to read the sentences and say the draw and label. Ask Did you draw every kind of food? What
answers aloud. about drinks? Display students’ drawings at the front of the
• Expand Say Look at the sentence you class. Point to foods and have students name them.
marked false. What makes it false? Find Reading
what makes it false, then change the Apply
sentence to make it true. Students should ✔ Formative Assessment
• 3 Have students look at the chart. Explain that they can
note that outside makes item 1 false. Ask
choose the easiest way to fill it out. They might start with one Can students
What words make the sentence true? (in a
country and fill in everything in the row, or they might go • tell what people have for lunch in different
cafeteria). Ask a volunteer to come to the
down each column. Model filling in the first box. Trace across parts of the world?
board and write the correct sentence.
to France and up to Where do they eat? Say Where do the Point to the photo of the four lunches. Say
students eat in France? (a cafeteria) I write cafeteria in this box. Name one thing students have for lunch in
Wrap Up each country.
• Have students complete the chart. Ask What is one thing they
• Have students imagine they’re a student • connect a text to their own lives?
eat for lunch in Russia? (borscht) Where do they eat lunch in
in one of the countries featured in the First, have students tell about a lunch in the
Japan? (the classroom) What do they sometimes have for lunch
reading. Then have students compare what they
reading. Say Write about what you had for in Brazil? (fruit) If students have difficulty, have them reread usually eat for lunch to that lunch. Are they
lunch at school. Ask What food in your the corresponding paragraph in the text. similar or different?

WRITING VALUES
WRITING VALUE
Writing Write about your favorite meal. 1 Read. In a paragraph, the first sentence is called the topic sentence.
It tells the main idea. The other sentences are called the body of the
Eat good Value Eat good food.
Students will
paragraph. They give more information about that idea.
food. Students will
• describe a favorite meal. Think about • identify healthy food.
• write a topic sentence to tell a main idea. My Favorite Meal what you eat. • make a list of good foods.
I love all kinds of food, but I have one
Academic Language body, details, topic Academic Language topic sentence, body (of a
favorite meal. First, I have a small bowl
sentence
of chicken soup. Then I have a burger.
Think. Pair. Share. paragraph)
Resources Graphic Organizer: Word web; Burgers are delicious! I love burgers! • Why is it important Resource Value Poster
Workbook p. 76, Online Practice I like them with cheese, lettuce, and
to eat good food?
tomatoes. Then I have strawberries
• Why should you read
with vanilla ice cream and chocolate
sauce. Yum! And sometimes I have a big the labels on boxes
glass of cold milk with everything! Yum! and cans?
BE THE EXPERT
Rothschild’s giraffes,
Woburn Safari Park,
England
2 Write. Write about your favorite meal. Teaching Tip

Workbook and Online Practice Leveling If students have trouble coming up
Writing Then check your writing. Circle yes or no.
with a full sentence to answer a question, accept
Does your first sentence tell what the paragraph is about? Yes No
one-word responses. A student might answer
✔ Formative Assessment Do the other sentences give more information about it? Yes No cookies to the question What foods are not
nutritious? Tell students the answer is correct, and
Can students then restate the answer in a complete sentence:
• describe a favorite meal? 3 Share your writing. Work in a small group. Listen and fill the chart. Cookies are not nutritious. Have the class repeat
Tell students to think about their favorite meals. the full sentence.
Name Favorite meal
Ask questions such as What do you like to eat?
What do you like to eat first? What do you like
to eat last?
• write a topic sentence to tell a main idea?
Have each student read aloud the first sentence
in his paragraph. Help him identify whether it
tells about the main idea of the paragraph. 106 Unit 6 107
Present
• Say We talked about our favorite foods about. Ask What foods are in the writer’s favorite meal? List students have difficulty, ask What does (Ana) like to eat first? Pair
and about different meals: breakfast, the foods on the board: chicken soup, bread, fish cakes, salad, What does she like to eat next?
apple juice, cake. • Ask Do giraffes think about what they eat?
lunch, and dinner. A meal can be one
• Have students write questions for their group members. Provide Why? Students may answer yes or no to
food or a few different foods. What’s your
• 2 Say Now write a paragraph about your favorite meal. Use sample questions such as Do you eat your favorite meal in a this question. Explain that giraffes need
favorite meal? Draw a word web on the
your word web to write your paragraph. The first sentence restaurant? What does it taste like? Have students take turns to know which leaves are okay to eat and
board with My favorite meal in the center
tells the main idea. The next sentences describe your favorite asking and answering questions. they have natural instincts about what is
circle.
meal. Provide sentence frames as needed, for example: First, I edible. Explain instincts.
have . Then I have . After that, I have
• Point to the center circle and read it aloud.
Say My favorite meal is . . . salad, chicken, . Remind students to describe how their favorite
Value • Put students in pairs. Have them ask and
• Point to the photo on p. 107. Ask What are the giraffes doing? answer the questions to the right on the
and ice cream. Write each food in one of foods taste.
(eating leaves) Say The giraffes are eating leaves from a tree. page. Tell partners to make a list of 10
the outer circles. Then have students make
• Have students use the questions in Activity 2 to check their Giraffes have long necks and can eat leaves high in a tree. foods that they agree are “good.”
their own word webs.
work. If students circle No for either question, have them use People can eat leaves, too, like lettuce, but most people get
• After students complete their word webs, the question to revise their paragraphs. Share
vegetables from stores and supermarkets.
have them share with their partner. • Have pairs take turns sharing their lists of
Think
Share good foods with the class. Encourage the
Write • 3 Place students in groups. Have them take turns reading • Have students read the value statement on p. 107 aloud (Eat rest of the class to listen carefully and give
good food.). Ask What makes food good? Allow students to feedback about whether or not they agree
• 1 Have students read the paragraph their paragraphs aloud. Group members should listen carefully with the foods in each list. After everyone
about the writer’s favorite meal. Say and fill in their charts to record other members’ favorite meals. share their ideas aloud.
shares, work as a class to create a top ten
Underline the topic sentence. The topic Ask students to describe a group member’s favorite meal. If • Have a student read the sentence under the value statement. Ask list of good foods based on the lists that
sentence tells what the paragraph is Do you think about what you eat? Why do we need to think about were shared.
our food? (We need to think about if it is healthy and good for us.)
PROJECT
Objectives Organize a Taste Test Day. Taste food together.
Describe each food. How does it taste?
It’s soft. It tastes salty
and a little spicy.
Teaching Tip
Students will
Grouping Make sure students work with a variety
• describe the taste of different foods. of partners in the classroom. When students split
• interview a partner about food.
1 2
into pairs, have them begin with an introduction.
• take notes in a chart. Have students introduce themselves in a complete
sentence. Then provide a question related to the
Content Vocabulary blindfold, interview, topic for partners to ask each other before they
descriptions begin, such as What’s your favorite food?
Academic Language guess
Project Rubric
Resources Assessment: Unit 6 Quiz; Flashcards
106–115; Graphic Organizer: Two-column chart; ü Did students taste and describe food
Activity Worksheet 6.4 accurately?
Materials bandana, several different foods that ü Did students interview their partners?
students bring in, foods with different flavors ü Did students take notes in a chart?
(optional) Bring in different kinds Work with a partner. Put on a
of food. blindfold and taste the food.
3 4
Now I can . . .
name foods.
talk about quantities.
Interview your partner. Write Take turns writing and tasting! talk about favorite meals.
down descriptions.
108 Unit 6 109
Prepare Share
• Ask What are some words we use to say • Have students read steps 1–4 of the activity. Say First, you get • After students complete the taste test, have them share their
how things taste? Write spicy on the board. the food ready. What do you do next? (put on blindfolds; taste results with the class. Ask What are some words you used to
Model an answer, such as Some foods are food) What’s the third step? (write descriptions) What do you tell how the food tasted? Write these words on the board. Ask
spicy. Make a list of students’ responses on do after you finish? (take turns) What foods were (spicy)? Were any foods hard to guess?
the board. (bitter, salty, sour, sweet, sticky,
• Show the bandana to students and point out the pictures on • Modify To simplify the project, bring in three different types
dry)
p. 108. Say One of you is going to cover your eyes. Pretend to of packaged foods, instead of asking students to bring foods. If Now I Can
• Have students make a two-column chart cover your eyes with the bandana. Say Make sure you can’t time is limited, eliminate the blindfolds. Have pairs of students Ask questions such as the following:
with the headings Food and Description. see. Remove the bandana. Say You’re going to taste some taste each food and describe what it tastes like. Write students’
food. Your partner is going to ask you how the food tastes. He • Show a Flashcard. Ask What’s this food?
Then put students in pairs. Say We’re descriptions in a chart on the board.
or she is going to write your answers in the chart. Model asking • Name a food to buy at the market, such as
going to have a taste test. You’re going
bananas, milk, or olives. Ask How much should I
to taste foods with a partner, but one of questions, such as Is it spicy? Is it sweet?
you won’t know what food you’re about
Review get? or How many should I get?
• Have blindfolded students taste foods with a partner. After • Ask What’s your favorite meal? What foods are
to eat! • For additional practice, direct students to Activity Worksheet 6.4. in your favorite meal?
a student describes the food, have him or her describe how it
Food Description tastes. Have partners list foods and write descriptions in their
charts. Workbook and Online Practice
Unit Review

VIDEO UNIT 6 READER
Vocabulary 1a a glass of juice, a bunch of bananas, a loaf of Text Type folktale
bread, a bowl of sugar, a can of soda, a piece of cake
ANANSI’S BIG DINNER
Anansi is cooking a big dinner, but he needs more food from Reading Strategy Identify Sequence of Events
BIG DINNER
the store. He asks Turtle to go to the store. Anansi promises
Vocabulary 1b a bag of rice, a box of pasta, a bottle of oil, a to share his dinner with Turtle. But will he?
Vocabulary bottle of (milk), bunch of (carrots),
jar of olives Based on a Folktale from Ghana
folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and by George Bennet
buy, can of (tomatoes), jar of (pickles), loaf of
Vocabulary 2 money, price, compare, buy, put away activities that bring the reading experience together in a way that fascinates, educates, and informs.
(bread), go(es) shopping
LEVEL 3 READERS
Grammar 1 some and any Caring for Elephant Orphans Anansi’s Big Dinner
Grammar some and any; a few and a little
Grammar 2 a few and a little Resources Video Sc. 9—Story Time; Graphic
The Four Blind Men
Organizer: Flow chart
Song Let’s Go Shopping!
Material scissors
Viewing markets around the world

Story Time Anansi’s Big Dinner Anansi’s Big Dinner
Resources Video Sc. 1–10; Graphic Organizer: Two-column Anansi is cooking a big dinner,
chart Zoom In but he needs more food from
the store. He asks Turtle to go

Vocabulary BE THE EXPERT

to the store. Anansi promises to
share his dinner with Turtle. But
• As you watch Scene 2: Vocabulary 1a, Scene 3:
Before You Watch Vocabulary 1b, or Scene 4: Vocabulary 2, pause at
will he? Our World in Context
each image. Anansi’s Big Dinner is based on a folktale from
• Play Scene 1: Introduction. Say This video is about
Ghana, a country in Africa. Ghana is in the
food. Ask What’s your favorite food? What do you
• Have students name each image and use the word(s) Before You Read western part of Africa. There are more than
like to eat for dinner? What do you like to eat for 70 cultural groups in Ghana, each with its own
in a sentence. • Predict Hold up the Reader and point to the cover. Say This
breakfast? Do you eat bread in the morning? language and traditions. English is the country’s
Grammar story is called Anansi’s Big Dinner. What do you see in the official language.
picture? (a spider, carrots, tomatoes, bananas, a spoon) Who
While You Watch • View Scene 5: Grammar 1. Replay the animation,
do you think Anansi is? (the spider) What do you think he’s Reading Strategy
stopping each time a new food is presented. Ask Is
• Have students use words from the video to make a going to do in the story? (cook or eat a big dinner) Identify Sequence of Events The order in which
there any pasta? (Yes, there is some pasta.)
checklist. Have them create two-column charts with events happen is called the sequence of events.
• Introduce the strategy Say Think about something you do Words such as first, next, then, and now give clues
the headings Have at home and Need to buy. • View Scene 6: Grammar 2. Ask questions such as How
in order. For example, think about how you put on your clothes. about the order of events. Writing down events
many bowls of rice are on the table? (There are a few
• Have students list foods under Have at home. Under What do you put on first—your shoes or your socks? (socks) helps students remember and retell a story. It also
bowls of rice.) How much rice is on the table now? helps students check that they do not miss or skip
Need to buy, have them list foods they need to buy at (There’s a little rice.) • Say Some stories tell what happens first, second, next, and last. any main events.
the market. Say Pretend you’re going shopping. When Draw a flow chart on the board. Have students copy the chart.
you hear a food, think about if you have it at home. Song Text Background
Label boxes with the numbers 1, 2, 3, 4, 5, 6.
Point to Have at Home. Write foods you have at home • Play Scene 7: Song with no audio. Pause for students “Trickster tales” are a type of folktale. These
here. Point to Need to buy. Write foods you need to to mimic Sofia’s actions and say the words. Then play • Say As we read, we’re going to fill in this chart. Let’s write what folktales are common all over the world,
buy here. Remember to tell how much or how many. Let’s Go Shopping! with the audio on. Have students happens first in the “1” box. (Anansi asks Turtle to buy food.) especially in Native American and African
act out phrases as they hear them. Next we write what happens in the “2” box. (2: Anansi asks traditions. The main character is often an animal
for more food; 3: Anansi asks for more food again; 4: Anansi with human-like qualities, such as Anansi. The
After You Watch Viewing doesn’t let Turtle in; 5: Turtle tells Anansi to hold the candles; trickster is clever and tricks other people to get
• Have students practice a dialogue. Write the following • Preview Scene 8: Viewing without audio. Ask What do 6: Turtle eats) his way. Sometimes, however, the trickster gets
fooled, as in Anansi’s Big Dinner.
sentence frames on the board: you think the video shows? (people at markets)
Excuse me. Is/Are there any ? • Have students imagine they are cooking a meal. Say While You Read
No, I’m sorry. There isn’t/aren’t any . First, decide what you will cook. Write a list of what • Stop every few pages to ask questions about the story. Add
you need to buy. Then describe your meal. information to the flow chart together.
Have students use their charts to help them ask and
answer questions. Story Time p. 3: What does Anansi ask Turtle to do? What’s Anansi doing?
• View Scene 9: Story Time with students.
p. 5: What happens when Turtle comes back with the food?
• View Anansi’s Big Dinner again. Pause the video and p. 9: What happens when Turtle comes back?
ask What happens when Turtle returns from the store
p. 11: How does Turtle trick Anansi?
the first time? (Anansi sends him back to the store for
more food.) How does Turtle trick Anansi? (He has
Anansi hold candles so he can’t eat.) After You Read
• Have students cut out each box in their flow charts. Cover or
erase the flow chart on the board. Have partners mix up the
boxes and use the information in each to arrange the boxes in the
correct order. Finally, as a class, review the sequence of events.

AUDIO SCRIPT 3. Look at the !
TR: 6.5 1 Listen and read. Write. TR: 6.6 3 Listen and read. Can you say these fast?
4. Always two products and buy the better
1. The price of that hamburger is ninety-nine cents. 1. Put away the pasta, peppers, and potatoes.
Student’s Book one.
2. Let’s put away the milk and eggs in the refrigerator. 2. Betty buys a big bunch of bananas.
5. When you get home, the milk and the
TR: 6.1 1 Listen and read. ice cream first. Wait. Don’t put away the ice cream. 3. I’m hungry. Let’s go to the supermarket and buy 3. Compare the cheese, chips, and chicken carefully.
We all love food. We can find food in stores or at the Eat it! some food.
market. What’s your favorite food? Let’s go shopping! 4. Which is better, yogurt or ice cream? Let’s TR: 6.7 1 Listen and read.
TR: 6.7 Grammar 2 a few and a little compare them. Note: The reading Special Food is on p. 331.
a loaf of bread, a bottle of oil, a bag of rice, a jar
of olives, a box of cereal, a bowl of sugar, a bunch of Note: Grammar 2 is on p. 204. 5. Oh no! I don’t have any money! I can’t take the
bananas, a glass of juice, a can of soda, a piece of cake bus home.
TR: 6.2 2 Listen and say. Note: The reading What’s for Lunch is on p. 206.
a loaf of bread Can you buy me a loaf of bread? NOTES
a bottle of oil There’s a bottle of oil on the TR: 6.9 1 Note: The Extended Reading The
table. Gingerbread Man is on p. 218.
a bag of rice This bag of rice is very heavy!
a jar of olives This is a big jar of olives. Workbook
a box of cereal Let’s get a big box of cereal. TR: 6.1 1 Listen and write.
a bowl of sugar Where’s the bowl of sugar? 1. a bag of rice
a bunch of bananas Look at that big bunch 2. a piece of cake
of bananas.
3. a bowl of sugar
a glass of juice Can I have a glass of juice,
4. a bottle of oil
please?
5. a jar of olives
a can of soda I want a can of soda.
6. a can of soda
a piece of cake That piece of cake looks
delicious! 7. a bunch of bananas
8. a glass of juice
9. a box of cereal
Note: Lyrics for the song Let’s Go Shopping! are on 10. a loaf of bread
pp. 196–197.
TR: 6.2 1 Listen to the song. Look at the pictures.
TR: 6.4 Grammar 1 some and any
Read. Check the box when you hear the word.
Note: Lyrics for the song Let’s Go Shopping! are on
pp. 196–197.
money I need some money. TR: 6.3 2 Listen and write.
put away Put away the tomatoes! Note: Lyrics for the song Let’s Go Shopping! are on
a price Is that the price? That’s a lot. pp. 196–197.
compare It’s important to compare the prices when

TR: 6.4 1 Listen. Read and circle.
you shop.
1. S1: Is there any cake?
buy I buy strawberries at the market.
S2: No, there isn’t any.
TR: 6.6 9 Listen and stick. Work with a partner. 2. S1: Are there any bottles of oil?
1. When you go shopping, don’t forget your S2: Yes, there are some.
. 3. S1: Are there any pieces of cake?
2. If you have no money, you can’t S2: No, there aren’t any.
anything.
4. S1: Is there any cereal?
S2: Yes, there is some.

EXTENDED READING
EXTENDED READING 2 Read and match. You can match more than one.
BE THE EXPERT
The Gingerbread Man 1 Listen and read. TR: 6.9
Repetition in stories
Objectives
Students will
The Gingerbread Man Grandma • runs after the gingerbread man. Point out to students that the story of the
gingerbread man has a lot of sentences that are
Grandma makes a beautiful gingerbread man. “Mmmm. I’m hungry.
• learn about and contribute to a folktale. I want to eat you,” says Grandma. repeated, such as, Mmmm, I’m hungry!, I want
fox • is hungry. to eat you!, and Run, run as fast as you can. You
• understand characters’ actions in a story. The gingerbread man jumps up. He says, “You can’t eat me! Run,
run, as fast as you can. You can’t catch me, I’m the gingerbread man!” can’t catch me, I’m the gingerbread man.” Explain
Academic Language repetition, word-of-mouth Grandma is surprised! that folktales often have repeated words like this
Content Vocabulary catch, cookie, run, swim The gingerbread man runs out of the house. Grandma runs after him. coyote • makes a gingerbread man.
to make them easier to remember and tell to other
people. Repetition also establishes who characters
He runs to a forest. He sees a fox. “Mmmm. I’m hungry,”
Resource TR: 6.9 says the fox. “I want to eat you!” are and what their motivations are within the story.
Materials crayons, markers, paper plates, yarn The gingerbread man says, “You can’t eat me! Run, run, as fast as
or string, ingredients to make gingerbread you can. You can’t catch me. I’m the gingerbread man!”
turtle • takes the gingerbread man across the river. Folklore
(optional) He sees a coyote. “Mmmm. I’m hungry,” says Folklore is the collection of stories, songs, poems,
the coyote. I want to eat you!” The coyote runs and sayings within a culture that get passed
after the gingerbread man. 3 Read and check. Check T for True and F for False.
down from generation to generation. Folktales
The gingerbread man says, “You can’t eat me! 1. The gingerbread man is a cookie. ✔
T F are a type of longer-form folklore that often
Run, run, as fast as you can. You can’t catch me. include stories of ordinary things doing something
I’m the gingerbread man!” 2. The fox doesn’t want to eat the gingerbread man. T ✔
F
extraordinary. Because folklore comes from the
He runs to a river. He sees a turtle. “I’m not hungry. 3. The turtle helps the gingerbread man. ✔
T F “folk,” or the common people in rural areas,
I don’t want to eat you,” says the turtle.
folktales often tell the adventures of things such
“Oh, good!” says the gingerbread man. “I have to
people would be most familiar with: animals,
cross the river! Can you help me, please?” 4 Express yourself. Choose an activity.
dishes, cups, brooms, the woods, and so on.
“Yes, I can,” says the turtle. “Jump on my back.”
a. Write a short paragraph about what happens to the gingerbread
The gingerbread man jumps on the turtle’s back.
They swim across the river.
man next. ✔ Formative Assessment
b. Make masks and perform a play about the gingerbread man.
The gingerbread man jumps off the turtle’s back.
He says, “Thank you,” and runs away. c. Make or bake your own gingerbread man. Take photos. Share them Can students
with your class. • learn about and contribute to folklore?
“Run, run, as fast as you can. You can’t catch me.
I’m the gingerbread man!” Say Imagine Grandma has a granddaughter
that runs real fast. Tell the story of how the
granddaughter catches the gingerbread man.
• understand characters’ actions in a story?
Ask Who helped the gingerbread man? Why?
Present Practice Prepare

• Tell students they are going to listen to • 2 Ask a volunteer to read the list of actions on the right • 4 Students choose an activity related to the gingerbread • Critical thinking Play a game of
and read a folktale about a Gingerbread aloud. Explain to students that they are going to draw lines man. Give them time to decide which activity they want to do. telephone with the class. Whisper in
Man. Ask What is gingerbread? Do you like to match these actions to the characters. Tell them that some one student’s ear: The turtle ate the
gingerbread? actions match more than one character. Have students do the • Option 4a can be done individually or with a partner. Option gingerbread man. Have the student
task individually first by looking back at the reading. 4b should be done in groups of three to five. Option 4c should whisper this to the next student, and so
• Explain that a folktale is a kind of story that be done with a partner during class if you have access to an on through the classroom. Ask the last
is passed down from one generation to • 3 Say These sentences are about the characters in the story. oven; if not, it should be done at home as homework. student to say out loud what they heard.
the next, usually by word of mouth instead They are either true or false. Have students underline the word Say Folktales are passed down by telling
of in writing. Say Folktales tell stories of cookie in item 1. Say The word cookie is not in the story. Does • Distribute crayons, markers, paper plates, and ingredients to
make gingerbread men. a story to someone, and that person
normal people, animals, or objects that do that mean the sentence is false? Students may say yes. Ask telling someone else, and so on. Ask Was
surprising or amazing things. students to read the first paragraph of the reading. Ask What the sentence I whispered the same as the
• 1 Read together Play TR: 6.9 and
does the grandma do? (makes the gingerbread man) What Share sentence you heard? What does this mean
does she say? (“I want to eat you.”) What can you infer about about folktales that are passed down by
have students listen to the folktale of the the gingerbread man? (that he is a cookie) Is number 1 true or • Students share their paragraphs, plays, or finished gingerbread
Gingerbread Man with their books closed. cookies with the class. Paragraphs can be read aloud and plays speaking? Discuss ideas as a class.
false? (true)
Have them make a list of all the characters performed in front of the class.
they hear about (grandma, Gingerbread • Ask students to do items 2 and 3 individually.
Man, a fox, a coyote, a turtle). Then tell
students to open their books to page 110.
Play the audio again and ask students
to follow along as they listen. Encourage
them to write notes about what the
characters do.

REVIEW: UNITS 4–6 ReviewReview Finish Start BE THE EXPERT
Vocabulary Units 4–6
1 Answer the questions. You have
2:15 12 1 Teaching Tip
Grammar Units 4–6 Timed writing or speaking activities help students
three minutes to answer them all! practice thinking and speaking quickly in English.
Academic Language heads, tails
Time yourselves! Work with a partner. 2 Set a timer for review activities and let students
Resources Assessment: Units 4–6 Test; Workbook 11 know in advance how much time they will be
pp. 78–79, TR: R2.1; Grammar Workbook given. Tell students that it’s okay if they don’t get
pp. 28–29; Online Practice Why . . . ? Why . . . ? to every question, but have them try to answer
1. List three animals whose name begins with C.
Materials timer, stopwatch, or clock with a as quickly as possible. Giving language learners
second hand, coins, playing pieces (buttons, 2. Are there any potatoes? Yes, there are a Is . . . ? What . . . ? the chance to practice writing and speaking under
tokens, or other small, flat objects) 3 timed conditions helps them develop reading and
some/a few ! 10 writing fluency.
3. List three things you buy in bottles. What . . . ? Is . . . ?
4. What lives in a hive? bees

How . . . ? What . . . ?
5. Are there any bananas? No, there aren’t
9
any .
4
Is . . . ? Are . . . ?
6. Why does a giraffe have a long neck?

Why . . . ? How . . . ?
7.
A bowl of of cereal and a
jar of 8 5
of olives, please.
8. Spiders make webs .

7 6
9. List three things that are sweet. Tails. Why does a
10. 2 Play a game. Use a coin. Ask

camel have a hump?
How was the It was !
ice cream? and answer. Play with a partner.
Give the Units 4–6 Mastery Test. Hand out the test
Heads = 2 spaces, Tails = 1 space.
• Play the game Say Let’s play some • Say Let’s play a new game. Look at page 113. Read aloud the • Sentence frames If students need help thinking of questions • Modify If class time is limited, call on
games! Turn to page 112. Read aloud the directions and the speech bubble. Say Ask and answer questions and answers for the game on p. 113, write examples on the students to answer each question in the
instructions at the top of p. 112. Say This about the photos. Start each question with the word that’s next board: One to Ten! game verbally. Have students
game is called One to Ten! You and a to the photo. Have students read aloud each question word in play the game on p. 113 in small groups
partner will work together to answer ten the game. Then call on students to identify some of the objects Why does a have ? It has because . instead of pairs.
questions in three minutes. Then call on and actions in each photo.
What do taste like? They taste .
students to read aloud each of the ten
items. Tell students they can say the word • Model playing the game. Put a playing piece on Start. Flip a coin,
What does a look like? It looks .
blank if the item has a blank line to be and move the playing piece one or two spaces. Ask a question
about the photo you land on. For example, you might ask What Are there any ? No, there arent any.
filled in.
do the potato chips taste like? (They taste salty.) Then call on
How does sound? It sounds .
• Pair students and give partners a minute a student to flip the coin, move the playing piece, and ask you a
or so to review the questions. Students question using the word next to the photo. Is there any ? Yes, there is a little.
can answer items 1, 3, 4, 6, and 9 in their Yes, there is some.
• Pair students, and hand out coins and playing pieces. Say Now,
notebook. Set a timer or stopwatch for
you play. Remember to start each question with the word next How does feel? It feels .
three minutes. Once pairs are ready, say
to the photo. Take turns. Keep moving around the circle until
Go! and start the timer. When time is up,
you get to Finish. Observe pairs as they play to make sure
say Stop. Put down your pencils. Call on
they take turns and begin each question with the appropriate
pairs to read their answers aloud. Then
question word.
discuss with the class the answers to each
question.

In This Unit
Theme This unit is about exercising and
staying healthy.
Content Objective
Feeling Fit About the Photo
This photo shows John “Razor Sharp” Benson
climbing limestone rocks in Madagascar.
Madagascar is an island off the coast of Africa.
Students will
Benson’s nickname probably comes from the
• identify and discuss habits for staying healthy.
In this unit, I will . . . razor-sharp rocks he climbs. They are sharp
Language Objectives • name parts of the body.
enough to cut through skin, so climbers wear
Students will • talk about good and bad habits. gloves and boots to protect themselves. The
• name parts of the body. group of rocks is called a tsingy, which means
Check T for True and F for False. “where one cannot walk barefoot.”
1. He is climbing. ✔
T F The tsingy can be dangerous for humans, but it
• talk about good and bad habits.
2. He is using his hands is home to many animals. The top of the tsingy
Vocabulary and feet. ✔
T F is dry, like a desert, while the soil at the bottom
Vocabulary 1 a back, bend, a bone, a chest, collects water. Many animals have adapted to
3. He is wearing a blue shirt. T ✔
F
an elbow, fingers, a knee, a muscle, a shoulder, life in the tsingy. Lemurs, for one, have thick pads
a stomach, stretch, toes on their hands and feet to protect them from the
Vocabulary 2 eat fruit, eat junk food, tsingy’s sharp edges.
eat vegetables, get exercise, get rest
Teaching Tip
Grammar Give multiple examples when presenting a new
Grammar 1 Simple past: Yes / No questions concept or vocabulary word. For example, if
and short answers students struggle with the meaning of a new
Grammar 2 too and enough word such as healthy, continue to give examples
of healthy activities until they see a pattern.
Reading Take Care of Your Brain!
This will help them apply the new word to a
Writing Write about keeping fi t. variety of situations and contexts.
Value Keep fi t. Related Vocabulary
Project Make a Good Habits poster. Climbing the tsingy in Madagascar. Tsingy barefoot
means “Where you cannot walk barefoot.”
114 115

Objectives
• Say The name of our next unit is “Feeling Fit.” Feeling fi t means • Have students look at the photo on pp. 114–115. Ask Is this
Students will
we feel healthy and strong. Say Moving your body is one thing person healthy and fit? (yes) How do you know? (He’s climbing
you can do to be fit, or healthy and strong. Flex your arm rocks; he’s doing an outside activity.) In groups, have students
• evaluate the accuracy of statements. list as many things as they can name in the photo.
muscles to show strong. Ask What other things can you do to
Resources Video Sc. 1—Introduction; be healthy?
Graphic Organizer: Word web; Home-School • Ask questions to encourage discussion of the photo:
Connection Letter; Unit Opener Poster; • Set the stage Say I’ll tell you a story about two different What do you see in the photo? (a person and rocks)
Classroom Presentation Tool people. Say and act out After school, Dan sits on the sofa. What is the person doing? (climbing on rocks)
He watches all his favorite TV shows. He eats cookies and How does the person stay safe? (He’s careful; he wears
candy. Is Dan fit? (no) Say and act out After school, Tara plays gloves.)
Pacing Guides L3U7 soccer. She walks home with her friends. Then she eats fish and
vegetables for dinner. Is Tara fit? (yes) • Guide students through the activity on p. 114. Read each
statement aloud. Act out words or point to the photo to
• Brainstorm Draw a word web on the board. In the center, help students with vocabulary (rock-climbing, rocks, gloves).
write the words Being Fit. Group students. Have groups Have students stand for statements they think are true and
brainstorm ways to be fi t. Then, as a class, complete the word stay seated for statements they think are false. Discuss each
web on the board. Add ovals to the web as needed. statement. Then confirm the correct answer.

VOCABULARY 1
Students will
Nearly every culture has at least one type of
• identify parts of the body. 2 Listen and say. TR: 7.2 a muscle traditional dance that involves unique body
• name ways to move their bodies. movements for self-expression, storytelling, and
It’s important to take care
honoring the past. In the picture here, Cambodian
Vocabulary a chest, a stomach, an elbow, bend, of your body. Exercise and
good food help keep you dancers perform a traditional Khmer classical
a bone, a muscle, fingers, stretch, toes, a knee,
fit and healthy. dance called Apsara, which historically was used
a shoulder, a back
in courts to honor royalty.
Content Vocabulary exercise, fit, healthy a shoulder
Resources TR: 7.1–7.2; Flashcards 121–132; Sound Vocabulary Strategy

Cards 31, 41; Video Sc. 2—Vocabulary 1a, Sc. 3— Analogies Create analogies to help students
Vocabulary 1b; Activity Worksheet 7.1; Graphic fingers a chest connect ideas. For example, a finger is part of
an elbow a back
Organizer: Two-column chart; Workbook a hand. A toe is part of a foot. You can pose
pp. 80–81; Online Practice the following analogy: finger is to hand as
a stomach toes is to foot. Have students use the
Materials full-body photos of people engaged in connection between the words to complete the
physical activities analogy. (toe) Repeat with other connected
words: An elbow helps you bend your arm.
Khmer classical dance, A knee helps you bend your leg.
Siem Reap, Cambodia is to arm as knee is to leg.
stretch bend Teaching Tip

Whenever possible, incorporate activities involving
a knee movement during class. Breaking up periods of
3 Say, listen, and do.
seated work with physical activity will refresh and
energize students. It can also help students better
a bone remember what they learn.
Stretch your arms! OK. My turn.
116 Unit 7 117

• Activate prior knowledge Say Today • Say Open your books to pages 116 and 117. Ask How can we • 1 Say Now, we’ll read and listen to information about taking • Bend backward slightly. Ask What’s the
we’re going to learn some new words move? What can we do with our bodies? We can run. Run care of our bodies. Read the sentences and words on pages 116 word for what I’m doing? (bend) What
about our bodies. Ask What words do you in place. What else can we do? (walk, jump, climb) Act out and 117 as you listen. Play TR: 7.1. part of my body is bending? (your back)
know about your body? (arm, ear, eye, walking, jumping, and climbing. Point to the woman on p. 117. Stretch your arms upward. Ask What’s
foot, hair) List students’ responses on the Say The woman can bend her body. Have students repeat • Discuss the information in the paragraph on p. 116. Then ask the word for what I’m doing? (stretch)
board. the sentence. Ask Can you bend? Model bending and have questions such as: Bend both arms at the elbows and ask
students act it out. Point to the woman’s left leg on p. 117. What are some parts of the body we use to run? (legs, knees, When you put your arms like this, do you
• Draw a person or stick figure on the board. Say She can also stretch. She stretches her leg. She stretches toes, muscles) bend or stretch? (bend) If students answer
Call students to the board and have them her foot. Have students repeat. Ask Can you stretch? Model What parts do we use to throw a ball? (arm, elbow, fingers, incorrectly, review both terms.
use the list to draw and label parts of the stretching and have students stretch with you. shoulder, muscles)
body. To guide students, point to a part of • 2 Say Now we’ll hear words and
What part of the body does the food we eat go to?
your own body (arm, ear, eye, foot, hair) • Point to each labeled part of the body on pp. 116–117 and say sentences with those words. Repeat each
(stomach)
and ask What’s this? each word aloud. Have students repeat each word after you. word and sentence after you hear it. Play
Where do we put our hands to hear our heartbeats? (chest)
TR: 7.2. Have students repeat each word
• Preteach Say Now I’ll hold up some • Point to a part of your body and ask students to say the name. and sentence aloud.
photos. Point to the part of your body you Continue until students have named all the parts of the body
see in the photo. Hold up Flashcard 125 on pp. 116–117. Ask What do we use to walk? (toes, feet, knees,
(elbow). Say This is an elbow and point legs) What do we use to write? (fingers, hands)
to your elbow. Have the class repeat.
Continue with more Flashcards.

VOCABULARY 1 • Give students a few minutes to complete their charts. Prompt BE THE EXPERT
them with questions such as What parts of the body can you
stretch? What can you bend? How can you move your legs? The Sounds of English
Have them look at the pictures on pp. 116–117 for ideas. Comparing Sounds /oʊ/ and /u:/ English learners
a muscle
may confuse the sounds /oʊ/ (bone) and /u:/
It’s important to take care • Pair students. Have them take turns giving commands and (juice). For the /oʊ/ sound, you start with your
of your body. Exercise and
good food help keep you
moving. Call on partners to say and act out some movements tongue near the back of the mouth and your
fit and healthy. in front of the class. lips rounded. For the /u:/ sound, the lips are also
rounded but the tongue is touching the back
a shoulder teeth at the top of your mouth.
Extend Practice with Sound Cards 41 (ocean) and 31
(moon). Then have students alternate
fingers a chest • Act it out Act out a movement in front of the class (stretching
an elbow a back
pronouncing the words toe and two, blow
your arms). Ask What am I doing? Have students name both and blue.
toes
the movement (stretching) and the body parts involved (arms).
a stomach Example words: elbow, shoulder, bone; juice,
When a student answers the question correctly, have her come smooth, beautiful
to the front of the room and act out another movement.
Teaching Tip
Khmer classical dance,
Siem Reap, Cambodia
Wrap Up During highly active lessons, students may lose
their focus on the lesson’s content. Remind
stretch bend • Have students play a game of “Simon Says” using parts of the students that every time they act something out,
body and movements. Call out an action, such as Simon says, they should write or say words to describe what
a knee they are doing.
3 Say, listen, and do. “Bend your knees.” Have students perform the movement.
Work with a partner. Repeat with different movements. Remind students to only
a bone do the movement if they hear “Simon says.” If students do
an incorrect movement, or move when you don’t say “Simon
Stretch your arms! OK. My turn.
says,” have them sit down. When only one student is left
standing, replay the game.
116 Unit 7 117

Review
Recap
• Pair students. Write sentence frames on the • Draw a person or stick figure on the board. Say We wrote labels
board. I use my to . for some parts of the body. Now let’s use the new words we
I can stretch . Model sentences: learned to label other parts of the body. Have students come to
I use my muscles to lift things. I can stretch the board and label the drawing with the vocabulary words. To
my back. guide students, hold up Flashcards 121–132 and say What’s this?
Show me where this part of the body is. Write the name on the
• Have partners write about how they use
body part.
their bodies every day. If students need
help thinking of words, act out movements
and help them use the words. Call on pairs Apply
to share their sentences with the class.
• 3 Have students read the directions for Activity 3 on p. 117. Workbook and Online Practice
Model and act out the dialogue with a student. Say Tell your Vocabulary 1
Wrap Up partner how to move. Your partner is going to listen and move.
Then your partner will tell you how to move. ✔ Formative Assessment
• Have students stand in a circle. Write these
sentence frames on the board: I bend my • Explain to students that they will tell their partner what body Can students
. I stretch my . part to move, and how to move it. Have them organize their • identify parts of the body?
I move my . Act out bending ideas in a two-column chart. Say Think of some movements Hold up full-body photos of people engaging in
your elbow. Have a student describe what you can do. What body part do you move to do it? physical activities. Point to various parts of the
you’re doing, and then have students body on each photo, and have students say and
use the sentence frames on the board to Body part Movement write the name of each body part.
act out an activity: You bend your elbow. back stretch • name ways to move their bodies?
I stretch my arm. Have students continue Act out a movement such as bend or stretch.
taking turns, naming and performing their legs bend
Have students describe the movement, as well
movements. as the part of the body you move, orally or in
writing.

