Unit 2

In This Unit
Theme This unit is about growing
and eating fresh vegetables.
Content Objective
Fresh Food
Students will In this unit, I will . . .
• talk about obligation.
• compare and discuss local and • describe frequency.
nonlocal food production. • discuss and order food.
• express my opinion.
Language Objectives
Students will Look and check T for True
• talk about obligation. and F for False.
• describe frequency. 1. These people are buying
vegetables. T F
• discuss and order food.
• express opinions. 2. They are on boats. T F

Vocabulary 3. The vegetables are fresh. T F

Vocabulary 1 cabbage, a
cucumber, dig, an eggplant,
green beans, grow, hot peppers,
lettuce, an onion, pick, plant,
a pumpkin, ready, ripe, water,
weed, a zucchini
Vocabulary 2 how often, every
(day/week), on (Saturday), once
(a day), twice (a week), three
times (a month)
Grammar
Grammar 1 talk about obligation
with have to + verb
Grammar 2 order using would like

外 传
严禁
Floating market, Damnoen Saduak, Thailand
Pacing Guides L4U2
Writing Paragraphs of Opinion

料，
发资
Mission Appreciate local food. 20

内 研
Project Make plant cards.

部 38267_020-035_u02_ptg01.indd 20

Introduce
5/16/13 12:53 PM

• Activate prior knowledge Say The name of our next unit is

Unit Opener
Objectives
Students will
• analyze a photograph for
information.
• evaluate the accuracy of
statements.
Resources Video: Sc. 1: Introduction;
Classroom Presentation Tool:
Unit Opener; Teacher’s Resource
CD-ROM: Graphic Organizer
(Two-column chart); Unit Opener
Poster; Home-School Connection
Letter
Materials world map
“Fresh Food.” Hold up a non-food item such as a pen or a book
and ask Is this food? Then hold up a food item such as an apple
or a cookie and ask Is this food? Ask What are some other
examples of foods?
• Set the stage Say We know what food is. But what’s fresh
food? Not all food is fresh. For example, I had a bottle of milk
in my refrigerator for more than a week. Yesterday I opened it.
Make a face like you smell something bad. It was not fresh. It
smelled bad. Ask What’s fresh? Is milk from a cow fresh? (yes)
Are vegetables from a garden fresh? (yes)
• Put students into groups of three or four. Have them look at the
photo on pp. 20–21. Have groups use two-column charts to list all
of the things they can name. Have them list the words under

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 Be the Expert

About the Photo

This photo was taken in Thailand,
a country in Southeast Asia.
If possible, show students where
Thailand is on a world map. With one
hand, point to Thailand, and with the
other, point to the students’ country.
Point out some of the countries (or
continents) between the two.

The town in the photo, Damnoen

Saduak, has a “floating market” each
morning. Local farmers sell fruit and
vegetables from wooden boats. These
markets are very popular with tourists.

外 传
The farmers in the boats are wearing

严禁
hats made from palm leaves. These
hats are worn by many farmers

料， in Thailand. The hats protect the

farmers from the sun and rain while

发资
21 they work.

内 部研
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Related Vocabulary
farmers, hats, lemon, mushroom,
plants, watermelon

the headings Food and Not Food. Then have groups share Teaching Tip
their words with the class. Food words might include lemons, Teach students to be respectful of
cucumber, watermelon, mushroom, lettuce. Not Food words other cultures. Help them avoid using
negative words to describe food,
might include boat, people, farmers, plants, hats.
clothing, or other things or ideas from
other cultures that may be unfamiliar
• Ask questions to encourage discussion of the photo. to them. Encourage students to
What do you see in the photo? (boats, fruits and vegetables, use words such as “different” and
“interesting.”
people, plants)
Do you think the foods are fresh? (yes)
Who are the people in the boats? (farmers)
What are they doing? (selling fresh food)

• Guide students through the true/false activity on p. 20. Read

each statement out loud. For each question, have students raise
their hands if they think an answer is true. Then ask whether
they think it is false. Discuss each statement. Then confirm the
correct answer.

Unit Opener 65

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 Vocabulary 1
Objectives
Students will
• identify and use verbs related to
growing a garden.
• identify vegetables and use words
to describe them
Vocabulary green beans, a cucumber,
grow, an onion, a cabbage, dig,
plant, water, weed, ripe, ready, pick,
a pumpkin, lettuce, hot peppers,
an eggplant, a zucchini
Content Vocabulary farm, garden,
local, lucky, seeds, space
Resources Workbook pp. 14–15,
Audio CD TR: A10–A11, Video:
Sc. 2—Vocabulary 1a;
Sc. 3—Vocabulary 1b,
Classroom Presentation Tool:
Vocabulary 1a, Vocabulary 1b;
Teacher’s Resource CD-ROM:
Graphic Organizers (Word web)
发资
内 部研
66 Unit 2
02_OW_TELP_L4_U2_Voc1_FP.indd 66
1 Listen and read. TR: A10
2 Listen and repeat. TR: A11
Every week people go to the supermarket to buy vegetables like
green beans and cucumbers that come from big farms. Some
supermarkets also sell fruit and vegetables from small local farms.
But most people think food from the garden is fresher and tastes
better than food from a supermarket.
Some lucky people have space to grow food in their own gardens.
For example, they grow carrots, onions, and cabbages. Many
other people do not have space at home, but sometimes they work
together to grow food in a community garden.
It’s easier than you think to grow vegetables. First you dig. Then
you plant the seeds. But remember to water the plants! And you
have to weed the garden sometimes. When the vegetables are ripe,
they are ready to pick.
dig plant water
外 传
料，
weed
严禁 pick
22
38267_020-035_u02_ptg01.indd 22
Warm Up
5/16/13 12:53 PM
• Recycle Say Today we’re going to learn about vegetables.
Write carrot, apple, and bread on the board. Ask Which of these
three foods is a vegetable? After students have identified carrot
as the vegetable, ask What are some other vegetables? As
students call out different vegetables, write them on the board.
Vegetables that students already know may include corn, pepper,
potato, and tomato.
• Activate prior knowledge Ask questions such as the
following:
Where do we buy vegetables? (supermarkets, markets, shops)
Where do vegetables grow? (farms, gardens)
Which do you think are fresher, vegetables from the
supermarket or vegetables from farms? (from farms)
For students who need more support, rephrase the questions
as yes/no questions. For example, Do we buy vegetables at
supermarkets? Do vegetables grow in supermarkets?
19/06/2013 11:27
 Be the Expert

Vocabulary Strategy
Compound Words One kind of
a pumpkin lettuce a cucumber compound word is a noun that is
made up of two separate, shorter
words. These two words have a
single meaning when used together.
Another kind of compound word is a
noun that is made up of two words
that are written together as one
word. Draw students’ attention to
both kinds of compound words in the
a cabbage hot peppers an onion lesson ( green beans, hot peppers,
eggplant ).
Prompt students to list compound
words for rooms in a house ( bedroom,
bathroom, living room ), things in a
classroom ( whiteboard, bookcase,
backpack ), or jobs ( bus driver, police
officer, firefighter, soccer player ).
an eggplant green beans a zucchini
Teaching Tip
You can adjust questions to provide
3 Work with a partner. What did more or less support, depending on
you learn? Ask and answer. the needs of the individual student.
If a student needs more support,
Why do people grow ask yes/no questions. You might
their own vegetables? Because they also phrase the question in a way

传
taste fresher! that includes answers for students

外
to choose from. For example, Is this

严禁
cabbage green or purple? If a student
needs more of a challenge, ask a

料， Who/What/Where/Why/How question.
For example: What are the trucks

发资
23 doing?

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38267_020-035_u02_ptg01.indd 23

Present
5/16/13 12:54 PM

• Say Open your books to page 23. Look at these photos of

vegetables. As you point to each vegetable, say the name.
Then have students repeat it.

• Prompt students to say the names of the vegetables. Ask Which

vegetables are green? Which one is purple? Which vegetables are
round? Which have seeds?

• Ask Which of these vegetables do you like? Which vegetables

don’t you like? For students who need more support, ask yes/no
questions such as Do you like green beans? Or provide sentence
stems such as I like (vegetable). I don’t like (vegetable).

• Say The photos on page 23 show things, such as vegetables. But

the photos on page 22 show actions—things that people do. These
are actions people do to grow vegetables. Point to each picture on
p. 22. As you point, say each word and have students repeat.

Vocabulary 1 67

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 1 Listen and read. TR: A10

2 Listen and repeat. TR: A11

Every week people go to the supermarket to buy vegetables like

• Draw a survey graph on the board. Label the left
green beans and cucumbers that come from big farms. Some
supermarkets also sell fruit and vegetables from small local farms.
But most people think food from the garden is fresher and tastes
better than food from a supermarket.
a pumpkin lettuce a cucumber
side of the graph with the names of vegetables
that students learned about.
Some lucky people have space to grow food in their own gardens.
For example, they grow carrots, onions, and cabbages. Many
other people do not have space at home, but sometimes they work
together to grow food in a community garden.
It’s easier than you think to grow vegetables. First you dig. Then
you plant the seeds. But remember to water the plants! And you a cabbage hot peppers an onion
have to weed the garden sometimes. When the vegetables are ripe,
they are ready to pick.

pumpkin
lettuce
cucumber
an eggplant green beans a zucchini

dig plant water

3 Work with a partner. What did

cabbage
you learn? Ask and answer.