SONG
SONG BE THE EXPERT
Vocabulary 1 stretch, a back, a muscle, toes,
Before you begin a game or activity, review the
bend, a knee
instructions. If an activity involves speaking in
Grammar in the song front of the class, understanding instructions
Grammar 1 Simple past: Yes / No questions and will build students’ self-confidence. This will help
short answers them focus on producing language, rather than
figuring out what to do, while they take part in
Resources TR: 7.3; Flashcards 121, 122, 127, 128, 131, the activity.
132; Video Sc. 7—Song; Workbook p. 82, TR: 7.1;
Online Practice Related Vocabulary
roller-skating
Limbo skating, New Delhi, India
Let’s Move
We like to feel fit. Did you move your legs? Yes, I did! What did you do to be fit today? Don’t worry. Tomorrow is another day.
We like to have fun. Did you stretch your back? I did that a lot! What did you do to be strong? You can try again. It’s OK!
We like to play hard. Did you get enough sleep? Yes, I did! What did you do to be fit today?
We like to feel fit.
Let’s move now, everyone! Did you eat a healthy snack? Oops, I forgot! What did you do?
We like to have fun.
CHORUS Don’t worry. Tomorrow is another day. Did you stretch your muscles? Yes, I did! We like to play hard.
You can try again. It’s OK! Did you touch your toes? I did that a lot! Let’s dance now, everyone!
We want to feel healthy. Did you bend your knees? Yes, I did!
We want to feel fit. We like to feel fit. CHORUS
Did you wiggle your nose? No. I forgot!
Come on, everybody. We like to have fun.
Stand! Don’t sit! We like to play hard.
Let’s jump now, everyone!
What did you do to be fit today?
What did you do to be strong? CHORUS
What did you do to be fit today?
2 Act out an activity.
What did you do? Work with a group. Take turns.
118 Unit 7 119 Song

• Act it out Say We’re going to listen to • 1 Hand out Flashcards 121, 122, 127, 128, 131, 132 to different • Vocabulary 1 Have students perform actions from the song. (Did you stretch your back?) as she
a song called Let’s Move. How can you students. Play TR: 7.3. Have students with Flashcards hold them Provide support by asking Where’s your back? How do you performs the action. When the third verse
move? Show me. Have the class stand up as they hear the words named in the song (stretch, a back, stretch your back? Point to a muscle. Ask How do you stretch has been covered, play the seventh verse
and move in different ways. Then have a muscle, toes, bend, a knee). Have the rest of the class point your muscles? Where are your toes? Touch your toes. Where’s and continue the activity. Have students
students repeat after you as you say the to the words on pp. 116–117 as they hear them. your knee? Bend your knee. refer to the board for the questions and
first three lines of the song aloud: “We answers.
• Have students turn to pp. 118–119. Play TR: 7.3 again as students • Once students have performed all the actions, play the song.
like to feel fit. We like to have fun. We like
follow along in their books. Have students perform each action they hear. Pause the song • End of lesson Group students. Assign
to play hard.” When you say the fourth
as long as necessary to allow time for students to perform the groups the third or seventh verse. Have
line, “Let’s move now, everyone!,” have • 2 Put students in groups of three or four. Read aloud actions. groups replace the actions in their verse
students do their own movements. Ask the directions at the bottom of p. 119. Say Think of an with four new actions and write four new
How did you move? (jump, run, and so on) action and act it out for your group to guess. Remember • Grammar 1 Write the third verse (“Did you move …”) and sentences. Have groups present their new
to take turns. Allow time for group members to act out and the seventh verse (“Did you stretch …”) on the board. Stand in verses to the class, singing or chanting as
• Have students open their books to
guess activities. a circle with students. Play the third verse. Stop the audio and they act out the movements.
pp. 116–117 and look at the pictures. Point
ask the student to your right Did you move your legs? Act out
to a part of your body shown in the
moving your legs. Have the student answer. (Yes, I did!) That
Student’s Book, and have students say
student then asks the student on her right the next question
the name. Then bend or stretch and have
students say the name of the movement.
228 Unit 7 Song 229

GRAMMAR 1 2 Write. What about you? Complete the questions and answers.
Simple past: Yes / No questions and short answers TR: 7.4 1. Did you ride your bike yesterday? No, I didn’t.
Objective Our World in Context
Did you wash your hands? Yes, I did.
Students will Did you brush
Did you brush your teeth? No, I didn’t. 2. your teeth yesterday? Did you know that people who lived thousands
• ask and answer questions with did. Did he take a shower? Yes, he did. of years ago brushed their teeth? They didn’t use
3. Did you eat a snack yesterday?
Grammar Simple past: Yes / No questions and toothbrushes like we do today. Instead, they used
short answers 1 Read and look. Write answers. Did you “chew sticks” made of thin twigs. People would
4. make your bed today?
rub the sticks against their teeth.
Academic Language contraction, verb Did you play
5. soccer yesterday?
Resources TR: 7.4; Video Sc. 5—Grammar 1; Grammar in Depth
Did you wash
Graphic Organizer: Two-column chart; 6. your hands yesterday? Use this pattern to make a simple past yes/no
Workbook pp. 83–84, TR: 7.2–7.3; Did you watch question:
Grammar Workbook pp. 30–31; 7. TV yesterday?
did + subject + base form of verb
Online Practice Did you do Did you wash your hands?
8. your homework yesterday?
Material a ball or an eraser The verb form does not change. We use the base
form for all persons.
Did you/she/he/they eat dinner at 6:00?
3 Ask and answer questions. Use these words. Work in a group.
Unlike questions in the simple present, which can
do your homework eat salad go for a walk take do or does (Do you brush your teeth every
make your bed play basketball swim day? / Does she take a bath in the evening?)
simple past yes/no questions only take did:
Did you brush your teeth this morning?
1. Did he take a shower yesterday? No, he didn’t. Did she take a bath last night?
2. Did she brush her teeth? Yes, she did. Answer yes/no questions like this:
Did you go for a
Yes, she did.

walk yesterday? Yes, I did. / No, I didn’t.
3. Did she eat fruit?
4. Did he go for a walk? No, he didn’t.
5. Did he ride his bike? Yes, he did.

Yes, I did.
6. Did she make her bed? No, she didn’t.
120 Unit 7 121
Warm Up
• Activate prior knowledge Ask What • Preteach Point to each activity on the list and ask students • Ask a student if he did one of the things listed on the board • Write the following on the board:
do you do to get ready for school? (brush whether or not they performed that activity this morning. yesterday. Remind students that yesterday is in the past. Ask
my teeth, take a shower, eat breakfast, Ask, for example, (Xuan), did you (take a shower) this Did you (eat an apple) yesterday? On the board, write Yes, I did. I didn’t.
put on a coat) Write the activities that morning? (yes) Students should say yes for each circled activity I did. and No, I didn’t. If the student answers yes, mark an X
She did. She didn’t.
students name on the board. If students and no for each activity that is not circled. next to the phrase. Then, have the class repeat the question
have trouble naming an activity, have and the student’s answer. Continue asking students questions He did. He didn’t.
about what they did yesterday, having the class repeat each
them act it out and then remind them of
the word.
Present question and answer.
• Read each phrase aloud and have students
• Brainstorm Have students brainstorm a list of things people
• Set the stage Use the list on the board repeat it after you. Make a gesture that
do to stay healthy. Guide students by asking questions such as
to talk about daily routines. For example, What do we eat to be healthy and fit? How do we move to be
Practice means “yes” for “did” statements and
ask Today before school, did you take a a gesture that means “no” for “didn’t”
fit? How do we take care of our bodies? Write students’ ideas • Draw a short time line on the board labeled Yesterday, Today,
shower? Did you eat breakfast? Did you statements.
on the board. Make sure each phrase includes a verb. and Tomorrow. Circle Yesterday. Remind students that they
brush your teeth? On the board, circle will talk about the past. • Guide students through item 1. Read aloud
each activity they say that they did as you • Have students look at the grammar box on p. 120. Play TR: 7.4.
Did he take a shower yesterday? Ask Which
say it aloud. The list on the board should Act out the actions as you hear the questions. For example, • 1 Read aloud the direction line. Have students look at the six
picture shows take a shower? Have students
have some items circled and some items pretend to wash your hands. For answers, make positive or pictures on p. 120. Say These pictures show what boys and girls
point to the correct picture. Ask Is there a
that are not circled. negative gestures that students will recognize, such as nodding did or didn’t do yesterday. Explain that a line through a picture
line through the picture? (yes) Point out and
your head for yes and shaking your head for no. means the boy or girl didn’t do that action.
read the answer No, he didn’t.

GRAMMAR 1 2 Write. What about you? Complete the questions and answers. • Have a student read item 1 on p. 121 aloud. Then, draw BE THE EXPERT
Simple past: Yes / No questions and short answers TR: 7.4 1. Did you ride your bike yesterday? No, I didn’t. students’ attention to item 2. Ask What action goes with your
Did you wash your hands? Yes, I did. teeth? (brush) If students have trouble answering the question, Teaching Tip
Did you brush your teeth? No, I didn’t. 2. Did you brush your teeth yesterday?
act out brushing your teeth. Ask What words go on the first Leveling Don’t let limited vocabulary restrict
Did he take a shower? Yes, he did.
3. Did you eat a snack yesterday? blank line? (Did you brush) Tell students to write the words and students when they brainstorm ideas. If students
then fill in the answer to the question on the second blank line. have an idea but don’t know or can’t remember
1 Read and look. Write answers. Did you
4. make your bed today? the words to express it, ask them to act it out,
Have students complete items 3–8.
Did you play draw a picture, or use other words to describe it.
5. soccer yesterday?
• 3 Model the dialogue on p. 121 with a student. First, check Then help them remember or learn the words to
6. Did you wash your hands yesterday? describe their ideas.
that students understand all the words in the box. Call on
7. Did you watch TV yesterday? students to act out or draw a picture on the board to describe
Did you do each activity.
8. your homework yesterday?
• Place students in pairs. Have students take turns asking and

answering questions. Students should put a check mark next to
3 Ask and answer questions. Use these words. Work in a group. activities their partner did yesterday.
do your homework eat salad go for a walk
• Expand Combine pairs to make groups of four. Have students
make your bed play basketball swim
ask one another about what their partners did yesterday. Give
examples. Did Miguel make his bed yesterday? Yes, he did. Did
1. Did he take a shower yesterday? No, he didn’t.
Rita eat salad yesterday? No, she didn’t.
2. Did she brush her teeth? Yes, she did.
Did you go for a
Extend
walk yesterday?
3. Did she eat fruit? Yes, she did.
No, he didn’t.
4. Did he go for a walk? • Pair students and hand out a two-column chart to each
5. Did he ride his bike? Yes, he did. partner. Have students label the left column Questions and
Yes, I did.
No, she didn’t.
the right column Answers. Tell students to interview each
6. Did she make her bed?
other about what they did to be healthy last week. Say
Write questions in the left column. They should start with
120 Unit 7 121 “Did you …?” Remember to ask about activities that help you
stay fit and healthy. Each student should write a few questions
about healthy habits. Give an example as shown below.
Recap
• Have students complete items 2–6, • Call a student to the front of the room to act out something he Questions Answers
and review the correct answers with the did to be healthy. Write on the board I did and I didn’t. Model
class. Circulate around the room, pointing asking the student questions to guess the action, for example, Did you walk to
Yes, I did.
to pictures in the Student’s Book and asking Did you (walk to school)? The student should answer either school yesterday?
individual students Did the girl Yes, I did or No, I didn’t. Call on other students to act out and
yesterday? If students struggle to answer, guess healthy activities. When a student guesses the action
review the information in the grammar box. correctly, she then takes a turn acting out a healthy activity. • Students should take turns asking one another questions.
When pairs finish, have them present to the class. Each student
Wrap Up Apply should tell a short story about what his partner did to be
healthy last week.
• Hand out copies of the two-column chart • 2 Say Now you’ll ask and answer questions about what you
graphic organizer. Have students label the did yesterday. Write the following words on the board.
columns I did and I didn’t. Ask students Wrap Up
to think about things they like to do. (ride take a snack • Have students stand in a circle. Hold a ball or eraser to toss.
a bike, eat carrots) Have them call out Start by asking a question, such as Did you go for a walk
activities, such as ride a bike or eat carrots. play a shower
today? Toss the object to a student in the circle. Have the
Write the activities on the board. Ask Did wash soccer student answer “Yes, I did” or “No, I didn’t,” toss the ball to Workbook and Online Practice
you (ride a bike) yesterday? Then have another student, and ask that student a new question. Have Grammar 1
have your hands
students fill in their charts. Say Remember, students continue tossing the ball around the circle, asking and
if you did not do an activity, write it in the answering questions. ✔ Formative Assessment
I didn’t column. Pair students and have • Have students come to the board and draw a line connecting
partners compare charts. words that go together (have a snack, take a shower, play Can students
soccer, wash your hands). Have them read each connected • ask and answer questions with did?
phrase aloud. Have partners ask and answer questions about
activities they did last week. Then have students
share their dialogues with the class.

VOCABULARY 2
• Say Open your books to page 122. Point to each picture and say Our World in Context
Students will each phrase aloud. Have students repeat after you. No matter where you live, it’s important to stay
• identify and use phrases related to good and healthy. Eating fruit is one way to do that.
bad health habits. • 1 Say Now you’ll hear words, and sentences with those
The watermelon is a sweet fruit that is eaten
Vocabulary get exercise, eat junk food, words. Repeat each word and sentence after you hear it. raw. It varies in size, color, and shape. Small
eat vegetables, get rest, eat fruit Play TR: 7.5. watermelons can weigh as little as 1 kilogram
eat junk food eat vegetables (2.2 pounds), while large watermelons can weigh
Content Vocabulary every day • Have students look at item 1. Say Look at the second sentence more than 20 kilograms (44 pounds).
Resources TR: 7.5; Flashcards 133–137; first. Read the sentence aloud. Ask What are apples, mangoes, The sweet flesh can be red, white, yellow, or
Video Sc. 4—Vocabulary 2; Activity and grapes? (fruit) What do we write on the blank line? orange. The outside rind can be spotted or
Worksheet 7.2; Workbook p. 85; (eat fruit) striped. People have been enjoying watermelons
Online Practice for more than 4,000 years! Pictures of this healthy
get exercise
• Have students complete items 2–5. Call on students to share fruit were drawn by ancient Egyptians.
get rest eat fruit their answers with the class. Then review the correct answers.
Say I eat fruit every day after school. Then I get exercise. Teaching Tip
1. I eat fruit every day. I like apples, mangoes, and grapes!
Which words tell what I do to stay healthy? (eat fruit, get Encourage students to be active listeners when
2. I get exercise every day. I play soccer and go swimming. exercise) they work in pairs or groups. As classmates speak,
have students take notes or make check marks if
3. I eat vegetables every day. I love carrots, beans, and potatoes. appropriate. Pause at various points in an activity
4. I get rest every day. I relax after exercise, and I sleep at night!
Apply and ask students to repeat what their partners
just said.
• 2 Say Let’s do a sticker activity. Pair students. Have them talk
5. I eat junk food sometimes. I like to eat potato chips and drink soda!
with their partners about what each sticker shows. Then say Related Vocabulary
2 Stick in order (1 = most important). Work with a partner. Look at your stickers. They are about being healthy. What is French fries, watermelon
Talk about what you think is important. most important to you? Put that sticker as number one.
My number one is exercise. It’s My number one is fruit. I think • Point out the dialogue on p. 122, and model the dialogue with
very important to get exercise. it’s important to eat fruit.
a student. Say Your numbers don’t have to be the same as your
partner’s. Something can be more important to you than to
1 2 3 4 5
your partner. When you finish, compare stickers.
• Have students ask each other questions about their choices

122 Unit 7 using why and answer using because. Model by saying Why did
you put get exercise first? I put get exercise first because you
need strong muscles to be fit.
Warm Up
• Recycle Say Everybody stand up. What • Hold up Flashcard 136 (get exercise) so all students can see it. Extend
ways can you move your body? Show me. Ask What are the children doing? (running) Why do you think
they’re running? (They’re in a race or playing a game.) Say • Have students write about healthy and unhealthy habits.
Have students move in different ways. Ask
Running is exercise. When you move, you exercise. Assign half the class healthy and the other half not healthy.
What two ways to move your body did we
Have partners write a story about what they do every day.
learn? (bend and stretch) Have students
• Give examples Say Everyone stand up. Let’s run in place. Healthy pairs describe healthy activities, and not healthy pairs
bend and stretch.
Run in place with students. Say We’re getting exercise! Dance describe not healthy activities. Before they write, students
• Preteach Say Moving your body helps and have students copy your movements. Say Dancing is should make a word web to brainstorm ideas.
you stay fit and strong. Flex your arm exercise, too! Jump in place. Say Jumping is exercise, too!
Divide students into groups. Have each group choose a type • Call on pairs to share their completed story with the class.
muscle to show strong. Say When you’re
fit, you can do activities. I like to play of exercise and act it out for the class.
basketball. Act out dribbling and shooting
• Explain Say Getting exercise helps you to be healthy.
Wrap Up
a basketball. Ask What’s your favorite Workbook and Online Practice
You need to eat good foods, too. What healthy foods • Place Flashcards 133–137 facedown. Have a student select
activity? Have students act out their Vocabulary 2
do you know? (apples, oranges, carrots) List responses on a card. Let him choose to draw, give clues, or act it out for
favorite physical activity.
the board. the class. When a student guesses correctly, she chooses the
next card.
Present Can students
• Say Moving your body keeps it healthy. Review • identify and use phrases related to good and
Now we’ll talk about other ways to keep bad health habits?
your body healthy. Hold up Flashcards 133–137 one at a time.
Worksheet 7.2. Call on students to name the activity and
say whether it’s healthy or not healthy.

GRAMMAR 2
GRAMMAR 2 Apply BE THE EXPERT
Objective too and enough TR: 7.6
• 2 Read aloud the activity directions. Pair students and have Grammar in Depth
Students will I don’t watch too much TV. I think I get enough exercise.
I drink enough water. I don’t eat too much junk food. partners cut out the cards and put them facedown in a pile. Use too much or too many before a noun to say
• talk about healthy and unhealthy habits using Say Choose a card. Then flip a coin. For heads, use the photo that you have more than you want or need of
enough and too. something:
1 Read and make true sentences about you. on the card to talk about something that’s good for you. You
Grammar too and enough Underline the words and complete the sentences. get one point. For tails, use the photo to talk about something There are too many people in this room.
that’s bad for you. You get no points. (The room is very small. It’s very crowded.)
Resources TR: 7.6; Flashcards 136, 137; enough too many too much
Video Sc. 6—Grammar 2; Graphic Organizer: We use too much with noncount nouns and
Two-column chart; Activity Worksheet 7.3; • Model the dialogue on p. 123 with a student. Then demonstrate too many before count nouns:
1. I drink / don’t drink soda.
Workbook p. 86–87, Grammar Workbook the game. Choose a card and show it to the class. Flip a coin noncount noun: I eat too much sugar.
pp. 32–33; Online Practice 2. I get / don’t get exercise. to tails. Say Tails. I (eat too much junk food). No points for me. count noun: I eat too many chips.
Materials coins Have a student choose a card and show it to the class. Flip the Use enough before both count and noncount
3. I drink / don’t drink water.
coin to heads and say Heads. The student uses the photo to say nouns to say that you have the right amount of
4. I eat / don’t eat chips. a sentence about a healthy habit, for example, I (eat enough something:
vegetables). Say You get one point. Put a mark on the board to noncount noun: Don’t worry. We have enough
5. I watch / don’t watch TV.
show a point. Then have the student return to her seat. time.
6. I get / don’t get sleep.
count noun: We have enough tomatoes for the
• Give a coin to each pair. Have partners place the pile of
salad.
2 Play a game. Cut out the facedown cards between them. Say Now play the game. Count
Heads = Tails = Enough + noun = the necessary amount of
cards in the back of the book. the number of points you get for healthy activities. The person
good bad something
Choose a card and flip a coin.
for you for you
with more points wins. Not enough + noun = less than the necessary
Play with a partner. amount of something
Extend I’m worried! We don’t have enough time.
Sentences 1–3 describe not having the right
• Hand out copies of the two-column chart graphic organizer
amount of something.
and draw one on the board. Have students list in the chart
Sentence 4 describes having the right amount.
things they don’t do enough of and things they do too
much of. 1. I eat too much sugar.
Tails. I watch too much TV.
Heads. I get enough sleep. 2. I eat too many chips.
No points for me! Your turn.
One point for me! Not enough Too much/too many
3. I don’t get enough sleep.
I don’t eat enough I watch too much TV. 4. I get enough exercise.
123 vegetables. I can play outside.
Teaching Tip
• Say I can do things to get healthy. What can I do? Next to Classroom Management Maintain order in the
Warm Up I watch too much TV, write I can play outside. Then have classroom when students play games in pairs or
students write what they can do to get healthy next to each groups. Before beginning, make sure all students
• Build background Hold up • Point out the grammar box on p. 123. Play TR: 7.6. Have
sentence in their charts. understand the directions. Then walk through
Flashcard 136 (get exercise). Say I get students read each sentence aloud. Ask What word do the first few turns of the game as a class. Have
exercise. I usually run every day. Act out you use to talk about something you do as much of as you everyone flip coins, pick cards, or complete the
running. How do you get exercise? Show should? (enough) What word can you use to talk about Wrap Up first step of the game together. Doing activities
me. Have students act out ways that they something you do more of than you should? (too) Ask in separate groups but at the same time helps
students to tell you one activity they do enough of, and • Name things you can do that are healthy or unhealthy, such as students stay on task.
exercise.
one activity they do too much of. I get enough sleep. I eat too much junk food. I watch too
• Hold up Flashcard 137 (get rest). Say I try to much TV. I eat enough fruit. For each statement, have students
get lots of sleep. But sometimes I stay up say healthy if it’s healthy and unhealthy if it’s unhealthy.
late. Pretend to yawn. Say Then I’m tired in Practice Repeat the activity, this time asking students to stand for a true
the morning. • 1 Read the activity directions aloud. Say Think about what statement and stay seated for an untrue statement.
you do every day. Underline the words that make the sentence
Present true about you. Review Workbook and Online Practice
Grammar 2
• Explain Write enough on the board. Say • For additional practice, direct students to Activity
To talk about how much you do something, Worksheet 7.3. ✔ Formative Assessment
you can use enough. Enough tells that you
do as much of something as you should. I Can students
get a lot of sleep. “I get enough sleep.” Say • talk about healthy and unhealthy habits using
To say that you do more of something than enough and too?
you should, you can use too. You can say “I Write junk food, water, and exercise on the
eat too much junk food.” board. Have students use either enough or too
to write two sentences for each item.

READING 2 Read and underline.
1. Exercise is good / bad for your body and brain.
Objectives 1 Listen and read. TR: 7.7 About the Photos
Students will 2. If you exercise for ten hours / minutes a day, your brain will feel better.
The big photo shows a forest path in the Vosges,
• compare the effect of exercise on the body
and the brain. Take Care 3. You have to be outdoors / indoors to take a forest bath. a low-altitude mountain range in eastern
!
France. The small photo shows a 12-year-old girl
of Your
4. Your body can feel better for 45 minutes after you laugh / exercise out loud.
• talk about kinds of exercise they like. navigating an obstacle course high in the trees.
5. It’s important to watch TV / exercise every day.
BRAIN
• discuss main idea and details.
Reading Strategy Identify Main Idea and Details 3 Write. Why is exercise good for…
Scientists are developing technology that can help
Academic Language detail, main idea, reason We all know that it’s important to exercise, but we your body? your brain?
people who can’t move their arms, legs, or other
don’t always want to do it. Some people think that body parts because of injury or disease. When a
Content Vocabulary brain, follow exercising every day is too hard, or that it takes too long. person who can’t move a body part thinks about
Resources TR: 7.7; Graphic Organizers: They think they don’t have time to exercise every day. performing a specific action with that body part,
Venn diagram; Two-column chart; special machines and implanted computer chips
Well, here’s some good news! If you exercise for only translate the thought into an actual movement of
ten minutes a day, your body and your brain will feel
the paralyzed or prosthetic body part.
Materials colored pencils or markers, better! In fact, some scientists believe that ten minutes of
poster paper exercise every day can make you think faster and smarter!
A “gelotologist” is a
Exercise isn’t the only thing that’s good for your person who studies the
brain. Scientists believe that spending time outside is effects of laughter on
also great for your brain and your body. They know that the human body! 4 Ask and answer. Work with a
your brain relaxes when you’re outdoors in a natural partner. Do you like to exercise?
place like a forest. Some scientists think people should
What do you like to do?
take a “forest bath,” or spend time in an outdoor place,
whenever they can.
I like to exercise!
Even laughing is good for your brain! When you laugh, Me, too! I like to jump
especially if you laugh out loud, your brain gets more rope and play outdoors.
blood than when you’re sad! Your whole body can feel
better for up to 45 minutes after a good laugh!
Think about it. Are you taking good care of your

brain? Do you get enough exercise? Do you spend
enough time outdoors? Do you laugh enough?
124 Unit 7 125

Paragraph 1: What reasons do people give for not exercising?
• Activate prior knowledge Draw a • Have students look at the photos on p. 124. Ask What do you • 2 Call on students to read items 1–5
Paragraph 2: How much exercise a day helps the body and
T-chart on the board. On the left write see in the big photo? (a path in the woods) Ask Do you like to of Activity 2 aloud. Students should skip
the brain?
the heading Activities. Ask What physical walk in the woods? the answer choices as they read, pausing
Paragraph 4: How does laughing affect your brain?
activities did you do in the past week? instead. Check that students understand
Pause to get students’ responses. Tell • 1 Read together Call on a student to read the title on p. 124 • Personalize a text Have students reread paragraph 3. all of the vocabulary in the sentences.
students that physical activity does not aloud. Say We usually hear that it’s important to take care of Ask Do you feel more relaxed when you’re outside than when
need to be a sport but anything that our bodies. Think about the title. How do we take care of our you’re inside? Explain your answer. • Have students underline the correct
involves movement. Write the activities brain? (reading, learning, remembering) Look at the smaller answers for items 1–5 without looking
photo on page 124. How is the girl taking care of her brain? • Draw students’ attention to the “Weird but True” feature on at the reading. When they finish, place
that students mention.
p. 124. Have a student read it aloud. Ask Would you want to students in pairs. Have them check their
• Then write the heading Time on the right • Play TR: 7.7 and have students read along. After they finish, be a gelotologist? How do you think a gelotologist studies answers with a partner.
of the chart. Ask students How long did revisit the question How do we take care of our brain? laughter?
you do these activities? Tell students to • Expand Ask students questions about
• Have students read the text aloud as a class. Pause at the end • Have students think about their experiences to agree or the answer choices that are not correct,
estimate the amount of time in minutes of each paragraph to check for comprehension. Ask questions disagree with the reading. Ask questions such as Do you spend for example, What is bad for the body
that they were active. Write the times next such as: a lot of time outside? Do you notice a difference in your body and brain? Point to it in the photo on
to each activity. Say We will learn how
or in the way you think when you’re outside? Does it feel good p. 124. Then discuss another answer
much activity is good for your body and
to laugh? How do exercise and laughter compare to studying choice. Say You can’t be indoors to take
your brain.
and learning for the health of your brain? a “forest bath.”

READING 2 Read and underline.
1. Exercise is good / bad for your body and brain.
2. If you exercise for ten hours / minutes a day, your brain will feel better. • Say The main idea is the most important thing in a text. Details Reading Strategy
Take Care 3. You have to be outdoors / indoors to take a forest bath.

give more information about the main idea. Details help Identify Main Idea and Details Make sure
support or prove the idea. Use a two-column chart to have students understand that the main idea of a
of Your
!
4. Your body can feel better for 45 minutes after you laugh / exercise out loud.
students think about the main idea and details in Take Care of text is a summary of the most important point.
5. It’s important to watch TV / exercise every day.
Your Brain! Have students work in small groups to find details Sometimes, a main idea is a statement or an
BRAIN 3 Write. Why is exercise good for… or reasons that support a main idea.
opinion. A main idea might promote one side of
an issue or state that something is good or bad.
Details can explain why or how. Details might be
We all know that it’s important to exercise, but we your body? your brain? • Decide on the main idea as a class. Say What is the reading
don’t always want to do it. Some people think that reasons or descriptions of how something works.
exercising every day is too hard, or that it takes too long.
about? Tell what it’s about in one sentence. Write multiple
They think they don’t have time to exercise every day. ideas on the board. Vote on the best one or two ideas as a Teaching Tip
class. Then complete the two-column chart as a class. Have Having students read aloud helps them practice
Well, here’s some good news! If you exercise for only
ten minutes a day, your body and your brain will feel students make their own copies of the chart. pronouncing words without having to use their
better! In fact, some scientists believe that ten minutes of own language. However, some students may not
exercise every day can make you think faster and smarter! Main Idea Details/Reasons comprehend a text as they read aloud because
A “gelotologist” is a
Exercise isn’t the only thing that’s good for your person who studies the Exercise and laughter Ten minutes of exercise a day helps they’re too focused on the sounds. Have students
brain. Scientists believe that spending time outside is effects of laughter on
are good for your your body and your brain feel better. reread silently after reading aloud to help their
also great for your brain and your body. They know that the human body! 4 Ask and answer. Work with a comprehension.
your brain relaxes when you’re outdoors in a natural partner. Do you like to exercise? brain.
place like a forest. Some scientists think people should
Being outside relaxes the brain, and
What do you like to do? some scientists recommend a “forest
take a “forest bath,” or spend time in an outdoor place,
whenever they can.
I like to exercise!
bath.”
Even laughing is good for your brain! When you laugh, Me, too! I like to jump
Laughing helps your brain get more
especially if you laugh out loud, your brain gets more rope and play outdoors.
blood than when you’re sad! Your whole body can feel
blood and makes your whole body feel
better for up to 45 minutes after a good laugh! better.
Think about it. Are you taking good care of your

brain? Do you get enough exercise? Do you spend • Combine groups and have students add other details and
enough time outdoors? Do you laugh enough? reasons to their charts.
124 Unit 7 125 • Say I think exercise and laughter help you feel better. But they
have more benefits to your body than your brain. Draw a new
OW2e_SB_3_31995_114-129_U07_PPDF.indd 124 2/11/19 1:23 PM OW2e_SB_3_31995_114-129_U07_PPDF.indd 125 2/11/19 1:23 PM two-column chart on the board and write this main idea in the
Wrap Up Apply left column: Exercise and laughter are better for your body
than your brain. Ask What evidence is there that exercise and
• Return to the T-chart you made at the • 3 Read the direction line and the chart headings aloud. Say laughter are good for your body? Use students’ responses to fill
beginning of the lesson. Say You learned You will complete the sentence in the direction line with words in the right side of the chart with details and reasons.
how exercising for only ten minutes a from the reading. Put students into pairs. Have partners decide
day can make your body and your brain who is going to look for information in the reading about your
feel better. Ask volunteers to come to the body and who is going to look for information about your Wrap Up
board and circle activities that students brain. Students complete their half of the chart individually, • Have students make an advertisement that shows the health
did for more than ten minutes. Ask Which then exchange answers with their partner. benefi ts of being outside. Put students in groups. Say Pretend
activities can you start doing today to help you want to tell your parents why you need to play outside
your body and your brain? • 4 Have the same pairs of students read the directions for Workbook and Online Practice
Activity 4. Model the dialogue with a student. Say Talk with more. Make a poster to show how being outdoors can be good
Reading
your partner about exercising. Tell about the kinds of exercise for you. Give students key words to use, such as exercise, think,
Recap you do and how it helps your body and your brain. Do you and and relax. Have students share their posters with the class. ✔ Formative Assessment
• Ask Why do some people think you have your partner think exercise is a good way to keep your brain
healthy? Tell why or why not. Can students
to exercise a long time to be healthy? (It
takes a long time to lose weight. It takes • compare the effect of exercise on the body and
the brain?
a long time to train for sporting events.)
Have students describe the benefi ts of exercise
Why is spending ten minutes outside good
on the body and the brain.
for your brain? List students’ responses on
the board. • talk about kinds of exercise they like?
Have students talk about their favorite physical
activities.
• discuss the main idea and details?
Ask students to summarize the reading in one
or two sentences. Then ask questions using why
and how. Have students use details in the text
to answer.

WRITING VALUE
WRITING VALUE
Writing Write about keeping fi t. 1 Read. Read about Daniel’s favorite way to keep fit.
He uses because to explain why he likes swimming.
Keep fit. Value Keep fi t.
Take care of your body.
Exercise.
• use because to explain reasons. Swim to Keep Fit! • read about health-related values and
• write a paragraph about keeping fi t. activities.
Swimming is my favorite way to keep
fit. It’s great exercise and a lot of fun, • talk about the kind of exercise they do.
Academic Language reasons
too! I like it because you move all of your Resource Value Poster
Resources Workbook p. 90; Online Practice body. You use your arms, your shoulders,
Materials colored pencils or markers your legs—and all your muscles.
Another reason I like it is because
you can swim inside or outside. In winter
I go to the swimming pool. In summer
I sometimes swim in the sea. I like
that because it feels different. I like to BE THE EXPERT
swim in races, too. But my favorite thing
is to splash water and have fun with Teaching Tip
my friends!
Students may have trouble answering general
questions such as Why do you like soccer? Guide
their responses with more specific questions, such
Workbook and Online Practice as How do you feel when you play soccer? Do you
2 Write. Do you keep fit? What exercise or sport
Writing play with a team? This helps students analyze
do you like? Why? why they like something and encourages them to
✔ Formative Assessment give more detailed responses.
3 Share your writing. Work in a small group. Related Vocabulary climb, rock
Can students Listen and fill the chart.
• use because to explain reasons?
Ask students why they like a favorite sport. Name Activity Why
Provide the sentence frame I like
because . Think. Pair. Share.
• write a paragraph about keeping fi t? Do you exercise? Central Park, New York City, USA
Check that students’ paragraphs use complete What do you like to do?
sentences and give relevant details. 126 Unit 7 127
Present Write Share

• Brainstorm Say Let’s talk about how we • 1 Say Today we’ll read and write about favorite ways to • 3 Have students read the directions for Activity 3. Point Pair
keep fit. Who plays a sport? Raise your keep fit. Point out the student model on p. 126 and read it aloud. out the chart on p. 126, and have a student read the chart
• Have students look at the picture.
hand. Ask students with raised hands what headings aloud. Then place students into groups of three.
• Ask What is Daniel’s favorite way to keep fit? (swimming) Ask What is the girl doing? (climbing a
sports they play. List these sports on the
Why does he like swimming? Explain that to find out why, • Have students share their pictures from the Present activity. rock) Is climbing good exercise? (yes)
board. Point to a sport and ask What parts
of your body do you use to play this sport? students should look for the word because. Have students Say First, show your drawing to your group. Then take turns
• Put students in pairs. Have them ask and
Why do you like to play (soccer)? Choose underline where Daniel uses because. Help them list his reading your writing aloud. Listen carefully when someone is
answer the questions at the bottom of the
more sports and repeat. reasons. reading. After she finishes, fill in the chart. Remind students to
page. Students should write notes or draw
listen for the word because to list reasons under why.
• 2 Say Now write about your favorite way to keep fit. pictures of their partner’s answers.
• Say Playing sports isn’t the only way to
keep fit. Who likes to walk? Raise your Write at least two reasons why you like it.
hand. Who likes to dance? Have students
Value Share
• Have students use their reasons to write a paragraph about
think about their favorite way to keep fi t. Think • Have students take turns sharing their
their favorite activity. Remind students to use because to
Say Draw a picture of yourself doing your partner’s answers to the questions aloud.
explain why they like the activity. On the board, write the • Have students read the value statement on p. 127 aloud. (Keep
favorite activity. Have students draw and Encourage the rest of the class to listen
sentence frames I like because . It’s fun fit.) Ask What is the difference between getting fi t and keeping
label pictures of themselves doing favorite carefully. After everyone shares, ask What
because . fi t? Allow students to share their ideas aloud.
activities. Display students’ drawings in do we do to keep fit? Make a list on the
the classroom. board. Put checks next to activities that
• Have a student read the sentences under the value statement.
are repeated. What kind of exercise is most
Ask What are some examples of exercise?
popular?

PROJECT
Objectives Make a poster. Work in a group.
Make a Good Habits poster. name parts of the body. Teaching Tip
Students will
talk about the past. When groups present to the class, make sure
• brainstorm ideas about good habits. no single group member does all of the talking.
1 2 talk about good and
• create a poster. Before groups present, have them decide what
bad habits.
• share information with a group. each member will say. Groups might decide to
• complete the Unit 7 Quiz. take turns based on categories or topics. They
might choose to take turns saying sentences.
Content Vocabulary stay clean, keep safe Encourage students to practice their presentations
before they speak to the class.
Resources Assessment: Unit 7 Quiz;
Flashcards 121–137; Activity Worksheet 7.4
Project Rubric
Materials glue, markers, old magazines, ü Did students include information about good
poster board or paper, scissors habits on their poster?
We think it’s important to sleep ü Did students include appropriate images on

Make four sections on your paper. Write the headings: Keep fit, Stay eight hours every night. their poster?
clean, Eat good food, Keep safe. ü Did students use unit vocabulary on the
poster?
3 4 ü Did students share their posters with the class?
Write sentences, and draw or cut Sign your name.

out pictures.
128 Unit 7 129
Prepare Share
• Have students stand in a circle. Ask What • Give out materials to each group. Guide students in dividing • Have students share their posters with the class. Then
can we do to be healthy and fit? Name an their posters into four sections. Make sure they leave space display the posters in the classroom. Encourage discussion
activity and act it out. I brush my teeth. for a title. Have students write the title Good Habits and then and comparison between the posters. Ask What are some
Have the class repeat the action. Go label each section with a category from the board. important habits to have? Why are they important?
around the circle, having students say and
• Say Now, think about what you can put in each box. On a • Modify To simplify the project, brainstorm ideas for each
act out activities. Prompt students if they
sheet of paper, write sentences about each kind of good habit. category as a class. Write all the ideas on the board. Have Now I Can
have trouble. Ask What can you eat to be
Read your sentences and make any changes. Then write the groups decide which ideas they think are the most important
fit? How can you move to stay fit? Ask questions such as the following:
sentences on the poster where they belong. Draw or cut out and include those on their poster.
• What parts of the body do we use to run?
• Say Today, you’re going to make posters and paste pictures to show what you wrote about in your
What parts do we use to throw a ball?
about good habits. Good habits keep sentences. Remember to sign your names at the bottom of
you healthy, safe, clean, and fit. Group the poster. Review • Did you eat breakfast this morning? Did you ride
your bike last week?
students. On the board, write Keep fit, Stay • For additional practice, direct students to Activity • What are some healthy and unhealthy habits
• Make sure students’ posters include both words and pictures.
clean, Eat good food, and Keep safe. Worksheet 7.4. that you have?
Check that words and illustrations match.

Unit Review
go over the instructions with the students.
The quiz should take 15–20 minutes.

VIDEO UNIT 7 READER
Vocabulary 1a a muscle, a bone, stretch, bend, Text Type fable
Tortoise
TORTOISE AND HARE’S RACE
a shoulder, a back Tortoise exercises and eats well. Hare is lazy and eats lots
of junk food. Still, Hare thinks he is faster than Tortoise, and
and
Reading Strategy Make Connections to Personal
Hare’s
challenges him to a race. Who will win the race?
Vocabulary 1b a knee, an elbow, fingers, toes, a stomach, Created by National Geographic Learning, the Our World readers are six levels of original stories,
Experience
a chest folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and
Vocabulary a bone, eat junk food, get exercise,

Race
Vocabulary 2 eat vegetables, eat fruit, eat junk food, LEVEL 3 READERS
Caring for Elephant Orphans Anansi’s Big Dinner a muscle

get exercise, get rest
Country Mouse Visits City Mouse Based on an Aesop’s Fable
Grammar Simple past: Yes / No questions and

Based on an Aesop’s Fable by Zoe McLoughlin
Grammar 1 Simple past: Yes / No questions and short

The Four Blind Men
A Folktale from India

Coyote’s Weekend
Based on Coyote Maya Folktales short answers; too and enough
answers A Folktale from Indonesia
Resources Video Sc: 9—Story Time;

Grammar 2 too and enough Graphic Organizer: Three-column chart
Song Let’s Move
Summary Tortoise exercises and eats
Viewing how people and animals move
well. Hare is lazy and eats lots of junk

food. Hare thinks he’s faster than

Story Time Tortoise and Hare’s Race

Zoom In Tortoise and challenges him to a race.

Resources Video Sc. 1–10; World Map; Graphic Organizer: Who will win the race?
4-by-4 matrix Vocabulary BE THE EXPERT
• Play Scenes 2–4, stopping at each image in the frame. Reading Strategy
Have students identify the vocabulary term and, if Before You Read Make Connections to Personal Experience
applicable, act out the activity.
Before You Watch • Activate prior knowledge Ask students questions to get Personal experience can include both what
them thinking about the story. Say Do you run in races or play students have done and what they’ve learned
• Play the video introduction. Say This video is about
Grammar
about a topic. Making connections to their own
sports? How do you get ready? Talk about what you do.
keeping fit. Ask What does it mean to keep fit? (to • Pause on the first frame of Scene 5: Grammar 1. lives can help students better understand a story.
stay healthy and strong) What can you do to keep fit? Ask students to describe what they see on screen. • Introduce the strategy Give examples to help students Help students make connections in Tortoise and
(get exercise, get rest, eat fruits and vegetables) Continue playing the segment. At the end of the Hare’s Race by stopping every few pages and
understand how to make a connection with a personal
segment, have students briefly summarize the plot. asking questions about how students are the
experience. Ask a student about his favorite way to exercise. same as, or different from, the characters.
(A girl and her mom talk about what the girl did and
While You Watch didn’t do.)
Then say I like to (swim), too! I think (swimming) is fun, and it’s
good exercise. Then say to the class I know what (Antonio) is Text Background
• Have students write ways to keep fi t. Have them label talking about because I made connections to something that A fable is a story that teaches a lesson about how
the columns in a 4-by-4 matrix Activities, Enough, Not • Replay Scene 5: Grammar 1 and Scene 6: Grammar 2.
I know about and do, too. people should act. The characters in fables are
Enough, and Too Much. Under Activities, make sure Then return to each image and role-play the dialogue
usually animals that speak and act like humans.
students list eat vegetables, eat fruit, eat junk food, with students. • Say As we read, we’ll make charts to connect what happens Just like humans, these animals have weaknesses,
get exercise, get rest. Song in the story with what we know and do. Draw a three-column or bad habits. The purpose of a fable is for
chart on the board. Label the columns What’s in the Story, readers to learn from the animals’ mistakes.
• Model filling in one row of the chart. Ask What’s a • Divide the class in half. Play Let’s Move. Have the What I Know, and Connection to Me. Have students copy
healthy activity? (get exercise) Ask How much exercise whole class sing along. For verses with questions and Teaching Tip
the chart.
did you get last week? (enough) Have students mark answers, point to one side of the room to ask and the For activities that require students to talk about
an X in the Enough column. other to respond. • Say As we read, we’ll stop to write what happens. Then we’ll personal experiences, explain that there’s not one
think about what we know about it. We’ll try to connect the correct answer. Tell students that their answers
• Pause the video as necessary to allow students Viewing story to what we know and do.
should be different from their classmates’. Praise
original responses, and ask for more than one
to list activities. Remind them to mark an X in the • Play the segment without audio. Ask students to
response to the same question.
appropriate column of the chart to show what they describe what’s happening on screen.
did last week. While You Read
• After viewing, have students give other examples of • Stop after every few pages to help students connect the story
video segments that would help explain the topic.
After You Watch to what they know and do in their own lives.
Story Time p. 3: What do you know about exercise? What do you know
• Pair students. Have pairs talk about their charts. Then
• View Scene 9: Story Time once with students. about junk food?
have partners read this information aloud.
p. 5: How do you get ready for a game or race?
• View the story again. Pause the video to ask questions p. 11: What does Hare learn? What do you learn from your
such as Why doesn’t Hare like to exercise? (He gets friends?
tired.) Why does Hare get tired in the race? (He didn’t
keep fi t; he ate junk food.) How does Tortoise beat
Hare? (He’s fi t; he keeps moving.) After You Read
• After finishing the story, pair students and have partners
compare their charts. Remind students that their connections
will be different. Have students pick one connection and tell
a few sentences about it to their partner.

AUDIO SCRIPT TR: 7.7 1 Listen and read. NOTES
Note: The reading Take Care of Your Brain! is on p. 238.
Student’s Book
TR: 7.1 1 Listen and read. Workbook
It’s important to take care of your body. Exercise and
TR: 7.1 1 Listen to the song. Read. Draw lines to
good food help keep you fi t and healthy.
match.
a muscle, fingers, a chest, a stomach, a knee, a bone,
Note: Lyrics for the song Let’s Move are on pp. 228–229.
a shoulder, an elbow, a back, toes, stretch, bend

1. S1: Did you bend your knees?
a muscle I have strong muscles, too.
S2: Yes, I did.
fingers I have ten fingers.
2. S1: Did she run in the park?
a chest This is my chest. S2: Yes, she did.
a stomach I’m not hungry. My stomach is full. 3. S1: Did you eat breakfast?
a knee Point to your knees. S2: No, I didn’t.
a bone I have strong bones. 4. S1: Did he stretch his back?
S2: No, he didn’t.
a shoulder I’m touching my shoulder.
5. S1: Did they do their homework?
an elbow I have two elbows.
S2: No, they didn’t.
a back I can touch my back.
toes I have ten toes, too. TR: 7.3 2 Listen and match. Draw lines.
stretch Stretch your legs! 1. S1: Did he walk to school?
bend Bend your arms! S2: No, he didn’t.
2. S1: Did you play baseball yesterday?
TR: 7.3 1 Listen. Read and sing. S2: Yes, I did.
Note: Lyrics for the song Let’s Move are on pp. 228–229. 3. S1: Did he brush his teeth after breakfast?
S2: Yes, he did.
TR: 7.4 Grammar 1 Simple past: Yes / No questions and 4. S1: Did you play with friends yesterday?
short answers S2: No, I didn’t.
TR: 7.4 3 Listen and read. Can you say these fast?
TR: 7.5 1 Look and say. 1. Slowly stretch your stomach and shoulders on
get exercise I get exercise every day. Sunday.
eat junk food I sometimes eat junk food. 2. Eat enough fresh fruit every Friday.
eat vegetables Do you eat a lot of vegetables? 3. Bonnie bends her beautiful back.
get rest It’s important to get rest every night.

eat fruit I eat fruit every day after school.
Note: The reading Do Animals Need Exercise? is on
p. 334.
TR: 7.6 Grammar 2 too and enough

In This Unit
Theme This unit is about festivals and cultural
traditions.
Let’s About the Photo
Folk dancers participate in a parade to the
Shrine of the Tunnel during the Carnival of Oruro
Celebrate
Content Objective
in Bolivia. Occurring each February around
Students will the Christian holiday of Ash Wednesday, the
• identify and describe how people celebrate carnival was adopted by the Christian tradition
holidays and special occasions. from indigenous Bolivian cultures and has been
Language Objectives celebrated in Oruro for more than 200 years.
Students will
Teaching Tip
• talk about celebrations and festivals.
Grouping Make sure each student in a group has
• tell what happened in the past. the chance to speak or share ideas. Have group
• talk about cultural traditions. members pass an object to show whose turn it is
Vocabulary to speak. When the speaker finishes, she passes
the object to another group member.
Vocabulary 1 celebrate, a costume, dance,
decorations, dress up, a feast, fireworks, Related Vocabulary
a lantern, a mask, a parade, a party, remember
In this unit, I will . . . costume, mask
Vocabulary 2 balloons, a birthday cake, • talk about celebrations and festivals.
• tell what happened in the past.
candles, an invitation, a present • talk about cultural traditions.
Grammar
Grammar 1 Simple past: regular verbs Look and check.
1. These people are
Grammar 2 Simple past: irregular verbs
✔ celebrating.
Reading November Celebrations
resting.
Writing Write about a celebration.
2. They are wearing colorful
Value Celebrate your culture.
✔ costumes.
Project Make a parade mask.
bathing suits.
The Carnival of Oruro, Oruro, Bolivia
130 131

Objectives
• Activate prior knowledge Say The name of our next unit • Place students into groups of three or four. Have them look
Students will
is “Let’s Celebrate” Explain that when we celebrate, we show at the photo on pp. 130–131. Have groups list all of the things
• identify objects in a photo.
that we’re happy about something. Ask What special days do they can see in the photo. Then have them talk to one
• complete statements accurately. another about what they think is happening in the photo. Ask
you and your family celebrate? Students’ responses are likely
Resources Video Sc. 1—Introduction; to include their own and family members’ birthdays, as well groups to share what they see in the photo. Then discuss the
Home-School Connection Letter; as various religious, regional, and national holidays. List these photo with students.
Unit Opener Poster; Classroom
on the board. Point to each item on the list and ask What are
Presentation Tool • Ask the following questions to encourage further discussion
some things you do to celebrate these special days?
of the photo.
• Build background Say Some people celebrate special days What do you see in the photo? (people, many colors,
Pacing Guides L3U8 by having a party with friends. Sometimes, they cook food costumes, masks)
together. They tell stories and laugh. Others play music and Do the people look like they’re having fun? (yes)
sing. They have a good time. Ask Do your friends come to your Do you think there was music playing when this photo was
house to celebrate? Do you go to friends’ houses to celebrate? taken? (Yes, because it looks like people are dancing.)
• Guide students through the activity on p. 131. Read each sentence
and answer choice aloud. For each answer choice, have students
raise their hand if they think it is the correct answer. Discuss each
statement. Then confirm the correct answers.

VOCABULARY 1
VOCABULARY 1 celebrate remember BE THE EXPERT
Students will
Using a Dictionary A dictionary entry usually
• identify and use words about celebrations. 2 Listen and say. TR: 8.2 includes the word, pronunciation, part of speech,
• ask and answer questions about celebrations. People all over the world have special celebrations. definition or definitions, and a sample sentence
They take time to remember the past, meet family for each definition. As students learn more
Vocabulary a costume, a feast, a mask,
and friends, eat food, and have fun! words or encounter unfamiliar words, give them
a lantern, a party, fireworks, celebrate,
dance dress up opportunities to look up the words in a dictionary.
remember, dance, dress up, decorations,
a parade a costume a feast An understanding of alphabetical order is
necessary to use a dictionary. Make sure students
Academic Language dictionary understand that when two words begin with the
Content Vocabulary celebration same letter, the next letter in each word is used to
alphabetize the words. When the second letter is
Resources TR: 8.1–8.2; Flashcards 138–149; also the same, then the following letter is used.
Video Sc. 2—Vocabulary 1a, Sc. 3—
Vocabulary 1b; Activity Worksheet 8.1; decorations a parade Teaching Tip
Workbook pp. 92–93; Online Practice
a mask a lantern As you teach new vocabulary to students, speak
Materials magazine photos that show slowly and clearly. It’s also important to repeat key
celebrations words several times and have students repeat after
you each time. This allows students to become
more familiar with saying new vocabulary.
3 Work with a partner. Ask and answer.

a party
Do you like to dress up?
fireworks
Yes, I do. I have
many costumes.
132 Unit 8 133
Warm Up Present
• Point to a party. Say This is a party. A party is a type of Which photo shows a lot of food?
• Recycle Open the Student’s Book to p. 5. • Say Open your books to pages 132 and 133. Look at these
celebration. Point to decorations. Say Decorations help make a (a feast)
Hold up the book and point to each season photos of things and actions that are part of celebrations.
party fun and colorful. People like to dance at parties. Point to What looks like a paper lamp?
and month. Say Let’s say the seasons and As you point to each object, action, or event, say the word.
dance. Act out dancing at a party. Point to a feast. Say A feast (a lantern)
months we learned. As you point, have Then have students repeat it.
is a type of celebration where there’s a lot of food. What are the friends with the cake
students say each word aloud.
• Point to the photo for celebrate. Say When you celebrate, you doing? (having a party)
• Activate prior knowledge Ask What’s get together with people and do fun things. Point to fireworks. • Finally, point to remember. Place your finger at the side of your Which photo shows a girl looking in a
something you celebrate? In what month Say Sometimes, there are fireworks! Fireworks are special lights head and ask Can you remember everything I just said? mirror? (dress up)
do you celebrate it? How do you celebrate that explode in the sky. Point to the photo of a parade. Say Which photo shows a family looking at
photos? (remember)
it? What things do you celebrate in
summer? in winter? Have students name
Sometimes, there’s a parade! A parade is when many people
walk together for a celebration.
Practice
• 2 Say Now we’re going to hear words,
holidays or celebrations they know. List • 1 Say We’re going to read and listen to information about and then hear sentences with those words.
them on the board, along with the time of • Point to the photos of dress up and a costume. Say Some people how people celebrate. Read the paragraph on page 132 and Repeat each word and sentence after you
year or the month in which they occur. like to dress up and wear costumes to celebrations. Costumes are the words on pages 132 and 133 as you listen. Play TR: 8.1. hear it. Play TR: 8.2. Have students repeat
special clothes. Point to a mask. Say You can wear a mask with
• Ask students questions such as: each word and sentence aloud.
a costume. Point to a lantern. Say A lantern is a paper lamp.
Sometimes, lanterns are part of a big celebration.

VOCABULARY 1 celebrate remember
Apply BE THE EXPERT
• 3 Model the dialogue on p. 133 with a student. Then pair Teaching Tip
students and have partners practice the dialogue. When you ask students a question, allow enough
time for them to form an answer. Students are
People all over the world have special celebrations. • Model the dialogue again, using a different vocabulary word. thinking in a new language, so they may remain
They take time to remember the past, meet family
and friends, eat food, and have fun!
Prompt a student to ask you Do you like fireworks? Say Yes, silent after a question is asked. This silence may
dance dress up I do. I like the different colors of fireworks. not mean that students don’t know the answer.
a costume a feast Students may just need extra time to form an
• Give students about five minutes to write some questions. Then answer before speaking.
have partners take turns asking and answering questions using
the vocabulary words. The Sounds of English
Sound combinations: /sk/ and /ks/, /st/ and /ts/
You can practice consonant clusters with your
decorations a parade Extend students. In the combined sound /sk/ (mask),
a mask a lantern • Place students into pairs. Draw a two-column chart on the the back of the tongue moves up during the
transition from /s/ to /k/. For /ks/ (taxi), the back
board. Label the first column Things. Label the second column
of the tongue lowers after the /k/ sound and
Actions. Say Some of the new words are things. Some are the tongue tip rises to form the /s/ sound. Try
actions. different combinations of sounds, and practice
the combinations that students have the most
• Hand out a two-column chart graphic organizer to each pair. trouble with.
3 Work with a partner. Ask and answer. Say Copy the chart on the board. Work with your partner. Put
a party Example words: mask; fireworks; feast; dance
Do you like to dress up?
words that are things in the left column. Put words that are
actions in the right column.
fireworks
Yes, I do. I have
many costumes. Things Actions
a costume celebrate
132 Unit 8 133 a mask remember
• When students have finished, have each partner choose a

Wrap Up word from each column of the chart and use these two words
• Place students in small groups. Assign • Write sentences such as the ones below on the board. Have in a sentence about their own lives. Call on students to share
groups three vocabulary words. Group students come to the board and complete the sentences using their completed charts and sentences aloud.
vocabulary words that work together, such the correct vocabulary word.
as celebrate, a parade, and dance; dress
up, a mask, and a costume; decorations,
1. light up the night sky. (Fireworks) Wrap Up
2. A dinner with lots of food is . (a feast)
party, and a feast; and fireworks, • Say Now let’s play a game. I say a sentence. You tell me the
3. I like to for special holidays. (dress up)
celebrate, and parade. vocabulary word that goes with it. Write the vocabulary words
4. are special clothes. (Costumes)
on the board. Give students clues for the vocabulary words,
• Have each group write sentences for 5. covers your face. (A mask)
for example: I do this when I hear music. (dance) These things
each vocabulary word. Tell them to write 6. is a good time with friends. (A party)
make a house colorful. (decorations) These are special lights
sentences that tell a story. Have groups 7. is a paper lamp. (A lantern)
that you see in the sky. (fireworks) Have students guess each
share their sentences with the class. Ask 8. People special days with lots of food and
word you are describing.
Which words are about things you do? friends. (celebrate)
9. Photos help families . (remember) Workbook and Online Practice
(celebrate, remember, dance, dress up) Vocabulary 1
If students have trouble identifying the 10. make a home look colorful. (Decorations) Review
action words, review the vocabulary. • For additional practice, direct students to Activity ✔ Formative Assessment
Recap Worksheet 8.1.
Can students
• Use Flashcards 138–149 to review vocabulary words. Hold
up each card. Have students call out the word. Ask them to • identify and use words about celebrations?
describe what’s going on in the picture. Then have students use Have students use the vocabulary words to
describe a celebration they participate in at
the word in a sentence.
home.
• ask and answer questions about celebrations?
Hand out magazine photos that show
celebrations. Have students ask and answer
questions about the photos.

SONG 2 Work in a group. Put the words in the order
SONG you hear them in the song.
BE THE EXPERT
Vocabulary 1 dress up, a parade, dance,
2 parade 4 food 1 dress up
The photo shows Brazilian children in colorful
a costume, a mask 6 masks 3 danced 5 costumes costumes taking part in the Carnival parade in
Grammar in the song Celebrate! the favela Rocinha. A favela is a shanty town,
Grammar 1 Simple past: regular verbs a neighborhood of low-income households.
We went to a carnival.
Everyone was there!
Rocinha, located in Rio de Janeiro, is the
Grammar 2 Simple past: irregular verbs
We dressed up, sang some songs, largest favela in Brazil and has its own samba
Resources TR: 8.3; Flashcards 139, 140, 142, 146, and watched a parade. dance school. Throughout the year, the entire
147; Video Sc. 7—Song; Workbook p. 94, TR: 8.1; But best of all, community of Rocinha participates in rehearsals
Online Practice we danced to music, and parades related to Carnival.
wonderful music.
Material World Map Poster We danced to music
all day long.
CHORUS
We danced to music,
wonderful music.
We danced to music
all day long.
Did you like the food?

Yes, I liked the food.
Did you dress up?
Yes, I went as a frog.
CHORUS
Did you like the costumes?

Yes, I liked the costumes.
Did you see any masks?
Yes, we saw some masks.
CHORUS
Rio de Janeiro, Brazil

134 Unit 8 135 Song

• Act it out Remind students that they • Say In the United States, people celebrate the Fourth of July. • Vocabulary 1 Put the class into five groups. Hand out one carnival or a different thing you watched.
learned how people around the world Point to the United States on the World Map Poster. Say Flashcard to each group: dress up, a parade, dance, a costume, Write this model on the board: Did you
have special celebrations. Say People During the day, many people have a party outside. They eat a mask. Tell one student from each group to hold the card. Say like the decorations? / Yes, I liked the
celebrate in many different ways. People hamburgers, hot dogs, and ice cream. At night, they watch Listen to the song. When you hear the word on your group’s decorations. Have students read or sing
eat food. Some people dance. Some fireworks. It’s fun! Have students name a special occasion or card in the song, stand up and clap your hands. The person their completed lines aloud.
people march in parades. Some people holiday they celebrated recently. Ask questions such as Did you with the card holds up the card instead of clapping. Explain
eat good food? Did you dress up? Did you go to a party? Have to students that, for some vocabulary words, they’re going • Grammar 2 Divide the class in half.
watch parades. As you say each example,
students use the questions to describe what they did during the to hear a form of the word, not the exact word on the card. Assign one half to sing the questions in
act it out. Have students describe each
celebration. Make sure they respond in complete sentences. Play Celebrate! and have groups do the activity. the last two verses, and the other half to
action.
sing the responses. Play the last two verses
• 1 Play TR: 8.3 once. Say Now turn to • 2 Group students. Say Turn to pages 134 and 135. Read aloud • Grammar 1 Play or sing these lines: “Did you like the food? / of the song and have groups alternate
pages 132 and 133. Replay the song. Have the directions for Activity 2 on p. 135. Play TR: 8.3 and have Yes, I liked the food.” “Did you like the costumes? / Yes, I liked singing the lines. Then ask What animal
students point to each vocabulary word as groups complete the activity. the costumes.” Say Write two new lines for the song. In your did you go as? (I went as a frog.) Did you
they hear it. (dress up, a parade, dance, a new lines, write about a different thing you liked at the see any masks? (Yes, we saw some masks.)
costume, a mask)
256 Unit 8 Song 257

GRAMMAR 1 2 Write true sentences. Think of a celebration.
GRAMMAR 1 Use these words.
BE THE EXPERT
Objective Simple past: regular verbs TR: 8.4
Did you watch the parade? Yes, we watched the parade.
Grammar in Depth
Students will celebrate dance like listen play watch
Did you like the music? Yes, we liked it a lot! We use the simple past to describe events in the
• ask and answer questions using the past past.
tense of regular verbs. 1.
1 Read and write. Complete the sentences. Use these words. Add -ed to the end of regular verbs to form the
Grammar Simple past: regular verbs past tense. If the verb ends in e add -d.
dress up like listen play watch 2. watch → watched play → played
Resources TR: 8.4; Video Sc. 5—Grammar 1;
Graphic Organizer: Two-column chart; dance → danced
Workbook pp. 95–96, TR: 8.2; Grammar Yesterday . . . 3.
However, if the verb ends with a consonant + y¸
Workbook pp. 34–35; Online Practice change the y to i and then add -ed:
1. I dressed up in my favorite costume. I was 4.
Materials drawing paper, crayons, or markers a superhero!
study → studied
To answer yes/no questions in the affirmative, we
listened 5.
2. The parade was great. We to music typically respond with a short answer:
from many countries. Did you dance at the party?
6.
liked Yes, I did. It was fun.
3. I the food and the dancing. It was fun!
In this lesson, students are practicing giving a
4. After dinner all the children played games. 3 Ask questions about your celebrations. longer answer in the affirmative.
Work with a partner. We answer no to a yes/no question like this:
5. At night we watched the fireworks. They
were incredible! Did you play games Did you watch the parade?
at the party? No, I didn’t. I stayed at home.
Teacher Tip
Make sure that students are able to identify the
three different ways of pronouncing the -ed
endings in the simple past:
/t/ pronunciation: watched, liked
Yes, we played
games. It was fun. /d/ pronunciation: played, listened
/ɪd/ pronunciation: celebrated, wanted
136 Unit 8 137
Warm Up
• Set the stage Describe a sample • the end of each word.) In the first sentence, cross out the -ed • Replay TR: 8.4, pausing after each sentence. Have students • Read the chart aloud and have students
celebration for students. Say Last in dressed and add the letters -es. Ask Now what does the repeat each sentence aloud. Use the verbs on the board and repeat after you.
Halloween a boy dressed up as a sentence say? (He dresses up as a superhero.) Have students the question format in the grammar box to ask questions such
say the sentence in both past and present tense. Ask How are as Did you walk to school today? Have students respond in • 1 Point out the activity on p. 136. Read
superhero. His friend dressed up as a
the two sentences different? (One tells about what happens complete sentences. (Yes, I walked to school today.) If students aloud the directions.
clown. First, they watched a parade. Then,
they walked around the neighborhood. now or what happens often. The other tells about what have difficulty, review the information on the board. • Help students complete item 1. Have a
happened in the past.) student read the completed sentence
• Write this on the board:
Practice aloud, then ask that student What did you
dress up He dressed up as a superhero.

Present • Choose a verb listed on the board to show students how to
do yesterday? (I dressed up in my favorite
costume.) Point to another student and
• Write walk, play, listen, jump, call, watch, and color on the form the simple past. For example, write the following on the ask the same question. Point to the first
watch They watched the parade.
board. Write + ed next to each. Say By adding -ed to the end board: student and ask a third student What did
walk They walked around the of each action word, I can make words that tell about things she do yesterday? (She dressed up in her
neighborhood. that happened in the past. For each word, write an equal sign I walked we walked favorite costume.) Point to the first two
followed by the simple past form of the word, for example, students and ask a fourth student What
you walked you walked
• Have students read the sentences aloud. walk + ed = walked. did they do yesterday? (They dressed up in
Point out the words on the left. Underline he walked their favorite costumes.) Point to yourself
• Say Open your books to page 136. Point out the grammar box.
the form of the word in the sentence to she walked they walked and say I dressed up in my favorite
Play TR: 8.4.
the right. Ask What’s different about the costume, too. Then point to yourself and
it walked
word’s spelling? (The letters -ed are at the first two students and say We dressed
up in our favorite costumes. Then have
students complete items 2–5.

GRAMMAR 1 2 Write true sentences. Think of a celebration.
Use these words. Apply BE THE EXPERT
Simple past: regular verbs TR: 8.4
Did you watch the parade? Yes, we watched the parade. celebrate dance like listen play watch
• 2 Point out Activity 2 on p. 137. Read aloud the directions. Our World in Context
Did you like the music? Yes, we liked it a lot! Say Think of a celebration you went to. Ask When was the One of the biggest holidays in Korea is the
1.
celebration? What did you celebrate? Did you dance at your Ch’usŏk, or Harvest Moon Festival. It’s usually
1 Read and write. Complete the sentences. Use these words. held in September or October on the fifteenth day
celebration? What did you like about your celebration?
of the eighth full moon according to the lunar
dress up like listen play watch 2.
• Say and write a model sentence, such as Last February calendar. Families from around the country and
I celebrated Chinese New Year with my neighbors. the world gather at their ancestral homes for
Yesterday . . . 3.
the big day. The Ch’usŏk is a holiday dedicated
dressed up • Have students complete the activity. Prompt students to read to ancestors.
1. I in my favorite costume. I was 4.
a superhero! their answers aloud. Ask questions such as Did you listen to
Teaching Tip
2. The parade was great. We listened to music 5. music? Did you play with friends? Did you watch a parade?
Who watched another kind of activity? What are some other Leveling Students in your class may have
from many countries.
different levels of experience and ability in
6. activities you watched?
3. I liked the food and the dancing. It was fun! answering questions. To give students more
of a challenge when answering questions,
played 3 Ask questions about your celebrations.
• 3 Say Look at Activity 3 on page 137. Read aloud the
4. After dinner all the children games. rephrase yes/no questions as questions that
Work with a partner. directions. Point out the model dialogue on the page, and require a more complex response. For example,
watched
5. At night we the fireworks. They model it with a student. Pair students. Have partners complete instead of asking Did you watch TV over the
were incredible! Did you play games
at the party?
the activity, using the example question on p. 137 as a model. weekend?, ask What TV shows did you watch
Remind students to take turns asking and answering questions over the weekend? Make sure students use a
and to answer in complete sentences. complete sentence to respond.
Extend
Yes, we played • Write walk, play, listen, dance, like, call, watch, and color on
games. It was fun.
the board. Pair students, and hand out copies of a two-column
chart graphic organizer to each pair.
136 Unit 8 137

• Say Use the chart to find out what your partner did yesterday
or on the weekend. Write questions that start with “Did
you . . .?” in the first column. Use some of the words on the
board in your questions. Then ask your partner the questions
Wrap Up and write your partner’s answers in the second column.
• Ask a student What did you do at the • Say Choose an -ed word from the board. Write a new sentence
parade? (I listened to music from many using the word. Hand out drawing materials and have • Draw the following chart on the board for students to use as a
countries.) Point to that student again and students illustrate their sentences. Then pair students and have model.
ask another student What did (he) do at partners ask and answer questions about their sentences and Your Question Partner’s Answer
the parade? (He listened to music from illustrations.
many countries.) Continue in this way for Did you call a friend last Yes, I called a friend last
all the items in the activity. week? week.
Recap
• Practice asking and answering questions
• Remind students that to ask questions about the past, they
with students using the words in Activity 1.
add -ed to the end of some action words. Ask questions such as
Ask questions such as these:
Did you watch TV last night? Did you listen to music yesterday? • Allow time for students to write questions, ask the questions,
Did you listen to the radio yesterday? Have students respond in complete sentences using the -ed and record their partner’s answers. Then call on pairs to read
Did you watch a movie last week? Did form of the word. one of their questions and answers aloud.
you like the movie?
Did you dress up at a party? • Make sure students understand that when they write the
Did you play a sport this week? What simple past form of a word that ends in an e, they just need to Wrap Up Workbook and Online Practice
Grammar 1
sport did you play? add the d to the end of the word.
• Call on a student and ask (Diego), did we play a game in class
• Make sure that students use the correct yesterday? The student should use the correct form of the word ✔ Formative Assessment
form of the word in their response and and respond in a complete sentence. (Yes, we played a game in
class yesterday.) Then have that student ask another student a Can students
that they respond in a complete sentence.
new question, for example, (Mala), did we listen to a song on • ask and answer questions using the past tense
Monday? Continue the activity in this manner. of regular verbs?
Write look, watch, listen, play, talk, and
celebrate on the board. Pair students and have
them use the words to ask and answer questions
about activities they took part in recently.

VOCABULARY 2
VOCABULARY 2 • 1 Play TR: 8.5. Have students repeat each word and sentence. BE THE EXPERT
Objective 1 Listen and say.
• Complete item 1 with students. Read the two sentences aloud. Teaching Tip
Students will Read and write. TR: 8.5
Consider displaying vocabulary words on a word
• identify and use words related to birthday • Think Aloud Say I’m looking for something made of paper. wall in a prominent location in the classroom.
celebrations. Posting vocabulary words where students can
It’s something with writing on it, too. A candle isn’t made of
Vocabulary a present, a birthday cake, candles, paper. Neither is a balloon or cake. A present has paper on see them helps students become familiar with
an invitation, balloons the words and allows them to identify patterns
it, but you don’t write on that paper. It’s an invitation! Have
a birthday cake candles and make connections between words. It also
Resources TR: 8.5–8.6; Flashcards 150–154; Video students write an invitation in the blank. helps students recall the words more easily
Sc. 4—Vocabulary 2; Activity Worksheet 8.2;
e to • Have students complete the activity. Review answers. Write
when they encounter them in situations outside
Workbook p. 9; Online Practice Comparty! the classroom. Be sure to add new words to the
my My mom put on my birthday cake. Ask What goes
Material sample party invitation t: M
y!
y part 17
ober
display on a regular basis.
on a cake? (candles) If students have trouble, review the
Wha
n: Oct
Whe
: My
house
re
Whe
vocabulary terms. Related Vocabulary

envelope
a present an invitation balloons
Apply
1. You write this on paper. You give it to your friends. an invitation
• 2 Assign partners. Say Listen. Then choose the right sticker
2. It tastes sweet. It usually has candles on top. a birthday cake and stick it in the box. Model the activity. Play TR: 8.6 and
pause after the first three lines of dialogue. Ask What new
3. They are usually round. They have air inside. balloons word do you hear? (invitations) Ask Which sticker shows
candles an invitation? Pairs should stick the invitation sticker in the
4. They are long and thin. You put them on a birthday cake.
first box.
5. You use colorful paper to wrap it. You give it to people on
• Continue playing TR: 8.6. Have partners complete the activity.
their birthdays. a present
2 Listen and stick. TR: 8.6 Extend

• Form groups. Write these sentence frames on the board:
1 2 3 4 5 There were
Each friend got
on the cake.
to the party.
138 Unit 8
The room was filled with colorful, round .
The was delicious!
Warm Up
The child’s favorite was a new game.
• Set the stage Describe a celebration that Then say Open your books to page 138. Have students point to
you had recently. Say Some people like each photo and say the word aloud.
to celebrate (their birthday). They have a • Say Fill in each blank with a new word you learned. Then write
• Hold up the Flashcard for each word in a different order five new sentences using the new words. Have groups read
(birthday party) (with decorations and a
than that shown in the book. Have students say the word for their sentences aloud.
cake). Their (friends bring gifts).
each card. Then say and act out sentences for each image,
• Ask What are some common things at a for example, I got an invitation to a birthday party. Act out
birthday party? (decorations, cake, food, opening and reading an invitation. The invitation tells when Wrap Up
music) Then have students turn to p. 132 and where the party is. Candles go on a birthday cake. Act out • Act out and say a clue for each vocabulary word. For example,
and identify the picture of the birthday placing candles on a cake. The birthday girl or boy blows out act out opening a present and say I got a new game for my
party. Ask What do you see in the photo? the candles. Act out blowing out candles. People give presents. Workbook and Online Practice
birthday! Students should guess present.
Act out handing someone a present. Balloons can be used for Vocabulary 2
(children or girls, a grown-up, hats,
decorations, gifts, cake) decorations at a birthday party. Act out blowing up a balloon.
Present Practice • For additional practice, direct students to Activity Can students
Worksheet 8.2. • identify and use words related to birthday
• Say Now we’re going to learn some new • Say Look at the photos on page 138. Ask celebrations?
words to talk about birthdays. Hold up a What do you eat at a birthday party? (a birthday cake) Have students describe a birthday party. Ask
Student’s Book and turn to p. 138. Point to What tells you when and where a party is? (an invitation) questions such as How do you know that
each photo and say each word aloud. What do you put on top of a birthday cake? (candles) a friend is having a birthday party? What
What are party decorations? (balloons) decorations do you see at birthday parties?
Students should use the vocabulary words to
What do you bring to a party? (a present)
respond in short sentences.

GRAMMAR 2
GRAMMAR 2 • List other irregular verbs such as drink, write, take, eat, have, BE THE EXPERT
Simple past: irregular verbs TR: 8.7
give, see, tell. For each, draw an arrow and write the simple past
Objective Grammar in Depth
Did you go to the parade? Yes, I went to the parade.
form of the verb. Read them aloud and have students repeat.
Students will
Did you see the fireworks? Yes, I saw the fireworks. There are many irregular past tense verbs in
• ask and answer questions using the past Did you eat cake at the party? Yes, I ate a piece of cake. • 1 Read aloud the directions for Activity 1. Have students English. We call them irregular because they
tense of irregular verbs. complete the activity. Review answers as a class. Say Choose a don’t take the regular -ed ending to form the
Grammar Simple past: irregular verbs 1 Match. These verbs change when you talk about the past. word from the right column. Use that word to say a sentence past tense.
Draw lines. Work with a partner. about something that happened in the past. If students The only way to learn these irregular forms is to
Academic Language verbs
sing wrote
have trouble, provide an example: I gave my dog a bath last memorize them. Here is a list of some of the verbs
Resources TR: 8.7; Video Sc. 6—Grammar 2; Saturday. students will encounter in this lesson:
Activity Worksheet 8.3; Workbook p. 98; drink → drank have → had
drink gave
Material scissors wear had Apply sing → sang wear → wore
give → gave see → saw
have took • 2 Pair students. Read aloud the directions and the model
take → took write → wrote
dialogue. Have partners cut out the cards. Say Put the blue
write sang words in one pile. Put the green words in another pile. One
give drank
partner chooses a card from each pile. Say a sentence for cards
that have two forms of the same word. Use the past form of
take wore the word. Say “no match” for cards that don’t have forms of
the same word. Your partner takes a turn. Play until you use all
2 Play a game. Cut out the cards in the back of the book. the cards.
Play with a partner. Match and say sentences.
• Demonstrate the game. Choose the cards for sing and sang.
See. Saw. I saw lots Say a sentence with sang, for example, We sang a song
of lanterns. Your turn. yesterday. Then choose cards with forms of two different
No match for me. words, such as see and ate. Say These words don’t match. Now
Your turn again. it’s my partner’s turn. Then have pairs play the game.
Extend
• Have partners each choose a card with a blue word from
Activity 2. Say Write a question that uses the word on your
139 card. Write and say an example, such as Did you wear a
costume? Then have partners exchange questions and use the
past form of the blue word to write answers. Provide a model:
Warm Up Yes, I wore a clown costume.
• Write walk, play, listen, and watch on the to repeat. Then have students ask each other the questions
board. Ask What do we add to each word from the grammar box. Model for students. Ask Did you go to Wrap Up
to tell about what happened in the past? the parade? Have a student answer Yes, I went to the parade.
• Point out the words in the left column of Activity 1. Say Choose
(-ed) Have students say sentences using
• Select two students to read aloud the next question and a word from this group. Use that word to ask a classmate a
the -ed form of each word. (I walked to
answer. Then choose two new students to read aloud the question about something she did. Your classmate uses the
school this morning; I played a game last
third question and answer. Repeat the process until all students matching word in the right column to answer. Model the
night.)
have had a chance to ask and answer a question from the activity. Ask (Lupe), did you drink juice at breakfast? (Yes,
• Preteach Say For some words, you don’t grammar box. I drank juice at breakfast.) Have students continue asking and
add -ed to the end when you tell about the answering questions.
past. You use a different form of the word.
Practice
Today we’ll learn some of these forms.
• Ask What do we do with songs? (We sing them.) What do you
Review Workbook and Online Practice
Grammar 2
do with pants? (You wear them.) Explain that you don’t add • For additional practice, direct students to Activity
Present -ed to some action words to talk about the past. Say You use a Worksheet 8.3. ✔ Formative Assessment
• Point out the grammar box on p. 139. Play different form of the word. Write these examples on the board:
TR: 8.7, pausing after each question and Can students
answer pair to allow time for students sing → sang • ask and answer questions using the past tense
of irregular verbs?
wear → wore
Write on the board: eat/ate, drink/drank,
take/took, wear/wore. Have students use the
words to ask and answer questions about their
daily routines for the past week.