Why do people grow

hot peppers
their own vegetables? Because they
taste fresher!

weed pick
onion
eggplant
22 23

green beans
38267_020-035_u02_ptg01.indd 22 38267_020-035_u02_ptg01.indd 23
5/16/13 12:53 PM 5/16/13 12:54 PM

Practice 1 2 zucchini

1 2 3 4 5 6 7 8 9 10
• 1 Say We’re going to read and listen to
information about growing vegetables. Read the
• Write number labels on the bottom of the graph.
paragraphs on page 22 and the words on pages 22
(Write as many numbers as there are students in
and 23 as you listen. Play TR: A10.
your class.) Ask Who wants to grow (onions)? Have
• Discuss the paragraph on p. 22. Ask questions students raise their hands if they’d like to grow
such as: that vegetable. Place a checkmark next to each
Where do supermarkets get vegetables? vegetable as students respond. Count with the class
(from farms) to find out how many students want to grow each
Do most people think food from a garden is vegetable. Ask Which vegetable is most popular?
fresher than food from a supermarket? (yes) Which is the second most popular?
Can people grow their own vegetables? (yes)
Recap
外 传
严禁
Name four green vegetables. (lettuce, cucumber,
cabbage, green beans, zucchini)

，
• Say Who can summarize what we learned earlier?
• 2 Say Now we’re going to hear words and then
listen to sentences with those words. Repeat each

发资 料 (fresh foods, growing and eating vegetables) Say

Let’s look at some of the words you learned. I’ll

内 部研
word and sentence after you hear it. Play TR: A11.
Have students repeat each word and the sentence.

• Place students in pairs. Assign two or three

point to a photo. Then you write the correct word.
Ready? Hold up your book and point to one of
the circled photos on pp. 22–23, covering up its
label. Say What is it? Or What is (she) doing? Call
vocabulary words to each pair. Have students work on a student to read his/her answer. Repeat for
together to create their own sentence for each other photos.
word. Give students one or two minutes for each
sentence. Have students read their sentences to the Apply 3
class.  Use these sentences to assess students’
comprehension of the vocabulary. If students are • 3 Direct students’ attention to the dialogue on
struggling, provide additional examples. p. 23. Model the dialogue with a student. Say Think
of questions you can ask about the new words.
If students need additional support, write the
Wrap Up wh- words on the board: who, what, why, where,
• Say We are going to take a survey about the and when. Remember to add how. Model asking
vegetables we learned about today. Imagine you a question using one of these words. For example,
have space for a very small garden. You can only How do you grow vegetables?
grow one vegetable. Which vegetable do you want
to grow?

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 Be the Expert
• Give students five minutes to think of and write a few questions.
Remind them to look at the photos and information on pp. 22–23.
Questions might include What do you need to do to grow Teaching Tip
vegetables? Where can people grow food? What do you do when Pair Work While students are
doing pair-work activities, make sure
vegetables are ripe? to walk around the room to check
for understanding, monitor the use
of language, and offer help when
Extend needed. It’s also important to follow
pair-work time with whole-class work.
• S
 ay Let’s make word webs about the vegetables we learned
During this time, students should have
about. Draw a word web on the board. Write pumpkin in the the opportunity to share the work they
center. Ask questions such as What color is a pumpkin? What did in pairs with the rest of the class.
shape is it? Is it hard or soft? Does it have seeds? Is it usually
big or small? Does it grow on the ground or on a tree? As the
students answer the question, write the answers in the outer
circles of the web, like this:

orange round

pumpkin

has seeds hard

• Place students in groups of three or four. Have groups choose a

vegetable and create a word web on poster board. Move around
the room, checking on each group as they work on their word

外 传
严禁
web. Remind students to think about things such as color, size,
shape, and taste.

料，
发资
• After five minutes, ask groups to share their ideas with the class.

研
Have a volunteer from each group come to the board to share

内
•A部
their group’s word web.

 ct it out Say Now we’re going to practice the words we learned

for growing vegetables. Each card has an action word written
on it. One student will choose a card and act out the meaning of
the word. The first person to guess the correct answer will choose
the next card and act out the meaning of its word. Formative Assessment
Can students
•M
 odel the activity for the class. Pretend to dig. Have the student
• identify and use verbs related to
who correctly guesses the action come to the front of the class, growing a garden?
pick a card, and act out the word’s meaning. Have students arrange the following
phrases in sequential order: water the
plants, dig a hole, plant the seeds.
Wrap Up • identify vegetables and use words to
• Place students in pairs. Say To finish class today, let’s play a game. describe them?

One student thinks of a word we have learned and makes up Point to a photo of a vegetable and
ask Is this a (pumpkin) or (an onion)?
clues. The partner must guess the word. Model the activity. Say
I am thinking of a vegetable. It can be white, yellow, or red. It is
round. I eat it in salad. (onion) Make sure students take turns Review For additional practice, direct
giving the clues and guessing the word. students to Activity Worksheet 2.1.

Vocabulary 1 69

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 Song 4 Listen, read, and sing. TR: A12

Vocabulary in the song

Something’s
Vocabulary 1 pumpkin, lettuce,
peppers, beans, grow, water,
Growing
weed, dig, pick, cabbage, Pumpkin, lettuce, peppers, and beans.
Something’s growing, and it’s green.
green beans, plant
Pumpkin, lettuce, peppers, and beans.
Grammar in the song Something’s growing, and it’s green.

Grammar 1 talk about obligation Working in the garden,

with have to + verb working in the sun,
working in the garden is a lot of fun.
Resources Audio CD TR: A12,
Video: Sc. 7—Song, Classroom I have to water the garden.
Presentation Tool: Song I have to weed and dig.
I look after my garden.
Those weeds grow very big!

Pumpkin, lettuce, peppers, and beans.

Something’s growing, and it’s green.
Pumpkin, lettuce, peppers, and beans.
Something’s growing, and it’s green.

We can pick cabbage in the garden.

We can pick some green beans, too.
We can plant carrots in the garden.
I like to garden, don’t you?

CHORUS

Pumpkin, lettuce, peppers, and beans.

Something’s growing, and it’s green.
Pumpkin, lettuce, peppers, and beans.
Something’s growing, and it’s green.

5 Work with a partner. Ask and answer.

外 传
料， 严禁
1. What are three things you can pick?
2. What are two things that you have to do
in the garden?

发资
24

内 部研
Use the Song
38267_020-035_u02_ptg01.indd 24 5/16/13 12:54 PM

• Act it out Say We’ve talked about gardens and •P

growing food. I like to work in the garden. I like
to plant seeds. I like to take care of plants. And I
like to weed. When you have a garden, you have
to weed a lot! Act out digging in a garden and
weeding around plants. Have students describe
• Say I have to work in the garden. I have to weed
your actions.
• Say I want to plant vegetables in my garden. What
vegetables can I plant?
• Have students look at p. 23. As they name
vegetables, have them point to photos in the
student book.
 lay the song (TR: A12) once so that students can
hear the names of the vegetables. Have them
point out the vegetables as they hear them named
in the song. (pumpkins, lettuce, peppers, beans,
cabbage, carrots)
and dig. Then use language related to school. Say
I have to work in school. I have to read and sing.
Have students name other things they have to do
in school.