1. The Day of the Dead is a sad festival in Mexico. T ✔
F
About the Photo
November Celebrations
Students will 2. On the Day of the Dead, families eat food at
the cemeteries. ✔
T F The main photo on p. 140 shows traditional
• compare two celebrations. candy skulls from Michoacán de Ocampo, a state
• look for information in a text. 3. At Yi Peng, there is a parade and there are fireworks. ✔
T F
in west-central Mexico. These skulls are sold at
The Day of the Dead is a big festival in Mexico. People
• talk about celebrations. celebrate it on the first day of November. They remember open-air markets, along with other items related
4. There is only one lantern in the sky at the
and celebrate the dead people in their families. They T ✔
F to the Day of the Dead holiday, which is known as
Reading Strategy Scanning Text for Information sometimes decorate the cemeteries with skeletons in
Yi Peng festival.
Día de los Muertos in Mexico. Candy skulls may
Day of the Dead
Academic Language information, special costumes. Families take a big feast to the cemetery, 5. Both the Day of the Dead and the festival of Yi Peng feature a person’s name written on the forehead,
and they light candles and play music. People give candy ✔
T F
key words, scan are usually celebrated in November. representing the soul of a person who has died.
and chocolate in the shape of skulls. For Mexicans, skulls
Content Vocabulary festival, grave, cemetery, and skeletons are not scary, and the festival is not sad. The 3 Read. Complete the chart.
skeleton, skull, imagine Day of the Dead is a time for fun and happy celebrations.
Resources TR: 8.8; Graphic Organizer: In Thailand, the festival of Yi Peng usually happens
Day of the Dead Yi Peng
Venn diagram; Workbook pp. 100–101, TR: 8.4; in November, too. On the first day, there is a parade and
Online Practice; World Map Poster people wear beautiful costumes. People make lanterns When is it? November November
out of rice paper. They light small candles inside them.
Materials colored construction paper, On the night of the festival, thousands of bright lanterns To remember the dead To take away bad things
color markers people in their families
go up into the sky. People believe that the lanterns are Festival of Yi Peng Why do they in their lives
taking away the bad things in their lives. People also celebrate it?
decorate their homes and gardens with paper lanterns.
And on the last day, there are fireworks.
Decorate the cemetery, Wear costumes, light
In 2002 a candy company
What do eat, light candles, play lanterns, have a parade,
made chocolate fireworks! people do? music. decorate their houses
60 kg (132 lb.) of chocolate and gardens.
went up into the sky!
4 Work with a partner. Look at the photographs.

What do you see? What do you like?
I like the lanterns. I I like the lanterns, too! And

think they are beautiful. did you see those skulls?
140 Unit 8 141
Warm Up Present
• Build background Say Today we’ll • 1 Explain Direct students to p. 140. Point to the first photo Paragraph 2: What do people wear on the first day of Yi about the Day of the Dead festival. Let’s
read about celebrations in Mexico and in and say The Day of the Dead is a very special holiday in Mexico. Peng? What are the lanterns made of? What do people do scan that paragraph for the word sad.
Thailand. Point to Mexico on a world map. It happens on the first day of November. Ask What do you see in with the lanterns? How do people decorate their homes for Wait a moment, and, if students haven’t
Say Mexico is a country. What continent the photo? (candles, flowers) Do you think this is a happy or sad Yi Peng? already responded, say I see! Near the
is Mexico a part of? (North America) day in Mexico? Have students write down their answers. • Draw students’ attention to the Weird but True feature on end of the paragraph, it says the festival
Then point to Thailand and say Thailand p. 140. Have a student read it aloud. Then ask What did a is not sad. So item 1 is false. Have students
is another country. What continent is • Point to the second photo and say This is the Festival of Yi Peng check F for False. Ask How can you change
candy company do in 2002? (made chocolate fireworks) How
Thailand a part of? (Asia) Say That’s in Thailand. It usually happens in November, too. Ask What the sentence to make it true? (The Day of
much chocolate went up into the sky? (60 kg, or 132 lb.) Say
right! Thailand is part of Asia. It’s in do you see in this photo? (people holding lanterns, lanterns in the Dead is a happy festival in Mexico.) If
That’s a lot of chocolate!
Southeast Asia. the air) Do you think this celebration is happy or sad? Tell why. students have trouble, have them reread
Have students write down their answers. the last sentence in the first paragraph.
• Say We’re going to learn about
• Play TR: 8.8 and have students read along. After they finish,
Practice
celebrations that Mexico and Thailand • Have students complete items 2–5. Review
have them revisit their answers to the two questions. • 2 Point out Activity 2 on p. 141. Read the directions aloud. Call the correct answers with the class.
have in November. Ask Is there a
on students to read each true-or-false sentence aloud. Say Now,
celebration that you like in November? • Play TR: 8.8 a second time. Pause at the end of each paragraph read each sentence again carefully. Look for key words, or • Expand Place students in groups of four.
What is it? Have students describe to check for comprehension. Ask questions such as: important words, in each sentence. Circle the key words. Say Rewrite items 2, 3, and 5 to make the
holidays or other special occasions that
Paragraph 1: When is the Day of the Dead celebrated? What sentences false. Rewrite item 4 to make the
they celebrate in November. If students • Complete item 1 together. Read the statement aloud. Say
do families do on this day? What kinds of decorations do sentence true. Scan the text of November
have trouble naming an occasion, provide The sentence says that the Day of the Dead is a sad festival
people use for this celebration? Celebrations to find information you can
suggestions. (In some years, Islamic New in Mexico. I think sad is a key word. Let’s scan November use to rewrite each sentence.
Year and Hanukkah fall in November.) Celebrations for information. The first paragraph talks

• 4 Pair students. Read aloud the Activity 4 directions, BE THE EXPERT
1. The Day of the Dead is a sad festival in Mexico. T ✔
F
1 Listen and read. TR: 8.8 and have two students read aloud the model dialogue at Reading Strategy
November Celebrations the bottom of p. 141. Say Look at the photos in November
2. On the Day of the Dead, families eat food at
the cemeteries. ✔
T F Scanning Text for Information Make sure
Celebrations. Talk with your partner about what you see and students understand that when they scan text
3. At Yi Peng, there is a parade and there are fireworks. ✔
T F
The Day of the Dead is a big festival in Mexico. People what you like in each photo. for information, they should also look at titles,
celebrate it on the first day of November. They remember
and celebrate the dead people in their families. They
4. There is only one lantern in the sky at the captions, and any other text that’s not part of the
sometimes decorate the cemeteries with skeletons in
Yi Peng festival. T ✔
F
• Have partners discuss what they see and like in each photo. main text. When scanning the main body of the
Day of the Dead
special costumes. Families take a big feast to the cemetery, 5. Both the Day of the Dead and the festival of Yi Peng Then ask What information do the photos give about the text, they should look for information about the
✔
and they light candles and play music. People give candy are usually celebrated in November. T F
November celebrations in Mexico and Thailand? How do the topic they need to address. For example, when
and chocolate in the shape of skulls. For Mexicans, skulls
and skeletons are not scary, and the festival is not sad. The photos help you understand what the text says about each scanning a text about celebrations, they might
3 Read. Complete the chart.
Day of the Dead is a time for fun and happy celebrations. celebration? look for key words such as decorations, costume,
mask, celebrate, and fireworks.
In Thailand, the festival of Yi Peng usually happens Day of the Dead Yi Peng
in November, too. On the first day, there is a parade and
people wear beautiful costumes. People make lanterns When is it? November November Extend
out of rice paper. They light small candles inside them.
On the night of the festival, thousands of bright lanterns To remember the dead To take away bad things • Say Let’s compare and contrast the two November celebrations
go up into the sky. People believe that the lanterns are Festival of Yi Peng Why do they people in their families in their lives we read about. When you compare and contrast two things,
taking away the bad things in their lives. People also celebrate it?
decorate their homes and gardens with paper lanterns.
you tell how the two things are the same and different. Pair
And on the last day, there are fireworks. students, and hand out a Venn diagram graphic organizer to
Decorate the cemetery, Wear costumes, light each pair.
In 2002 a candy company
What do eat, light candles, play lanterns, have a parade,
made chocolate fireworks! people do? music. decorate their houses
60 kg (132 lb.) of chocolate and gardens. • Draw a Venn diagram on the board. Label the left circle Day
went up into the sky!
of the Dead, the right circle Festival of Yi Peng, and the
4 Work with a partner. Look at the photographs.
overlapping section Both. Say Scan the text to find information
What do you see? What do you like? about each celebration. Write information about the Day of
the Dead in the left circle. Write information about the festival
I like the lanterns, too! And
I like the lanterns. I
think they are beautiful. did you see those skulls? of Yi Peng in the right circle. Write ways the two festivals are
alike in the space where the two circles come together.
140 Unit 8 141
Day of the Dead Both Festival of

Yi Peng
celebrate the dead November

Recap decorate graves fireworks parade lanterns
• Have a student from each group read one • Say We’ve read and talked about two different November candy and chocolate wear special decorate homes
of the rewritten sentences aloud. Discuss celebrations. One celebration takes place in Mexico. The other in shape of skull costumes with lanterns
why each rewritten sentence is now true takes place in Thailand. What are the names of these two
or false. celebrations? (the Day of the Dead festival, the festival of
Yi Peng) Ask Why do people in Mexico celebrate the Day of
Wrap Up the Dead? (to remember and celebrate dead family members)
Why do people in Thailand celebrate the festival of Yi Peng?
• Allow time for pairs to complete the Venn diagram. Then call
on students to come up to the board and fill in each section of
• Say Let’s write more true-or-false sentences (to celebrate the idea that the bad things in their lives are the diagram. Discuss the completed diagram as a class. Workbook and Online Practice
about the two celebrations we learned being taken away) Reading
about today. Pair students. Say Work with
your partner to write two sentences. Write Wrap Up ✔ Formative Assessment
one sentence about the Day of the Dead Apply • Have students scan November Celebrations and call out details
festival. Write another sentence about the • 3 Say Open your books to page 141. Point out the chart in Can students
about the two festivals. List these details on the board. Then
festival of Yi Peng. Make one sentence Activity 3. Read the directions aloud. Call on a student to read ask How are these two festivals like celebrations you know? • compare two celebrations?
true and one sentence false. Before you aloud the chart headings and the questions in the first column. How are they different? Write students’ responses on the Ask students questions such as What are two
start writing, scan November Celebrations Say Scan the text of November Celebrations for information. holidays your family celebrates? How are these
board, and discuss as a class.
again to find information to include in two holidays alike? How are they different?
Use the information you find to complete the chart.
your sentences. Call on pairs to read one • look for information in a text?
of their sentences aloud. Have the class • Have students work independently to complete the chart. Have students scan the text of November
say whether the sentence is true or false, Observe students as they work to make sure they’re scanning Celebrations. Ask them to describe two activities
and why. the text for information. If they have trouble finding people participate in during each festival.
information in the text, guide them to the correct paragraph. • talk about celebrations?
Then call on students to read aloud the information they found Write decorations, feast, party, and costume/
for each question in column 1. mask on the board. Have students use
the words to talk about celebrations they
participate in or know about.

WRITING VALUES
WRITING VALUE
Writing Write about a celebration. 1 Read. What title does Hiro use for his writing? A title tells you
what you are reading about. It’s usually short and simple. In the
Celebrate your culture. Value Celebrate your culture.
body text of this description, Hiro uses words that describe what Enjoy your traditions and festivals.
he saw, heard, and did.
• use details to describe a celebration or • read about celebrating the traditions and
festival. Think. Pair. Share. festivals of a culture.
• write complete sentences. The Sapporo Snow Festival • talk about how they celebrate their own
by Hiro How do you celebrate
culture.
Academic Vocabulary body text, describe, title Every year we have a snow festival. It’s in
your culture?
Content Vocabulary sculpture, slides, February, in the winter. This year the festival was
maze, buns fantastic. There was a lot to do, and we had so
much fun.
Resources Workbook p. 102; Online Practice;
I went to the festival with my brother and
World Map Poster
sister. It was very cold! I wore a snowsuit, boots,
gloves, and a hat. We saw some beautiful snow
sculptures. My favorite was a sculpture of two BE THE EXPERT
big dinosaurs. They looked so real and so scary!
We played on the snow slides and in a snow maze, too! In the Teaching Tip
evening, we listened to music, ate steamed buns, and drank hot When students are asked to complete a writing
tea to get warm. activity, remind them to read the directions
Writing
carefully before they begin writing. This will allow
them to make sure that they understand what
✔ Formative Assessment 2 Write. Write about a celebration or festival. Think about what you they’re being asked to write about, what they
wore, what you saw, and what you did. need to include, and, if applicable, how long their
Can students
piece of writing needs to be.
• use details to describe a celebration or festival? 3 Share your writing. Work in a small group. Listen and fill
Have students review the writing model on in the chart. Content Vocabulary
p. 142 and describe in their own words what Hiro culture, traditions
Celebration What did people
wore, saw, heard, and did during the Sapporo Name
or festival see and do?
snow festival.
• write complete sentences?
San Sosti, Italy
Have students check their writing to make sure
each sentence starts with a capital letter and
ends with a period or other end punctuation. 142 Unit 8 143
Present
• Have students name a familiar celebration. • Ask these questions to help students identify descriptive words: • Have students take turns reading their writing to the other Pair
Say Name one thing you saw, heard, and What did Hiro wear? (snowsuit, boots, gloves, hat) What did group members. As each student reads aloud, the other group
• Have students look at the picture. Ask
did at the celebration. List responses on he see and hear? (colorful lights, beautiful snow sculptures, members should fill in the chart on p. 142. Encourage students
What do you think happens at a folklore
the board. music) What did he do? (played on snow slides and in a snow to ask questions about one another’s writing.
festival? (music, dancing, stories) What
maze, ate steamed buns, drank hot chocolate) Have students
• Review the five senses by having students • Call on students to describe what a classmate saw and did at kind of clothes are the girls wearing?
underline descriptive words in the text.
point to their eyes, ears, nose, tongue, and a celebration or festival. (traditional dresses)
fingers. Say When you describe something, • 2 Read the directions for Activity 2 aloud. Say Think of a
• Put students in pairs. Have them ask and
celebration or festival you went to. Write the name on paper.
you talk about what you saw, heard, and
did. You use special words to help people Give students a minute to think and write. Then say That’s the
Value answer the question in the middle of the
• Say Look at page 143. What does the photo show? (girls page. Students should write notes or draw
make a picture in their minds of what title of your writing. Tell students to think about what they
dancing) Say This photo shows a celebration in Italy. It’s called pictures of their partner’s answers.
you’re describing. wore, what they saw, and what they did at the celebration or
festival, and have them list these things below their titles. Then the Folklore Festival. Point to Italy on the World Map Poster. Share
say Now, below that, put the things in your list into complete
Write sentences. That will be the body text of your writing. Think • Write the words Traditions, Music, Clothes,
• 1 Say Turn to page 142. Read how this • Have students read the value statement on p. 143 aloud and Food as headings on the board. Then
have students take turns sharing their
student describes what he wore, saw,
heard, and did at the Sapporo snow
Share (Celebrate your culture.). Ask How do you celebrate your
answers to the question aloud. As students
birthday? Allow students to share their answers aloud.
festival. Have students read the paragraph. • 3 Read the directions aloud. Form groups of three. Say Share share, have their partners write key words
what you wrote with your group. • Have a student read the sentence under the value statement. under each category on the board.
Say Name one tradition you have with your family. Ask Have
you been to a festival? • After everyone shares, ask What do
cultural celebrations have in common?

PROJECT
Objectives Make a parade mask.
Decorate it and describe it to the class. talk about celebrations and Our World in Context
Students will festivals.
The word holiday literally means “holy day.”
• find information about a celebration. tell what happened in the past. Originally, a holiday referred to a day devoted
• make and decorate a parade mask. 1 2 to religious observance. However, many national
talk about cultural traditions.
• share information with a group. holidays throughout the world celebrate historic
• complete the Unit 8 Quiz. and other events that are not associated with
religion. These holidays include Bastille Day in
Academic Language collect, research France, Independence Day in various countries
Resources Assessment: Unit 8 Quiz; around the world, and New Year’s Day.
Project Rubric
Materials colored construction paper, crayons or
colored markers, glue, tape, scissors, string
ü Did students choose and research a specific
holiday or celebration?
(optional), feathers (optional), cotton balls
(optional) ü Did students make and decorate a parade
mask for their chosen celebration?
Choose a celebration. Do research. I made the eyes with white,
blue, and yellow paper.
ü Did students share information about their
parade mask with classmates?
3 4
Collect materials. Decorate your mask.
144 Unit 8 145
Prepare Share
• Ask What words did we learn about • Write questions such as the following on the board: • Call on students in each group to present their parade masks to
celebrations? List students’ answers on the the class. Have them describe details about their masks.
board. Then ask Which words are about What celebrations do people take part in
• Have students ask questions about each group member’s mask.
what people wear during celebrations? around the world?
Encourage discussion of the holiday or celebration that inspired
(dress up, costume, mask) Say Today, Do people walk in parades during these the mask. Ask questions such as: What holiday or celebration
you’re going to make a parade mask for a celebrations? is your mask for? Where is the holiday celebrated? How do Now I Can
celebration.
Do people wear costumes? Do people wear people celebrate it? What do they wear, do, and eat?
Ask questions such as the following:
• Put students in small groups. Say Find masks?
• Modify To simplify the project, assign holidays and • What celebrations and festivals do you take
information about celebrations that part in with your family?
celebrations in which people wear parade masks. Print out or
take place around the world. Use the • What did you see and do at the last celebration
• Have students use available resources to research celebrations. make copies of reference materials. On the day of class, assign
information to help with your research. you went to?
Remind them that they can use the text and images from the a specific holiday or celebration to each group, and hand out
unit as resources, too. Say Take notes as you research. Use your the materials. • What are some of your family’s cultural
notes to help you choose a celebration. Look for celebrations traditions, and which one do you like best?
in which people wear masks and walk in parades. Then take
notes about the masks people wear in the parades. Ask them Review Workbook and Online Practice
to write what colors the masks are, and what they look like. • For additional practice, direct students to Activity Unit Review
Suggest that they make quick drawings of the masks they like. Worksheet 8.4.
• Hand out materials to each group. Say Each person in your
group will make a mask. Look at your notes. Think about what Give the Unit 8 Quiz. Hand out the quiz and
your mask looks like. Have students make and decorate masks.

VIDEO UNIT 8 READER
Vocabulary 1a celebrate, remember, dance, decorate, HOLIDAY COLORS AND LIGHTS
Color and light play an important part in holiday celebrations

Text Type nonfiction
dress up around the world. Read about the different ways that
colors and light are used in holiday costumes, parades, and
Vocabulary celebrate, a present, a lantern,
Holiday
decorations around the world.
Vocabulary 1b a parade, fireworks, a feast, a party, Created by National Geographic Learning, the Our World readers are six levels of original stories,
a parade, dance, a costume, a party, fireworks,
a costume, a mask, a lantern remember
Colors and Lights

LEVEL 3 READERS
Vocabulary 2 balloons, candles, a birthday cake, Grammar Simple past: regular verbs; Simple past:
Based on an Aesop’s Fable Tortoise and Hare’s Race by Stacy McPherson
an invitation, a present irregular verbs

The Four Blind Men
A Folktale from India Coyote’s Weekend
Grammar 1 Simple past: regular verbs Holiday Colors and Lights Reading Strategy Identifying Main Ideas
Grammar 2 Simple past: irregular verbs Color and light play an important part in and Details
holiday celebrations around the world. Read Resources Flashcards 138–154; Video Sc: 9—Story
Song Celebrate!
about the different ways that color and light

Time; Graphic Organizer: Three-column chart

are used in holiday costumes, parades, and

Viewing holidays and celebrations

decorations around the world.
Story Time Holiday Colors and Lights
Resources Video Sc. 1–10; World Map; Graphic Organizer: Zoom In
Two-column chart
Vocabulary
Before You Read
• Play Vocabulary 1a, 1b, or 2, pausing at the images in
• Activate prior knowledge Ask these questions to get BE THE EXPERT
students thinking about the topic: What’s your favorite color?
the frames. Have students name and define the target Reading Strategy
Before You Watch word. Press Play for the full-screen image and caption.
Why do you like it? Where do you see this color? Do you see
this color during holidays you celebrate? What holidays? Identifying Main Ideas and Details Identifying
• Play the video introduction. Say This video is all about the main idea and details in informational text
Grammar
holidays and celebrations. How do you celebrate • Introduce the strategy Give examples to help students helps students focus on important facts and
holidays? • Play Scene 5: Grammar 1 and Scene 6: Grammar 2. understand what main ideas and details are. Say The main details, and understand how they relate to the
Have students describe the characters, setting, and main idea. Help students identify main ideas and
idea in a text tells what the text is mostly about. The main idea supporting details in Holiday Colors and Lights by
story. Have pairs or groups role-play the segment.
While You Watch is usually near the beginning of the text. Details come next in stopping every few pages and asking questions.
• Replay the segments, pausing on each caption. Call the text. Details give more information about the main idea.
• Have students look and listen for target words that Text Background
on students to read the captions aloud and describe • Have a student read aloud the summary on the back of the
name actions and for words that name things and Informational text gives information about the arts,
what they see in the image on-screen. book. Say A summary usually tells the main idea of a text
events. Have students sort the words in a two-column sciences, or social studies. Types of informational
chart with the headings Actions and Things and Song and gives important details. Ask What’s the main idea in the texts range from newspaper and magazine articles
Events. summary? (People around the world use color and light in to digital information, and from nonfiction trade
• Divide the class into groups and assign each group
celebrations.) books to textbooks and reference materials.
• Ask What word describes an action? (dance) What one song verse. Play the song and have groups sing
word describes a thing? (a present) their verse. Have the class sing the chorus. • Write Main Idea on the board. Beside it, write Celebrations
Viewing around the world. Then draw a three-column chart. Label
• Pause the video as necessary so students can identify, the first column Celebration and Country, the second column
list, and sort words. • Put students in five groups. Assign one of the Detail 1, and the last column Detail 2. Say As we read, we’ll
following countries to each group: China, India, Brazil, stop to identify details that support the main idea. As you look
the United States, and Thailand. Say Listen for your
After You Watch country as you watch. Write what holiday people in
for details, think about what they tell about the main idea.
• Pair students. Have each partner choose one item your country celebrate and how they celebrate it.
from each column of his chart. Say Write a sentence While You Read
using the two words you chose. Call on pairs to read • Play the Viewing segment. Have groups discuss how
• Stop after every few pages to help students identify details in
their sentences aloud. the holiday in their country is celebrated. Have each
the text. Ask the following questions:
group present its celebration to the class.
p. 3: What country does the first paragraph tell about? What
Story Time details tell about celebrations in the country?
• View Scene 9: Story Time once with students. p. 5: What fact on page 5 tells how color or light is used in
celebrations?
• View Holiday Colors and Lights again. Pause the p. 9: How do Americans celebrate their country’s birthday?
video and ask questions such as What color is popular How do these facts support the text’s main idea?
during Chinese New Year? (red) What do children
do during Chinese New Year? (They carry lanterns in
parades.) How do families in India celebrate Holi? After You Read
(They dance and sing in the streets and throw colored • Have students review the completed chart. Ask How do all of
powder at one another.) the details support the main idea? How does identifying the
main idea and details help you understand what you read?

AUDIO SCRIPT S2: Then we can make the birthday cake. Can we have NOTES
a chocolate cake?
Student’s Book S1: Yes, of course. And I have nine candles to put on
the cake, too.
TR: 8.1 1 Listen and read. S2: OK. And then we can blow up the balloons.
People all over the world have special celebrations. S1: Yes—perfect. Then we are ready!
They take time to remember the past, meet family and
S2: And then you can give me my presents!
friends, eat food, and have fun!
S1: Yes, then we can give you your presents!
a costume, a feast, a mask, a lantern, a party,
fireworks, celebrate, remember, dance, dress up,
TR: 8.7 Grammar 2 Simple past: irregular verbs
decorations, a parade
a costume Do you like my costume?
a feast There’s lots of food at this feast. Note: The reading November Celebrations is on p. 266.
a mask I love the colors on this mask.

a lantern This lantern is beautiful.
Workbook
a party I like to go to parties! TR: 8.1 3 Listen to the song. Read and write.
fireworks The fireworks are loud and colorful! Note: Lyrics for the song Celebrate! are on
celebrate We celebrate my birthday every year. pp. 256–257.
remember I remember my great-grandparents.

dance I always dance at parties.
1. Did you walk to the party?
dress up Let’s dress up as superheroes.
2. Yes, we walked to the party.
decorations I love these party decorations.
3. Did your cousins dance with you?
a parade It’s time to watch the parade.
4. Yes, they danced with me.
TR: 8.3 1 Listen. Read and sing. 5. Did you smell the yummy food?
Note: Lyrics for the song Celebrate! are on pp. 256–257. 6. Yes, I smelled the yummy food.
TR: 8.4 Grammar 1 Simple past: regular verbs TR: 8.3 2 Listen and read. Can you say these fast?
Note: Grammar 1 is on p. 258. 1. Don’t dance under the decorations!

2. Please pick up the purple party presents.
TR: 8.5 1 Listen and say. 3. We celebrated and sang some songs slowly.
a present Here’s a present for you.
Happy Birthday! TR: 8.4 1 Listen and read.
a birthday cake I love birthday cakes. Note: The reading Celebrating the Sun is on p. 337.
candles There are seven candles on the cake.
TR: 8.5 2 Look and write.
an invitation It’s an invitation to a party!
1. Did you remember to color the candles?
balloons There are eleven balloons.
2. Yes, I remembered.
TR: 8.6 2 Listen and stick. 3. Did you celebrate your birthday?
S1: OK. What do we need to do for your birthday Yes, I celebrated my birthday.
party? 4. Did your friends give you a present?
S2: We can give people the invitations first! Yes, they gave me a present.
S1: Yes, great. We can write the invitations today. 5. Did you like it?
Yes, I liked it.

In This Unit
Theme This unit is about hobbies and free-time
activities.
Content Objective
My Weekend About the Photo
This photo shows boys using their free time to
play soccer in an alley in Chefchaouen, Morocco.
Point out Morocco on the World Map Poster.
Students will
People in some English-speaking countries, such
• identify and describe free-time activities and
In this unit, I will . . . as England and Australia, call the game of soccer
hobbies. • talk about free-time activities. football. People in the United States and Canada
Language Objectives • talk about hobbies. use the word soccer. Soccer is the most popular
Students will team sport in the world.
• talk about free-time activities. Look and check.
The boys are
Days each week in which people don’t normally
• talk about hobbies. playing basketball.
go to school or work are called the weekend in
Vocabulary playing volleyball. English. Students in many countries around the
Vocabulary 1 busy, eat out, exciting, go on ✔ playing soccer. world don’t go to school on Saturday and Sunday.
a picnic, go to the beach, go to the movies, However, in some countries, many students do go
They are
interesting, lose, stay home, text my friends, to school on Saturday. In that case, Sunday would
visit a museum, win tired. be the only day of the weekend.
Vocabulary 2 go fishing, go hiking, ✔ happy.
Related Vocabulary
go horseback riding, go ice skating, bored.
go swimming alley, wall
Grammar
Grammar 1 Simple past: wh- questions and
negative
Grammar 2 go + verb + –ing
Reading Wow! Look at that!
Writing Write about a good weekend.
Value Try new things. Chefchaouen, Morocco
Project Make a class scrapbook.

146 147

Objectives
• Activate prior knowledge Write Monday, Tuesday, • Say Open your books to pages 146 and 147. Have students look
Students will
Wednesday, Thursday, Friday, Saturday, and Sunday on the at the photo. Say These boys are not at school. They’re not
board. Say These are the days of the week. Ask What days do working. Ask Are they playing? (yes) Say Yes, these boys are
• accurately describe a photo. playing. They have free time.
you go to school? Underline the days students go to school.
Resources Video Sc. 1—Introduction; Circle the remaining day or days.
Home-School Connection Letter; Unit • Ask questions to encourage discussion of the photo.
Opener Poster; World Map Poster; Classroom • Build background Say The name of our next unit is “My What do you see? (three boys, a ball, an alley)
Presentation Tool Weekend.” On the board write weekend and say The weekend Are the boys at school? (no)
is the end of the week. Point to the circled day or days on the Are the boys playing or working? (playing)
board. Say This is the weekend.
Pacing Guides L3U9 • Guide students through the activity on p. 146. Read each
• Preteach Say On the weekend, we usually don’t go to school. answer choice aloud. Ask students to say yes or no. After
2–3 Hours 3–4 Hours 4–6 Hours We have free time. Write free time on the board and say Free students answer, write the completed sentences on the board.
time is time to relax. Free time is time to play. Confirm the correct answer. Ask In your free time do you play
soccer? Do you play something else? How do you feel when
you’re playing? Do you feel tired? Do you feel happy? Call on
students to answer aloud.

VOCABULARY 1
eat out lose win
Vocabulary Strategy
Students will
2 Listen and say. TR: 9.2 Using a Dictionary A dictionary may offer more
• identify free-time activities. than one definition for a vocabulary word.
The weekend is a time to relax and
• tell about what they do on weekends. Students need to think about the context of the
do fun things. Sometimes we stay
sentence in which the word appears to figure out
Vocabulary eat out, go to the movies, visit a home. Other times we go out and visit
places, play outside, or see friends. the correct meaning. They should compare the
museum, go on a picnic, stay home, lose, win,
definitions and choose the meaning that best fi ts
exciting, interesting, text my friends, busy, go to
go to the movies visit a museum exciting interesting the context of the sentence. Some dictionaries
the beach
provide example sentences that can also be used
Academic Language context, dictionary, to help select the right definition.
definition
Content Vocabulary outside, relax Related Vocabulary
boats, cliffs, sand, shore
Resources TR: 9.1–9.2; Flashcards 160, 165;
Minimal Pair Card 49; Video Sc. 2— The Sounds of English
Vocabulary 1a, Sc. 3—Vocabulary 1b; Activity
Comparing Sounds: /ɪ/ and /ɛ/ The sounds /ɪ/
Worksheet 9.1; Graphic Organizer: T-chart; go on a picnic stay home text my friends busy
(win) and /ɛ/ (when) may be difficult for English
learners to distinguish. To say the /ɪ/ sound, have
Materials colored pencils, large sheets of paper, students relax their lips and tongue and add their
markers, index cards voice. As students pronounce the /ɛ/ sound, their
jaw will lower and their tongue will move forward
and lightly touch the back of the bottom teeth.
Have students practice the words on Minimal Pair
3 Ask and answer. Work with a partner. Card 49 (lift, left).
go to the beach Example words: win, busy, interesting; present,
What do you do Sometimes I go to the
remember, celebrate
on weekends? movies. How about you?
Cabo San Lucas, Mexico
148 Unit 9 149

• Set the stage Say On weekends, many • Say Open your books to page 149. Point to busy. Say At • 1 Say Let’s listen to words about weekend activities. Listen to • 2 Say Listen to the words. Then listen
people don’t go to work. They have free school, we’re busy. At work, we’re busy. Busy means we don’t the paragraph on page 148 and the words on pages 148 and to the sentences. Repeat the words
time. I (go to the park) on the weekends. have free time. 149. Play TR: 9.1. and sentences after you hear them.
I usually (visit my friend’s house). Play TR: 9.2. Have students repeat each
Sometimes, I (stay home). I never (go to • Say Look at the pictures on page 148. These are things we can • Write the following on the board: vocabulary item and sentence. Ask What
work) on the weekends. do on the weekend, when we have free time. Point to each words are about having a meal away from
photo, say the words aloud, and have students repeat after you. stay the movies your house? (eat out, go on a picnic)
• Recycle Say We have free time on the
• Point to exciting and interesting. Say We can use these words to go on my friends • Write always, never, usually, and
weekend. Let’s talk about some things to
do on the weekend. Hold up Flashcards 160 describe activities. Model each term for students. For example, text home sometimes on individual index cards. Hold
(go to the movies) and 165 (visit a raise your arms over your head and say Exciting! Point to win. up sometimes and say a sample sentence,
Say It’s exciting when we win! Look closely at an object and say eat a museum
museum). Say These are two free-time such as I sometimes (visit a museum) on
activities. Where can we go to see movies? This (book) is very interesting. go to out the weekend. Walk around the room and
(a movie theater) Where can we go to see have students choose a card and read it
• Write on the board: Going to the movies is . Staying visit a picnic
paintings? (a museum) aloud. Then ask another student to select
home is . Visiting a museum is . Point
a term on pp. 148–149 and say a sentence
• On the board write: I go to to an activity and ask Is (going to the movies) exciting? Is it
• Call students up to the board to draw a line to connect the that includes the word on the card. Write
on the weekends. Ask What are some interesting? Have students write complete sentences such as
phrases. Then have them read the connected phrases aloud. students’ sentences on the board.
other places you go on the weekends? Going to the movies is exciting. Staying home is not interesting.
Correct any mistakes. Note that go to can connect to either
List students’ responses on the board. the movies or a museum and visit can connect to my friends
Call on students to read the sentence or a museum.
frame aloud, filling in the blank with an
item from the list.

VOCABULARY 1
eat out lose win
• Write eat out, go to the movies, visit a museum, go on a picnic, Teaching Tip
2 Listen and say. TR: 9.2 go to the beach, and text my friends on the board and on When students are learning several new
The weekend is a time to relax and individual slips of paper. vocabulary terms at once, help them to use the
do fun things. Sometimes we stay new terms together in context. For example, point
home. Other times we go out and visit
places, play outside, or see friends.
• Say Let’s talk about what things we do on weekends in the out instances in which a new vocabulary term can
morning, in the afternoon, and in the evenings. Draw the describe or tell about another new vocabulary
go to the movies visit a museum exciting interesting following three-column chart: term, such as I text my friends when I’m not busy
doing homework.
In the morning In the afternoon In the evening
I go to the beach. I visit a museum.
go on a picnic stay home text my friends busy • Say I’m going to pick a slip of paper. Then, I’ll write the activity
in the morning column. Then say a complete sentence such
as In the morning, I go to the beach. Have a student pick a
second slip of paper and read it aloud. Write the activity in the
afternoon column—for example, I visit a museum. Pick a third
slip of paper. Write the activity in the evening column—for
example, I eat out.
3 Ask and answer. Work with a partner.
go to the beach
What do you do Sometimes I go to the
• Pair students and hand out a three-column graphic organizer
on weekends? movies. How about you? to each pair. Have them copy the column headings from the
board. Ask partners to write the activities from the board on
individual slips of paper. Then have them take turns choosing
activities that they do in the morning, the afternoon, or the
Cabo San Lucas, Mexico
evening. Have students write the activities in order on the
148 Unit 9 149 chart. Remind students to write in complete sentences, referring
to the examples on the board as needed.
• Ask students to practice reading their sentences with their

Wrap Up partners. Then call on students to read their sentences aloud to

• Say Today we talked about activities we Free time Busy the class.
can do on weekends. We have free time on go to the movies do my homework
weekends. We’re not busy.
visit a museum go to school Wrap Up
• Have students form groups of three or • Hand out drawing materials to each student. Assign each
four. Write movies, museum, picnic, home, • After completing the chart, point to a phrase in the first student an activity from pp. 148–149. Say Draw a picture of
beach, and text on individual slips of column. Ask a student to say a sentence using the phrase. yourself doing the activity. When students are finished, have
paper. Have a student pick a slip of paper Repeat for other free-time activities. them write I (go to the beach) on weekends on the drawing.
and write the word on the board. Ask Have students present their drawings to the class and talk
each group to write a sentence using the
word. Have each group say their sentences
Apply about the activities in the drawings.
aloud. Repeat with the remaining words. • 3 Point to the model dialogue on p. 149. Ask two students to
read the dialogue aloud. Say Think about some things you do Review Workbook and Online Practice
Vocabulary 1
on the weekends. Write them down. Give students five minutes • For additional practice, direct students to Activity Worksheet 9.1.
Recap to list weekend activities on a sheet of paper. If students need ✔ Formative Assessment
• Ask What days are weekend days? After ideas, refer them to the first column of the T-chart on the
students respond, say Let’s talk about board. Next to each activity, have students write how often Can students
things we can do on the weekends, and they do it. (always, never, sometimes, usually) • identify free-time activities?
things we do when we’re busy. Act out, draw, or point to a picture of an activity
• Pair students. Say Talk with your partner about what you do on
on pp. 148–149. Ask students to name the
• Draw a T-chart on the board. Ask students the weekends. Tell your partner how often you do those things.
activity and use it in a complete sentence.
to name things they do on the weekends Have students take turns asking and answering questions. If
• tell about what they do on weekends?
and things they do when they are busy. students are having difficulty, ask them to look at the model
dialogue. On the board, write What do you do on the
Write students’ ideas in the appropriate weekend? and the sentence frame I
column of the chart. on the weekend. Ask students to read the
question and complete the sentence.

SONG
SONG BE THE EXPERT
Vocabulary in the song 1 Listen. Read and sing. TR: 9.3 I didn’t go fishing or walking. I stayed at home. Teaching Tip
Vocabulary 1 stay home, lose, text my friends, I didn’t go swimming or hiking. I played with everyone.
I played a game with my little brother. I lost at baseball, but it was fun. When using a song during class, sing or listen to
win
parts of the song before moving from one lesson
Vocabulary 2 go fishing, go swimming,
go hiking, go horseback riding
Free Time I went to the movies with
my mother.
I texted friends. I helped cook dinner.
When I help out, I feel like a winner. activity or lesson to the next. Sing one part of
Free time, free time, free time is great. CHORUS CHORUS
the song at the beginning of class, and sing the
Grammar in the song There is no school, and I can sleep late. remaining parts of the song before the start of
Did you go fishing? Free time, free time, free time is great.
In my free time I like to have fun. each new activity or lesson.
Grammar 1 Simple past: wh- questions I throw and catch. I jump and run.
Did you play baseball? There is no school, and I can sleep late.
and negative Did you go walking? In my free time I like to have fun.
CHORUS What did you do? I dance and sing. I play and run. Related Vocabulary
Grammar 2 go + verb + –ing
What did you do on your weekend? Did you go swimming? goggles, swim trunks
Resources TR: 9.3; Flashcards 162–164, 166; Video Did you stay at home? Did you have some fun? Did you go hiking?
Sc. 7—Song; Workbook p. 106, TR: 9.2–9.3; What did you do on your weekend? Did you go horseback riding?
Online Practice Did you go outside and play in the sun?
Did you go fishing?

Did you play baseball?
Did you go walking?
What did you do?
Did you go swimming?
Did you go hiking?
Did you go horseback riding?
2 Talk. Work with a partner.

1. What three things from the song
do you do in your free time?
2. What three things from the song
don’t you do in your free time?
Bajau boys swimming Workbook and Online Practice
150 Unit 9 151 Song

• Predict Say Open your books to pages • 1 Say Now let’s listen to a fun song about things you can • Vocabulary 1 Point out these lines from the song: “I stayed swimming, go hiking, go horseback riding)
150 and 151. What are the people doing? do in your free time! Play TR: 9.3 once as students read the at home,” “I lost at baseball, but it was fun,” “I texted friends,” Then have them say the name of each
Have students tell about what they see lyrics and follow along. Hold up and review Flashcards 162–164 and “When I help out, I feel like a winner.” Ask What four new activity they acted out.
in the picture. Next, have students read and 166 (lose, stay home, text my friends, win) Say We’ll hear words and phrases are like these words? (stay home, lose, text
words like these in the song. Replay the song and hold up each my friends, win) • Grammar 2 Play the following lines from
the title of the song. Say Think about the
Flashcard as the related word is mentioned. the song: “Did you go swimming? / Did you
picture and the name of the song. What
• Then have students turn to p. 148 and choose an activity that go hiking? / Did you go horseback riding?”
do you think the song is about? Write
• Then say Turn to pages 148 and 149 in your books. Play TR: 9.3 does not appear in the song. (eat out, go to the movies, visit a Write went and didn’t go on either side of
students’ predictions on the board.
a third time. Have students point to each vocabulary term as museum, go on a picnic) Have them use their chosen activity a note card. Hold up one side of the card
• Have students look at the picture again. they hear it mentioned in the song. to write a new line for the song. Call on students to sing or say and ask students to say an answer to the
Ask Who likes to (go swimming) on their new line aloud. question using either went or didn’t go.
• 2 Put students in pairs. Read aloud the directions for Activity 2
the weekend? Scan the song for other
on p. 151. Play TR: 9.3 and have pairs complete the activity. • Vocabulary 2 Play the song Free Time. Say Think of the
activities. Ask Who likes to (go to the
weekend activities we learned about. Act out each activity
movies) on the weekend? Have students
when you hear it named in the song. Have students stand
raise their hands for each activity. Say
up. Replay the song and have students act out the go + -ing
(Marissa, Yuri, and Jay) go swimming on
activities as they hear them mentioned. (go fishing, go
the weekend. (Ahmed, Manuel, and Farah)
go to the movies on the weekend. Ask
What other things do you like to do in your
free time on the weekends? List students’
ideas on the board.
284 Unit 9 Song 285

GRAMMAR 1 2 Write. Write about things you did and didn’t do on the weekend.
Simple past: wh- questions and negative TR: 9.4 Things I did
Objectives Our World in Context
How was your weekend? It was boring. I didn’t do anything special.
Students will 1.
What did you do? I went to a soccer game. Playing or watching soccer games may be a
• talk about the past using didn’t. Did your team win? No, they didn’t win. They lost. popular weekend activity for some students.
2.
• describe what they did and didn’t do on the The most important soccer tournament in the
weekend. world—the World Cup—takes places every four
1 Read and write. Complete the sentences. Use these words. 3.
years. Teams from 32 countries compete in the
Grammar Simple past: wh- questions and
4. World Cup.
negative didn’t eat out didn’t go didn’t watch didn’t win went won
The Brazilian national soccer team is the most
Resources TR: 9.4; Video Sc. 5—Grammar 1; What did you do on the weekend? Things I didn’t do successful World Cup team. Brazil has played in
Graphic Organizer: T-chart; Workbook the World Cup final seven times. Brazil has won
pp. 107–108, TR: 9.4; Grammar Workbook 1. We didn’t go on a picnic because it was raining! 5. the World Cup five times. Italy is the second most
pp. 38–39; Online Practice successful team, having won the tournament four
2. We went to the movies. We saw a great movie. 6.
times. Germany has won a total of three times.
3. We played basketball on Saturday. We didn’t win . We lost! 7.
Grammar in Depth
4. On Sunday we had lunch at home. We didn’t eat out . 8. To form a negative statement in the simple past,
use didn’t + the base form of the verb:
5. Monday we didn’t eat out. We went on a picnic.
Last weekend was boring. I didn’t do anything
6. Last weekend we didn’t go to the beach. The weather was bad. special.
The base form of the verb doesn’t change. It is
7. Yesterday I didn’t watch TV. I played video games. the same for all persons:
How was your weekend? It was boring!
8. I went to the game. It was great! We won ! I didn’t finish my homework.
She didn’t finish her homework.
To form wh- questions in the past: wh- word +
did + subject + base form of the verb:
What did you do last weekend?
I didn’t go to the movies. I
Why? didn’t eat out. I stayed home. Where did they go?
152 Unit 9 153
Warm Up
• Activate prior knowledge Point to a Ask pairs to complete their own T-charts and write one or two • Write the following on the board: • Pair students with their partners from the
photo on pp. 148–149 and ask Who likes to things their partner does and doesn’t do on weekends. chart activity. Write on the board: I didn’t
(go to the beach) on the weekend? Have on the weekend. Have students
Does Doesn’t do à did don’t do à didn’t do
students raise their hands. Shake your look at the activities their partners listed
head and say I don’t like to (go to the (Adila) does go to the movies. (Jamil) doesn’t go to the beach. go à went don’t go à didn’t go in the Doesn’t column. Have students
beach) on the weekend. Next, ask Who stay à stayed don’t stay à didn’t stay complete the sentence frame using one or
(Jamil) does visit a museum. (Adila) doesn’t stay home.
doesn’t like to (go to the beach) on the two activities from their partner’s charts.
weekend? Have students raise their hands.
• Call on students to share sentences about what their partner • Have students read the words on the board aloud. Say The
Continue asking Who does? and Who
doesn’t? questions for the remaining items.
does and doesn’t do on the weekends. arrows point to words that you can use to talk about the past,
Practice
or what already happened. Say To talk about the past, put did • Pair students. Point out the grammar box
• On the board, draw a T-chart with columns Present not or didn’t in front of the action word. Point to didn’t go and on p. 152. Tell one partner to read the first
labeled Does and Doesn’t. Write sample circle go. question in the left column. The other
activities in each column. Pair students • Say We talked about what we do and don’t do on weekends.
student should answer by reading the
and hand out T-chart graphic organizers. Now, let’s talk about the past. When we talk about the past, • Choose two items from the Doesn’t column in the T-chart on sentence in the right column. Have pairs
we talk about things that already happened. Write How was the board. Say Let’s write these sentences to be in the past. continue with the remaining sentences,
your weekend? on the board. Say We can talk about what we Write example sentences such as (Jamil) didn’t go to the beach. and then switch roles.
did and didn’t do on the weekend. (Adila) didn’t stay home.
• Have students open their books to p. 152. Point to the grammar

box. Say Let’s listen to some sentences. Listen for the word
didn’t. Play TR: 9.4.

GRAMMAR 1 2 Write. Write about things you did and didn’t do on the weekend. follow up with questions such as Did you like (going to the BE THE EXPERT
Simple past: wh- questions and negative TR: 9.4 Things I did soccer game)? Was (going to the soccer game) boring? Was it
How was your weekend? It was boring. I didn’t do anything special. interesting? Was it exciting? Have students describe the activity Teaching Tip
1.
What did you do? I went to a soccer game.
by responding with sentences such as I liked (going to a soccer Some students may have difficulty selecting the
Did your team win? No, they didn’t win. They lost.
2. game). It was (interesting). It was (not boring). correct word or words to fill in the blank space in
a sentence frame. When this happens, write two
1 Read and write. Complete the sentences. Use these words. 3. options on the blank line. Ask students to circle
didn’t eat out didn’t go didn’t watch didn’t win went won 4. Apply the option they think is correct.
• Tell students about your weekend. For example, say My

What did you do on the weekend? Things I didn’t do
weekend was (interesting). I (didn’t stay home). I (went to
didn’t go
1. We on a picnic because it was raining! 5. the museum). At the (museum), I (learned about animals.)
2. We went to the movies. We saw a great movie. 6. Then I (played soccer. My team won!)
3. We played basketball on Saturday. We didn’t win . We lost! 7. • Say Now, think about your weekend. Write the following
didn’t eat out 8.
sentence frame on the board: My weekend was .
4. On Sunday we had lunch at home. We .
Walk around the room and ask individual students How was
went
5. Monday we didn’t eat out. We on a picnic. your weekend? If students have difficulty responding, have
6. Last weekend we didn’t go to the beach. The weather was bad. them complete the sentence frame and say it aloud.
7. Yesterday I didn’t watch TV. I played video games. • 3 Say Let’s talk about your weekend. Read the model
It was boring!
8. I went to the game. It was great! We won !
How was your weekend?
dialogue on p. 153 with a student. Pair students. Say Tell your
partner about your weekend. How was it? Tell your partner
what you did and didn’t do. Have students take turns asking
and answering questions about their weekends. Walk around
I didn’t go to the movies. I the room and watch pairs as they take part in the activity. If
Why? didn’t eat out. I stayed home. students have trouble asking and answering questions, refer
them to the model dialogue.
152 Unit 9 153 Extend

• Say Let’s talk about why we didn’t do things on the weekend.
I didn’t (go to the beach) on the weekend because (it was rainy).
Ask Why didn’t I (go to the beach)? (because it was rainy)

• Write the following on the board: is raining. Then write item 1 on the board. Ask What’s the past
• Write the following on the board:
of don’t go? (didn’t go) Write We didn’t go on a picnic because
go to the movies à didn’t go to the movies it was raining. Have students write didn’t go in item 1. Then
have them complete items 2–8. Call on students to share their Why didn’t you on the weekend?
win the game à the game
completed sentences aloud. I didn’t because .
visit a museum à a museum
• 2 Read the activity directions aloud. Say On the weekend,
text my friends à my friends I (visited a museum). I didn’t (play soccer). Think about • Pair students. Say Think of things you didn’t do on the weekend.
stay home à home your weekend. What did you do? What didn’t you do? Have Why didn’t you do those things? Give students time to think of
students write sentences describing four things they did and and write answers. Say Your partner will tell you one thing he
four things they didn’t do. If they are having trouble, refer didn’t do on the weekend. Ask your partner why he didn’t do
• Say Let’s talk about things we didn’t them to their completed T-charts from the Warm Up activity. that thing. Listen to your partner’s answer. Have students take
do on the weekend. Read the example turns asking and answering questions using why and because.
with students. Ask students to copy the Workbook and Online Practice
remaining items and complete them with Wrap Up • Model the activity with sample questions and answers such as Grammar 1
didn’t plus the correct form of the verb. • Ask individual students What did you do last weekend? or Why didn’t you visit a museum on the weekend? (I didn’t visit
a museum because I was busy.) Why didn’t you go on a picnic
Call on students to read one completed What didn’t you do last weekend? Write responses on the
item aloud. If any students used didn’t plus board, and keep a tally of how many students did and didn’t on the weekend? (I didn’t go on a picnic because it was snowy.) Can students
the past tense of the verb, underline the do an activity. Discuss as a class. • talk about the past using didn’t?
verb to the left of the arrow and remind
students not to change the form when
Wrap Up Ask students to name familiar home- or
using didn’t. Recap • Have students form a circle. Stand in the center of the circle.
school-related activities. Have them identify
which activities they didn’t do last weekend.
• Say We’ve talked about things we did and didn’t do on the Point to a student and ask What did you do on the weekend?
• 1 Read the activity directions aloud. Ask • describe what they did and didn’t do on the
weekends. Call on a student to share an activity she did last Have the student answer. Point to the next student and ask
Do we go on a picnic when it’s raining? weekend?
weekend. Have students answer in complete sentences such What didn’t you do on the weekend? Continue alternating
(no) Write We don’t go on a picnic when it Ask What did you do on the weekend?
as I went to a soccer game. After the student responds, questions as you go around the circle. What didn’t you do on the weekend?

VOCABULARY 2
VOCABULARY 2 • Point to item 1. Ask What activity has the word ice in it? (go ice BE THE EXPERT
skating) Have students write go ice skating for item 1. Then
Objectives 1 Listen and say. Read and write. TR: 9.5
have them complete the remaining items. Review the answers Teaching Tip
Students will
as a class. Have students keep a portfolio of the graphic
• identify more free-time activities. organizers they complete in class. Graphic
• tell what free-time activities they do and • Draw a word web on the board. Write go horseback riding in organizers can be used as review material in
don’t want to do. the center circle. Have the class brainstorm words that describe later lessons. As students continue to learn new
the activity. Use students’ responses to fill in the web. words and grammar structures, have students
Vocabulary go horseback riding, go fishing,
review previously completed graphic organizers
go hiking, go swimming, go ice skating
go fishing go hiking and add new details. Revisiting past material in
Resources TR: 9.5; Flashcards 167–171; exciting horse graphic organizers gives students a chance not
Video Sc. 4—Vocabulary 2; Graphic Organizer: only to refresh their memory, but also to think
Word web; Activity Worksheet 9.2; critically as they try to connect past content with
go horseback
Workbook p. 109; Online Practice what they’re presently learning.
riding
Material a ball
Related Vocabulary
outside fishing rod, goggles, skates
go horseback riding go swimming go ice skating
1. I go ice skating in winter. I can go fast on the ice. • Assign each student one of the remaining vocabulary terms.
2. I go fishing with my Dad. We don’t catch many fish! Hand out copies of the word web graphic organizer. Have
students complete their own webs.
3. I go horseback riding sometimes. Horses can run very fast.
4. I go hiking with my family. We go into the woods.

Apply
5. I go swimming every weekend. I can swim very well now. • 2 Pair students. Say Look at the sticker activity on page 154.
Model the dialogue with a student. Say There are seven
2 Stick your favorite activities. Work with a partner. Ask and answer.
stickers. Pick your five favorite stickers.
Do you want to go mountain climbing?
No, I don’t. I want to go hiking.
• Write Do you want to ? on the board. Model the
conversation with a student. Ask Do you want to (go ice
skating)? If the student has the ice skating sticker, have her
1 2 3 4 5 reply Yes, I want to go ice skating and place the sticker in the
box. If she does not have ice skating as a favorite sticker, have
154 Unit 9 her reply No, I don’t. I want to (go swimming) and place the
(go swimming) sticker in the box.
Warm Up
Extend
• Set the stage Say On weekends, some • Say the name of each activity aloud and act it out. For
people like to exercise. Sometimes they example, say go fishing and pretend to cast with a fishing pole. • Ask What’s an activity you like to do? What’s an activity
like to do this. Run in place. Ask What do Have students repeat the name of the activity and act it out you don’t like to do? Provide the sentence frame: I like to
they like to do? (run) Then say Sometimes, with you. , but I don’t like to . Ask students to
(I do this with a friend) on weekends. Call share their sentences with the class. After a student shares an
• Say Open your books to page 154. Look at the photos. Have example, ask Why do/don’t you like to (go fishing)? Have the
a student to the front of the room. Toss a
students point to each photo and say the words aloud. Point to student answer with because.
ball back and forth a few times. Ask What
each photo and ask questions such as What do you see in the
weekend activity (do I like to do with my Workbook and Online Practice
photo? Do you think this is a winter or summer activity? Why?
friend)? (play catch)
Ask What are the activities with animals? (go horseback riding, Wrap Up Vocabulary 2
go fishing) What are the activities with water? (go fishing, • Draw clues on the board, such as trees, hiking shoes, and ✔ Formative Assessment
Present go swimming, go ice skating) What activity has walking? backpacks. Have students guess which activity you are drawing.
(go hiking) (go hiking) The student who guesses correctly then comes to Can students
• Say Now we’ll learn some new words for
activities we can do on weekends. Hold the board and draws clues for a different activity for the class • identify more free-time activities?
to guess. Repeat for all the vocabulary terms.
up Flashcards 167–171 one by one. Say the Practice Write this sentence frame on the board: Some
people . Act out each of the five
name of the activity on each card. Have
• 1 Say Let’s listen to words and sentences. Say the words and activities, and have students guess each activity
students repeat the name after you.
sentences after you hear them. Play TR: 9.5. Then read the Review and complete the sentence frame.
directions for Activity 1 aloud. • For additional practice, direct students to Activity • tell what free-time activities they do and don’t
Worksheet 9.2. want to do?
Have students look at the vocabulary terms on
p. 154 and say which activities they do and don’t
want to do.

GRAMMAR 2
Objective go + verb + -ing TR: 9.6
• 1 Point out Activity 1. Say Look at the pictures. What activities Grammar in Depth
Students will What do you do on weekends? We usually go hiking.
What did you do last weekend? We didn’t go hiking. do you see? Point to horseback riding and fishing. Say What do We use the pattern go + -ing verb (also called
• describe past activities using go + -ing. We went swimming. you see over each of these two pictures? (a red X) Say A red X a gerund) to talk about activities we do in our
Grammar go + verb + –ing tells us Carlos didn’t do that activity. free time:
1 Look and write. go hiking go swimming go ice skating
Resources TR: 9.6; Video Sc. 6—Grammar 2; • Have a student read the activity question aloud. Then review go shopping go fishing
Activity Worksheet 9.3; Workbook p. 110;
item 1. Point to the first picture. Ask What activity is this? (go ice When we use go + -ing, we are describing the
skating) Is there a red X? (no) How do we say go in the past? whole experience. Compare:
Material coins (went) Read the completed sentence with students. Then have I ran two kilometers yesterday. (only the act of
students complete the activity. Say Imagine there’s a red X over running)
the picture of Carlos hiking. How would you say the sentence I always go running in the morning. (includes
What did Carlos do on the weekend?
then? (Carlos didn’t go hiking.) If students answer incorrectly, getting ready, going to the track, running,
He went ice skating. review the information in the grammar box. coming home)
1.
In the present tense, remember to change
the verb go with he/she/it. (In the past tense,
2. He didn’t go horseback riding.
Apply use went for all persons):
3. He went hiking. • Pair students, and have partners cut out the game board. Point I go / I went fishing in the summer.
to each activity on the board and ask What activity is this? She goes / She went horseback riding often.
4. He went swimming. In the past tense, use didn’t + go + verb-ing to

• 2 Read aloud the model dialogue on p. 155. Then model the make negative statements. Don’t use went:
game. Flip a coin. If it’s heads, look at the activity on the game I didn’t went swimming. I didn’t go swimming.
5. He didn’t go fishing.
board and say I (went shopping) last weekend. Move forward
Don’t insert to after the verb go:
one space. If it’s tails, say I didn’t (go shopping). Hand out
2 Play a game. Cut out the game board in the back of the book. two coins to each pair; one to serve as a marker, the other for I go / I went to shopping on Saturday.
Play with a partner. Take turns. Flip a coin. students to flip. Say Ask your partner “What did you do last
What did you do weekend?” Listen to what your partner did or didn’t do. Have
last weekend? students play the game.
Heads: Tails:
Yes + move No
one space
Extend
I didn’t go shopping.
155 • Say Think about what you did last weekend. Let’s talk about
what we did before or after normal daily routines. Write
sentences such as I didn’t go swimming after breakfast.
Warm Up Present Write the following sentence frames on the board:
• Recycle Ask What words about outdoor • Explain Say We can talk about what we did last weekend.
activities have we learned? (go horseback Last weekend is in the past. When we talk about the past, we I went before . I didn’t go before .
riding, go fishing, go hiking, go swimming, change go to went and don’t go to didn’t go. Write this model I went after . I didn’t go after .
go ice skating) Write these phrases on the on the board:
board.
• Have students use the sentence frames to write about their
• Preteach Say I did some of these things On the weekend Last weekend own weekend activities. Have students share their sentences.
last weekend. But I didn’t do all of them. I go fishing. à I went fishing.
Point to go hiking and say I went hiking
on Sunday morning. Have students repeat
I don’t go fishing. à I didn’t go fishing. Wrap Up
the sentence after you. Then point to go • Have students fold a sheet of paper in half. On one half, have
fishing and say I went fishing on Sunday • Say Open your books to page 155. Look at the grammar box. them draw an activity they did last weekend. On the other half,
afternoon. Have students repeat after Play TR: 9.6 and have students read along. Point out that go have them draw an activity they didn’t do, and draw a red X
you. Then point to the remaining terms. As does not change to went when it comes after didn’t. over that picture. Ask students to write a sentence under each
you point to each one, say Last weekend, picture, using either went or didn’t go. Workbook and Online Practice
I didn’t go (horseback riding, swimming, Grammar 2
ice skating). Have students repeat each
sentence after you.
Worksheet 9.3. Can students
• describe past activities using go + -ing?
Have students name activities they performed in
the past.

READING
This is a map of part of the museum.
What is next to the trains?
Objectives 1 Listen and read. TR: 9.7 Treasures of the Earth

About the Photo
Students will
Wow! Look at That!
Theater
The photo shows the Children’s Museum of
• describe the parts and the contents of a Indianapolis, in the U.S. state of Indiana. The
Planetarium
museum. Museums are great places to visit on the weekend. They teach us Trains Dinosaurs museum is one of the largest children’s museums
• identify an author’s purpose. about the world in fun ways. Many museums have special exhibitions for in the world, with over one million visitors each
children. Other museums are ALL for children! 2 Read. Match to make sentences. year. In addition to the dinosaur models outside
Reading Strategy Identifying an Author’s Are these dinosaurs escaping from a museum? At The Children’s of the building, the museum also features two
Purpose Museum in Indianapolis, USA, there are giant models of dinosaurs 1. The Children’s Museum is a. in the planetarium.
fossil skeletons of Tyrannosaurus rex, or T. rex.
Academic Language author, information, outside. Some of them are running away, and others are looking in
2. The dinosaurs outside of the museum b. in Indianapolis, USA. Scientists named the two T. rexes in the Children’s
through the window!
opinion Museum Stan and Bucky. Bucky is considered very
In one exhibit, called National 3. You can learn about the stars c. look like they’re running away. special because he’s the first teenage T. rex fossil
Content Vocabulary exhibitions Geographic Treasures of the Earth, you
to be shown in a museum.
can learn a lot about the history of Egypt. 4. There are giant models of dinosaurs d. go rock climbing.
Resources TR: 9.7; Graphic Organizer:
Two-column chart; Workbook pp. 112–113, Inside the museum there are real
5. You can go to the theater, and you can e. outside the museum. Related Vocabulary
TR: 9.7; World Map Poster; Online Practice dinosaur fossils, rooms about science, art,
culture, history, and much more. You fossils, models, planetarium
Materials index cards can learn about the stars in the
3 Read. What’s at the Children’s Museum in Indianapolis?
planetarium, you can go to the
theater, and you can even go Make a chart. Write.
rock climbing!
National Geographic Treasures of the Earth
Things I know are there Things I think are there
In Turkey there’s a museum
of hair. It has hair from more
than 16,000 people!
Giant models
of dinosaurs
4 Ask and answer questions. Talk about museums you know.

Take turns.
I went to a toy
That’s interesting!
museum today.
What did you see?
156 Unit 9 157
Warm Up Practice
• Recycle Write museum on the board. Say tell stories. People write to give information, too. Write the • Say Does the reading give an opinion, tell a story, or give • 2 Read the Activity 2 directions aloud.
A museum is a building with interesting following on the board: information? Listen again. Replay TR: 9.7. Pause at the end of Then read aloud with students the
things in it. You can visit a museum to look each paragraph and ask questions such as: sentence beginnings in the left column.
at these interesting things. Ask Did anyone 1. One special night, the dinosaur models at the museum came Paragraph 1: Do you think the writer likes museums? What Ask students to underline any words
visit a museum last weekend? to life. does the writer tell about museums? they don’t know. Repeat for the sentence
2. The dinosaur museum is on Main Street next to the library. Paragraph 2: Does the writer describe the dinosaurs or tell a endings in the right column. Review any
• Name any museums students may know. unfamiliar words.
story about dinosaurs?
Say Imagine you’re in the museum. What 3. I think the dinosaur museum is really interesting.
Paragraph 4: What things can you see and do in the
do you see? List students’ answers on the • Say These two sets of words give
museum?
board. Point to each listed item, and ask information about the museum. Let’s
• Say Read the sentences. Which sentence gives an opinion? • Help students identify the author’s purpose. Did the author tell
students to describe it. Ask questions such match the sets to make true sentences.
(sentence 3) Which sentence tells a story? (sentence 1) Which a story? (no) Ask students to underline sentences that give an
as What’s (the statue) like? What color is Help students complete item 1. Underline
sentence gives information? (sentence 2) Discuss as a class. opinion and sentences that give information. Say The author
it? Is it big or small? Children’s Museum. Say Look at the
writes only one opinion. The author gives a lot of information. reading. Find the words Children’s
• 1 Say Open your books to page 156. Play TR: 9.7 and have
Museum. Give students time to find the
Present students read along. Then have students look at the inset • Graphic literacy Point out the infographic on p. 157. Say This
words. Call on a student to read aloud the
photo. Read the photo caption aloud and direct students’ is a map of part of the museum. It tells us about things in the
• Write Give an opinion, Tell a story, and attention to the third paragraph in the reading. Ask What sentence from the reading that contains
museum. It shows us where the exhibitions are. What’s next
Give information on the board. Say can you learn about at the National Geographic Treasures of the words. Then draw a line from sentence
to the trains? (Treasures of the Earth) Ask students to make
Sometimes, people write to give an the Earth exhibition? (the history of Egypt) If students answer 1 to the correct answer in the right column.
their own questions using next to. Provide this sentence frame:
opinion, or tell about what they like and incorrectly, read the third paragraph aloud. (b. in Indianapolis, USA.)
What’s next to ? Have students read their questions
don’t like. Sometimes, people write to
aloud. Have students look at the museum map to answer.

READING This is a map of part of the museum.
What is next to the trains? • Help students brainstorm things they think are in the museum. BE THE EXPERT
1 Listen and read. TR: 9.7 Ask guiding questions such as What museums do you know?
Reading Strategy
Treasures of the Earth
What’s in the museum? Do you think the same things are in
Wow! Look at That! Theater
the Children’s Museum in Indianapolis? Give students time to Identifying an Author’s Purpose Identifying an
author’s purpose is an important critical-thinking
Museums are great places to visit on the weekend. They teach us
Planetarium
Trains Dinosaurs brainstorm and write things in their charts they think are in the
about the world in fun ways. Many museums have special exhibitions for museum. Then have partners share their ideas with the class. skill. Be sure students understand that people
children. Other museums are ALL for children! 2 Read. Match to make sentences. write for many different reasons: to give opinions,
Are these dinosaurs escaping from a museum? At The Children’s • 4 Read aloud the activity directions and the model dialogue to tell about what they like and don’t like, or to
Museum in Indianapolis, USA, there are giant models of dinosaurs 1. The Children’s Museum is a. in the planetarium.
on p. 157. Say Think about a museum you know. Ask What did explain what they believe is good or bad. People
outside. Some of them are running away, and others are looking in
2. The dinosaurs outside of the museum b. in Indianapolis, USA. also write to tell stories, to entertain readers, and
through the window! you see at the museum? What did you do at the museum? Give
to give information.
In one exhibit, called National 3. You can learn about the stars c. look like they’re running away. students time to write their ideas in a list. Then put students
Geographic Treasures of the Earth, you Have students ask themselves questions such
can learn a lot about the history of Egypt. into groups of three. Say Tell your partners about a museum
4. There are giant models of dinosaurs d. go rock climbing. as these when reading to identify an author’s
Inside the museum there are real you went to. Answer your partners’ questions. Then ask your purpose: Does the author want me to think this
5. You can go to the theater, and you can e. outside the museum.
dinosaur fossils, rooms about science, art, partners about museums they went to. Ask “What did you is good or bad? Does the author want to make
culture, history, and much more. You
can learn about the stars in the see at the museum? What did you do at the museum?” Have me laugh, cry, or feel some other strong emotion?
3 Read. What’s at the Children’s Museum in Indianapolis?
planetarium, you can go to the
Make a chart. Write.
students take turns asking and answering questions about a Does the author want me to learn about a topic?
theater, and you can even go
rock climbing!
museum they have visited.
National Geographic Treasures of the Earth
Things I know are there Things I think are there
In Turkey there’s a museum
of hair. It has hair from more
than 16,000 people!
Giant models Extend
of dinosaurs
• Say Imagine you went to the Children’s Museum in
Indianapolis, USA, last weekend. Think about what to see and
4 Ask and answer questions. Talk about museums you know. do there.
Take turns.
• After a moment, say Let’s talk about what you saw and did at
I went to a toy
That’s interesting!
the museum. Let’s talk about what you didn’t do.
museum today.
What did you see?
• Write the words below on the board. Have students use
the words to write sentences or tell about their trip to the
156 Unit 9 157 Children’s Museum.

did didn’t
Recap went didn’t go
• Help students identify and circle a key • Say We read and talked about the Children’s Museum. We
saw didn’t see
word for each of the remaining items. learned about things you can do and see at the museum.
Then have them look for key words in the Write Do and See on either side of an index card. Hold up one
reading or the infographic, and complete side of the index card and call on a student. Have the student • Model sentences such as I went rock climbing. I didn’t go to
the activity. Review answers with the class. say a complete sentence about what she can Do or See at the the movie theater. I did see dinosaur fossils. I didn’t learn
museum. Model sentences such as (Do) I can go rock climbing about the stars. Call on students to share their sentences with
at the museum. (See) I can see stars in the planetarium. Write the class.
Wrap Up students’ answers on the board.
• Draw the following two-column chart on Workbook and Online Practice
the board:
Wrap Up Reading
Apply • Have students reread the text of Wow! Look at That! Say The
Do at the See at the ✔ Formative Assessment
• 3 Pair students. Say The writer gives us a lot of information. author’s main purpose in this text is to give information about
museum museum the Children’s Museum in Indianapolis. Ask Do you think the
Let’s talk about what the writer tells us about the museum. Can students
Point to the two-column chart on p. 157. Say We know there author does a good job of telling readers about the museum? • describe the parts and contents of a museum?
are giant models of dinosaurs at the museum. Give students Why or why not? Have students write two sentences to answer
Draw students’ attention to the museum map
time to review Wow! Look at That! and the diagram. Say Read the questions. Call on students to read their sentences aloud. on p. 157. Ask questions such as What part of
• Say Imagine you’re at the Children’s again and look at the map of the museum. Make a chart like the museum is this? What can you do or see in
Museum. Ask What can you see in the one in the book and write what you know is in the museum. this part?
the museum? What can you do in the (fossils, models of dinosaurs, planetarium, rock climbing wall, • identify an author’s purpose?
museum? Give students time to reread the theater, trains) Have students read the text of another reading
text and call out answers. Write answers in
in the Student’s Book. Ask What is the author’s
the appropriate columns on the chart. • Say We know there are some things in the museum because main purpose for writing the text? Does the
the writer tells us. There are many other things at the Children’s author want to give an opinion or information?
Museum. Let’s think about more things that are there. Does the author want to tell a story? Have
students write a brief paragraph telling the
main purpose of the text.

WRITING VALUES
WRITING VALUE
Writing Write about a good weekend. 1 Read. When you describe an event, you can use words such
as first, then, next, and after that to show when things
Try new things. Value Try new things.
happened. Underline the words that Hassan uses to say Discover the things you love.
when he did things.
• read and analyze a writing model. • talk about trying new things.
• describe what they did on a good weekend. • identify new things they want to try.
Think. Pair. Share.
• use words to show the order of events. My Perfect Weekend Do you like to try new things?
Academic Language sequence I got up early on Saturday, and it was
Why or why not?
warm and sunny. First I ate my favorite
Resources Workbook p. 114; Online Practice breakfast—a bowl of yogurt, honey, and
Materials index cards nuts! After that I went fishing with my
friend Yildiray. We took lunch with us.
We were out all day. In the evening
I watched TV with my brothers. BE THE EXPERT
On Sunday we didn’t get up early.
I read my comic book in bed. Next we Teaching Tip
got ready to see my favorite soccer Prioritize when helping students edit their written
team. We went to the stadium. My team work. First, focus on the content of students’
Workbook and Online Practice won, of course! We sang and shouted a writing. Did they write about the topic? Do their
Writing lot! It was a fantastic weekend! ideas make sense? After reviewing content, focus
on reviewing writing mechanics such as correct
✔ Formative Assessment grammar, usage, spelling, and punctuation.
Can students 2 Write. Describe a good weekend you had. What did you do? Related Vocabulary
• read and analyze a writing model? fishing, frozen, river
3 Share your writing. Work in a small group. Listen and fill the chart.
Check that students underlined all the words
that show sequence. Name What did he or she do?
• describe what they did on a good weekend?
Check that students’ writing accurately describes
their weekend.
• use words to show the order of events?
Ice fishing in Hwacheon-gun, South Korea
Check that students’ writing includes words such
as first, then, next, and after that. 158 Unit 9 159
Present Share
• Ask What are some of your favorite • Write the sentences below on the board. Say Look at the • 3 Have students form groups of three. Read the directions for Pair
weekend activities? Have students list reading again. Put these sentences in the correct order. Activity 3 aloud. Say Listen to your partners. Use the chart to
• Have students look at the picture. Ask
activities. Say Look at your list. Think about write down their names and what they did on their weekends.
Where is the girl? (on a frozen river) What
a weekend when you did a lot of these We got ready to see my favorite soccer team.
• Allow time for groups to complete the activity. Then have is she doing? (fishing)
things. Today you’re going to write about
I ate my favorite breakfast—a bowl of yogurt, honey, and nuts! students retell the events of one partner’s weekend using first,
a good weekend. • Put students in pairs. Have them ask and
I went fishing with my friend Yildiray. then, next and after that.
answer the questions to the right of the
Write page. Students should write notes of their
• Ask What did you do on a good weekend? Give students Value partner’s answers.
• 1 Say Open your books to page 158. four index cards. Have them label the cards First, Then,
Read aloud the directions for Activity 1. Think Share
Next, and After that. Have students write a sentence on each
Say Hassan had a good weekend. Let’s index card. • Have students read the value statement on p. 159 aloud. (Try • Have students take turns sharing their
read about what he did. Have students new things.) Ask What is the last new thing you tried? Allow partner’s answers to the questions aloud.
read the writing model and underline the • 2 Have students use their index cards as guides to begin students to share their answers aloud. Encourage the rest of the class to listen
words and phrases that show the order of writing about their weekends.
carefully. After everyone shares, ask What
events. (on Saturday, first, after that, all • Have a student read the sentence under the value statement.
new things will we try this year? Make a list
day, in the evening, on Sunday, next) Ask What is something you love that you discovered recently?
on the board. Ask students to write down
the ideas.

PROJECT
PROJECT I love picnics. Last weekend I went on a BE THE EXPERT
Objectives Make a class scrapbook. picnic with my family and some friends.
Show and tell your favorite activities. Present your work.

Teaching Tip
Students will
When students are doing artwork or writing
• write about five activities they like to do on projects, encourage them to look in their
the weekend. 1 2
Student’s Book for examples and ideas. However,
• use photos and drawings to show their once students begin the project, have them close
favorite activities. their books so that they focus more on creating
• make a class scrapbook. their own original pieces of art and writing.
• share their information with the class.
Project Rubric
• complete the Unit 9 Quiz.
ü Did students write about five of their favorite
Resources Assessment: Unit 9 Quiz; weekend activities?
ü Did students include photos, drawings, and
Materials binder, colored pencils, markers, sentences to show their favorite activities?
colored paper, glue, scissors, magazines
(optional)
ü Did students share with the class information
Take photos or draw pictures of Make a collage of your photos about their favorite activities?
five weekend activities you like. and drawings.
3 4
Now I can . . .
talk about free-time activities.
talk about hobbies.
Write about your weekend Add your page to the class

activities. scrapbook.
160 Unit 9 161
Prepare Share
• Ask What are some things we can do in • If possible, have students bring photos showing their favorite • Say Let’s talk about our class scrapbook. Go through the
our free time? List answers on the board. activities to class. If students are unable to bring in photos, set scrapbook page by page, and have students tell about their
Say Let’s make a class scrapbook of our aside time for them to draw or cut out pictures of their favorite favorite activities. Have students ask questions about their
favorite activities. A class scrapbook is activities. classmates’ scrapbook pages, such as What was the first thing
a book with photos and drawings from you did on the weekend?
• Have students make a collage of their photos. Explain that
everyone in class!
a collage is a grouping of items—drawings, photos, or other • Encourage further discussion of the pictures by asking students
• Say Think about what you like to do on small items made of paper, cloth, or wood. Be sure students questions about their favorite activities, such as How did you Now I Can
weekends. What do you do when you are leave open space on their collages to write sentences. After feel when you (went horseback riding)? Who did you (go Ask questions such as the following:
not busy? Do you do exciting things? Do students have made their collages, say Let’s talk about our fishing) with? • What free-time activities do you like? Why do
you do interesting things? Tell students that collages. Write the following on the board: you like them?
hobbies are fun activities that you always, • Modify To simplify the project, ask students to pick a favorite
On (Sunday/Saturday) I . • What activities did you do last weekend?
sometimes, or usually do in your free time. activity from their list of five activities. Have them make a
I (always, usually, sometimes) go . • What are fun things you usually do on the
Then say Make a list of your five favorite scrapbook page with pictures and sentences focusing on just
I went . weekend?
activities that you do on the weekend. one of their favorite activities.
• After students have completed their collages, help them place
the collages into a class scrapbook. Review Unit Review

Worksheet 9.4.
go over the instructions with the students.
The quiz should take 15–20 minutes.