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料，
发资
内 部研
38267_020-035_u02_ptg01.indd 25
Use It Again
•V
 ocabulary 1 Do a call-and-response activity
with students. Sing or play the following line from
Something’s Growing: “Pumpkins, lettuce, peppers
and beans.”
• Say pumpkins, lettuce and have students respond
peppers and beans. Repeat. Extend by reversing the
order of the foods (lettuce, pumpkins; beans and
peppers) or having students fill in the sequence. For
example, say Pumpkins. Pause for two beats, and
then say and beans. Repeat and have students give
the missing words. (lettuce, peppers)
• Grammar 1 Play Something’s Growing. Ask What
are three things she has to do in the garden? (water,
weed, dig)
03_OW_TELP_L4_U2_S_FP.indd 71
Be the Expert
About the Photo
The beans in the photo are called
scarlet runner beans. Also called
scarlet emperor or scarlet conqueror,
they’re named for their beautiful
bright red flowers. Scarlet runners are
climbers and can reach up to 15 feet in
height. You can eat the flowers.
Teaching Tip
Vocabulary Explain to students
that they do not have to understand
every word in a song to understand its
meaning. Have them listen to a song
a second or even third time before
exploring its meaning. Have them
keep a list of the words or phrases
they would like to know more about.
If students don’t understand a word,
help them use what they know about
word parts or context to figure out its
meaning. They they can listen to the
song again.
外 传
严禁
25
5/16/13 12:54 PM
• End of unit Hold an end-of-unit “Garden Party.”
Have students draw pumpkins, lettuce, peppers, and
beans on sheets of paper. Place them in rows on the
floor. Have students walk up and down their garden
paths, describing what they’ve planted, and what
they have to do to take care of it.
• Play Something’s Growing. Have “gardeners” act
out watering, weeding, digging, and planting as
they hear each word in the song.
Song 71
19/06/2013 11:26
 Grammar 1 GR ammaR TR: A13

I have to water the vegetables every day. I don’t have to buy any
more seeds.
Objectives
She has to plant the tomatoes She doesn’t have to
Students will in a sunny place. weed today.
• talk about obligation with
have to + verb.
6 Read. Complete the sentences.
• ask and answer questions using
have to + verb.
1. I plant these seeds this week.
• distinguish between have or has
and has to or have to. 2. My brother is stronger than me, so he dig.
Grammar talk about obligation with
3. Luisa weed the garden today.
have to + verb
Academic Language responsibility 4. My mom water the plants at home.
Resources Workbook p. 17, Audio CD 5. Farmers often buy new seeds.
TR: A13, Video: Sc. 5—Grammar 1,
Classroom Presentation Tool:
6. He pick tomatoes this week.
Grammar 1, Teacher’s Resource
CD-ROM: Graphic Organizers
(Two-column chart)

外 传
料， 严禁
发资
26

内 部研
Warm Up
38267_020-035_u02_ptg01.indd 26 5/16/13 12:54 PM

• Set the stage Describe some routines for
students. Say Every Saturday morning, Marisa
and her brother, Ari, have chores they must do.
Marisa has to feed and walk the dog. Ari has
to water the garden. Then Marisa and Ari have
to help their grandmother go grocery shopping.
• Write the following in two columns on the board:
Marisa has to feed and walk the dog.
• Ask What does Marisa have to do every Saturday
morning? (feed and walk the dog) What does Ari
have to do? (water the garden) What do Marisa
and Ari both have to do every Saturday morning?
(help their grandmother go grocery shopping)
• As students respond, draw, or have a student
draw, a line from the left column to the correct
phrase in the right column. Have students read the
completed sentences aloud.

Ari has to water the garden.

Marisa and Ari have to help their grandmother

go grocery shopping.

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 7 Work with a partner. Look and make sentences. Be the Expert

Our World in Context

At the end of a school day in Japan,
students usually work together to
clean the classroom. This is called
o shoji, and is the responsibility of
all students. Students sweep their
classrooms and hallways, empty trash
8 What about you? Write five things you usually have to do. cans, clean restrooms, and pick up
trash from the school grounds. After
the cleanup is completed, the school
In the morning I .
day is over.
In the afternoon I .
Grammar in Depth
In the evening I . The terms have to and must are very
similar in meaning. Must is usually
On weekends I . used to express an obligation. (I must
send my aunt a thank you note.)
On Sunday I . Have to is usually used to express
responsibilities or necessity. (I have to
wait for the bus in the morning.) In
9 Work in a group. Take turns. Compare what you have to do. informal English, have to and must
are often used interchangeably in
What do you have to affirmative sentences.
do in the morning?

I have to walk my little

brother to the bus stop.

外 传
料， 严禁
发资
27

内 部研
38267_020-035_u02_ptg01.indd 27

Present
5/16/13 12:54 PM

•G
 ive examples Draw a two-column chart on the
board. Label the chart At school. Label the left
column We have to and the right column We don’t
have to.
• Say In school, there are many things we have to
do. We have to pay attention. We have to take
turns in class. What other things do we have to
do at school?
• Have students name other things that they must
do at school. For example, We have to work hard
in school. We have to stand in line. List responses
in the chart under We have to.
• Ask Do we have to walk the dog at school? Do
we have to water the garden at school? What are
some things that we don’t have to do at school?
List students’ responses in the chart under We
don’t have to.
• Write the question frame Do you have to
____________? on the board. Have partners ask
and answer questions about school routines.
For example Do you have to feed a pet at school?
Yes, I have to feed our hamster every morning.

Grammar 1 73

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 GR ammaR TR: A13
7 Work with a partner. Look and make sentences.

I have to water the vegetables every day.

She has to plant the tomatoes

I don’t have to buy any
more seeds.
She doesn’t have to
• Have students complete the activity. If students
have difficulty choosing the correct form of the
in a sunny place. weed today.

6 Read. Complete the sentences.

1. I plant these seeds this week.

8 What about you? Write five things you usually have to do.
verb, help them rephrase the statement. Substitute
2. My brother is stronger than me, so he dig.

3. Luisa weed the garden today. In the morning I

In the afternoon I
.

.
He for My brother, She for Luisa, etc.
4. My mom water the plants at home.

5. Farmers often buy new seeds. In the evening I .

6. He pick tomatoes this week. On weekends I

On Sunday I
.

.
•  7 Have students look at the photos on p. 27 and
9 Work in a group. Take turns. Compare what you have to do. think about what vocabulary they will use. Point to
the photos. Ask What do you have to do? (I have
What do you have to
do in the morning?

I have to walk my little

brother to the bus stop.

to pick the apples. I have to plant seeds.) You may

want to have students come to the board to write
their responses, or say them aloud to the group.
26 27

38267_020-035_u02_ptg01.indd 26 5/16/13 12:54 PM 38267_020-035_u02_ptg01.indd 27 5/16/13 12:54 PM

Practice
• Draw students’ attention to the grammar box on
p. 26. Say the sentences, or play TR: A13, acting out
the actions as you say or hear them. For example,
pretend you are watering plants. Use a gesture
that means “no” to show don’t have to and doesn’t
have to. On the board, write:
I have to
You
6 7
Wrap Up
• Write the following phrases on the board: have
to, has to, doesn’t have to, don’t have to. Divide
the class into groups of four. Have students create
a to-do list for group members, using each of the
phrases. For example, students might write Sandra
has to stand up. Sandra and Carlos have to sing.
Maelyn doesn’t have to sing. Have students take
We have to
turns reading and acting out items from their lists.
have to You have to

He/She has to They have to

Recap

外 传
• Remind students that they can use have to, has

严禁
• Help students make sentences, using the words on to, doesn’t have to, and don’t have to talk about

，
the board as prompts. For example: We have to responsibilities. Ask What do we have to do every
work together in school. I have to do my homework
every evening at home.

发资 料 morning at school? Point to a student and ask Does

(Ela) have to make her bed at school? Repeat with

部研
• Add don’t have to or doesn’t have to to the

内
phrases. Help students make sentences with don’t
have to or doesn’t have to. (He doesn’t have to
different tasks.

Apply 8 9
practice today.) • 8 Provide examples of things you have to or
don’t have to do. For example, say On Monday
•  6 Help students complete item 1.  Have a
morning, I usually have to get ready for work. I
student read the completed sentence aloud. Then
have to wait for a bus. I don’t have to get ready for
ask that student When do you have to plant the
work on (Sunday).
seeds? (I have to plant the seeds this week.) Point
to the student and ask a second student When • Ask What do you usually have to do on Monday
does (he/she) have to plant the seeds? (She has to morning? What do you do have to do on Sunday?
plant the seeds this week.) Point to the student and Help students complete item 1. Point out that
ask a third student Does he/she have to plant the usually means “most of the time.” Remind students
seeds next week? to use have to in their responses.

74 Unit 2

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 Be the Expert
• Group students by a day of the week and a time of the day,
for example, Tuesday morning. Then have each member of the
group say what he or she usually has to do on that day, at that Teaching Tip
time of the day. Body language Use body
language whenever possible to
support meaning. Shaking your head
• 9 Place students in groups of three or four. Have them
from side to side and moving an index
complete the activity, using the example on p. 27 as a model. finger from side to side are gestures
Remind students to take turns asking and answering questions. that mean “no” or “not” in many
cultures.
•E
 xpand Say and write I have a dog. I have to walk it every day.
Underline have and have to. Say When I say that I have a dog,
I mean that the dog belongs to me. When I say that I have to
walk the dog, I mean that it’s my responsibility to walk it.
I must walk it.

•W
 rite the following sentences that use have. Ask students
to suggest related sentences with have to. For example:
I have a book. (I have to read it.)
I have a pet hamster. (I have to feed it.)
I have a little brother. (I have to help him with his homework.)
I have long hair. (I have to comb it every day.)

Extend
• Pair students. Say Use a two-column chart to find out what your
partner does at home. Write questions beginning with “Do you

外 传
严禁
have to…?” in the first column. Ask the questions and write your

，
partner’s answers in the second column.