VIDEO UNIT 9 READER
Vocabulary 1a eat out, go on a picnic, go to the movies, go Text Type folktale
Coyote’s
COYOTE’S WEEKEND
to the beach, visit a museum, stay home On Saturday, Rabbit sees Coyote having a picnic. On Sunday,
Vocabulary go hiking, go on a picnic, go fishing,
Weekend
Rabbit sees Coyote cooking fish. Can Rabbit trick Coyote to
get Coyote’s food?
Vocabulary 1b text my friends, win, lose, exciting, Created by National Geographic Learning, the Our World readers are six levels of original stories,
go swimming
interesting, busy folktales, myths, and non-fiction from around the globe. Following the readings are fun facts and
by Ruben Garcia Grammar Simple past: wh- questions and
Vocabulary 2 go hiking, go swimming, go fishing, LEVEL 3 READERS

negative; go + verb + -ing
go horseback riding, go ice skating


Reading Strategy Understanding and
Grammar 1 Simple past: wh- questions and negative The Four Blind Men
Based on a Folktale from India

Coyote’s Weekend
Based on Coyote Maya Folktales Comparing Characters
Grammar 2 go + verb + -ing Resources Flashcards 158, 167, 168; Video Sc: 9—
Song Free Time Story Time; Graphic Organizer: Word web
Viewing activities people do on the weekend Coyote’s Weekend

On Saturday, Rabbit sees Coyote

Story Time Coyote’s Weekend

having a picnic. On Sunday, Rabbit

Resources Video Sc. 1–10; World Map; Graphic Organizers: Zoom In sees Coyote cooking fish. Can Rabbit
T-chart; Word web trick Coyote to get Coyote’s food?
Vocabulary BE THE EXPERT
• During Scene 2, 3, or 4, pause after each frame with Our World in Context
an activity. Ask What activity is this? Before You Read
Before You Watch The Mayan people created one of the greatest
• Have students name each activity. Then ask students • Activate prior knowledge Hold up Flashcards 158 (go on ancient civilizations. The Maya lived in southern
• Play the video introduction. Say This video is about a picnic), 167 (go fishing), and 168 (go hiking). Ask students Mexico, Guatemala, and Northern Belize—much
to say a word to describe each activity, such as
things we do on the weekend. Ask Did you have a nice Do you like to go hiking? Do you like to go on picnics? Do you of what is now called Central America. The
exciting, interesting, fun, or boring. Maya constructed more than forty cities in these
weekend? What did you do? like to go fishing? Say A character in our story, named Coyote, regions, and built large temples, pyramids, and
Grammar likes to do these things on the weekend. Then ask Do you like palaces. Today, many descendants of the Maya
While You Watch • View Scene 6: Grammar 2. Say Watch what the bears to trick people? Do you know any tricks? Say Another character people still live in Central America.
do on the weekend. Think about what they go to do. in our story, named Rabbit, likes to trick Coyote.
• Have students draw a T-chart with columns labeled Text Background
Do and Don’t. As students watch the video, have • After viewing the animation, ask What did the bears • Introduce the strategy Say As we read, we learn about Coyote’s Weekend is based on a Mayan folktale.
them listen for words that tell about weekend do first? What did the bears do next? What did the the characters in the story. Guide students to look for details People around the world use folktales to tell
activities. bears do after that? Ask students to respond using about what Coyote and Rabbit look like, how they think, and about their past or to teach an important lesson.
The bears went . what they like to do. Say When we know about, or understand, Members of one generation pass down folktales
• Pause the video when weekend activities are shown. Coyote and Rabbit, we can talk about how they’re the same to younger generations. The Mayan people
For each activity, ask Do you (go horseback riding) on Song and different. drew symbols and pictures on paper made
the weekends? Have students write the activity in the from the bark of fig trees. They made books
• Play Free Time once. Play it again. Have students act using this paper to tell and pass down stories
Do or Don’t column of their charts. out Sofia’s movements with her. • Have students draw two word webs, with Coyote in the center
about their past.
of one web, and Rabbit in the center of the other. As students
Viewing read, have them write words and phrases in the outer circles
After You Watch that describe what each character does.
Reading Strategy
• Pause the video after each activity. Ask Do you (go Understanding and Comparing Characters
• Ask students to say sentences about what they do fishing) on weekends? After students answer, have Understanding characters helps students to
and don’t do on the weekend. Provide this sentence
frame for students to complete and say aloud:
them give more information. Ask Where do you (go While You Read compare and contrast them. Students learn about
characters by paying attention to character
hiking)? Who do you (go on picnics) with?
I don’t on the weekend, but I do • Stop every few pages and ask questions to help students traits—how the characters look, think, and act.
. Story Time understand each character. Help students understand and compare Coyote
and Rabbit by asking questions about what they
• View Coyote’s Weekend once with students. Ask What p. 5: How does Coyote get his food? How does Rabbit get his do to get food.
does Coyote do on the weekend? food?
p. 7: Does Coyote work hard to get his food? How does he get
• View Coyote’s Weekend again. Pause the video and
fish?
ask questions such as Why does Rabbit trick Coyote
p. 11: Does Rabbit catch his own fish?
with the rock? (Rabbit wants Coyote’s food.) What
does Coyote see that he thinks is cheese? (the moon’s
reflection) Why does Coyote drink all the water in the After You Read
pond? (He thinks there’s cheese under the water.) • After they finish reading the story, ask students to work with
a partner and use their word webs to compare what Coyote
and Rabbit each did and didn’t do. Have students write down
sentences to share with the class. Remind students to use went
and didn’t go.

AUDIO SCRIPT TR: 9.6 Grammar 2 go + verb + -ing 3. In the afternoon, Olivia’s friends went rollerblading, 2. She went swimming and shopping on Saturday.
Note: Grammar 2 is on. p. 292. but Olivia went skateboarding in the park. 3. Bobby is busy at the beach.
Student’s Book 4. On Sunday, her friends asked Olivia to go ice skating,
TR: 9.7 1 Listen and read. but Olivia didn’t go ice skating. TR: 9.7 1 Listen and read.
TR: 9.1 1 Listen and read. Note: The reading Wow! Look at That! is on p. 294. 5. She went swimming with her family. She slept well Note: The reading Let’s Visit a Museum is on p. 340.
The weekend is a time to relax and do fun things. Sunday night!
Sometimes we stay home. Other times we go out and TR: 9.8 1 Listen and Read.
visit places, play outside, or see friends. TR: 9.6 4 Listen and read. Can you say these fast?
Note: The reading The Paralympics is on p. 306.
eat out, go to the movies, visit a museum, go on a 1. Why did we win the weekend game?
picnic, stay home, go to the beach, lose, win, exciting,
interesting, text my friends, busy Workbook
NOTES
TR: 9.1 2 Listen and write. Use words from
the box.
eat out We eat out on Sundays.
What do you do on weekends?
go to the movies I like to go to the movies on the
1. I play soccer. I like to win.
weekend.
2. I play games. I don’t like to lose.
visit a museum Sometimes we visit a museum in
the city. 3. The museum was interesting.
go on a picnic Do you want to go on a picnic 4. Last weekend, I was busy. I had too much
today? homework!
stay home I sometimes like to stay home on 5. The parade was exciting.
the weekend.
TR: 9.2 1 Listen to the song. Read. Look.
go to the beach I want to go to the beach and
Draw lines to match.
swim in the sea today.
Note: Lyrics for the song Free Time are on
lose I don’t like it when we lose
pp. 284–285.
games.
win My soccer team always wins!
TR: 9.3 2 Listen. Read and write.
exciting This is so exciting! Let’s do it
Note: Lyrics for the song Free Time are on
again!
pp. 284–285.
interesting This is really interesting! Look!
text my friends I text my friends on the weekend. TR: 9.4 1 Listen and circle.
busy I am very busy today. I have a lot 1. S1: What did you do on Saturday?
of things to do! S2: I went to the beach.
2. S1: Did you visit a museum on Sunday?
TR: 9.3 1 Listen. Read and sing. S2: No, I didn’t visit a museum. I went on a picnic.
Note: Lyrics for the song Free Time are on pp. 284–285. 3. S1: Did you go on a picnic?
S2: No, I didn’t go on a picnic. It rained.
TR: 9.4 Grammar 1 Simple past: wh- questions and 4. S1: Did you play baseball?
negative S2: Yes, I did. My team didn’t win. It lost.
Note: Grammar 1 is on. p. 286. 5. S1: How was your weekend?
S2: I had an exciting weekend!
6. S1: Did you go to the movies?
go horseback riding Can we go horseback riding one S2: No, we didn’t go to the movies.
day?
go fishing Let’s go fishing tomorrow! TR: 9.5 1 Listen and read. Circle.
go hiking I love to go hiking in the 1. Olivia usually goes horseback riding on weekends,
mountains. but last weekend she didn’t go horseback riding.
go swimming Can we go swimming in the river? 2. She went bike riding with her friends on Saturday
morning.
go ice skating Where can we go ice skating in
this town?

EXTENDED READING
EXTENDED READING 2 Write. Complete the sentences with words from the box.
BE THE EXPERT
The Paralympics 1 Listen and read. TR: 9.8
Make Inferences
THE Paralympics
disabilities four medals parade swim
Objectives Students can comprehend texts better by making
Students will inferences. Students can infer how the Paralympics
You’ve probably heard of the Olympic Games. People from many countries a. The Olympics and the Paralympics take place every
• make a list of Paralympic sports. come together every four years to run, swim, and play other sports at the changed Dias’s life by looking at clues in the text.
four years. (“In school, children called him names. He stayed
• present more information about the Olympics. Another great sporting event, called the Paralympic Games, also takes
place every four years.
b. Paralympians are athletes who also have disabilities . home a lot . . . Soon he was fi t and strong. He
Paralympics.
At the Paralympics, people with disabilities come together to run, swim, parade was also very fast. ”) Students can then infer that
c. At the beginning of the Paralympics, there is a .
Academic Language complete, present and compete at sports. Years ago people with disabilities didn’t take part in the Games changed Dias’s life because it gave
many sports. Now at the Paralympics they compete in sports such as skiing, d. After he saw the Paralympics, Daniel Dias learned to swim .
Content Vocabulary compete, disabilities, wheelchair tennis, and judo. At the beginning of the Games they dress in their him confidence and purpose.
medals, wheelchair national uniforms and take part in parades. When they win, they receive medals
that celebrate their strength. 3 Read. Write a list of Paralympic sports from the text. Can you The Paralympics
Resource TR: 9.8 Daniel Dias was born with no hands and only one foot. In school, children think of more? Work with a partner. The Paralympic Games date back to 1948, when a
called him names. He stayed home a lot. He didn’t do much. When he was
Materials poster board, crayons, markers 16, Daniel watched the Paralympics on TV and saw disabled people like him
small group of World War II veterans with spinal
swimming. He exercised and learned to swim. Soon he was fit and strong. He cord injuries participated in what was known
4 Express yourself. Choose an activity.
was also very fast. He won gold medals in his first Paralympic Games in Beijing. as the Wheelchair Games. Now thousands of
The Paralympic Games changed Daniel’s life. They are also helping to change a. Learn about a Paralympian from your country. Tell the class about athletes from over 100 countries participate in
how people see Paralympians and other people with physical disabilities. him or her. both summer and winter versions of the games.
b. Pretend that you are a journalist and your partner is Daniel Dias.
Act out an interview with him.
c. Make a poster about the Paralympics.
Can students
• make a list of Paralympic sports?
Direct students to www.paralympic.org/sports
and have them write a list of three summer and
three winter sports that they like.
• present more information about the
Paralympics?
Have students create an advertisement for the
162 Extended Reading 163 2020 Paralympic Games in Tokyo.
Present Practice Prepare Share

• Tell students they are going to listen to • 2 Read the instructions and ask for a volunteer to read the • 4 Say Now it’s your turn to learn more about the Paralympics • Students share their activities about the
and read an informational text about words in the box aloud. Ask How many words are in the box? and share what you know with others. Give students time to Paralympics with the class. Have students
competitive games for disabled athletes. (five) How many sentences are there? (four). Say That means decide which activity they want to do. read their brief biography about a
Ask: What kind of games do you play? Do there is one extra word. Have students do the task individually. Paralympian, perform their interview, or
• Option 4a can be done individually. Option 4b should be done
you compete against others? Challenge them not to look back at the reading unless they get share their poster with the class.
with a partner. Option 4c should be done with a small group.
stuck. Ask What word is extra? (medals)
• Explain to students that disabled athletes • Encourage active listening by having
• For students who choose Option 4c, distribute poster board,
participate in many of the same sports • 3 Have students look at the picture on pages 162–163. Ask the class ask questions about students’
crayons, and markers. Students who choose Option 4a will need
competitions that unimpaired athletes do. What Paralympic sport does the picture show? (swimming). presentations.
time to research their Paralympian. Consider assigning the task
Say Call out the names of Olympic events Have students write swimming at the top of their list. Then put
as homework and allow them to share in the next class session. • Critical thinking Ask What do you think
that you know. Write these on the board students into pairs to complete their list of sports mentioned in
Paralympic athletes want people to know
as students say them. the text and others they can think of.
about them? Have a short discussion.
• 1 Read together Play TR: 9.8 and
have students listen once with their books
closed. Then tell students to open their
books to page 162. Play the audio again
and ask students to follow along as they
listen. Ask What event does Daniel Dias
participate in? (swimming) If swimming
is not one of the events you listed on the
board, ask a volunteer to add it.

REVIEW: UNITS 7–9 Review One to Ten! BE THE EXPERT
Vocabulary Units 7–9 Answer the questions. You have three minutes! Teaching Tip
Grammar Units 7–9 Work with a partner.
What Did You Do Yesterday? Provide students with strategies to answer
questions when they have limited time. For
Content Vocabulary heads, tails
Ask and answer. Use a coin. Heads = 2 spaces, Tails = 1 space. example, suggest that they quickly scan the
Resources Assessment: Units 7–9 Test; Look. Work with a partner. 1. Write three parts of the body beginning with e. questions and answer the easiest questions first.
Assessment: Units 1–9 Test; Workbook They should then return to the questions that
pp. 116–117, TR: R3.1; Grammar Workbook 2. When is your favorite festival? they are less sure about. This strategy will help
pp. 42–43; Online Practice ensure that students answer as many questions as
Start
Materials coins, playing pieces (buttons, tokens, 3. Write two things you did on the weekend. possible in the time allowed.
or other small, flat objects), timer, stopwatch,
4. What are these?
or clock with a second hand
You start! What did fireworks
you do yesterday?
5. What is this word? v e e t e l a b g vegetable

Two spaces. I ate out. What 6.
did you do yesterday? Do you get enough
Yes, I go running and
? I love swimming.
7. Write three things you do at a festival.
8. You have fingers on your hands and toes

on your feet.
9. Write three things you see at a birthday party. Give the Units 7–9 Mastery Test. Hand out the test
10. test should take 20–30 minutes.
What did you do ✔ Assessment: Units 1–9

on the weekend?
Finish
I went ! Give the Units 1–9 Final Test. Hand out the test
• Play the game Ask Do you like games? • Have the student ask you What did you do yesterday? Point to • Assign partners and give them 30 seconds or so to review the • Modify If there isn’t enough time to play
Say Open your books to page 164. Let’s the title of the activity to guide him. Flip the coin, move (two) questions. Set a timer or stopwatch for three minutes or use a both games during a single class period,
play a fun game! Read aloud the title and spaces, and use the photo to answer his question. Say (I went clock with a second hand to time the activity. Then say Ready? have students play one game during one
the directions. Have two students read horseback riding.) Go! and start the timer. When three minutes are up, say Time’s class, and the second game the next time
aloud the model dialogue. Ask Did the boy up! Call on students to share their answers aloud. the class meets. Consider having students
• Pair students and hand out coins and playing pieces. Say
flip the coin to heads or tails? (heads) play One to Ten! first to help them recall
Now play the game with your partner. Take turns asking and • Sentence frames If students need help thinking of responses
the lesson content of Units 7–9.
• Say Use the photos to answer questions answering questions. Walk around the room to make sure they for the game on p. 164, write examples on the board:
about what you did yesterday. Put a take turns and use the photos to answer the question. • If you have extra time during class, provide
playing piece on Start. Call on a student I went . I watched . students with an additional challenge after
• Say Let’s play another game. Look at page 165. Read aloud the
and ask (Adesh), what did you do they play a round of What Did You Do
title and the directions. Then call on students to read aloud I didn’t go . I didn’t watch .
yesterday? Have the student flip a coin, Yesterday? Have partners determine which
each item of the game. Say You and your partner have three
move the playing piece the correct number photos they did not answer questions
minutes to complete the ten items. I’ll tell you when to start I ate . I visited .
of spaces, and use the photo he lands about. Then have them use those photos
and when to stop.
on to answer the question. (I went to a I didn’t eat . I didn’t visit . to write sentences about what they did
birthday party.) and didn’t do in the past. Call on partners
I saw . It was exciting. to read one of their new sentences aloud.
I didn’t see . It was interesting.

AUDIO SCRIPT TR: 0.7 2 Work with a partner. Listen. Do the math Workbook (Unit Zero) Student's Book (Unit Zero)
together. Listen to check your answers.
Student's Book (Unit Zero) Twenty-four plus two equals .
TR: 0.2 1 Listen and read. Match the questions to the 11 SB p. 7
answers. Draw lines. 1. us, 2. you, 3. him, 4. her, 5. them, 6. me, 7. us, 8. it
TR: 0.2 1 Look, listen, and say. One hundred plus ten equals . 1. S1: How do you spell eraser?
Sixty plus twenty equals . S2: e-r-a-s-e-r
A: How do you say borrador in English? Student's Book (Review: Units 4–6)
B: It’s an eraser. Eighty plus nine equals . 2. S1: What’s the difference between on and in?
Thirty-five plus five equals . S2: I can show you. One to Ten! SB p. 106
A: How do you spell “scissors”?
Forty minus thirty equals . 3. S1: How do you say lápiz in English? 1. Possible answers: cat, crocodile, cheetah
B: s-c-i-s-s-o-r-s S2: It’s a pencil.
Three hundred minus fifty equals . 2. few
A: Could you repeat that, please? 4. S1: I don’t understand. Can you help me, please?
One thousand plus one thousand equals . 3. Possible answers: a bottle of oil, a bottle of milk,
B: Sure, s-c-i-s-s-o-r-s. S2: Sure, e-r-a-s-e-r. a bottle of water
A: I don’t understand. Can you help me, please? Ninety-nine minus nine equals . 5. S1: Could you repeat that, please? 4. bees
B: Yes, sure. Twenty-four plus two equals twenty-six. S2: Yes, sure.
5. any
A: What’s the difference between next to and in front One hundred plus ten equals one hundred and ten.
TR: 0.3 2 Listen and circle. 6. Possible answer: A giraffe has a long neck so it can
of? Sixty plus twenty equals eighty. eat the leaves at the top of trees.
1. 27 − 20 =
B: The teacher is in front of the class. My desk is next to Eighty plus nine equals eighty-nine. 7. box, jar
your desk. 2. 101 + 35 =
Thirty-five plus five equals forty. 8. grasslands
3. one billion
Forty minus thirty equals ten. 9. Possible answers: honey, candy, sugar
TR: 0.3 1 Look, listen, and say.
4. one million
Three hundred minus fifty equals two hundred and fifty. 10. Possible answers: delicious or sweet or terrible
spring, summer, fall, winter 5. 17th
One thousand plus one thousand equals
two thousand. 6. 3rd
TR: 0.4 2 Look and listen. Point and say. Student's Book (Review: Units 7–9)
fall, spring, winter, summer Ninety-nine minus nine equals ninety.
Workbook (Review: Units 1–3) One to Ten! SB p. 157
TR: 0.5 3 Look, listen, and say. 1. Possible answers: ear, eye, elbow
TR: R1.1 2 Listen. Circle the answers.
January, February, March, April, May, June, July, August, first, second, third, fourth, fifth, sixth, seventh, eighth, 2. Answers will vary.
ninth, tenth, eleventh, twelfth, thirteenth, fourteenth, 1. S1: What does he do before school?
September, October, November, December 3. Answers will vary.
fifteenth, sixteenth, seventeenth, eighteenth, S2: He feeds his pet before school.
nineteenth, twentieth, twenty-first 2. S1: What does he do after school? 4. fireworks
S2: He comes home. 5. vegetable
twenty, twenty-one, twenty-two, twenty-three, twenty-
TR: 0.9 1 Look, listen, and say. 3. S1: He gets on his bike and coasts downhill.
four, twenty-five, twenty-six, twenty-seven, twenty- 6. exercise
eight, twenty-nine, thirty, forty, fifty, sixty, seventy, The kite is mine. 4. S1: I usually do my homework at four forty-five. 7. Possible answers: dance, dress up, see a parade, put
eighty, ninety, one hundred, one hundred and one, one The coat is yours. on a mask
hundred and two, two hundred, one thousand, one
million, one billion, plus, minus, equals
The ball is his. Workbook (Review: Units 4–6) 8. toes
The bat is hers. 9. Possible answers: candles, decorations, balloons,
TR: R2.1 3 Listen. Read and circle. a birthday cake, a present
The grapes are ours.
1. S1: How does the web look? 10. Answers will vary.
The pencils are yours. S2: It looks beautiful.
The game is theirs. 2. S1: How does the fur feel?
S2: It feels smooth.
3. S1: Are there any bags of rice?
S2: No, there aren’t any.
4. S1: I’m hungry.
S2: Let’s buy a loaf of bread.
5. S1: Is there any oil?
S2: Yes, there is some in the bottle.
6. S1: Is there any milk?
S2: Yes, there is a little.
310 Unit 0 and Unit Reviews Audio Script 311

LEVEL 3 WORKBOOK LEVEL 3 WORKBOOK
Unit 0 Unit 1
3 1 Listen and read. Match the questions to the answers.
Draw lines. TR: 0.2
A Helping Hand 7. I hold hands with my friend. c
g
VOCABULARY 1
8. I pick up the hamster. i
1 Listen and write. Then listen again. Read and match. TR: 1.1
SECOND EDITION • WORKBOOK
h
carry feed give help hold hands
hug pick up protect take care of teach 9. I take care of my bird. e
i
Unit 0 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 help
1. I my grandmother. b
Unit 1 A Helping Hand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Unit 2 My Place in the World . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 give
10. I my pet a bath. g
Unit 3 On the Move! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 1. How do you spell eraser? a. I can show you. a
Units 1–3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .40
2. What’s the difference b. Yes, sure. 2. I feed my goldfish. d j
Unit 4 Our Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 between on and in?
Unit 5 Animal Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
c. It’s a pencil.
3. How do you say lápiz b 2
Unit 6 What’s for Dinner? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 d. E-r-a-s-e-r. Read and write. Then work with a partner. Ask and answer.
in English?
Units 4–6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
e. Sure, e-r-a-s-e-r. 3. A mother can protect her baby. h I like to Answers will vary. .
Unit 7 Feeling Fit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .80
4. I don’t understand. Can
you help me, please?
Unit 8 Let’s Celebrate! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 I like to .
c
Unit 9 My Weekend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 5. Could you repeat
Units 7–9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 that, please? I like to .
4. I hug my mother. a
Additional Activities and Games . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
2 I like to .
Listen and circle. TR: 0.3
1. 27 + 20 = 27 - 20 = d
2. 101 + 35 = 101 - 35 = 5. I carry the baby. f Do you like to help
Yes, I do.
e your grandmother?
3. 1,000,000 1,000,000,000
4. 1,000,000,000 1,000,000
5. 17th 7th 6. I teach my sister the ABCs. j
6. 2nd 3rd
4 Unit 1 f 5
1
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3 Do the puzzle. Unscramble the words. Write one letter in 5 Look, read, and write. Use words from the box. SONG GRAMMAR 1
each square.
hers his mine ours theirs yours
1 Listen to the song. Look. Number the pictures. TR: 1.2 before and after
Seasons and Months
Question Answer
4 1 3 2
1. 2. does she before school? She feeds her fish.
What do
do you after breakfast? I brush my teeth.
1 Unscramble. Write.
3. 4.
8 5 7 6
1. The kite is yours / hers. 3. The kite is his .

UMESMR S U M M E R 1. What does he do before school?
2. The kite is ours . 4. The kite is theirs .
2
washes / his / face / He
WNTIER W I N T E R
He washes his face.
1 8
6 Read. Circle the correct answer.
REBTOCO O C T O B E R 2. does / after / What / do / he / school
9 13 10 7
1. Where’s my hat? Oh, I see !
RUFREYBA F E B R U A R Y What does he do after school?
11 a. me b. it c. them 2 Look, read, and circle. Look at the pictures in Activity 1.
PRNIGS S P R I N G He helps his mother.
16 12 2. Where’s my sister? I can’t see . Read and circle the correct word.
3. breakfast / What / do / after / she / does
TESBPMEER S E P T E M B E R a. you b. him c. her 1. I have to hold hands with my grandmother / grandfather.
17 6 What does she do after breakfast?
CAHMR M A R C H 3. I want a cookie. Can you give a cookie, please? 2. I have to wash my goat / goldfish. She brushes her teeth.
15 4
BENREOVM N O V E M B E R a. me b. us c. them 4. What does she do before school?

5 3. I have to comb my cat / bird.
4. I like my friends. I like to play with . feeds / hamster / her / She
LFAL F A L L
3 14 a. you b. me c. them 4. I have to teach my sisters / brothers their 1, 2, 3s. She feeds her hamster.
5. Do you see my brother? I can’t see .
4 Find and write. Look at Activity 3. Find the letters above 5. I have to pick up my dog / frog. 2
a. you b. him c. her Listen. Match. Draw lines. TR: 1.3
the numbers. Write the letters above the same numbers 6. I have to carry my family’s new baby / horse. 1. What do you do after school? a. I hug my grandmother.
6. Hello, Alex and Maria! I have cookies for .
in the squares below. Then read the message.
a. them b. you c. it 7. I have to read to my sister / brother. 2. What do you do before breakfast? b. I feed my cat.
W E L C O M E T O O U R C L A S S ! 7. My friends and I want to play a board game. You can play with ! 3. What do you do after breakfast? c. I help my mother.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 8. I have to feed my dog / snake.
a. us b. them c. you 4. What do you do before school? d. I take care of my brother.
2 Unit 0 3 6 Unit 1 7
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312 Level 3 Workbook Level 3 Workbook 313

3 Draw and write. What do you do? Answers will vary. VOCABULARY 2 READING 2 Read. Check T for True or F for False.
1. The koala sleeps more than fifteen hours a day. ✓
T F
1 Listen and write. TR: 1.4 1 Listen and read. TR: 1.7
2. The red-necked nightjar sleeps in a tree. T ✓
F
do my homework have a snack make my bed take a shower The Daily Lives 3. A great white shark takes care of her babies. T ✓
F
of Animals
4. The great white shark always swims. ✓
T F
1. I make my bed before breakfast. 5. The red-necked nightjar lives in Australia. T ✓

F
take a shower red-necked 6. The koala eats insects in the evening.

2. I after breakfast. What do you do every day? Most kids wake up in the
T ✓
F
nightjar
3. I do my homework after school. morning, eat three or four meals a day, help their families,
3 Look and read. Fill in the chart.
and go to sleep at night. Many animals don’t live the same
4. I have a snack after school. way kids do. They sleep in the daytime or eat only at night.
Some animals never sleep! They take care of babies in Animal Sleeps Eats Takes care of babies
This is me. I before breakfast. I after 2 Look. Read and match. Then ask and answer with a partner. different ways.
koala sleeps more than eats eucalyptus baby koala grows in its
breakfast. I before school. I after school. 8:15 A.M. 7:30 A.M. 3:45 P.M.
The red-necked nightjar is a bird from Spain and fifteen hours a day leaves at night mother's pouch
3 1 4 northern Africa. It flies in the evening and eats insects. It
SCHOOL
sleeps on the ground during the day. Most birds lay eggs in
red-necked sleeps on the ground eats insects in the lays eggs on the ground,
I like . nightjar during the day evening not in a nest
a nest, but this bird lays eggs on the ground!
4 The koala lives in Australia. It only eats eucalyptus tree great white never takes care of her
Draw your partner. Write about your partner. Answers will vary. shark
never sleeps always eats babies
leaves at night. The koala sleeps in the morning, afternoon, koala pouch
4:20 P.M. 4:00 P.M.
2
8:00 A.M. and evening. It sleeps more than fifteen hours a day! It has a
6 5
small baby that grows in its mother’s pouch.
The great white shark lives in oceans all over the world. 4 Read and write.
The great white shark never stops swimming. It always 1. When do koalas eat?
eats and never sleeps. The mother doesn’t take care of her
babies. The babies swim away from their hungry mother! great white shark They eat at night .
1. He takes a shower at seven thirty. 2. Where does a baby koala grow?
Spain
2. He makes his bed at eight o’clock. It grows in its mother’s pouch .
3. He walks to school at eight fifteen. northern
Africa
3. When do sharks take care of their babies?
This is . He/She before breakfast. He/She 4. He comes home at three forty-five. Australia
They never take care of their babies .
5. He eats a snack at four o’clock. the ocean
after breakfast. He/She after school. 4. Where do red-necked nightjars lay their eggs?
6. He does his homework at four twenty.
He/She likes . Many sharks are small. The smallest shark They lay their eggs on the ground .
When does he take a He takes a shower at is the size of a man’s hand!
shower? seven thirty.
8 Unit 1 9 12 Unit 1 13
GRAMMAR 2 GAME TIME! WRITING UNIT 1 REVIEW
Adverbs of frequency 1 Read the sentences. Unscramble the words. 1 Read. Read the email from Sara. She uses first, before, and after to 1 Write. Write about your day in the tic-tac-toe board.
1. It’s four T W E N T Y (ttwyne). tell the order that she does things. Circle the words first, before, and Read the sentences and play tic-tac-toe with a partner.
Omar always gets up early.
after in the email.
usually at 6:00.
He eats breakfast 2. I U S U A L L Y (LLSYAUU) drink milk for breakfast.
sometimes at 6:30. I usually in I feed my
Dear Eva, the afternoon. I wake up at . goldfish before school.
He never makes his bed.
3. I A L W A Y S (SAAWYL) wake up early. I have a pet dog. His name is Fluff. I always take care of
I play video I sometimes
my dog before I go to school. First, I feed my dog. I play
I go to bed at . games in the morning. at 3:00.
1 Listen. Draw lines to match. TR: 1.5 4. I N E V E R (NEEVR) get to school late. I’m always on time. with Fluff after he eats. After school, I take Fluff for a walk.
1. She always helps at home at 3:15. Sometimes I give my dog a bath! I play soccer I usually I take care
5. It’s eleven T H I R T Y (RIYTHT). after school. at 7:00. of my pet.
2. She usually has a snack at 3:45. Your friend,
3. He usually takes a shower at 4:45.
6. He T A K E S (SAEKT) a shower in the morning. Sara
4. She sometimes does her homework at 5:30. 2 Read and write. Answers will vary.
5. He sometimes makes his bed at 6:30.
6. He never comes home at 8:00. 7. I never eat a S N A C K (KCSAN) after school. 1. Does a hamster usually take a shower?
2 Write about your friend’s day. Tell the order your friend does
A hamster never takes a shower .
2 Write. Write when you do things. Answers will vary. things. Use words from the box. Answers will vary.
8. I brush my teeth A F T E R (REATF) breakfast.
2. Does a goldfish sometimes have a snack?
1. I always eat breakfast at 7:00 . always always after breakfast
9. I P R O T E C T (PERTOTC) my pet from wild animals. after lunch .
never first
2. I make my bed at . never after school
sometimes 2 3. Do you sometimes hold hands with your friends?
Answer the riddle. Unscramble the circled letters in the puzzle to sometimes before breakfast
3. I eat lunch at . usually solve the riddle. usually .
4. I have a snack at . This animal is gray and has a long trunk. It’s very big and can live to be seventy 4. What time do you usually eat breakfast?
years old. African ones have big ears, and Asian ones have small ears. What
5. I come home at . animal is it? .
6. I do my homework at . E L E P H A N T 5. What do you sometimes do after lunch?
3 Read, listen, and talk. Go to the back of the book. 3 Listen and read. Can you say these fast? TR: 1.6 .
Work with a partner. Take turns. 1. I slurp snacks and sodas at six sixteen. 6. What do you always like to do?
2. Meena makes many milkshakes in the morning. .

3. Before four, fix the fifteenth flower vase.
10 Unit 1 11 14 Unit 1 15

2
Unit 2 Draw and write. Draw some buildings on this map of an imaginary VOCABULARY 2
My Place
town. Label your map.
1 Look and write.
drugstore museum post office supermarket
in the World
hospital park restaurant toy store a library a mall a stadium a swimming pool a zoo
movie theater police station school train station
a museum a bakery
VOCABULARY 1
1 Listen and check. Then ask and answer. Point.

Work with a partner. TR: 2.1
a zoo a stadium a mall
a drugstore a toy store
a movie theater a park

a library a swimming pool
3 Look and write. Use your map from Activity 2. Write about where
2 Listen. Circle the answers. TR: 2.4
things are. Answers will vary.
a police station a supermarket
1. Can you help me? 3. Can you help me? 1. She wants to go to the swimming pool / stadium. She wants to
Sure. How can I help? Sure. How can I help? see her favorite baseball team / buy some shoes.
2 Look and write.
a train station a post office Where’s the ? Where’s the ? 2. I want to go to the library / mall. I want to play in the water / study.
a bakery a museum a restaurant It is . It is . 3. He wants to go to the zoo / mall. He wants to buy some new shoes /
a drugstore a park a supermarket
Can Can see the hippos.
a hospital a police station a toy store 2. you help me? 4. you help me?
a movie theater a post office a train station Sure. How can I help? Sure. How can I help? 4. She wants to go to the swimming pool / stadium. She wants to
Where’s the ? Where’s the ? see her favorite baseball team / play in the water.
It is . It is . 5. I want to go to the zoo / mall. I love the elephants / movies!

a restaurant a hospital
16 Unit 2 17 20 Unit 2 21
SONG GRAMMAR 1 GRAMMAR 2 GAME TIME!
1 Listen to the song. Write. TR: 2.2 Can for requests and offers Giving directions 1 Read, listen, and talk. Go to the back of the book. Work with a
Where are the post office, the toy store , Can you help me? Question Answer
partner. Take turns.
Sure. How can I help? Go straight. (↑)
the supermarket, and the park?
How can I get to the 2
right ( ) Play a game. Play
↵
bakery on White Street.
Where’s the ? on Main Street. post office? Turn ↵
next to the police station. left ( ) at the supermarket. with a partner. Put your
Where’s the library?
across from the bakery. where’s = erasers on START. Use a
Where are the zoo, the school , and a Where’s the Main Street and coin. Heads = one space.
It’s on the corner of where is START
swimming pool? museum? First Street. 1
it’s = it is Look at the map. Write. Tails = two spaces. Say park
behind the movie theater. police
Here’s the post office, the toy store, the park and the
STADIUM
where you are. The first station
between museum
person to get HOME is the
PARK RESTAURANT You stopped
park school. to have a
the supermarket, and the . snack. Lose
SWIMMING
POOL
ZOO
winner! a turn.
Here’s the bakery, the library, the zoo, the school,
Lose a turn.
swimming
Go to
a swimming pool, and a movie theater , too! 1
HOSPITAL GREEN STREET
library pool
Listen and match. TR: 2.3 toy store the police
station!
MALL
POST
Where are you now?
SECOND STREET
STREET
OFFICE
1. Can you help me? a. It’s between the toy store and
Sure. How can I help? the park. DRUGSTORE
FIRST
BAKERY
It’s rainy!
Where’s the supermarket? c LIBRARY
I’m at school. Lose a
school
b. It’s across from the bakery. POLICE turn.
STATION restaurant
2. Can you help me? TOY STORE SUPERMARKET
Sure. How can I help? c. It’s on the corner of Main Street You
WHITE STREET
drugstore
It’s 9:00.
Where’s the post office? e and First Street. are

here
Go to
school!
TRAIN
3. Can you help me? d. It’s behind the movie theater. STATION
HOME!
Sure. How can I help? SCHOOL MOVIE THEATER MUSEUM
e. It’s next to the museum. stadium
Where’s the restaurant? d bakery
mall
2 Write a new verse for the song. Write questions about places in 1. How can I get to the stadium?
4. Can you help me?
your town. Answers will vary. Sure. How can I help? straight left
Go on First Street. Turn on Green Street.
Where are and ? Where’s the hospital? b
It’s on the corner of Green Street and First Street . 3
5. Can you help me? Listen and read. Can you say these fast? TR: 2.5
Where’s the ? 2. How can I get to the post office?
Sure. How can I help? 1. A supermarket sells salty shellfish.
Where’s the drugstore? a straight right
Where’s the ? Go on First Street. Turn on Green Street. 2. Bill is busy at the bookstore buying big blue books.
It’s across from the zoo. 3. Lisa looks right at the library.
Where are and ?
18 Unit 2 19 22 Unit 2 23

READING 3 Read and match. Unit 3 1. a helicopter f 7. an airplane h
On the Move!
1 1. Where is Villa las Estrellas? a. The sun always shines in summer. g
Listen and read. TR: 2.6 2. a sailboat d 8. a ferry
2. What’s the weather like in b. It’s in Antarctica.
Villa las Estrellas: Villa las Estrellas?

3. How long does the sun shine
c. Yes, they can.
d. It is very cold, snowy, and windy. VOCABULARY 1
3. a hot-air balloon k 9. a scooter e
A Town in Antarctica in summer?