Question

发资 料
Answer
Formative Assessment

研
Do you have to wash the Yes, I have to wash the

内 部 dishes after dinner? dishes after dinner. Can students

• Have students use the information in the chart to talk about their
partners and themselves. Give an example: John doesn’t have to
clean his bedroom on Saturday. I do have to clean my bedroom
on Saturday.
Wrap Up
• Ask individual students: What do you have to do next at school
today? What do you have to do when you get home?
• use have to with a verb to describe
obligations?
Ask questions such as Do you have
to feed your cat every day? Have
students use have to or don’t have to
when responding in phrases or short
sentences.
• use have to with a verb to ask and
answer questions?
Provide phrases such as walk the dog
today, do your homework tonight,
and go to sleep now. Have students
work in pairs to make questions and
answers, using the phrases have to and
don’t have to.
• understand the difference in meaning
between have or has and has to or
have to?
Ask questions such as Do you have a
dog? Do you have to walk it every day?
Do you have a pencil? Do you have to
use it now?

Grammar 1 75

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 Vocabulary 2 10 Listen and say. Read and write about what you do. TR: A14

How often?
Objectives
S m T W T F S
Students will
weed weed weed go to
• identify and use frequency words garden garden garden market on (Fridays)
and expressions. every day eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
weed weed weed take
go to vegetables once
Vocabulary how often, every garden garden garden
market to Sue (a month)
(day/week), on (Fridays), once eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
(a month), three times (a week), three times weed go to
garden weed weed rket
twice (a year) (a week) garden garden ma
eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit
Resources Workbook pp. 18-19; nt
weed weed weed go to pla
Audio CD TR: A14; Video: garden garden garden market twice
Sc. 4—Vocabulary 2; Classroom eat fruit eat fruit eat fruit eat fruit eat fruit eat fruit ea plant (a year)
Presentation Tool: Vocabulary 2
Materials index cards, marker 1. Every day I .

2. On Fridays I .

3. Three times a week I .

4. Twice a year I .

5. Once a month I .

11 Work with a partner. Ask and answer, and then stick.

How often do you ride your bike?

Twice a day.

3 禁 外 传
料， 1 2 严 4 5
发资
28

内 部研
Warm Up
38267_020-035_u02_ptg01.indd 28

• Say Let’s review the vocabulary you learned more common to say once than one time. Then,
5/16/13 12:54 PM

during the last class. Point to the vegetable photos
on p. 23. Have students say the names of the
vegetables they see. Then review the action words
on p. 22 by acting them out. As you perform each
action, have students call out the action.
Present
• Say Now we’re going to use vocabulary to talk
about how often we do things. How often is
another way of saying how many times.
• Write the numbers 1, 2, 3, 4, and 5 on the board.
Say We use special words to answer the question
How often. Next to 1 on the board, write the phrase
one time. Write two times next to 2. Next to 3, write
three times, and so on. Then write once and say It’s
next to 2, write twice. Say It’s more common to say
twice than to say two times.
• Model Demonstrate how to ask and answer
questions with How often. Write How often do
you watch TV? on the board. Have a student read
the question. Answer by saying I watch TV twice
a week.  Ask each student to tell you something
they do once or twice a day.
Practice 10
• Have students open their books to p. 28.
Write on the board: S = Sunday, M = Monday,
T = Tuesday, W = Wednesday, T = Thursday,
F= Friday, S = Saturday. Say Look at the calendar.
Each letter at the top stands for a day of the week.

76 Unit 2

05_OW_TELP_L4_U2_Voc2_FP.indd 76 19/06/2013 11:22

 Be the Expert
• Say Imagine that the chart is about you. Point out the phrase
weed garden. Model how to ask and answer questions using
Teaching Tip
information in the chart. Ask How many times a week do you
Pair Work Pair-work activities often
weed the garden? (I weed the garden three times a week.) call for students to ask and answer
questions. To ensure that this is
• Ask students other questions about the chart. Ask questions happening, use a marker to draw a
such as: large question mark on an index card.
How often do you eat fruit? (every day) The question mark should be large
enough to see across the room. Give
How often do you go to the market? (once a week) one card to each pair. The student
How often do you take vegetables to Sue? (once a month) asking the question should hold the
question mark. Check to be sure both
• Point out that on (Fridays) is the one phrase on the calendar students have held the card during
that tells when something happens, rather than how often the activity.
it happens. It is used to answer a “When” question such as
Sounds of English
When do you visit your grandmother?
Single sounds: /w/ The /w/ sound
( water) is always followed by a vowel.
• 10 Say Now you will hear words and sentences with those
To pronounce it, you pucker your lips
words. Repeat each word and sentence. Play TR: A14. and “glide” into the following vowel
sound. One way to demonstrate the
•H
 ave students complete items 1–5 using information from the sound is to say the sounds /u:/ (moon)
calendar. Do item 1 as an example. and /ɒ/ (rock), starting with the first
sound and gliding into the second.

Apply 11 Use Sound Card 24 (wing). Have the

class pronounce gliding from /w/ into
• 11 Say Let’s do a sticker activity. Assign partners. Ask students different vowel sounds, using the
examples below.
to look at Activity 11. Say One of you asks “How often” or
“When” questions. If your partner uses one of the phrases,

外 传
Examples: /wa/ ( water), /waɪ/ ( twice),
/wi:/ ( weed), /wɪ/ ( win), /wɛ/ ( when),

严禁
he puts the sticker down. /wʌ/ ( once), /waɪ/ ( why )

料，
Provide students with prompts such as: brush your teeth, eat
vegetables, study English, play with your friends

研
Extend
部 发资
内
• Write the following on the board. Read the model with
a student.

Student A: How often do you play soccer?

Student B: I play soccer twice a week.
Student A: I play soccer twice a week too!

• Put students in pairs. Say Ask each other questions about

things you do. Try to find something that you both do once Formative Assessment
a day, twice a day, three times a day, every day, or on Can students
Saturdays. Remind students to take notes on their answers. • identify and use frequency words and
expressions?
Ask school-related questions such as
Wrap Up How often do we eat lunch?
How often do we have (music class)?
• Say Before we finish class today, tell me some of the things you
learned about what your classmates do each day, week,
or month, and how often they do it. Review For additional practice, direct
students to Activity Worksheet 2.2.

Vocabulary 2 77

05_OW_TELP_L4_U2_Voc2_FP.indd 77 19/06/2013 11:23

 Grammar 2 GR ammaR TR: A15

What would you like for lunch? I’d like a bowl of vegetable soup.

Objectives 12 Read. Complete the dialogue.

Students will
• ask and answer questions using A: Welcome to Mario’s Café. What would you like
would like. to order today?
once
• order food using would like.
(a month) B: I some pumpkin soup and zucchini bread.
Grammar order food using would
like C: I some chicken and rice, please.
Resources Workbook pp. 20–21,
Audio CD TR: A15, Video: D: I usually order pie, but today I some
twice ice cream.
Sc. 6—Grammar 2, Classroom
Presentation Tool: Grammar(a
2 year)
Academic Language contraction
13 Play a game. Play with a partner. Heads: Tails:
Materials photos of a pumpkin, Make sentences. Take turns.
Move Move
1 space. 2 spaces.
zucchini, cucumber, and onion;
coins

eveRy THRee
day TimeS

On
TWiCe
mOnday

外 传
严禁
On OnCe

5
SaTURday

料，
发资
29

内 部研
Warm Up
38267_020-035_u02_ptg01.indd 29

Present
5/16/13 12:54 PM

•P
 reteach Show photos of vegetables such as
pumpkin, zucchini, cucumber and onion. Review
the names of the vegetables. Pick up a photo,
and say I’d like an onion, please.
• Hold out two photos at a time and ask a student
Would you like a cucumber or a pumpkin? Model
how students can use I’d like in their responses.
( I’d like a pumpkin, please.)
• As students respond, say Maria would like
a pumpkin. She’d like a pumpkin.
• Say When you order or ask for food, it’s polite to
say I’d like or I would like. It’s one way of asking
for something that you want.
• Direct students’ attention to the grammar box at
the top of p. 29. Play TR: A15. Point out that I’d
is a contraction. Write I would = I’d on the board.
Remind students that they can either say
the contraction or use the two separate words
when ordering food.
• Write some ice cream, a banana, some milk,
a hot dog, and an apple on the board. Say Would
you like (some ice cream)? Have students respond
aloud. If needed, provide the sentence frame
I’d like .

78 Unit 2

06_OW_TELP_L4_U2_G2_FP.indd 78 19/06/2013 11:23

 Be the Expert
Practice 12
• Read item A aloud. Say This dialogue takes place in
Grammar in Depth
I like and I’d like have different
a restaurant. A worker is speaking. People are telling
meanings. When referring to a
him what they would like to order. preferred or favorite food, activity, or
object, use I like. ( I like fried zucchini.)
• 12 Have students complete the activity. Point out that the When expressing a desire or wish, use
subject of each sentence is I. Say To complete each sentence, I’d like. ( I’d like the fried zucchini,
please.)
you can use a contraction. You can also write out both words.

• To review the activity, have a student read item A aloud,

substituting his own name for Mario. Remind students to use ’s
after their names. For example, a student may say, Welcome to
Ana’s Café. What would you like to order today?

Apply 13
• Write the following sentence frames on the board.

We ________ every day in school.

I ________ three times a month.
We ________ twice a day.
I ________ on Monday.

• 13 Demonstrate the game for students. Flip a coin and move

a marker on the board. Model a sample sentence. If you move
外 传
two spaces, say I eat breakfast every day. Then have pairs

，
of students play the game. Remind them to use complete

料 严禁
发资
sentences.  Observe partners as they play the game to be
sure they use complete sentences. If students have difficulty

内 部研
using complete sentences, remind them to look at the samples
on the board.

Extend
• Have students list five foods and drinks that they like.
Formative Assessment
• Have pairs of students take turns roleplaying a restaurant Can students
worker and a customer. The worker asks, What would you like • use would like to ask and answer
questions?
for (breakfast) today? The customer responds by naming at
Hold up three familiar classroom
least two items. For example, I would like pancakes and orange objects, for example, a pencil, a pen,
juice, please. and a book. Call on students to say
which one they would like.
• Remind students that it’s polite to say please when asking for • use would like to order food?
something. Use picture cards and sentence
frames such as I would
like ____________, please.
Wrap Up
• Have students wait on a table of customers. Have a waiter take
Review For additional practice, direct
an order for a table of four to six customers and then repeat the students to Activity Worksheet 2.3.
order back to the customers.

Grammar 2 79

06_OW_TELP_L4_U2_G2_FP.indd 79 19/06/2013 11:23

 Reading 14 Listen and read. TR: A16

Objectives
Where’s Your Food From?
Students will Some fruits and vegetables travel a long way to get
to your table. Thanks to transportation, you can enjoy
• compare local and nonlocal food
watermelon or strawberries any time of the year. But
production.
many people prefer to eat local food from community expensive variety
• discuss problems and solutions. gardens or local farms. to transport
available
• talk about producing and These small local farms produce fruit, vegetables,
less flavor all year

transporting food. and grains. Some of them also raise animals for milk
bad for the farmers can
environment sell more
Reading Strategy Problem and and meat. People can have fresher food because these
Solution farmers grow it locally.

Academic Language caption, What about cities? There isn’t much space to have
diagram, graphic features, predict, farms. One way to grow food in a city is on a roof!
problem, skim, solution In this roof garden, a class of children grew 453 kg
less variety
(1,000 pounds) of vegetables in one year. The children fresher
not available
Content Vocabulary raise grew cabbages, carrots, lettuce, and even strawberries! all year
healthier
good for
They had to water the plants and weed them, but they may be more
Resources Workbook pp. 22–23; expensive
local economy
Audio CD TR: A16; Classroom enjoyed the food they grew in their outside classroom.
Presentation Tool: Reading;
Teacher’s Resource CD-ROM:
Graphic Organizer (Two-column
chart)
Materials scissors

外 传
料， 严禁
发资
30

内 部研
Warm Up
38267_020-035_u02_ptg01.indd 30 5/16/13 12:54 PM

•A
 ctivate prior knowledge Say A group of Have them close their books. Ask What do you
my friends is coming to my house for a party on think the reading is about?
Saturday. I have a problem. I don’t have enough
• Play TR: A16 and have students read along. After
food for the party. What should I do?
they finish, have them revisit their predictions.
• Guide the conversation to the topic of food and food
• Play TR: A16 a second time. Pause at the end of
stores. Say I can buy the food I need for my party
each paragraph to check for comprehension.
at a store or a supermarket. But, how does food get
Ask questions such as:
to the supermarket? Pause to get student responses,
which may include boats, airplanes, or trucks. Paragraph 1: What fruits and vegetables can you
name? How do fruits and vegetables travel?
Present 14 What does local mean?
• 14 Read together Direct students to p. 30. Paragraph 2: Name three animals that are raised
Have a student read the title aloud. Give students for meat or milk. How’s local food different
15 seconds to skim the page, looking at photos, than food that comes from other places?
diagrams, captions, and other graphic features.

80 Unit 2

07_OW_TELP_L4_U2_R_FP.indd 80 19/06/2013 11:15

 15 Read. Make complete sentences. Be the Expert
1. Some fruits and vegetables a. in cities.
2. It is very expensive to b. travel a long way.
3. Food from local farmers c. is rooftop gardens. About the Photo
4. There are no small farms d. transport fresh food. The vegetable garden on p. 30 is on
5. In cities, a way to get fresh food e. is fresher and better. the roof of a school building in the
city of Chicago, Illinois. A full-time
gardener uses the garden to teach
16 Complete the chart. Read the problem. Write the solution.
students about growing and taking
care of plants. The garden uses heat
Problem Solution from the building and solar energy, so
it’s possible to grow plants in it almost
There is no local all year.
food in winter.

Our World in Context

Transportation of food is
expensive. Growing seasons vary from
country to country, and sometimes
within countries. In the Northern
There’s no space to grow
food in cities. Hemisphere, August is generally the
best time to harvest tomatoes. In
parts of the Southern Hemisphere,
tomatoes can be harvested in January
17 Work with a partner. Talk about producing food. or even February.
Use these words.

food fresh grow local meat plants raise

Farmers grow most

of the food we eat.
Food from local
farms is fresh.

外 传
严禁
Most people spend
about five years

，
of their life eating.

发资 料 31

内 部研
38267_020-035_u02_ptg01.indd 31 5/16/13 12:54 PM

Paragraph 3: Does our school have an “outside • Think Aloud Model guessing meaning from
classroom?” Would you like to have a garden context by thinking aloud. Say I’m not sure what
at school? available means. The diagram use the words
available all year to tell about food from other
•G
 raphic literacy Have students use the diagram
places, and not available all year to tell about
on p. 30 to compare and contrast food from local
food from local farms. I think available all year
and nonlocal producers.
must mean that we can get it all year. That makes
• Ask What do the drawings of the truck and ship the most sense in this context.
stand for? (small, local farms and large, nonlocal
• Have students agree or disagree with what they
farms) What do the + and – signs mean?
read. Remind them to listen politely and then
(The – sign means “con,” or “not good.” The + sign
express their opinions. Model by saying I get
means “pro,” or “good.”)
strawberries all year, and they have less flavor
in the winter.

Reading 81

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 14 Listen and read. TR: A16 15 Read. Make complete sentences.

Recap
1. Some fruits and vegetables a. in cities.

Where’s Your Food From? 2. It is very expensive to

3. Food from local farmers
b. travel a long way.
c. is rooftop gardens.
Some fruits and vegetables travel a long way to get 4. There are no small farms d. transport fresh food.
to your table. Thanks to transportation, you can enjoy 5. In cities, a way to get fresh food e. is fresher and better.
watermelon or strawberries any time of the year. But

• Say We’ve read and talked about food that’s

many people prefer to eat local food from community expensive variety
gardens or local farms. to transport
available
16 Complete the chart. Read the problem. Write the solution.
less flavor all year
These small local farms produce fruit, vegetables,
bad for the farmers can
and grains. Some of them also raise animals for milk environment sell more Problem Solution

produced locally, and food that comes from far

and meat. People can have fresher food because these
farmers grow it locally. There is no local
food in winter.
What about cities? There isn’t much space to have

away. Remind students that there are good and

farms. One way to grow food in a city is on a roof!
Transportation of food is
In this roof garden, a class of children grew 453 kg
less variety
fresher
expensive.
(1,000 pounds) of vegetables in one year. The children not available
healthier
grew cabbages, carrots, lettuce, and even strawberries! all year
good for There’s no space to grow

bad things about each type of food.

They had to water the plants and weed them, but they may be more
local economy
expensive food in cities.
enjoyed the food they grew in their outside classroom.

17 Work with a partner. Talk about producing food.

Use these words.

food fresh grow local meat plants raise

• Ask What are two reasons to buy local food?
Farmers grow most
of the food we eat.
Food from local
farms is fresh.
(fresh, healthy, good for the economy) and What
Most people spend
about five years
of their life eating.
are two reasons to buy food from other places?
30 31
(available all year, more variety, farmers can sell
more)
38267_020-035_u02_ptg01.indd 30 5/16/13 12:54 PM 38267_020-035_u02_ptg01.indd 31 5/16/13 12:54 PM

Practice
• 15 Have students use an index card or sheet
of paper to cover the right-hand column of the
activity. Have a student read items 1–5 aloud. Check
whether students are familiar with the vocabulary
in the sentence stems. Review word meanings
together for any difficult words.
• Have students uncover the right-hand column and
complete the activity by drawing a line to connect
matching sentence parts. Have students read the
completed sentences aloud.
15
Apply 16
• Take out a piece of paper and begin writing
on it with a pencil. Press the point of the pencil
so that it breaks. Then, turn to students and
say I have a problem. What’s my problem?
(The pencil broke.) What do I have to do?
(You have to get a new pencil/sharpen your
pencil, etc.). Explain that a solution is the
answer to a problem. Say If I (sharpen the pencil),
I can use it again. That’s a good solution.