4. Can children go to school 1 Look at the pictures. Read. Match. Write the letter.
4. a ship a 10. a taxi i
What is your town like? Does it have a school? A there? 5. a subway b 11. a motorcycle j
post office? A hospital?
4 6. a bus c
The town of Villa las Estrellas has those places, too, Complete the chart.
and it is in the continent of Antarctica! Antarctica is
2 Read. Write the words from Activity 1 in the boxes.
very cold, snowy, and windy. People usually live in Villa las Estrellas Where You Live
Antarctica only for the summer, but they live all year
in Villa las Estrellas. About 150 people live there in very cold, snowy, and windy Answers will vary.
summer. About seventy people live there in winter. a b c It’s in the sky.
Weather
Nights are long in winter. The sun shines only four or an airplane
fi ve hours a day. The sun always shines in summer. a helicopter
about 150 in summer Answers will vary. a hot-air balloon
Villa las Estrellas has houses, a bank, a school, a
about 70 in winter It’s on water.
hospital, small stores, a post office, and a church. Many How many people
a sailboat
people come to visit. They like to go to the post office a ferry
and send letters from Antarctica! a ship
houses, a bank, a school, Answers will vary. d e f
a hospital, small stores, It’s on land.
Places
a post office, and a church a subway
a bus
a motorcycle
a taxi
2 Read. Check T for True or F for False. a scooter
5 Take a survey. Read and check. Ask and count. Answers will vary.
1. The night is very long in Antarctica in the summer. T ✓
F
g h i
2. Villa las Estrellas has a bank and a school. ✓
T F I want to live in Antarctica. 3 Listen and check. Check what the boy and girl like. TR: 3.1
3. About 150 people live in Villa las Estrellas in the winter. T ✓
F
I don’t want to live in Antarctica.
4. People like to visit Villa las Estrellas. ✓
T F
ship subway airplane ferry scooter
5. You can send a letter from Antarctica. ✓

T F How many students want to live in Antarctica? boy ✓ ✓
girl ✓ ✓ ✓
How many students don’t want to live in Antarctica? j k
24 Unit 2 25 28 Unit 3 29
WRITING UNIT 2 REVIEW SONG GRAMMAR 1
1 Read. 1 Look at the map. Write directions. 1 Listen to the song. Write. TR: 3.2 Too for agreeing don’t = do not
I live in Nagoya, Japan. My favorite place is Nagoya station. It’s big. There are 1. I take the bus to school. doesn’t = does not
DRUGSTORE
two tall towers. You can go to the top of the towers and see the city. There is a TOY STORE
2. I ride my bike to school.
gold clock. I meet my friends there, and then we go to the movie theater across the STADIUM
ferry Statement Agreeing Not agreeing
3. I take a to school. Yes, I do.
street. SCHOOL MUSEUM
I ride my bike I do, too. I don’t. I walk.
FIRST AVENUE
4. I take the subway to school. Yes, I do. to
SUPERMARKET
SUPERMARKET
Her Her She

BAKERY Eva takes the bus school. does, too. doesn’t.
EET
PINE STREET
2 Read and write. Read each pair of sentences. Rewrite them as one SWIMMING POOL friend friend drives.
OAK STR
HOSPITAL LIBRARY MOVIE THEATER

POST
OFFICE
sentence. Use the word and to connect the ideas in the sentences. RESTAURANT
MALL
SECOND AVENUE You
are
1. I go to the park. I play there. PARK
here
BOOKSTORE
1
POLICE
STATION ZOO
Read, look, and match.
I go to the park, and I play there.
1. Rodrigo rides his bike to the bakery.
2. The park has flowers. It is beautiful. ferry bus
1. How can I get to the bakery? His brother does, too.
The park has flowers, and it is beautiful. Possible answer: Go straight on Pine Street. Turn right on First Avenue.
2. His mother takes a taxi to work.
It’s across from the stadium.
3. The park has trees. It has grass, too. His father doesn’t.
2. How can I get to the park?
The park has trees, and it has grass, too. He takes a bus.
Possible answer: Turn left on Second Avenue. It’s across from the mall.
3. My sister rides her scooter to
BAKERY
3 3. How can I get to the museum?

Write in your notebook. Answer the questions. Then work with a subway bike
Possible answer: Go straight on Pine Street. Turn left on First Avenue. It’s next school. I don’t. I walk.
partner. Talk about your favorite places. Find a classmate with the
to the drugstore. 2
same favorite place. Answers will vary. Write a new verse for the song. Use words from the box.
4. My grandfather takes a ferry.
1. Where do you live?

2 Look at the map. Write your own conversation. Answers will vary. airplane helicopter hot-air balloon motorcycle scooter taxi I do, too.
2. Where are your two favorite places in your town? How ? Answers will vary. 2 Write a sentence about you with do or don’t. Answers will vary.
I fly my to school. Yes, I do.
3. What can you do there? 1. My friend walks to the museum. I do, too .
I ride my to school. Do you ride one, too?
I take a to school. Yes, I do. 2. He rides a motorcycle to the post office. I don’t. I take a bus .
I take a to school. Do you take one, too? 3. He takes the subway to school. I .
4. He walks to the park. I .
26 Unit 2 27 30 Unit 3 31

3 Look, read, and write. VOCABULARY 2 READING 3 Read and write. Write the sentences in the diagram.
Maya’s to the to the 1 Read and write. Match the sentences to the pictures. 1 Listen and read. TR: 3.5
to school to work Some children who live in the mountains take a zip line.
Family supermarket library
How Kids Go to School
One boy rides a bike, takes a ferry, and takes a bus.
Maya coast downhill get off get on park pedal uphill Some children take a school boat.
1. Sometimes I help my mother.

I get on my bike,
Around the World! How
Maya’s and I go to the bakery. How do you get to school? Do you walk? Do you ride children get
father your bike? Does your mom or dad drive you to school? to school
Many children take a school bus to school, but some
a children in India ride a special school boat! The children
Maya’s live on boats, but they go to school on land. They take
mother the school boat in the morning. A teacher teaches them
2. The bakery is at the top of a hill. India Colombia Scotland
pedal uphill on the boat before they get to school.
I to the bakery. Some Some children One boy
Some children who live in the mountains of Colombia
Maya’s take a zip line to get to school. The zip line is long. children take who live in the rides a bike,
brother The children aren’t scared to take the zip line. a school boat. mountains take a takes a ferry,
b zip line. and takes a bus.
One boy in Scotland rides his bike, takes a
ferry, and takes a bus to get to school every day.
3. When I get to the bakery, It takes a long time. He gets to school late, but
I get off my bike. he loves school!
1. Maya walks to school. Her brother doesn’t . He takes the subway. 4 Take a survey. Read and check. Ask and count. Answers will vary.
2. Maya’s father takes the subway to work. Her mother doesn’t .
She takes a ferry.
c Scotland Colombia I want to take a zip line to school.
3. Maya’s brother rides his bike to the library. Maya does, too . park India
I want to take a boat to school.
4. I my bike
4. Maya’s mother takes a bus to the supermarket. Her father does, too . next to the bakery.
How many students want to take a zip line to school?
4 Write. Write about how you and someone in your family get How many students want to take a boat to school?
d
around town. Answers will vary. 2 Read and write. ferry school boat zip line
I to .
5. After I go to the bakery, Fish don’t go to school,
1. In Colombia, some children take a zip line to get to school.
My . I coast downhill to my home. but a group of fish is
2. One boy in Scotland rides his bike, takes a ferry , and takes a bus called a school!
to . to get to school.
e
3. Some children in India ride a school boat to school.
2 Listen and check. Check your answers to Activity 1. TR: 3.3
32 Unit 3 33 36 Unit 3 37
But as a contrast 1 Go through the maze. 1 Read and write. Read about an amazing bike. Write the paragraph 1 Unscramble and write.
Write. again, using “but” to join the underlined sentences. 1. drives / My / mom / school / to / me
My sister takes a taxi to the mall, but my brother rides his bike.
1. I ride a bike My Amazing Bike! My mom drives me to school.
to the scooter . 2. skateboard / the / to / rides / My / sister / her / park
I have an amazing bike. It can fly. It can’t swim. Do you have a bike like mine?
2. I ride the scooter My sister rides her skateboard to the park.
1 Read and write. Read the sentences and rewrite using but. It can fly to the moon. It can’t go under the ocean. My bike is amazing! I like
to the bus .
1. My sister walks to school. My brother rides his bike to school. to ride in the sun. Sometimes I ride in the rain. 3. doesn’t / a bus / school / My / take / brother / to
My sister walks to school, but my brother rides his bike to school. 3. I take the bus My brother doesn’t take a bus to school.
I have an amazing bike. It can fly, but it can’t swim. Do you have a bike like
to the motorcycle .
2. I don’t like to pedal uphill. I like to coast downhill. 4. How / get to / you / school / do
I don’t like to pedal uphill, but I like to coast downhill. 4. I ride the motorcycle mine? It can fly to the moon, but it can’t go under the ocean. My bike is How do you get to school?
to my house .
3. She walks to the movie theater. She takes a bus to the mall. amazing! I like to ride in the sun, but sometimes I ride in the rain. 5. pedal / like / I / I / to / to / ride my bike, / like / don’t / but / uphill
She walks to the movie theater, but she takes a bus to the mall. I like to ride my bike, but I don’t like to pedal uphill.
2 Write. Use words from the box.
4. He eats snacks after school. He always eats his dinner. 6. on / like to / coast / I / my / bike / downhill
He eats snacks after school, but he always eats his dinner. I like to coast downhill on my bike.
but coasts downhill does doesn’t pedals uphill scooter taxi 2 Write and draw. Write about your
5. A penguin can swim. It can’t fly. own amazing form of transportation. 7. the subway / school / home / We / after / take
A penguin can swim, but it can’t fly. We take the subway home after school.
Use sentences with but. Draw a
6. The girl is smiling. The boy is frowning. picture of it. Answers will vary. 8. take / I / a ferry / don’t / the stadium / to
The girl is smiling, but the boy is frowning.
I don’t take a ferry to the stadium.
My Amazing
7. My mother likes bread. My father likes meat.
My mother likes bread, but my father likes meat. I have an amazing 2 Write. Complete the sentences. Write about you. Answers will vary.
1. Sofia rides her scooter to school. Carlos does , too. but I ride a bike
1. The boy rides a motorcycle, .
2 Read, listen, and talk. Go to the back of the book. Work with a
partner. Take turns. 2. She takes a taxi to the ferry, but he rides a motorcycle. 2. The girl wants to fly a helicopter, .
3. Sara pedals uphill . Roberto doesn’t . He coasts downhill . 3. She likes to pedal uphill, .
4. He wants to ride a scooter, .
1. A motorcycle moves Mary to the mall on Monday.
2. Take a taxi to the tall tower tomorrow. .
3. Six scooters scoot to the subway.
34 Unit 3 35 38 Unit 3 39

Review: Units 1–3 3 Look at the map. Read and write. Use words from the box to
SONG GRAMMAR 1
complete the sentences. Listen to the song. Draw lines to match. TR: 4.2
1 Sense verbs
The pizza smells great.
1 Do the crossword puzzle. across from Can get to Go straight help How left next to right 1. How does the cake taste? a. It smells good.
The dress looks beautiful.
1 2
2. How does a kitten feel? b. It feels great!
b u s 3. How does the garden look? c. It feels soft. The helicopter sounds loud.
a h The cat feels soft.
4. How does a hug feel? d. It tastes sweet.
k i
SUMMER STREET
5. How does the drum sound? e. It looks beautiful. Question Answer
e p
6. How does a flower smell? f. It sounds loud.
MUSEUM
3
p a r k does the apple taste? It tastes delicious.
4 5 How
s r y h o s p i t a l BAKERY MALL LIBRARY do the tables feel? They feel hard.
6 7 2 Write a new verse for the song. Use the pictures and words from
h u g o a a MIDDLE STREET You
are
MIDDLE STREET
8
here
the box. Answers will vary.
b s t a d i u m
w e r s 1 Look. Read and match. Write the letter.
TOY
a c p t STORE RESTAURANT
9
MOVIE THEATER a. b. c.
f e e d m y p e t l e
a r
n 1. Can you help me?
a banana a rabbit a turtle
e 2. Sure. How can I help ?
3. How can I get to the bakery?
Across Down
1. I take the to school. My sister 1. There is bread at a . 4. Go straight on Summer Street. Turn left on Middle
doesn’t. She walks. next to d. e. f.
2. It’s big. It’s on the water. Street. It’s the mall.
3. I play baseball in the . 3. A mother elephant can her
5. The doctors work in a . baby. 4 Write. Use words from the box. a hot-air balloon a motorcycle a subway
6. I like to my grandmother. 4. He takes the to work. dry loud rough sticky

8. I can watch a soccer game at the . 5. I take care of my pet . but do does doesn’t don’t
hard quiet smooth terrible
9. I goldfish before school. 7. An can fly.
1. Ana takes the bus to the mall. Rosa does , too. How does a feel? 1. This looks beautiful. d
2 Listen. Circle the answers. TR: R1.1 2. I walk to school, but my sister rides her scooter.
It feels . 2. This smells terrible. a
1. He makes his bed / feeds his pet before school. 3. Marco takes the subway to the zoo. Maria doesn’t . She walks. f
3. This feels sticky.
2. What does he do before / after school? don’t How does a sound?
4. Gracia takes the train to the park. I . I ride my bike. 4. This feels dry. c
3. He gets on his bike and coasts downhill / pedals uphill.
It sounds . 5. This tastes terrible. b
4. I always / usually do my homework at four forty-five.
6. This tastes delicious. e
40 Review Units 1–3 41 44 Unit 4 45
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2
Unit 4 3 Look at the pictures. Read the sentences in Activity 2. Match. Unscramble the sentences. Write. Listen to check your answers. TR: 4.3 VOCABULARY 2
Our Senses
Write the number. 1. feels / The / hot. / sun
1 Read and write. Listen and check your
a. b. The sun feels hot.
6 2 answers. TR: 4.4
2. old. / look / books / The
VOCABULARY 1 bitter salty sour spicy sweet
The books look old.
1 Look at the photos. Circle the hard toys. 3. sandwiches / do / How / the / taste? 1. My mother drinks tea every morning,
How do the sandwiches taste? but I don’t like it. It’s bitter .
4. How / sound? / does / the / drum 2. Lemons are sour, but sometimes lemonade is sweet .
How does the drum sound?
c.
5 d. 7 3. There are peppers in the soup.
3 Read and write. It’s very spicy .
tastes 4. This cheese pizza is very salty .

1. How does the bread taste? It good.
5. This apple isn’t sweet. It’s sour .
2. How does the sock smell? It smells terrible!
3. How do the rocks feel? They feel hard.

2 Read and write. Sort the words. Then check your answers with
a partner. Answers will vary.
e. f. 4. How do the old cars look? They look ugly.
8 3
does apples bananas cheese chips cookies mangoes nuts
5. How the parrot sound? It sounds loud.
oranges peppers salad soup tea yogurt
4 Look. Write about the food. Use words from the box. Answers will vary.
Apples are sweet. Sometimes apples are sour.
2 Listen and write. TR: 4.1
look
smell Sweet Sour Salty Spicy Bitter
beautiful delicious dry hard loud quiet g. h.
1 4 taste
rough smooth soft sticky terrible ugly apples apples cheese peppers oranges
1. This hat is hard . 5. This rock is smooth . bananas oranges chips soup tea
2. This hat is soft . 6. This rock is rough . cookies salad nuts
3. My hand is sticky . 7. This apple is delicious . mangoes soup salad
4. My hands are dry . 8. This apple is terrible . oranges yogurt soup
yogurt
42 Unit 4 43 46 Unit 4 47

was/were 1 Do the crossword puzzle. 1 Read and write. Read about winter. Use or to join the underlined 1 Read and choose. Write the best answer.
Question Answer Question Answer sentences. Write the sentences.
Across 1. I don’t like this tea. It tastes bitter.
How is the It’s good.
How was the bread? It was good. it’s = it is 1. It’s in my classroom. It’s white. a. smells b. tastes c. looks
bread? cookie desk flower glue lemon
they’re = It feels sticky. 2. The children were listening to the teacher. They were quiet .
How are the They’re pepper rabbit tomato tree
How were the grapes? They were good. they are 5. It’s red. It’s delicious. Sometimes a. quiet b. dry c. loud
grapes? good.
it’s in a salad. 3. How was the mango? It was delicious!
6. Sometimes it’s green. Sometimes it’s red. It’s spicy. a. is b. was c. were
1 Read. Look and match. Draw lines.
8. It’s tall. It’s brown and rough. It has green leaves. 4. I like this sweater. It feels soft.
9. It can be hard or soft. It’s sweet. It tastes delicious. a. sounds b. smells c. feels
1 2
1. The bread is good. Down
g l u e 5. A lemon is sour .
3 I like winter. We throw snowballs. Sometimes we build a snowman. We feel cold
2. It’s yellow. It’s sour. f e a. sour b. sweet c. spicy
4 after we play in the snow. We sit by the fireplace. Sometimes we take a hot shower.
2. The grapes are good. 3. It looks beautiful. It smells good. l r m
Then we have a snack. We eat soup. Sometimes we drink hot chocolate. 6. How were the potato chips? They were great! More please!
5
4. It’s small. It feels soft. It has long ears. t o m a t o a. is b. was c. were
3. The bread was good. w b n
7. It’s in my classroom. It’s smooth. We throw snowballs, or sometimes we build a snowman.
e b 2 Read and write. Use words from the box. Answers will vary.
4. The grapes were good.
6
p e p p e r i
7
d We sit by the fireplace, or sometimes we take a hot shower.
8
t r e e hard loud quiet salty soft spicy sticky sweet terrible
We eat soup, or sometimes we drink hot chocolate.
2 s
Read and write.
1. How was the music? The music was loud
9
c o o k i e .
2 Write and draw. What do you do during school vacation?
1. That chair was soft, but this chair is hard. 2 2. How were the noodles? .
Look. Imagine you are in the pictures. Write. Write. Use sentences with or to show choices. Draw a picture.
2. How were the noodles? They were salty. are
3. How was the restaurant? .
1. How your hands?
3. The baby was quiet, but now he is crying. Answers will vary. 4. How were the beans? .
They are sticky .
4. How are your hands? They are sticky.
was 3 Read and write. Then work with a partner to check your answers.
5. That rock was rough, but this rock is smooth. 2. How the soccer
game?
Answers will vary.
6. How were the tomatoes? They were sweet.
was (+ adjective) Yogurt Nuts Crocodile Ocean
It .
3
look white
Read, listen, and talk. Go to the back of the book. 3 Listen and read. Can you say these fast? TR: 4.5 sound
Work with a partner. Take turns.
1. I eat sweet and sour ice cream on Sunday. taste sweet, sour
2. Billions of bitter beans bounced on the bed.
feel smooth
smell delicious
3. Taste the terrible tea tomorrow.
48 Unit 4 49 52 Unit 4 53
2
READING Read. Check T for True or F for False. Unit 5
Animal Habitats
1 Listen and read. TR: 4.6 1. The rafflesia smells terrible. ✓
T F
2. The Eastern snake-necked turtle has a short neck.

Stinky Animals
T ✓
F
3. Flies like the smell of the rafflesia. ✓

T F
VOCABULARY 1
and Plants
4. The Eastern snake-necked turtle always smells bad. T ✓
F
5. The rafflesia is a very big flower. ✓

T F
1 Look and match. Write the number.
Many things smell good. Apple trees,
3 Read. Complete the chart. 7 8 9
flowers, and the ocean all smell great. But
some animals and plants smell terrible!
Stinky animals and plants
The Eastern snake-necked turtle lives in
fresh water in eastern Australia. This turtle
has a really long neck that looks like a
snake. If you catch an Eastern snake-necked
turtle, it smells terrible. Some people think animal: Eastern snake-necked turtle plant: rafflesia
it smells like a skunk. In Australia, people
call this turtle the “stinker”!
a rafflesia flower Where does it live? It lives in Where does it grow? It grows in
Many flowers smell good, but the 3
fresh water in eastern Australia. southeastern Asia. 1 2
rafflesia doesn’t. It smells terrible!
10 11 12
The rafflesia is the biggest flower in
What does it smell like? It smells What does it smell like? It smells
Southern
the world. It’s almost one meter (three
Asia feet) wide. The rafflesia grows in like a skunk. like old meat.
Australia
southeastern Asia. The rafflesia smells
like old meat. Flies like the smell, and
they fly to the rafflesia flower. When does it smell terrible? It What likes its smell? Flies like
smells terrible when you catch it. its smell.
4 5 6
4 Read and write. Do you want to have an Eastern snake-necked
turtle at home? Why? Ask your partner and write. Answers will vary. 1 a hive 8 a web 5 ice 12 a forest 9 a desert 13 14
Yes No Why? 14 an island 10 underground 6 wetlands 2 a nest 13 mud 2 Look at the pictures. Read and write.
an Eastern snake-necked turtle a skunk skunk cabbage you 11 grasslands 4 snow 7 a rain forest 3 a cave 1. What’s the hippo playing in? mud
Skunk cabbage is a your partner 2. What’s the iceberg made of? ice
plant. It smells like
3. Where do trees grow? in a forest and in a rain forest
a skunk.
50 Unit 4 51 54 Unit 5 55

1 Listen to the song. Read. Draw lines to match. TR: 5.1 Why . . . ? / Because . . . Infinitive of purpose 1 Read the clues. Do the puzzle.
Question Answer Parrots wings to fly.
1. Why can a frog catch a fly with its ? Because it is sticky.
do snakes come out during the day? they like the sun. Cats use their tongues to clean their fur.
2. Why can’t a zebra fly? Because it doesn’t have .
don’t you like crocodiles? they are scary. Kangaroos pouches to carry their babies. 3. Goats use their to fight.
Why Because
can frogs jump high? they have strong legs. 4. Why does an owl have big eyes? it needs to see at night.
can’t birds climb trees? they don’t have arms. 5. Many turtles live in .
1 Listen and write. TR: 5.3 6. Lions live in .
7. Camels live in the .
1 Read and write. Use words from the box. to carry to clean to eat to fight to fly 8. Big spiders live in the .
1. Why does a giraffe have a long a. Because it lives in ice to hide to jump to protect to run to swim
neck? and snow. are Because do does don’t is Why 1. GEONUT T O N G U E
2 14
2. Why does a frog have b. Because it eats leaves at
1. Goats use their horns to fight .
strong legs? the tops of the trees. 2. GI WSN W I N G S
1. Why don’t fish run? to hide
3. Why does a polar bear have c. Because it hops, swims, 2. Polar bears use their white fur in the ice and snow. 3
Because they don’t have legs.
white fur? and jumps. 3. Lions use their teeth to eat meat. 3. HONRS H O R N S
2. Why do hippos stand in water? 4. Horses use their legs to jump .
13
2 Write a new verse for the song. Use words from the box. Because the sun is hot, and hippos feel cool 5. Ostriches use their legs to run fast.
4. CEABESU B E C A U S E
7 6 9
Draw a picture for your verse. Answers will vary. in the water. 6. Giraffes use their long tongues to clean their eyes. 5. LATDENSW W E T L A N D S
3. Why is the parrot eating a nut? 7. Tigers use their mouths to carry their babies. 5 10
climbs trees a crocodile eats meat hops Because to swim

parrots like nuts. 8. Penguins use their wings . 6. GAASLRDNSS G R A S S L A N D S
a kangaroo a lion a monkey sharp claws Why is 9. Cats use their sharp claws to protect their babies.
4 11
4. the desert dry?
sharp teeth strong arms strong legs swings in trees 10. Owls use their wings to fly . 7. RETSED D E S E R T
Because there is very little rain in the desert. 8
a tiger
5. Why are the birds in the wetlands? 2 8. IRNA SROFTE R A I N F O R E S T
What about you? What do you use? Write. 1 12
Why does have ?

Because they eat frogs and fish, and frogs and
fish live in the wetlands. 1. What do you use to eat? Sample answer: I use my mouth and teeth to eat.
A N I M A L S A R E A M A Z I N G !
1 2 3 4 5 6 7 8 9 10 11 12 13 14
Why? Why? 6. Why does the tiger drink water? 2. What do you use to walk? Sample answer: I use my feet and legs to walk.
Because it is thirsty. 3. What do you use to write? Sample answer: I use a pen to write. 2 Listen and read. Can you say these fast? TR: 5.4
Because it
7. Why don’t zebras live underground? 3
1. My nephew never stands next to a nest.
Because zebras eat grass, and there isn’t 2. We walk through the wetlands in windy weather.
any grass underground.
partner. Take turns.
. 3. Do the polar bear and panda play in the park?
56 Unit 5 57 60 Unit 5 61
2 Read and match. Draw lines. VOCABULARY 2 READING 2 Read. Check T for True or F for False.
1 Listen and write. Use words from the box. TR: 5.2 1 Listen and read. TR: 5.5 1. The emperor penguin can swim well. ✓
T F
2. The emperor penguin father takes care of the egg. ✓

T F
fur horns pouch tongue wings The Coolest Animals 3. The Weddell seal can swim under the ice. ✓
T F
Live in Antarctica!
4. Antarctica is hot and sunny. T ✓
F
1. A kangaroo has a pouch . 5. The Arctic tern flies to the Arctic in the summer. ✓
T F
2. A butterfly has wings . It can fly.

Antarctica is very cold, very dry, and very windy. 3 Complete the chart. Then work with a partner. Talk about animals
3. A frog has a long, sticky tongue . Can animals live there? Yes, they can!
4. A goat has two horns The emperor penguin is a bird. It can’t fly, but it in Antarctica.
on its head.
5. A lion has fur . can swim. The mother penguin lays an egg on the ice.
Where is the nest for this egg? The father emperor Animal What can it do? More information
2 penguin takes care of the egg. He puts it on his feet!
1. Why is the rabbit going a. Because they are taking Look and read. Check T for True or F for False. emperor penguin The mother lays an The father puts the egg
Why? Because he can keep the egg warm. egg on the ice. on his feet.
underground? a bath.
The Weddell seal lives in Antarctica, too. It spends The father takes care of He keeps the egg warm.
2. Why don’t penguins live b. Because its home is a lot of time in the ocean. It can stay underwater for the egg.
on grasslands? underground. forty-fi ve minutes. The seal swims under the ice. Why? Weddell seal It spends a lot of time in the It can swim under the ice.
3. Why are the zebras c. Because penguins need to Because it catches fish and eats underwater. It is safe ocean. It eats under the water .
emperor penguin
running? eat fish and food in the ocean. under the ice.
The Arctic tern is a small but amazing bird. It lives Arctic tern It flies between It lives in Antarctica in
4. Why are the elephants d. Because its babies are in Antarctica and the winter.
in Antarctica in the winter and flies to the Arctic in the It flies to the Arctic in the summer.
in the water? the nest. the Arctic
summer! Why do the terns fly to the Arctic? Because . It builds a nest and lays eggs in the
5. Why is the bird flying e. Because they see a lion, and the birds make nests there. The nests are on the Arctic.
to the nest? they are scared. ground. The mother lays eggs in the nest. The parents
protect their nest and their babies. The parents feed the 4 Read and write.
3 Write. What do you like? What don’t you like? Work with a partner. young birds, too.
Weddell seal egg
Read your partner’s sentences. Ask your partner questions. Use the Arctic 1. The father emperor penguin takes care of the .
words from the box. Answers will vary. 2. The Weddell seal can swim under the ice .
1. A giraffe has a long tongue. ✓
T F 3. The Arctic tern flies between Antarctica and the Arctic.
caves forests nest/nest and lays eggs
I like rain forests. Why do you like 2. A cow has a pouch. T ✓
F 4. The Arctic tern builds a in the Arctic.
grasslands hives rain forests? 3. A chicken has wings. ✓
T F
ice islands
4. A panda has black and white fur. ✓
T F
mud rain forests Because I like monkeys and parrots,
5. A donkey has horns. T ✓
F
Polar bears live in the Arctic.
snow webs and they live in rain forests.
Arctic tern A polar bear’s fur is white, but
its skin is black!
I like .
Antarctica
I don’t like .
58 Unit 5 59 62 Unit 5 63

1 Read. Underline the words that tell what the animal looks like and 1 Look at the picture. Circle the hive, the cave, the web, the mud, and 1 Listen to the song. Look at the pictures. Read. Check ✓ the box some and any
what the animal does. Write the name of the animal. the nest. when you hear the word. TR: 6.2 Question Answer
eggs? Yes, there are some on the table.
It lives in grasslands. It is brown and yellow. It can run. It has long legs and a ✓ ✓ Are there any aren’t =
apples? No, there aren’t (any). are not
long neck. It eats leaves at the tops of trees. It uses its long tongue to clean its
eyes and ears. cheese? Yes, there is some in the fridge. isn’t =
Is there any is not
What is it? rice? No, there isn’t (any).
It’s a giraffe .
a bowl of rice a bowl of ice cream a bowl of pasta
2 Draw a picture of an animal. Describe it. Tell where it lives. 1 Listen. Read and circle. TR: 6.4
✓ ✓
Tell what it looks like. Tell what it does. Then work with a partner.
1. Is there any cake?
Read your description and ask, “What is the animal?” Answers will vary. SODA Yes, there is some. No, there isn’t any.
2. Are there any bottles of oil?
Yes, there are some. No, there aren’t any.
a can of soda a glass of milk bread 3. Are there any pieces of cake?
Yes, there are some. No, there aren’t any.
✓
4. Is there any cereal?
2 Look at the picture. Read and write. Use words from the box. Yes, there is some. No, there isn’t any.
Because to eat a forest fur grasslands to hop 2 Look at the picture. Read and write.
nest to see snow wetlands Why wings 1. Are there any beans?
a cake a cookie
Yes, there are some in a jar.
1. The animals live in a forest . 2 Listen and write. TR: 6.3 any
2. Are there cans of soda?
2. A butterfly uses its wings to fly.
1. A jar of jelly is no fun, Yes, there are some on the shelf.
3. The rabbit has soft fur .
if there isn’t any bread to spread it on. any
4. The rabbit uses its legs to hop . 3. Is there orange juice?
A bowl of rice is very nice, No, there isn’t any.
5. The turtle uses its eyes to see .
Why but it tastes better with some spice. any
This animal lives . It is . 6. is one bear big? Because it’s the mother. 4. Are there eggs?
7. Why is one bear small? Because it’s a baby bear. 2. A bowl of pasta , a jar of spice, No, there aren’t any.
It can . It has . nest a glass of milk , and cake are nice!
8. The bird is in the . 5. Are there any bottles of apple juice?
Let’s go now. Let’s buy some food.
It eats . It uses its to . Yes, there are some on the shelf.
64 Unit 5 65 68 Unit 6 69
2 3
Unit 6 Read the words in Activity 1. Look at the pictures. Match. Circle five foods. Draw them. Answer the questions. Use any VOCABULARY 2
What’s for Dinner?

Write the letters in the circles next to the words. or some in your answers. Then work with a partner. Don’t show
your picture. Your partner asks questions about your picture. 1 Listen and read. Write. TR: 6.5
Answers will vary. price
1. The of that hamburger is ninety-nine cents.
VOCABULARY 1 bags of rice bags of sugar bottles of milk 2. Let’s put away the milk and eggs in the refrigerator.
bottles of oil boxes of cereal boxes of noodles 3. I’m hungry. Let’s go to the supermarket and buy some food.
1 Listen and write. TR: 6.1 bunches of bananas bunches of grapes cans of soda 4. Which is better, yogurt or ice cream? Let’s compare them.
5. Oh no! I don’t have any money ! I can’t take the bus home.
jars of olives loaves of bread pieces of cake
a bag a bottle a bowl a box a bunch
a can a glass a jar a loaf a piece c d e 2 Read and write. Use words from the box. Use some words more
than one time.
1. a bag of rice g
2. a piece of cake d
3. a bowl of sugar f
4. a bottle of oil c
a jar a f g h
5. of olives b
6. a can of soda h 1. Are there any bunches of bananas?

2. Is there any bread?
7. a bunch of bananas a buy compare money price put away
3. Are there any olives?
8. a glass of juice i 4. Is there any oil? 1. I’m thirsty. Let’s buy a can of soda.
2. The price of that bag of nuts is fifty cents.
5. Are there any boxes of noodles?
9. a box of cereal e 3. I have twenty cents. Do you have any money ?
Are there any 4. Yes, I have some money .
10. a loaf of bread j b i j No, there aren’t any.
bags of sugar? 5. I have ninety cents. We can buy a bag of nuts and a can of soda.
6. Which snack is better for me? I need to compare them.
7. I put away my toys after I play with them.
Is there any cereal? Yes, there is some.
66 Unit 6 67 70 Unit 6 71

a few and a little 1 Write. Answer the questions about your classroom. Use sentences 1 Read. Answer the questions. Write. 1 Look at the photos. Write questions and answers. Use words from
Question Answer from the box. Then check your answers with a partner. Answers will vary. the box.
My Favorite Birthday Food
nuts? Yes, there are a few on the table. Tacos are my favorite birthday food. I love
Are there any aren’t =
olives? No, there aren’t (any). Yes, there are a few. Yes, there are some. Yes, there is a little. corn tacos filled with spicy meat, fish, or
are not
juice? Yes, there is a little in the bottle. Yes, there is some. No, there aren’t any. No, there isn’t any. chicken. I like tomatoes and vegetables in
Is there any isn’t = is not
tea? No, there isn’t (any). my tacos. I eat tacos with my hands! Tacos
1. Is there any water? are fun to eat. They taste delicious, too!
2. Are there any bags? 1. Underline the topic sentence of the paragraph.
1 Read. Write the foods in the correct columns in the chart. 3. Is there any soda? 2. Do the other sentences give more information about the topic,
Yes, there are some.
4. Is there any glue? or main idea? yes Are there any . . . Yes, there are a few.
bunches of bananas hamburgers ice cream loaves of bread milk 5. Are there any snacks? No, there aren’t any.
potatoes salad sandwiches soup 2 Write and draw. What is your favorite birthday food? Write about Yes, there is some.
6. Are there any windows?
Is there any . . . Yes, there is a little.
it. First write a sentence to tell the topic, or main idea. Write other No, there isn’t any.
There are a few There is a little 2 Look at the pictures. Circle the words. sentences to tell more about your favorite birthday food. Draw a
picture of your favorite birthday food. Answers will vary. 1. Are there any bottles of oil? Yes, there are some / a few.
bunches of bananas milk h k d p r i c e
sandwiches salad c s x y q g p a 2. Is there any milk? No, there isn’t any.
hamburgers soup m o z c w t p j
potatoes ice cream q a m z x s w b 3. Is there any sugar? Yes, there is a little. or Yes, there is some.
loaves of bread e f v p b g t u 4. Are there any boxes of cereal? Yes, there are some / a few.
p u t « a w a y
y j m i k r l u 5. Are there any glasses of juice? No, there aren’t any.
2 Read and write. Use is a little or are a few. o p l m o n e y
1. Are there any bags of rice? Yes, there are a few . 2 Read and write. What about you? Answers will vary.
2. Are there any boxes of cereal? Yes, there are a few . 1. Where do you use money?
3. Is there any oil in the bottle? Yes, there is a little .
is a little 2. What do you like to buy?
4. Is there any pasta in the bowl? Yes, there .
5. Are there any cans of soda? Yes, there are a few . 3. What do you compare?
6. Is there any sugar in the bowl? Yes, there is a little . 4. Do you put away your clothes and toys?
7. Is there any cake? Yes, there is a little . 3 Listen and read. Can you say these fast? TR: 6.6
3 1. Put away the pasta, peppers, and potatoes.

partner. Take turns. 2. Betty buys a big bunch of bananas.
3. Compare the cheese, chips, and chicken carefully.
72 Unit 6 73 76 Unit 6 77
2
READING Read. Check T for True or F for False.
Review: Units 4–6 3 Listen. Read and circle. TR: R2.1
1 1. All people eat the same food. T ✓
F
Listen and read. TR: 6.7 1. It looks beautiful. It sounds beautiful.
2. Babka are noodles from Poland. T ✓
F
Special Food 3. People in Italy eat dumplings for the New Year.
4. Some people think eating soba noodles on the New Year is lucky.
T
✓
T
✓
F
F
1 Look at the photos. Circle the words in the puzzle.
2. It looks smooth.
3. No, there aren’t any.
It feels smooth.
Yes, there are some.
4. Let’s buy a loaf of bread. Let’s put away the loaf of bread.
3 Read and write. 5. No, there isn’t any. Yes, there is some in the bottle.
1. What do people in Poland eat on Christmas? 6. No, there isn’t any. Yes, there is a little.
People in Poland eat sweet bread called babka. 4 Read and write. Use words from the box.
2. When do people in Korea eat seaweed soup? are Because do does doesn’t
don’t is was Why
People in Korea eat seaweed soup on their birthdays.
3. Where do people eat dumplings on the New Year? d p o f o r e s t 1. Why don’t lions eat bananas?
u e y t r w q l k
In China, people eat dumplings on the New Year. 2. Because lions eat meat.
b h l g f d s a m
u b v i s l a n d 3. How does the soda taste? It tastes sweet!
4 Do you eat special foods? Complete the chart. Work with a partner. n s t i c k y x z
Answers will vary. 4. Why does a zebra eat grass?
c r w s h i v e x
Birthday New Year Holidays h f v c t s o f t 5. Why are the baby birds in the nest?
b h y j k v l u f
Making Chinese dumplings for the New Year 6. How was the soup? It was terrible!
q x w r g l a s s
People around the world eat different food. People in many places eat special
food on holidays. In China, people make dumplings for the New Year. People in You 5 Read. Check T for True or F for False.
2 Look. Read and match. Write the letter.
Japan eat noodles called soba. Some people think eating soba
noodles on the New Year is lucky.
In Italy and Poland, people eat bread for Christmas.
In Poland, people eat sweet bread called babka. In Italy,
people eat a sweet bread called panettone. Sometimes
the bread has fruit or honey. Your a b c d
partner 1. A cat uses its tongue to drink. ✓
T F
People also eat special food for birthdays. In the A chimpanzee eats 1. The olives are salty. c 3. The olives were salty. b 2. A goat uses its horns to taste. T ✓
F
United States, people eat cake. But people in Korea eat a birthday cake.
seaweed soup. What special food do you eat? 2. The cake was delicious. d 4. The cake is delicious! a 3. A parrot uses its wings to fly. ✓
T F
Japanese soba noodles

74 Unit 6 75 78 Review Units 4–6 79
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3
Unit 7 2 Circle the best answer. Look, read, and write. Use did or didn’t in your answers. VOCABULARY 2
Feeling Fit
1. I have ten knees / elbows / fingers. 1 Read and match. Draw lines to match.
2. I have two shoulders / toes / backs. 1. I eat vegetables at dinner. a. I like bananas and oranges.
2. I eat junk food on Saturday. b. I go to bed at 8:00.
VOCABULARY 1 3. I have one knee / muscle / stomach. 3. I eat fruit every morning. c. I skateboard and rollerblade.
1 a back 4. I get rest every day. d. I love cookies and ice cream.
Look and write. 4. I can bend my bone / knees / chest.
5. I get exercise every day. e. I like corn and peppers.
5. I can stretch my knees / muscles / elbows. 6. She eats fruit every day. f. Because he loves them!
a back a knee
a chest a shoulder a shoulder 7. He eats junk food at night. g. She loves mangoes.
8. Why does he eat vegetables? h. She swims every afternoon.
an elbow a stomach a stomach fingers 9. Does the baby get rest? i. He eats three bags of chips.
fingers toes
10. She gets exercise every day. j. Yes. She sleeps at night.
1. Did she throw the ball? Yes, she did.
2 Look, read, and write. Use words from the box.
2. Did he catch the ball? Yes, he did.
eat fruit eat vegetables eats junk food get exercise gets rest
3. Did the children ride their bikes to the park? No, they didn’t.
an elbow
4. Did they eat the bread? No, they didn’t.
4 Write questions. Then ask your partner. Write the answers.

a chest
Did you eat yogurt for breakfast? No, I didn’t.
1. They eat fruit every day. 2. They get exercise every day.
1. Did you eat yogurt for breakfast ?
2. Did you Answers will vary. ?
3. Did you ?
4. Did you ?
a knee toes 5. Did you ?
3. He eats junk food every day. 4. She gets rest every day.
80 Unit 7 81 84 Unit 7 85
1 Listen to the song. Read. Draw lines to match. TR: 7.1 Simple past: Yes /No questions and short answers too and enough 1 Go to the back of the book. Work with a partner. Take turns.
Question Answer too much/too many enough
2 Do the word puzzle.
you brush your teeth? I I I eat too much junk food. I don’t eat enough vegetables.
didn’t =
Did he make his bed? Yes, he did. No, he didn’t. I work too many hours. I get enough exercise. 1. I like carrots. I eat enough v e g e t a b l e s .
did not
they do their homework? they they
2. I don’t stay up too late. I get e n o u g h sleep.
1 Read. Write too or enough.
1 Listen and write. TR: 7.2 too 3. Did she b r u s h her teeth? Yes, she did.
1. Don’t stay up late!
1. Did you bend your knees?

4. S t r e t c h your muscles.
2. I play soccer every day.
Yes, I did .
I get enough exercise. 5. I get enough r
1. Did you stretch your a. back? 2. Did she run in the park? e s t . I sleep 8 hours at night.
2. Did you move your b. sleep? Yes, she did . too
3. Don’t watch much TV! 6. I play soccer every day. I get enough e x e r c i s e .
3. Did you get enough c. legs? Did eat
3. you breakfast?
4. Did you eat a healthy d. snack?
No, I didn’t . 4. I drink too much soda. 7. Wiggle your f i n g e r s .
5. Did you stretch your e. nose?
6. Did you touch your f. muscles? 4. Did he stretch his back?
8. B e n d your knees!
7. Did you bend your g. knees? No, he didn’t .
8. Did you wiggle your h. toes?
5. Did they do their homework? 9. Did you go for a walk? Yes, I d i d .
2 Write a new verse for the song. Use words from the box. No, they didn’t .
2 Read and write. Answer the questions. Check ✓ Yes or No. 10. Touch your s h o u l d e r .
chest elbows fingers shoulders stomach 2 Listen and match. Draw lines. TR: 7.3 Answers will vary.
Yes No 11. Don’t eat too much j u n k f o o d .
Did you bend your Answers will vary. ? Yes, I did! 1. Did he walk to school? a. Yes, I did.
1. Do you eat too much junk food?
2. Did you play baseball yesterday? b. Yes, he did. 12. Bend your e l b o w .
Did you move your ? I did that a lot. 2. Do you get enough sleep at night?
3. Did he brush his teeth after breakfast? c. No, I didn’t.
3. Do you play too many video games? 3
Did you touch your ? No, I forgot! 4. Did you play with friends yesterday? d. No, he didn’t.
Listen and read. Can you say these fast? TR: 7.4
4. Do you drink enough water every day?
1. Slowly stretch your stomach and shoulders on Sunday.
Did you stretch your ? Yes, I did. 5. Do you eat enough fruit every day?
6. Do you eat enough vegetables every day? 2. Eat enough fresh fruit every Friday.
3. Bonnie bends her beautiful back.
82 Unit 7 83 86 Unit 7 87

READING 2 Read. Check T for True or F for False. Unit 8
Let’s Celebrate!
1 Listen and read. TR: 7.5 1. Wild animals get enough exercise. ✓
T F
2. Big cats pick up balls with their trunks. T ✓

F
Do Animals Need Exercise? 3. Animals in zoos always get enough exercise.

4. Elephants in the wild walk a lot. ✓
T
T ✓
F
F VOCABULARY 1
5. Exercise helps keep pets healthy. ✓
T F
1 Look and write.
3 Read and write. Complete the chart.
7. celebrate 8. a parade 9. a feast
celebrate a costume dance decorations dress up a feast
Animals and Exercise
fireworks a lantern a mask a parade a party remember
Do animals get
How do animals get exercise?
enough exercise?
They move a lot to look for food.
wild animals yes They run, swim , climb trees ,
and walk far .
Zookeepers help animals get exercise.
They teach elephants to stretch and
bend and lift a heavy ball.
zoo animals sometimes climb
They teach big cats to and
Do animals get enough exercise? Wild animals do. They move a lot to look for jump to get bones. 10. decorations 11. remember 12. dance
food. They run, swim, climb trees, and walk far. Sometimes wild elephants walk Big cats play with toys. fireworks a lantern a mask
1. 2. 3.
more than 27 miles (45 kilometers) a day! Pet owners need to play with their pets .
Sometimes animals in zoos don’t get enough exercise. They live in small spaces. need to run outside 2 Read and circle. Then compare your answers with a partner.
sometimes Dogs . Answers will vary.
Zookeepers always feed them. Many zookeepers help animals get exercise. At many pets
Cats need to play with balls.
zoos, the zookeepers teach elephants to stretch and bend. The elephants walk and need to flap their wings 1. Do you like to dance? Yes, I do. No, I don’t.
Birds .
run. They lift a heavy ball with their trunk. The zookeepers help big cats, like lions 2. Do you like parties? Yes, I do. No, I don’t.
and tigers, too. A zookeeper hides a bone in a tree. Then the zookeeper teaches 4 Read and write. 3. Do you like to wear masks? Yes, I do. No, I don’t.
the big cats to climb and jump to get the bone. Big cats can also play with toys to
stretch their muscles. 1. Why do wild animals get enough exercise? 4. Do you like to watch parades? Yes, I do. No, I don’t.
Sometimes pets don’t get enough exercise. Dogs need to run outside. Cats need
They move a lot to look for food. 5. Do you like feasts? Yes, I do. No, I don’t.
balls to hit with their paws. Birds need to flap their wings. It’s important for pets to
get enough exercise. Pet owners need to play with their pets. Exercise helps keep 2. How can zookeepers help elephants get enough exercise? Zookeepers can 6. Do you like decorations? Yes, I do. No, I don’t.
animals fit and healthy. 4. a party 5. a costume 6. dress up
teach elephants to stretch and bend and lift heavy balls with their trunk. 7. Do you like lanterns? Yes, I do. No, I don’t.
An elephant’s trunk can pick up one piece 3. How can pet owners help their pets get enough exercise? 8. Do you like fireworks? Yes, I do. No, I don’t.
of grass, but it can also lift a big log.
Pet owners need to play with their pets.
88 Unit 7 89 92 Unit 8 93
1 Read and write. Read about Gabriela’s favorite vegetable. Underline 1 Read and write. Use words from the box. 1 Listen to the song. Read and write. TR: 8.1 Simple past: regular verbs
the sentences with because. Write the words that tell why Gabriela Question Answer
likes tomatoes. Did didn’t Don’t 1. We went to a carnival.
watch the fireworks? we watched them.
enough exercise rest too Did you Yes,
Everyone was there! like the party? I liked it.
1. Did she eat a snack yesterday? Yes, she did. We dressed up, sang some songs,
2. I get exercise every day. I play basketball. parade 1 Listen and write. TR: 8.2
and watched a .
3. Do you get enough exercise? No, I watch too much TV. 1. Did you walk to the party?
2. Did you like the food?
4. Did you do your homework? No, I didn’t . 2. Yes, we walked to the party.
Tomatoes Are Great Yes, I liked the food.
5. Don’t eat too much junk food. Did
Tomatoes are my favorite vegetable. I like tomatoes because they are juicy 3. your cousins dance with you?
Did you dress up ?
and delicious, and you can eat them hot or cold. You can cook tomatoes to 6. I get rest every day. I go to sleep at 8:00.
4. Yes, they danced with me.
make spaghetti sauce. You can eat them cold in salads. I also like tomatoes
Yes, I went as a frog.
because they have beautiful colors! I love red, yellow, orange, and green 2 What’s important for good health? Read and check ✓. 5. Did you smell the yummy food?
tomatoes. I also like tomatoes because they help keep you healthy and strong. costumes ?
Then compare your answers with a partner. 3. Did you like the
6. Yes, I smelled the yummy food.
because they are juicy and delicious, and you can eat them hot or cold costumes .
It’s important for good health. Yes, I liked the
2 Read. Match the questions to the answers. Draw lines.
because they have beautiful colors Get enough exercise every day. masks
✓ Did you see any ?
because they help keep you healthy and strong Eat fruits and vegetables. ✓ 1. Did you listen to music? a. Yes, I dressed up in a costume.
Yes, we saw some masks .
Eat junk food every day.
2 2. Did you watch fireworks? b. Yes, I listened to music.
Write about your favorite vegetable or fruit. Use because to Drink too much soda.
2 Write a new verse for the song. Use words from the box.
explain why you like it. Answers will vary. Stretch your muscles. ✓ 3. Did you dress up in a costume? c. Yes, we celebrated his birthday.
Stay up too late. dances decorations feast fireworks lanterns party
4. Did you celebrate his birthday? d. Yes, I liked the feast.
Get enough rest. ✓
Did you like the Answers will vary. ?
Drink enough water every day. ✓ 5. Did you like the feast? e. Yes, we watched fireworks.
Watch too much TV. Yes, I liked the .
Bend your knees and elbows. ✓ 6. Did you play games? f. Yes, we played games.
Did you see any ?
Eat foods to make your bones strong. ✓
Yes, I saw some .
90 Unit 7 91 94 Unit 8 95

3 Write these verbs so they tell about the past. VOCABULARY 2 READING 2 Read. Check T for True or F for False.
watched tasted 1. Lucia Day is a festival of stars. T ✓

F
1. watch 5. taste 1 Look and read. Draw lines to match. 1 Listen and read. TR: 8.4
listened celebrated 2. Boys dress up as star boys on Lucia Day. ✓
T F
2. listen 6. celebrate
3. sound
4. cook
sounded
cooked
7. remember remembered
8. brush brushed balloons
Celebrating the Sun 3. Girls wear candle wreaths on their head on Lucia Day.
4. The Swedish festival of midsummer is in December.
✓
T
T
F
✓
F
Many people all over 5. People dance and sing at the festival of midsummer. ✓
T F
4 Read and write. the world celebrate

the sun. Sweden is in 3 Read. Complete the chart. Then compare your chart with your partner.
Complete the a birthday cake
the north. In winter,
sentences. Use verbs nights are long, and days Lucia Day Midsummer
from Activity 3. are short. On December
candles 13, people celebrate When is it? December 13 in June
Lucia Day. It is a festival What is it? It is a festival of lights. It is a festival to celebrate the
of lights. People want longest day of the year and the
light on long, dark days! start of summer.
a present What do
Girls dress up as Lucia. They wear white dresses and • Girls dress up as Lucia: • They decorate their
people do?
celebrated / wear a candle wreath on their head. Boys dress up as They wear white dresses homes with flowers and
1. We remembered my brother’s birthday yesterday. star boys. They wear white clothes and a white hat. and wear a candle leaves.
They carry stars on sticks. The children sing songs, wreath on their head. • Many people wear
2. My grandma cooked noodle soup. 2 Read. Circle the best answer. and people eat cookies and special sweet buns. • Boys dress up as star beautiful costumes.
In Sweden, the festival of midsummer happens in boys. • They dance and sing
3. The birthday feast tasted delicious. 1. Today I’m nine years old. I have nine on my birthday cake. June. Days are long, and nights are short. People • Children sing songs. songs.
listened celebrate the longest day of the year and the start of • People eat cookies and • They eat fish, potatoes,
4. We to music and danced after dinner. a. presents b. invitations c. candles summer. People decorate their homes with flowers special sweet buns. fruit, and other foods.
5. After we danced, we watched a movie on TV. and leaves. Many people wear beautiful costumes
2. My grandpa has to my birthday party.
to the festival. They dance and sing songs. They eat
fish, potatoes, fruit, and other foods. People enjoy the 4 Read and write.
5 What did you do on your birthday? Write. Then talk about what a. an invitation b. a balloon c. a birthday cake
sunlight and can forget about the cold, dark winter.
you did with a partner. Answers will vary. 1. What do girls wear to dress up as Lucia?
3. I have round as decorations.
Sweden They wear white dresses and wear a candle wreath on their head.
I played games on What games did a. presents b. balloons c. invitations
my birthday. you play? 2. What special food do people eat on Lucia Day?
4. My looks sweet and delicious! In the north
They eat cookies and special sweet buns.
of Sweden, it
1. I . a. candle b. balloon c. birthday cake never gets dark

at midsummer. 3. What do people eat at the midsummer feast?
2. I . 5. Look at the picture. What’s in the paper? It’s a big for me. They eat fish, potatoes, fruit, and other foods.
a. candle b. invitation c. present

96 Unit 8 97 100 Unit 8 101
Simple past: irregular verbs 1 Read and write. Do the crossword puzzle. 1 Read. Write. Answer the questions. 1 Read and draw.
Question Answer Down 1. Draw a birthday cake.
A Thanksgiving Day Parade
wear a mask? wore one. 1. I gave him a for his birthday. 2. Draw candles on the cake.
Did you Yes, I By Lisa
buy her a present? bought her one. 4. I don’t my third birthday, but I saw photos of it. 3. Color the candles.
5. It was her eighth birthday, and she had eight on her birthday cake. Every year there is a big parade in New York City on 4. Draw a present next to the cake.
Thanksgiving Day. Thanksgiving is an American holiday.
Across
1 Last year we were in New York City, and I wanted to see 2 Listen and write. TR: 8.5
Look at the gray words. They are verbs. They change when you 2. Did your sister wear a mask? Yes, she a mask. the parade. It was cold, so I wore a warm coat and a hat.
talk about the past. Match. Draw lines. 3. Did you sing a song? Yes, I a song. The parade was great! I listened to marching bands play 1. Did you remember to color the candles?
5. I wore a frog to the party. music. I watched great dancers. My favorite things were 2. Yes, I remembered .
eat rode see wrote the big balloons shaped like animals!
6. I saw the in the sky. They were beautiful. celebrated my birthday.
3. Yes, I
7. Did the children play games? Yes, they games. A Thanksgiving Day Parade gave
ride had write saw 1. What is the title of Lisa’s writing? 4. Yes, they me a present.
8. We my birthday in May.
5. Yes, I liked it.
give ate drink went 9. I was thirsty! I the water. 2. What did Lisa wear? She wore a warm coat and a hat.
3 Read. Unscramble the sentences. Write.
have sang go drank p
1
3. What did Lisa hear? She listened to marching bands play music.
2
w o r e
1. Did / see / you / lanterns?
sing took wear made e 4. What did Lisa see? She saw dancers and big balloons shaped like animals.
3
s a n g
gave wore
Did you see lanterns?
take make e
4
2 Write about a parade or a party you went to. Write a title for your
n r
2
5
c o s t u m e paragraph. What did you wear? What did you see? What did you hear? 2. lanterns / I / saw / Yes,
Read and write. Complete the sentences.
a m What did you do? Answers will vary.
n 6
f i r e w o r k s Yes, I saw lanterns.
1. Did you write the invitations? Yes, I wrote the invitations. 7
p l a y e d m
2. Did you wear party hats? Yes, we wore party hats. l b 3. wear / Did / a / mask? / you
8
c e l e b r a t e e By
3. Did your friends sing to you? Yes, my friends sang to me. s 9
d r a n k Did you wear a mask?
4. Did you eat birthday cake? Yes, we ate birthday cake. 4. mask / wore / a / I / Yes,
5. Did you have fun? Yes, I had fun. Yes, I wore a mask.
1. Don’t dance under the decorations!
3 Go to the back of the book. Work with a partner. Take turns. 2. Please pick up the purple party presents.
3. We celebrated and sang some songs slowly.
98 Unit 8 99 102 Unit 8 103

3
Unit 9 Read and write. Complete the sentences. Use words from the box. VOCABULARY 2
My Weekend didn’t lose didn’t stay didn’t text didn’t win 1 Look, read, and match. Write the letter.
stayed texted visited won
VOCABULARY 1 visited
1. I a museum. It was interesting.
1 2. I played soccer, but my team didn’t win . I was sad.
Look and write. Then ask and answer with a partner.
3. My family didn’t eat out. We stayed home and ate dinner.
5. go to the beach 6. go to the movies
eat out go on a picnic go to the beach go to the movies 4. I texted my friend, but he was busy and didn’t text me back.
a b c
stay home text my friends visit a museum 5. My brother didn’t stay home after dinner. He went to the movies.
4 Read and write. What about you? What did you do on the weekend?
Do you eat out on weekends? Compare your answers with a partner. Answers will vary.
1. Did you fly in a helicopter? fly → flew

Yes, I do.
Yes, I flew in a helicopter. d e
7. eat out 2. Did you do your homework? 1. I go fishing in the river near my house. e
2. My family likes to go hiking. a
3. I go horseback riding on weekends. c
1. visit a museum 2. go on a picnic 2 Listen and write. Use words from the box. TR: 9.1 4. I go ice skating in very cold weather. d
3. Did you go on a picnic?
5. I go swimming on hot days. b
busy exciting interesting lose win
2 Read and write. Use words from the box.
4. Did you stay home?
1. I play soccer. I like to win .
go fishing go hiking go horseback riding
2. I play games. I don’t like to lose .
go ice skating go swimming
3. The museum was interesting . 5. Did you text your friends?
4. Last weekend, I was busy . I had too much homework! 1. I go swimming at the swimming pool in summer.
exciting 2. You have a horse! Do you go horseback riding ?
5. The parade was .
6. Did you lose a game? lose → lost go ice skating
3. It is very cold! I can .
3. stay home 4. text my friends go fishing
4. I want fish for dinner. Let’s .
5. I wear shoes and socks to go hiking . I walk and climb.
104 Unit 9 105 108 Unit 9 109
1 Listen to the song. Read. Look. Simple past: wh- questions and negative go + verb + -ing 1 Listen and read. Circle. TR: 9.5
Draw lines to match. TR: 9.2 Question Answer Question Answer
do on the go swimming. 1. Olivia went horseback riding. Olivia didn’t go horseback riding.
How was your didn’t = What you do I
It was boring. I didn’t have fun. did weekend? went hiking. 2. She went bike riding. She didn’t go bike riding.
weekend? did not
I didn’t go shopping. 3. Olivia went skateboarding. Olivia didn’t go skateboarding.
Did you go fishing?
does on the goes swimming.
What did you do I didn’t go out. I stayed home. What she do She 4. Olivia went ice skating. Olivia didn’t go ice skating.
did weekend? went hiking.
Did you play baseball? last weekend?
She didn’t go shopping. 5. She went swimming. She didn’t go swimming.
What did your He didn’t stay He played in a
brother do? home. soccer game.
Did you go walking? 2 Go to the back of the book. Work with a partner. Take turns.
1 Look, read, and write. Use go or went in your answers.
Did you go swimming? Did his team win? No, they didn’t win. They lost.
3 Look, read, and write. Answer the questions.
Did you go hiking?
1 Listen and circle. TR: 9.4
Did you go horseback riding?
1. I went to the movies. I went to the beach.
2. No, I didn’t visit a museum. Yes, I visited a museum.
3. Yes, I went on a picnic. No, I didn’t go on a picnic.
4. My team didn’t win. My team won. 1. What did Mai do last weekend? 2. What did her brother do last weekend? Monica Miguel Elena Luis
She went horseback riding . He went fishing .

5. I had an interesting weekend! I had an exciting weekend! 1. What did Monica do on the weekend? She went on a picnic .
What didn’t Mai do?
didn’t go fi shing 2. What did Luis do last weekend? He went ice skating .
6. Yes, we went to the movies. No, we didn’t go to the movies. She .
3. Did Elena go horseback riding? No, she didn’t .
2 Read and match. Draw lines. 4. What did Elena do? She went fishing .
1. How was your weekend? a. No, I didn’t go to the movies. 5. Miguel usually goes to the beach on weekends. What did Miguel do
last weekend?
2 Listen. Read and write. TR: 9.3 2. Did your team win? b. It was exciting. I went to the zoo.
He visited a museum .
I didn’t go fishing or walking. 3. Did you eat out? c. No, they didn’t win. They lost.
I didn’t go swimming or hiking. 4. Did you go to the movies? d. Yes, I did. I saw 100 paintings! 4 Listen and read. Can you say these fast? TR: 9.6
I played a game with my little brother. 5. Did you visit a museum? e. I flew in a helicopter. 3. What did Ivan do last weekend? 4. What did his sister do last weekend?
went hiking went rollerblading 1. Why did we win the weekend game?
He . She .
I went to the movies with my mother. 6. What did you do on Sunday? f. No, we didn’t eat out. We ate pizza 2. She went swimming and shopping on Saturday.
What didn’t Ivan do?
at home. 3. Bobby is busy at the beach.
He didn’t go rollerblading .
106 Unit 9 107 110 Unit 9 111


Review: Units 7–9 3 Read and write. Complete the sentences.
1 Listen and read. TR: 9.7 1. The California Academy of Sciences is an art museum. T ✓
F 1. Did you go to a party yesterday? Yes, I went to a party.
Letʼs
2. There are penguins at the aquarium. ✓
T F 2. Did you celebrate Lupe’s birthday? Yes, we celebrated her birthday.
1 Look and write.
3. The aquarium does not have many animals. T ✓
F
3. Did you eat birthday cake? Yes, we ate birthday cake.
Visit a
4. At the planetarium, you can watch movies about stars. ✓
T F a shoulder fingers 4. Did you wear a costume? Yes, I wore a cat costume.
3 Read and write. What’s at the California Academy of Sciences?
Museum Complete the graphic organizer.
The California Academy of Sciences

4 Read and look. Draw lines to match.
1. What did you do last weekend?
Many people like to visit museums. I went horseback riding.
They are great places to visit on the
weekend. Some museums have interesting
art. Some museums teach us about science. What can you What animals can 2. What did you do on the weekend?
The California Academy of Sciences in see at the you see at the
San Francisco, USA, is a science museum. museum? Steinhart Aquarium? I didn’t go fishing.
a knee
It has places to learn about fossils, rocks,
trees, and even dinosaurs! People can watch fossils toes
exciting movies about planets and stars at penguins 3. What do you do on weekends?
the planetarium. rocks
sharks We usually visit a museum.
trees
alligator
dinosaurs an elbow
a stomach
4. How was your weekend?
2 Read and write. Use words from the box. Use two words twice. It was OK. I stayed at home.
4 Complete the chart. Work with a partner. Ask and answer.
Answers will vary. did didn’t enough too
Me My partner 5. What did you do last weekend?
1. Did you eat vegetables yesterday? Yes, I did . We ate out.
1. Do you want to visit a museum? 2. I drank five cans of soda! I drank too much soda.
The museum also has the Steinhart Aquarium. It has 40,000 3. Did you eat junk food yesterday? No, I didn’t . 5 Read and write. Answers will vary.
2. What do you want to see there? enough
animals. There are penguins, sharks, and many interesting 4. I play basketball every day. I get exercise. 1. Where did you go last weekend?
ocean animals. You can meet a white alligator named Claude. too
3. Why are museums interesting 5. I go to bed at 8:30. I don’t stay up late.
The California Academy of Sciences is a fun place to visit! 2. What did you do before school?
places to visit? did
6. Did you stretch your muscles? Yes, I .
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WRITING
My Busy Afternoon
UNIT 9 REVIEW Unit 1 Student 1: Use with Activity 3 on page 10. Unit 2 Student 1: Use with Activity 1 on page 23.
1 Read and write. Read about Last Saturday afternoon 1 Unscramble the sentences. Write. 3 Work with a partner. Take turns. Look and write. 1 Work with a partner. Write the name of the place.
was busy! First, I went on a
Katya’s busy afternoon. picnic with my family. Next, I 1. did / last / do / weekend? / you / What 1. Ask your partner questions Eats lunch Comes home Has a snack Plays Washes his/her 1. Ask your partner how to toy store
Underline the words that played in a soccer game. I was
at 12:15 at 3:00 at 3:30 basketball pet snake at DRUGSTORE
movie theater
What did you do last weekend? about Rosa and Carlos. at 4:45 6:00 get to these places:
Katya uses to say when happy because my team won! STADIUM
2. stayed / home. / I 2. Listen to the answers. toy store
After that, I went shopping
she did things. with my mom. I bought new I stayed home. 3. Write the words in your restaurant FIRST AVENUE
Rosa always sometimes usually always never HOSPITAL
shoes. Then, I texted my 3. We / go / ice skating. / didn’t chart. zoo BAKERY
friends, and we all went to a
PINE STREET
1. What did Katya do first?
EET
We didn’t go ice skating. What time does movie theater
OAK STR
SWIMMING POOL
movie. After the movie, I went

LIBRARY
She went on a picnic with her family 4. baseball, / She / team / played / win. / her / didn’t / but
Carlos eat lunch?
2. Follow your partner’s
home. What a busy afternoon! Carlos sometimes always never usually never
. She played baseball, but her team didn’t win. directions.

Carlos sometimes eats SECOND AVENUE You
are
2. What did Katya do next? 5. fishing / We / river. / the / in / went lunch at twelve fifteen. 3. Write the place names POLICE
here
played in a soccer game We went fishing in the river. on the map. STATION
She What time does Rosa always eats lunch 4. Take turns asking and
. 6. museum? / visit / a / you / Did Rosa eat lunch? at twelve fifteen. restaurant zoo
Did you visit a museum? answering.
3. Did Katya text her friends before or 5. Look at your partner’s map to check your answers.
Unit 6 Student 1: Use with Activity 3 on page 72.
after she went shopping? 2 Look at the pictures. Read and write.
She texted her friends after she went shopping . 3 Work with a partner. Complete the chart. Unit 4 Student 1: Use with Activity 3 on page 48.
2 1. Look at the chart. Take turns asking and answering questions. 3

Write about a busy afternoon you had. Tell when you did things. Work with a partner. Complete the chart.
2. Write the questions and answers.
Use words like first, then, next, and after. Answers will vary. 1. Look at the chart. Take turns asking and answering questions.
Is there any yogurt? Yes, there is a little. 2. Listen to your partner’s questions and answers. Write them in the chart.
3. Check your partner’s questions and answers.
Questions Answers
1. Did the dog go horseback riding? 1. Is there any yogurt? 1. Yes, there is a little. Questions Answers
The dog didn’t go horseback riding . 2. Are there any jars of olives? 2. No, there aren’t any. 1. How was the yogurt? It was sour.
3. Are there any bags of chips? 3. Yes, there are a few. How were the potato chips?
2. What did the dog do last weekend? 2. They were salty.
4. Is there any milk? 4. No, there isn’t any.
The dog went on a picnic , went swimming ,
5. Is there any orange juice? 5. No, there isn’t any. 3. How were the carrots? They were delicious.
and went hiking . 6. Is there any meat? 6. Yes, there is a little.
4. How were the red peppers? They were spicy.
7. Are there any bottles of oil? 7. No, there aren’t any.
3 5. How was the tea? It was bitter.
What about you? What do you usually do on the weekend? Write.
Look at the completed chart. What foods do you need to buy? How was the ice cream?
I usually Answers will vary. 6. It was sweet.
jars of olives, milk, orange juice, bottles of oil
.
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Unit 1 Student 2: Use with Activity 3 on page 10. Unit 2 Student 2: Use with Activity 1 on page 23. Unit 3 Student 2: Use with Activity 2 on page 34. Unit 5 Student 2: Use with Activity 3 on page 60.
3 Work with a partner. Take turns. Look and write. 1 Work with a partner. Write the name of the place. 2 Work with a partner. Read your part of the sentence. 3 Work with a partner. Take turns. Read your part of each sentence.
1. Ask your partner questions Eats lunch Comes home Has a snack Plays Washes his/her
1. Ask your partner how to drugstore bakery stadium 1. Listen to your partner’s part and write the words. Listen to your partner’s part. Write it. Read the sentences together.
at 12:15 at 3:00 at 3:30 basketball pet snake at
about Rosa and Carlos. at 4:45 6:00
get to these places: MUSEUM
2. Read the sentence to your partner. 1. Crocodiles use their sharp teeth to eat meat.
2. Listen to the answers. stadium TOY 3. Take turns. 2. Elephants use their long trunks to shower .
STORE
3. Write the words in your drugstore
3. Butterflies use their wings
FIRST AVENUE
Rosa always sometimes usually always never to fly.
chart. library My sister rides her skateboard to the park , 4. Sheep use their horns to fight .
PINE STREET
1.
EET
What time does bakery
OAK STR
SWIMMING POOL
5. Crocodiles use their long, strong tails

MOVIE THEATER
Carlos eat lunch? never never
POST
but my brother walks. to swim.
2. Follow your partner’s
OFFICE
Carlos sometimes always usually RESTAURANT
directions.
Carlos sometimes eats SECOND AVENUE You
are Unit 7 Student 2: Use with Activity 1 on page 87.
lunch at twelve fifteen. 3. Write the place names here
BOOK STORE
on the map.
ZOO
2. The boy wants to play baseball,
Rosa always eats lunch but the girl wants to play soccer 1 Work with a partner. Complete the paragraph.
What time does 4. Take turns asking and .
Rosa eat lunch? at twelve fifteen. library
answering. 1. Take turns reading sentences. Student 1 reads first.
5. Look at your partner’s map to check your answers. 2. Listen to your partner. Write the sentence.
3. The girl has cheese for a snack at 3:00 , 3. Read the finished paragraph together.
Unit 8 Student 1: Use with Activity 3 on page 98.
Unit 4 Student 2: Use with Activity 3 on page 48. but the boy has yogurt for a snack at 3:30. I get enough exercise. I don’t watch too much TV. I don’t eat too much
3 Work with a partner. Take turns asking and answering questions.
junk food. I eat enough vegetables. I drink enough water.
Listen to your partner’s answers. Write them. 3 Work with a partner. Complete the chart.
4. My brother wants to be an artist, I get enough rest. Do you?
1. Look at the chart. Take turns asking and answering questions.
Questions Write your answers Answer your partner´s but my sister wants to be an inventor .
2. Listen to your partner’s questions and answers. Write them in the chart.
questions Unit 9 Student 2: Use with Activity 2 on page 111.
3. Check your partner’s questions and answers.
1. Did Sara have a 1. He went to Sara’s party.
1. Yes, she had a party.
party?
5. He is laughing ,
2 Work with a partner. Take turns asking and answering. Listen to
2. Did her friends 2. Yes, he rode his bike. Questions Answers
come to the 2. Yes, they came to the party. but she is crying.
your partner’s answers. Write the answers to complete the chart.
party? 1. How was the yogurt? It was sour.
3. What did Sara’s 3. He wore a bathing suit. 2. How were the potato chips? They were salty. Ken's Weekend Leo's Weekend
3. She made a feast!
mom make?
3. How were the carrots? They were delicious. 6. The boy has a pet turtle, 1. What does Leo usually Ken usually goes
4. Did Sara take 4. Yes, they swam at the Leo usually goes fishing.
4. No, her dad took photos. They were spicy. but the girl has a pet dog .
do on weekends? swimming.
photos? party. 4. How were the red peppers?
2. What did Leo do last Ken didn’t go swimming. Leo didn’t go fishing.
5. Did you see the
5. Yes, I saw them. 5. He gave her a birthday 5. How was the tea? It was bitter. Saturday? Ken went ice skating. He went hiking.
photos? present.
6. How was the ice cream? It was sweet.
3. What did Leo do last Ken went horseback Leo went swimming.
Sunday? riding.
120 121 124 125
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Unit 3 Student 1: Use with Activity 2 on page 34. Unit 5 Student 1: Use with Activity 3 on page 60. Unit 6 Student 2: Use with Activity 3 on page 72.
2 Work with a partner. Read your part of the sentence. 3 Work with a partner. Take turns. Read your part of each sentence. 3 Work with a partner. Complete the chart.
1. Listen to your partner’s part and write the words. Listen to your partner’s part. Write it. Read the sentences together. 1. Look at the chart. Take turns asking and answering questions.
2. Read the sentence to your partner. 1. Crocodiles use their sharp teeth to eat meat . 2. Write the questions and answers.
3. Take turns. 2. Elephants use their long trunks to shower.
Is there any yogurt? Yes, there is a little.
3. Butterflies use their wings to fl y .
4. Sheep use their horns to fight.
1. My sister rides her skateboard to the park, Questions Answers
5. Crocodiles use their long, strong tails to swim .
but my brother walks . 1. Is there any yogurt? 1. Yes, there is a little.
Unit 7 Student 1: Use with Activity 1 on page 87. 2. Are there any jars of olives? 2. No, there aren’t any.
3. Are there any bags of chips? 3. Yes, there are a few.
2. The boy wants to play baseball , 1 Work with a partner. Complete the paragraph. 4. Is there any milk? 4. No, there isn’t any.
5. Is there any orange juice? 5. No, there isn’t any.
but the girl wants to play soccer. 1. Take turns reading sentences. Student 1 reads first. Yes, there is a little.
6. Is there any meat? 6.
2. Listen to your partner. Write the sentence. 7. Are there any bottles of oil? 7. No, there aren’t any.
3. Read the finished paragraph together.
3. The girl has cheese for a snack at 3:00, Look at the completed chart. What foods do you need to buy?
but the boy has yogurt for a snack at 3:30. I get enough exercise. I don’t watch too much TV. I don’t eat too jars of olives, milk, orange juice, bottles of oil
much junk food. I eat enough vegetables. I drink enough water. Unit 8 Student 2: Use with Activity 3 on page 98.
4. My brother wants to be an artist , I get enough rest. Do you?
3 Work with a partner. Take turns asking and answering questions.
but my sister wants to be an inventor.
Unit 9 Student 1: Use with Activity 2 on page 111. Listen to your partner’s answers. Write them.
2 Questions Write your answers Answer your partner´s

5. He is laughing, Work with a partner. Take turns asking and answering. Listen to
questions
but she is crying your partner’s answers. Write the answers to complete the chart.
.
1. Where did Hugo go? 1. He went to Sara’s party. 1. Yes, she had a party.
Ken's Weekend Leo's Weekend 2. Did Hugo ride his bike to 2. Yes, he rode his bike. 2. Yes, they came to the
the party? party.
6. The boy has a pet turtle , 1. What does Ken usually Ken usually goes
Leo usually goes fishing.
do on weekends? swimming. 3. What did Hugo wear? 3. He wore a bathing suit. 3. She made a feast!
but the girl has a pet dog.
2. What did Ken do last Ken didn’t go swimming. Leo didn’t go fishing. Yes, they swam at
4. Did people swim at the 4. 4. No, her dad took photos.
Saturday? Ken went ice skating. He went hiking.
party? the party.
3. What did Ken do last Ken went horseback Leo went swimming. 5. What did Hugo give 5. He gave her a 5. Yes, I saw them.
Sunday? riding. Sara? birthday present.
122 123 126
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Our World 2E AmE L3 Lesson Planner LoRes

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3

Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

2 Listen and say. TR: 4.2

3 Describe. Listen and guess.

The Unit Song supports the unit theme

Sense verbs TR: 4.4

Our Senses How does the chicken taste? It tastes delicious.

How does the cake taste?

Let’s count our senses, 1, 2, 3, 4, 5!

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The Song video features the

Grammar charts include natural

AMAZING Animal Senses

5. I don’t like the taste of coffee. It’s very .

Infographics show factual Weird but True After-reading activities

Grevy’s ZEBRAS 2. Zebras have legs.

New Extended Reading sections after every

A video segment presents and

three units introduce students to a variety 4 Choose an activity.

short animation. choose a form of creative expression.

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A variety of Projects build 21st-century skills through

Models written at Students are The Value page promotes

WRITING VALUES PROJECT

2 Write. Write about your summer. Use or to show choices.

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of the alphabet, as well as numbers, shapes, and

3. Flies like the smell of the rafflesia. T F

some high-frequency words.

unit practice and readings

Many things smell good. Apple trees,

• Our World Phonics introduces young learners to

order to develop their listening, speaking, reading,

students to question types similar to those

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Unit 4 3 Look and write.

The Our World Grammar Workbook provides

2 Read. Answer the questions. 1. A rock feels hard .

1. How does a motorcycle sound? It sounds loud . 2. .

2. How does a rabbit feel? It . 3. .

3. How does a banana taste? It . 4. .

4. How does a bakery smell? It . 5. .

5. How does a colorful dress look? It . 6. .

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New to the second edition

• Student-friendly explanations of each grammar topic with examples

READING 2 Read. Check T for True and F for False.

• describe unusual animal senses.

Resources TR: 4.8; Workbook pp. 50–51,

A worm can taste

classroom, reinforce the unit

Geographic Our World values.

Baby rhinos at the Lewa

OW2e_Posters_L3_39441.indd 1 11/06/2019 12:32

The Lesson Planner includes:

• Teaching tips and professional development at point of use

• Formative Assessment suggestions