• Expand Have students use the sentence stems to

外 传
• 16 Have students open their books to p. 31 and

严禁
read the problems listed on the left-hand side of
say original sentences. For example, Some fruits
the chart. Remind students to use both the reading
and vegetables are purple or Food from local

料， on p. 30 as well as the graphics to think of possible

发资
farmers is expensive.
solutions to each problem.  Observe students

Wrap Up
•K
内 部研
 eyword Challenge Write 4–5 keywords from
the diagram on p. 30 on the board. For example,
as they work to be sure that they understand the
problems. If students seem unsure, help them
rephrase each problem.

• Have students write at least one solution to each

write environment, economy, expensive, transport,
problem. When they have finished writing, have
and available. Place students in groups of three.
volunteers read one problem and solution aloud.
Have students use keywords to summarize what
Ask Is this a good solution to the problem?
they learned about local and nonlocal food. Allow
students three minutes to complete the task. When
time is up, have groups share their summaries with
the class. As you listen, award a point for each
keyword that is used.

82 Unit 1

07_OW_TELP_L4_U2_R_FP.indd 82 19/06/2013 11:16

 Be the Expert
Extend
• Use a two-column chart to provide the following list of solutions. Reading Strategy
Have students work in pairs or small groups to think of problems Problem and Solution Be sure
for each solution. students understand that a problem
may have more than one solution.
Point out that not all possible
Problem Solution solutions may actually solve
a problem. Have students consider
Water the garden. the advantages and disadvantages,
or pros and cons, of possible solutions
Look it up on the Internet.
to problems.
Get up earlier.
Teaching Tip
Put everything where it Grouping If you have a large
belongs. class, consider dividing students into
smaller groups of 10 to 15. Introduce
the reading text to one group,
• Have partners copy the problems and solutions onto a single
and have them read silently. While
sheet of paper. Have them cut the problems and solutions into they read, join a second group and
strips and then turn the strips print-side down. present the text. Return to your first
group for discussion and to check
• Have students take turns playing a memory game. Have them for comprehension while the second
group is reading.
turn over two strips at a time. If a problem matches a solution,
the student who made the match takes the next turn.

Wrap Up
• Review the problem-solution chart from p. 31. Ask students to
think of two school-related problems, such as The buses leave
外 传
too quickly or There aren’t enough books in the school library.

，
Then, have them propose solutions to the problems. (Talk to the

料 严禁
发资
bus driver; Ask parents to help buy books.)

内 部研
Formative Assessment
Can students
• compare local and nonlocal food
production?
Revisit the diagram on p. 30. Help
student rephrase the information
under each symbol.
• discuss problems and solutions?
Give the class a few different problems
and have students come up with
solutions.
• talk about producing and transporting
food?
Have students reread and summarize
the first two sentences of “Where’s
Your Food From?”

Reading 83

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 Paragraphs of Opinion
Writing In a paragraph of opinion, you express your opinion about
something. You give the reasons why you feel this way.
You can also use words and expressions that introduce your
Writing Type Paragraphs of Opinion opinion, such as I think, in my opinion, and I believe.
Objectives
18 Read. How does the writer introduce opinions?
Students will
Underline the words and expressions.
• analyze a writing model.
• express opinions in writing.
• evaluate classmates’ writing.
Fresh Food or Canned Food?
Academic Language fact, opinion When you shop for food, you can buy fresh food or
Resources Workbook pp. 36–37; canned food. Which is better? I think fresh food tastes
Classroom Presentation Tool: better. Fresh food is good for you. It does not have any
Writing; Teacher’s Resource extra salt or sugar. You know just what you are eating.
CD-ROM: Graphic Organizers But you have to wash it first because sometimes it is a
(Three-column chart) little dirty.
There are some positive and negative things about
canned foods, too. In my opinion, canned food is more
convenient because it lasts longer than fresh food.
Also, with canned food you can always have fruit and
vegetables—even in winter. But canned food usually has
extra salt or sugar, and I believe this is bad for you.
Also, canned foods make more trash because you have
to throw the cans away.
I think fresh foods are better than canned foods.

19 Write. Write about food from supermarkets and food

from local farms. Describe some positive points and some

传
negative points about each one. Express your opinion.

外
严禁
20 Work in a small group. Share your writing.

料， Listen and take notes. Write down the names and opinions
of your classmates.

发资
32

内 部研
Warm Up
38267_020-035_u02_ptg01.indd 32

• Have students rephrase the opinions in the chart.

Remind them to begin sentences with I think …
5/16/13 12:54 PM

• Say Cucumbers are green. Is that true? (yes) That’s

a fact. Cucumbers are delicious. Is that also true?
Get different answers. Say There isn’t one answer
Present
to this. People have different opinions. • Say Today you will write paragraphs of opinion.
Place students in groups of three or four. Have
• Have students work in pairs. Say Choose two types groups write one sentence that is a fact and one
of vegetables or fruits. Write two facts and two that is an opinion. Give groups five minutes to
opinions about each in a chart. Write a model work on their sentences. Then have each group
on the board. share their sentences with the class. Have students
identify which are opinion and which are fact.
Vegetable
Fact Opinion
or fruit
• Write the phrases I think …, In my opinion …, and
apples red, green, or yellow They’re delicious! I believe … on the board. Have students read their
They grow on trees. They’re too expensive opinion sentences again, but this time have them
at the supermaket. use one of these expressions before their opinion.
cucumbers

84 Unit 2

08_OW_TELP_L4_U2_W_FP.indd 84 19/06/2013 11:14

 Be the Expert
Read the Model 18
• 18 Have students open their books to p. 32. Say We are
Writing Support Mechanics
Capitalization Make sure students
going to look at a writing model that shows an example of
apply the rules of capitalization to
paragraphs of opinion. The model will help you understand their writing. Remind them that they
how to write your paragraph. Ask students to read the should use a capital letter:
writing model twice. The first time, have them read only for • f or the first letter of the first word of
a sentence. (Pumpkins are orange.)
comprehension. The second time, have them underline all the
• f or the pronoun I. (Miguel and
phrases that express opinion. (I think, In my opinion, I believe) I went to the market yesterday.)
• f or proper nouns, such as the names
Plan of people, places, and days of the
week. (I shop at Smart Market.)
• Draw a three column chart on the board.
Related Vocabulary
(+) (–) chemicals, frozen, nutrients, organic,
package, packaged, packaging,
Supermarkets pesticide, plastic, preservatives

Farms

• Say First think about the good things about food from
supermarkets and the good things about food from farms.
Write your ideas in the chart. Then think and write about the
bad things.

外 传
严禁
• Model completing a chart. Say I think food from farms is
expensive. That’s not a good thing. I’ll write that here. Write
Food is expensive in the bottom right.

料，
部研 发资
• Explain to students that they don’t have to list an equal number
of good and bad things for each column.

内•E
 xpand Remind students about expressions used to introduce
opinions. Give them a few additional options. Then have them
share information from their charts, using these expressions.

I think I’m sure that

I (strongly) believe I’m convinced that
In my opinion,

Write 19
• 19 Say Now you can start writing your paragraphs of opinion.
Tell students to create sentences for their paragraphs, using
information from their charts. Remind students to use the
phrases I think, I believe, and In my opinion in sentences that
express opinions.

Writing 85

08_OW_TELP_L4_U2_W_FP.indd 85 19/06/2013 11:14

 Paragraphs of Opinion • Have students revise their paragraph to make
In a paragraph of opinion, you express your opinion about
something. You give the reasons why you feel this way. improvements. Review rules of capitalization
You can also use words and expressions that introduce your
opinion, such as I think, in my opinion, and I believe. with students (see Writing Support). Then have
18 Read. How does the writer introduce opinions? students check their writing for proper use of
Underline the words and expressions.
capitalization.
Fresh Food or Canned Food?
When you shop for food, you can buy fresh food or
canned food. Which is better? I think fresh food tastes
better. Fresh food is good for you. It does not have any Share 20
extra salt or sugar. You know just what you are eating.
But you have to wash it first because sometimes it is a
little dirty. • 20 Place students in groups of three or four.
There are some positive and negative things about
canned foods, too. In my opinion, canned food is more Have students read their paragraphs aloud to the
convenient because it lasts longer than fresh food.
Also, with canned food you can always have fruit and group. Have the others complete the sentences
vegetables—even in winter. But canned food usually has
extra salt or sugar, and I believe this is bad for you. below in order to give feedback on the paragraph.
Also, canned foods make more trash because you have
to throw the cans away. Write the sentence stems on the board for
I think fresh foods are better than canned foods.
students’ reference.
19 Write. Write about food from supermarkets and food
from local farms. Describe some positive points and some
negative points about each one. Express your opinion. One thing I like about your writing is . . . .
20 Work in a small group. Share your writing. A question I have is . . . .
Listen and take notes. Write down the names and opinions
of your classmates. My favorite part is . . . .
32

One thing I don’t understand is . . . .

38267_020-035_u02_ptg01.indd 32 5/16/13 12:54 PM

Edit
• While group members give feedback, the writer
• Direct students to check their writing for the
should take notes. The writer should then use
following:
these notes to revise his or her paragraph.
 Does the paragraph include some good points

外 传
严禁
and bad points about food from supermarkets

，
and food from local farms?
 oes the paragraph clearly express an opinion?
 
D
 Does the paragraph use words for expressing

发资 料
内 部研opinions?

Writing Rubric Use this rubric to assess students’ writing. You can add other skills you’d like to assess
at the bottom of the rubric.

4 3 2 1
4 = Excellent Organization
3 = Good Ideas are clear and well-organized.

2 = Needs improvement Grammar

1 = Redo Student uses correct grammar.

Vocabulary Student uses a variety of word choices,

including words learned in this unit.

Writing type Student uses expressions such as I think,

I believe, and In my opinion to introduce opinions.

Mechanics
Capitalization is correct.

86 Unit 2

08_OW_TELP_L4_U2_W_FP.indd 86 19/06/2013 11:14

 Mission

Mission Mission Appreciate local food.

Objectives

Appreciate local food. “Learning how to

grow jalapeños changed
Students will
• s hare ideas.
• Which foods can you buy locally? Why is it my life.” •e
 valuate ideas.
important to appreciate local food? Work in
a small group. Discuss.
Juan Martinez Resources Video: Sc. 9—Meet the
Environmentalist
Emerging Explorer
Explorer
• How can you show you appreciate local food?
Discuss and write the best ideas in the box.
Materials writing notebook, research
materials

Jalapeño
Be the Expert

Meet the Explorer

Juan Martinez grew up in South
• Work with another group. Share your
Central Los Angeles. When he was in
ideas. Are they the same or different?
high school, Martinez was in danger
Which ideas does everyone like best?
of failing out of school. He was also
thinking about joining a gang. But
then a teacher asked him to join a

传
nature club at his school. The club

严禁 外
had a small garden. Martinez joined
the club and spent his afternoons
growing jalapeños in the garden.

料， The experience taught Martinez to

appreciate nature. He decided to

发资
33 focus on changing the lives of other

研
kids the way his teacher helped to

部
change his life.

内
38267_020-035_u02_ptg01.indd 33 5/16/13 12:54 PM
He now helps create programs that
Mission teach urban kids about gardens and
nature. Martinez recently became the
• Remind students that local food is food that is grown nearby. first person in his family to graduate
Encourage a discussion of local food with questions such as: from college. He is a National
Geographic Emerging Explorer.
What kind of local food can we buy?
Where can we buy it? Teaching Tip
Do you ever buy local food? Why? When teaching new vocabulary,
Do you want to buy local food? Why? encourage students to use the new
words to talk about something related
• Point out the term appreciate. Say When you appreciate to their own lives. Personalization
helps make a new word relevant and
something, you’re really happy to have it. You’re thankful meaningful to students. This helps
for having it. students “own” and remember the
new word.

Mission 87

08_OW_TELP_L4_U2_W_FP.indd 87 19/06/2013 11:15

 Project 21 Make plant cards.

1. Research a plant you want

to grow.
Objectives
2. Create a card that tells about
Students will it. Include a picture and text.
• find information about a plant.
3. Present your plant card to
• create a poster. a group.
• share information with a group. 4. Tell why you think your class
• complete the Unit 2 quiz. should grow your plant.

Resources Assessment: Unit 2 Quiz 5. Vote for plants to raise

in class.
Materials glue, markers, poster
paper, computer (optional ),
children’s books about gardening
(optional )

Did you know that a tomato

is really a fruit?

外 传
料， 严禁
发资
34

内 部研
Prepare
38267_020-035_u02_ptg01.indd 34 5/16/13 1:02 PM

• Ask What are the names of some of the plants and • Write the following questions on the board.
vegetables we learned about in this unit? List the
vegetables that students call out on the board. Say What does the plant look like?

Today, you’re going to work in groups to make a How do you grow the plant?
poster about a plant. What can you do with the plant?

• Place students in groups of three or four. Say Work

• Have students research facts about the plant,
with your group to choose a plant or vegetable
using available resources. Remind students that
you’d like to grow. Give students a few minutes to
they can use pictures and text from the unit as
decide on a vegetable. Say Work with your group
resources. Make sure students understand that
to find information about growing this plant. Here
their group doesn’t have to answer all of
are some questions to think about.
the questions on the board.

• Have students work together to write sentences

about their plant. Then provide them with
materials for making their plant card.

88 Unit 2

09_OW_TELP_L4_U2_P_FP.indd 88 19/06/2013 11:13

 Be the Expert
Now I can . . .
talk about obligation.
Teaching Tip
describe frequency. Grouping Think carefully about
discuss and order food. the mix of students you will place
together for a project. Place students
express my opinion. with different strengths together.
This will help students succeed
with the project,and will also give
them the chance to learn from each
other’s abilities.

Project Rubric
 Did students include information
about their plant on their picture
card?
 Did students use unit vocabulary
on their picture card?
 Did students use unit grammar
on their picture card?

外 传
料， 严禁
发资
35

内 部研
38267_020-035_u02_ptg01.indd 35 5/16/13 1:02 PM

• Invite each group one at a time to come to the front of the class
to show their picture card. Encourage each student in the group
to read one of the sentences on the picture card.
Now I Can
Share Ask questions such as the following:
• What do you have to do today?
• Invite students to ask questions about each group’s picture card.
• How often do you eat vegetables?
Then encourage discussion and comparison of the picture cards
• What would you like to eat for dinner?
with these questions: Which plant do you want to grow? Why? • What do you think about canned food?

• Modify To simplify the project, put students in small groups and

provide them with the materials to create their plant card. Assign Review For additional practice, direct
a specific plant to each group and provide each group with students to Activity Worksheet 2.4.
information about the plant (images, characteristics, uses, etc.).
Assessment: Unit 2
Give the Unit 2 Quiz. Hand out the
quiz and go over the instructions with
the students. The quiz should take
15–20 minutes.

Project 89

09_OW_TELP_L4_U2_P_FP.indd 89 19/06/2013 11:13

 Video
Vocabulary 1a cabbage, pumpkin, lettuce, hot
peppers, zucchini, eggplant, cucumber, green beans
Vocabulary 1b onion, dig, plant, water, weed, ripe,
ready to pick
Vocabulary 2 how often, every (day/week), on
(Saturday), once (a day), twice (a week), three times
(a month)
Grammar 1 talk about obligation with have to + verb
Grammar 2 order food using would like
Song Something’s Growing
Viewing gardens and gardening
Meet the Explorer Juan Martinez
Story Time The Empty Pot
Resources Student Book pp. 20–29, 33; Teacher’s
Resource CD-ROM: Graphic Organizers
(Two-column chart)
Before You Watch
• Play the introduction to the video. Say This video is
all about growing vegetables. Ask Does your family
have a vegetable garden? What are your favorite
vegetables to grow or eat?
While You Watch
料，
发资
• Have students look and listen for target words
内 部研
that describe actions and for words that describe
people, places or things. Have them sort the words
in a two-column chart. Labels the columns Actions
and People, Places, or Things.
• Ask What’s an example of a word that describes
an action? (dig) List the word under Actions.
• Pause the video as necessary to allow students to
identify and list words. Have them use the images
to give short explanations of each word, or use
them in context.
After You Watch
• Have partners role-play the segment. Have them
use their completed two-column charts to check off
vocabulary terms as they use them or hear them
used.
90 Unit 2
10_OW_TELP_L4_U2_VR_FP.indd 90
Zoom In
Vocabulary
• Fast-forward, stopping at the images in frames.
Have students name each vegetable that they
see. Press Play to bring up the full-screen image
and caption.
Grammar
• Freeze an early frame of Animation 1 or 2. Have
students describe the characters and the setting.
• View the entire animation. Have students use the
captions to discuss what happens in the animation.
Song
传
• Play the song with the audio off. Have students
外
严禁
read the lyrics together. Play the song again, with
audio. Have students listen as they read.
Viewing
• After viewing, have students suggest additional
video clip ideas they feel can work well.
• Have them write a four- or five-sentence “script”
for their favorite suggestions. Remind them that
their “scripts” should use language that helps the
viewer understand what’s on the screen.
Meet the Explorer
• Say Juan Martinez believes that it’s important for
young people to be outdoors in nature. Ask What
do you like to do outdoors?
Story Time
• View The Empty Pot once with students.
• View it again. Pause the video and ask questions
such as What did Cheng do with the seed the
emperor gave him? (He put it in soil and then
watered it every day.) Why did the other gardeners’
plants grow so well? (They lied and used their
own seeds.)
19/06/2013 11:12
 Unit 2 Reader
The empTy poT

The Emperor gives a seed to each gardener in the village, telling

the gardeners that the person who grows the most beautiful
plant will become the next Emperor. Young Cheng cares for his
The
Empty Pot Text Type folktale
The Empty Pot
seed, but no plant grows. How can Cheng win the contest? A Folktale from China
Retold by Andrea Seargent
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 Reading Strategy Make Predictions
A boy named Cheng is a wonderful
activities that bring the reading experience together in a way that fascinates, educates, and informs.

gardener. The Emperor gives a seed

LeveL 4 ReadeRs
Vocabulary a cucumber, an onion,
The Mirror Stormalong and the Giant Octopus
to each gardener in the village, telling
A Folktale from Korea

The Empty Pot

Based on an American Tall Tale

Sweet Surprises: Accidental

a pumpkin, dig, grow, plant, water,
them that the person who grows the
A Folktale from China

Rhodopis
Food Inventions
Hurum’s Hobby weed, every day
A Fairy Tale from Egypt
The Tug-of-War
most beautiful plant will become the
Tender Flower and the Medicine
A Native American Folktale
A Folktale from Africa

Grammar talk about obligation with

next emperor. Young Cheng takes
The Green Rabbit

have to + verb
A Fairy Tale from Mexico

good care of his seed. But will he win

the contest? Resources Classroom Presentation
National Geographic Learning, part of Cengage
Learning, provides customers with a portfolio of
Tool: Story Time; Teacher’s
Resource CD-ROM: Graphic
quality materials for PreK-12, academic, and adult
education. It provides instructional solutions
for EFL/ESL, reading and writing, science, social
studies, and assessment, spanning early childhood
through adult in the U.S. and global markets.
Visit ngl.cengage.com
Organizers (Two-column chart)
Materials world map (optional)
Before You Read
• Activate prior knowledge Ask students questions to get
them thinking about main ideas in the story. Say Did you ever
grow a plant? What did you need to do to help the plant grow?
Did you ever enter a contest? Tell about it.
Be the Expert
• Introduce the strategy Give students examples to help them
understand the word prediction. Say Is it going to rain later? Our World in Context
Hmmm. The sky doesn’t look dark. I don’t see many clouds. The Empty Pot is a folktale from
I predict it won’t rain today. China, the largest country in the
world. China is on the eastern part
• Say As we read the story, let’s use a chart to keep track of our
predictions. Draw a two-column chart on the board. Label one
外 传
of the continent of Asia. If possible,
show students China on a world map.

column My prediction and the other column What actually

happens. Say Look at the picture on the cover of this reader.

料， 严禁
发资
What do you predict this reader will be about? Beijing

内 研
• Say As we read, we will sometimes stop to make predictions

部 about what will happen next. Look for clues in the text to help
you make these predictions.
ASIA

CHINA
CHINA

W
N

While You Read

Reading Strategy
• Stop after every few pages to make predictions together about Make Predictions Making
what will happen next. predictions helps students to be
active readers. Help students make
p. 5: What do you think Cheng will do?
predictions while reading The Empty
p. 9: Do you think Cheng will take his pot to the palace? What Pot by stopping every few pages and
asking questions about what might
do you think will happen there?
happen next.
p. 10: What do you think the Emperor will say?
Text Background
After You Read The story takes place in ancient China.
Chinese civilization, which started
• After finishing the story, look at the predictions in the first over 4000 years ago, is one of the
column of the chart. For each prediction, ask Was that oldest in the world. Emperors ruled
China for more than 2000 years,
prediction right? Next to each prediction, have students write
starting in 221 bce.
correct or write what actually happened.

Video and Reader 91

10_OW_TELP_L4_U2_VR_FP.indd 91 25/06/2013 16:56

 Audio Script
TR: A12 4 Listen, read, and sing.
Student Book Note: Lyrics for the song Something’s Growing are
TR: A10 1 Listen and read. on p. 70.
Every week, people go to the supermarket to buy
TR: A13 Grammar
vegetables like green beans and cucumbers that
come from big farms. Some supermarkets also sell Note: Grammar 1 is on p. 72.
fruit and vegetables from small local farms. But
most people think food from the garden is fresher TR: A14 Listen and say.
and tastes better than food from a supermarket. How often How often do you eat fruit?
Some lucky people have space to grow food in every day I eat fruit every day.
their own gardens. For example, they grow carrots, On On Fridays, I have to go to the market
with my mother.
onions, and cabbages. Many other people do not
once Once a month we take vegetables to
have space at home, but sometimes they work our neighbor.
together to grow food in a community garden. twice Twice a year my dad has to plant
It’s easier than you think to grow vegetables. First new seeds.
you dig. Then you plant the seeds. But remember to three times Three times a week we weed
the garden.
water the plants! And you have to weed the garden
sometimes. When the vegetables are ripe, they are TR: A15 Grammar
ready to pick.
Note: Grammar 2 is on p. 78.
dig, plant, water, weed, pick, a pumpkin, lettuce,
a cucumber, a cabbage, hot peppers, an onion, an TR: A16 14 Listen and read.
eggplant, green beans, a zucchini

外 传
Note: the reading Where’s Your Food From?

严禁
is on p. 80.
TR: A11 2 Listen and repeat.
dig

料，
Dig the rocks out of the dirt.
Workbook

发资
plant Plant the seeds in a row.
TR: 6 2 Listen and underline the missing word.

研
water Water the plants well.

内 部
weed
pick

grow
Weed the garden once a week.
Pick only the fruits and vegetables
that are ready.
I like to grow vegetables.
Then listen and repeat.
1.
2.
3.
are long and orange.
are round and green.
are round and make us cry!
ripe Wait until the vegetables are ripe.
4. are very long and thin.
ready Are you ready to water the plants?
a pumpkin Pumpkin pie is my favorite dessert. 1. Carrots are long and orange.
lettuce Lettuce is very good in salad. 2. Cabbages are round and green.
a cucumber Cucumber is good in salad, too. 3. Onions are round and make us cry!
a cabbage Cabbage is delicious in soup. 4. Green beans are very long and thin.
hot peppers Hot peppers make good hot sauce.
an onion Onions can be white, yellow, red, TR: 7 6 Listen to the song. Underline the
or green.
correct words.
an eggplant Eggplant can purple or white on
the outside. Note: Lyrics for the song Something’s Growing
green beans Green beans, are, surprise! Green. are on p. 70.
a zucchini Zucchini can be green or yellow.

92 Unit 2

12_OW_TELP_L4_U2_AS_FP.indd 92 6/21/13 4:43 PM

 TR: 10 19 Listen and write. Listen to the
TR: 8 11 Listen to the story. Correct the sentences.
conversation. Write the questions.
During summer vacation, I went to stay with my
S1: Hello and welcome. Would you like a table
aunt and uncle. They think food and exercise are
for lunch?
really important. I had to do all kinds of things
S2: Yes, please.
I don’t usually do. For example, I had to eat six
S1: Wonderful! This way, please.
servings of fruit and vegetables every day. I also had
S1: Okay. What would you like to drink?
to eat carrots twice a week, because they’re good
S2: I’d like a glass of water, please.
for your eyes. Did you know that? I didn’t! There’s
S1: And what about you? Would you like a glass
more! I had to get lots of exercise. My aunt says
of water?
kids need to exercise three times a week for thirty
S3: No, thanks. Apple juice for me, please.
minutes. Oh, and I had to drink a big glass of water
S1: Okay. What would you like to eat?
three times a day. Can you imagine that?! But you
S3: I would like a bowl of fresh fruit.
know what? I feel good!
S2: And I would like a salad.
S1: Perfect!
TR: 9 16 Listen. Complete the conversation.
S1: Excuse me. Do you have any carrots? TR: 11 22 Listen and read.
S2: Yes, of course. Anything else?
Note: The reading Celebration Time! is on p. 324.
S1: I need three onions and two cucumbers.
S2: Okay. Is that everything?
S3: W e need some lettuce too, please. We’re making
Silly Salad on Friday.

外 传
Answer Key

料， 严禁
部研 Student Book
发资 12 SB p. 29
A: would you like

内 Unit Opener SB p. 20
1. F, 2. T, 3. T

6 SB p. 26
B: would (or ’d) like
C: would (or ’d) like
D: would (or ’d) like

15 SB p. 31
1. have to / don’t have to
2. has to 1. b, 2. d, 3. e, 4. a, 5. c
3. has to / doesn’t have to
4. has to / doesn’t have to 16 SB p. 31
5. have to Solutions: Transport food. / Eat local food from
6. has to / doesn’t have to community gardens or local farms. / Grow food on
roof gardens.
10 SB p. 28
1. eat fruit, 2. go to the market, 3. weed the garden, 18 SB p. 32
4. plant vegetables, 5. take vegetables to Sue I think; In my opinion; I believe; I think

Workbook
Go to pp. 322–324 for the Workbook Answer Key
for this unit.

Audio Script and Answer Key 93

12_OW_TELP_L4_U2_AS_FP.indd 93 6/21/13 11:34 AM